Environmental Science (EVS) : Food We Eat (Class I)

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EVS, Environmental Science, Sources of Food, Energy Giving Food, Body Building Food, Protective Food, Class I, Class 1, CBSE

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Food We Eat
EVS - Class I

Food We Eat
Importance of Food Food We Need
Energy giving Food
Body building Food
Protective Food
Sources of Food
Plants
Animals
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Importance of Food
We need food to live and grow.
It makes us strong and Healthy.
It gives us energy.

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Energy Givers
Gives us Energy to Work and Play

Energy Giving Foods
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Sharbat Peanuts
Sugar Sugar Bread
Rice

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Body Building Foods
Helps to Build up our Body

Body building Food
Milk Cheese Curd
Pulses Fish Meat
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Protective Foods
Keep Away Illness
Helps us to stay Healthy

Protective Foods
Spinach Tomato Banana
Watermelon Mango Brinjal
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Sources of Food
Plants

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Parts of Plants
Roots
Leaves
Stem
Bud
Fruit
Flower
We Eat Different Parts of Plants

Roots
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Carrot Beetroot
Radish Turnip

Stems
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Ginger Sugarcane
Onion Potato

Leaves
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Spinach Lettuce
Cabbage Mint

Cauliflower
Broccoli
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Flower

Fruits
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Tomato Brinjal
Pumpkin Cucumber

Fruits
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Grapes Orange
Banana Watermelon

Fruits
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Apple Mango
Papaya Pineapple

Seeds
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Wheat Corn or Maize
Peas Rice

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Pepper
Turmeric
Chilli
Spices

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Sources of Foods
Animals

Milk
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Cow Buffalo
Camel Goat

Honey
Honeybee
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Honey

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Goose
Hen
Duck
Eggs

Meat
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Goat Sheep
Fish Chicken

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Thank You
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UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction. This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).

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