1

NATURE STUDY
AND
NATURE RAMBLING


2


SUBMITTED TO
Mrs. LINIMOL K S
PHYSICAL SCIENCE






SUBMITTED BY:
PRASEEDA
PURUSHOTHAMAN
PHYSICAL SCIENCE
Reg No. 13383016
SUMITTED ON :
03/09/2014


3





INDEX
Sl No Content Page No
1 INTRODUCTION 4
2 SUBJECT MATTER 5
3 EXPERIMENTS 6
4 MUSEUM 7
5 NATURE RAMBLING 8
6 CONCLUSION 9
7 REFERENCE 10














4

INTRODUCTION
Education is the apprenticeship of life. It is constant inquiring. The
mement we stop to inquire, we stop to educate ourselves as well as others.
Hence education should conform top the natural processes of growth and
mental development it should engage the spontaneous self-activity of learner.
For this one should be a pleasurable activity as well of the mind of the learner.
For this one should be in touch with the real world i.e. material world which is
nature. Luther Burback says that there is no truth except the truths we
discover in Nature. Nature is real, propelled, by her own laws whereas the
natural laws are unchangeable and the whole universe is governed by
them.Nature alone contains the normal and the final answer to all the
problems on hand.
Nature study is defined as learning to be really alive to the world
around. The use of the wordstudy implies that independent work must be
done by the pupil, and while books, pictures and models are valuable aids in
the teaching, the subject matter is Nture herself.



5


SUBJECT MATTER

In selecting subject matter the aim should be to make the scheme of work suit
local conditions, and to choose for lesson-material not what is easiest for
children to learn, but what will help them best to grasp the elements of some
of the problem of nature. It is not necessary that the study should go far into
details; but study which leaves only hasty impression or a heterogeneous
accumulation of facts should have no place in the school. If we keep ever
before our minds two important points we shall be helped in farming our
scheme.
1. That the value of the inclusion of nature- study in a school curriculum lie
more in the importance of the subject as a means of educating the child-
mind than as a means of imparting information.
2. That the subject brings the mind into contact with every side of nature
as made evident to us in our environment.
Hence we have a very wide field. Thus, for example, rocks, soils and
meteorological phenomena come within our circle of studies, not only
for themselves, but because of their influence upon living animals and
plants



6

EXPERIMENTS
Simple experiments maybe performed, partly by the teacher with the
class, and partly by the pupils themselves. Thus, under assimilation
the teacher can perform an experiment to illustrate starch formation
in green leaves. To understand the healing of wounds in plants,
each pupils may cut off half a leaf, a branch aboput the middle, from
the plants in the school garden, and note at intervals through the
year the conditions of each. It may only be added that the success of
a school garden depends mainly on the ability of the teacher to
arouse and maintain interest in it.


7

MUSEUM
In nature-study, muceums are the best text books; but they require to be well
arranged, and effectively studied by pupils. Public museums provide liberally
for the serious student and for the expert, but something remains to be
attempted on behalf of pupils. The aim is not so much to communicate
information as to excite interest, awaken the curiosity, and attract the
attention of pupils by the exhibition of interesting and beautiful objects.
Where the officials in charge are willing to co-operate with teachers in
drawing up lists of suitable subjects, and in giving lessons associated with the
specimens in the collections the educational value of such institutions is greatly
enhanced.
The following subjects are suggested as suitable for museum demonstrations:-
1. Hoofed animals, e.g. elephant, ox, horse, goat and sheep, odd and even-
toed animals.
2. Animals which chew the cud namelyoxen and deer. The horn of the ox
and the antler of the deer.
3. Flesh eating animals, e.g. dog, cat, lon,tiger, and panther. Thvclaws cof
dogs contrasted with the those f cats.
4. Rodents or gnawing animals, e.g., rats, mice and squirrels. The
adaptation of their mouth parts.
5. How animals defend themselves with teeth, tusks, horns, poison-fangs
and strings.
6. Some common local poisonous snakes e.g. Krait, Cobra and Russel`s
viper.
7. Butterflies and months. The egg, caterpillar, chrysalis and adult, scaly
wings.
8. Life in a tank. Frogs, newts, water-beetles and dragon files.
9. Life on a sea-shore, Crabs, Shellfish and sea-anemones.
10. Meteoroligical instruments, Bar graph, rainguage, anemometer and
hygrometer. The weather chart.


8

NATURE RAMBLING
The main criteria is the experience of the child. Child is considered as the
rambler in his environment. The materials the child is likely to met with, the
scientific situations he is likely to face with are chosen and arranged in the
science course. Accordingly, the science course of the first year may contain
the elementary study of planets, trees, sun, moon, birds, stars, and rain. In the
second year the study of rock, different kinds of rock, kinds of water,
publication of water, solar system, seasons and the like. In the third year the
study of sand, minerals, atmosphere, soil eclipses and shadows.
It lays foundation for advanced studies because all natural sciences are
specialized forms of nature study. It develops the power of observation,
reasoning and it establishes good relationships between the child and this
environment


9






CONCLUSION

Sastraposhini the scheme for high schools of the state helps to
develop interest in science subjects. Sastraposhini scheme helps the
school teachers for demonstrating scientific experiments. It
stimulated the unterest in science at the school level by the
performance of experimnts in physics, chemistory and Biology.
Sastraposhini scheme is a well organized scheme for highscools.



10

REFERENCE

Science curriculum - Marlow Ediger, D Bhaskara Rao
Science Education- Dr.T K Mathew, Dr. T M Mollykutty
Net address - Wikipedia