In a small school called Telugu Govt School in Murphy town of 40 children, we were given opportunity to explain the importance of Rain water harvesting in their school vicinity.
With all our excitement, we gathered around in a small room to explain the importance of rainwater harvesting.
It began by asking children,
'what is water'?
'Water is liquid', they said
'What do you use water for?'
'It's used for the gardening, drinking, washing, cooking. Also agricultural' children said.
'From where do we get water?'
'Ground, cloud, rivers dams lake', they replied
It was explained to them about the source of water school is relying on for their activities, which is, Cauvery water and borewell.
With all our excitement, we gathered around in a small room to explain the importance of rainwater harvesting.
It began by asking children,
'what is water'?
'Water is liquid', they said
'What do you use water for?'
'It's used for the gardening, drinking, washing, cooking. Also agricultural' children said.
'From where do we get water?'
'Ground, cloud, rivers dams lake', they replied
It was explained to them about the source of water school is relying on for their activities, which is, Cauvery water and borewell.
Water cycle-
Water from rain is distributed to the lake river etc. From there the evaporation takes place, then condensation and precipitation to form water in the form of rain.
The videos on water cycle in Kannada was displayed.
It was asked, 'how much percentage water do we have on earth?' '75 percent', kids answered.
On the same note, the video on distribution of water on earth was displayed.
Each of the activity was practically shown to children using simple methods. The activities one by one was written on the board to arrive at the water demand in the school. Mathmatics of the following activities were involved by children from the session
Hand wash- 250ml x 3 times =750ml
Toilet flush- 10 liters x 1=10 liters
Cleaning classrooms- 15x10rooms=150 liters
Drinking- 1 liters
Gardening-10 liters
Washing vessels - 10.5 liters
Total- 174 liters. Therefore, Leaving classroom cleaning it is approximately 25liters/day/student.
Total No of students- 40, considering 10 working months, for total number of students for a year is approximately 3 lack liters including the cleaning of classrooms
It is then explained that we need rain water to harvest since the demand is high.
It was gradually concluded saying, 'Next time when we come, we will understand rain water harvesting. We can deduct the demand by calculating them. Hence we are relying less on the external water source'.
The same activity of calculations and experiments shown in videos were handed over to the children. It was requested to the teacher to encourage children to repeat the same experiments and calculations.
The videos on water cycle in Kannada was displayed.
It was asked, 'how much percentage water do we have on earth?' '75 percent', kids answered.
On the same note, the video on distribution of water on earth was displayed.
Water demand-
What do we use water for?Each of the activity was practically shown to children using simple methods. The activities one by one was written on the board to arrive at the water demand in the school. Mathmatics of the following activities were involved by children from the session
Hand wash- 250ml x 3 times =750ml
Toilet flush- 10 liters x 1=10 liters
Cleaning classrooms- 15x10rooms=150 liters
Drinking- 1 liters
Gardening-10 liters
Washing vessels - 10.5 liters
Total- 174 liters. Therefore, Leaving classroom cleaning it is approximately 25liters/day/student.
Total No of students- 40, considering 10 working months, for total number of students for a year is approximately 3 lack liters including the cleaning of classrooms
It is then explained that we need rain water to harvest since the demand is high.
It was gradually concluded saying, 'Next time when we come, we will understand rain water harvesting. We can deduct the demand by calculating them. Hence we are relying less on the external water source'.
The same activity of calculations and experiments shown in videos were handed over to the children. It was requested to the teacher to encourage children to repeat the same experiments and calculations.
