Objectives

This theme aims at developing the sense of 'touch' with Nature in children. In fact, they are very sensitive to Nature. But as we gradually grow into adulthood in this artificial surrounding of the modern era, the 'touch' diminishes away from our life. Peace with nature is blissful, healing and fulfilling. It creates a deep spiritual sense of communion with Nature, which brings about contentment and peace. The ever-increasing restlessness in the modern society arises from the loss of touch with Nature.

In coming into touch with Nature, we develop what is called, the planet consciousness. Children need to have it to know how the ecosystem operates. Fortunately many curriculum designers have identified the needs. Subjects like science, geography, and social studies area in both primary and secondary amply provides knowledge about the planet. Peace education helps internalization of such knowledge, through bringing in the affective learning dimension into it.

Heartless Science Education

Once a science teacher told the writer the following story about his own science education.

"When I was studying in Grade 8, the science teacher explained the solar system to us. On hearing it I was overwhelmed and awestruck. When the teacher was leaving the class at the end I approached him and expressed my feelings. He stopped and looked at me sarcastically and said "You can 't learn science, ifyou get sentimentally involved like this" and went on his way Ifelt embarrassed. However as a child Ifelt that he was wrong. The secret of the success of my latter science education was the curiosity and sense of awe I had always to know Nature.

As a science teacher today the success of my career is the secret of converg- ing learning science with the sentiments of wonder; reverence, and admira- tion for Nature in students. I observe that my students find every lesson, not only an intellectual experience but also a spiritual andpersonal experience of self-discovery. "

Our president era is crucially decisive about the future of mother earth. Mankind had been living on earth at least for the last six million years. They built many civilizations on various parts of the earth. The striking fact about the ancient civilizations was that they were never posed threats to the earth. But within the short existence of the modern civilization for the last twenty-seven decades, say from 1830 with the beginning of the Industrial Revolution up to the present, the earth has been threatened with damage, pollution and destruction as never before. Unless we stop this, the future of the earth is at great risk.

Educating to care for the planet

Children need to understand the consequences of damages we do to the earth because they are the future citizens. In fact children can be crusaders to save the earth. To quote only a few problems affecting the earth:

People accept the need to stop all this destruction. However, when it comes to action they are indifferent. The damaging is continuing as ever year-by-year. Educationally, raising awareness in children should be reinforced through providing an opportunity to get into action. Participation in action-oriented projects strengthens attitudes. Schools have to organize environmental projects as co-curricular activities. Here we should not forget the fact that children are capable of changing the world in their own ways.

Children are capable

A teacher from a public school in Colombo reports:

"I did a small classroom activity on the caring earth. A few days later I heard how one of my students had stopped his destructive habit. The parents leave home to their offices with the child. On the way there is a preserved birds ' sanctuary land. Many people bring their home garbage in bags, stop cars and throw them away to the preserved land. On the following morning the childprotested against this parents' habit".

The earth is at risk as a consequence of our mistreatment. Our life is so intrinsically connected with the earth. Mistreating earth is mistreating ourselves. In this context, it is so necessary to enhance children's affection towards earth and Nature so that they develop concern for their living surroundings in every day life. Children have capacities to help Nature in their own ways. To involve children in persevering and protecting earth first they have to learn how the ecosystem operates, identify crises and then involve in action

Intended outcome

Concern for Environntent

1 Takes an interest in studying environmental issues
2 Prevents polluting and destroying Nature

Affection for Nature

1 Can enjoy peace with Nature
2 Appreciate the beauty in Nature

Preserves natural resources

1 Values reusing, repairing and recycling natural resources
2 Participates in environmental cleaning activities

Values Shpte Living

1 Prefers to use environment friendly materials
2 Seeks for inner peace and contentment

Classroom Practices

1. Each child is requested to go out and bring a small piece of paper into the classroom.

2. The teacher explains the value of forests and trees to them. Each child is asked to tell the names of trees they know. The teacher tells them that paper is made of wood, by felling forests.

3. For our consumption of paper millions of trees are cut down annually. Children silently look at the piece of paper. Children imagine the story of the piece of paper and write it as an autobiographical narration.

4. Essays are read out and appreciated.

5. What are the other things we use that contribute to depletion of natural resources?

6. How can we minimize the destruction of trees?

3. Plato in a shop

This activity helps to understand the difference between want and need.

Level: Upper secondary
Curriculum concern: Social studies /When you want to discuss

Objective: Understanding the difference between wants and needs.

Activity:

1. Narrate the following story to the class.

One day the greatphilosopher and teacher in ancient Greece, Plato was walk- ing through a street of Athens. One of his students had a shop in the same street. On seeing the teacher passing by he ran after him, saluted and invited him to visit his shop.

Plato walked into the student's shop. The student was delighted. He said to the teacher: " Sir, Please take anything you want. "

Plato looked round at all the attractive items and said, "I don P see anything that I need here. "

1. Discuss the meaning of the story. Why did Plato say that? Get students' responses. Lead the discussion to investigate into the question of the difference between 'want' and 'need'? Build the discussion using the guide below. Difference between want and need

1 A want is a wishful thing, which you desire to have. There is no end to our desires and wants.

2 A need is something without which you cannot survive, e.g. For our physical survival we need air, food, water, clothes, house and medicine. Then we have our professional needs. For instance, a writer needs a pen. A carpenter needs his tools. Fortunately our needs are few.

3 When we want to buy anything we should question ourselves: "Do I want this ? Or do I need this?"

4 By buying things we really do not need, we not only waste money, but also contribute to the exploitation of natural resources. Such things end as rubbish.

5 Simple living means to live physically with less wants but with inward riches such as joy, contentment, beauty and wisdom.
6 So often we confuse our needs with wants, e.g. When a person needs water for thirst, he buys his particular brand of artificial drink. When a lady needs cloth, she buys an elegant dress.(Get more examples from the class.)

Group assignment: Give ten instructions to be a wise buyer. Let children discuss in groups and draw the instructions on large sheets of paper and display them in the classroom. Be brief and build on their findings through a follow up discussion.

4. A Tree Addresses Us

This is an activity about the uses of trees.
Level: Upper primary
Curriculum Concern: Environmental Studies/Elementary Science/ When you want to discuss the use of trees
Objective: Understanding how trees help the ecosystem.

Activity:
Step 1:
Have a brief discussion on the uses of trees and plants.

Put students into five groups and give each group one of the following topics.

(1) Furniture we make out of wood.
(2) Kinds of fruits trees yield us.
(3) Kinds of drinks we prepare from the fruits, leaves and nuts.
(4) Kinds of grains.

They list the names under the topics and present them to the class.
Discussion: Clarify the following points during the discussion.
(1) How trees help to keep the upper layer of soil moist protecting it from evaporation. When trees are cut down the soil gets dry.
(2) Roots keep the soil tight together. Cutting trees leads to earth slides.
(3) Trees breathe in carbon dioxide in the day and breathe out oxygen.
(4) How trees help insects, birds and other creatures.

Step 3:

Having discussed the uses of trees the teacher gives the topic 'A tree addresses us" to write an essay/ poem/ song.

Step 5 :

On completion, the writings are read out and appreciated.

5. Trees and animals
This is an activity about observing Nature.
Level: Lower primary. Curriculum concern: Environmental studies/Observation skill development/When you are discussing plant life.
Objectives: Understanding how plant and animal life are linked.
Activity:

Take children out to the schoolyard. Briefly discuss the uses of trees. Make groups of four and ask each group to select a tree in the schoolyard. They have to observe the tree silently and identify various kinds of insects living on it. They also have to look for birds as well coming to the tree. When the time given is over, gather the children under a tree and let them share their observations and feelings.

6. Silent Watching
This activity helps developing affection towards Nature.
Level: Upper primary/ Secondary.
Curriculum Concern: Religion / Environmental studies/ When you discuss the value of environment on our life.
Objective: Experiencing peace with Nature.
Activity:

Take the class to pleasant and quiet natural surroundings. Instruct: "Now each of you leave the group and feel alone by yourself in this beautiful natural surrounding. Experience the silence for 5 minutes. Do not think. Let the mind quieten down."

After letting children stay in silence, tell them: "Look around. Select a natural object such as a tree, plant, the sky, the earth, or a cloud. Look at it with complete silence and attention. Watch it with affectionate and friendly feeling in your heart. Enjoy the sunshine, freshness of the air, listen to the songs of birds. Listen to the silence within you and outside you."

(10 minutes)
Discussion : Guide questions
Convene the class. Sit on the ground under a tree in the same surroundings and share the experience gained from the activity.
a. Did you enjoy being alone with Nature?
b. How would you explain your experience?
c. What kind of insights did you get while watching Nature?
d. How are you going to use this learning to enrich your daily life?
e. How do you express your affection for Nature? Mention one statement to express your affection.
7. Drawing in Life Energy

This is an energizing activity that creates a vibrant feeling of health within you.
Level: Secondary.
Curriculum concern: Physical Education/ Health Science/ When you want children to feel energized
Objectives: (1) Introducing the use of auto-suggestion for feeling wholesome and positive.
(2) Producing a sense of well-being in children

Activity : Take the children out to the grounds or a clean surrounding. Let them stand apart from each other keeping some distance between them.
Instruct:

1 Life is energy. To live we need high energy. We draw energy from Nature, through what we eat, the air we breathe in, and sunshine.
2 Now draw a long breath in. As you breathe in say to yourself mentally, "I am drawing in the life energy of the air." As you retain the air in the lungs say mentally, "The energy of the air in my lungs now spreads out to all parts of my body. It energizes my whole body."
3 Now exhale slowly saying mentally,'"All the toxin and poisonous elements in my body are going out with this breath. My body gets purified."
4 Do this breathing exercise for 5 minutes. At the end close your eyes and say to yourself, I feel highly energized. I am feeling radiantly healthy now.

Discussion: Guide questions.

1. Inquire how students did the exercise (in order to know whether they understood properly.)
2. Do you feel a difference after doing the breathing exercise?
3. Can you do this exercise early in the morning and in the evening on a daily practice?

(Adopted from Yoga 'Pranayama' exercise.)
8. Recreating Nature

This activity is about appreciating the wonders of Nature, through dancing and miming.
Level: Primary.
Curriculum Concern: Dancing/ Physical Education/ When you want to train children in basic forms of dancing or miming.

Objective:
1. Imitating Nature's activities
2. Aesthetic appreciation.
Activity:

1. Show how flowers open keeping your fists together facing each other, and unfolding your fingers as petals. Do it rhythmically all together in the form of dance.
2. Show how the trees move, rhythmically with breeze. With the movements of your body arms stretched out.
3. Show how stars appear over the Eastern horizon and slowly rise high in the sky. Show how they twinkle with your fingers.
4. Show how a piece of cotton, floats lightly in the air, by moving your bodies.
5. Mime in rhythmic, body movements, expressing the meaning of the following sentences in groups.

1. Sun rises over the horizon. Birds fry singing songs all over the sky. Flowers bloom open with sunshine.
2. Clouds are forming in the sky They float freely.
3. A wind is blowing over the trees. It gradually becomes faster and.faster.
Note : If you can provide rhythmic music to suit the movements children will enjoy the activity much better
Discussion:
1 Did you enjoy the activity?
2 What are the other movements you can mine?
9. Weave for us a garment

This is an activity of appreciating a prayer song of American Indians.
Level : Upper secondary.
Curriculum concern: Literature / When you want to select a poem for appreciation.
Concept: Gratitude to Nature.
Objective: Building affectionate and grateful attitudes towards Nature.
Activity:

Write the following prayer song of American Indians. They were the indigenous natives of America before the arrival of the Europeans. American Indians had a genuine affection for nature, as a traditional value in their culture.
Oh. Our Mother the earth.
Oh. Our Father the sky
Your children are we.
We bring you the gifr of Love
Weave for us a garment of brightness
May the warp be the white light of morning
May the weft be the red light of evening,
May thejringes be thc.falling rain.
May the border be the standing rainbow.
Thus weavefor usagarmentof brightness
That we may walk fittingly where birds sing,
That we may walk,fittingly where grass is green.
Oh Our Mother earth
Oh. Our Father sky

Appreciation: Read the song aloud. Sing it.
Appreciate the song, trying to understand the meaning.
Guide Questions:
1. Why do people call the Earth the Mother?
2. When the American Indians said the earth and sky their mother and father, what could they have really meant?
3. What kind of garment do they pray for Nature to give them?
4. What is the garment made of?
Assignment:
Go into your group and make a similar poem or a prayer for Nature.
10. Peace with Nature
This activity helps children to understand and experience peace with Nature.
Level: Secondary
Concept: Peace with Nature
Objective: Enabling to appreciate peace in Nature.
Activity:
1. Take the class out to a pleasant natural surrounding let children sit in silence for 5 minutes calming down.
2. When the class is well settled, read the following prayer song. It is adapted from a Celtic blessing song. Children listen in deep attention.

Deep peace of the running wave to you!
Deep peace of the flowing air to you!
Deep peace qf the quiet earth to you!
Deep peace of the shining stars to you!
Deep peace of the whole universe to you!

3. Repeat the poem with the class several times. Let the class learn it by heart. Ask children to imagine and feel the peace described in the lines?

Appreciation :

1. Did you feel the peace of the running water? (Discuss)
2. Did you feel the peace of flowing air/quiet earth/ shining stars/ universe?
Discuss

3. What are the other places where there is deep peace in Nature?
e.g. Within deep sea bottom.

On a solitary planet.
In the space between two stars.
Under an old Banyan tree.