Let’s think, Even though it was cut in the model, it was released to me on Mudhi Ne Rama Mo, in NEEHT’s EVs textbook and to see these activities in textbooks on page 2 *.
Why is the 14th of the state represented in the footnotes? how ? To make a few measurements of this rail project and activities above how children are provided. Which study conclusions have been deduced from the above activities?
Can you think of any other aspects of water that can be covered by the primary level of ragas? Please keep the children in the center and do the amount of teaching and learning related activities.
6 Study Conclusion: Identifies water sources and water storage equipment. Describes the need, source and use of water on and around વર્ણન Describes the involvement of family members in drawing and storing water, observation / experience / equipment information / various actions and forecasts. Floating or soluble, soluble and soluble, keeping in mind the similarities and differences.
The groom or group of objects સમ Understands the difference between tools and activities. Assumes. (Properties / phenomena can be verified / verified with the help of simple tools / structures.) (E.g. liquid sinking, poetry, mixing) Notes. તૈયાર Prepares pictures, designs, replicas, maps, poems and slogans. Presents an opinion, opinion or expression regarding the use of water. .
. Suggested Environmental Education Activities for sRGs: The activities covered in this section will help you gain a deeper understanding of the content and issues. You will be able to organize specific activities and needs-oriented activities according to the age of the children in your class.
શિક્ષક સજ્જતા સર્વેક્ષણ બાબત ઓલ ઇન વન માહિતી
Facilitate discussion on a given issue. To create a group, the activity can be done by the group. Each group introduces itself to the class after its group activity. તૈયાર Prepare a ‘mind map’ of any subject and compile it in the context of environmental education 200