An awareness programme on environmental issues and concerns

1. MOUNT TABOR TRAINING COLLEGE, PATHANAPURAM
CONSCIENTISATION
An Awareness Programme on Environmental Issue
SUBMITTED TO ASST. PROF. E.K. JIJAN
DURING THE FOURTH SEMESTER OF B Ed. COURSE
UNDER ENGLISH AS THE OPTIONAL SUBJECT
2017-2019
BY
ATHIRA REGHU
SECOND YEAR B Ed. ENGLISH
Submitted during the Second Phase of Teaching Practice

2. AnAwareness
Programme

3. onEnvironmental
Issues
andConcerns
INTRODUCTION

4. “The Earth is one but the world is not. We all depend on one biosphere for sustaining our lives. Yet
each community, each country, strives for survival and prosperity with little regard for its impact on
others.” (Our Common Future. Report of the World Commission on Environment and Development,
1987).
Our environment determines our lifestyle. Development in contemporary civilization also depends
upon the environment surrounding us. The younger generation, who are supposed to be the future
leaders and decision makers, may opt for changes in their life style. Development must be promoted
in both industrialized and less adopted societies. However, there should be a balance between the
utilization pattern, natural resources and economic growth. Economic and social developments are
always encouraged but not at the cost of renewable and non- renewable resources. Increased support
to environmental protection will ensure ecological balance and gradually lead to sustainable
development.
Environment belongs to each one of us and all of us have a responsibility to contribute its
conservation and protection. When we talk of development, we should keep in mind two basic
characteristics of development: i) It should be sustained. The benefits that we are getting now should
be transferred to the coming generations. ii) It should be ethical. Whatever the benefits, a person or
species enjoy should not harm other individuals or species. Thus, development has to be visualized in

5. a holistic manner, where it brings benefits to all, not only for the present generation, but also for the
future generations.
Sustainable Development is “meeting the needs of the present without compromising the ability of
future generations to meet their own needs”. Sustainable means that something is viable and can be
continued in the long term, in ways that do not harm people but benefit them equally. Development
refers to the way in which the interaction between environment, economy and society progresses and
changes. Sustainable development is about ensuring a better quality of life for everyone now and for
the generations to come. Thus sustainable development is a broad concept which embraces the
following components.
i) Effective protection of the environment
ii) Wiseful use of natural resources.
iii) Social progress that recognizes the needs of every one.
iv) Maintenance of stable level of economic growth and development.
Students must be taught the art of living ‘environmentally sustainable’ right from early childhood.
The Supreme Court of India has also realized the importance of this and commented that people are
not living with environmentally sustainable lifestyles due to lack of knowledge, lack of potential
skill or tradition and lack of community spirit. The students are to be taught the practical skills
needed to help and solve the local environmental issues.
Education is the primary agent of transformation towards sustainable development.
We can foster the values, skills, behaviour and lifestyle required for a sustainable future only
through education. The international Commission on Education appointed by the UNESCO had put
forth the structure of education for the 21st century should be firmly footed on the four pillars of

6. education, viz., i) Learning to know ii) Learning to do iii) Learning to live together and iv) Learning
to be

7. STATEMENT OF THE PROBLEM
The fact that Education for Sustainable Development has far reading implications in the preservation
and protection of nature, the testimony of the same is not seen reflected in our school curriculum. It
is also true that teachers by themselves are aware of the significance of this vital issue. The dilemma
lays between cup and the lip- i.e., articulation of what is vital and significant a component.
THE IMPACT OF SCIENCE AND TECHNOLOGY ON ENVIRONMENT
Science and Technology together has brought immense benefits. However we are paying a high
price for it in terms of environmental degradation. This so called ‘price’ is escalating to ruin the
achievement of even a modest degree of global sustainable development. This has serious
implications for future generations. An analysis would show that the main contribution of science
and technology to environmental protection has been basically in two distinct areas. First, alerting us
to manifest the environmental problems. For example, it is through science that the global impacts of
some of our polluting activities have been discovered mainly in terms of qualitative cause-effect
relationships. Typically, it was through science that Chlorofluoro Carbons (CFC) emissions were
found to be the cause for stratospheric ozone depletion.
While science and technology can offer economically viable solutions to small scale environmental
problems, such as those for treating municipal wastewater or restoring relatively small areas of
contaminated land, they cannot be applied to solve large-scale or global man-made problems, or
lessen their impacts, that must be addressed to achieve global environmental sustainability. Although
science and technology can help the process of sustainable development and global environmental
sustainability in a limited way, they cannot deliver them.

8. The challenge to curriculum planners and educators in secondary education is how to make science
and technology lessons environmentally oriented. The challenge is not really too dreadful, because
science by its very nature is environment based while technology can provide the practical means of
solving the environmental problems caused by the irresponsibility of man. Science, Technology and
Environment constitute a logical educational trinity. Each component complements and supplements
the others, showing clearly the holistic nature of natural order. Together, the components form a
powerful force which would ensure the continuity of life and the integrity of planet Earth.
Science --------------Technology------------------------- Environment
An environmental programme of education must concern itself with a philosophy that will motivate
the citizenry to actively participate in all environmental problem solving situations, Students should
learn the consequences of man’s manipulation and his greedy interventions on the environment. It is
the responsibility of all teachers to discuss the social, political, economical and moral desirability of
the actions society pursues in the process of reviving and restoring the environment.

9. NEED AND SIGNIFICANCE
The basic aim of education at any level is to enable the learner to make sense of life, and to develop
the potential for peaceful coexistence with nature. There is great disquiet about several aspects of
educational practices, like school systems being resistant to change, learning having become an
isolated activity, and over emphasis given to rigid patterns of examination.
All these have turned students into mere accumulators of information rather than developing their
capacity to think and reflect. The question that one seeks to answer would be in what way the
educational practices be conducted to achieve the noble purpose of peaceful coexistence for
sustainable development?
Learning should be an enjoyable experience and should help an individual to know better
himself/herself rather than making it highly structured and exam oriented. Several steps have been
taken by the government of India in this regard in terms of relevance, flexibility, and quality as
characteristics of a National Curriculum Framework. Education systems need an overhaul because of
the demands of global changes and challenges. Education should meet the core components for
national development, as well as growing international development. It should help the learner to
develop potentials and skills needed to work efficiently in the world of work. Education should not
only concentrate on cognitive development, but also in the emotional development of an individual
for making decisions for sustainable development.
Education develops understanding about ourselves and others, links with the wider natural and social
environment, and serves as a basis for building respect, a sense of justice, responsibility, exploration,
dialogue, etc. Education, thus, promotes sustainable development and improves the capacity of the
people to tackle environmental and developmental issues. It is also critical for achieving
environmental and ethical awareness, values, attitudes, skills, and behaviours consistent with
sustainable development and for effective public participation in decision-making. The concept of

10. sustainable development is a dynamic concept, and the important components to be kept in mind are
society, environment, economy and culture in an embedded dimension.
Education should provide the necessary perspective on how human life can be reconciled with the
crisis of the environment so that survival, growth, and development remain possible. There should
be active involvement of the learner to inquire, explore, question, apply, and reflect, leading to
theory building and the creation of new ideas. The National Policy on Education, 1986 emphasized
the need to create awareness of environmental concern by integrating it into the educational process
at all stages of education and for all levels of the society. Educational experiences need to be
meaningful to enable individuals to become managers rather than passive spectators of conflict.
Environmental education has been in vogue since human beings having been interacting with the
world around them and teaching their children to do the same. Rural people everywhere have a good
perception of their surrounding natural system and a deep reverence for the systems. They have
passed down both their understanding and reverence carefully from generation to generation through
oral communication. But the underlying reasons for doing so and the ways of doing so have changed
over time. People acquire basic environmental functions in order to grow food, find water and
protect themselves from the climate. We still need the knowledge of science and technology to shape
and perpetuate the modern world. However, a more complete and constructive reason for education
about environment has emerged out of the combination of all the above said reasons.
Though it is essential to transfer the knowledge and skills about environment and environmental
hazards (most of which are man-made) which is not enough. So far as the taxonomy of educational
objectives is concerned, it comprises three domains, wiz, cognitive, affective and conative. The
affective domain needs to be given priority for developing a wide range of soft skills viz. positive
attitude, feelings, interest, commitment, ethical values and responsibilities with respect to protection
of and improvement of environment with due consideration given for future generation.

11. ROLE OF THE TEACHER
The teacher is the key to the whole education system. It is only through the initiative and
innovativeness of the teacher that any successful programme can be carried out. The format of the
activities calls for a redefinition of what a school activity is and what the role of the teacher is
(Vollmer, 1974). The teacher’s role in these activities is not that of transferring information but
rather one of being a facilitator, a leader and a resource person in a learning process that is
participatory. No teacher can be expected to know all the answers, nor should it be required. On
many occasions, the teacher will need to join the students in asking questions and getting the
students to discuss how they will find the answers. It is also important to stress that all the “answers”
are not yet known.
The activities have been developed to encourage students to observe and explore their environment;
to understand the relationships in nature, and between humans and nature; and to learn better how
humans are an integral part of the intricate web of life. The investigator believes that learning can be
more fun, both for the student and the teacher, when based on real experiences. Many schools in
India may not have the resources and reference material to back such programmes. Attempts have
therefore been made to keep the need for such materials to the minimum.

12. OBJECTIVES OF THE STUDY
General Objectives
 to foster clear awareness of, and concern about, economic, social, political, and ecological
interdependence in urban and rural areas;
 to provide every person with opportunities to acquire the knowledge, values, attitudes, commitment,
and skills needed to protect and improve the environment;
 to create new patterns of behaviour of individuals, groups, and society as a whole towards the
environment.
The categories of environmental education objectives are:
 Awareness—to help social groups and individuals acquire an awareness and sensitivity to the total
environment and its allied problems.
 Knowledge—to help social groups and individuals gain a variety of experience in, and acquire a
basic understanding of, the environment and its associated problems.
 Attitudes—to help social groups and individuals acquire a set of values and feelings of concern for
the environment and the motivation for actively participating in environmental improvement and
protection.
 Skills—to help social groups and individuals acquire the skills for identifying and solving
environmental problems.
 Participation—to provide social groups and individuals with an opportunity to be actively involved at
all levels in working toward resolution of environmental problems.

13. A REPORT ON ENVIRONMENTAL
ISSUES AND CONCERNS

14. Environment is derived from the French word “Environner”, which means encircle or
surrounding. Environment is a complex of many variables, which surrounds man as well as the living
organisms. Environmental education describe the interrelationships among organisms, the
environment and all the factors, which influence life on earth, including atmospheric conditions, food
chains, the water cycle, etc. It is a basic science about our earth and its daily activities, and therefore,
this science is important for everyone.
The planet faces a variety of troubling issues that stem from man-made contamination. Many
of these lead to environmental problems that are causing long-term damage to the earth’s ecosystem.
The Global Issues website explains that the only way to control current environmental issues is to
create sustainable development strategies and continue to instil conservation methods.
Environmental issues are any such issues related due to human activities and cause harm to
the environment.

15. 1. Environmental Accidents
Some man-made accidents threaten wildlife and the ecosystem. Although these accidents are
relatively rare because of increased safety procedures, accidents still occur, sometimes with
devastating effects. Examples include oil spills, radioactive leaks, tanker spills, pipeline bursts and
drilling accidents. The best solution for accidental spills and leaks is to create additional safety
protocol using both computerized and human detection systems.
2. Pollution
Environmental pollution is the contamination of the physical and biological components of
the earth/atmosphere system to such an extent that normal environmental processes are adversely
affected.
There are three major types of environmental pollution:

16.  Air Pollution
In an even broader sense, air pollution means the presence of chemicals or compounds in
the air which are usually not present and which lower the quality of the air or cause detrimental
changes to the quality of life (such as the damaging of the ozone layer or causing global warming).
 Water pollution
Water pollution is the contamination of water bodies, usually as a result of human activities.
Water bodies include for example lakes, rivers, oceans, aquifers and groundwater. Water pollution
results when contaminants are introduced into the natural environment.
 Soil pollution (Contamination)
According to the Science Daily website, man-made chemicals released into the dirt either by
accident or through poor disposal techniques cause soil contamination. Rupture of underground

17. storage tanks, acid rain, leaching of hazardous waste from a landfill, pesticides and herbicides, and
discharge from industrial chemical wastes all can contaminate the soil in which farmers grow crops
or graze livestock that people eventually eat. Laws against such contamination need to be stringent,
and the appropriate agencies have to be tough in the enforcement of those laws to help keep soil safer
for humans and animals.
3. Hazardous Waste
According to the Learner website, the mishandling of hazardous waste materials poses
immediate and long-term risks to plants, animals, humans and the environment. Hazardous waste is
any liquid or solid that contains carcinogenic or teratogenic compounds, including pesticides, paint

18. strippers, solvents, paint, gasoline, bleach, ammonia, industrial cleaning agents and drain cleaners.
Individuals and businesses should make sure that hazardous-waste disposal experts handle all
hazardous waste, and should never dump hazardous waste with regular trash or into rivers or ditches.
3. Ozone Depletion
According to the Environmental Protection Agency, or EPA, there are several airborne
materials that can lead to ozone pollution. Ground-level ozone, particulate matter, lead, sulphur
dioxide, nitrogen oxide and carbon monoxide are all dangerous when released into the air. These
pollutants can cause human health problems and damage to plants and animals. The EPA enforces
laws controlling the release of these substances into the atmosphere. Controlled air quality leads to
less stress on the outer ozone layer of the planet that helps protect us from the sun.

19. 4. Deforestation
Deforestation, clearance, or clearing is the removal of a forest or stand of trees from land
which is then converted to a non-forest use. Deforestation can involve conversion of forest land to
farms, ranches, or urban use. The most concentrated deforestation occurs in tropical rainforests.
5. Desertification
Desertification is a type of land degradation in which a relatively dry area of land becomes
increasingly arid, typically losing its bodies of water as well as vegetation and wildlife. It is caused
by a variety of factors, such as through climate change (particularly the current global warming) and
through the overexploitation of soil through human activity.
6. Climate change
Climate change is a change in the statistical distribution of weather patterns when that change
lasts for an extended period of time. Climate change is caused by factors such as biotic processes,
variations in solar radiation received by Earth, plate tectonics, and volcanic eruptions.

20. 7. Extinction of animals
Extinction occurs when species are diminished because of environmental forces (habitat
fragmentation, global change, overexploitation of species for human use) or because of evolutionary
changes in their members (genetic inbreeding, poor reproduction, decline in population numbers).
Some species made extinct by humans.
8. Habitat Loss and resources.

21. Habitat destruction occurs when natural habitats are no longer able to support the species
present, resulting in the displacement or destruction of its biodiversity. Examples include
harvesting fossil fuels, deforestation, dredging rivers, bottom trawling, urbanization, filling in
wetlands and mowing fields.

22. SOLUTIONS
Many environmental problems are caused by human actions. That is why we are responsible for
finding solutions to these problems.
1. Reduce pollution: Reduce the amount of garbage we produce
2. Avoid cutting down trees: we can plant trees in agricultural areas or substitute wood for other
materials.
3. Outlaw the hunting of animals: if animals are in danger of extinction.
4. Protect specific natural areas: they are important because of their natural resources. Hunting
and cutting trees must be forbidden.

23. ENVIRONMENTAL EDUCATION

24. Environmental education is a process that allows individuals to explore environmental issues,
engage in problem solving, and take action to improve the environment. As a result, individuals
develop a deeper understanding of environmental issues and have the skills to make informed and
responsible decisions.
The components of environmental education are:
 Awareness and sensitivity to the environment and environmental challenges
 Knowledge and understanding of the environment and environmental challenges
 Attitudes of concern for the environment and motivation to improve or maintain environmental
quality
 Skills to identify and help resolve environmental challenges
 Participation in activities that lead to the resolution of environmental challenges
Environmental education does not advocate a particular viewpoint or course of action. Rather,
environmental education teaches individuals how to weigh various sides of an issue through critical
thinking and it enhances their own problem-solving and decision-making skills.
SCOPE OF ENVIRONMENTAL EDUCATION

25. Environmental education discipline has multiple and multilevel scopes. This study is important and
necessary not only for children but also for everyone. The scopes are summarized as follows:
1. The study creates awareness among the people to know about various renewable and
nonrenewable resources of the region. The endowment or potential, patterns of utilization and the
balance of various resources available for future use in the state of a country are analysed in the
study.
2. It provides the knowledge about ecological systems and cause and effect relationships.
3. It provides necessary information about biodiversity richness and the potential dangers to the
species of plants, animals and microorganisms in the environment.
4. The study enables one to understand the causes and consequences due to natural and induced
disasters (flood, earthquake, landslide, cyclones etc.,) and pollutions and measures to minimize the
effects.
5. It enables one to evaluate alternative responses to environmental issues before deciding an
alternative course of action.
6. The study enables environmentally literate citizens (by knowing the environmental acts, rights,
rules, legislations, etc.) to make appropriate judgments and decisions for the protection and
improvement of the earth.
7. The study exposes the problems of over population, health, hygiene, etc. and the role of arts,
science and technology in eliminating/ minimizing the evils from the society.
8. The study tries to identify and develop appropriate and indigenous eco-friendly skills and
technologies to various environmental issues.

26. 9. It teaches the citizens the need for sustainable utilization of resources as these resources are
inherited from our ancestors to the younger generation without deteriorating their quality.
10. The study enables theoretical knowledge into practice and the multiple uses of environment.

27. IMPORTANCE
1. World population is increasing at an alarming rate especially in developing countries.
2. The natural resources endowment in the earth is limited.
3. The methods and techniques of exploiting natural resources are advanced.
4. The resources are over-exploited and there is no foresight of leaving the resources to the future
generations.
5. The unplanned exploitation of natural resources lead to pollution of all types and at all levels.
6. The pollution and degraded environment seriously affect the health of all living things on earth,
including man.
7. The people should take a combined responsibility for the deteriorating environment and begin to
take appropriate actions to save the earth.
8. Education and training are needed to save the biodiversity and species extinction.
9. The urban area, coupled with industries, is major sources of pollution.
10. The number and area extinct under protected area should be increased so that the wild life is
protected at least in these sites.
11. The study enables the people to understand the complexities of the environment and need for the
people to adapt appropriate activities and pursue sustainable development, which are harmonious
with the environment.

28. 12. The study motivates students to get involved in community action, and to participate in various
environment and management projects.
13. It is a high time to reorient educational systems and curricula towards these needs. 14.
Environmental education takes a multidisciplinary approach to the study of human interactions with
the natural environment.
15. Environmental study is a key instrument for bringing about the changes in the knowledge, values,
behaviors and lifestyles required to achieve sustainability and stability within and among countries.

29. Constraints to Implementing Environmental Education
1. Rigid Specialization.
2. 2. Complexity of inter-disciplinary value of Environmental education.
3. 3. High pupil - teacher ratio for organizing pupil participation programs.
4. 4. Paucity of qualified trained environmental educator.
5. 5. Lack of proper resources in terms of equipment, supplementary materials and reference
materials.
6. 6. Tendency to resist changes.

30. A REPORT ON REFLECTION

31. We are currently facing the most critical environmental issues in human history. Our climate, planet,
lives, and future as a civilization are all at risk. While the magnitude of that thought can be extremely
overwhelming, don’t allow yourself to feel helpless, not knowing where to begin. Making small steps
and adjustments in your daily routine will give you a sense of success and a yearning to attempt
more.
As part of the B.Ed. curriculum we decided to conduct a conscientization programme during our
second internship programme. I conducted an environmental awareness programme on 23 January
2019 in class IX.A.
STORY NARRATION AND PPT PRESENTATION: I began the session by narrating a story
relating to environment. Students with enthusiasm listed to the teacher. Then I gave a short
introduction and explained the motive for conducting such a programme with the help of PowerPoint
slides. PowerPoint images are being used to show the intensity of the problem that we are facing
today.
BRAINSTORMING AND DISCUSSION: After the presentation, students are divided into multiple
groups and asked them to brainstorm ideas relating to nature conservation. In group, first they
collected main and ideas and they started discussion in class and given out their opinion regarding
the given topic. Later the teacher added on to what they had said and clarified the motive behind the
same. Some of those ideas are given below.
1) Precycle - attempt to reduce waste before it becomes waste.

32. 2) Recycle with purpose! Not all plastics are created equal and recycling takes some degree of
effort. The good thing is that if this awareness is created early and turned into a habit, recycling
becomes a breeze!
3) Conserve existing resources - water and food for example.
4) Use paper on both sides and make use of scrap paper.
5) Encourage taking shorter showers.
6) Use non-toxic cleaners in your house and explain that these are better for the environment.
7) Use foams and aerosols based on compressed air rather than other propellants.
8) Turn things off when not in use. This is especially true of personal computers and electronics,
which can consume a lot of energy!
12) Reduce the use of petroleum based products like plastics.
13) Pick up and properly dispose of trash and recyclables, even if they are not yours.
14) Spread awareness of environmental issues - your kids will have to face these issues during
their lifetime!
15) Conserve hot water and reduce the water heater setting by a few degrees during summer
months.
16) Show how you care for your home; ask them to inform of leaky faucets and pipes if they see
any.
17) Use biodegradable products - plastic bags, dishes, soaps, etc.
18) Preserve your environment. Volunteer with your kids for tree planting programs or creek
cleanups.
19) Properly dispose of things including hazardous household waste
20) If you are not already using energy saving light bulbs, try to put them at least in your kids
rooms.
21) Learn to do more with less. This implies enjoying what you already have more, repairing and
reusing existing items! This can also teach kids how to be more creative!
22) Talk to your kids about pesticides and other garden chemicals that you may be using
presently. A lot of these end up in the oceans.
23) Start a trial compost project in your backyard and get your kids involved. Composting can be
done very inexpensively and keeps a lot of waste out of landfills!
24) Explain the importance of house insulation, especially during winter months. Ask your kids to
avoid keeping their windows open during the winter
25) Use more energy effective appliances
POSTERS AND PLACARDS: After that multiple cards are distributed among the students and they
are asked to make placards and posters to protect the nature.

33. Then I wind up the session by welcoming the students to project posters at the walls of the school
compound.

34. CONCLUSION
We only have one planet and we should all do our part to ensure that it’s protected by combining our
modern ways of living with a deeper respect and understanding of what nature provides.
Environmental conservationists understand that the way we live is a reflection of how we feel about
the natural world, and our everyday habits show how much we truly value all the things that the
Earth gives us.
There is much to do when it comes to rebuilding and protecting what’s left of natural resources and
the biodiversity within our ecosystems. Environmental conservation is an umbrella term that defines
anything we do to protect our planet and conserve its natural resources so that every living thing can
have an improved quality of life.
Conservation works in two ways. It is meant to protect nature by protecting vital resources, and it is
also a way of living that works against the irresponsible practices of businesses and large
corporations. Green living takes away the power from those who have no interest in using their
influence to promote the greater good of our world and choose to add to the problem instead. The
more money we keep out of the pockets of big businesses that don’t care for the environment, the
more we can do for the planet.

35. Environmental conservation comes in many forms and reminds us to be mindful of daily choices. No
matter how busy your life may be, it remains fairly easy to make small, yet necessary, changes for
the good of the Earth. If we all took little steps, we would make our way towards major progress.
This can be achieved by paying more attention to what we buy and not using resources
unnecessarily. We must also remember to recycle and dispose of chemicals properly so that the
ground and bodies of water are not poisoned.
The environment is vital to our well-being and every element should be protected.
Consider every part of the environment, including the trees, the oceans and the soil. The trees that
help us to breathe also isolate greenhouse gases that would cause the Earth to heat up more quickly.
They hold soil in place and naturally filter water that has been absorbed into the ground.
The waters of the ocean are undeniably enchanting, but there is much more to it than visual splendor.
When we look up at the clouds and feel the rain, the ocean is to thank for it. Home to countless types
of marine life and plants, the ocean is both a shelter and a life source. It gives us more than half of
the Earth’s oxygen supply and stores large amounts of carbon dioxide to help keep the Earth cool.
Finally, the soil stands as its own supporter of life by acting as a supplier of food and a filter of
water. Soil that is of good quality produces crops that feed humans and animals. Plants and flowers
sprout up from the ground through the soil, helping to regulate our climate. Most of nature’s water
isn’t made for human consumption, but soil also stores groundwater and filters it, making it safe for
drinking.

36. The trees, the seas, and the ground; these three elements are necessary for our existence, and there
are still more parts of nature that we need to protect. This is why there are a large number of
conservationists, many of which have dedicated themselves to protecting specific causes.
Conserve by using less energy and embracing alternative energy sources.
By embracing and promoting alternative energy sources, Mother Earth would be relieved. If every
household incorporated the concepts of sustainable living by using less and conserving more, the
positive impact would be immeasurable.
Solar energy and wind power are two of the renewable energy options that we could use more often.
Yet, a large amount of energy we exhaust comes from the burning of non-renewable fossil fuels to
power cars, the electricity in homes and much more. While we don’t completely control how energy
is offered to us, there’s always room to live in a way that uses less of the energy that can’t be
replenished.
Begin to conserve by making small changes to everyday routines. For example, use window light
instead of turning on lights during the day and replace standard light bulbs with bulbs that are energy
efficient and last for an extended period of time while requiring less energy to run.
Help to replenish what is being taken away by giving back to the Earth.
Deforestation continues to be a major environmental issue. Many forests are losing countless acres of
valuable trees, and because these trees are destroyed, the greenhouse gases they were storing go back
into the atmosphere and contribute to global warming. Animals and people lose their food supply and

37. homes, and the economic status of a region can also change because less forests often leads to less
employment opportunities in the area.
Planting trees is a way to give back because it aids in the restoration of homes for wildlife, food
sources, and medicinal properties that only the trees provide. As trees grow, they protect soil from
harsh weather conditions and protect us from excess carbon dioxide, enabling us to live longer and
more comfortably.
Help to protect the quality of soil through composting. When we feed the soil, especially by using
leftover parts of food that would otherwise be thrown away, we give the soil nutrients that it craves.
Enriching the soil this way sets off a positive chain of events that allows for other plants to grow
naturally, leading to improved air quality and adding to the beauty of the land.

38. Bibliography
Agarwal, S.K.. (1997). Environmental issues and Themes, APH, Publishing corporation, New Delhi.
Ananta Padmanabhan, N. (1976): Man and His Environment, NCERT, New Delhi.