Page 9 - EDU-March April 2022

their household carbon footprints by emissions could lead to a severely tions, I used 47 litres of water for
looking at how much electricity they polluted planet and that it is every- bathing, brushing, drinking, and
use at home, how much petrol and one's obligation to minimise carbon other everyday activities. In addition,
diesel they use in their vehicles, and emissions and prevent the air from I calculated the amount of water used
how much LPG they use for cooking, becoming dangerous to living beings, by my family in a day for washing
and then came up with solutions to re- as well as slow global warming. I was clothes, vehicles, utensils and vegeta-
Activity 2: duce their carbon footprint. fortunate to get the guidance of S Ra- bles, and cooking.
Water Audit for Gardening The following are some of the ob- jashekar, PGT, Chemistry. He as- I observed that my household
servations made by some of the stu- sisted me throughout the activity." used 159 litres of water. These find-
Students who took part in this ac- dents. ings helped me and my family to ju-
tivity learned to determine the quan- K Varsha, Class VII, ZPHS Pulkal, diciously use water for household
tity of water necessary for healthy B Nakshatra, Class VIII, TSMS Sangareddy District activities. I also shared this informa-
plant growth. They used containers Komattapally, Ramayampet, Medak Activity: Water Audit for Household tion with my neighbours. My guide,
such as small buckets, bottles, mugs, District. activities B Rama Krishnaiah, School Assis-
and bowls to water the plants. The tant, Biology, regularly monitored
students categorized each plant as a Activity: Water Audit for Gardening "I utilised two water bottles, each my activity, shared his knowledge,
herb, shrub, or tree, watered them "I calculated the amount of water with a capacity of two litres, to con- and motivated me to complete the
daily for a week using the containers, required for each plant over the duct the activity. As per my observa- task on time."
and recorded the observations. The course of a year. My findings taught
students then calculated how much me the difference between herbs,
water each plant consumed and how shrubs, and trees as well as the fact
much was wasted. that not all plants require the same
quantity of water. As a result, I began
Activity 3: to water plants at home and school
Water Audit for Agricultural Crops with all of my senses and I used the
knowledge gained through this activ-
This activity assisted students in ity to guarantee that no water was
understanding the types of crops wasted. My guide, Arvind, PGT, as-
growing in and around their homes sisted me throughout the activity."
and the systems of irrigation. To be-
gin, the students made a list of the
key crops grown in their area and cal- G Akhil, Class IX, TSMS Chegunta,
culated the amount of land where at Medak District
least three crops are grown. Then Activity: Carbon Footprint
they interacted with farmers to learn
about irrigation methods. They as- "I've read about how large-scale
sessed the quantity of water required carbon releases can have a negative
for various crops and offered sugges- impact on the environment. I actively
tions for reducing water waste during made calculations to figure out the
irrigation. carbon footprint for a year by accu-
mulating the monthly power bills,
Activity 4: petrol bills, and cooking gas bills, with
Carbon Footprint the curiosity to estimate the carbon
emissions created via my family's
This activity helped students learn everyday activities. My calculations
the causes of carbon emissions and the revealed that our everyday use of ve-
amount of greenhouse gasses emitted hicles, electricity, and cooking gas
into the air, contributing to global emits up to 1.07 tonnes of carbon
warming. The students calculated dioxide. I realised that rising carbon

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