Club activity Article

 NURTURING ENVIRONMENTAL AWARENESS THROUGH ACTIVITY-CENTRED LEARNING: A STUDY OF NATURE CLUB INITIATIVES DURING TEACHING PRACTICE AT HIHS SCHOOL

 

Muhsina M

B. Ed Teacher Trainee, HDPY College of Education, N. Paravur

 

Abstract

 

Environmental education has become a central concern of contemporary pedagogy, especially in the context of increasing ecological challenges. Activity-centred learning, rooted in pragmatic principles, plays a vital role in making environmental education meaningful, experiential, and student-centred. This paper documents and analyses a series of Nature Club activities organised by a teacher trainee during her third-semester teaching practice at HIHSS. Three major interventions were implemented: a Medicinal Plant Exhibition, a Poster Making Competition, and participation in the national programme Ek Ped Maa Ke Naam. The present article examines the conceptual basis, planning, methodology, implementation, and educational implications of these activities. The findings reveal that activity-based environmental programmes significantly enhance students’ ecological awareness, creativity, responsibility, and digital literacy. The study reaffirms the relevance of experiential approaches in strengthening environmental consciousness in school settings.

 

 

INTRODUCTION

Education, in its truest sense, is a dynamic and transformative human process. It extends beyond the mere transmission of information and becomes a continuous journey of growth, exploration, and self-realisation. Modern educational thought recognizes that learners are not passive recipients of knowledge but active participants who build understanding through meaningful experiences. From ancient Indian gurukulas to contemporary pedagogies, education has always been most powerful when it is rooted in real-life engagement and reflective practice.

 

The philosophy of Pragmatism, advocated by thinkers such as John Dewey, laid a strong foundation for activity-centred education. Pragmatism emphasizes that learning occurs best through “learning by doing,” where knowledge is constructed through interaction, experimentation, and problem-solving. In this view, classrooms transform into laboratories of life where students inquire, observe, question, and act. Activity-centered education enables learners to connect theory with lived experience, making learning more relevant, joyful, and permanent. It strengthens critical thinking, creativity, cooperation, and a sense of responsibility—qualities essential for citizens of a democratic society.

 

In alignment with these principles, school clubs play a vital role in enriching the educational experience. Clubs provide structured platforms for experiential learning, helping students cultivate life skills that cannot be developed through textbooks alone. Whether it is a science club, literary club, eco club, or arts club, such forums allow children to explore their interests, experiment with ideas, collaborate with peers, and participate in meaningful social interactions. Through clubs, schools nurture leadership, communication, teamwork, organization, creativity, and social sensitivity—core values of holistic education.

 

Among all co-curricular forums, Nature Clubs occupy a unique and increasingly important position in the 21st century. As environmental challenges intensify globally—climate change, pollution, habitat loss, deforestation, and biodiversity decline—schools must empower children to understand the urgency of conservation. Nature Clubs serve as a bridge between curriculum and environment, helping learners observe ecological relationships, appreciate natural resources, and adopt sustainable lifestyles. They cultivate ecological literacy, empathy towards all living beings, and a sense of stewardship for the Earth. Through hands-on activities such as planting trees, maintaining school gardens, visiting habitats, and creating environmental art, students develop a deeper personal connection with nature.

 

In the context of modern environmental education, Nature Clubs act as living laboratories where students engage with real-world environmental issues, participate in community-based projects, and become active contributors to ecological wellbeing. Such experiences align perfectly with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 13 (Climate Action), which emphasize the need for environmental awareness from early schooling.

 

It is within this philosophical and educational framework that the Nature Club activities conducted during my third-semester teaching practice at HIHSS carry significance. Guided by Jasmine teacher and Shakeela teacher, I had the opportunity to plan, organize, and implement a series of eco-focused programmes for students across Classes 8, 9, and 10. The activities—including a Medicinal Plant Exhibition, a Poster Making Competition, and participation in the national initiative Ek Ped Maa Ke Naam—were designed not merely as events but as meaningful learning experiences that blended knowledge, creativity, technology, and environmental responsibility. The following sections present a detailed analysis of these activities, emphasizing their pedagogical value, student engagement, and impact on ecological awareness.

In this context, the Nature Club activities conducted at HIHSS during the author’s teaching practice served as an opportunity to integrate experiential learning with ecological consciousness. Guided by Jasmine Teacher and Shakeela Teacher, the activities were carried out with students of Classes 8, 9, and 10. The details of these activities, methodology, student responses, and the educational impact are documented and analysed in this paper. 

 

METHODOLOGY

 

The interventions described in this article were conducted during the author’s teaching practice at HIHSS under the supervision of Jasmine Teacher and Shakeela Teacher. Students from Classes 8D, 8, 9, and 10 participated actively in the programmes.

 

Following the structure observed in experiential-learning, the methodology involved:

1. Orientation and Planning:

Students were introduced to the objectives and significance of each activity. Participation guidelines, timeframes, and expected outcomes were communicated clearly.

2. Implementation of Activities:

Three major activities were executed—Medicinal Plant Exhibition, Poster Making Competition, and Ek Ped Maa Ke Naam plantation programme. Each activity followed an experiential learning model.

3. Observation and Documentation:

Student participation, creativity, engagement, and reflections were documented through photographs, discussions, and teacher observations.

4. Analysis of Responses:

Outcomes were analysed qualitatively based on learner involvement, creativity, conceptual understanding, environmental sensitivity, and behavioural change.

 

DETAILED DESCRIPTION OF ACTIVITIES

Activity 1 — Medicinal Plant Exhibition (28 July 2025)

Planning and Rationale.

The Medicinal Plant Exhibition was intentionally scheduled on 28 July 2025 to coincide with World Nature Conservation Day and to capitalise on the cultural resonance of Karkidakam, the Malayalam month traditionally linked with herbal remedies and Ayurvedic care. The activity was conceived to achieve multiple learning aims: (1) to familiarise students with locally available medicinal flora, (2) to develop observation and classification skills, (3) to integrate indigenous knowledge with basic botanical concepts, and (4) to strengthen communication skills through short oral presentations. Under the supervision of Jasmine and Shakeela, I prepared a written brief for Class 8 learners explaining objectives, expected deliverables, judging criteria, and ethical guidelines (no wild uprooting, responsible sourcing).

 

Student Preparation.

Students worked in small groups (two to three members). Over the week preceding the exhibition they: selected a plant, prepared a short one-minute talk focusing on identification and medicinal use, and arranged their specimen in an eco-friendly container (paper cup, coconut shell, or small recycled pot). I provided a checklist that included (a) correct or vernacular name of the plant, (b) a short note on commonly known uses, (c) the planting medium used, and (d) safety precautions. Where required, I offered brief mini-sessions on identifying leaves and basic plant parts, and modelled how to prepare a 60-second, classroom-appropriate oral description.

 

Execution.

On the exhibition day the classroom was reorganised into display stalls. Each group placed its labelled specimen and presented for one minute while peers and teachers observed. I managed time, ensured smooth transitions between presentations, and encouraged peer questioning after each presentation (one or two short questions). Photographs and notes were recorded for documentation. The atmosphere was lively yet disciplined; learners demonstrated pride in their presentations and used local terms and traditional uses alongside simple biological explanations.

 

Assessment and Feedback.

Judging criteria were communicated beforehand and included: accuracy of identification, clarity of explanation, creativity in presentation (use of eco-friendly pots, labels), and teamwork. Based on these criteria the awards were: 1^st prize — Mohamed Yaseen & Salmanul Faris; 2^nd prize — Nedain & Shinas (8C); 3^rd prize — Amiya & Asna (8D). In addition to prize winners, all participants received constructive oral feedback on how they might improve scientific names, causal explanations (why a plant works medicinally), and presentation technique.

 

Learning Outcomes and Pedagogical Value.

The exhibition supported concrete experiential learning: students handled real plants, made observations, and connected local traditional knowledge with classroom science. It strengthened observational skills, promoted environmental ethics (responsible plant collection), and improved oral communication. Importantly, it validated students’ home knowledge by encouraging them to draw from family or community practices. The activity also served as diagnostic evidence of conceptual gaps (e.g., confusion between uses vs. Active ingredients), which informed subsequent mini-lessons.

 

Challenges and Adaptations.

A few logistical challenges appeared: some students lacked access to suitable pots or live specimens; a few were unfamiliar with botanical names. These were addressed by allowing group sharing of materials, suggesting common household alternatives (coconut shell, reused containers), and by providing a short in-class primer on local names vs. Scientific names. Overall, limitations were minor and did not impede learning outcomes.

 

Activity 2 — Poster Making Competition (28 July 2025) 

Purpose and Instruction.

The poster competition was organised on the same day to complement the plant exhibition and to provide an artistic avenue for expressing environmental concerns. Students from Classes 8 and 9 were invited with the theme “Save Earth, Plant Trees.” The purpose was to help learners convert conceptual understanding into persuasive visual messages, thereby exercising synthesis, creativity, and civic voice.

 

Preparation and Resources.

One week prior, students received written guidelines: size limit, allowable materials (chart paper, colour pencils, water-based paints, recycled paper decorations), and judging rubrics focusing on relevance, clarity of message, originality, and aesthetic composition. Classroom time was set aside on the day for concentrated work; I arranged materials, provided examples of visual metaphors (earth as heart, trees as lungs), and modelled how slogans and imagery can reinforce each other.

 

Execution and Assessment.

Over two classroom hours, students produced posters that combined imagery and concise slogans. Judging occurred immediately after, with Naufida (8B) awarded first prize, Fatimatul Jumana (8B) second, and Nesrin (Class 9) third. Criteria emphasised conceptual clarity (was the conservation message clear?), creativity (original metaphors or layouts), and presentation (neatness and visual balance).

             

 

Student Learning and Impact.

The competition revealed several pedagogical strengths: students translated scientific concerns into emotionally resonant visuals; they practised selecting salient facts and creating call-to-action messages; peer display and class walkthroughs amplified collective awareness. Posters were later displayed on the school notice board to widen the learning audience and sustain attention beyond the competition day.

Constraints.

Time constraints limited more elaborate mixed-media works; however, the short, intense format helped many students focus and make decisive design choices. For some learners, limited art materials were a barrier; these were mitigated by shared resources and encouragement to use simple but effective imagery.

Activity 3 — Ek Ped Maa Ke Naam (August–September 2025)

Conceptual Framing and Goals.

The Ek Ped Maa Ke Naam activity linked ecological action with emotional meaning (planting in honour of one’s mother) and was used as an opportunity to teach both environmental stewardship and simple geospatial documentation. The objectives were: (1) to encourage each participating student to plant and care for a sapling, (2) to develop digital skills related to geotagging, and (3) to create verifiable community records through uploads to ecoclubs.education.gov.in.

Orientation and Capacity Building.

At the start of August I conducted orientation sessions for students in Classes 8D, 8, 9, and 10. These included short discussions on the social and ecological value of trees, demonstrations of the GPS Camera App to capture geotagged photographs, and a step-by-step walkthrough of the government portal upload process.  

For learners without smartphones I organized peer-assisted teams or supervised sessions where school devices were used, ensuring inclusive participation.

Implementation and Monitoring.

The activity ran through August and September with a final submission deadline of 30 September 2025. Students planted saplings at home, in community spaces (with permission), or in designated school areas. They recorded two required photographs: (a) student planting the sapling, and (b) the planted sapling with visible surroundings. Each photograph needed GPS metadata to be valid for upload. I maintained a progress tracker, provided weekly reminders, and offered technical troubleshooting for GPS or upload errors.

Outcomes and Compliance.

The government target was a minimum of 70 students, and the school successfully submitted 82 valid geotagged entries. This exceeded expectations and demonstrated effective mobilization. The submitted entries served as a verifiable record of community engagement for the Nature Club and the school.

        

 

Educational Value and Behavioural Change.

This activity yielded multiple benefits: students practised long-term care (watering and monitoring growth), learned basic geospatial documentation techniques, and experienced a satisfying link between symbolic dedication and environmental action. Several students reported checking their plants daily, indicating development of stewardship behaviour beyond face-value participation.

 

Challenges and Ethical Considerations.

Challenges included variable internet access for uploads and occasional geotagging inaccuracies (incorrect GPS settings). These were managed by scheduling supervised upload days at school and providing short technical help-sessions. Ethically, care was taken to ensure no saplings were planted in protected or unsafe locations, and students were instructed to seek adult permission before planting in public spaces.

 

RESULTS AND DISCUSSION

Synthesis of Observations.

Across the three activities, a consistent pattern emerged: activity-centred approaches stimulated high engagement, produced observable learning outcomes, and fostered positive attitudinal shifts toward the environment. The Medicinal Plant Exhibition enhanced students’ botanical awareness and oral communication; the Poster Competition channelled environmental concern into creative persuasion; and the Ek Ped Maa Ke Naam drive translated knowledge into sustained action and introduced practical digital skills (geotagging and online submission).

Learning Across Kolb’s Cycle.

Each programme naturally completed phases of Kolb’s experiential learning cycle: students encountered Concrete Experiences (handling plants, creating posters, planting saplings), engaged in Reflective Observation (discussing and documenting their observations), moved to Abstract Conceptualisation (articulating environmental principles and causes), and finally to Active Experimentation (caring for plants, using digital tools, and attempting improved presentations). This cyclical process reinforced deeper conceptual understanding and behavioural intent.

Pedagogical Implications.

Activity-based club interventions provide fertile ground for interdisciplinary learning (science, art, ICT, ethics). They also reveal the importance of scaffolding (checklists, brief demos, technical support) to ensure equitable participation and valid documentation. Teachers’ roles shifted from content deliverers to facilitators and troubleshooters—a practical realisation of NEP 2020’s emphasis on experiential pedagogy.

Limitations and Areas for Improvement.

Limitations included uneven access to digital devices, time constraints for deeper follow-up reflections, and occasional gaps in scientific vocabulary. Future iterations could include structured reflection journals, follow-up quizzes to assess conceptual gains, and partnerships with local nurseries to source saplings sustainably.

 

CONCLUSION

The Nature Club initiatives at HIHSS, implemented during the author’s third-semester teaching practice under the mentorship of Jasmine and Shakeela, demonstrate the pedagogical power of activity-centred environmental education. By integrating cultural context (Karkidakam), artistic expression, and technology-mediated accountability (Ek Ped Maa Ke Naam uploads to ecoclubs.education.gov.in), the programmes produced measurable engagement, enhanced knowledge, and sustained pro-environment behaviour among participating students. Surpassing the government target with 82 successfully geotagged sapling submissions exemplifies effective mobilisation and implementation.

 

For trainee teachers and practitioners, this experience illustrates that with modest preparation, clear rubrics, and technical scaffolding, school clubs can move beyond token events and become sites of meaningful, measurable learning. Embedding structured reflection, long-term monitoring, and community linkage in future club cycles will further consolidate learning and contribute to durable environmental stewardship among school children.