This learning module is an invitation to discover, develop and nurture a wonderment and curiosity for water as an ecosystem that is teeming with amazing life forms that use it in various ways! Life in Water ............................................ In our current school textbooks, the topic of water is introduced to teachers and learners with a focus on our 'uses of water.' For example: how and why is water useful and important to humans, what does scarcity of water imply for us, or how should we conserve it? Water, as an ecosystem, however, goes so much beyond our use and interactions with it. As you will discover through this module, water is also home to and as important to a multitude of life on Earth. Divided into three levels Each level has been designed for children belonging to specific grades and age groups. ● With two major topics and relevant sub-topics covered, each level has been designed with an aim to achieve a series of nature learning goals. ● The module is designed using different mediums to engage the learner, including read-aloud stories, observation charts, picture-cards, audio-visual resources, group activities, and discussions. ● The lessons are linked with existing EVS chapters and cover a range of topics that nurture wonderment for water as an ecosystem. Download the Water Module LEARNING MODULE MODULE WITH RESOURCES This learning module is an invitation to discover, develop and nurture a wonderment and curiosity for water as an ecosystem that is teeming with amazing life forms that use it in various ways!

Gojri Alphabet Chart The Gojri-English Alphabet Chart is a powerful cultural and ecological bridge designed for the children of the Gujjar and Bakarwal pastoral tribes in the Kashmir Himalayas. Gojri, their mother tongue, is rich with expressions reflecting their nomadic life and deep ecological knowledge. Since Gojri finds little space in formal schooling, this chart was created to affirm the child's identity and make learning relatable. By connecting English and Gojri alphabets to local flora, fauna, and pastoral life—like Bakri (goat) or Jaberd (water pond)—the chart ensures that literacy celebrates and preserves their unique language, culture, and environmental wisdom. It serves as a portable, visible, and culturally relevant teaching aid for mobile schools and homes, empowering the next generation to see their world reflected in their learning Gojri Alphabet Chart Download Gorji Alphabet Booklet Download

Hidden Housemates Uncover the creatures and natural phenomena that often go unnoticed, right inside your home or school. These bingo sheets and the accompanying activity sheets invite you to closely observe everyday spaces, fostering an understanding of urban biodiversity and our shared environment. English Hindi Hidden Housemates (1) Kannada Hidden Housemates (2) English Hindi Kannada English Hindi Hidden Housemates (3) Kannada Note for Educators Hidden Housemates works well for both young and older audiences and is a great way to engage people in nature observation, even when outdoor spaces are not accessible. It is perfect for educators to assign as "nature homework" to explore their homes or for in-class activities within school premises. Activity Ideas You can ask learners to draw the different housemates they find, research their roles in the indoor environment, observing and noting where they like to reside, and create simple indoor ecosystem maps.

Behaviour Tales This resource delves into the amazing world of animal hygiene exploring how animals - from birds preening their feathers to mammals licking their fur and insects maintaining their exoskeletons - employ unique strategies to stay clean.This resource can be effectively integrated into science lessons focusing on animal adaptations or health and hygiene units. The activity around it can be adapted to increasing or decreasing complexity for older or younger students, respectively. Animal Grooming Charts English Hindi Kannada Note for Educators Begin by asking students how and why they keep themselves clean. Introduce the concept that animals also groom themselves using different organs and behaviours that we do not have or use! Use the poster to discuss specific examples, and explore other animal grooming behaviours students might have observed of domestic animals around them. This resource is a direct example of how local nature and ecology can be incorporated into our EVS textbook chapters. Questions to Explore Why do animals need to keep clean? How do their methods compare to ours? Students can be encouraged to observe pets or local birds for grooming behaviors, draw different animals grooming, roleplay/enact different grooming behaviours, or even research other unique animal cleaning habits (e.g., ants grooming each other, fish cleaning stations).

Nature Classrooms is an initiative of the Nature Conservation Foundation, under the Education and Public Engagement Program. We re-imagine the experience of Environmental Studies (EVS) to seamlessly include Nature Learning in primary schools across India. Get introduced to our team and collaborators and read more about our vision on this page. Team .............................. ............................. Vena Kapoor Programme Lead & Sr. Scientist I am a nature educator and conservation practitioner with over 23 years of research and in-practice experience in the conservation sector. I founded Nature Classrooms in late 2018 (started as an initiative of NCF's EPE Programme ) to design age-appropriate, locally-culturally relevant nature learning modules, conduct immersive training workshops to connect teachers and educators to the natural world, and to guide them to integrate nature learning as part of everyday school curricula. I love integrating my passion for insects, spiders, and community engagement to rekindle and reimagine nature learning in India. My earlier work stints were with the CIKS , CCI UK , and the Nature Conservation Foundation in various Institutional and Programme roles. I have an MPhil in Conservation Leadership from the University of Cambridge, UK and a Masters in Ecology from the University of Pondicherry, India. My publications can be accessed here and here . Priyanka Prakash Senior Manager (Education, Training & Research) With a background in journalism, I soon found myself drawn toward the education space. I began my journey by exploring how media can be integrated into learning programs for children. This led me to nature education, and for the past three years, I have been actively working with children and schools to raise awareness about our ocean with a focus on waste management and sustainability. I then pursued my Master's in Environment Studies (Conservation Practices) from Ashoka Trust for Research in Ecology and Environment - ATREE, Bengaluru. As a part of my Master's internship requirement, I joined Nature Classrooms as an intern in 2023. Since then I have been developing a Nature-based Social-Emotional Learning Framework , with an intent to integrate an affective approach to nature education. At Nature Classrooms I hope to continue contributing to the goals and initiatives of the program to make nature learning a meaningful and integral part of classrooms. Tanaya Rele Manager (Education Resources, Research, & Comms) I completed my Master’s in Wildlife Conservation Action from BVIEER, where my thesis focused on visitor perceptions of the ecological and aesthetic aspects of urban parks in Mumbai using visitor-employed photography. This experience deepened my interest in understanding how people connect with nature and how nature learning can play an important role in building these connections. Today, this interest continues to shape my work at Nature Classrooms. I’m currently designing the Nature Education Assessment Framework (NEAF) — a collaborative, open-source toolkit to assess the effectiveness of nature education programmes in India. Alongside NEAF, I also contribute to developing nature learning resources and support other ongoing work. I hope to continue learning and contribute towards Nature Classrooms’ efforts to make nature learning more accessible within classroom spaces. Aditi Rao Manager (Education, Outreach & Comms) Growing up in a small village in the Western Ghats, my childhood was shaped by curious experiments. Like feeding ants to Drosera and watching hornbills soar above our home. Coexistence and sustainability weren’t concepts we learned, but ways we lived. That early wonder led me to the Living with Snakes outreach during my undergrad, and later to working with children through Chinnara Vana Darshana and Kaanu, an online nature course I ran during the pandemic. I went on to complete a Master’s in Wildlife Conservation Action, where for my thesis, I explored traditional ecological knowledge of tubers among the Kunbi community and the threats it is facing. Now at Nature Classrooms, I'm working to bring together my love for nature, natural history, learning, and community to help teachers and educators be more curious and empathetic towards the world around them. Aswathi Asokan Coordinator (Resources, Curriculum Development, Outreach) Growing up in an urban city, I was fortunate to have passionate nature enthusiasts introduce me to the birds, insects, and trees around me. As a Chennai girl, I eventually dove deep into studying our magical coastal landscape and biodiversity, realizing these stories of shores, tides, spiders, and trees needed to be shared. From that point on, I've been sure about wanting to actively work towards connecting young people with the natural world. While creating nature and climate education resources, running programs, and co-authoring two books, I completed my Master's in Wildlife Conservation Action from BVIEER, Pune, affirming my commitment to bringing the wild to more people. Now, I'm involved in organizing fellowships for educators across India, developing nature education resources and curricula, and building nature-based ecology curriculum for schools. ............................... Alumni ................. Aashish Gokhale Mythreyi K Roshni Ravi Adira Andlay Labonie Roy Ovee Thorat Mehreen Khaleel Interns ............................. ................................ Nayantara Siruguri (2022) Anvita DJ (2021) Vaibhavi Bhat (2025) Nathania Ria Prince (2025) Adya V. Reddy (2020, 2021) Aarushi Susheel (2020) Apara Behar (2019) ......................... .......................... Illustrators Adira Andlay Labonie Roy Ravi Jambhekar Ari Abraham Aditi Monde Karunya Baskar Illustrations and Visual Design by Labonie Roy Chayant Gonsalves Rupsy Khurana Back Blog

If you are an educator looking to engage with articles and opinion pieces on nature education and pedagogy, a student looking to explore discourses in nature education, or just curious about these things - this page lists essential readings available online. Many of these articles and essays have inspired and influenced discussions within Nature Classrooms, and we hope to share this inspiration with many more. NC in Media Articles and Publications We share our learnings and experiences through articles and blogs, opening up conversations on nature education and exchanging ideas with educators, researchers, and practitioners. Building a Community of Nature Educators in Bengaluru (The Hindu ) Nature Classrooms Feature Exploring Children’s Relationships with Nature Project Report by Aashish Gokhale Nature-based S ocial Emotional Learning Internship Report by Priyanka Prakash Uncovering the Potential of Learning at Home Vena Kapoor and Roshni Ravi Nature and Art - A Natural Synergy Roshni Ravi and Vena Kapoor Samuhik Pahal - a monthly journal by Wipro Foundation: Nature Education (June 2022) Vena Kapoor, Roshni Ravi, Mythreyi K Connecting Learning to the Natural World (iWonder) Vena Kapoor and Roshni Ravi Age Appropriate and Locally Relevant Nature Learning Modules for Schools Vena Kapoor and Roshni Ravi Nature in Syllabus (Deccan Herald) Nature Classrooms feature The Suttha Muttha Project in Bengaluru is introducing children to the local biodiversity. Here's how. (EdexLive) Nature Classrooms feature Podcasts We participate in podcasts to discuss nature education and exchange ideas and experiences with students, educators, researchers, and practitioners. Women for Nature - Heart of Conservation Podcast Vena Kapoor in conversation with Lalitha Krishnan The Thing About Nature Education - Podcast Vena Kapoor in conversation with Ishika Ramakrishna Back Blog

Nature Classrooms is an initiative of the Nature Conservation Foundation, under the Education and Public Engagement Program. We re-imagine the experience of Environmental Studies (EVS) to seamlessly include Nature Learning in primary schools across India. Get introduced to our team and collaborators and read more about our vision on this page. About Us Nature Classrooms works with teachers, schools and educators to connect meaningful, age-appropriate and locally-culturally relevant nature learning with the EVS curriculum being taught in teaching-learning spaces in India. Nature Classrooms started as an initiative within Nature Conservation Foundation’ s Education and Public Engagement Programme in November 2018. Since April 2025, Nature Classrooms works in collaboration with the Youth for Conservation Action Network (YouCAN) to effectively advance our individual and collective goals for nature education and conservation. Our Vision ................. Bringing nature learning to everyday education with a hope to spark and rekindle wonder, curiosity, empathy and love for our Natural World. Our Goals 1. Introducing, designing and connecting contextual and meaningful nature learning to education, by working and collaborating with teaching-learning communities and spaces. 2. Our framework, pedagogy and a diversity of tools and resources that guides a shift from a human-centric and purely utilitarian perspective to one that emphasizes wonder, curiosity, inquiry and interconnectedness with nature. 3. Developing age-appropriate and locally-culturally relevant nature-based teaching-learning resources linked with the school curriculum. 4. Collaborative capacity-building training programmes and workshops on ecology, nature learning and conservation education with educators, practitioners and the conservation community. 5. Designing and contributing to topical research questions in nature education for practitioners in the global south. Meet The Team NC in Media

Nature Classrooms has developed a programme that integrates nature learning with social-emotional learning. With this programme our goal is to put together effective practices, resources, and frameworks integrated with social, emotional, and nature–based learning at its core, with a focus on supporting the overall well-being of teachers. Nature-Based Social-Emotional Learning for Teachers & Educators Nature Classrooms, to further its goal of supporting teachers and educators with their endeavours in nature education, has developed a programme that integrates nature learning with social-emotional learning. With this programme our goal is to put together effective practices, resources, and frameworks integrated with social, emotional, and nature–based learning at its core, with a focus on supporting the overall well-being of teachers. The long-term vision is that this social and emotional development within teachers also influences the manner in which they impart nature education within their classrooms. Programme goals: Can nature-based practices and engagements support in promoting social and emotional well-being of teachers? How does supporting teachers’ emotional state influence their connections with nature? How does this process of engaging with nature-based social-emotional learning translate in the long-term into subject lessons and classroom practices? PILOT WORKSHOP With the initial framework and practices developed, we launched an online pilot workshop with a goal to engage with a small focus group of teachers/educators, for trialling out the initially developed practices and taking into consideration their feedback and responses which will influence the future implementation of the programme. Download Report This project was undertaken by Priyanka Prakash as a part of her Master’s internship with Nature Classrooms. Download Connect if you want to collaborate with us for a research project: info@natureclassrooms.in

The Suttha Muttha project is a collaboration between Nature Classrooms and the Fig Tree Learning Centre in Silvepura Village to take experiences and stories of local ecology and biodiversity to school communities in peri-urban Bengaluru. The goals of this project are as follows: i) To provide access to good quality nature related teaching-learning material, ii) To increase awareness and curiosity about local ecology and biodiversity, and iii) To foster ecological relationships and identities. Suttha Muttha Connecting school communities in peri-urban Bengaluru to their local ecology and biodiversity The Suttha Muttha project is a collaboration between the Nature Learning Team at Nature Conservation Foundation and the Fig Tree Learning Centre in Silvepura Village to take experiences and stories of local ecology and biodiversity to school communities in peri-urban Bengaluru. Suttha Muttha in Kannada translates to ‘our surroundings’. This work supported by a Bangalore Sustainability Forum small grant will engage and collaborate with school communities and learning centres in and around Silvepura village to bring the natural world and ecological processes around them closer. Government schools in peri-urban Bengaluru are unique in their needs, opportunities and challenges. The school, classroom space and campuses are often small, with one or two rooms for the entire primary school and one teacher for 40 students across classes I-V. Few schools are fortunate to have access to a tree or two within or just outside the school compound. Learning in these schools is disconnected with the rapidly changing neighbouring landscapes of farmlands, gardens and fruit orchards. Many students come from families that have migrated from other parts of India to Bengaluru in search of work, making both the Kannada language and the local landscape something they have to contend with and acclimatise to. How do animals eat? Students observing cows in a shed near their school to find the answer. Students going on a nature walk! However, these are sparsely equipped, small, learning spaces are not without excitement and serendipitous opportunities to engage with nature though; during one of our school visits we were lucky to observe a pair of skinks frolic on the sunbathed school steps. The skinks captured the students’ attention and sparked many conversations about the similarity with snakes, superstitious beliefs and questions about their behaviour. By making meaning of these kinds of serendipitous encounters with myriad creatures that visit their schools, and then designing and creating relevant and accessible teaching-learning material, curating stories, songs, and sayings and offering immersive nature workshops we hope to facilitate deeper connections towards the natural world for teachers and students.We hope that consistent and meaningful experiences, conversations in and about nature will enable school communities to be more connected to their surroundings (Suttha Muttha) and encourage them to include nature learning as an integral part of their school culture and ethos. The goals of this project are as follows: To provide government schools in peri-urban Bengaluru access to good quality nature related teaching-learning material The creation and distribution of teaching-learning material that reflects local ecology and biodiversity is likely to increase the richness and diversity of EVS and nature studies in government school classrooms in the area. This will help teachers transact lessons in EVS as well as help students better understand concepts through local examples that can be easily observed. Students playing "Colours in Nature", a game designed to observe the variety of colours that can be found in the natural world To increase awareness and curiosity about local ecology and biodiversity Good quality, factually and ecologically sound nature learning material has the potential to inspire and motivate students to be more curious about their surroundings and natural phenomena around them. Students are likely to ask more questions, experience moments of wonder in nature and be more open to learning about biodiversity in their immediate surroundings. To foster ecological relationships and identities among school communities Through classroom discussions, stories, observations, nature immersion workshops and nature walks around the school(s) we hope to encourage school communities to engage with their local environments more regularly and meaningfully. Children playing nature games during an immersion workshop in Silvepura Partners ................................... ................................... Back to Projects Funders ............... ...............

The Suttha Muttha project is a collaboration between Nature Classrooms and the Fig Tree Learning Centre in Silvepura Village to take experiences and stories of local ecology and biodiversity to school communities in peri-urban Bengaluru. The goals of this project are as follows: i) To provide access to good quality nature related teaching-learning material, ii) To increase awareness and curiosity about local ecology and biodiversity, and iii) To foster ecological relationships and identities. Communities of Practice An online series on ideas, experiences and practice of nature learning In 2021 Wipro Foundation and Nature Classrooms discussed facilitating and hosting an online space to enable for a Communities of Practice (CoP) in Nature Education and Learning for Wipro Partner organisations and other organisations and practitioners working in education. The CoP in Nature Learning offered us an opportunity to come together as a community to discuss, present, learn from each other and then explore areas for collaboration. The purpose of CoP is to enable exchange of ideas and discuss, share training tools we are developing to make nature learning, and nature immersion a part of our long-term education interventions. We are now making these learnings available to all through a series of seven sessions that have now been uploaded on our YouTube channel . CoP Session 1 : Introduction and Understanding Needs CoP Session 3 : The philosophy and history of Environment Education CoP Session 2 : The role of Libraries in Nature Education CoP Session 4 : Nature Learning for Children with Special Needs CoP Session 5 : Nature Learning for Children with Special Needs - Part 2 CoP Session 6 : Using Theatre in Nature Learning CoP Session 7 : The Small Science Process, Textbooks and Beyond

We are working towards creating a holistic nature learning framework and modules that will become an integral part of the child's school learning and curriculum. To ensure that our ideas and interventions are pedagogically sound, appropriate and contextual, we partner with education groups and individuals who have experience in nature education. We also work closely with designers to create easy to use and replicable learning material, tools on nature that teachers and children can use. Working With Schools Partnering with Schools to develop age and place appropriate Nature Learning In collaboration with education professionals, designers, schools and teachers we are working towards creating a holistic nature learning framework and modules that will become an integral part of the child's school learning and curriculum. A Nature Learning Programme for Schools and Teachers The last few decades have seen a number of schools and conservation groups conduct nature-based activities, but most often these are outside of the school hours, and separate from the school syllabus and requirements. Typically, these involve taking children for nature camps, bird watching trips, tree planting drives, creating nature clubs and organising talks on nature. These programmes, conducted by various conservation groups and individuals over the last couple of decades arguably have been instrumental in getting a whole generation of people in India interested in nature, conservation and wildlife, with some following careers in these fields. While these education and outreach programmes are useful and important, teachers and parents tend to view and find these burdensome (often unnecessary) and considered ‘extra-curricular’. This is why we believe that it is important to understand and design a nature learning framework in partnership with schools and school teachers so we can transact locally relevant and age appropriate concepts on nature and the environment. The idea is that these nature modules and concepts can then be incorporated as a part of the school curriculum, and leveraging the fact Environment Education (EE)/ Environmental Sciences (EVS) is a compulsory subject in the school curriculum. Currently, we work with children and teachers of Grade I-V across different school types (Govt., Private, Alternate) and boards In partnership with Educators and Designers To ensure that our ideas and interventions are pedagogically sound, appropriate and contextual, we partner with education groups, professionals and individuals who have experience in nature education. We also work closely with designers to create low-cost, easy to use and replicable learning material, tools on nature that teachers and children can use. Partner Schools since 2018: 1. Government Lower Primary School, Tarabanahalli 2. Parikrma Centre for Learning, Nandhini Layout 3. Parikrma Centre for Learning, Sahakara Nagar 4. Government Urdu Higher Primary School, Ganganagar 5. Geddalahalli Government School

The Nature Education Assessment Framework (NEAF) is being developed by Tanya Rele of Nature Classrooms, with the support of the Inlaks Ravi Sankaran Small Grants Programme as an open-source tool to assess the effectiveness of nature education programmes and other nature learning initiatives. Nature Education Assessment Framework (NEAF) Supported by InLaks Ravi Sankaran Small Grants The Nature Education Assessment Framework (NEAF) is being developed by Tanaya Rele of Nature Classrooms, with the support of the Inlaks Ravi Sankaran Small Grants Programme as an open-source tool to assess the effectiveness of nature education programmes and other nature learning initiatives. It aims to provide a holistic assessment of nature education/conservation education programmes by assessing the knowledge, attitude and behaviour of participants before and after the intervention through a set of collaboratively designed qualitative and quantitative tools including existing scales and peer-reviewed literature. NEAF seeks for honest feedback from the target group which will also highlight the areas in which the intervening organisation or individual needs to address and course correct. This framework will also be trialled collaboratively through nature education initiatives and reviewed by education practitioners, to make it replicable, unbiased, easy-to-use and relevant to the nature and conservation education community in India. The objectives of this project are listed below: Designing a framework for Nature Classrooms to assess the ongoing nature education projects through a pre and post intervention study. To explore the relationship that teachers and students share with nature, assess their understanding about the environment and determine how nature learning interventions influence this dynamic.ii) To understand and assess the impact of age-appropriate nature learning interventions on students’ attitudes and perceptions towards local biodiversity. ................................... Supported by ...................................