Karo Sambhav School Programme

Shaping and enabling behavioural change

Teacher’s Manual (2019-20)
Partner
Karo Sambhav School Programme

Shaping and Enabling Behavioural Change!

Tool Kit (2019-20)

Address Contact Us
408 & 409, Fourth Floor, Phone: +91-124-4551068
Suncity Business Tower, Sector 54, Email: [email protected]
Golf Course Road, Gurugram, Web: www.karosambhav.com
Haryana 122002, India
 In2 years,
Karo Sambhav School
Programme has
reached
29 States,
3 Union Territories
covering

50 Cities

4
Content

Modules and Activities

Module 1
Sustainable Consumption and Production 09

Activity 1
Understanding Sustainable Development and Sustainable 14
Development Goals (SDGs)
Activity 2
SDG 12: Let us contribute to Sustainable Consumption and 18
Production

Module 2
21 Circular Economy

Activity 1
24 Enabling Circular Economy: Finding wisdom from older
generations
Activity 2
26 Life Cycle Thinking: Is my favourite gadget affecting the
environment

Module 3
Introduction To Waste and Its Solution Via EPR 29

Activity 1
Waste Management: How is the waste managed in your 34
community
Activity 2
Waste Management and Segregation: Recycling relay the 35
trash dash
Activity 3
Understanding What Goes in Your Bin: Know your waste 36
Activity 4
Extended Producer Responsibility: The way forward 38
 Content

Module 4
41 Electronic Waste

Activity 1
45 Life-cycle Thinking: Don’t waste your waste!
Activity 2
47 Exploring The E-waste Network: What’s at stake
Module 5
Plastic Waste 51

Activity 1
Plastic Waste: Tracking our contribution to plastic waste 55
Activity 2
Understanding The Plastic Waste Management Rules 58

Module 6
63 Climate Change and Culture

Activity 1
66 Understanding Climate Change: Does the community care
Activity 2
68 Understanding How Climate Change is Affecting Our
Culture
Activity 3
70 Climate Change and Culture: Why should we care
Module 7
Let’s Make It Possible- Karo Sambhav! 75

Activity 1
E-waste awareness and collection drive 78
Activity 2
Campaigning for Change 80
 The Karo Sambhav school
programme has reached
5, 83,200
students through
3,888
teachers like you
in 1944
schools since
2017.

1
 21st Century Skills

Collaboration

Creativity

Communication

Critical Thinking

Computational Thinking

3
 MODULE 1

Objectives Resources Required

Introduction to the Sustainable Videos shared in the module
Development Goals (SDGs) of United Projector/Computer
Nations (UN)
Develop understanding of
‘Sustainable Consumption and
Production’
Inspire students to lead a
sustainable lifestyle Curriculum Connect
Pedagogy Environmental Science
Civics
Interdisciplinary Learning
Team work
Debate

21st Century Skills

Karo Sambhav
9
 Module: 1 Sustainable Consumption and Production

Background for Facilitator

What is Sustainable Development?

The concept of sustainable development In 1992, Rio de Janeiro hosted the United
first emerged in 1987 with the publication Nations Conference on Environment
of the Brundtland Commission Report and Development also called The Earth
Our Common Future. The report defined Summit, where leaders from 178 countries
sustainable development as “development adopted a declaration of principles “The
that meets the needs of the present Rio Declaration” for achieving sustainable
without compromising the ability of future development in the 21st Century. 2
generations to meet their own needs”. 1
This remains the most widely accepted Sustainable development emphasizes
definition till date. that economic development must be
conducted in a way that does not harm the
environment or deplete natural resources
which drive the economy. The three
Enviroment main elements or pillars of sustainable
development are: Environment, Society
and Economy. These are also referred to
Bearable Viable as three Ps: Planet, People and Profit. For
sustainable development all three pillars
Sustainable must be balanced.
Social Ecomomy
Equitable

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 Module: 1 Sustainable Consumption and Production

What are the Sustainable Development Goals?

In 2015, the 193 countries of the UN General Assembly adopted the 2030 Development
Agenda, with the following 17 Sustainable Development Goals:

India is among those 193 countries that are and adopting a sustainable way of life is how
committed to achieving these goals by the we can and must contribute in achieving these
year 2030. Developing an awareness on the goals.
effects of our actions on the environment

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 Module: 1 Sustainable Consumption and Production

Sustainable Consumption and Safe and healthy for workers,

Production communities, and consumers
Socially rewarding
Goal number 12 of the 2030 Agenda for
Sustainable Development is Sustainable To enable sustainable production,
Consumption and Production. Countries producers generally use ‘Design for
are required to make fundamental Environment’ as a strategy. To responsibly
changes in the way their societies produce use the limited resources planet earth has
and consume goods and services. To to offer, the production practices must
achieve this, governments, international be environment friendly. Every step in
organisations, the business sector and the production must be well thought of,
other non-state actors and individuals considering its environmental effects.
must contribute to changing unsustainable
consumption and production patterns. The strategy of Design for Environment
Sustainable consumption and production includes:
(SCP) is about “the use of services and
related products, which respond to basic Design for environmental processing
needs and bring a better quality of life while and manufacturing: Using raw
minimising the use of natural resources and materials that are reusable, recyclable,
toxic materials as well as the emissions of biodegradable, and non-toxic for the
waste and pollutants over the life cycle of the manufacturing of products.
service or product so as not to jeopardize the Design for environmental packaging:
needs of further generations”. 3 Using no, minimal, and non-toxic packaging
for products.
Sustainable Production: Sustainable Design for disposal or reuse: Planning
Production is the creation of goods and for efficient reuse, and recycling of the
services using processes and systems that products at the end of their life.
are: Design for energy efficiency: Ensuring
Non-polluting that electrical devices use minimal energy
Conserve energy and natural resources over the course of their lifecycle.
Economically viable

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 Module: 1 Sustainable Consumption and Production

Sustainable Consumption REUSE: Opting for products which are

reusable rather than “use and throw” or
Sustainable consumption is adopting “single use”.
environmentally conscious choices in the
purchase and use of products. If people RECYCLE: Ensuring that all recyclable
prefer to buy products which are non- products are sent for recycling.
toxic, made of recycled material, use very
little or no packaging, can be recycled at Example: When buying a new laptop or a
the end of their life and are highly energy phone, ask yourself, do I really need this? If
efficient (5 start rated) then the producers you feel that you do not, then don’t buy it. If
will be driven to create and only sell such your old laptop/phone is not useful for you
products. Following the 3 Rs: Reduce, Reuse but is still useful for someone else, then pass
and Recycle principles is crucial to enable it on to that person.
sustainable consumption. If your old laptop/phone is no longer usable
and is not-functional anymore, then you
REDUCE: Doing a “need vs. want” must give it away for responsible recycling
analysis before buying any new product. If to an authorised take-back system. When
there is no need of buying a product then you purchase a new laptop/phone consider
one must avoid buying it. looking for products that have been made
with a design for environment approach.

Low Carbon Footprint Resource Efficiency Social inclusion

Green Economy = Sustainable Economy

13
13
 Module:1 Activity: 1

Understanding TO DO
Sustainable
Class discussion 30 mins
Development
and Sustainable Homework 1 Week

Development Goals Team Presentation 60 mins

Reflection 60 mins
Class Discussion
Start with a discussion on sustainable If the earth has a limited quantity
development followed by sustainable of materials and fuel then is it possible to
production and consumption continue making and running cars forever?

Ask students to give their own Introduce the concept of Sustainable

interpretations of sustainable development. Development. You can show following video
Assess the students through sample in the class to build on the concept - https://
questions like: do the students consider bit.ly/2ImCfRD. To introduce the Sustainable
more consumption as a sign of more Development Goals, you can also use any
development? Is a city more developed if of following videos – Do you know all 17
there are more malls and if people own the SDGs https://bit.ly/2zmoka7 ; https://bit.
latest gadgets? ly/2oERnht
Prompt students to reflect on whether
all the resources required to make products Discuss the 17 SDGs and then divide the
are finite. If not, is it possible to use class into groups of two or more depending
products infinitely? Use specific questions: on the class size. Ask each group to choose
If the earth has a limited quantity one SDG for homework. You can also use
of materials like gold, tantalum etc. then is the following creative way to explain the
it possible to produce phones and laptops SDGs (optional if you have more time)
forever? Put tape on the floor in the shape of a big

14
 India is among those
193
countries that are
committed
to achieving
SDG goals by
the year
2030.

15
 Module: 1 Activity: 1

cross. Then divide the space further with

more tape until it looks like a star with 17
triangles (as shown in the picture below) Homework
that correspond to the 17 SDGs. Ask the
students to write the SDGs inside, put the Ask students to pick one SDG and
picture of each one of them or draw them in research on what India is doing to achieve
the corresponding space. the SDGs by 2030. Make sure that all the
Then ask the students to select and students in the class are participating, and all
stand on the SDG they are interested in 17 SDGs are coveredred.
discussing more about. In this way, the
groups are formed according to each Here are a few reference reading materials,
person’s preference. which they may use:
https://bit.ly/2uLxQgP
https://bit.ly/2KWnHZz

Team Presentation
Each group of students should present their
work to the class. The presentation can
follow any format but must include:

List of key commitments made by India to

achieve the SDGs.
Suggestions on how students can
contribute towards achieving the SDGs for
Image source :
India.
https://student.canopylab.com/public/course-preview/140/
After the presentations, ask the students
to once more to stand in a segment of the

16
 Module: 1 Activity: 1

SDG circle. This time they should make

their choice based on the presentations
and discuss SDGs that India has the most
chance of achieving by 2030.

Reflection
Create a quick questionnaire to help the
students reflect on the activity. Once
completed, these questions can form the
basis for a plenary discussion.

Why did you choose the SDG? Why do

you think it is important for India?
How did your perception shift after the
presentations? How did the presentations
influence your decision? What information
persuaded you to change your preferred
SDG?
Write three things that you would
propose to your chosen group to improve
their plan of action.

17
 Module: 1 Activity: 2

SDG-12: Let us TO DO
contribute to Sustainable
Class discussion 30 mins
Consumption and
Production Class activity 60 mins

Class discussion
Ask each student to come up with
Start the class with a brief introduction to some rules they will follow going forward,
SDG-12. to reduce their own consumption of the
following:
Choose a simple product and, together Electricity
with the class, analyse its end-to-end life Water
(Production-Sale-Consumption-Disposal). Plastic
This could be a chair, tiffin, bottle, and
notebook. You could even choose a more
complex product like a T-shirt , phone,
laptop etc. depending on the ability of the Classroom activity
class. Get students to comment on how at
each stage the product could be made more Set up/ Draw a scale of 1 to 10 on the floor
sustainable. in your classroom. (10 represents agree
Discuss the role that the students can have and 1 represents disagree). Depending
at the stage of consumption of any product upon the level of agreement, students will
or resource. have to stand next to the number on the
Use this video by TATA power scale. Prepare a set of thought-provoking
under their Club Energy programme: statements on sustainable consumption.
https://bit.ly/2X6sTRq
Share the statements with the class one by
one and ask the students to take positions
on the scale, based on their opinion.

18
18
 Module: 1 Activity: 2

Ask each student to share their thought Conclude this module by

process behind choosing a number.
Depending upon the explanations given,
discussing how the school can
some students may be swayed to change contribute to SDG 12 and how an
their positions. Ask these students to individual student can think as a
explain the class why they had chosen a leader to make change possible.
different number initially and what made
them change their stand.

CONGRATULATIONS!
YOU HAVE
COMPLETED
MODULE 1 OF 7.

Don’t forget to share evidence of your work,

so we can recognise your achievements.

19
 Module: 1 Energiser

Energiser: Who is the leader?

All students stand in a circle with their eyes must be very skilled in her tapping and make
closed. The teacher walks around behind sure that all children have their eyes closed.
them, two, three times. She has told them Very interesting assumptions and
beforehand that she is going to touch stereotypes about leadership will certainly
gently one child on the shoulder, who will come up during the final discussion, and
be the designated leader. these should be collected by the children
The class will then open their eyes and and written up on a board.
silently walk around the classroom. The
chosen child must not reveal they have
been chosen but as they walk around Leaders in action
should try to embody leadership through
their body language and way of walking. Case study Greta Thurnberg
The idea is that the classmates should be Watch a video of 16-year-old Swedish
able to guess who the chosen leader is. activist Greta Thurnberg in action:
Children come back again to the circle https://www.euronews.com/2019/04/21/
and on the count of three, point in silence watch-greta-thunberg-makes-powerful-
to the person they think was the leader. climate-change-speech-inlondon or
The teacher counts where most hands are https://www.youtube.com/
pointing but does not reveal which one was watch?v=VFkQSGyeCWg)
tapped. https://www.youtube.com/
The game is then repeated. This time, watch?v=VFkQSGyeCWg&authuser=0
during the debrief, the teacher asks the
children to identify the qualities they see Points for discussion
in a leader and why they thought this
particular child was the leader. Does Greta Thunberg have any of the
qualities identified earlier? Does she have
But there’s a twist any other qualities not on our list? Can
we think of other young leaders who have
After this discussion, the teacher reveals similar qualities? How does it feel to be a
the secret of the game: in the first round, leader from the brief exercise we did? Would
she did not tap ANY child and in the second you like to be a leader in something? Write
round, she tapped ALL the children! one page on this topic and present it to the
For this game to be successful the teacher class.

20
 MODULE 2

Objectives Resources Required

Enable understanding of the Videos shared in the module
concept of ‘Circular Economy’ Projector/Laptop
Inspire students to take steps to Computer lab
contribute to a ‘Circular Economy

Pedagogy Curriculum Connect

Research-based learning Environmental Science
Interview technique Science
Public speaking Social science

21st Century Skills

Teacher’s Manual 2019-20

21
 Module: 2 CIRCULAR ECONOMY

Background for Facilitator Recycle. Manufacturers design products

such that they are durable, reusable and can
be recycled easily to extract the maximum
What is circular economy? value from the resources put in. At the end
of product life, materials are recovered in the
Circular economy is an economic system form of raw material for further production.
where products are traded in closed loop Adopting a way of life that regenerates
systems and follow the process of ‘Make- natural systems and provides a safe and
Use-Reuse-Remake-Recycle-Make’. It is a healthy human environment can contribute
regenerative system seen as an alternative to closing the loop and establishing a circular
to linear systems where we – ‘Take-Make- economy.
Use-Dispose’ and in the process pollute the
environment. Creating a circular economy requires
manufacturers to develop a deep
Circular economy minimises waste by understanding of ‘Life Cycle Thinking’.
emphasising the 3 R’s: Reduce, Reuse and

Linear Economy

Linear Vs Circular Economy

22
22
 Module: 2 CIRCULAR ECONOMY

What is Life Cycle Thinking?

Life cycle thinking is an approach to

becoming mindful of how our everyday
lives affect the environment, by evaluating
the impact of consumption of products
and services. It’s a powerful tool for
enabling both sustainable production and
consumption. The beauty of life cycle
thinking lies in its holistic approach. It’s
not sufficient to think about the impact of
consumption of a product at just a single
point. The entire life cycle of that product
should be thought of, which includes the
raw material extraction, material processing,
transportation, distribution, consumption,
reuse/recycling, and disposal.

Life cycle thinking, and analysis can

help us better understand our negative
environmental impacts as well as reduce
waste. Every day, we make choices based
on our needs and consider factors like
price and preferred brands before making
purchases. Rarely, if ever, do we consider
the environmental impact of these choices.
Conscious people who want to reduce their
environmental impacts need to apply a life
cycle thinking approach to all their choices.
Choosing responsible brands that work
on sustainability is one important way of
reducing environmental impact. By using
life cycle thinking, you as a consumer, can
choose products with lesser harmful impacts
on the environment.
4

23
 Module: 2 Activity: 1

Enabling Circular
TO DO
Economy: Finding
Class discussion 30 mins
wisdom from older
generations Home work 60 mins

Team Presentation 30 mins

Class discussion
Start the class with an explanation of stitches (kantha) to make blankets for infants
circular vs. linear economy. Ask students Using ink-pens that just needed refilling
to share examples of circular economy with ink.
that they may have seen or heard of being Discuss how our lifestyles follow linear
practised currently or in ancient times. economy. Ask students to share examples.
You could also prompt them with some You could prompt them with the following
examples of circular economy: examples:
Buying one-time use pens and then
Returning bottles to the shops in throwing them in the bin not knowing if they
exchange for a deposit would be recycled or not.
Many Indian families used to pass on Throwing away malfunctioning electronic
clothes for children from one child to products (e.g. TV, mixer-grinder) etc. rather
another including cousins till they were than making attempts to fix them and extend
completely worn out. Such old clothes were their life
then used as dusters or mops till they were We buy bottles for drinking water and
no longer usable throw away the bottle without thinking of
Upcycling of old clothes by turning old the harmful waste getting created
sarees into cushion covers etc. You can use the following video to explain
In certain parts of India (Bengal, Bihar, further - Rethinking Progress: The Circular
Assam and Orissa) old cotton sarees Economy- https://bit.ly/2Hdnj2S
were stitched together in layers using run

24
 Module: 2 Activity: 1

Homework
Ask students to discuss the concept of
circular vs. linear economy with their
parents or neighbours and come up with
a few examples of how can they practice
circular economy in their daily lives.

Team presentation
Following the discussion session at home,
make groups of 5-7 students, and ask them
to share their insights within the group then
make a skit which showcases actions they
will take.
The skit must discuss how these actions
will enable circular economy.
Ask each group to present their skit with
the class in a group presentation.
After all the skits, discuss with the class
and shortlist three to five Sustainable
Resolutions that they all agree to follow in
order to shift their life from linear to circular
economy.
Prepare a Class Declaration on a chart
paper where these resolutions are written
and put it on the class wall.

Teacher’s Manual 2019-20

25
 Module: 2 Activity: 2

Life Cycle Thinking: TO DO

Is my favourite
Class discussion 15 mins
gadget affecting the
environment? Reflection and Sharing 60 mins

Class discussion
Start the class with a brief discussion about Do you ever consider that a gadget/
life cycle thinking t-shirt could cause such an impact on
the environment? How has your thinking
Show the following video – The story of changed since watching the video?
electronics - https://bit.ly/1gFvntk Do you understand the holistic approach
You may also show this video - The life of life cycle thinking now?
cycle of a t-shirt by Angel Chang- https:// Do you feel that you should be using this
bit.ly/2xajL14 approach while shopping?
Ask students to choose any product
like a phone, TV, laptop etc. that they may
have purchased recently and start noting
down the environmental impact that their
purchase may have had. Spend at least 10
minutes on this activity

Reflection and sharing

Divide the class into 4-5 groups. Ask them
to reflect on the following points then share
their views as a group with the class:

26
 Module: 2 Activity: 2

Conclude this module by

discussing how the school can CONGRATULATIONS!
contribute to enabling circular YOU HAVE
economy and use life cycle COMPLETED
thinking approach MODULE 2 OF 7.

Don’t forget to share evidence of your work,

so we can recognise your achievements.

27
 Module: 2 Energiser

Energiser: Bust a Move!

If the students have not already viewed Group 3 takes the audience to a high-end
the videos in Activity 1 and 2 then ensure fashion design Studio/workshop where
that they see all the three videos Circular the students in the role of the designers are
Economy (video 1), the Story of Electronics examining the right steps to take in order to
(Video 2) and the Cycle of a Cotton T-shirt turn their production sustainable using the
(Video 3) . principles of circular economy presented
in the video. All groups are to consult the
Divide students into three groups according videos and conduct further research to
to the three videos. present their skits.

They can invite other classes and/or parents.

Group 1 invites the audience to a tech
gallery of the future where “the individual Following these activities, have a debriefing
goods of today become the resources of session with the students asking them:
tomorrow”. Students work together in How did you feel about your role?
identifying how products that we use today How did you feel as an audience member
can change to follow this principle and for the other groups?
then they decide how to “become” these Name one thing you’ve learned about
products with their bodies (i.e. they stand circular economy from the presentations and
still, or they move in slow motion etc). Be one thing you will change in your consumer
creative with costumes, settings and music. habits beginning from today?

Group 2 invites the audience to a scientists’

lab to observe the discussion between the
scientists who argue the case to their boss
for creating ‘products that are not for the
dump but are made to last’. Members of
the group alternate in the roles of the two
scientists. They use arguments from the
video or from own research.

28
 MODULE 3*
Compulsory Module

Objectives Resources Required

Develop an understanding of Videos shared in the module
waste management amongst students Projector/Computer
Develop conceptual understanding Computer lab
of the concept of Extended Producer
Responsibility (EPR) and its relevance
in the Indian context
Curriculum Connect
Pedagogy
Environmental Science
Interdisciplinary learning Civics
Research based learning
Conducting surveys/audit
Flipped Classroom

21st Century Skills

Teacher’s Manual 2019-20 Teacher’s Manual 2019-20

29
 Module: 3 INTRODUCTION TO WASTE AND ITS
SOLUTION VIA EPR

Background for Facilitator But what if the waste once generated is not
re-used? What happens to the chocolate
wrappers thrown away? How many plastic
Introduction to Waste bags might be going into dustbin of the
house daily? Where do they end up?
While analysing the life cycle of products Let’s understand a bit more about the waste
in Module 2, did you think about what we humans create. It is also important to
happens to the products you consume at reflect on the fact that – humans are the
their end of life? only species on the planet who create waste.
Once you stop using a product, it’s No other species on earth creates waste.
categorised as “Waste”.
It’s worth remembering that you may The different types of waste generated by
further extend the life of these products humans can be categorised depending on
by giving them away to others who still the source of waste.
find value in them. An old t-shirt might fit a
younger sibling; an old tiffin box could still
be used in the kitchen for storing purpose;
and someone else may find your old school
bag still usable.

RED GREEN BLACK BLUE

Hazardous Waste Wet Compostable Electronic Waste Dry- Recyclable

30
Types of waste generated by humans

31
 Module: 3 INTRODUCTION TO WASTE AND ITS
SOLUTION VIA EPR

In India, a staggering 0.14 million tonnes of can be made easier if the product is designed in a
garbage is generated daily. Of all the solid sustainable way and the cost of recycling is taken
waste generated in India (133 760 tonnes into consideration by the producer before sale.
per day), only 91 152 tonnes are collected, Extended Producer Responsibility (EPR) is
and only 25 884 tonnes are treated .5 a concept of extending the responsibility of
producers from sales and maintenance to include
The remaining waste ends up in our fast management and disposal of waste created at
filling landfills across the country, where it the end-of-life of their products. EPR promotes
poses a serious threat to our environmental the integration of environmental costs associated
ecosystem, affecting land, air, and water. with the collection and recycling of the products
Most of this waste is dumped, rather than at the end of their life into the market price of
landfilled, and almost all sites in India are the products. EPR legislation is a driving force
reaching their maximum capacity. In most in the adoption of re-manufacturing initiatives
metropolitan cities like Delhi, the waste as it focuses on the end-of-use treatment of
dumped is much beyond capacity. consumer products to increase the amount and
degree of product recovery and to minimise the
environmental impact of waste materials.
6
What is Extended Producer’s
Responsibility
Example: A producer of a mobile phone or laptop
When we use any natural resources, it is will be held responsible for managing the waste
critical to close the loop of the process by generated when their products reach their end of
returning the resources back for re-use. life.
Otherwise, finite resources are bound to EPR in waste management helps in:
fall short for our limit-less desires. Hence, Putting recycled material back into
recycling of materials becomes a non- manufacturing
negotiable necessity. Encouraging producers to design for
When manufacturers make complex environment
products like computers, refrigerators, Producers may also choose to delegate this
etc, which use a combination of various responsibility to a third party, a producer
materials, the process of returning the responsibility organisation (PRO) like Karo
materials back to the ecosystem at the Sambhav. (www.karosambhav.com)
end of product life is more complex. It

32
 In India, a staggering
0.14 million tonnes
of garbage is generated
daily. Of all the solid waste
generated in India only
91 152 tonnes
are collected,
and only 25 884
tonnes are treated.

33
 Module: 3 Activity: 1

Waste Management:
TO DO
How is the waste
Class discussion and 60 mins
managed in your preparation for survey
community? Conducting the survey 1 Week
It’s time for students to step outside their
classrooms! Homework 60 mins

Class discussion Do people take ownership of their waste?

What are the by-products? And how are
and preparation for survey
they used?
Start the class with a brief introduction to
waste, and types of waste as explained in Conducting the survey
the “Background for facilitator” section.
After the introductory discussion, divide the Ask groups to take a week to conduct this
class into groups of 5-7 students and assist survey with their parents, relatives, school
them in designing a survey questionnaire. principals and nearby residential welfare
The objective of the survey is to find out societies. Based on their survey each group
the best executed waste management should share a picture of the best example
solution in any office, school or residential they found along with a short description
society nearby. of why it is the best example of waste
management in their knowledge.
Survey questions may include:
Do you have a waste management
solution?
Homework
How does your solution work?
Who manages it?
At the end of the class, ask students to also
Is it self-sustainable?
research online about the concept of EPR as
Is the capacity enough?
home-work.
Is the waste segregated at source?

34
 Module: 3 Activity: 2

Waste Management
TO DO
and Segregation:
Prepare trash 25 mins
Recycling Relay the Trash
Dash Introduce the game 5 Mins

What you need Play the game in teams 30 mins

of 3, 8 to 10 per team
One big pile of assorted trash, to be placed
in the middle of the relay run and three or
four separate collection bags to be held by trash through the action of cleaning up
teachers or students at one end. correctly, and all in the spirit of friendly
Long running space on a playground, field competition and outdoor exercise.
or running corridor in a gym etc.
Rubbish collection bags or open bins Alternative indoor version
are clearly labelled: plastic, paper and
cardboard, biowaste, electronics etc. – as Students create cards with waste products
many recycling categories as desired. These from each category described above and ask
should closely resemble choices available in students to form teams in line. Students first
your community. in line look for a card and run or walk with
it to the correct tray/bin at the other end of
How to play the classroom or corridor. The first team to
correctly identify all items wins.
Students will relay in teams, snatching a
random piece of trash from the pile, as they
run past, then stowing it in the correct bag,
before sprinting back home to tag the next
team runner.
The first team with everyone home and
rubbish correctly stowed wins.
This can be played over and over with
students connecting physically with the

35
 Module: 3 Activity: 3

Understanding what TO DO
goes in your bin: Know
Homework 1 week
your waste
Group research 1 week

Reflection 90 mins
Homework
For this activity, invite students to become
“investigators” of the life journey of a piece An artwork or costume made up of all the
of waste. waste items brought can be made and
displayed in the school halls.
Ask students go through one week’s
recyclable waste in their homes and
classify the items according to the above Waste barcode (optional)
table. (They can further classify the solid
waste into categories like organic, glass, Once the waste is selected and research
plastic etc). Ask each of them to bring to is done, assign groups the task of coming
the school one piece aiming for variety. up with a system to create their own
Students with similar waste are grouped “barcodes” for their waste. The barcoding
together in groups of 3-5. They select one should consider all the steps that a product
waste and research together: goes through from manufacturing to
Where was the product made? disposal. Students could research if there
Where were each of its components is a pre-existing system to trace the steps
made? any product has gone through before
Who was involved in its making? becoming waste. Based on their research
How long and from where did it travel and their own ideas ask students to design
before my family bought it? a prototype and present it creatively in the
Where did we purchase it from? form of a sketch or model.
For how long was it used by my family?
What will happen to it once thrown
Group presentation
away?

36
 Module: 3 Activity: 3

drafted and sent out to relevant companies.

Once all the information is collected, each
group decides how to present it creatively.
Some options could be:
A geographic map with all the important
places their waste travelled from
production to consumption and disposal.
Pictures, drawings, artefacts or words can
be included.
An animated short video
A short film in the form of digital
storytelling with pictures, music and/or
narration.

An artwork or costume made up of all the

waste items brought can be made and
displayed in the school halls.

Reflection
Following are a few sample questions for a
debriefing session if time permits:
How did you feel watching the
presentations?
Were you surprised by what you heard?
How so?
Does anyone have some final suggestions
for the companies on their approach to
waste management?

A letter addressing this issue could be

37
37
 Module: 3 Activity: 4

Extended Producer
TO DO
Responsibility: a way
Class discussion 60 mins
forward
Preparation for radio 60 Mins
show in assembly
Class discussion
Start the class by explaining what EPR is in Ask them if they think it is also the
very simple words using the example of a responsibility of a consumer to give their
mobile phone. Discuss various stages of a device back to an authorised producer take
customer’s association with that mobile, as back channel and not to a kabadiwala/waste
follows: collector
Seeing an advertisement Ask students how EPR is an enabler of
Researching about the features and price circular economy and how it will lead the
Purchasing the phone way to managing waste more responsibly
Visiting customer care to fix issues with Help students understand how EPR is
the phone when required relevant. Ask them questions like:
Do we know which producers are
But what happens when a mobile reaches EPR compliant in India? Can we find that out
its end of life? Should a producer be on the producer websites?
responsible for taking back that mobile Will your buying choices differ now
and recycling the materials to create new that you have the knowledge of EPR and of
products? Or should a customer just give producers following it?
it away to a kabadiwala, or throw it in the
trash, not knowing what will happen to it?
Ask students to add to the discussion
based on what they learnt about EPR during
their online research.
Discuss if they have any specific points
about EPR in India

38
 Module: 3 Activity: 4

Preparation Conclude this module by

discussing how despite the
Using some of the ideas from the challenges EPR offers an
Producer plan, help students prepare
a radio show on Extended Producer
opportunity to help solve India’s
Responsibility in the school assembly. waste management issue

Encourage students to share their

thoughts/ questions regarding EPR with
the Karo Sambhav team at engage@ CONGRATULATIONS!
karosambhav.com YOU HAVE
COMPLETED
MODULE 3 OF 7.

Don’t forget to share evidence of your work,

so we can recognise your achievements.

39
 Module: 3 Energiser

Energiser: Mock parliament –

Rewrite the rules
Make three groups of three students: call order when necessary if people start
a company that is compliant with to argue and speak over each other as
EPR (identified from their research in 6, happens in some adult sessions.
above); The policy makers must listen carefully
a non-compliant EPR company; and begin to draft an EPR plan or set out
a group of informed consumers. rules for producers based on what they
The rest of the students will become the hear.
policy makers. At the end, of the parliamentary session
(about 45 minutes), the teacher or ‘the
Those students working in the three speaker’ will call everyone to order and in a
groups will take a few minutes to prepare plenary session write down the new draft
their arguments, aimed at persuading policy rules on the board or on a flip-chart. The
makers to draft a plan that fits their points entire class will then vote with shows of
of view. hands on the five best ideas. Remind them
Students in the policy making group to try to make the plan fair and reasonable
will begin thinking about what they would in order to maximise take-up.
like producers to do in terms of extended The top five can be crafted into a final
responsibility for e-waste. Their task will be five-point plan. This could later be crafted
to come up with a draft list of new rules for into a petition to send to your own local
producers. policy makers.
The class is then set up as a mock mini-
parliament where the three groups sit each
with one representative presenting at a
time.
You might also want to select one
student to become the speaker, who will

40
 MODULE 4*
Compulsory Module

Objectives Resources Required

Develop understanding of Videos shared in the module
the importance of responsible Projector/Computer
management of electronic waste Computer lab
Inspiring students to spread
awareness about responsible e-waste
management
Curriculum Connect
Pedagogy
Environmental Science
Interdisciplinary Learning Science
Designing and implementing Social science
awareness campaign Biology

21st Century Skills

Teacher’s Manual 2019-20

41
 Module: 4 ELECTRONIC WASTE

Background for Facilitator Responsible recycling of e-waste, on the

other hand, leads to positive environmental
impacts. There are many elements that
Introduction to E-waste can be recovered from old electronics.
These elements can be used to make new
Any used / old / unwanted electrical or products, thus reducing the need to mine
electronic equipment which an individual new products.
or an institution decides to dispose can
be termed electronic waste or e-waste.
What makes e-waste dangerous?
E-waste is one of the highest growing
waste streams in the world.
Improper and unsafe treatment and disposal
through open burning or in dumpsites, pose
95% of the e-waste in India finds its way
significant risks to our environment as well
to the informal sector for processing.
as to human health.
The informal sector uses crude methods
for recycling e-waste, which can lead
to adverse human health effects and
environmental pollution.

44.7 Million tones of E- waste

was produced in 2016 which is =

Source: Global E-Waste Monitor 2017

42
 Module: 4 ELECTRONIC WASTE

Effect on Human Health process. Skin rashes, eye irritation, coughs,

upper respiratory problems, headaches,
E-waste is made up of metals, chemicals sleeping and hearing problems have been
and plastics. Improper processing of documented among e-waste workers.
e-waste releases hazardous metals such Anaemia (lower than normal amount of
as lead (Pb), cadmium (Cd), copper (Cu), red blood cells) is common among children
arsenic (As), mercury (Hg), and chromium handling e-waste; extreme tiredness,
(Cr). Open burning of plastics releases dizziness, and shortness of breath are some
harmful toxins such as dioxins and furans of the common manifestation of anaemia.
into the air. Children working or living
in areas where improper recycling takes Many toxic metals and chemicals are
place regularly inhale, ingest and absorb neurotoxins meaning they can damage
many toxic substances released during the the nervous system. For growing children,
having these toxins in the body can
lead to permanent and irreversible brain
damage. Some of the neurological effects
of hazardous metals and chemicals found
in e-waste are mental retardation, poor
memory, hyperactive behaviour, poor
attention and learning disabilities. In
addition, children growing up in these
conditions do not achieve optimal physical
growth for their age. They are likely to have
reduced lung function and less ability to
fight infections (low immunity). Asthma and
chronic obstructive pulmonary diseases are
more likely to develop later in life.
Organs most affected by improper
recycling of e-waste:
Lung, Brain and nervous system, Skin, Eyes
and ears, Kidneys, Others (blood, heart,
bones)

43
 Module: 4 ELECTRONIC WASTE

Effect on Environment communities are more likely to have birth

defects, low birth weights and reduced
The rest of us, not involved in informal physical capacities at birth. Overall, children
e-waste recycling, must also suffer the ill- directly or indirectly affected by e-waste, if
effects of hazardous metals and chemicals they survive through childhood, are more
released during the informal processing of likely to have disabilities as adults, reduced
e-waste into the air, water and soil. Related healthy life-years, and early death, compared
ecological damage from this is ultimately with children not working or growing up in
detrimental to our health too. The toxic these communities.
chemicals can get into our body and
potentially contribute to the development The Government of India has come out
of cancer, lung and heart diseases as well as with a set of rules (E-waste Management
brain damage. Rules 2016), which mandates responsible
collection and recycling of e-waste to the
India’s e-waste problem electronics producers. The rules mandate all
stakeholders with a focus on producers, bulk
Even though India is the fourth largest consumers and recyclers to play critical roles
producer of e-waste in the world we only in the responsible recycling of e-waste.
responsibly recycle less than 2% of our
e-waste. Over 95% of our waste is handled You can access these rules at: https://bit.
by informal recyclers using unscientific ly/28PBJu0
methods which affect the environment and
human health.
7 The concept of Extended Producers
Responsibility (EPR) as discussed in Module
Over 4-5 lakh child laborers in the age 3, is the basis of these rules and makes
group of 10-15 years are also said to be producers responsible for the end-of-life
engaged in various e-waste activities in the management of the products they sell.
informal sector.
8

In addition, children are in danger even

before they are born. Children born
to mothers who work or live in these

44
 Module: 4 Activity: 1

Life-cycle thinking:
TO DO
Don’t waste your waste!
Class discussion 60 mins

Homework 120 Mins

Class discussion
Start the class by briefly describing
electronic waste and the issues related following questions to build the linkage:
to improper disposal, using information What happens to a desktop computer,
provided in the background. Next you could once a person stops using it and gives it
use the video to explain the issue further - away to a waste collector?
Citizens at Risk- https://bit.ly/1HpjEJf Is it going to end up in a landfill as we saw
in the video?
You may also show the diagram on health What if that computer is given to an
impacts of improper recycling to your authorised e-waste collection point enabled
students. by a producer under their EPR?
Do you think this is the way EPR will help
You may also use the Energiser at the end to reduce e-waste going on landfill?
of this module for a quiz. Is it possible for people to research a little
bit before buying electronics, and choose
After discussing the issue of e-waste, talk products sold by producers who follow EPR?
about how India has come up with E-Waste Do you think your actions will make any
(Management) Rules 2016 based on the difference?
concept of EPR. Link ‘e-waste issue in India’, Do you think that this is one of the ways
‘EPR (Extended Producer’s Responsibility) to contribute to solving the issue?
in e-waste management’ and ‘product
life cycle thinking’ by asking students to
connect the dots. You could use a specific
example of a desktop computer and ask the

45
Module: 4 Activity: 1

Homework
Impaired Mental Development
Exposure to lead, arsenic,
mercury, Ask students to select any electronic
Cadmium affects memory, product, which their family may be planning
attention
to buy soon. It could be a mobile phone,
Behaviour, cognition
laptop, printer, etc.
Hearing Loss Difficulty Sleeping
Ask them to:
Research all the available producers
Reduced Physical Growth
Low weight and height in the market who sell that product, and
select one to be purchased, based on all the
Persistent cough, reduced lung factors, including its impact on environment
function, Asthma, Chronic
Pulmonory Diseases, Cancer Apply a life-cycle approach to it as learnt
Exposure to burning plastics in earlier Module
(dioxins & furans) List down the reasons behind their
choice of brand selection and share it with
Kidney & Liver Damage
Exposure to Chromium, Lead & their family
Cadmium Prepare a short report outlining the
list of reasons behind their selection of a
Physical Injuries
Cuts and burns
particular brand

Health Impacts of Improper

recycling of E-Waste on
Human Body

46
 Module: 4 Activity: 2

Exploring the e-waste

TO DO
network:
Class discussion 15 mins
What’s at stake?
Fieldwork 1 Week

Class discussion
Start this activity by discussing the issue awarding the group that reaches the further-
of e-waste management and various most point in the journey of e-waste first.
stakeholders involved in this process. Tell them to document this entire dialogue
with all the stakeholders and present it in
Divide your class into the groups of 5-7 either of these two ways:
students. Now ask them to devise ways to Videos and pictures with a little
speak to each stakeholder involved in the description in a sway or a presentation.
e-waste management in this chain. The Illustrative report on the journey of
objective for the groups is to find the entire e-waste as discovered by them.
route through which e-waste travels from a
household to landfill.

Fieldwork
Ask students to start by speaking to the
waste picker who comes to their doorstep
and understand if he accepts e-waste. If
yes, then where is it going, and then follow
the chain?
You could make this exercise more
interesting by doing a competition and

47
 Module: 4 Activity: 2

Conclude this module by

discussing the current level CONGRATULATIONS!
of awareness on e-waste YOU HAVE
management in India based on COMPLETED
the experience of the class MODULE 4 OF 7.

Don’t forget to share evidence of your work,

so we can recognise your achievements.

48
 Module: 4 Energiser

Energiser: Quiz on health impacts of

informal recycling of E-waste
In addition to the two activities in the module, teachers may also take a quiz if they find it
suitable for their class. This quiz focuses on checking understanding of students about the
health impacts of e-waste on human body. A few sample questions are given for reference.

(Teachers can modify questions as appropriate)

1. Improper e-waste processing could cause physical injuries such as:

a. Cuts b. Burns c. Skin rashes d. All of the above

2. Some common health issues of children working with e-waste are:

a. Hearing problems b. Persistent cough and breathing problems
c. Anaemia d. (a) and (c) only
e. All of the above

3. Indicate which of the following is/are correct. Anaemia is a blood problem. It makes
children:
a. Apathetic b. Energetic c. Breathless d. Happy and joyful
e. Tired and fatigued

4. Neurotoxins released during improper processing of e-waste are toxic substances that
damages:
a. Heart b. Lungs c. Nervous system d. Kidneys

5. True or False. Children whose parents are working in improper e-waste processing:
a. More likely to have physical or mental defects when they are born
b. More likely to weigh less at birth and grow up short in height
c. More likely to have better memory, attention and learning abilities
d. More likely to have normal lung function
e. All of the above are false
f. (a) and (b) are true

49
 Module: 4 Energiser

g. (a), (b) and (c) are true

6. E-waste is a complex mixture of metals, chemicals and plastic. Some of the harmful
toxins are:
a. Sodium b. Lead c. Cadmium d. Mercury
e. Fluoride f. (a) and (b) g. (b), (c), and (d) h. (b), (c), and (e)

7. Improper processing of e-waste releases harmful toxins into:

a. air b. Tree c. Water d. Soil
e. (a), (b), and (c) f. (a), (c), and (d)

8. Identify the correct statement.

a. The e-waste processing happens somewhere far away and we are not
affected
b. The toxins released during improper e-waste processing could affect our
health through the shared environment

Answer Key

1. d
2. e
3. a, c and e are correct
4. c
5. g
6. g
7. f
8. b

50
 MODULE 5

Objectives Resources Required

Develop an understanding of the Videos shared in the module
environmental impacts of plastic Projector/computer
waste and how each stakeholder can Computer lab
contribute to managing this waste
Introducing India’s approach to
manage plastic waste

Pedagogy Curriculum Connect

Conducting surveys/ audit Environmental Science
Research-based learning English
Team work
Creative expression

21st Century Skills

Teacher’s Manual 2019-20

51
 Module: 5 PLASTIC WASTE

Background for Facilitator years. Some of the most common household

packages – including potato chip bags,
Overview of plastic waste biscuit & chocolate wrappers and toothpaste
tubes often comprise of multi layered
Plastic products have become omnipresent packaging that aren’t typically recycled and
in our lives. Plastic usage became main generally find their way to landfills or illegal
stream in the 1960s and today, plastic can dumpsites.
be found everywhere – from packaging,
clothing, consumer goods, building and Plastics are made from natural materials
construction, automotive, electronics to such as cellulose, coal, natural gas, salt
agriculture. People buy 1 million plastic and crude oil through the process of
bottles every minute across the globe. polymerization or polycondensation. Both
In the last decade we produced more these processes require specific catalysts.
plastic than in the entire last century. 9 During polymerisation monomers such as
ethylene and propylene are linked together
Though initially it was viewed as a boon it to form long polymer chains . 10
is now a cause of concern because plastic Example: ethylene (monomer) becomes Poly
waste causes air, land and water pollution Ethylene after polymerization.
and can survive in the environment for 500

[ ] [ ]
H H H H
Heat
n C = C C C
Pressure
H H catalyst H H n

Ethylene monomer Polyethylene

52
 Module: 5 PLASTIC WASTE

Various plastic products we use in our daily life are made from different varieties of plastics.
Plastics are classified based on its composition, ease of recycling and toxicity in following
seven categories:

53
 Module: 5 PLASTIC WASTE

Coating
Apart from these seven major categories, Outer Layer-
there are two other types of plastics:
Structural
Compostable Plastic Tie
Barrier
The plastic that undergoes degradation
by biological processes during composting Seal
to yield CO2, water, inorganic compounds
and biomass at a rate consistent with other
known compostable materials, excluding
conventional Petro-based plastics, and does Layers of plastic in packaging
not leave visible, distinguishable or toxic https://bit.ly/2w6jNUu 7
residue.11

Multi-Layered Packaging (MLP) Plastic Plastic Waste Rules 2016

The Government of India has issued a
This includes any material used for new set of rules called “Plastic Waste
packaging that has at least one layer (Management) Rules 2016” to address this
of plastic as the main ingredient in pressing issue of plastic waste management.
combination with one or more layers of Just like the rules for e-waste management
materials such as paper, paper board, these rules are also based on the concept
polymeric materials, metallised layers of Extended Producer Responsibility, which
or aluminium foil, either in the form of a makes producers responsible for managing
laminate or co-extruded structure . 12 the plastic waste.
MLP is used widely, despite the lack of Here is the link to these Rules: https://bit.
recycling solutions because it is light, ly/2GBYQ7O
reduces shipping volume, doesn’t take Go through page number 17 to 21 to
up much space on a shelf, and is graphics understand roles of various stakeholders in
friendly. 13 plastic waste management, as mentioned in
the rules.

54
 Module: 5 Activity: 1

Plastic Waste: Tracking

TO DO
our own contribution to
plastic waste Class discussion 30 mins

Reflection 60 mins

Class discussion Homework/Fieldwork 1 Week

for students
Start the class with a discussion about
different types of plastics and the harm Presentation in class 60 mins
plastic waste is having on our environment.
You could use the video below to take the
discussion forward. This video talks about
how plastic waste is not just destroying draw in silence on a long piece of meter
the beauty of Maldives but is also polluting paper their feelings that arose after watching
the food - Backstage Paradise -- https://bit. the film. Their drawings can have specific
ly/2laFkpU forms or just colours.

Free writing: Invite the students to sit by

themselves and write on a blank page their
Reflection thoughts. They have a minute during which
they should not put down their pen and
Sit in a circle and ask the students to continue to write until you tell them to stop.
describe with one word how you felt after Tell them that they will not read what they
watching the film. Get the students to write to anyone.
unleash their creativity, and dwell into
further thoughts and self reflection using Word relay: Each student circles on their
the techniques below: text 7 words that stand out for them. They
then write the first one at the top of a new
Drawing: Put on some soft music and blank paper, fold it and pass it to another
invite all the students to sit around and student while at the same time they take

55
 Module: 5 Activity: 1

someone else’s paper with their respective

chosen word at the top. They write below Homework/Fieldwork
it their own second word, fold it again, pass
it to someone else and so on until each Ask students to track the plastic trash
student ends up with a paper with seven generated by their household for a week in a
words. template given in annexure.
Students should identify which category
Poetry: Ask students to use inspiration that particular plastic from their trash falls
from the film to create a three-line Japanese under and record it
style poem (Haiku) using the 7 words they Ask them to look for the mark on the
have. plastic goods. Generally, the sign for a
particular category of plastic is mentioned
Performance: Ask students to make on the product as shown in the seven
groups of five and read aloud their poems categories listing
and either choose one or incorporate all five
poems in a short three-minute performance.
Each group has 20 minutes to prepare their
performance which will use the creative
forms of theatre, movement, music, dance Presentation
or drawings, including the poems into
their performances. When all groups are After a week ask students to review their
ready, they set up a stage and present to worksheets, and identify which variety
their fellow students. After the students of plastic is the most consumed one. Ask
have self-reflected and engaged in art , dig students to make plans to minimise the
deeper into further conversations by asking plastic waste generated by their households.
How have your emotions shifted since
engaging in these activities compared with Divide the class into nine groups and assign
how you felt after watching the film? one category of plastic to each group. Ask

56
 Module: 5 Activity: 1

each group to represent their category of

plastic in front of the class, where they talk
about following things:
Characteristics
Products made from that particular
category
Ways to reduce its usage
Ways to collect it back for recycling
You may encourage students to also design
costumes where they dress up to represent
their category of plastic. You could even
create a plastic monster to roam the school
grounds and raise awareness! But do
ensure that no extra waste is created just
for the purpose of creating a costume.

You may also have a plastic awareness

theme for a week in your school, where
these nine presentations are done in school
assembly.

57
 Module: 5 Activity: 2

Understanding Plastic
TO DO
Waste Management
Class discussion 30 mins
Rules
Teamwork 1 Week

Class discussion
Start this activity by discussing Plastic Direction
Waste (Management) Rules 2016 by Casting director
Government of India. (Follow the link to Costume director
rules given in “Background for facilitator” Acting
section). Play should portray following roles:
Discuss the roles of different stakeholders Producers of plastics
as mentioned in the rules. Give a couple State pollution control board
of days to students to research on Monster of plastic waste
India’s approach towards plastic waste Consumer / end user of plastic products
management and understand the roles Recycler
of different stakeholders as described in Landfill
Plastic Waste Management Rules 2016. Environment

Teamwork

As a class, students should write, and

perform a role play in school assembly.
Divide the groups of students in following
departments such as:
Research
Script writing

58
 Module: 5 Activity: 3

Conclude this module by

discussing how the school could CONGRATULATIONS!
work on minimising plastic waste YOU HAVE
COMPLETED
MODULE 5 OF 7.

Don’t forget to share evidence of your work,

so we can recognise your achievements.

59
 Module: 5 Energiser

Energiser:
A day in the life of a waste picker
The students step safely into the shoes of All together they create in their classroom
the film characters through various drama the space of a recycling unit like the one
activities that allow them to gain a brief they saw in the film. They begin by marking
insight into the lives of these e-waste on the floor a square with a paper tape.
pickers. Each student writes or draws on a small
white paper an item they think should
Show students the video Citizens at Risk- be inside the square space which now
https://bit.ly/1HpjEJf represents the recycling unit. One by one
or any othe video featuring waste pickers they stand up, tell and place their item
within the space at a spot they choose.
Before watching the video: Students are Once the space is ready, one after the other
told that while watching the film they they enter the “recycling unit” and take a
are to select a character who makes a still pose becoming their character until all
strong impression on them and note down together they create a frozen image.
something this character says or does that The teacher asks them to invoke silently all
they find interesting. their senses:

After watching the video: The students close “What do you see at your feet? Where do
their eyes and imagine the daily life of their you stand?
chosen character. They write one page from What do you see far away?
the diary of their life in the first person, What do you smell?
as if they were that character (i.e. what What do you hear?
they had for lunch, what kind of trash they What do you touch?”
picked today, how they feel, something that
happened during the day, something they The teacher taps each student on the
wish for the future, a question they might shoulder, and they say aloud in the first
have etc.). If they wish they can read aloud person the thoughts of “their” character in
what they wrote. that particular moment.
Finally, the students move in slow motion

60
 Module: 5 Energiser

on the count of 10 to another frozen pose

that will be their characters in one year
from now.
Discuss afterwards how they felt and what
new insights they got about these workers.
The students then draft a letter to the local
government as the film prompts to inquire
about the work conditions and care of
these workers.

Reflection
Ask the students in a plenary discussion:

How did you feel about these workers (a)

before watching the film, (b) after watching
it and (c) now that we’ve done these last
activities? Did your perception of any of
these characters change?
What did you learn about yourself after
getting into someone else’s shoes?

61
 Module: 5 Energiser

Annexure
Activity 1 worksheet

Activity Worksheet- My Trash, My Responsibility

Name of Student: Grade:
Varieties of plastics with examples Source in your Amount per day (in kg)
house Mon Tues Wed Thurs Fri Sat Sun
1. Bottles for water and soda
2. Detergent bottles, food storage
containers, plastic bags
3. Water pipes, insulation, clothing,
furniture, shower curtains, toys
4. Laminates, disk drives, snap on lids,
playground slides, plastic wraps
5. Packaging, Textiles, carpets, stationary,
lab and medical equipment, diapers
6. Packaging foam, drink cups, rigid
shapes like DVD cases or frames
7. Cutlery, toys, bins
8.Compostable plastic
9.Multilayered plastic: (Shampoo sachets,
Chips Packets)
Total Trash in one week in Kg:

62
 MODULE 6

Objectives Pedagogy
Helping students assess whether Collecting climate statistics -
the climate is changing in their area formal and informal
Encouraging students to Community outreach
understand how devastating weather Creative expression via interviews
events impact our cultural heritage and documentation
by destroying local landmarks and Debate on relevance of cultural
community sites. monuments
Identifying and initiating action
to protect and save a nearby cultural Resources Required
landmark
Helping students become climate Case studies of endangered
literate and empowering them with heritage sites on http://www.
skills to engage in climate change climateandmonuments.com
conversations Local weather data
Craft materials / sound and video
recording devices (optional)
Curriculum Connect
21st Century Skills
Environmental Research
Social studies Statistics

63
 Module: 6 CLIMATE CHANGE AND CULTURE

Background for Facilitator Our Earth is getting warmer. As Earth’s

climate heats up, it raises the probability for
Have you noticed climate change extreme weather conditions. Many people
happening around you? Maybe there are are surprised to learn that these changing
stronger storms that last longer? Heavier weather patterns pose a great threat to
rainfalls? Hotter summers or harsher our ancient heritage sites – in India and
winters? Prolonged wildfires? Heavier throughout the world.
flooding? Are any of these weather
events affecting areas that have cultural More extreme weather events
significance for your town or city? It could
be anything from a church to a statue, or According to the India Meteorological
even an old beloved tree that has become Department, 2018 was recorded as the
vulnerable to storms. In this module you sixth warmest year since 1901 when
will assess what’s happening and how it the organisation began keeping records,
may be affecting places of importance near described as “significantly above normal.”
you. You will also begin to develop climate All six warmest years occurred in the last 10
change literacy by becoming part of the years.
conversation. While we are quick to calculate the
monetary value of storm damage, it’s easy to
What is Climate Change? forget about places of cultural or ecological
significance, which get destroyed and lost to
Carbon dioxide and other gases keep our societies during extreme weather events.
Earth warm, by trapping the sun’s heat Examples might include architectural sites
in the same way that a greenhouse does. of historical or educational value; statues or
These gases are important, without these monuments of remembrance; or natural sites
gases we would all freeze. However, when even the incalculable loss of a single tree,
we burn fossil fuels with carbon in them which has stood for generations, can have an
(oil, gas and coal) to run electrical-power impact on the community.
stations, for vehicles, for heating and other
daily energy use, dirty carbon gets dumped
into the air. Too much of this heat-trapping
dirty carbon makes Earth dangerously
warmer.

64
 According to the India
Meteorological
Department,
2018 was recorded
as the
sixth warmest
year
since 1901

65
 Module: 6 Activity: 1

Understanding Climate TO DO
Change: Does the
Class Discussion 60 mins
community care?
Homework 2 weeks

Class discussion Showcase of findings 60 mins

Start with a discussion based on material

given in the “Background for Facilitator”. provide them with data on changing local
Ask students to comment on what’s weather patterns.
happening to the local climate and the
country’s climate? Try to discern valid versus questionable
sources of data – watch out for fake news!
Make a list of your own general climate For example, find sources of data behind
change findings based on this discussion. changing weather patterns and make an
Divide the class into three groups to informed opinion about whether they are
research on Weather, Temperature and related to a warming planet.
Rainfall. Get the group to also design a
questionnaire for survey on climate change Talking to your local community is not just
a good way of conducting research but also
a good first step in inspiring people around
you to take action. Conduct a survey in
Homework
your community based on but not limited to
the following questions:
Ask students to do research on climate
Are there any anecdotal inputs that
change in the following ways:
people have to give of their experience with
Students could conduct online research
climate change?
on climate change in their area and the
Do people believe that over the years the
country
climate has changed locally and in India as a
Students supported by Teachers could
whole?
also contact any research centres that can

66
 Module: 6 Activity: 2

Do people understand what the science

of climate change is?
Based on the findings from the research ask
students to prepare a creative expression
and exhibition of their results

Showcase your findings

The findings can be showcased in any of the

following ways:
Document personal accounts regarding
weather experiences and create an
expressive “exhibition” with the material
collected from the community and online
Present findings to other students –
you may even arrange a local stakeholder
presentation (e.g., invite parents, students,
school community, council members, local
artists)

67
 Module: 6 Activity: 2

Understanding How TO DO
Climate Change is Class discussion 60 Mins
Affecting Our Culture Homework 1 Weeks

Showcasing findings 20 mins

Class discussion

In discussion with students identify a local about why it is important to take care of a
landmark building or monument, even an landmark with cultural significance. They
area of forest or garden near your school. can dwell into questions like:
It could even be a large tree, which is Is there a story you can tell about the
vulnerable or has been affected by changing landmark?
local weather conditions. How old is the landmark?
Is it connected to history, or particularly
relevant to India, or to your city or town?
What makes it interesting?
Homework
Why is it important to protect it? What’s
being done? And what still needs to be
Encourage students to reach out to family
done?
members/people in their local community
Based on the conversations/discussions ask
students to unveil their creative expressions
through art and mythmaking, or retell the
story of the landmark they have chosen.

68
 Module: 6 Activity: 2

Showcase your findings

The findings can be showcased in any of the
following ways:
Write songs, poems, stories or make short
videos at the site, reporter/journalist style.
Create a wall with posts of pledges &
good wishes for the future protection of
this landmark. Be creative and use different
materials like paper, wood, plaster, sand,
and clay.
Make replicas of the site using waste/
rubbish.
Make a class time capsule with objects,
stories & messages for the future and store
in a safe place with local authorities, a
church or an official body connected with
the site.
Take a class outing and formally present
the capsule. Have members of the class
explain publicly why it is important and
educate the community on the risks.

69
 Module: 6 Activity: 3

Climate Change and TO DO

Culture: Why should we
Class Discussion 60 mins
care?
Debate 90 mins

Class discussion Reflection and 60 mins

Findings
Divide the class in two equal groups and
ask them to brainstorm and research
arguments around the value of preserving
ancient cultures. Debate
Ask each student in each group to write
one argument in favor of their group’s The four students should begin, one by
position. Then ask each group to select one, to deliver one argument at a time in a
two representatives and hand them all the persuasive way to win over their audience
papers. These four students (two from each starting with one of the following: ‘We
group) will then stand side by side at the far should preserve cultural landmarks because…’
end of the classroom. or ‘We should let cultural landmarks take their
Make a line halfway between the natural course because…’
four students and the other end of the
classroom (use a paper tape to mark this One of the key message ideas to help
line). The audience, including students, students get thinking could be: Do we really
teachers and perhaps other students from need old statues and stones?
other classrooms who are not familiar with
the subject, should stand on this line. In with the Old: We should let the
monuments take their natural course
because…
Culture is evolving and we should allow
the old monuments to disappear

70
 Module: 6 Activity: 3

They are not relevant to today’s people that supports the position for preserving the
and today’s stories monuments,
Their structures are often unsafe for They stay still if they remain indecisive
passers-by They move one step backwards if
Sometimes they look ugly and broken they disagree with the position against
down preserving the monuments.
Why not build beautiful replicas instead
and this can be done with climate resilient Reflection and findings
materials.
Once the arguments have been made, ask
Out with the Old: We should preserve the the students to stay still and turn their
monuments because… heads to see where the majority stands.
Ancient sites like the Taj Mahal or the Discuss the results.
Greek Parthenon will always be part of Ask the four students who delivered the
our shared story - the Parthenon in Athens arguments to tell how they felt as they saw
is widely seen as the cradle of human the audience move, especially if they had to
civilisation. support a position they did not necessarily
Monuments can be the gateway to the agree with.
history, architecture and mythology that Ask the audience about how they felt as
binds our communities together. they heard the arguments and had to make
They don’t have to be stone structures a decision.
and it could be a tree or a forest or well-
kept garden
We should protect them as our past and
our future.
We need to know where we came from in
order to move forward.

Classroom decides
The people in the audience take a step
forward if they agree with the argument

71
 Module: 6

Conclude this module by

What can we do to combat discussing ways of conserving
climate change? our cultural sites as well as
combatting climate change.
One way to combat climate change
is to use less energy from fossil fuels.
Minimizing our use of oil and gas
reduces the amount of dirty carbon CONGRATULATIONS!
released into the air, which means YOU HAVE
less pollution and less climate change COMPLETED
impact. This could include using eco-
friendly products that reduce the MODULE 6 OF 7.
use of fossil fuels, or by cutting your
personal use at home and at school
by switching off the lights, powering Don’t forget to share evidence of your work,
down devices when not in use and so we can recognise your achievements.
unplugging your phone chargers,
walking, riding a bike or taking public
transport…and carbon bust today!

Remember: The human wish for more

and more stuff is a social problem,
driving climate change through the
manufacturing of excess goods using
dirty-carbon fuels and improper waste
management.

72
 Module: 6 Energiser

Energiser: Bust a Move!

Rap role play General themes and key learnings
The students in groups will perform a series DIRTY FUEL
of short raps. Coal is burned to produce electric power
A beat can be either improvised or for air conditioning and running factories to
provided through a sound system make our stuff.
Lyrics should be available to the students Oil is burned and refined to run our
(e.g., via projector, printout, large cards or a planes, trains, trucks, cars, which releases
flip chart) to use on the day. carbon into the air
Costumes or props of any kind are CLIMATE CHANGE
encouraged! There’s too much dirty carbon in the air.
It’s polluting the air and causing extreme
Students will be divided into four singing weather events. This can lead to more fires
groups: that kill trees
Carbon (Chorus) Oil and Coal TREES ARE PART OF THE SOLUTION
Trees Clean Energy Trees are important because they suck
All students will review the whole song with dirty Carbon (CO2) from the air/atmosphere
their teacher to ensure that everyone has and store it in their trunks and branches
a sense of the “big-picture” meaning of the (mainly as cellulose or bio-mass)
words. (2 mins) But when fire burns a tree, the carbon is
Students in their pre-assigned groups released which pollutes the air
will then use the space available to go into NEED EFFICIENCY AND CLEAN ENERGY
breakout corners/ corridors/ rooms and SOLUTIONS
rehearse their roles. (5 mins) People need to use less stuff and switch
Students will discuss how fire as a to clean energy
central motif interacts with each of the four Clean energy comes from the sun, water,
groups. For example, Dirty Fuel is related to earth and wind
fire through combustion or burning in the Solar panels and windmills are two
production of ‘dirty’ carbon emitting oil or examples of Clean Technology, geothermal
coal. (13 mins) heating and cooling, cellulosic energy from
plants, or biofuels - all which put much less
carbon into the air.

73
 The Lyrics
The Trees
We are the trees and why should YOU care?
Trees help the world by cleaning up the air
Too much carbon in the air from all YOUR cars and plastic junk
A Tree sucks CO2 and it stores it in its trunk
Too much Carbon in the air it’s making dirty weather
We can help you clean it, but we’ve got to work together!
Carbon Chorus
Fire burns the tree and the carbon gets free
Fire burns the tree and the carbon gets free
C-C- Carbon Busters
C-C Carbon Busters
Oil and Coal
We’re the oil and the coal, we’re the dirty energy
People burn us in the furnace, making electricity
We’re the oil and the coal and why should YOU care?
People drive us in their cars and they dirty up the air
People use us in their factories and for making plastic stuff
Making so much stuff, you people never get enough
Carbon Chorus
Carbon Chorus: Too much carbon in the air, the earth is heating up
Too much carbon in the air, the earth is heating up
C-C- Carbon Busters
C-C Carbon Busters
Clean Technology
We’re wind, solar, hydro; why should YOU care?
We cooperate with nature so we don’t mess up the air
Tar sands, oil shale, and dirty gasoline
Time to say goodbye to them and switch to something clean
Solar panels, windmills with nature’s energy
Cutting out the carbon we’re the clean technology!
Carbon Chorus
Too much carbon in the air from making all your stuff
Too much carbon in the air and the earth has had enough!
C-C- Carbon Busters
C-C Carbon Busters

Now write and perform your own rap!

74
74
 MODULE 7*
Compulsory Module

Objectives Resources Required

Inspire students to take steps Computer lab
towards problem solving Internet connection
Enable Swachh Bharat Mission at
your school
Consider actions with short- to
long-term impacts

Pedagogy Curriculum Connect

Team work Environmental Science
Planning a campaign English
Creative expression Arts
Brainstorming
Letter/ report writing

21st Century Skills

75
 Module: 7 LET’S MAKE IT POSSIBLE-
KARO SAMBHAV!

Background for Facilitator Bin, for collecting Electronic Waste. This has
been mentioned in Swachh RWAs- Standard
Operating Procedures for Residents’ Welfare
A step towards Swachh Bharat
Associations developed by Ministry of Urban
Development, 2016.
You must be aware of the nation-wide
campaign called ‘Swachh Bharat Mission’.
To make our cities truly clean, e-waste must
be recycled responsibly.
It is time for all of us to think if we are
doing our bit towards achieving a clean
This module will focus on what kind of
India? If yes, what more can be done?
impacts your actions can have in the short-,
As we reach the last module of the Karo
medium- and long-term. There are so many
Sambhav School Programme, it’s time for
ways to get involved and to stay involved!
action. This is where we bring together all
our knowledge from the previous modules
to use and show the world that change is
possible, through our actions.

The Swachh Bharat mission speaks about

better sanitation and cleaner cities. The
issue of e-waste is closely linked with
making our cities cleaner as covered in
the Module on E-Waste. However, this
issue is not yet commonly understood
and therefore needs some champions for
spreading awareness on the right ways of
managing e-waste.

Most societies that segregate waste

know currently only about three bins: Red
(Hazardous Waste), Blue (Dry-Recyclable
Waste), Green (Wet- Compostable Waste.
However, there is a fourth bin, the Black

76
 What kind of impact can your actions have today and
tomorrow?
As you prepare to take action think about who you are and what you would like
to achieve!

Short-term impacts: What kind of impact you could have in the short-term –
today – among your friends at school and in the community. In this module we
will be carrying out a collection campaign which can have an impact today as
well as inspire others to take action now.

Medium term impact: What about in the medium-term, how can you have an
impact over time with the initiatives and big ideas that you develop today?
In this module we will be developing an awareness campaign to promote the
collection of e-waste by students. This kind of campaign may bear fruit in the
coming months or years, and is one big way of contributing to the dream of
garbage free cities, and a cleaner India. Karo Sambhav will take care of scientific
recycling of the collected e-waste.

Longer-term impact: If you’re interested in the environment, why not start

planning ahead for a ‘green’ career. Start by researching what’s out there. Talk to
people in your community, or look for ways to volunteer in programs that might
lead to your sector of interest. In this module we will also brainstorm how we
can, and should, make every job a ‘green’ job.

Activity 1 and 2 in this module represent the short and medium term
impact that our actions can have. The energiser represents a longer-term
impact.

77
 Module: 7 Activity: 1

E-waste awareness and TO DO

collection drive
Class discussion and 60 mins
Class discussion and planning planning

Implementation 2 Week
of awareness and
collection campaign
Start your class with a discussion on
e-waste awareness and collection drive,
as shared in “Background for facilitator” How much e-waste India recycles
section. Students from your class should scientifically?
conduct an awareness campaign and a Are you aware of the ill-effects of
collection drive on e-waste management for e-waste on human health if not managed
the entire school and nearby community. scientifically?
Do you know anything about E-Waste
Divide your class into groups. Each group (Management) Rules 2016?
is then given the task of developing What is the responsibility of a consumer
a highly effective campaign to create towards e-waste he/she produces?
awareness amongst people on e-waste. A
campaign could entail doing an interview The students can enhance the reach of their
with the general public, doing street plays, campaign by using social media platforms
conducting rallies, etc. such as Facebook, Twitter, and YouTube etc.
Review the plan of all groups and provide
In case the students plan to do an feedback before they start implementing
interview, their questions could include: their plans. Each plan must have elements of
creativity and collaboration.
Do you know what is e-waste?
How much e-waste does India generate
every year?

78
 Module: 7 Activity: 1

Implementation of awareness
campaigns and collection drives

All groups should be given a time of 1-3

weeks to implement their campaigns and
do collection drives. It is recommended that
students do not engage in activities like
upcycling or model-making from e-waste, as Also tag @Clubenerji (Twitter, FB and
it creates more waste and makes recycling Instagram) in all your posts on social
of the collected e-waste even more difficult. media. During the collection drive you
can also take pictures and later put it
During the e-waste collection drive, on social media tagging @clubenerji
students could approach: and use #clubenerji. These evidences
will be considered for selecting award
Family winning schools. The school collecting
Friends the maximum e-waste, will win an
Relatives award.
Residential complexes
Different schools The process of entering the school’s
Colleges total collection data in the Karo
Sambhav app will be explained to
Students could also organise the collection the teachers during the induction
drive right before Diwali and position it as workshop. Teachers can also reach out
a “Diwali Clean-up Drive” or in the week to their city co-ordinators to resolve
of 2nd October. This date is celebrated as any queries.
the Rastriya Swachchta Diwas and the
day when Swachch Bharat Abhiyan was
launched.

79
 Module: 7 Activity: 2

Campaigning for
TO DO
change
Drafting the Petition 60 mins

Class discussion 60 mins

Drafting the petition
Homework 60 mins
Conduct this activity in a computer lab with
internet connectivity if possible. A petition Presentation 120 mins
is a request, most commonly addressed
to a government official or a public entity. Reflection 30 mins
Though petitions have no legal effect, the
signatures of number of people on the
petition represent a moral force that may
help the cause
Start the class with a discussion about all
the pressing issues that the students came
across while doing the activities in Karo
Class discussion
Sambhav programme.
(This activity can be specific for e-waste )
Ask each student to make a list of all
If we want our students to be successful
such issues. After that, ask the entire class
in their petition and in trying to influence
to brainstorm together to come up with
decision-making, we should give them a
a list of issues, which are relevant to their
chance to envision themselves in the roles
community
of the local leadership. One way could be by
Help the class to shortlist the issue that is
fast forwarding in their minds to when the
most pressing and relevant
stakeholders have received the students’
Now, tell them what a petition is, if they
petition and role playing their imagined
don’t already know. You may use a sample
reactions. Ask the students to identify the
petition given below to explain the concept.
various stakeholders being targeted with the
Then ask students to make a draft ready
petition. These could be:
for petition filling.

80
 A sample petition
addressed to
BMC and Chief
Minister of
Maharashtra is
given here for
reference:

81
 Module: 7 Activity: 2

The Mayor table with chairs around it while all the

Members of the city council other chairs form the audience space. One
Consumers of e-products (like their representative from each stakeholder group
family and friends, whom they surveyed) sits around the table and debates with
E-waste collectors the other representatives on the topic of
E-waste sorting people (like the people in the petition. The rest of the students (the
the film) audience) listen carefully and take notes.
Manufacturers of electronic products etc.
They let the discussion roll and whenever a
Divide the students into groups of five and student from the audience feels that they
assign each a stakeholder. have something more to contribute, add or
clarify for their own group, they stand up
and go behind their group representative,
tap them on the shoulder, and take their
Homework place at the discussion table. The tapped
person steps down and joins the audience.
Ask each group to research their
stakeholder’s position on e-waste/any other
After this discussion concludes, all the
issue, their best interest, limitations, profit
students step down and discuss in their
making etc. and prepare arguments on the
own groups how they would change the
subject they would like to take up in their
petition they had written based on what
petition. Students may examine issues and
they’d just heard. They then move to a
opinions such as whether they expect their
plenary discussion with the teacher and
stakeholder to be honest and transparent
decide how and if they need to modify their
among others.
petition. Finally, they upload their petition
and observe reactions of the real-life
stakeholders.
Presentation
To start a petition student could also go on
The students divide the classroom into www.change.org . Help them with whom
two spaces, a scene and an audience this petition should be addressed to and get
space. In the scene set-up, they place a maximum number of signatures. For this,

82
 Module: 7 Activity: 2

entire class must work as a team. Encourage

students and other teachers as well to use
social media platforms to reach out to a
greater number of people.

Reflection

Have a debriefing discussion asking the

students: Conclude this module by
How did you feel about the stakeholders discussing how the school could
before you researched about them? play a role in keeping people
Did your perception shift with regards
inspired to take the right steps in
your own stakeholder group? What about
the other groups? e-waste management
How easy/difficult was it for you to
participate in the discussion and debate?
Do you think the activity brought some CONGRATULATIONS!
added value to the petition you wrote? Will
it increase your chances of being heard?
YOU HAVE
COMPLETED
MODULE 7 OF 7.

Don’t forget to share evidence of your work,

so we can recognise your achievements.

83
 Module: 7 Energiser

Energiser: Plan your ‘green’ career

A green job, or green-collar job, according Group activity

to the United Nations Environment
Program can be defined as agricultural, Even if you are not planning a career
manufacturing, research and development, in what is known as the environmental
administrative, and service activities that sector, whatever you choose, with the
contribute substantially to preserving or right approach you can play a significant
restoring environmental quality. role in protection of environment, e.g. as
a product manager you can decide to sell
These could include jobs that help protect products with little or no packaging; as
ecosystems and biodiversity; reduce energy, a marketing manager you can decide to
materials use, and water consumption educate consumers on the energy efficiency
through high efficiency strategies; de- of products; as a supply-chain manager
carbonize the economy; and minimize can make decisions on the use of trains for
pollution and waste. movement of goods instead of air freight; as
a designer you can decide to create products
The environmental sector is also witnessing made from recycled materials.
an emergence of various entrepreneurs
and start-up companies working in varied Greening your jobs
e.g. renewable energy, clean technology,
waste and waste water management, Students come up with a list of regular
environmental education. Governments careers – as opposed to so-called green jobs
across the world are also creating – and write each on pieces of paper, which
policies which enable and promote the they fold and place into a basket. The class
environmental sector. Start thinking today then divides into groups of three, and each
about what you can do for tomorrow. group selects one paper from the basket.

Each group gets a meter of paper, long

All jobs should be green jobs! enough to draw a life size figure of a person
(about 1.70 cm). They write on top the name

84
 Module: 7 Energiser

of the career they have, so for example

Nurse, Marketing Manager, Investment
Banker, Supermarket owner, fireman,
landscape gardener. They draw the figure
depicted in the career selected. Tell the
students to get creative. They can even give
the character a name and a back story to
help with the brainstorming.

In their groups they then discuss the

different actions their character doing
this job could take to make their career
green and to have positive impact on the
environment or at a minimum to avoid
adding to environmental degradation
through their daily work.

Present the ideas on the paper using

arrows or drawings around the figure.
This could end up as a creative colorful
drawing to exhibit. When the students
are ready, each group pastes their paper
on the wall. All students can now go
around all the drawings, reading what is
written and suggesting additions to each
drawing. Following this, each group stands
by their original drawing and presents it,
incorporating or commenting on the new
suggestions added by their classmates.

85
 Creative activities in this
curriculum are developed
in collaboration with
Carbon Busters Club.
It is a school-centred, climate science
program, combining creative expression
with interdisciplinary science learning.
CB Club is a global NGO, based in All health-related
Finland, incorporating expertise from material for
the internationally recognized Finnish Module 4 has
education and sustainability sectors. been developed
Students working with Carbon Busters by Centre for Environmental Health,
content learn the link between human Public Health Foundation of India (PHFI).
behavior and climatic changes and how Module 4 is developed in collaboration
and why we must transform the way with The Public Health Foundation of
we live, work and play. Education is an India PHFI is working towards building a
essential part of the global response to healthier India. It is helping to address the
climate change. Dealing with climate limited institutional and systems capacity
crisis will depend heavily on the young in India by strengthening education
people in schools today, who can and training, advancing research and
become vital agents for change. technology and facilitating policy and
practice in the area of Public Health.

Activity 2 in
module 1 is
developed in
collaboration
with Tata Power
Club Enerji, a
sustainability initiative aimed at
creating awareness among school
students.
Tata Power is India’s largest integrated
power company and, a pioneer in the
field. With renewable energy assets in
solar and wind accounting for 30% of
the company’s portfolio, Tata Power is a
leader in clean energy generation.

86
 References

Module 1
1. with: https://bit.ly/2T5pJYX
2. https://bit.ly/1UcwEeq
3. https://bit.ly/1TGusbU

Module 2
4. https://bit.ly/2NwE25H

Module 3
5. https://bit.ly/1MYfdx7
6. https://bit.ly/2KX5efo
Module 4
7. The Global E-Waste Monitor 2017
8. ASSOCHAM-Frost & Sullivan study 2016
Module 5
9. https://bit.ly/2JxhP4I
10. https://bit.ly/2K6mkHz
11. https://bit.ly/2ugOVQ9
12. https://bit.ly/2xIjpj0
13. https://bit.ly/2syZldW

www.clubenergy.com
The challenge for education in the 21st Century
is to create an educational approach that is
agile, adaptable, and in-tune with the lives of
students outside of the classroom and their future
employability. We at ‘Karo Sambhav’ believe that
Education Leaders need to create conditions that
allow students to be deeply involved with real-world
problems, using real-world tools in as close to real-
world conditions as possible.

Partner