COMMUNITY SERVICE PROJECT

Report submitted in partial fulfilment of the requirements

for the award of the degree of

BACHELOR OF TECHNOLOGY
by
RUTTALA MEGHANA

22VV1A1256
Under the Esteemed Guidance of
Mrs. B. Manasa
Assistant Professor (C)
Department of Information Technology

DEPARTMENT OF INFORMATION TECHNOLOGY

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY

GURAJADA VIZIANAGARAM
COLLEGE OF ENGINEERING VIZIANAGARAM
535003 ANDHRA PRADESH
2024-2025
 DEPARTMENT OF INFORMATION TECHNOLOGY

JAWAHARLAL NEHRU TECHNOLOGICAL UNIVERSITY

GURAJADA VIZIANAGARAM
COLLEGE OF ENGINEERINGVIZIANAGARAM

CERTIFICATE
This is to certify that the community service project report submitted by
RUTTALA MEGHANA bearing registration number 22VV1A1256 in partial
fulfillment for the award of the degree of Bachelor of Technology (B. Tech) from
Jawaharlal Nehru Technological University Gurajada Vizianagaram. This Bonafide
work carried out by him under my guidance and supervision during year 2024-
2025. The results embodied in this CSP have not been submitted to any other
University or Institute for the award of any degree or diploma.

Signature of CSP Supervisor Signature of Head of the Department

Mrs. B. Manasa Dr. Ch. Bindu Madhuri
Assistant Professor (c) Assistant Professor and HOD
Dept of Information Technology Dept of Information Technology
 DECLARATION

I, RUTTALA MEGHANA (Reg. No: 22VV1A1256) declare

that this submission represents my ideas in my own words and where other’s ideas
or words have been included, I have adequately cited and referenced the original
source. I also declare that I have adhered to all principles of academic honesty and
integrity and have not misrepresented fabricated or falsified any idea /data /fact

/Source in my submission. I understand that any violation of the above will be

cause for disciplinary action by the Institute and can also evoke penal action from
the sources which have thus not been properly cited or from whom proper
permission has not taken when needed.

RUTTALA MEGHANA
(22VV1A1256)

Date:
Time:
 DEPARTMENT OF INFORMATION TECHNOLOGY
JNTU-GURAJADA VIZIANAGARAM
COLLEGE OF ENGINEERING VIZIANAGARAM (A)
VIZIANAGARAM
Website: www.jntugvcev.edu.in

Subject Name: Community Service Project Regulation: R20

Academic Year: 2024

COURSE OUTCOMES

Course Outcomes

CO1 Positive impact on students academic learning.

CO2 Improves student ability to apply what they have learned in the real world.
CO3 Positive impact on academic outcomes such as demonstrated complexity of understanding, problem
analysis, problem solving, critical thinking and cognitive development.
CO4 Improved ability to understand complexity and ambiguity.

CO-PO Mapping
Mapping of Course Outcomes (COs) with Program Outcomes (POs)

Program Outcomes (POs)

Course Outcomes PO PO PO PO PO PO PO PO PO PO PO PO PSO PSO PSO
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3

CO1 1 3 2 2 3 2 1 2 3 3 3 3 3 2 1
3 3
CO2 2 2 2 3 2 2 2 2 2 2 3 3 2
3
CO3 3 3 3 3 3 1 2 3 2 2 3 3 3 2
CO4 2 3 2 3 3 2 3 2 2 3 3 2 3 3 3

Enter correlation levels 1,2 and 3 as defined below:

1: Slight (Low) 2: Moderate (Medium) 3: Substantial (High) If there is no correlation, put “-”

Signature of the Course Instructor

 CONTENTS

1. EXECUTIVE SUMMARY
1.1 Description of the Community Service Project
1.2 Description of the activities done
1.3 Objectives
1.4 Outcomes
2. OVERVIEW OF THE COMMUNITY
2.1 MPP School Kamakshinagar
3.COMMUNITY SERVICE PART
3.1 Prerana Mitra
3.2 Education System
3.3 Base Line Test
3.4 Telugu Modules
3.5 Math’s Modules
3.6 English Modules
3.7 Gender Equality
4.WEEKLY REPORTS
4.1 Activity Log for Week 1
4.1.1 Weekly Report for week 1
4.2 Activity Log for Week 2
4.2.1 Weekly Report for Week 2
4.3 Activity Log for Week 3
4.3.1 Weekly Report for Week 3
4.4 Activity Log for Week 4
4.4.1 Weekly Report for Week 4
4.5 Activity Log for Week 5
4.5.1 Weekly Report for Week 5
4.6 Activity Log for Week 6
4.6.1 Weekly Report for Week 6
4.7 Activity Log for Week 7
4.7.1 Weekly Report for Week 7
4.8 Activity Log for Week 8
4.8.1 Weekly Report for Week 8
5.CONCLUSION
 EXECUTIVE SUMMARY

Introduction
Community Service Project is one of the best opportunities for youth to acquire personal and
social assets and to experience the broad range of features of positive developmental settings. Community
ServiceProject is an Experimental Learning Strategy that integrates meaningful community service with
instruction, participation, learning and community development. Community Service Project involves
students in community development, service activities, applies the experience to personal and academic
development. Community service is work done by a person or group of people that benefits others. It is
often done near the area where you live, so your own community reaps the benefits of your work. You do
not get paid to perform community service, though sometimes food and small gifts, like a t-shirt, are
given to volunteers. Community service can help any group of people in need I.e., children, senior
citizens, people with disabilities, English language learners, and more. It can also help animals, such as
those at a shelter, and it can be used to improve places, such as a local park, historic building, or scenic
area as well. Community service is often organized through a local group, such as a place of worship,
school, or non-profit organization. You can also start your own community service projects. Some
students are required to complete community service as part of a class requirement to graduate high
school or become a member of certain organizations, such as the National Honor Society. Adults can also
participate in community service to help others or if they are ordered to do so by a judge. Community
service project involves students in community development and service activities and applies the
experience to personal and academic development. For my community project I choose to spread
awareness on career guidance and basic electrical things. Career guidance helps occupational goals and
take actionable steps. Career guidance helps the students in deciding their career path. Awareness about
basics of computer that helps students know the uses of computers in their daily life.

1.1 Description of the Community Service Project:

My Community Service Project was conducted at MPP School, located at KAMAKSHINAGAR,
VIZIANAGARAM DISTRICT. This school provided the ideal setting for the project, serving as the focal
point for our community service efforts. It’s a Ten-minute ride from my residence. The basic idea of this
Community Service Project is to interact with the students and let them know the importance of computer
in this competitive world. So, it’s a great experience of spending time with the children every day and
teaching them new things in their way.
1.2 Description of the activities done:
We conducted various activities and taught students the fundamentals of Telugu, Hindi, and
English subjects, aligning our sessions with the modules provided by the Prerana Mitra initiative. These
sessions focused on enhancing students' linguistic skills and fostering a deeper understanding of them
native and additional languages. Through interactive learning methods, we guided the students in
grasping basic grammar, vocabulary, and sentence construction in all three languages. This approach not
only improved their communication skills but also encouraged a sense of appreciation for
multilingualism. Alongside language learning, we incorporated the structured modules from Prerana
Mitra, ensuring that the lessons were engaging, age-appropriate, and impactful. These efforts helped the
students build a strong foundation in language proficiency while fostering confidence in using these skills
in their daily lives.

1.3 Objectives:
• To make them know about basics of fundamental languages.
• Explaining the purpose of why languages are used primarily.
• Gain knowledge about the way of learning.
• Understand different types of children and their responses.
• Promote by learning and following discipline.
• Foster a sense of responsibility toward the community.
• Develop awareness of education in society.

1.4 Outcomes:
• Students gained basic knowledge of fundamental languages, enhancing linguistic abilities.
• They understood the purpose and significance of languages in communication.
• Improved methods of learning and comprehension were demonstrated.
• Better engagement and understanding of diverse learners and responses were achieved.
• Students exhibited improved discipline and its importance in daily life.
• Awareness of community responsibility and contribution was heightened.
• They recognized the impact of education on personal and societal growth.
 OVERVIEW OF THE COMMUNITY
Community Service has several important benefits of engaging in Community Service provides
students with the opportunity to become active members of their community and has a lasting, positive
impact on society at large. Community service or volunteerism enables students to acquire life skills and
knowledge, as well as provide a service to those who need it most. These are some of the common
benefits of participating in a community service program. Participating in community service not only
makes a difference to the organization and people being served, but also makes a difference to every
student’s career prospects. Participating in community service activities helps to enhance student resumes
by allowing students to obtain work-related skills prior to graduation, builds good references for
employers regarding community involvement, and provides a forum to network with future potential
employers. It also helps students develop civic and social responsibility skills and become more aware of
what their community needs. You can also make a positive contribution to your community by earning an
online degree in nursing, criminal justice or psychology.

Fig 1: Location of school

2.1 MPP SCHOOL KAMAKSHINAGAR

MPPS KAMAKSHINGR 37WD was established in 2001 and it is managed by the Local body. It is
located in Urban area. It is located in VIZIANAGARAM block of VIZIANAGARAM district of
ANDHRA PRADESH. The school consists of Grades from 1 to 5. The school is Co-educational and
it doesn't have an attached pre-primary section. The school is Not Applicable in nature and is not
using school building as a shift-school. Telugu is the medium of instructions in this school. This
school is approachable by all weather road. In this school academic session starts in April.

The school has N/A building. It has got 0 classrooms for instructional purposes. All the
classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a
separate room for Head master/Teacher. The school has N/A boundary wall. The school has doesn't
have electric connection. The source of Drinking Water in the school is None and it is functional. The
school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no
playground. The school has no library and has 0 books in its library. The school does not need ramp
for disabled children to access classrooms. The school has no computers for teaching and learning
purposes The school is not having a computer aided learning lab. The school is Not Applicable
providing mid-day meal.

Fig 2: classes
3. COMMUNITY SERVICE PART
As a part of Community Service Project, we visited government high schools and
brought some awareness in the children about some topics in technology and related
concepts. We have discussed the following topics:

 Prerana Mitra
 Education System
 Base Line Test
 Telugu Modules
 Math’s Modules
 English Modules
 Gender Equality

3.1 Prerana Mitra

Enabling B. Tech Students for Community Service Projects
The “ Prerana Mitra” app stands as a remarkable initiative by the Andhra Pradesh government,
aimed at fostering meaningful community engagement while harnessing the capabilities of B. Tech
students pursuing their education in the state. Specifically designed for those studying in Andhra Pradesh,
the app serves as a bridge between higher education and primary education sectors, facilitating a unique
opportunity for B. Tech students to contribute back to their communities through Community Service
Projects (CSP). At its core, the app addresses the noble goal of enhancing the educational ecosystem by
involving B. Tech students in teaching and interacting with primary school students. The focal point of
these interactions lies within the M.P.L Primary School institutions, which cater to students from 1st to
5th grades. The app seamlessly connects these two educational realms, offering a platform where
knowledge transfer and mentorships thrive.

Empowering B. Tech Students Through Teaching and Engagement

The heart of the” Prerana Mitra” app lies in its dedication to empowering B. Tech students with a
sense of responsibility and a channel to give back to society. By participating in Community Service
Projects, B. Tech students are encouraged to step out of their academic routines and step into the role of
educators and mentors. This shift allows them to impart their technical knowledge, communication skills,
and creative talents to the younger generation. The primary objective of the app is to encourage B. Tech
students to actively participate in CSPs. These projects entail a commitment to visit nearby MPPS
schools, chosen within their localities, and engage with primary school students. Through a carefully
curated selection of teaching modules, which encompass a range of subjects such as stories, drawings, and
English literature, B. Tech students become facilitators of educational enrichment.

Figure 3: Prerana Mitra app Figure 4: login page

Prerana Mitra app screen shots
Teaching Modules: Enriching Learning Through Diverse Content
The heart of the” Prerana Mitra” app’s educational endeavor lies in its meticulously curated teaching
modules. These modules are thoughtfully designed to cater to the diverse needs and interests of primary
school students, ensuring an engaging and effective learning experience that goes beyond traditional
textbooks.

Engagement Monitoring: After conducting the teaching sessions, B. Tech students can use the app to
record data about the primary school students’ engagement. This could involve recording the number of
active students, responses to questions, and overall interaction levels.

Feedback and Reporting The app might also include mechanisms for B. Tech students to provide
feedback on their teaching experiences. Additionally, the data collected during teaching sessions could be
used to generate reports that showcase the impact of community service projects.

Benefits:
• Community Engagement: B. Tech students get an opportunity to contribute to their
communities bysharing their knowledge and skills with younger students.

• Educational Support: Primary school students receive supplementary education in

various subjects,enhancing their learning experience.

• Tracking and Accountability: The app enables the government to monitor and track the
participation of B. Tech students in community service projects.

• Skill Development: B. Tech students develop teaching, communication, and lead ership
skills throughtheir interactions with primary school students.

3.2 Education System

The education system plays a very important role in shaping young minds and preparing students
for the future. For students in classes 1 to 5, the focus is on building a strong foundation in reading,
writing, and arithmetic. Through engaging activities, storytelling, and hands-on learning, children are
introduced to new concepts in a way that is fun and easy to understand. Along with academics, students
learn about good manners, teamwork, and the importance of discipline. Teachers work closely with
students to help them explore their interests and talents while encouraging curiosity and creativity. This
stage of education lays the groundwork for developing confident, responsible, and enthusiastic learners.
The education system for classes 1 to 5 is designed to create a joyful and nurturing environment were
young children can explore and learn. It introduces basic subjects like language, math, science, and social
studies in a simple and interactive manner, helping students understand the world around them. Teachers
use stories, pictures, games, and activities to make learning exciting and engaging. Alongside academics,
children are encouraged to develop good habits, respect for others, and a sense of curiosity. This phase is
all about helping students build confidence, discover their interests, and grow into curious and responsible
individuals.

3.3 Base Line Test

During the second week of our community service project at MPP Kamakshinagar,
Vizianagaram. A baseline test is an essential tool used to understand the initial learning level of a student.
It helps teachers assess the student’s current knowledge, skills, and understanding in specific subjects. By
identifying the strengths and weaknesses of each student, the baseline test serves as a starting point for
creating personalized learning plans. This ensures that teaching methods are tailored to meet the unique
needs of every learner, fostering better engagement and progress.

For younger students, particularly those in classes 1 to 5, baseline tests are designed in a simple
and child-friendly manner. They may include basic questions in reading, writing, math, and general
knowledge to gauge the student’s abilities. These tests are not meant to judge or rank the students but to
help teachers identify areas where they may need additional support or practice.

The results of a baseline test provide valuable insights to both teachers and parents. Teachers can
plan lessons more effectively, focusing on areas that require improvement, while parents can understand
their child’s academic standing and work collaboratively to enhance their learning experience. Overall,
baseline tests are a powerful way to ensure every student receives the guidance and support needed to
reach their full potential.
Fig 5: baseline testing
 Fig 6: Baseline test instructions
3.4 Telugu Modules
Telugu modules are designed to help students build a strong foundation in the Telugu language,
focusing on essential skills like reading, writing, speaking, and understanding. These modules are
carefully crafted to introduce young learners, particularly those in classes 1 to 5, to the beauty and
richness of the Telugu language in a fun and engaging way.
 The modules begin with basic concepts such as learning the Telugu alphabet (Vowels and
Consonants), pronunciation, and simple word formation. Students are taught to identify and write letters,
form small words, and gradually progress to constructing meaningful sentences. Alongside writing,
students practice listening and speaking skills through rhymes, stories, and interactive activities that
encourage active participation.

To make learning enjoyable, the modules include traditional folk tales, moral stories, and simple
poems that resonate with young minds while teaching valuable life lessons. Vocabulary-building
exercises, such as matching pictures with words and forming phrases, help students expand their word
knowledge and improve comprehension.

Additionally, these modules emphasize grammar basics, such as Sandhi (combining words),
Samaasalu (compound words), and simple verb conjugations, to help students use Telugu effectively in
daily communication. Cultural aspects like festivals, proverbs, and traditional practices are integrated into
the modules, enabling students to connect with their heritage and appreciate the language's significance.

By following the Telugu modules, students not only learn the language but also develop a love for
it, strengthening their linguistic and cultural roots. These modules are designed to instill confidence in
young learners, enabling them to express themselves clearly and effectively in Telugu.

Fig 6: Teaching modules

 Fig 7: BASIC TELUGU MODULE

As part of our teaching efforts, we used the Telugu modules to introduce students to the
fundamental concepts of the language. Starting with the Telugu alphabet, we taught them how to
recognize and write vowels (Achulu) and consonants (Hallulu), ensuring they understood their
pronunciation and usage. Through engaging activities like tracing letters, matching words with pictures,
and interactive games, we made learning enjoyable and relatable for the students.

We also focused on teaching them simple word formations, basic sentence construction, and
commonly used phrases to build their confidence in speaking and writing Telugu. Stories and rhymes
from the modules were used to make the sessions lively, helping students connect with the language
through meaningful and culturally rich content. By focusing on grammar basics and everyday vocabulary,
we ensured that students could use Telugu effectively in communication, laying a strong foundation for
their linguistic development.

3.5 Math’s Modules

Math modules for students in classes 1 to 5 are designed to make learning mathematics fun,
interactive, and engaging. These modules focus on building a strong foundation in basic mathematical
concepts such as addition, subtraction, multiplication, and division. Through activities like puzzles,
games, and hands-on exercises, students are encouraged to apply these concepts to real-life situations,
making math both practical and enjoyable.

To cater to diverse learners, these modules often include explanations in Telugu, ensuring that
students can easily grasp the concepts in their native language. For instance, terms like “సంఖ్య ”

(number), “మూ డూంపు” (multiplication), and “భూగూం” (division)* are introduced alongside their
English counterparts, helping students develop bilingual mathematical literacy.

The modules also emphasize problem-solving and logical reasoning, enabling students to
approach challenges confidently. Visual aids such as number lines, charts, and flashcards are used to
simplify complex ideas and make them accessible to young learners. By integrating storytelling and
examples from everyday life, these modules aim to spark curiosity and foster a love for mathematics.

Overall, the Math’s Modules provide a structured approach to learning that helps students build
critical thinking skills, develop confidence, and lay the groundwork for advanced mathematical concepts.
Through a mix of Telugu and English, the learning experience becomes more inclusive and effective,
ensuring every child enjoys the journey of understanding math.

Fig 8: Teaching modules

 Fig 9: Basic math module

In addition to the engaging activities and exercises, we also teach the basics of Telugu through the
Math’s Modules. By introducing essential mathematical terms in both Telugu and English, students not
only develop their math skills but also expand their language proficiency. For example, students learn the
Telugu terms for various operations, shapes, and numbers, which strengthens their understanding of math
in both languages. This dual-language approach encourages a deeper connection with the content and
allows students to communicate mathematical ideas more effectively, whether in a classroom setting or in
real-life scenarios. Through consistent practice and exposure to both languages, students gain the
confidence to navigate mathematical challenges in their native language and beyond.

3.6 English Modules

I had the privilege of conducting an English Literature workshop at MPP Kamakshinagar,
Vizianagaram District aimed at introducing 5th-grade students to the world of literature. The objective
was to ignite their interest in reading, develop their comprehension skills and provide a foundational
understanding of literary elements. This documentation aims to elaborate on the topics covered, the
activities undertaken, and the overall level of understanding exhibited by the students.

Engaging Introduction:
To capture the students’ attention and spark their curiosity, I began the workshop with a
captivating story from a classic children’s book. The narrative piqued their interest, and they were eager
to listen and participate actively in the discussion that followed. This initial engagement set a positive
tone for the rest of the session.

Exploring Literary Genres:

We delved into the various genres of literature, such as fiction, non-fiction, poetry, and drama.
Through interactive examples and role-playing, the students were able to identify the characteristics of
each genre and understand the differences between them. They grasped the concept well, and their
enthusiasm was evident as they shared their favorite genre and why they enjoyed it.

Fig 10: Teaching modules

 Fig 11: Basic English Module

The English modules are designed to help students in classes 1 to 5 build a strong foundation in
language skills, focusing on vocabulary, grammar, reading, and writing. Through interactive lessons,
students are introduced to basic concepts such as sentence structure, punctuation, and tenses, using
engaging activities like story-building, word games, and simple exercises. The goal is to make learning
English enjoyable and relevant to the students' everyday lives.

As part of these modules, students also learn essential English terms related to various subjects,
including math, science, and social studies. This not only strengthens their understanding of the English
language but also allows them to apply their language skills in different contexts. The use of stories,
rhymes, and visual aids helps students connect with the content, improving both their listening and
speaking abilities.

The bilingual approach also plays a crucial role in enhancing comprehension. Just like in the math
modules, key English terms and phrases are introduced alongside their Telugu equivalents, making it
easier for students to grasp new vocabulary. By encouraging active participation in discussions and
writing exercises, the English modules help build confidence and improve communication skills,
providing a strong foundation for their academic journey.

Conclusion and Evaluation:

I evaluated the students’ understanding through a brief quiz and an open discussion. Most of the
class exhibited commendable progress, showcasing a better grasp of literary terms and concepts. Some
students who initially struggled showed improvement in their engagement and comprehension.
Technology Changes Over Time: Technology is the way humans use tools and knowledge to solve
problems and make life easier. Over the years, technology has evolved and changed dramatically,
transforming the world around us. In this simple overview, we’ll explore how technology has changed
over time and the impact it has had on our lives.

3.7 Gender Equality:

Gender inequality is discrimination on the basis of sex or gender, causing one sex or gender to be
routinely privileged or prioritized over another. Gender equality is a fundamental human right, and that
right is violated by gender-based discrimination. Gender disparity starts in childhood and is right now
limiting the lifelong potential of children around the world– disproportionately affecting girls. Around the
world, gender roles vary from place to place; we can see that gender inequalities occur everywhere and at
every stage of life, beginning with childhood or even before birth. At Save the Children, we put gender
equality at the heart of everything we do. Our vision is a world in which all people– girls, boys, women,
and men– have equal rights, responsibilities, and opportunities, regardless of gender norms, identities, or
expressions. A world where everyone is equally recognized, respected, and valued.

Gender Inequality Index (GII):

GII is a composite metric of gender inequality using three dimensions: reproductive health,
empowerment, and the labor market. A low GII value indicates low inequality between women and men,
and vice versa. GII reflects gender-based disadvantage in three dimensions— reproductive health,
empowerment, and the labor market—for as manycountries as data of reasonable quality allow. It shows
the loss in potential human development due to inequality between female and male achievements in
these dimensions. It ranges from 0, where women and men fare equally, to 1, where one gender fares as
poorly as possible in all measured dimensions. GII values are computed using the association-sensitive
inequality measure suggested by Seth (2009), which implies that the index is based on the general mean
of general means of different orders—the first aggregation is by a geometric mean across dimensions;
these means, calculated separately for women and men, are then aggregated using a harmonic mean
across genders.

Main Causes for Gender Inequality:

• Uneven access to education.
• Lack of employment equality.
• Job segregation.
• Lack of legal protections.
• Lack of bodily autonomy.
• Poor medical care.
• Lack of religious freedom.
• Lack of political representation.
 WEEKLY REPORTS
4.1 Activity Log for Week 1

Module Description of Module Learning Outcomes Signature of

Coordinator

Baseline Testing of children IQ levels and Got the knowledge about the children
getting knowledge about them. and proceeding with modules
1 Basics of languages and an activity Children must actively participate and
need to complete the activity
2 Visualizing the pictures and Students must be able to understand and
answering of gestures response with the answer

4.1.1 Weekly Report for week 1(Date: 24/08/2024)

Objective of the Activity Done:

The objective of this activity is to assess children’s IQ levels and gain insights into their cognitive
abilities and knowledge through interactive and engaging methods. It focuses on developing their
foundational language skills in both Telugu and English by incorporating basic language concepts
alongside activities that make learning enjoyable and impactful. Additionally, the activity emphasizes
enhancing children’s observational and interpretative skills by encouraging them to visualize pictures and
respond through gestures, fostering their ability to think creatively, communicate non-verbally, and
express themselves effectively. Through these activities, the aim is to create a holistic approach to
understanding and nurturing the intellectual and linguistic development of children in an interactive and
inclusive environment.

Key Learning Outcomes:

 Gained insights into the children’s current knowledge levels and cognitive abilities to guide the
development of tailored modules.

 Encouraged active participation and engagement, fostering a sense of involvement and

enthusiasm in completing activities.

 Enhanced students’ ability to comprehend instructions, process information, and respond

accurately with appropriate answers.

 Developed foundational skills in observation, critical thinking, and effective communication.

 Strengthened their understanding of concepts presented in a bilingual context, promoting
inclusivity and clarity.
 4.2 Activity Log for Week 2

Module Description of Module Learning Outcomes Signature of

Coordinator

3 Art and crafts and hearing Students needs to complete the activity and
abilities with the help of sounds children need to
answer the questions
4 Making sentence from words students need to learn making of sentences
and learn numbers in reverse using small words and have to learn counting

order numbers in reverse order

4.2.1 Weekly Report for week 2 (Date: 31/08/2024)

Objective of the Activity Done:

The objective of the activity is to evaluate children’s IQ levels and gain insights into their
cognitive abilities through interactive and observational methods. It aims to introduce the basics of
language in a fun and engaging manner, fostering a foundational understanding of linguistic skills.
Additionally, the activity encourages creativity and critical thinking by having children visualize pictures
and respond through gestures, which enhances their non-verbal communication and comprehension.
Overall, the activity promotes active participation, boosts confidence, and supports the holistic
development of the children’s expressive and cognitive abilities.

Key Learning Outcomes:

 Enhanced auditory processing skills by identifying and responding to sounds to answer questions.
 Improved sentence construction abilities by learning to form meaningful sentences using small
words.

 Strengthened numerical proficiency through practice in counting numbers in reverse order.

 Development of focus, listening, and comprehension skills during interactive activities.
 Encouragement of creativity and logical thinking through structured language and numerical
exercises.
 4.3 Activity Log for Week 3

Module Description of Module Learning Outcomes Signature of

Coordinator

5 rhyme time and making art craft students must learn saying rhymes, and
making art crafts
6 learn speaking by listening and students must learn how to speak fluently
word anthyakshari without mistakes by listening and to learn to

do word building
7 making words by using letters students must learn how to make words by

and introduce themselves in combining letters and introducing

English themselves in English

4.3.1 Weekly Report for week 3 (Date: 14/09/2024)

Objective of the Activity Done:

The objective of this activity is to foster creativity, improve language skills, and build self-
confidence among children by integrating various interactive and engaging methods. Through rhyme
recitation and art and craft activities, children are encouraged to express themselves creatively while
improving their motor skills and understanding of rhythm and patterns in language. Listening and
speaking exercises aim to enhance their communication skills, helping them grasp pronunciation,
vocabulary, and sentence formation in English. Additionally, playing word-based games like Anthyakshari
develops their ability to think quickly, form connections between words, and expand their vocabulary.
Encouraging children to form words using given letters and introducing themselves in English builds their
confidence in speaking and helps them practice constructing meaningful sentences. These activities,
conducted in a bilingual environment, aim to create an enjoyable and effective learning experience while
supporting holistic development in language proficiency and creative expression.

Key Learning Outcomes:

 Fluency in Speaking: Develop the ability to speak fluently without making mistakes by practicing
listening skills.

 Word Building: Learn how to form words by combining letters.

 Introduction in English: Gain the skill to introduce themselves confidently in English.
 Rhyming Skills: Recite rhymes to enhance language rhythm and pronunciation.
 Creative Expression: Engage in creating art crafts to foster creativity alongside language learning.
 4.4 Activity Log for Week 4

Module Description of Module Learning Outcomes Signature of

Coordinator

8 writing 3 letter words and activity students must learn writing words and
learning respond to the simple instructions
9 learn to read 4 letter words and students have to learn Telugu words and
express their thoughts about an learn to speak without any nervousness on

object stages or for seminars

4.4.1 Weekly Report for week 4 (Date: 21/09/2024)

Objective of the Activity Done:

The objective of this activity is to help students develop foundational literacy skills by engaging
them in hands-on activities that reinforce word building and reading. By focusing on writing three-letter
words, students will enhance their spelling and vocabulary, while the task of reading four-letter words will
improve their reading comprehension. Additionally, expressing thoughts about an object will encourage
students to apply their newly acquired language skills in a meaningful context, fostering both cognitive
and verbal expression. This activity aims to build confidence in writing, reading, and speaking,
facilitating overall language development in a creative and interactive manner.

Key Learning Outcomes:

 Language Skills Development: Students will be able to say rhymes fluently and correctly,
improving their pronunciation and language comprehension.

 Art and Craft Skills: Students will develop creativity and fine motor skills by engaging in
making art crafts.

 Fluent Speaking and Listening: Students will learn to speak fluently in English, making
minimal to no mistakes, by actively listening and practicing verbal communication.

 Word Building: Students will acquire the ability to form words by combining letters, enhancing
their understanding of spelling and vocabulary.

 Self-Introduction: Students will confidently introduce themselves in English, showcasing their

ability to structure sentences and speak publicly without nervousness.
 4.5 Activity Log for Week 5

Module Description of Module Learning Outcomes Signature of

Coordinator

10 describing the picture and students must learn to describe the picture by
counting of money seeing and learning the counts
11 description about the picnic and students must participate in class activity to
play snake and ladders learn and playing outdoor games
12 learning prepositions and students must learn preposition for sentence
making craft building and learn activity

4.5.1 Weekly Report for week 5 (Date: 28/09/24)

Objective of the Activity Done:

The objective of this activity is to help students build foundational literacy skills by learning to
write and read three-letter words, followed by four-letter words. Through guided reading exercises and
interactive activities, students will practice reading these words fluently, enhancing their reading
comprehension and vocabulary. Students will also be encouraged to express their thoughts and ideas
about various objects in both English and Telugu, helping them build expressive language skills and
increase their confidence in communicating.

Key Learning Outcomes:

 Observation and Counting Skills: Students will be able to describe pictures effectively by
observing details and identifying quantities.

 Active Participation: Students will engage in class activities and outdoor games, fostering
collaboration, physical activity, and hands-on learning.

 Sentence Building with Prepositions: Students will gain the ability to construct sentences using
appropriate prepositions, improving their grammar and language skills.

 Engagement in Learning Activities: Through practical activities, students will reinforce their
understanding of prepositions and sentence structure in a fun, interactive way.
 4.6 Activity Log for Week 6

Module Description of Module Learning Outcomes Signature of

Coordinator

13 identify and read words and drawing students have to learn reading on
own and drawing small diagrams
pictures with fingerprints

14 making words, sentences making greeting students have to learn to be able to

card identify and read words, and speak
about them
15 adding, multiplying of 4-digit numbers students must be able to make and
learn making words read sentences and making
sentences

4.6.1 Weekly Report for week 6 (Date: 19/10/2024)

Objective of the Activity Done:

The objective of this activity is to foster creativity, language development, and mathematical
skills in young learners through engaging and hands-on tasks. By identifying and reading words, students
will improve their literacy and word recognition abilities, enhancing both their vocabulary and fluency.
Drawing pictures with fingerprints encourages imaginative thinking and motor skills development, while
also introducing an artistic element to their learning. The activity of making words and sentences helps to
reinforce their understanding of language structure and sentence formation. Creating greeting cards offers
an opportunity for students to express their thoughts in written form, promoting writing skills and
emotional expression. Additionally, practicing addition and multiplication with 4-digit numbers
strengthens their mathematical abilities, building confidence and problem-solving skills in arithmetic.
Overall, this multifaceted activity aims to provide a comprehensive learning experience that integrates
literacy, creativity, and numeracy.

Key Learning Outcomes:

 Students will develop the ability to independently read and understand words.
 Students will improve their vocabulary and word recognition skills.
 Students will be able to speak confidently about words and their meanings.
 Students will enhance their ability to form and read simple sentences.
 Students will develop the skills to construct meaningful sentences from words.
 Students will demonstrate creativity and fine motor skills by drawing small diagrams.
 4.7 Activity Log for Week 7

Module Description of Module Learning Outcomes Signature of

Coordinator

16 letter word identifications, learn students must have to identify words staring
about the calendar with same letter and learn of calendar
17 reading, writing, identification students have to identify words, and learn new
of words and building words and built vocabulary

vocabulary
18 learn spelling check and students must learn to spell simple words
balancing of weights correctly and calculating, balancing weights
and learn paper crafts

4.7.1 Weekly Report for week 7 (Date: 26/10/2024)

Objective of the Activity Done:

The objective of the activity is to enhance students' skills in reading, writing, and word
identification, while focusing on building their vocabulary and improving their spelling abilities. The
activity also aims to teach the students how to use a calendar, helping them understand the structure of
days, weeks, and months. Additionally, students will engage in activities that involve checking and
balancing weights, fostering their critical thinking and problem-solving abilities. This comprehensive
approach will not only support language development but also promote practical skills and a deeper
understanding of everyday concepts.

Key Learning Outcomes:

 Ability to identify words starting with the same letter, improving phonemic awareness and letter-
sound recognition.

 Understanding of the calendar, including concepts of days, months, and the order of dates.
 Expansion of vocabulary through identifying new words and engaging in word-building
activities.

 Improved spelling skills, particularly for simple words, through practice and repetition.
 Enhanced mathematical skills through calculating and balancing weights, strengthening basic
measurement and problem-solving abilities.

 Development of fine motor skills and creativity through paper craft activities, encouraging hands-
on learning and artistic expression.
 4.8 Activity Log for Week 8

Module Description of Module Learning Outcomes Signature of

Coordinator

19 learn and describe about picture students have to be able to speak fluently on
charts playing activities the on the given topic and activity learning
20 drawing picture chart of a students have to learn making crafts and
family and making art craft speak about the topic

4.8.1 Weekly Report for week 8 (Date: 02/11/2024)

Objective of the Activity Done:

The objective of this activity is to develop the children's ability to observe and recognize family
relationships, enhancing their vocabulary in both Telugu and English. It also encourages creativity,
allowing them to express their understanding through visual means and art. Additionally, by incorporating
crafting elements, the activity fosters fine motor skills, encourages self-expression, and builds confidence
in their ability to communicate both visually and verbally. Students also learn to work in groups or
individually while participating in an engaging and interactive manner, supporting their emotional
development and social skills.

Key Learning Outcomes:

 Fluency in Speaking: Students will develop the ability to speak confidently and fluently on a
given topic, enhancing their verbal communication skills.

 Craft-making Skills: Students will acquire the skills to create various crafts, fostering creativity
and fine motor skills.

 Topic Understanding: Students will be able to speak knowledgeably about the craft they have
made, demonstrating their understanding of the topic and improving their presentation abilities.

 Sentence Formation: Students will practice building coherent sentences and expressing their
thoughts clearly while speaking.

 Confidence in Public Speaking: Through active participation in speaking about their craft and
topics, students will gain confidence in speaking in front of others, reducing nervousness.

 Creative Expression: Students will be encouraged to express their ideas and emotions through
crafts, fostering creative thinking.

 Improved Vocabulary: By discussing their crafts and topics, students will learn new vocabulary
and strengthen their language skills.

 Listening and Observation: Students will listen to others' presentations and observe how different
crafts are made, which will improve their listening and observational skills.
 CONCLUSION

Community service projects are a powerful way to make a positive difference in the lives of others while
growing as individuals. They teach us the importance of compassion, teamwork, and taking responsibility
for the world around us. Through these projects, we realize that even small actions can have a big impact,
and together, we can address issues that matter to our communities.

These experiences connect us with people from different backgrounds, helping us appreciate their struggles
and build a sense of unity. They also allow us to step out of our comfort zones, face challenges, and
develop skills like communication, leadership, and problem-solving. In doing so, we become more
empathetic, understanding, and socially aware individuals.

Community service not only benefits those we help but also gives us a sense of fulfillment and purpose. It
teaches us to value gratitude, kindness, and the power of giving back. Ultimately, these projects inspire us
to continue making meaningful contributions to society and remind us that every effort counts in creating a
better and more compassionate world.

Overall, the experience is not just about giving—it’s about growing as individuals and realizing that every
effort, no matter how small, can lead to meaningful change. It’s a rewarding journey that leaves a lasting
impact on both the community and ourselves.
 INTERNAL ASSESSMENT STATEMENT
Name Of the Student: RUTTALA MEGHANA

Programme of Study: B. TECH

Group: INFORMATION TECHNOLOGY

Register No/H.T. No: 22VV1A1256
Name of the College: JNTU-GV COLLEGE OF ENGINEERING, VIZIANAGARAM
University: JNTU-GV

No. Evaluation Criterion Maximum Marks Marks Awarded

1 Activity Log 10

2 Community Service Project Implementation / 20

summer internship

3 Oral Presentation 20

GRAND TOTAL 50

Certified By

Signature of the Supervisor: Signature of the Head of the Department

Seal