Name of the Applicant: Vishal Singh
Role Applied for: Assistant School Leader
Contact Details: 9889603796
Lesson Plan: Forest and Wildlife Resources
Class: 10
Subject: Geography (Social Science)
Topic: Forest and Wildlife Resources
Duration: One Day (Approx. 2 hours class time)
Location Context: Arunachal Pradesh
Mode: Classroom-based with group and individual activities
Learning Objectives
By the end of the class, students will be able to:
1. Understand the importance of forest and wildlife resources.
2. Identify the types of forests in Arunachal Pradesh and their ecological significance.
3. Recognize threats to forest and wildlife resources.
4. Discuss conservation measures with reference to local practices and national policies.
5. Reflect on their role as responsible citizens in conserving biodiversity.
Materials Required
● Blackboard or whiteboard
● Chart paper and markers
● Arunachal Pradesh and India maps
● Flashcards (with animal/plant names)
● Local folk stories or videos about forests (if available)
● Access to textbook and supplementary materials
Period 1: Introduction & Exploration (45 minutes)
1. Warm-up (5 mins)
Ask:
● “What do forests mean to us in Arunachal Pradesh?”
● “Can you name some wild animals found near your village/town?”
Encourage students to share local names and stories.
2. Brainstorming & Mapping Activity (10 mins)
● Draw a mind map on the board titled “Uses of Forests”
● Students suggest benefits: timber, medicine, food, culture, etc.
● Link to local tribal knowledge (e.g., medicinal herbs used by Singpho, Burmese, Adi,
Ido or Nyishi communities)
3. Input with Local Examples (20 mins)
Teacher explains:
● Types of forests (Tropical Evergreen, Deciduous, Alpine, etc.)
● Local examples: Dihang-Dibang Biosphere Reserve, Pakke Tiger Reserve, Namdapha
National Park
● Unique species: Red Panda, Hoolock Gibbon, Mishmi Takin
● Importance of sacred groves and community forests
4. Critical Thinking Question (5 mins)
● Do you think Arunachal Pradesh has a large variety in terms of the wild species and
plants and birds? “Why do you think Arunachal Pradesh has such rich biodiversity?”
● Students write a short reflective response.
Period 2: Threats & Conservation (45 minutes)
1. Group Activity: Threats & Solutions (20 mins)
● Divide class into 4 groups. Each group takes a threat:
○ Deforestation (logging/jhum)
○ Poaching & illegal trade
○ Development (dams/roads)
○ Climate change
● Each group prepares a poster on the threat and suggests local solutions (like
reforestation, sustainable agriculture, community watch groups)
2. Gallery Walk & Presentation (15 mins)
● Groups present their posters
● Class walks around to view others' work
● Encourage peer questions and feedback
3. Role-play (10 mins)
● Skit: A village panchayat meeting to discuss a forest fire or illegal hunting
● Roles: Elder, Youth, Forest Officer, Hunter, NGO worker
● Encourages empathy, communication, and collaboration
Assessment (15 minutes)
1. Quick Quiz (5 questions)
Sample:
● Name a national park in Arunachal Pradesh.
● What is a biosphere reserve?
● Why are sacred groves important?
● One threat and one conservation measure?
● Name a local wild animal under threat.
2. Reflection Journal (10 mins)
Prompt: “One thing I learned today and one thing I will do to help protect forests.”
Homework / Extension Task
● Interview an elder from your community about their experience with forests and write a
short report.
● Optional: Collect leaves (safely) or draw pictures of local plants/animals and create a
class biodiversity scrapbook.
References
● NCERT Class 10 Geography Textbook
● Forest Department, Govt. of Arunachal Pradesh
● UNESCO & MoEFCC resources on biodiversity
● Local NGO materials (e.g., Arunachal Pradesh Biodiversity Board)
____________________________________________________________________________
I. What makes it an engaging lesson plan for the students? Why do you
think so?
1. Contextual Relevance
○ The classroom experience is designed in such a way so that the students get to
relate the concepts to different aspects in their context, such as animals, forests
that they see or hear in their surroundings. It creates opportunities for the
learners to participate in the activities.
2. Ensuring Active Participation
○ A mix of brainstorming, group work, poster-making, presentations,
role-play, and reflection caters to different learning styles (visual, verbal,
kinesthetic).
○ Be it writing a reflective piece on Arunachal’s bio-diversity or making posters on
different topics, it includes the 4Cs of 21st century learning skills—especially
collaboration and critical thinking—keeping students intellectually and emotionally
engaged.
3. Student Voice and Cultural Identity
○ Encouraging students to share local stories, traditional knowledge, and
conduct interviews respects their identity and community knowledge, which
boosts engagement and ownership.
4. Hands-on and Creative Tasks
○ Activities like poster-making, gallery walk, and role-play provide opportunities
for creativity, which students often enjoy more than passive listening or textbook
work.
II. What parts of the lesson plan could be less engaging for the students?
Why do you think so?
1. Quick Quiz Format
○ While useful for assessment, a plain written quiz might feel routine or
uninspiring, especially if students are not confident in writing or memorization.
○ It might disengage those who are more oral or visual learners.
2. Heavy Content Input (20 mins)
○ The segment where the teacher explains forest types and biodiversity—if not
well-paced or interactive—might feel lecture-heavy.
○ Students might lose focus if they are not actively involved during this explanation.
III. Imagine you are now taking the same lesson next year, what are some
2–3 changes you would make in your plan? Why?
1. Incorporate Local Guest Speaker or Elder
○ Invite a local forest officer, elder, or conservation activist to share stories and
practices.
○ This adds real-world connection, enhances cultural learning, and gives
students a sense of pride and responsibility.
2. Use More Visual and Digital Aids
○ Add short videos or images of Arunachal’s forests, sacred groves, and local
wildlife.
○ Visual aids help retain attention and support learners who struggle with textual
information.
3. Replace Quiz with Interactive Game or Kahoot-style Quiz
○ Instead of a written quiz, use a digital quiz, flashcard game, or even a forest
treasure hunt (matching threats with solutions).
○ Makes assessment more playful and inclusive, especially for students with low
confidence in writing.
____________________________________________________________________________
Task 2:
One single session is not sufficient to address the situation. To deal with the situation at a
systematic level there are the following sections that we need to cover during the workshop or
session. Teachers get overwhelmed with a vast range of tasks in their day to day life. To help
them work effectively we need to ensure that they are equipped with different tools for self
awareness, acceptance and self regulation. Students are children. As adults, teachers need to
guide them. Guiding them in a respectful way while listening to their thoughts, asking the right
questions and modelling different self regulatory actions themselves will help in this situation.
However, this workshop with 4 major blocks distributed in at least 4 days will help the
programme team and the teachers narrow down the problem. While ensuring learners'
engagement through different activities, maintaining a journal would help them to learn more
about their learners and come up with strategies that address the individual needs of the
learners and it may encourage the teachers to work in partnership with the parents and other
teachers as this becomes a challenge for the whole collective. The SEL activities not only help
the teachers, it will also help the students to reflect, be compassionate to each other.
Workshop Training Focus Key activities Actionables that need
be followed up
1: Understanding - Identifying root - Workshop 1: Root 1. Engagement
Classroom Challenges causes of student Cause Analysis levels of
& Behavior apathy & disruptions. (brainstorming children,
Management - Establishing positive challenges, case teacher
Foundations norms & routines. discussions), knowing responses to
- Reinforcing already used strategies disruptions,
teacher-student by the teachers. Keep in student
relationships mind that the teachers behavior
feel heard without any changes.
judgement. Stop 2. Challenges
yourself from jumping faced,
into sharing solutions strategies
before time in the implemented,
initial discussion. impact seen.
- Workshop 2: Setting 3. Understanding
Clear Expectations & of classroom
Classroom Rules (using norms,
student-centered students’
approaches). For engagement in
example, through one developing
on one conversation, classroom
group discussion, SEL norms.
activities mutually
come to simple clear
minimum agreements.
Keeping in mind not to
impose any rule on
them. Make the
children feel heard.
- Coaching Sessions:
Observing current
classroom practices and
providing feedback
2: Active Engagement - Techniques for - Workshop 3:
& Motivation increasing participation. Interactive Teaching &
Strategies - Using intrinsic Student Engagement
motivation & positive (active learning,
reinforcement. questioning strategies).
- Handling disruptions - Peer Learning
effectively Circles: Teachers share
strategies that worked.
- Mentoring Sessions:
Role-play common
classroom disruptions
& responses.
3: Conflict Resolution - Managing minor - Workshop 4: SEL &
& SEL Integration conflicts among Behavior Management
students. (co-regulation, peer
- Teaching empathy, mediation techniques).
respect & It will also help the
self-regulation. teachers to regulate
- Building student their emotions
accountability. - Classroom
Observations:
Checking teacher
implementation of
strategies.
- Journaling students’
behaviour (student’s
action- My reaction,
How I felt) and
reflection on what went
well and what could be
better
Feedback Sessions:
Sharing best practices
& refining approaches.
4: Sustainable - Ensuring long-term - Panel Discussion:
Practices & classroom discipline. Teachers share their
Consistency - Collaborative success stories &
norm-setting across challenges.
teachers. - Final Observation &
- Self-reflection on Reflection: Teachers
growth document personal
growth & changes.
- Action Plan
Development: Teachers
create individualized
strategies for sustained
improvement.
____________________________________________________________________________
Task 3:
1. What are some areas I see myself taking up with minimal support? What makes me
think so?
Based on my experience, I'm confident I can contribute with minimal support in several key
areas. Firstly, data analysis and reporting is a strength of mine. Throughout my roles,
particularly as a Project Lead & Data Analyst at TYCIA Foundation and in various research
positions, I've utilized tools like Excel, Power BI, and SQL to analyze program data, evaluate
effectiveness, and inform decision-making. I can readily apply these skills to analyze student
performance data, identify trends, and generate reports that provide actionable insights for
academic improvement.
Secondly, I have a strong background in program implementation and management. As a
Project Lead and Programme Manager/Consultant, I've overseen the implementation of
programs, coordinated with stakeholders, and ensured alignment with organizational goals. This
experience equips me to independently manage and implement academic improvement
initiatives within the school, ensuring they are well-organized and effective.
My experience also lends itself to curriculum development and resource creation. In my role at
Educational Initiative, I was immersed in FLN programs and focused on strengthening
foundational literacy. I'm comfortable with the development and dissemination of learning
materials, which I did at TYCIA Foundation. I believe this makes me well-suited to contribute to
developing and organizing resources to support teachers and students.
Furthermore, I am adept at stakeholder communication and coordination. My previous roles
required me to liaise with diverse groups, including government officials, school administrators,
teachers, and community members. I can effectively communicate information, coordinate
efforts, and build relationships to support academic improvement initiatives.
Finally, I am proficient in documentation and reporting. I have consistently maintained records,
documented progress, and provided reports in my previous positions. I can ensure that
academic improvement efforts are well-documented and that progress is tracked and
communicated effectively.
2. What are some areas of my work I might require more support?
While I bring a strong skill set, I also recognize areas where I would benefit from support,
especially in the initial stages. While I have experience with FLN, I would appreciate support in
pedagogical expertise. My CV showcases my experience in development sector projects, and
while that includes educational initiatives, I would value guidance in specific pedagogical areas
like advanced instructional strategies, differentiation techniques across all subjects, and
curriculum development best practices within a school setting.
Additionally, understanding Gopaldham's specific context will be crucial. Coming from a
development background, I'll need support in navigating the school's unique culture, established
policies, and operational procedures to ensure that improvement initiatives are implemented
smoothly and sensitively.
Teacher supervision and evaluation is another area where I would welcome mentorship. My CV
doesn't detail extensive experience in this area, so I would benefit from guidance on effective
observation techniques, providing constructive feedback, and supporting teacher growth.
Finally, while I've worked with various stakeholders, I would appreciate support in parent and
community engagement within the school context. Building strong relationships with parents and
the local community is essential, and I'm eager to learn the most effective strategies for
fostering collaboration and trust.
3. What is my vision of academic improvement for Gopaldham?
My vision for academic improvement at Gopaldham is centered on creating a dynamic and
equitable learning environment where every student has the opportunity to thrive. Drawing from
my experience, this vision includes:
* A Data-Driven Culture: I envision a school where data is used systematically to inform
instruction, identify student needs, and measure the effectiveness of our efforts. I would
advocate for using data to personalize learning and ensure that resources are allocated where
they are needed most.
* A Strong Foundation: Given my work with FLN programs, I believe in prioritizing the
development of strong foundational literacy and numeracy skills. These are the building blocks
for all future learning, and I would champion initiatives that ensure every student has a solid
foundation.
* Equity and Inclusion: My background in the development sector has instilled in me a deep
commitment to equity. I envision a school where all students, regardless of their background or
learning style, have access to high-quality education and the support they need to succeed.
* Effective Programs and Practices: I am passionate about implementing programs and
practices that are evidence-based and designed to have a real impact. I would emphasize
continuous improvement, regularly evaluating our initiatives and adapting them to meet the
evolving needs of our students.
* Collaboration and Partnerships: I believe that academic improvement is a shared
responsibility. I would foster strong collaboration among teachers, administrators, parents, and
the community to create a supportive network that empowers student success.
Task 4:
Moving to a rural area of Gujarat for this role presents exciting opportunities, but I also foresee
some challenges that I'll need to adapt to. Here are three of the most significant, along with my
strategies for managing them:
* Cultural and Social Adjustment:
* Challenge: I've primarily lived in urban or semi-urban settings. Adapting to the social norms,
customs, and potentially different communication styles of a rural Gujarati community will
require sensitivity and a willingness to learn. There might be language nuances, local traditions,
and community hierarchies that I'm initially unfamiliar with.
* Management: I intend to approach this with an open mind and a respectful attitude. I will
proactively seek to understand the local culture by engaging with community members,
participating in local events where appropriate, and being mindful of local customs. Learning
basic Gujarati phrases will be a priority to facilitate better communication and build rapport. My
experience working with diverse communities in the development sector, as seen in my roles
with Adhyayan Quality Education Foundation and Seva Mandir, has prepared me to be culturally
sensitive and adaptable.
* Resource Limitations:
* Challenge: Rural areas can sometimes have limitations in terms of infrastructure, access to
services, and technological resources compared to urban areas. This could impact everything
from daily living to the resources available for school improvement initiatives.
* Management: I'm resourceful and have experience working in resource-constrained
environments. My work often involved finding creative solutions and maximizing available
resources. I will proactively assess the available resources at Gopaldham and in the community,
identify potential gaps, and explore innovative and cost-effective ways to address them.
