1. Description of Our Team
We are a team of three students from Ryan International School, Greater Noida. We are undeniably fortunate to have got the opportunity to make a change.We synchronized very well amongst each other, and the group work was a great success with lots of fun implicated. The team members are as follows:- Aman who is 16 years old, was the techno-savvy of our team. He set up the foundation for the website.He controlled various activities such as Animation , designing games with his IT skills. Aman learnt JAVA at G-TEC institute, Greater Noida. Shivam who is 16 years old, was the survey-chief. He conducted surveys, researches, carried out several experiments, managed the data and site and organised workshops to provide wakefulness. He also did a course of animation at G-TEC institute, Greater Noida. Sahadev who is 17 years old looked after the fame of the site. He encouraged people to visit the site and contribute their views. He even played a critical role in assembling the resources for our project.
Mrs. Nilanjana Saha, our science teacher contributed towards our project by providing us valuable help and in-depth knowledge about the water concern over the world. Mrs. Sudha Singh,our principal was a steady supporter, adviser and a steerer all the way through, and provided us with motivation and buoyancy.
2. Summary of Our Project
Drop By Drop is an On-Going project, it doesn't ends with this competition. It aims a much wider and holistic view. Although we had participated in Doors to Diplomacy with the same website last year also but the need for water conservation kept us glued to the same topic this year too. In addition to winning this competition our main aim was to educate the masses about immediate need for water conservation. So we decided to work on the same website this year also Our project ‘Drop By Drop’ is about the mitigation of droughts and its aim is to bring awareness among the youth. Our main aim was to incite the importance of saving water, droughts and water harvesting not only in primary children but in adults too. Initially, we read all the written materials we could get from our library or from newspapers and magazines. Thus we gained the basic facts about the need and management of water. After this, we took the decision to go into the field ourselves and analyze Greater NOIDA, UP (31 km from Delhi). We did an experiment on Roof Top Rain Water Harvesting. We dug a pit, filled it with ballast, fine sand, grit, stone grit and soil. We constrained our project up to residential need (use of water only). A vast difference prevail in rural and urban areas. But we focused mainly on urban areas as they are expanding and is the main cause for droughts. We could easily decipher that many people around Greater Noida did not even know that water is available quite scarcely and immediate steps are needed.
3. Our Computer and Internet Access
A. Percentage of students using the Internet at home:more than 50%
B. Number of workstations with Internet access in the classroom:2-3
C. Connection speed used in the classroom:dedicated connection
D. Number of years our classroom has been connected to the Internet:4-6
E. Additional comments concerning your computer and/or Internet access (Optional):
Our school provided us 3 computers with 10 Mbps broadband connection. While at our homes we used modems(PPPOE type) providing a regular speed of 10 mbps. However, we had to share our workstation at our school with other Doors to Diplomacy participants.
4. Problems We Had To Overcome
We had to overcome the following obstacles.
TIME CONSTRAINTS- The major challenge for us was to cope up with our busy schedule. We had National Olympiads, mock as well as final examinations, class presentations and other extra curricular activities.
REGULAR MEETINGS- Though all 4 of us were in the same school but we lived quite far away from each other. So we could not meet at regular intervals for the integration of our ideas.
DEADLINE- Although the work went smoothly but meeting the deadline for the submission of the website appeared a big challenge to all of us. We wished to accommodate more and more but we had less time but our teachers’ guidance and support always kept us steady in the competition.
TECHNOLOGICAL ADVANCEMENT- We knew that technological advancement had taken place but we could not manage with what we had learnt earlier. We found it difficult to work with images and Java applets. So we did courses of these programs at reputed institutes.
5. Our Project Sound Bite
“We ourselves know what we have done is just a drop of water in a big ocean, but the ocean would be less without that little drop”. The problem of water scarcity is becoming severe these days; this project helped us to spread our message and ideas around the world. This project also gave us the experience about web designing. Now whole of the community including both young and old are more concerned of saving water than before.The project has also made us realize that team work is far far better than individual work.
6. How did your activities and research for this Doors to Diplomacy Project support standards, required coursework and curriculum standards?
Our project supports the syllabus and curriculum as water conservation is the most widely spoken topic these days. Environment conservation is impossible without water conservation. Governments all around the globe are including Topics related to water conservation in the curriculum right from the Primary school to the secondary by introducing new subjects like environment education. The intensity of the topics varies at different classes. Our projects educates about both simple water harvesting and new innovative measure, it also tells about the different causes of water scarcity and how can we counter it. Our project teaches basic terms and concepts about water scarcity which should be the most crucial part of our curriculum. We learnt various concepts like water scarcity, rainwater harvesting etc. We also learnt team work, hard work and several other ethics. We discovered that our curriculum lacks in using Technical education as a part of the teaching method however it can be a more effective way of teaching as compared to its traditional counterpart. We ourselves felt that doing something practically boosts the learning power. We went to the drought affected villages and observed everything ourselves, and that had really made it quite clear that water conservation is necessary even though it is written in our textbooks.