Treasured Island by Ananya Singh

An environmental textbook for the Andaman and Nicobar Islands

AAAAAAAAAAAAAAAA (names of the organizations)

3rd Edition

Treasured Islands An Environmental handbook for Andaman and Nicobar Islands

2013

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Acknowledgements Centre for Environement Education(CEE)

Centre for Environement Education(CEE)

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CONTENTS

8 6 4 2 7 9 5 1 How to use the book 6

Island Alert! 154–161

Basic terms and definitions in ecology and environment 7 Andaman and Nicobar Islands- an introduction 8 Checklists 202

Sources of information/reading list 207

Saving our Timeless Treasures 124–133

Mangroves 78–87

Activities 88-99 What’s crawling in the Khaadi Guess who? Map: Reading and Interpreting Making friends with a mangrove Map: Plotting–Port Blair Relationships! Map: Plotting–Andaman & Nicobar Islands

Corals and Coral Reefs 30–39

The Ocean 12–21 Activities 22-29 Jellyfish Topi Food web in the Ocean Creatures in the Sea Turtle math

Activities 40-55 Reef Weekly Let’s Go Reefing(6) Building a reef Let’s Go Reefing(7) Let’s Go Reefing(8) Coral Reef Jan Sabha

Rocky Shores and Sandy Beaches 56–67

Activities 68-77 Beach combing The shell that ran away Creature crossword Beach combing–Connections and Conservation

Activities 134-137 All Fall Down Poster making Making a wildlife sanctuary

Activities 162-175 Let’s plant emeralds Write right away! Nature’s recipe for a free fertilizer Story time! – 6 Tsunami Activity Save paper, save trees Story time! – 7 My Story! Tsunami Activity

Humans On The Islands 138–147

Tropical Forest 100–111 Activities 112-123 Five Senses Of Snakes and Stories Insect Poetry Interview with a Forest Ranger Potpourri Stratification

Activities 148-153 Who are we? Visit to the Anthropological Museum Poster Making Tribal Art

Resources and Sustainability 176–185 Activities 188-201 Save my pond Squeezed In It’s everybody’s resource A bellyful of plastic Rubbish or not Garbage in the sea Water, water everywhere Energy audit

Target users of this handbook.

Content

The handbook can be used by teachers in Middle school. It can also be used by anyone else (individual or group) involved in basic Environmental education

The book is divided into nine chapters. The first chapter gives a general introduction to the Islands, the history and geography. The following five chapters describe the various ecosystems that are found on the Islands, beginning with The Oceans and ending with the Tropical Forests. The chapter “Saving our Timeless Treasures” describes why we need to protect the biodiversity of the Islands, and Island Alert describes what we, as residents of the Islands, can do to protect them. The final chapter, Resources and Sustainability tells us about resources, those available on the Islands, and how to use them in a sustainable way. While teaching it would be helpful to maintain the order in which the chapters are laid out.

How to use this book This handbook is primarily designed to facilitate the teaching of Environmental education in the Andaman and Nicobar Islands. The aim of the first edition was to help teachers initiate environmental awareness amongst students. The third edition, while continuing to uphold the need for awareness, also aims to bridge the deficit in availability of Island specific environmental education texts. The book has been written in such a way so as to compliment other subjects, thereby not restricting its use solely to environment education. It can be used along with the school curriculum, as a textbook specifically for Environmental education as well as to give regular subjects an environmental orientation.One need not have any previous knowledge about the subjects discussed in the book.

Navigation

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Activities Activities help the students develop a connect with the environment around them and learn about ecological concepts. Each chapter has activities that are associated with the material in the chapter. These activities are a mix of indoor, classroom related activities and outdoor activities which involve taking students to a particular area on a field visit. Each activity tells you what class it is for, the time and the materials required for the activity. The Note to the Teacher tells you additional details such as precautions that must be followed. The Background Information included with each activity will give the teacher conducting the activity an idea of what exactly the activity is about. The activities can be used for other classes modifying the explanation depending on the age of the students. Some activities can be completed in one class, while some may need half a day or longer. Activities like “Nature’s recipe for a Free Fertiliser” have to be conducted regularly throughout the year. Read through the activity you plan to do with the students in advance and get the materials required ready.The activities have cross subject linkages, some to history, some geography, art, English and mathematics. Every class must complete at least two outdoor activities per academic year Materials Almost all the activities can be done without any special material or equipment. A notebook, worksheets, pen/ pencil, paints and colour pencils are all that is needed. The activities that involve a field visit to the coral reef can involve snorkeling; however, this is only an alternative where such amenities are available. Make use of local resources as much as possible. The best material of course us what the Islanders have around them the forests,

Basic terms of ecology and environment mangroves, beaches, coral reefs and the ocean. Use them well for they have a lot to teach us all! Some of the activities have worksheets that the students have to fill out. These can easily be photocopied from the supplementary activity sheets book, or even from this book.

Assessment Individual activities can be graded and included in the assessment for the academic year. Such activities will have worksheets that can easily be graded. Also, students can be assessed on the basis of: • Class room participation • Observation skills • Homework AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAA.

Grandparents are great storytellers! Environmental education cannot be done in isolation. Use the activities to involve student’s families and the community in general in the environmental education programme. Some of the activities in this book need advice and information from parents. One activity on snakes asks the students to find out about old snake stories and myths. Often you will find that families will happily help out, especially if their experience and wisdom are needed. Who knows, somebody’s grandma might become one of your biggest helpers.

Where to go from here? After you have read this book and dome some of the activities with the students, ask yourself and the students, “Do we feel that nature is our friend? Do we love our unique Islands enough do all we can to protect them from any harm?” If you answer YES, then you have used the book and the message it contains in the best way possible! Carry on; spread the message within your community and throughout the Islands!

Ecology: Ecology is the study of nature. It is all about how living things are dependent on one another and their surroundings. Environment: Environment refers to the complete surroundings of an organism or group of animals and plants. It can be a geographical region, a certain climatic condition, or the pollutants that surround the organism. Natural resource: Any part of nature that can be used by humans is called a natural resource. e.g. wood, coal, granite, fish, and water. Habitat: It is the living space of an organism or community. Habitat can be called the “home address” of a species. It has three main ingredients- food, shelter and water. The habitat of fiddler crabs is the mangrove. Species: A group of living things that can interbreed with one another but not with any other group. Humans belong to one species. Tropical habitats have many species of plants and animals and thus have high species diversity. Population: It is the number of animals and plants of a certain species in a habitat. Population numbers depend on the birth rate, death rate and migration of the organisms. Endemic: An endemic plant or animal is one that has evolved and exists only in a certain area. The isolation of the Andaman and Nicobar islands from the Burmese and Indonesian mainland has led to the evolution of many endemic forms. For example, the Narcondam Hornbill is endemic to Narcondam Island. Exotic: An animal or plant that is foreign to a certain place or habitat is called an exotic. It may have been introduced to the place by humans, or brought by natural agents like wind, water or animals. e.g. Eupatorium is an exotic plant that was introduced in the Andaman and Nicobar islands by humans.

Carrying Capacity: This refers to the number of plants and animals of various species that a habitat can support at a given time. It depends on the amount and type of food, shelter and water available. If the carrying capacity of a habitat is exceeded, it may result in damage.

Green house effect: This is the phenomenon whereby the earth’s atmosphere traps solar radiation reflected from the earth’s surface and occurs due to the presence in the atmosphere of gases such as carbon dioxide, water vapor, and methane.

Predator: Animals that live by catching and eating other animals for food are called predators. e.g. owl. Prey: Animals killed and eaten by predators are called prey. E.g mouse

Global Warming: This is the phenomenon that refers to the increase in the temperature of the earth’s surface as a result of an increase in the concentration of greenhouse gases in the atmosphere. This is due to anthropogenic activities; i.e., activities that human beings carry out.

Producer: green plants that use sunlight, water, carbon dioxide and soil nutrients to make food are called producers. Without producers there would be no food on earth.

Biodegradable: Biodegradable substances are those that can be broken down in the environment by the decomposing actions of microorganisms such as bacteria.

Consumer: There are different levels of consumers. Animals that eat producers are called primary producers or herbivores. Animals that eat primary consumers are called secondary consumers or carnivores. Animals that eat carnivores are called tertiary consumers. Decomposer: Decomposers are organisms that break down complex, organic waste matter (like dead leaves and dung) into simple nutrients. E.g. bacteria, fungi and some crabs. Food chain/ Food web: The link that is formed by producers and consumers is called a food chain. Many interlinked food chains form a complex food web. Algal bloom: The rapid increase in the population of algae in an aquatic ecosystem is called an algal bloom. This can occur because of an increase in the level of nutrients in Wthe ecosystem. El Nino Southern Oscillation event (ENSO): This event is a large climatic disturbance whichinfluences many regions around the world. It causes a warming of oceanic waters, which then affects weather patterns. It is caused by unstable interactions of the ocean and atmosphere.

Non biodegradable: Non biodegradable substances are those that cannot be decomposed or broken down by natural means. Island: A piece of landmass, smaller than a continent, surrounded on all sides by water is called an Island. Population: The number of people or organisms of a species living in a specific area is called the population of that area.

Andaman and Nicobar Islands-an introduction The Andaman and Nicobar Islands Union Territory, is one of India’s two Island groups and is one of our country’s invaluable natural treasures. This ‘archipelago’ (stretch of water containing many islands) of 572 islands, islets and rocks in the Bay of Bengal, is a submarine mountain range, an extension of the Arakan Yoma that stretches from Myanmar to Sumatra. The exposed tops, of these mountains beneath the sea, are what we know as the Andaman and Nicobar Islands. The striking rainforests that mask roughly 80% of the land, stand out like an emerald necklace against its turquouse blue waters. Its capital for all purposes is Port Blair with a population of 100,608, which is slightly more than one-fourth of the Islands’ total population. Apart from the six native indigenous communities, the rest of the population is made up of settlers from various parts of mainland India and Burma

Where on the island? The geographic distribution of plants and animals

What do they have: The distribution of physical features and resources The Andaman and Nicobar Islands extend across approximately 740km north to south, defining the eastern and southern-most landmass of India and the Indian subcontinent. The Andaman group of Islands are separated from the Nicobars by a 160km wide strip of water called the Ten Degree Channel. The northernmost point of North Andaman, Landfall Island, is separated by about 190km from Myanmar (Burma) and the southern-most tip, Pygmalion Point on Great Nicobar Island is about 150km from Sumatra, Indonesia. These undulating landmasses, interspersed with water, are quite uneven, and comprise of hills and ridges. The islands are fairly narrow, with an average width of only 20km. The highest point of the Andaman Islands is Saddle Peak (732m) and in Nicobar Islands lies Mount Thuillier (642m).

Being close to the equator, the islands have a tropical climate. The islands receive heavy rainfall from both northeast and south-west monsoons. It rains seven months in the year here! Great Nicobar is the only island in the Nicobars group with three major rivers flowing through it - Rivers Galathea, Alexandra and Dagmar, all with sources in Mt.Thuillier. The Andaman Islands is blessed with one major river – River Kalpong. The Islands’ first ever hydel power project is being constructed over this river. Several other perennial streams and creeks are found running through the remaining islands in the archipelago. Two known volcanoes exist here – Narcondam, an extinct volcano, and Barren which last erupted in February 2013, sending out ash plume as high as 20,000 ft.

Landfall island Narcondam island Saddle peak

North Andaman

Diglipur Sound island Mayabunder

Interview island

Ten degree channel

Betapur

How the islands formed: The islands physical structure and the processes that act on it Many million years ago, the Indian tectonic plate started inching northward towards the rest of Asia and collided with the Burmese plate. This convergence resulted in the formation of the Andaman-Nicobar basin. Over this now lies the Andaman Sea bordered by a string of seismic land masses – The Andaman and Nicobar Islands. The soil here is generally poor and acidic, consisting of limestone and sandstones. Soil types are variable, from heavy clay to loamy to sandy.

Coco channel

Each of these relatively small and isolated islands exhibit a tremendous diversity of ecosystems. A cross-section of a typical island here would illustrate the proximity and interconnectedness of these varied habitats. The unmistakable lowland evergreen forests give way to the classic littoral system as one approaches the coast. The mangroves that fringe the islands colonize those areas influenced by the tide. The sandy, silty and rocky coastline quickly gives way to coral reefs and then the great expanse of the ocean. The uniqueness in all of this is that one can find all these different ecosystems, from “ridge to reef”, within a very small distance.

Rangat

Middle Andaman Kadamtala

Car Nicobar island

Barren island

Baratang island

India

Strait island Myanmar

Havelock island

South Andaman

The limestone caves and mud volcanoes in Baratang Island are places of geologic importance. Nests of the highly endangered edible-nest swiftlets are found in the limestone caves. The mud volcanoes in Baratang are the only ones of their kind in India. These are not true volcanoes but are conical bumps formed when the Earth excretes a mixture of certain clayey minerals with heated water and gases making it a semi-liquid emission. This mixture comes out through narrow openings on the Earth’s surface

Tillanchong island

Neil island

Chowra island

Port Blair Bay of Bengal

Thailand

North Sentinal island

Terresa island

Trinkat island Nancowry island

Rutland island

Katchall island Sombrero channel

Duncan passage Little Andaman

Andaman and Nicobar islands

Camorta island

Dugong creek

Little Nicobar

ANDAMAN SEA

Mount Thuillier Sri Lanka

Malaysia Indonesia

West bay

Hut bay

Great Nicobar Indira point

Ten degree channel ANDAMAN ISLANDS

NICOBAR ISLANDS

11 Why are they interesting? Having been isolated for more than 80 mil lion years, the Islands ecosystems are inhabitat by some rare and unique flora and fauna. Being surrounded on all sides by seas and having no direct link to other lands, has allowed for the evolution of a number of plants and animals which are now unique to the,Andaman and Nicobar Islands. This means that many of these plants and animals are found nowhere else on earth – we call them ‘endemic’ species. The Narcondam Hornbill for instance is found only on the isolated island Narcondam. Other endemic species of plants and animals found here are the Andaman red wood (Padauk), Andaman vanilla, Andaman day gecko or emerald gecko, the Andaman pit viper, the Nicobar green pit viper, the Andaman teal and so on. There are no large carnivorous animals like lions and tigers on the Islands. Why are they susceptible? The Alpide belt, stretching from Java through the Himalayas and Alps all the way out to the Atlantic, is the second most seismic region in the world, after the Pacific “Ring of Fire”. Our Islands fall within this belt and are susceptible/ prone to earthquakes, volcanic activity and tsunamis. The same condition of isolation that makes island life (flora and fauna) so unique, also means that these systems are very fragile. It is not easy and most often not possible for these plants and animals to migrate and similarly if they were to die out, it is nearly imposible for populations to re colonize such islands. This makes the biodiversity in the Islands special. Even between the Andaman and the Nicobar groups of islands, the differences are clear. The Andaman group has flora similar to the Indo-Burmese-Thai flora whereas the Nicobars’ flora is alike to that of Malaysia and Indonesia. The origins, The past... Our islands have been known to outsiders for the last 1,800 years. Ships used to stop here for fresh water and food supplies. The great traveller Marco Polo from Italy visited the Islands and wrote about them. The Arabs and Malays also used to anchor their ships here, capture the tribal people and take them back as slaves. In fact the name Andaman possibly comes from the Malay word “Handuman” meaning Hanuman, since the indigenous islanders of the Andaman Islands with their dark skin and short stature were mistakenly thought to have descended from the monkey God Hanuman. The earliest reference to the name Nicobar comes from the word “Nagga”, in

the Sri Lankan Pali Buddhist chronicles, which means naked. This was probably because the islanders wore very little clothing in the hot climate of the islands. The Andaman and Nicobar islands have had humans inhabiting it for thousands of years. The Andaman Islands have four different indigenous tribes and the Nicobar Islands have two. These are the only people you can call natives of this land. In 1014, the Islands were first conquered by Rajendra Chola I, a king of the Tamil Chola dynasty. Following him, in the 17th century, it was used as a naval base of the Maratha Empire. In the 1780s, the British took over the Islands and set up a penal colony and

naval base. Convicts from mainland India were initially sent here to the Islands as labourers. The Cellular jail was built during 1896-1906 after which any rebels and freedom fighters from mainland India were sent there. The British were driven out of the Andaman and Nicobar Islands, when the Japanese came to occupy them from 1942-1945 during the World War II. The people of the islands have the most frightening memories of this time of torment and the Japanese are said to have destroyed all records of their occupancy before they left.

here to restart their lives. People migrated here from different parts of mainland India for various reasons post-independence. As part of India’s effort to then claim this land, several communities from the mainland as well as the families of freedom fighters, labour that had been brought in by the British and subsequently refugees from Bangladesh were provided allotments of land for agriculture. Andaman and Nicobar Islands was declared a Union Territory of India in 1956.

The ANI because of numerous nations and an extremely strategic the multiple efforts of as well as the India’s

How the islands are ruled

its location, its access to trade routes, is considered military base. This explains colonization through history present military stronghold.

After the Indian independence, the remaining freedom fighters were released from the prison and settled

Port Blair is the capital of the Islands as a whole. However, for administrative purposes, the Islands are split into three districts – North and Middle Andaman, South Andaman and Nicobar. These three districts are further divided into sub-divisions and taluks. All government officials hold office in Port Blair and look over the rest of the Islands’ happenings from there. How the Islands are ruled Port Blair is the capital of the Islands as a whole. However, for administrative purposes, the Islands are split into three districts – North and Middle Andaman, South Andaman and Nicobar. These three districts are further divided into sub-divisions and taluks. All government officials hold office in Port Blair and look over the rest of the Islands’ happenings from there. Threats to our islands The Andaman and Nicobar Islands are endowed with rich natural resources and beauty. But the whole system is also extremely fragile. We must be aware of the many dangers our islands face. Cutting down forests, destruction of coral reefs, collection of too many shells, clearing land for plantations, unsustainable development, unregulated fisheries, settlements and unregulated tourism are just some of the problems the Islands and its inhabitants face. It is important that we understand and cherish the value of our precious islands, and have the knowledge to conserve them for our future generations.

The Oceans Life on Earth first appeared in water. The oceans contain 97% of all water that is present on Earthâ&#x20AC;&#x201C; quite a huge amount really! The world has five major oceans, covering about 71% of the earthâ&#x20AC;&#x2122;s surface. Although there are some physical and biological differences among ocean areas, the ocean waters mix to form a fairly uniform salty mixture.

The Oceans

The salty route

The dynamic ocean

What’s it like at the bottom?

Life in the ocean

The oceanic medley!

Most of the oceans’ saltiness is because they contain large amounts of salt or sodium chloride. Salts of magnesium, potassium and calcium are also present, though in smaller amounts. Water usually picks up these salts from soil and rock as it flows across them on land. The water then reaches the ocean, adding the salts. For millions of years our rivers have been adding salts into the ocean. No surprise that our oceans are salty!

Ocean water is always on the move-from the constant tumble of waves along the shore to the deeper, underwater currents. The water in the ocean shows three types of movements: Waves (the interaction between surface water and winds), tides (caused by the interaction of the forces exerted by the moon and sun, and the Earth’s rotation) and currents (caused by factors such as winds, differences in temperature, saltiness and tides). Ocean currents can flow for long distances in a certain direction. By moving large amounts of water, both cold and warm, over long distances, they play an important role in regulating the climate of a particular region.

The ocean floor has an uneven surface. In places it forms deep trenches, and in others rises to form mid-oceanic ridges. Deep down in the ocean floor are hydrothermal vents. The water in these vents is much warmer than that in the midnight zone, and contains many microorganisms.

From the shore or from a boat, the sea looks like a huge mass of uniform, inky blue water. It is not actually so. Life in the sea is amazingly different at different depths. From the surface to a few feet below, the ocean is a sunlit world that changes from day to night. Below this, the ocean becomes cold, dim and unchanging. And thousands of metres below the surface, the ocean is a region of near freezing temperatures, crushing pressure, and complete darkness. The waters near the coast are generally more productive, with greater biodiversity than the open waters further out in the ocean.

Of the 25 modern phyla or groups of animals, only four are represented on land, and all 25 are represented in the oceans! However, there is one extremely common class of animals that is almost absent here: insects, which are so abundant on land. Why? No one really seems to know. Some scientists think that crustaceans (shrimps, lobsters and crabs) may occupy in the sea the place that is occupied by insects on land.

Salts are not only entering, but also ‘leaving’ the ocean waters; becoming part of the ocean floor, and being absorbed by sea organisms. All salts get recycled back into the ocean-sometimes millions of years later-through geological, biological and chemical processes.

Our Islands experience the southwest monsoon during the months May to September and the Northeast monsoon from November to December. During these months, the waves can reach fairly big heights due to strong winds. This time is not good for fishing, and most fishermen do not venture far out into the sea.

The average depth of the Andaman Sea is around 1,000 metres, with the deepest part going more than 4,000 metres in depth. The Bay of Bengal, a part of the Indian Ocean, has an average depth of more than 2,600 metres, the deepest point also more than 4,000 metres in depth.

Most marine plants and animals are adapted to living in one of three regions–the sunlight, twilight or midnight zone. These zones are defined by the presence (or absence) of light. They differ from one another in temperature, amount of pressure and nutrient supply.

The sunlight zone This zone is the ocean garden where sunlight streams through. Plants grow here, produce food through photosynthesis, and support animal life. This layer where air meets water is home to many species of animals important to us economically and ecologically. Here you find animals in various stages of their life cycles-eggs, larvae, juveniles and adults.

11 Plankton This is a term used to describe the smaller, free floating plants and animals, which just drift along with the winds and currents. Plankton are an important source of food for many sea animals. There are two types of plankton- Phytoplankton, which are microscopic plant plankton, and Zooplankton, which are larger animal plankton. Phytoplankton cannot swim at all, while Zooplankton are weak swimmers. Zooplankton migrate vertically daily. Phytoplankton live at the surface of the water and are amongst the most productive food manufacturers of the seas. Bigger Plants: Amongst the other plants are the algae that are of different colours- green, red and brown. Some algae are edible (for humans) and a good source of protein. Most make very good fertilizer if spread in the garden or farm. Bigger algae are called seaweeds. The oceans also have grasses growing in them. Eelgrass is a very common one found in our seas. It is grazed on by dugongs and sea turtles.

06 12

13 07

Very little light penetrates this zone. No plant life is found here, because there is not enough light for photosynthesis. The animals that live here are adapted to near darkness and cold water. Many of them have large eyes and teeth, and many are bioluminescent (which means they can produce their own light). Some organisms like the Lantern fish travel up to the sunlight zone during the night to feed, an activity called ‘vertical migration’.

The midnight zone This zone gets no light at all. The temperature is near freezing and the pressure is extremely high. The animals which live in this zone are adapted to these conditions. Deep sea organisms are also known to have long life spans. Deep down in the ocean floor are hydrothermal vents. The water in these vents is much warmer than that in the midnight zone, and contains many microorganisms.

08 Sawfish • Has a long mouth shaped like a saw • Swims through schools of fish waving the saw from side to side. This wounds the fish, making capturing them easy!

02 Jellyfish • Transparent organism related to corals whose tentacles can irritate our skin • Small fish are paralyzed by its tentacles and then eaten • It is eaten by some sea turtles

09 Lantern fish • About 6 cm long • Swims closer to the surface at night to feed on zooplankton • Body is pale brown or grey and speckled with many bright spots that give off light made by the fish

03 Dugong • These marine mammals can grow up to 3 metres in length and is the state animal of the Islands • A highly endangered species world over • Grazes on sea grass on the ocean floor • The young take many years to reach adulthood and the mother and calf form strong bonds • They are highly social animals 04 Squid • Squids have eight arms and two longer tentacles • Strong swimmers • Squids can change colour with the help of the pigments in their skin • Releases a squirt of ink as a defense mechanism when threatened

The twilight zone

01 Flying fish • Doesn’t really fly-gains speed as it swims, then leaps from the water and glides • Body is silver • About 20 cm long

05 Octopus • Have eight arms, body shape different from the squids • They use camouflage to protect themselves, and also squirt out ink • They can see very well and are known to be intelligent animals • Spend time actively hunting on the reef bottom

10 Hatchet fish • About 9 cm long • Feeds on zooplankton and shrimp • Sides of the body are silvery, with lights along belly 11 Common dolphin • Intelligent, friendly mammal • Eats small fish and squid • Communicates in high pitched squeaks and has a complex language of its own 12 Banded sea krait • Venomous but gentle ocean snake-will not bite unless threatened • Comes ashore in hundreds for courtship and laying eggs • Carnivore recognized by its very flat tail 13 Tuna • Swims in schools often below dolphins • Carnivore • Important commercial fish

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06 Seahorse • These are actually fish! • The male carries the eggs in a pouch • These creatures swim vertically • Poor swimmers, they use their tails to hold onto • shoots of sea grasses or soft coral 07 Manta ray • Largest of the rays. From fin tip to fin tip it can be more than 6 meters long! • Lives near the sea surface and feeds on plankton • Glides through water

14 Hammerhead shark • Like all sharks, does not have bones but a tough tissue instead. • Head shaped like a hammer with eyes at the two end • Carnivore 15 Angler fish • About 12 cm long • Eats fish, zooplankton, squid and worms • Females have a light at the end of a stalk to help them attract prey and mates

19 Sea turtles lay 100 to 150 eggs in small pits they dig on the beach above the high tide line

Sea Turtle life cycle

The oceanic giant wheel

After 45 - 60 days, hatchlings are born

How does the complex web of life in the sea sustain itself? Who eats what? What happens when plants and animals die?

Hatchlings make their way from land to sea. Many do not make it and are eaten by predators

Marine plants convert the inorganic nutrients available in the sea into organic matter and store it. These are eaten by the vegetarian forms of life, which in turn are eaten by the carnivores. When they die, the plants and animals of the sunlight zone start sinking down towards the ocean floor. They gradually decompose along the way. Nutrients locked away in their body tissues are released. Some remains of dead

Migrating across oceans, they return to the beaches they were born at, to mate in the offshore waters and nests.

plants and animals reach the deeper oceans and are fed on by the scavenger animals (like the deep water sharks) living there. Even wastes from animals in the surface water provide nutrients for the animals living in the deep sea. This entire downward movement of organic debris recycles the nutrients that are gradually carried back to the surface to be used by the plants there to make food. Water is pushed upward by a process called upwelling and carries nutrients with it. So one way to look at how life in the ocean works is to think of the

entire system as a sort of giant wheel: what goes down must come up again, only to go down to come up and so on!! Like any food web, changes in one part of the web, such as the one caused by overfishing, can lead to changes in the rest of the web. Overfishing is occurring all over the world, not only for local markets, but also for export. In our Islands, fish called groupers are being caught for export. If too many groupers are caught, then the coral reefs are affected, as these fish help maintain healthy reefs. Every part of the oceanic food web is linked, just like a giant wheel!

Phytoplankton (Primary producers) produced in millions

Zooplankton (Primary consumers) Out at sea, hatchlings growinto juvenile turtles, taking 10-20 years to mature.

Sardines (Secondary consumers)

Tuna (Intermediate predator)

Nutrient upwelling

Sea turtles of the Andaman and Nicobar Islands Sea turtles have been roaming the seas for millions of years since the time of the dinosaurs. After they enter the sea as hatchlings, they come ashore again only as adult females to nest. Sea turtles travel hundreds or even thousands of kilometres from their feeding to their breeding grounds. After mating in offshore waters, the female turtle crawls ashore slowly, dragging herself with her flippers. She selects a spot to lay her eggs and digs a nest using her back flippers to scoop out the sand.

include dogs, monitor lizards, sea gulls, and crabs. Even when the hatchlings reach the sea, large fish and sharks may eat them. Very few turtles actually reach adulthood.

Sea turtles usually lay about 100 to 150 eggs. The female turtle covers up the nest with sand, thus camouflaging and keeping the eggs warm and moist, and then goes back into the sea. The eggs hatch approximately 45-60 days after they are laid. The hatchlings or baby turtles dig their way out of the nests together, and make their way to the sea, which they find using the reflection of star or moonlight on the water. As they make their way to the sea, many predators eat them. These predators

Adult green turtles are entirely herbivorous (or vegetarian) and feed mostly on sea grass and algae. The olive ridley turtle is the smallest sea turtle and feeds on jellyfish, shrimp, crabs and snails. The hawksbill turtle has a beak like a hawk, lives in coral reefs and eats sponges. All three turtles nest on various secluded beaches in the Andaman Islands. The leatherback turtle is the worldâ&#x20AC;&#x2122;s largest turtle weighing almost 900kg. Unlike other sea turtles, it has a leathery covering instead

There are four different turtles which nest on the coasts of the Andaman and Nicobar Islands. These are the green turtle, the olive ridley turtle, the hawksbill turtle and the leatherback turtle. The islands have the largest nesting populations of the leatherback, hawksbill and green turtles in India!

of a hard shell and feeds entirely on jellyfish. Today, it nests mostly on the South and West Bay beaches in Little Andaman Island. In the Nicobars, it nests at the mouths of the Rivers Galathea, Alexandria and Dagmar on Great Nicobar Island, and at beaches on Little Nicobar Island. Olive ridleys and leatherbacks sometimes share nesting beaches. Some of the nesting sites in the Middle and South Andamans and many in the Nicobars were destroyed during the tsunami. All these turtles are listed in Schedule 1 of the Indian Wild Life (Protection) Act. This means that they get the highest level of protection, the equivalent of a tiger, from the Government. Sea turtles serve as global ambassadors for conservation as they connect various marine and terrestrial ecosystems during their life. They survive on a variety of marine resources such as the coral reefs and are crucial for maintaining the health of these ecosystems.

Groupers (Top predators) Green turtle (primary consumer) Shark (Top predators)

Parrot fish (primary consumers) Trigger fish (secondary consumers)

Bacteria Algae

Dead and decomposition

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Common dolphin Hawksbill turtle Hammerheaded shark Leatherback turtle School of snapper Manta ray Dugong Lion fish

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1.1

ACTIVITY

BACKGROUND INFORMATION The Ocean has many types of jellyfish. They are found both near the shore and also in the deep oceans.

Jellyfish Topi

Jellyfish belong to a group of animals called Cnidaria (the same as corals!). As the name suggests, these creatures are jelly-like. They have long tentacles which help them catch their food. There are special cells (called nematocysts) on the tentacles which can sting. So if you see a jellyfish, do not pick it up! Jellyfish do not really hunt for food. If an organism like a small fish touches the tentacles of the

CLASS 6th (also be done for class 5) ACTIVITY TYPE Indoor OBJECTIVE To get acquainted with Jellyfish.

jellyfish, then the special cells inject poison into the body of the prey. The tentacles then catch the prey, and bring it to the mouth of the jellyfish. Jellyfish eat small plankton and small fish. Some jellyfish even eat other jellyfish! While most sea creatures stay clear of jellyfishes, some like the Leatherback Turtles are specialized jellyfish eaters. Jellyfish swim by propelling themselves through the water, using their upturned umbrella like body. For reasons yet to be well understood, jelly fish populations sometime explode resulting in losses to local fishery and tourism.

LEARNING PROCEDURE 1 Divide the class into groups and introduce them to the arts and crafts activity. The students can sit on the floor. 2

Show the children the flash card with the picture of the jellyfish. The picture of the jellyfish in the book (page 15) can also be shown. A rough outline diagram of a jellyfish can also be drawn on the board. sk the children if they have seen any jellyfish. A Do they know the word “tentacles”? What do the students think will happen if we touch the tentacles? Following this brief introduction, repeat the rules for the activity. Instruct them clearly on how to make the Jellyfish Topi.

Instructions for the activity:

•

One jellyfish topi is to be made per group.

•

Ask the class to make the tentacles by cutting the ribbon or paper into thin strips between 25 to 45 cms long. A total of 30 strips are required for each jellyfish. Scissors are used to curl the strips. Some can be left straight.

•

The plates are coloured brightly. This is the body of the jellyfish.

•

The tentacles are then taped/ stuck to the body, around the edges of the plate and a few in the middle.

•

The plate is then turned upside down so that the tentacles hang upside down, just like a real jellyfish!

DISCUSSION After the activity is over, facilitate a discussion with the following questions: 1 Why is the activity called Jellyfish Topi? What part of the body of the jellyfish does the “topi” resemble? 2

The questions above will help gauge whether the students have actually become acquainted with the two main physical features of the jellyfish. 3

If the students have seen jellyfish before, where? On the beach or in the water?

Have they noticed jellyfish swimming? How do they swim? If no student has seen a jellyfish swimming in the water, explain that it uses its body to push water out, thus propelling itself forward.

ACTIVITY TIME 45 minutes MATERIALS Paper or palm leaf plates, thin sheets of paper or ribbons, scissors, glue, cello tape, colour pencils, crayons, water colour paints. SEATING ARRANGEMENT The students sit on the floor, in groups of four. RULES The scissors must be used carefully. NOTE TO THE TEACHER Few strips can be given pre cut to each group, as the children may find it difficult to cut so many strips in the time given. The class can be shown a sample Jellyfish Topi to make it clear to them what exactly they need to make.

To recap the function of the tentacles, call the student wearing a topi to the front of the class and mime what would happen if the tentacles are touched. What do they think is causing such a reaction? The word nematocysts can be given to the students; however it is not essential that they remember it at this stage.

FURTHER WORK The students can display the Jellyfish Topis that they made in the classroom. A chart giving information on jellyfish can be made for display in the classroom, or even on a bulletin board outside. It would be useful for others in the school to also know about jellyfish! CONNECTION TO OTHER SUBJECTS Art, Biology

1.2

ACTIVITY Food Web in the Ocean

LEARNING PROCEDURE 1 Divide the class into groups. The students can sit on the floor. 2

Introduce the activity. Explain that in the first part the students will be shown a video, and in the second part they will do an arts and crafts activity. Give the rules for the activity.

Show the class the video and follow it with a discussion about what the students saw:

•

What are the different kinds of organisms they saw, their size (big or small) and what were they doing (swimming or seated on the sea floor)?

•

Use the flashcards and chapters and ask if they saw any of these animals in the video. This will also make the students familiar with the organisms seen in the video.

•

Have the students seen any of these earlier, if so, where?

Make notes of the points that the students mention on the blackboard.

Explain to the students what a food chain is. Use examples from land to correlate. The information given in Background Information and page 19 in the book can be used. Elicit one example from the video so that they understand the interconnectedness. Tell the students that they will be creating a food web with the organisms they have seen in the video.

6 The names of the organisms from the video are up on the blackboard. Ask the class the following questions: •

Which are the primary producers? (give hints, such as looks like plants — for seaweed etc)

OBJECTIVE To understand that there is a complex food system in the ocean through a two part activity. ACTIVITY TIME 80 minutes (double environmental education class) MATERIALS Flash cards, chart paper, colour pencils, paints, brushes, scissors, old newspapers/ magazines, exercise books, strong string, projector and screen. AUDIO/ VISUAL MATERIALS Video showing ocean life. SEATING ARRANGEMENT The students sit on the floor, in groups of four.While making groups, the students should settle into their places quickly and quietly.

The base of such food chains comprises of the Primary Producers or the autotrophs. These organisms are able to produce their own food using nutrients from the sea. The numbers of such producers are very large. One drop of water may contain thousands of phytoplankton!

The producers are followed by the primary consumers, then the secondary consumers and finally the top predator. As we go up the food chain, the numbers of organisms at each level decreases and the size of the organisms increase. If there is an interlinking between food chains, then a food web is created. A food web is defined as the interlocking of many food chains.

On the bulletin board, stick the drawings in the form of the simple food chain already developed, with many phytoplankton/ seaweed at the bottom of the board, and arrows pointing upwards, moving up the food chain.

•

After the simple food chains are developed, ask the students if there can be links across food chains.

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Which could be the secondary consumers (that eat the primary consumers/ herbivores)?

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Ask the students to use thick thread/string to make these connections.

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Which could be the tertiary consumers?

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Emphasise that the ocean has much more complicated food webs and that this is a only a representative food web in the ocean.

These questions will enable you to gauge the students understanding of the concept of the food chain. 7

•

BACKGROUND INFORMATION Organisms as small as the microscopic phytoplankton to the large roving sharks on a reef are all connected in a complex food system. The illustration on page 19 shows how these organisms are interlinked in a chain of events of eating and being eaten. This chain of event is known as the food chain.

•

Which could be the primary consumers?

Ask the students to make a note of these organisms in the notebook, under the proper category.

9 Instruction for the crafts activity:

ACTIVITY TYPE Indoor

The students can use chart paper to draw the organisms. They can use the flash cards and the book for reference. The primary producers group will make many phytoplankton, the primary consumers can make 20 in number, the secondary consumers 10, the tertiary consumers 2 and one top predator.

•

8 Develop two or three simple food chains with the organisms.

CLASS 6th

•

Assign each group one part of the food chain ( i.e., one group is the primary producers, one the primary consumers and so on).

DISCUSSION Initiate a discussion by asking the following questions. 1

If you were to remove an entire section in one of the food chains (such as the secondary consumers) what would be the possible consequences? Mime the action, so that the students can visualize it.

What could cause such an effect (hint: overfishing). Emphasize that a balance in the food web must be maintained.

CONNECTION TO OTHER SUBJECTS Art, Biology

1.3

ACTIVITY

CLASS 6th ACTIVITY TYPE Indoor

Creatures of the sea

BACKGROUND INFORMATION The Ocean is filled with many wonderful and exciting creatures. Each of these creatures has developed some features that help it live in particular conditions or environments.

ACTIVITY TIME 45 minutes SEATING ARRANGEMENT The students sit on the floor, in groups of four.

Animals which live in water are very good swimmers. These, for example, barracuda and mackerel, live in the water column. Many organisms live on the ocean floor and show very little (like the starfish) or no movement (like the corals).

Some live deep in the ocean like the angler fish. They are adapted to the high pressure and the darkness. The sea krait, which, like other sea snakes, has developed a paddle like tail, helping it to swim, comes up to the beach almost every day.

For more information about the creatures of the sea, refer to pages 17 in the book.

LEARNING PROCEDURE 1 Introduce the activity to the students, and divide them into their groups. 2

Ask the students about what kinds of creatures they have seen in the ocean or on the beaches, use the flashcards to identify the creatures.

Assign one creature per group: Turtle jacket (Olive Ridley turtle), Hermits Home (Hermit crab), Anglers Light (Angler fish), Slippery Snake (Yellow lipped sea Krait) and Jellyfish Jamboree (Jellyfish).

RULES The scissors must be used carefully NOTE TO THE TEACHER If the activity is taking too long, it can be extended into another class.

•

Attach the ribbons (the tentacles) onto the inner sides of the bamboo basket.

•

Turn the basket upside down, so the ribbons fall downwards.

6 Instructions for the Who am I activity:

OBJECTIVE To get acquainted with the features of the various creatures that live in the ocean and on beaches through a fun crafts activity. MATERIALS Flash cards, paper or palm leaf plates, bamboo baskets, old buckets, hair bands, broom sticks (form the hard brooms), ribbons, old newspapers, scissors, glue, cello tape, colour pencils, crayons, water colour paints.

Jellyfish topi

Each group can look at the flashcards for information.

Instruction for the arts and crafts activity: •

Turtle jacket

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Turn the bamboo basket upside down.

•

Paint on it the Olive Ridley’s “shell”.

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Tie a strong thread across the basket so that a student can wear it.

Give each group their respective flash card. Ask them to read through the card carefully.

•

Each student can read out one point given on the back of the card. One of the students can act as the creature.

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Turn by turn, each group will come up to the front of the class and test their classmates with “Who am I?”

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If the class is able to guess the name of the creature after the first or second point itself, allow the group some time to read out the rest of the points.

Hermits Home •

Upturn an old bucket.

•

Paint the whorls of a shell on it

If the activity is taking too long, it can be extended into another class.

•

Roll up old newspapers into long strips and attach them to the inside of the bucket. These are the legs of the crab. The students can paint the legs also.

Discussion Facilitate a discussion by asking the following questions:

Anglers Light (all the students in the group can make this)

Have any of the students seen the creatures they made today?

If yes, where? Did they see any on the beach or in the shallow waters near the sea?

•

To each of the hair bands, attach one broom stick using cello tape.

•

Shape white paper into the shape of a cone. Cut out the shape of a light bulb and colour it yellow. Stick the light bulb into the underside of the cone. This signifies the light that the angler fish uses to attract its prey.

When they saw the creature, what was it doing?

What special features did these creatures have? For example, the sea krait has a flattened tail. Why? (Hint: snakes on land do not have this kind of tail!)

The cone can then be stuck onto the broomstick.

The Angler fish is an example of a very clever creature. Why is it clever? Do the students know of any other clever creatures?

• c

•

Slippery Snake •

Roll up the old newspapers into the shape of a snake.

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Paint on the stripes.

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Make sure that the end of the tail is flattened.

The last question is a “challenge” question. Connection to other subjects Art, Biology

1. 4

ACTIVITY Turtle Maths

CLASS 7th ACTIVITY TYPE Indoor

BACKGROUND INFORMATION Sea Turtles only visit the shore when they come to lay eggs (nesting season). Depending on the species, as many as 200 eggs are laid. The baby turtles have to dig their way out of the nests and make their way to the sea. As they make their way to the sea, many animals (known as predators) eat them up. These predators include dogs, monitor lizards, sea gulls, and crabs. Even when the baby turtles reach the sea, large fish and sharks may eat them. So very few turtles actually reach adulthood.

Apart from natural predators, baby turtles can also get caught in drift nets. Harsh lighting on nesting beaches disorients the turtles as they make their way to the sea, thus affecting their survival. Activities like sand mining (digging up nests) and tourist activities also affect the baby turtles. For more information about turtles that are found in the Andaman and Nicobar Islands refer to page 16 in the book.

LEARNING PROCEDURE 1 Tell the students to keep their pencil boxes and colour pencils on their desks. 2

MATERIALS Activity sheets, pencil, eraser, colour pencils, blackboard, LCD projector and screen (for showing the video) AUDIO/ VISUAL MATERIALS Video of leatherback turtles nesting on a beach (West Bay, Little Andamans) in the Andaman Islands, pictures of the Green turtle, the Olive Ridley turtle and the Hawksbill turtle. SEATING ARRANGEMENT The students sit in their places. This arrangement can be modified according to convenience when it comes to watching the video. RULES The students must be extra careful while the projector is on, and must watch the video carefully.

The students will then fill out the first part of the activity sheet.

Introduce the topic of turtles and the activity. Ask the class whether they have seen turtles. Ask them to name some turtles (in English or in their mother tongue).

8 The next part of the activity involves maths (percentages).

Show pictures of the turtles that come to nest on the shores of the Andaman and Nicobar Islands.

9 Read out the problem to the students. The students then do the required calculations.

Explain how turtles come to shore to lay eggs and what kinds of predators there are.

They can draw a wide margin on the right hand side for rough work.

Distribute the activity sheets. Explain the activity sheet (first side), and tell the students to pay special attention to the video.

OBJECTIVE To understand the factors that affect the survival of baby turtles and using Maths to understand the importance of conservation of turtles. ACTIVITY TIME 45 minutes (including time for the video)

6 Show the video of the leatherback turtle.

Answer for the Maths problem: 26%

DISCUSSION This discussion should emphasize the point that out of the many eggs that hatch, only a few survive. Facilitate a discussion with the following questions. 1

Apart from predators, what else do the students think can affect the baby turtles?

What can they do to help the turtles?

Further work Tell the students to pass on the message to others in school as well as at home. They can make small stick on badges for themselves with â&#x20AC;&#x153;Save Turtlesâ&#x20AC;? or any other slogan on it. Connection to other subjects Maths

WORKSHEET 1.4 : TURTLE MATHS DATE

NAME

Watch the video carefully and then answer the following questions. Please colour the turtle as accurately as possible with the colours that you saw in the video. What is the name of the turtle in the video?

Where is the video taken?

Why was the turtle there on the beach?

Did you see any predators (such as dogs, or monitor lizards) in the video?

Do you think that many of the baby turtles that hatch on this beach will become adults? Why?

Three sea turtles come ashore to lay eggs. They lay 130, 170 and 200 eggs each and return to the sea. 25 eggs do not hatch at all. When the eggs hatch, the hatchlings make their way towards the sea. 75 of them are eaten by dogs, monitor lizards and gulls. The rest reach the sea. There sharks and other fish eat up another 150. 120 young turtles are caught by fishing trawlers for sale in the market. From the original lot, how many hatchlings finally make it to adulthood? What is the percentage?

Corals and coral reefs Coral reefs are like metropolitan cities under the sea where myriad colourful organisms thrive. Reefs are diverse and dynamic ecosystems, with organisms ranging from microscopic plankton to sharks. Over 1200 types of fish and innumerable invertebrates live in the reefs that surround our Islands.

Corals and coral reefs

What is a coral?

Coral reefs

What is coral bleaching?

Corals are tiny animals that have an outer stony skeleton and live in colonies in the sea. They belong to the phylum ‘Cnidaria’, the same animal group as the sea anemones and jelly fish. Corals are made of many tiny, individual animals called polyps that live inside a cup of calcium carbonate (limestone). Each coral polyp has a mouth at the top surrounded by tentacles. The tentacles help to capture foodcalled plankton from the water column. While it is alive, a coral polyp’s tentacles protrude from the cups for feeding. In times of danger, the polyp can withdraw into its cup. A coral polyp cannot move and remains fixed to its cup throughout its life. Different species of corals have different kinds of polyps. More than 300 species of corals are found in the Andaman and Nicobar Islands.

Coral reefs are huge beds of coral formed over thousands of years by the construction work of these tiny animals. These corals are also called reef building corals. The animals are able to make skeletons out of calcium carbonate (also known as limestone) which they obtain from the seawater. Individual hard corals use this limestone to build protective cups around themselves with each animal being cemented to the other. The coral colony keeps growing like this eventually forming a reef with more and more addition of limestone forming a solid mass.

attractive shades of blue, pink, violet, lilac, red, or rust brown. These colours are not the corals’ own. They are provided by the different types of single celled algae living in the corals. Corals share a mutualistic relationship with these algae, where the algae assist the polyps in getting rid of all the waste formed in its body and by supplying it with compounds such as glucose and amino acids. These energy giving compounds are made by the algae by the process of photosynthesis (the same process that happens in green plants on land!).The algae also enhance the production of limestone.

Did you know that coral reefs, over millions of years can grow large enough to create entire islands? The islands of Lakshadweep in the Arabian Sea are creations of millions and millions of such tiny polyps. Common coral colours are

In return, the corals provide the algae with a protected environment to live in and a supply of carbon dioxide for photosynthesis.

When the coral experiences some kind of stress, for example an increase in temperature, it expels the algae that live in it. This results in what is known as ‘Bleaching’, when the coral loses colour and takes on a totally white appearance. This does not mean that the coral is dead; however, if it is not able to find an alga soon,a ‘bleached’ coral is more likely to die. In 2010, due to a sudden increase in the sea surface temperature (by just 2 degrees!), we lost about 35% to 70% of our live corals in the Andamans to bleaching.

Coral spawning (release of male and female germ cells) Planula (microscopic larve) created by the fusion of sperm and egg

Development of a coral colony

Coral reef communities

Coral colonies produce eggs and sperm which fuse (join) to form a larva or the baby coral animal- called planula. The planula drifts in the sea till it finds a clean, hard surface (like dead coral) to settle on and grow into a new polyp. Once an adult polyp is formed, small buds appear on the body, grow larger, and break off from the parent body. They then move off to produce their own limestone and help the colony increase in size.Reef animals like parrot fish, limpets, chitons and sea urchins feed on plants and sponges that grow on dead coral, thus creating free space for new corals to settle and grow.

Living coral reefs are a lively and busy neighbourhood, with all kinds of associated creatures. Anemones, soft corals, sponges, algae and other plants and animals live attached to the limestone rock created by the stony corals. The holes, cavities and tunnels found on dead corals are also important in acting as housing colonies for innumerable species of worms, urchins, brittle stars, tiny fishes, shells, crabs, shrimps and a lot of other creatures that are not visible from outside. An amazing variety of fish live in the reefs. They are of all sizes and colours, and have intricate patterns. Over 1200 species of fish exist in the coral reefs of our islands. Coral reefs are like big cities under the sea!

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Angel fish Wrasse Bat fish Grouper Long nose parrot fish Hawks bill turtle Moorish idol Racoon butterfly fish Clown fish Staghorn coral Plate coral Brain coral Mushroom coral Finger coral

Coral colonies are very complex. Even when there is little live coral around, the dead corals can still support a large biodiversity rich habitat. The planula finds a substrate to settle on

Coral colony

03 07

The planula then develops into a polyp

04 06

Polyp

A piece of coral breaks away

The settled polyp undergoes budding (asexual reproduction) to form a large colony of polyps

10 05

This fragment grows into a new colony

14 11 09

Coral colonies Many thousands of coral polyps are connected together to form a coral colony. These colonies are of many shapes and colours. On a visit to a nearby coral reef, you can discover the kinds of coral in your area.

Coral colony

Growth through budding

08 12

37 01 02 03 04 05 06

Gulf of Kutch Lakshwadeep Islands Gulf of Mannar Andaman and Nicobar Islands Coral Triangle The Great Barrier Reef

Can coral reefs grow anywhere?

Temperature

Seasons

Soil

Corals are very sensitive, specialized animals. They grow in warm (23-25 C), clear and shallow tropical waters where sunlight penetrates to the bottom. These conditions are all present in the seas around our Islands. And so we are indeed very lucky to have our own coral reefs almost in our backyards!

Even around our islands, corals do not grow everywhere. Sometimes, the area may not be quite right for a coral colony to establish itself. At other times, severe monsoon rains and cyclones may churn up the waters killing the corals and leaving only the skeletons over which algae grow.

Even more dangerous is the way soil from the open areas inland is washed down to the sea. It clogs the coral polyps and kills them. This soil usually comes from areas where forests have been chopped down and the soil is exposed. In our Islands; deforestation has lead to increased deposit of sediments on reefs near the shore.

Where else are coral reefs found? India has only four major areas where coral reefs are found. Besides the Andaman and Nicobar islands, reefs are also found in the Gulf of Mannar (Tamil Nadu), Gulf of Kutch (Gujarat), and Lakshadweep. Other isolated, degraded patches are found elsewhere along the coast. Reefs are also found around the islands of the Caribbean and the South Pacific Seas, and in Southeast Asia. The most famous coral reef is the Great Barrier Reef off the eastern coast of Australia. The coral reefs of the Andaman and Nicobar Islands are close to the Coral Triangle, an area near Indonesia, Malaysia and Philippines which contains more than 500 species of reef building corals.

How big Is a reef? Reefs can keep growing until they stretch for many kilometers. In the Andamans, the reef flat, the shallow flat area close to the land, extends to about 500m from the shore. In the Nicobars, it goes out about 1 kilometer. The Australian Great Barrier Reef is so big it can be seen from the moon!

Coral reefs are valuable! Guards of the coast: Coral reefs protect our coasts by acting as barriers against wave action. As waves reach the shallow waters of a reef, they break and lose most of their energy. Without the protection of coral reefs, our coast would be exposed to large waves and could slowly erode away. Houses, schools, roads and buildings along the coast could get washed away. We have to thank the coral reefs for doing this important service for us.

Chemicals

Tsunamis

Corals are greatly harmed by sewage, pesticides and chemicals from industries reaching the reef from the land. Oil spills are also harmful to the reef. Another threat to coral growth is the over population of the Crown of Thorns starfish due to nutrients from sewage, fertilizers, and detergents flowing into the sea. This starfish actually eats polyps and thus kills coral colonies.

The December, 2004 earthquake and the subsequent Tsunami caused a lot of damage to the coral reefs surrounding our Islands. The underwater earthquake caused abrupt subduction of coral reefs in the Nicobar Islands and upliftment of reefs in many parts of the Andaman Islands. These abrupt shifts of the seafloor led to substantial death of coral reefs on the islands. The massive waves generated by the earthquake battered the corals causing physical damage to the fringing reefs. Not only did the coral die, but also various other creatures associated with corals and coral reefs.

Foodhouses: Reefs offer shelter, feeding and nursing grounds for many animals and their young. Both the adults and young ones of several varieties of the fish we eat and catch are found here. Enjoyment value: The beauty and biological wealth of coral reefs is a wonder in itself. To be able to watch the underwater performance of fish weaving in and out of the coral stands is one of the nicest experiences we can have. Our coral reefs are gradually recovering from the twin impacts of the 2004 earthquake and the 2010 bleaching events. For them to survive and continue providing us with the benefits they offer, we need to help them recover.

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Giant clam coral Grouper coral Mushroom leather and brain coral Coral reef Staghorn coral Fan coral Clown fish amongst anemone Green sea turtle

05 04 03 06

ACTIVITIES It is very important that the group you are taking to explore a coral reef is made aware of how delicate a system the reef is. The class must be very careful while wading into a reef and watching life there. Here are

some general hints on how to go reefwatching without damaging the coral. Get familiar with these tips and explain them to the class. These will be useful for both a shallow and a deep reef.

HOW TO HAVE FUN WITHOUT HURTING CORALS All trips to coral reefs must be supervised by teachers.

Please inform parents about the activity and get permission slips signed.

Teachers should visit the area before hand.

The students must have a few instructions in advance: to bring in water bottles and to wear sandals with a good grip, preferably with straps. For activities that involve being out in the sea in a glass bottomed boat, everyone on the boat must have a life jacket, and there should be plenty of buoys on the boats.

Check the tide time table. If the activity involves wading into the sea to see corals, it is best to go when the tide is low. While in the reef...

FOLLOW SAND CHANNELS WHILE PADDLING OR SWIMMING ACROSS THE SHALLOW PART OF THE REEF. It is easy to accidentally crush corals or disturb other animals.

DO NOT TOUCH CORALS, REST ON THEM, OR KICK THEM. Corals are living animals and are damaged even by gentle handling. Some of them like the Fire Coral and Finger Coral sting. Watch out!

AVOID KICKING UP THE SAND. IT SPOILS YOUR VISIBILITY. More importantly, it damages corals and other reef animals when it settles.

LEAVE ALL CORALS AND REEF ANIMALS WHERE THEY ARE. Corals are the “building bricks” of the reef. In many areas, shells and other reef animals have become rare because too many people are collecting them. Enjoy beachcombing instead. Empty shells, waveworn wood, unusual seeds and many other treasures wash up on our beaches. Please do not collect shells as they are needed by hermit crabs who live in empty shells.

HELP KEEP THE REEF CLEAN. Do not be a litterbug and leave any rubbish behind (paper, plastic, extra food etc.). Always carry a garbage bag along and take back your litter. Be a friend of the reef and beach and pick up other rubbish you see lying around.

The above rules must be obeyed even if the class visits a dead reef, since there will be fish and other marine life there as well.

CLASS 6th ACTIVITY TYPE Outdoor OBJECTIVE To understand what corals are and to identify some common corals. ACTIVITY TIME Half a day MATERIALS Activity sheets, pencils, notebooks, caps, water bottles.

2.1

ACTIVITY Let’ s go Reefing - I

SEATING ARRANGEMENT Groups of 10 with one instructor/facilitator per group. RULES i The students have to follow directions given by the instructor very carefully. ii This activity involves wading into the sea. The safety instructions are: • Stop moving forward as soon as the water reaches your calf. • Do not pick anything up. Interesting organisms will be shown to you by your instructor. • Stick with your group. NOTE TO THE TEACHER Please familiarize yourself with the place that you plan to take the students to beforehand. Make sure that it is safe, and that the sea is shallow enough to wade in. Also decide where you will sit for the discussion (a shady, quiet spot).Carry a first aid kit, and keep it in a central, easily accessible location. Before you leave the school, make sure that the instructors (and you yourself) are familiar with how to use the First aid kit.

LEARNING PROCEDURE 1 Introduce the class to the activity. Ask the following questions: •

Have they seen coral reefs before? If yes, then where?

•

Do they know what corals are?

Divide the class into groups. Assign each group to one instructor/ facilitator.

Explain the rules clearly. This step must be repeated on the bus while going to the beach.

Hand out the activity sheets to each student. The students can either draw or write in the sheets. In the column for shape, the students can describe the shape of the coral (round/long etc). Read out the activity sheet once so that there is full comprehension.

At the beach:

•

Rules are repeated.

•

Instruct the students to look carefully at the kind of corals they can see and note in their activity sheets.

•

If they see any fish or other creatures, this must also form a part of their observation sheet.

•

After the free flowing observation session, each instructor must gather his or her group in a pre decided spot on the beach. Give the students some time to fill in whatever possible in their activity sheets.

•

Show copies of the poster showing types of corals and coral reef fish (photocopies from the book, page 35, can be done previously).

•

Ask the students if they have seen any of these corals/ fish. If yes, they can then put down the name in the appropriate column.

BACKGROUND INFORMATION Coral reefs border the Andaman and Nicobar Islands. The shapes of these corals are fascinating and one does not have to go deep into the ocean to see them. One can find corals or bits of coral on most beaches in the Islands, and wading into the water in places like Jolly Buoy or Havelock can allow you to see many more types of corals. There are different types of corals — they include the plate corals, the finger corals, the branching corals, the table corals and the mushroom corals. The names give a hint about how they look! For more information on corals and coral reefs refer to page 33 in the book.

43 DISCUSSION After the activity, facilitate a discussion with the whole class (can be done on the beach itself) by asking the following questions: 1

According to what they saw, do the students think corals are plants or animals? Explain to them that corals are actually animals.

WORKSHEET 2.1(1) : LET’S GO REEFING — I THESE ARE THE CORALS I SAW

COLOURS

SHAPES

NAME

WORKSHEET 2.1(2) : LET’S GO REEFING — I Did you see any fish swimming amongst the corals?

Draw some of the fish you saw in the box below

You can write about what else you saw...

You can also draw!

Did they see colourful corals or white ones? If mostly white explain that the white corals are “bleached’ which means they are dead. Explain why the colourful corals have colours.

Further work The students can use the information they get during this activity to work on the Reef Weekly Connection to other subjects Biology

2.2

ACTIVITY Let’ s go Reefing - II

CLASS 7th ACTIVITY TYPE Outdoor OBJECTIVE To understand what corals are and to some organisms that make up and depend on the reefs. MATERIALS Handout describing common corals and sea creatures, activity sheets, pencils, notebooks, caps, water bottles. ACTIVITY TIME Whole day SEATING ARRANGEMENT Groups of 5 with one instructor/facilitator per group.

RULES i The students have to follow directions given by the instructor very carefully. ii This activity involves going into the sea in a glass bottomed boat. The safety instructions are: • Do not lean over the sides of the boat • Do not make sudden movements in the boat • Stick to your groups NOTE to the TEACHER Make prior arrangement with tour operators and the forest department. Please familiarize yourself with the place that you plan to take the students to beforehand. Carry a first aid kit, and keep it in a central, easily accessible location. Before you leave the school, make sure that the instructors (and you yourself) are familiar with how to use the First aid kit.

Background Information Coral reefs are biologically very diverse ecosystems. Reefs are built by animals called polyps, which in turn share a mutualistic relationship with algae. These algae are what lend the corals their colour. Living in the reef are thousands of fish (1200 species of fish live in the reefs surrounding our Islands!). A few examples are Groupers, butterfly fish, and parrot fish. Organisms like worms, urchins and brittle stars use the cavities and tunnels in the corals as housing colonies. The coral reef has various interlinks in terms of who eats who. The sea cucumbers feed on detritus on the sea floor, and the sea urchins feed on algae as well as sea cucumbers! These animals can be easily seen from a glass bottomed boat. Sharks eat the smaller fish which feed in the coral reefs. It may not be possible to see a shark, but groupers, which are also predators, can be seen.

Learning procedure 1 Divide the class into groups and introduce the activity.

Discussion Following the activity, once back to the shore facilitate a discussion by asking the following questions:

Explain the rules clearly.

•

What different kinds of fish, other marine creatures did the students see?

Put up the poster describing common corals of the Andaman and Nicobar Islands. Have a brief discussion with the class about the coral reef ecosystem. Ask the class the following questions:

•

What were the fish doing? Did they see any feeding?

•

How about the organisms that were not moving?

•

Did they see any organisms on the corals itself?

•

Other than the corals, how many other creatures did they see?

•

Can they develop a short food chain based on the organisms that they saw? (the class should be familiar with a food chain from their general science text. If not, give them a short introduction and example to help them).

•

Has anyone seen corals?

•

What are corals? Are they plants or animals?

•

Why are coral colourful?

These questions will help give the students an introduction to what corals are. 4

We are lucky to have such an ecosystem around our Islands!

Give each group the handouts (photocopy from the book) describing some common corals and some common sea creatures. The students can take some time and look through the handout. This will allow them to get familiar with what is in the handout. The handouts are to be given back to the group instructor.

On the boat:

•

Again state the rules clearly.

•

Instruct the students to carefully observe the corals and the other life forms that they see below them through the glass on the bottom of the boat.

6 Allow for some free flowing observation. The students can note down what they see in their activity sheets. 7

After the free flowing observation session, instruct the students to fill in the rest of their activity sheets. They can use the handouts to identify what they have seen.

This discussion is important for the students to realize that the coral reefs are important ecosystems sustaining various forms of life. Further Work Based on the organisms that they saw and noted in the activity, the students can make their own posters depicting the coral reefs. This can be used in the reef weekly activity. Connection to other subjects Biology

WORKSHEET 2.2 : LET’S GO REEFING — II DATE

NAME

Note down the names of the fish you saw

Draw some of the fish you saw below

2.3

ACTIVITY Let’ s go Reefing - III

What were the other sea creatures that you saw? CLASS 8th ACTIVITY TYPE Outdoor

Did you see the sea creatures doing anything interesting? Like feeding, or darting in and out of corals, for example?

OBJECTIVE i To understand what corals are and to identify some common corals. ii To understand the effects of tourism on the coral reefs. ACTIVITY TIME Whole day MATERIALS Handout describing common corals, activity sheets, pencils, notebooks, caps, water bottles. SEATING ARRANGEMENT Groups of 5 students with one instructor/facilitator per group.

What do you think would happen if the corals were destroyed?

RULES i The students have to follow directions given by the instructor very carefully. ii The students must keep to their groups iii This activity involves going into the sea in a glass bottomed boat. The safety instructions are: • Do not lean over the sides of the boat • Do not make unnecessary, sudden movements in the boat, as that will cause unbalance. • Stick to your groups NOTES FOR TEACHERS It is a prerequisite that the activity is conducted in a place where there is tourism. Make prior arrangement with tour operators and the forest department. Please familiarize yourself with the place that you plan to take the students to beforehand. Carry a first aid kit, and keep it in a central, easily accessible location. Before you leave the school, make sure that the instructors (and you yourself) are familiar with how to use the First aid kit.

BACKGROUND INFORMATION Coral reefs are commonly found fringing our Islands. These reefs are slow growing and form over many hundreds of years. They are important habitats for many sea creatures. They also sustain our fisheries, an important source of income on the Islands. As corals have specific requirements of temperature and light and are sensitive to even slight changes in the quality of seawater and disturbances. These changes can occur due to pollution (such as chemicals in the water flowing in from the inland) and sediments. Physical damages can occur due to anchors and engines of motor boats. Our coral reefs are an important tourist attraction. People come from other countries to see them. Tourism is an integral part of our Islands, and we must preserve our resources for this very reason. This activity aims to highlight the diversity of the coral reef ecosystem, the importance of it in the aspect of tourism and the potential harmful effects of tourism. For more information on corals and coral reefs and the factors that can affect the health of this ecosystem, refer to page 37 in the book. For more information on Resources and sustainability and the effects of tourism, refer to the chapter on Resources and Sustainability.

49 Learning procedure 1 Divide the class into groups and introduce the activity. 2

Explain the rules clearly.

Put up the poster describing common corals of the Andaman and Nicobar Islands. Have a brief discussion with the class about the coral reef ecosystem. Ask the class the following questions:

•

What are corals? Are they plants or animals?

•

Why are coral colourful?

•

Have the students seen a glass bottomed boat before? Do they know that many tourists use these boats? These questions will help the students gain some knowledge about the corals and tourism on the Islands before they set out for the activity.

Give each group the handout (photocopy from the book) describing some common corals and some common fish. The students can take some time and look through the handout. This will allow them to get familiar with what is in the handout. The handouts are to be given back to the group instructor.

6 Allow for some free flowing observation. The students can note down what they see in their activity sheets. 7

After the free flowing observation session, instruct the students to fill in the rest of their activity sheets. They can use the handouts to identify what they have seen.

8 Once back on shore, the students can again form into their groups. Two groups can interview the tour operator, two can interview forest department officials, and two can interview tourists. Brainstorm in groups on potential questions for the interview. The students should use their notebooks for taking down the answers.

Discussion After the activity is over each group can meet with their group instructor at a pre assigned area on the beach for the discussion. Facilitate a discussion with the following questions: 1

While tourism can have a negative effect on the coral reefs, how many of the students think that it is a requirement for the economy of the area?

Can there be a more ecofriendly way of having tourism? Here, introduce the terms “eco-tourism” and “Sustainability”. For more information, refer to the chapter “Resources and Sustainability”, which will explain the concepts behind these terms.

Sample questions are: •

How many years have you been working in the business of tourism?

•

Have the numbers of tourists increased?

•

Has there been any effect of tourism on the corals?

•

Do you notice a lot of pollution on the beaches and near the reefs?

The group instructors must accompany their group.

What do they think the effect of having many boats going out to the coral reefs can be? (Hint: oil from the engine as well as physical damage can occur)

Have the students seen any examples of nonsustainable tourism? Explain that while tourism is essential for our Islands, it can also be detrimental if not carried out in the correct way.

WORKSHEET 2.3 : LET’S GO REEFING — III DATE

NAME THESE ARE THE CORALS I SAW

COLOURS

TYPES OF FISH

OTHER SEA CREATURES

Why do you think coral reefs are so important?

What do you think will happen if too many boats come to the coral reefs?

Following the discussion, the students can fill out the rest of the activity sheet. Further work

On the boat:

•

Again state the rules clearly.

The students can use this information in the Reef Weekly activity

•

Instruct the students to carefully observe the corals and the other life forms that they see below them through the glass on the bottom of the boat.

Connection to other subjects Biology

How can we help tourism become “ecotourism”?

51 BACKGROUND INFORMATION Coral reefs are found bordering the islands of the Andaman and Nicobar. You can see corals washed up on the beach sometimes, although to see live corals you might have to go deeper into the sea, snorkeling or diving. In Havelock and Neil Island as well as Jolly Buoy, in the Mahatma Gandhi National Park (South Andaman) one can easily see corals if one simply wades into the sea. For information on corals and coral reefs and the factors that can affect the health of this ecosystem, refer to chapter in the book. A wall magazine (which will be made during this activity) is a medium by which students can express their creativity. It is placed on a notice board in the school. Students are free to express themselves in any way they wish like poetry, or prose or art work. It is like a periodical (like any weekly magazine that one subscribes to) made entirely by the students.

CLASS 6th–8th ACTIVITY TYPE Indoors OBJECTIVE To understand that marine ecosystems such as the coral reefs are constantly subject to change and that various factors can affect the health these systems. ACTIVITY TIME 80 minutes (double period) MATERIALS Paper, paints, pencils, erasers (other craft materials), Newspapers, magazines, bulletin boards.

2. 4

Learning procedure 1 Introduce the class to the activity. Explain that they will be making a “wall magazine” on coral reefs for the whole school to see and learn from 2

What did the students see on their field trip (Let’s Go Reefing)? Facilitate this discussion by asking the following questions:

•

What kinds of corals did they see?

•

What were the colours of the corals?

•

Did they notice any kind of pollution (plastics etc) near the corals? What do they think the effects of such pollutants could be?

Show the class the bulletin board on which they will put up the “wall magazine”. . The wall magazine can be on a bulletin board outside the classroom (any prominent place will do).

Brainstorm on how the class will plan the magazine. The magazine must have writing only on one side. There should be many pictures.

Divide the class into two groups: “Reef Watch” and “Reef Thief”. The Reef Watch section should have information on coral reefs. The students can use information from the book, or can look up reference books from the library, or the internet. The Reef thief section should have information on the factors that affect the reefs.

6 Explain to the class that they can add information to the wall magazine through the week.

Hand out chart paper, old magazines (these magazines should ideally have pictures of animals/ plants which live in the sea. If not, the students can cut out shapes from the magazines, giving the reef weekly interesting colours) etc to the two groups. Instruct them to discuss amongst themselves how they will prepare their section of the wall magazine. Give them useful pointers like “Draw different types of corals” or “write about what you saw”.

8 The two periods given for this activity can be utilized to make colourful charts depicting the reefs and the factors that affect their health.

ACTIVITY Reef Weekly

SEATING ARRANGEMENT As followed everyday by the class RULES Each student is requested to wait for their turn to express their ideas and thoughts. Teachers should enforce this gently ensuring that it is done without students losing their interest or attention. Note TO THE teacher The students are free to review their activity sheets and notes from the previous activity “Let’s go Reefing”. This activity is to be conducted as a follow up to the Lets Go reefing activity. The class that goes on the field trip can take charge of the Magazine for a week.

Discussion After the activity, facilitate a discussion with the students by asking them the following questions: 1

What do they think will happen when too much sand (sediment) washes down upon the corals?

Why do they think sand from the land washes into the sea (Hint: Soil erosion). Do the students know why soil erosion occurs?

What can they do to prevent harm occurring to the coral reefs?

Homework Instruct the students to bring in additional information on coral reefs from newspapers, magazines or the internet. They can also speak to their parents or grandparents to find out more about coral reefs. They can add this information to the wall magazine.

Further work Based on the discussion, classes VII and VIII can make awareness posters on Coral reefs, their importance and conservation to be put around the school. Connection to other subjects English, Art, Biology, Geography.

2.5

ACTIVITY Building a Reef

CLASS 6th

Learning procedure 1 Divide the class into groups. The students can sit on the floor.

ACTIVITY TYPE Outdoor

OBJECTIVE To be able to represent a few simple components of a coral reef through an arts and crafts based activity.

MATERIALS Paper, paints, glue, scissors, one large cardboard box (can be taken from any shop), blue streamers/ribbons, string, rocks, coconut husk, seed pods of various trees, sand, dough (atta that is used to make chapattis) and other crafts materials ACTIVITY TIME 80 minutes (double period) SEATING ARRANGEMENT Groups of five.

Introduce the students to the arts and crafts activity. Tell them that it is based on their trip to the ocean side to see corals. Explain the rules clearly. Briefly discuss with the class what can be seen at the coral reef. This can act as reinforcement, as the students have already seen corals. Ask the class questions like:

•

What kind of shapes (of corals) did they see?

•

Did they see any fish or smaller creatures amongst the corals?

•

Did they see any plants (green algae etc) on the corals? These questions will help gauge what the students remember from the previous activity.

RULES Listen to instructions and use the scissors carefully. 4

Note to the teacher This activity should ideally be done after the students have seen corals in their natural environment. Some of the materials required need prior notice. Give the students a few days to gather the material. The poster showing the different fish found in the reefs can be put up as reference (for colours).

Note down these points on the board. Drawing some of the coral shapes on the blackboard may help the students’ picture and recollect the corals.

The reefs act as underwater housing colonies. They act as a substrate for organisms such as algae and sessile animals, and act as source of food for fish, octopus and other sea creatures. It forms a highly complex ecosystem with many species living in it. For example, over 1200 species of fish live in coral reefs that surround our islands! For more information on coral reefs and the components of the reef, refer to page 34 in the book.

Instructions for the activity (making the coral reef):

•

Paint four sides of the cardboard box blue using water colours.

•

Cut out the lids of the box so that one side is completely open.

•

Paint the rocks different colours and designs so that they represent corals (for example, the brain coral). Other corals can be made out of various seed pods.

•

Roll out the chapatti dough, and cut into shapes of fish. Once the dough hardens, these can even be painted.

•

Once finished, pierce a small hole in the fish, and pass a string through. The fish can then be hung from the top of the cardboard box.

•

Pack the sand into the cardboard box, and place the various components.

•

Attach the blue streamers/ ribbons using cello tape or staple pins, so that they fall on the open side of the box. This represents the sea.

•

Labels can be made on paper attached to small twigs and placed in the sand.

Put up the poster of the different types of corals. Ask the students if they had seen any of these.

6 Assign each group to one component of the coral reef (for example: Corals, Fish, Sand, Sea, plants that grow in the sea etc).

BACKGROUND INFORMATION Coral reefs are made up of coral polyps, in which live algae which give the corals their distinctive colours. The polyps and the algae share a mutualistic relationship. Reefs are complex ecosystems with various organisms, both plants and animals living in it.

Discussion Facilitate a discussion by asking the following questions: 1

The various animals and plants that live in the coral reefs all form a part of a food chain. What do the students think will happen if one part of the chain is removed? For example if the creature that eats plants is removed. (For more information on the food chain, refer to page 19 in the chapter on Oceans).

What will happen if overfishing occurs?

Further work This model of the coral reef can be used as a display, with students explaining the importance of coral reefs as an ecosystem. Connection to other subjects Biology, Art

55 CLASS 8th ACTIVITY TYPE Indoors OBJECTIVE To understand the various factors that affects the health of a coral reef and how conservation of a particular ecosystem must take into account many factors. MATERIALS Notebooks, pencils, blackboard, chalk

2.6

ACTIVITY Coral Reef Jan Sabha

Learning procedure 1 Instruct the class to sit in a circle, in their groups. Introduce the activity. Compare the “Jan Sabha” to a panchayat, where the concerned groups sit together and have a discussion about their problems, and try to come up with their own solutions. 2

Explain the rules clearly.

Briefly discuss the components of the coral reefs, and the factors that influence their survival. Ask the students questions like:

•

What are the various organisms that can be found in coral reefs?

•

Do they think that coral reefs can grow everywhere? Why?

•

What are the factors that affect the health of coral reefs?

•

How are coral reefs important as an ecosystem?

ACTIVITY TIME 40 minutes SEATING ARRANGEMENT In a circle, in groups of five. RULES 1 Each student must wait for their turn to express their ideas and thoughts. The students must be instructed to raise their hands and not interrupt. General rules of the activity: Each group is assigned a name. For example, Fish in the Coral reefs. When given the topic for discussion, the group has to think like “fish in the coral reefs”.

Note to the teacher This activity should ideally be done after the trip to the coral reefs. Background Information Coral reefs are found around the Andaman and Nicobar Islands. These reefs form over many hundreds of years by the construction work of animals called polyps. Coral reefs are important habitats for many sea creatures such as fish, turtles, starfish and also many microscopic organisms. The beautiful colours of the coral reefs are because of the algae that live in the polyps. The algae and the coral polyps share a mutualistic relationship. Corals cannot grow everywhere. They need a specific temperature range (23–25 C) and sunlight. If these factors are changed, then the corals can die. Coral reefs are also subjected to pollution such as sewage, pesticides and chemicals that flow into the water from inland areas. Coral reefs are also adversely affected by tourism, where tourist boats cause physical damage to the reefs. Overfishing can also affect the health of reefs, wherein the food chain is disturbed. For more information on reefs and the effects of overfishing, refer to pages 32 and page 181 in the book.

8 After each group has noted down a few points, ask one representative to read out their points. 9 Monitor the discussion, noting down key points on the board.

10 Now open the floor for discussion, asking each group to come up with solutions for the others problems.

These questions will help the students recollect the various aspects of a coral reef from their previous activity and therefore help them with this activity. 4

Assign each group a name, for example: Fish in the coral reefs, Ocean water, tourists, fisher people, and resort owner. The topic for discussion can be “A Resort owner decides to build a big hotel on a beach close to big coral reefs, what will happen?”

6 Give the students one sheet of paper each, instructing them to write down their group name on the top. 7

The students must as a group discuss, and write down the problems that they face. Repeat that they must think according to the role they have been given. This might be a difficult task for them, so tell them that actors do it before acting — it is called “getting into the character” — putting yourselves in the “shoes” of the character you have been given.

Discussion The activity itself acts as a platform for discussion. Guide the discussion so as to emphasize the complexity and interconnectedness of the characters involved. For example: the building of the resort leads to pollution in the sea, which affects the corals, and hence the fish and the fishermen. The students should be able to infer that conservation of the coral reefs has to account for various factors (such as the economy). Do the students realize this? Can they also see similar complexities and connections in conserving other ecosystems such as the rainforests? Further work The students can add some important points that they get from the Coral Reef Council to the Reef weekly wall magazine with. Connection to other subjects Biology

Rocky shores and sandy beaches From rocky outcrops, to sandy shores, to mangrove swamps, land and sea meet to form different kinds of coasts. Exposed to elements of both land and sea, life in the inter-tidal is tough and animals that live here have developed many interesting adaptations that help them overcome these difficulties. Letâ&#x20AC;&#x2122;s explore these habitats and the plants and animals found here.

rocky shores and sandy beaches

Rocky shores

‘Hold on or you’ll get smashed to bits’

Pools of life

Rocky shores are sections of the coast where rocky outcrops and the sea meet. Since our islands are part of a mountain range that was submerged in the sea, we encounter many patches of rock along our shorelines.

That is exactly what a number of creatures living on rocky shores do to prevent themselves from being washed away or smashed up. Barnacles, mussels and even some crabs and starfish cling fast to the rocks. The hard outer shells of molluscs and crabs help to protect them from the waves. Other smaller crabs and brittle stars hide in cracks and crevices between the rocks; Seaweed bends with the waves to prevent being broken.

Here and there along rocky coasts are depressions that stay filled with water as the tide goes out. Each rock pool is a microcosm (a small world) on its own. Even a tiny space or submergence between rocks can provide shelter for numerous organisms, protecting them from extreme temperatures and extended exposure to the atmosphere. They host algae, anemones, sea urchins, sea cucumbers, hermit crabs, sea stars, limpets, barnacles and many kinds of juvenile fish.

Life on the rocks It is a dramatic life indeed for organisms living on rocks. Often some of them are left high and dry, exposed to the air for more than six hours, before the tide comes in once again to wash over them. You find plants like seaweeds, and smaller algae here. Animals like barnacles, rock-boring clams, sea urchins, chitons, sea stars, some crabs, limpets, and other creatures live here. Some of these animals like limpets, graze on algae. Others, like barnacles, filter out their food from the water and some, like sea stars, whelks and crabs, move across the rocks preying on other animals.

How to stay wet when it gets dry We use umbrellas and raincoats to keep dry during the rains. The creatures of the rocky and sandy shores have to devise methods to stay wet so they don’t dry up completely when the tide is low. Seaweed droops against the rocks to conserve water. Periwinkles pull their entire bodies into their shells, and crabs may crawl under a rock or moist seaweed. And all of the intertidal residents store plenty of water inside their leaves, stalks, bodies, or shells.

Interactions on the rocky coast Rocky shores are made up of solid rocks that are generally exposed to wave surges when submerged and extreme heat when exposed. This makes them a harsh environment to live in. However, many marine organisms have adapted themselves to it and made it their home. Rocky shorelines can be found along many places on our coast. Space is of high demand on most rocky shores. Various kinds of algae, oysters and barnacles are constantly fighting it out to find space on the rocks to permanently cling on. The predators, or the creatures that eat these ‘clingers’ creep around feeding on the their favourite foods. As one ‘clinger’ is eaten up, it opens up space for other clingers to take over. The intertidal

Digging in rocks are thus a fascinating space where organisms need to not just ensure they can hang on and not get dried up in the sun, but also ensure that they find food without getting eaten themselves. If you have looked closely at rocks along the sea shore, you would have noticed that many of them have small ditches or deeper cavities. Many of these are made by organisms like the Nerita or the Chitons that scrape a part of the rock while they eat up the algae. Periwinkles, Barnacles and Algae can be seen in a constant competition for space in those little crevices.

Sandy beaches Life on a beach is very different from life on a rocky shore. That is because the materials that make up a beach are always on the move and are not stable like rocks. The sand, sea shells, bits of coral and small pebbles that make up a beach are reshaped constantly by the waves. Unlike their friends found on the rocks, most organisms here need to be able to quickly to burrow into the sand. Many kinds of snails, clams and crabs are specialised in chasing the surf and digging in rapidly into the sand. However, some creatures, like ghost crabs and lug worms can dig deep into the sand to protect themselves from the heat and the waves.

To escape the wind, waves and changing tides, most fulltime residents of sandy beaches live underground. Some of the deep burrowing animals, like the lug worm, spend their entire lives buried in the sand. Others burrow very shallow into the sand often moving up and down with the rise and ebb of the tide.

Life between sand grains Clams, snails, sand dollars, crabs and other creatures live on or in sandy beaches. Many feed by filtering microscopic plants and animals found in the water. Many creatures in the sand are so small that they can move around in the spaces between the sand grains. They can only be seen under a microscope.

Sand mining is dangerous!! Quarrying or mining of sand from beaches weakens our coast and exposes it to sea erosion. It also destroys sea turtle nesting sites. Buildings made from this salt-rich sand are of poor quality and develop cracks very soon. Safer alternatives to sea sand exist and must be used for construction on the Islands.

Sandy beach

Rocky shore

01 Sand dollar • As Related to sea urchins and sea stars • Covered with many tiny bristles on the body that help them move and dig rapidly into the sand • Five paired rows of tiny pores enable them to breathe 02 Razor clam • A soft-bodied animal with two hinged shells that look like a barber’s razor • Uses a muscular foot to burrow into sand • Filters bits of food from the water

03 Mole crab • Related to crabs, but not a true crab • Can be seen burrowing backwards rapidly into the sand when the waves recede • Extends their eyes and feathery antennae above the sand • Uses antennae to trap tiny bits of food from the water 04 Lug worm • Segmented worm related to earthworms • Lives in a U-shaped burrow • Eats sand from which it digests tiny bits of food

05 Ghost crab • Also called sand crab, they are commonly found scuttling around on the beach during the cooler parts of the day • They burrow deep just above the hightide mark and mostly stay there during the day coming out when it is cooler in the night • They feed on dead organisms washed up on the beach, mole crabs, Donax and also on turtle hatchlings • They need to wet their gills in the seawater periodically 06 Sea cucumber • A soft, tube or cylindrical shaped animal with leathery skin found commonly on the inter-tidal muddy shores • Related to sea stars and urchins • Helps break down dead decaying matter and recycle nutrients • Is eaten as a delicacy in many parts of the world

07 Barnacle • Related to crabs, shrimps and lobsters • Soft-bodied animal with a hard shell that is attached to rocks at its head • Feeds during high tide by kicking out feathery legs that trap plankton 08 Limpet • Soft-bodied animal with a cone-shaped shell • Holds on to rocks and roots with its foot • Feeds during high tide by moving across rocks and scraping up algae

12 Periwinkle • It is a small snail found commonly on most rocks, pillars of jetties and mangrove trees • Many snails huddle together in crevices on rocks generally above the water level • Feeds on algae and barnacle larvae

10 Peacock’s tail seaweed • A kind of brown-yellow algae • Body is fan-shaped and tough • Commonly found attached on rocks and boulders.in clusters or large mats 11 Common sea star • Otherwise called a starfish, it has five arms arranged liks a star • Feeds on barnacles, clams, oysters and whelks • Hundreds of tiny tube like feet helps them cling on to the rocks

13 Oyster • It is a bivalve mollusc • Most oysters are edible and are a delicacy • Some oyster varities produce the valuable pearls that are often harvested • They are filter feeders and help keep the water clean

09 Hermit crab • Crab with a hard outer skeleton and soft abdomen • Lives in an empty snail shell which it carries as it moves along • Withdraws body completely into shell at the sign of danger

09 12

02 06

07 10

Sea turtles

Shell chart

After they enter the sea as hatchlings, sea turtles come ashore again only as adult females to nest. Migrating thousands of kilometres from their feeding grounds, they return to the beaches where they were born to mate in the offshore waters, and nest. The leatherback is the worldâ&#x20AC;&#x2122;s largest turtle, growing up to 3m in length and weighing as much as 900kg, whilst the olive ridley is one of the smallest sea turtles and typically weighs about 50 kg. Both species prefer wide sandy beaches with open approaches, often near river mouths. Today, scientists have tracked leatherback turtles in the Andaman Islands and some of them travel as far as Western Australia to feed after they have finished nesting.

Creatures with shells belong to a group of animals called molluscs. Those with two-part shells like oysters and clams are known as bivalves. Snails, conches, whelks, those animals with only one single cone or screw shaped shell and sea slugs with no shell at all are called gastropods. The shell is formed by, and grows along with the animal that lives in it. These various shells are found in different regions of the ocean â&#x20AC;&#x201C; rocky and sandy intertidal and sub-tidal zones. When the animals die, the shells get washed ashore by the waves. 07 05

01 04

06 08

02 03 02 01 02

Olive ridley Leatherback sea turtle

01 02 03 04 05 06 07 08 09

Top shell Oysters Whelks Olive shells Donax Strombus Turban Nerita Cone shell

Neap tides Third quarter

high tide. The Andaman Islands usually experience two high tides every 24 hours, each roughly 12 hours apart. Low tides consequently are experienced by those regions of the planet least affected by the gravitational forces. This is when the water recedes, exposing parts of the coastline and its inhabitants that were submerged a few hours ago.

Between the tides

Spring tides New moon

The area between the highest point of the high and lowest point of the low tide levels is called the Inter-tidal Zone. This area is alternately covered with water and exposed to air. Conditions in this zone change drastically as the water comes in and goes out.

Living on the edge

Who tells us about tide timings?

Many creatures such as fish and shorebirds (like terns, sandpipers, plovers, herons, egrets, king-fishers, and gulls), move in and out of inter-tidal areas as the tides rise and fall. But other living things are permanent residents and have to cope with the constantly changing conditions. Depending on their ability to withstand these conditions, inter-tidal plants and animals may live farther away from or closer to the low tide line. For example, on a sandy beach, ghost crabs can withstand greater dryness, and can be found running in and out of their burrows closer to the high tide line. Mole crabs however, need to stay wet and follow the tide both as it rises and falls.

A book called the Indian Tide Table gives you information on when high and low tides will occur for each day of the year. Updated tide tables can easily be viewed on several online databases such as http://tides.mobilegeographics. com or http://www.tide-forecast.com. This is something like a ferry timetable. So, if you want to go for a walk and look at the intertidal zone residents, you can plan to catch your low tide, and be assured you won’t miss it! Nature’s timing and rhythm never go wrong. You can also make your own tide table by noting the time of the highest and lowest tide and then calculating when the tides will occur. Tides change approximately every six hours. The tide table will allow you to plan for field trips to the sandy beach, rocky shore, mangrove and coral reef with your students. Low tide is a good time to start work in these areas, although you can also go in at high tide later on, just to compare the two. The Navy, your local newspaper or the harbour office will also tell you about tide timings or where to get the tide table.

On a rocky shore, you can see the distinct bands or zones of different species in the inter-tidal area. Rock pools are formed during low tide. These pools are teeming with visible life for observation.

Spring tides Full moon Neap tides First quarter High tide zone

Coastal conditions

Washed by the waves

The tidal connection

Many factors shape the look of a coast – the material that makes up the land, the waves that hit the shore, and the tides. The nature of a coastal area influences the kinds of plants and animals that can live there.

Waves break either noisily and forcefully on the shore, or very gently. They carry with them sand, seashells and sometimes garbage, and leave them like gifts on the shores they wash. Or they take away sand from the coast to deposit it elsewhere. Waves can wear down rocks to rubble. They also wash away soil from around tree roots and topple the trees.

Twice a day, the seawater comes in and then goes out again. This phenomenon is what we call tides. You must have noticed this while walking along the Marina in Port Blair, or along the coast of your island.

Waves also bring in nutrients for plants and animals that live in the inter-tidal area. Waves carry a great amount of energy in them. In many parts of the world people use wave energy to create electricity. The Andaman Islands would benefit from harnessing wave energy and reducing the amount of diesel burnt to produce electricity.

Water on our planet’s surface, does not necessarily take the form of a sphere, but is instead affected by the gravitational forces of the sun and moon. Areas where this pull is strongest experience high tides–when water creeps up the shore and covers a portion of the coast. As the earth rotates the gravitational forces, along with this high-tide point, also shift across the planet, thereby changing the time at which different places across the planet experience

Intertidal zone

Low tide zone

08 07

04 01 02 03 04 05 06 07 08

Ghost crab Sea star Sea krait Hermit crab Sandy beach at south bay Peacock seaweed Rocky beach at Boat island White bellied sea eagle

02 06

21 69

3.1

ACTIVITY Beach Combing I

Class 6th Activity Type Outdoor Objective To observe the habitats (i.e. rocky shore or sandy beach)

BACKGROUND INFORMATION The region between the high tide line and low tide line is known as the Inter-tidal Zone. A number of organisms live in this inter-tidal area and they have learnt to adapt to the presence and absence of water in their homes alternating every 6 hours, everyday. If on a sandy shore, look for the high tide mark. It’s easy — just locate the line of debris that was left behind by the waves high on the beach. Beyond this high tide line, you will find grasses, pandanus, and other plants growing in the dry sand. On a rocky shore the high tide line is LEARNING PROCEDURE 1 Review with the students in the classroom, what they can expect to see, find and do during their trip to the beach (Use posters of the rocky and sandy shores, “Who’s Who at the Coast” or show them the same on page ??)

Materials Worksheet/notebook, pencils, pens, erasers, old dubbas or tins or a plastic bucket

Before leaving the school, spend 5 minutes clearly defining the rules to be followed. Split the students into their respective groups here as well.

Activity Time Half a day

At the shore, place each group in a different location along the length of the beach and allow them 10 minutes of free flow observation.

Distribute worksheet (3.1). Explain what they have to do.

Seating Arrangement Groups of 10 students each. At least one teacher/facilitator per group. RULES 1 Must not step into the water. 2 If it’s a rocky coastline, then careful not to step and slip on the sharp rocks. NOTE TO THE TEACHER Check the tide table while planning the trip and make sure the trip is timed such that you are at the beach during low tide.

difficult to find, unless we wait for the tide to rise and mark the spot on a rock where it rose highest. It needs a lot of patience. Sometimes you may find that the colour and texture of rock above the high tide line are different since it has not been exposed to wave action. If on a rocky shore, look for distinct bands of algae, barnacles, limpets, and other zones in the inter-tidal area. Observe rock pools. (Refer pages 60-61 for more)

DISCUSSION Find a suitable shaded spot on the beach and gather all the students. Discuss with them the following:

WORKSHEET 3.1 : BEACH COMBING!

What did they see at the beach?

How did they feel about it?

Did they feel happy about the garbage they found washed up on the beach?

Where are you? (Write the name of the island, village and beach you are at)

What role can they play in preventing the filth and protecting the wealth of the shores?

What type of coast is it? (Rocky or Sandy)

Note down the following

DATE

Connection to other subjects: Geography, Biology

NAME

Date

Time

Tide

Worksheet:

How is the weather?

Record the type of coast, location, date, time, tide, weather conditions, living (animals, plants) and non-living (plastics, paper, wood) things found on the shore.

Who did you meet? (fill under LIVING THINGS below)

The children can look for different types of birds, describe them and their behaviour.

Did the students notice the different footprints in the sand? — Crabs, birds, turtles, dogs and perhaps monitor lizard (if they are lucky!).

(High or Low)

LIVING THINGS Plants

Animals

6 What did you find? (fill under NON-LIVING THINGS below) NON-LIVING THINGS

21 71 LEARNING PROCEDURE 1 Review with the students in the classroom, what they can expect to see, find and do during their trip to the beach (Use posters of “Who’s Who at the Coast” or refer page 61). 2

3.2

ACTIVITY

Beach Combing II

Before leaving the school, spend 5 minutes clearly defining the rules to be followed. Split the students into their respective groups here as well. At the shore, place each group along with their instructors in a different location along the length of the beach. Tell them to look around and make a list of all the living and non living things on they find along the shore in their notebooks (Non-living things can include rocks, sand, plastic bottles, glass bottles, rubber tires, wood, paper, etc.). Gather the students and ask them what they saw.

Activity type Outdoor Objective To get the students to observe any one specific species and its behaviour in the intertidal zone and to highlight any one step that the student will take to conserve that species. Also, highlight the effects of any non-living object found in that habitat. Materials Worksheet/notebook, pencils, pens, erasers, chart paper cut up into post card size bits, colour pencils Activity time Half a day Seating arrangement Groups of 10 students each. At least one teacher/facilitator per group.

NOTE TO THE TEACHER Check the tide table while planning the trip and make sure the trip is timed such that you are at the beach during low tide. BACKGROUND INFORMATION The region between the high tide line and low tide line is known as the Inter-tidal Zone. A number of organisms live in this inter-tidal area and they have learnt to adapt to the presence and absence of water in their homes alternating every 6 hours, everyday. (Refer background information of class 6 activity “Beach Combing” on page 68)

9 Worksheet: a

6 Ask them to classify the living organisms (plants and animals) into functional groups (primary producers, detritivores, herbivores, predators).

RULES 1 Must not step into the water. 2 If it’s a rocky coastline, then careful not to step and slip on the sharp rocks.

DISCUSSION Gather all the students at a nice shaded spot on the beach. Discuss what they saw at the beach and how they felt about it.

8 Distribute worksheet (3.2). They can spend the next 20 minutes working in pairs, noting down in their worksheets the characteristics that they notice about the specific living organism and the non-living thing.

Class 8th

Each group can choose one living and one non-living thing to study in detail (make sure the objects and organisms of focus are different between the groups).

Write down the type of coast, location, date, time, tide, weather conditions, living (animals, plants) and non-living (plastic, wood, rock) things found on the shore. Give pointers to the students what they can write about:

If they chose an animal ask questions like: •

What was its shape and size?

•

Colour?

•

How it acts? — shy, bold, aggressive, defensive?

•

Did you see it eating? If yes, what and how was it eating?

•

Where does it live on the beach?

•

Could they mimic any of its behavioural characteristics?

•

What is its role in the habitat?

If they chose a plant, ask questions like:

The selected living organism:

•

What colour was it?

•

Physical appearance

•

How were the leaves arranged?

•

Microhabitat (where on the beach it lives or grows)

•

What was the texture of the leaves?

•

What was unique about this plant?

•

If an animal, then it’s behaviour

•

What role does it play in this habitat?

•

Role in this habitat

The selected non-living object: •

Physical characteristics and material

•

Effects of its presence in this habitat

Ask the students if they would be willing to conserve their selected species, and if yes, what one measure would they personally take to conserve it. c

Discuss the non-living things they chose. If it is something that doesn’t belong in the beach then talk about the effects and harms they cause to that habitat.

21 73 CONSERVATION • Do they like their animal? •

Do they want to see it around when they come to the beach again and again?

•

Does their animal need conserving?

•

Why? Do they make a difference if not around?

•

What could be done to conserve it?

HOME WORK Postcard designing — Distribute one post card size cut chart paper piece to each student. Ask them to draw their selected species and write their conservation message by its side. This can be done as homework and they can add colours. After showing it to the teacher once completed, they can stick it up on the wall in their house or send it as a post card to a relative. CONNECTION TO OTHER SUBJECTS Geography, Biology

WORKSHEET 3.2(1) : BEACH COMBING —CONNECTIONS, CONSEQUENCES AND CONSERVATION DATE

DATE

NAME

Where are you? (Write the name of the island, village and beach you are at)

What type of coast is it? (Rocky or Sandy)

Note down the following Time

Date 4

Tide

(High or Low)

Who did you meet? (fill under LIVING THINGS below) LIVING THINGS Plants

WORKSHEET 3.2(2) : BEACH COMBING — CONNECTIONS, CONSEQUENCES AND CONSERVATION

What did you find? (fill under NON-LIVING THINGS below) NON-LIVING THINGS

Animals

NAME

21 75

WORKSHEET 3.3 : THE SHELL THAT RAN AWAY DATE 1

Where are you? (Write the name of the island, village and beach you are at)

What type of coast is it? (Rocky or Sandy)

Note down the following Date

3.3

ACTIVITY The shell that ran away

CLASS 7th

BACKGROUND INFORMATION The students would have already learnt in Class 6 about the types of beaches, tides, high tide line (HTL) and low tide line (LTL) and beach flora and fauna. The region between the high tide line and low tide line is known as the Inter-tidal Zone. A number of organisms live in this inter-tidal area and they have learnt to adapt to the presence and absence of water in their homes alternating every 6 hours, everyday.

ACTIVITY TYPE Outdoor OBJECTIVE To observe the hermit crab in its habitat and to understand the relationship the hermit crab has with the shell it occupies. MATERIALS Worksheet/notebook, pencils, pens, erasers, long scale, colour pencils/crayons ACTIVITY TIME Half a day SEATING ARRANGEMENT Groups of 4 students each. At least one teacher/facilitator for every 2–3 groups. RULES Must not step into the water NOTE TO THE TEACHER The teacher must visit the site once before taking the students there. Try and choose an area of the beach where hermit crabs are present in abundance.

You will notice numerous shells of varying shapes on the sand. Some of them may still have an organism living in it and some may be empty but these empty shells also once had a living thing inside it. The big shells we see have taken many months to years to reach that size. Sometimes, empty shells are occupied by hermit crabs. Hermit crabs begin their lives in the water but spend the rest of it on the shore alongside the sea. They have a hard exoskeleton protecting their entire body except for their abdomen, which is soft and contains their reproductive and digestive organs. This is why they live in shells. It has a pair of large claws; the larger left claw is primarily used to defend itself and to shut off the opening of the shell it occupies; the smaller right claw is used to forage and feed itself. As they grow bigger and bigger, they leave their old shells and find bigger shells to live in. (Refer pages 61-63 for more)

LEARNING PROCEDURE 1 Review with the students in the classroom, what they can expect to see, find and do during their trip to the beach (Use posters of the rocky and sandy shores, “Who’s Who at the Coast”). 2

Before leaving the school, spend 5 minutes clearly defining the rules to be followed. Split the students into their respective groups here as well. At the shore, place each group in a different location along the length of the beach and allow them 5 minutes of free flow observation. This is the time spent for each group to find their favourite spot.

How is the weather?

Did you draw out the 30cm x 30cm square on the sand like your teacher told you to? (30cm = length of one long scale)

•

How many hermit crabs did you find in the box soon after drawing it?

What was their behaviour like? Shy? Aggressive? Do you know what such behaviour could mean? Were they hungry, scared, trying to put up a fight?

•

eep track of time. In the 10 minutes of observing, how many hermit crabs did you notice entering or K crawling through the square?

What sort of shells did they occupy?

•

Did they notice the hermit crabs eating?

hat are the different types of shells you found occupied by the hermits? Can you draw some of the difW ferent types of shells and hermit crabs you saw? (Use colours to give life to the drawings)

How small was the smallest shell occupied and how big was the biggest shell occupied?

Distribute worksheet (3.3). Explain what they have to do.

CONNECTION TO OTHER SUBJECTS Geography, Biology

Then they can spend 5 minutes discussing their findings amongst their teammates.

What were the colours and sizes of the hermit crabs they saw?

(High or Low)

HOME WORK Tell the students to take the worksheet home and add some colours to their drawings. Collect the worksheet in the next EE class.

Get the students to take 15 minutes of quiet and still observation of their square plot and fill in the blanks and answer the questions on the worksheet.

Tide

6 Now sit a short distance (half a metre) away with your team mates and observe what is going on in the square you marked out.

Ask each group to mark out a 30cm x 30cm square in the region with hermit crabs and then seat themselves about half a metre away (This is done so that the students follow a concentrated and systematic method of study).

Time

DISCUSSION Gather the students at a shaded area along the beach. Talk about the various things about hermit crabs that they noticed. Talk about their worksheets.

6 Worksheet:

NAME

21 77 Class 7th ACTIVITY TYPE Indoors OBJECTIVE To complete to the crossword using the clues given. MATERIALS Worksheet with crossword puzzle, pencils, erasers ACTIVITY TIME 40 minutes SEATING ARRANGEMENT In their respective seats in the classroom. NOTE TO THE TEACHER The posters provided on “Who’s Who At The Coast” could be up on the walls in the classroom so that the students can refer to them in case needed.

LEARNING PROCEDURE 1 There are 10 words to be filled in this Crossword Puzzle. 2

The clues for all the words going “Down” are given first followed by clues for the words going “Across”.

DATE

The beginning of each word has a number at the top left corner corresponding to the number of the clue.

Hey kids!

The answers are given below. Teachers can provide them with additional clues if necessary.

3.4

Creature Crossword

NAME

Here is a fun activity you can do after you have learnt all about the various creatures inhabiting Rocky Shores and Sandy Beaches. See if you can solve all the clues and finish the crossword.

Clues to solve your crossword puzzle DOWN 1

I am a bivalve with shells that are sharp like the barber’s shaving blade. I live buried in wet sand on the beach (RAZOR CLAM).

I am kind of snail who lives on rocks and roots, just out of reach of the waves. There is a flower with the same name as me (PERIWINKLE).

Money in the Sand! The sea urchin is my cousin (SAND DOLLAR).

ANSWERS DOWN 1 RAZORCLAM 3 PERIWINKLE 4 SANDDOLLAR ACROSS 2 BARNACLE 4 SEACUCUMBER 5 STARFISH 6 OYSTER 7 ALGAE 8 LUGWORM 9 HERMIT CRAB

ACTIVITY

WORKSHEET 3.4 : CREATURE CROSSWORD

ACROSS 2

I’m related to crabs and lobsters. I stay stuck to rocks and feed on plankton only when I’m submerged (BARNACLE).

I have the name of a vegetable used to make salads. I’m shaped like it too (SEA CUCUMBER).

I have five arms and hundreds of tube feet. I possess the super power to regenerate my arms if I injure them (STARFISH).

6 Some of my relatives are known for the precious pearls the produce (OYSTER). 7

I am a plant that grows on moist rocky surfaces and makes you slip when you walk on me (ALGAE).

8 I am a cousin of the earthworm and I never leave my U-shaped burrows (LUGWORM) . 9 I’m a crab and I live in empty shells to protect myself (HERMIT CRAB).

Mangroves Stretching along large parts of our islandsâ&#x20AC;&#x2122; coastlines are green ribbons of life where the land meets the seaâ&#x20AC;&#x201C;the mangrove swamps. The word mangrove refers to special types of trees that can grow in salty coastal soils. These are full of plants and animals that live among the leaves, roots and branches of the trees, and in the squishy black mud beneath.

Halt salt! How can the trees take in so much salt and still survive? Some more adaptations solve the problem: • the roots have filters that keep salt out • salt glands on the leaves make sure the extra salt is removed • leaves are waxy and fleshy to save their fresh water

Living stilts and sticks in the mud What is so special about mangrove trees?

Mangroves

Mangrove forests in India cover an area of 4639 km2. This accounts for approximately 3% of the world’s total mangrove cover. The Andaman and Nicobar Islands have the 3rd largest amount of mangrove cover in all of India. Did you know? The world’s largest, single continuous stretch of mangrove forest, the Sundarbans, is shared between our country and Bangladesh.

The mangrove swamp depends on the mangrove trees that create large amounts of food in the form of dead leaves, branches and seeds, and provide shelter for a variety of animals. The trees have remarkable adaptations to grow in salty, sticky (like wet clay) soil that has very little oxygen. Mangrove swamps are usually found in areas where fresh water (streams, rivers, rivulets or creeks) mixes with seawater. These swamps also experience the regular ebb and flow of the tide when the seawater comes in. It is a tough life for these trees. But they have proved to be masters of adaptability and are not only able to survive themselves, but also support an entire community of associated plants and animals.

Mangrove trees have special root systems that help them anchor themselves firmly to the soil and not topple over with the moving tide. There are prop or stilt roots which are long roots that grow down from the trunks and branches of the trees and get anchored in the mud. The other common form of aerial roots are the pencil roots that stick out of the mud and are called pneumatophores (newmat-oh-fours). Roots cannot breathe in water-logged soil, so these plants have highly developed “breathing pores” that allow gas exchange (breathing) when the tide is out and the roots are exposed. Other kinds of mangrove roots are knee roots, peg roots, buttress roots etc. These aerial roots trap leaves, detritus, and other floating debris making the trees fix more firmly to the ground. Many trees and shrubs distribute themselves and adapt within this tidal

influenced habitat, based on factors like water level, wave action etc. Rhizophora, the red mangrove species,, with its arched stilt roots, are the sturdiest of them all. You will find these trees fringing parts of the coastlines which are prone to harsher tidal action since they can withstand it. The white and black mangroves, or Avicennia, with their snorkel like pneumatophores, are often found in groves influenced by tides. Since the pencil roots are only about 6 inches above the ground, they lie in areas where they get complete exposure to the atmosphere once every 6-8 hours. In areas with less sediment movement we find among the tallest of the true mangroves, which have adapted to deal with saline soil but less frequent tides. These orange mangroves, Bruguiera and Lumnitzeria have the knee and peg root structures respectively.

The ‘salty’ The Saltwater Crocodile is the world’s largest living reptile. It lives in mangrove areas all over our islands and feeds on fish and sometimes turtles. Females nest in the thick vegetation, laying eggs in a mound of leaves and soil in the start of the monsoon. Population numbers are low since the ‘Salty’ has been mercilessly hunted. Spreading over an area of 100 km2 and located north of the Mahatma Gandhi Marine National Park (MGMNP), Wandoor, South Andaman Islands, is the Lohabarrack Crocodile Sanctuary. The little creeks flowing within the sanctuary are a favourable habitat for these saltwater crocs.

Mangrove animals Animals are found in various parts of the mangrove – on the trees, roots and mangrove floor. A number of birds find homes in mangrove habitats. The Mangrove Whistler and Ruddy Kingfisher are two such birds that are specific to mangrove habitats. They feed on juvenile fish when the tide is in and those that remain in tide pools. 01 Periwinkle • Type of snail • Found attached to the upper parts of mangrove roots • Feeds on algae 02 Oyster • Soft-bodied animal with hinged double shells • Remains attached to the root using its foot • Depends on the seawater to bring oxygen and food particles

03 Mangrove whelk • Large snails that live in brackish waters • The soft bodied animal lives inside corkscrew shaped shells • They creep on the mud searching for decaying organic matter or fallen leaves leaving a conspicuous trail behind • They are an important food source for mudcrabs (locally known as khadi kekda) 04 Mud crab • Large, mud coloured crab • Front part of body is jagged and sharp

05 Eel • Fish with long, snake-like body • Breeds in the sea and the young grow up in fresh water and return to the sea when adults • Eats plants and animals 06 Mudskipper • Fish that can breathe air • Hops about in the mud and mangrove roots • Eyes are on top of the head and can rotate in all directions 07 Fiddler crab • Males have one enlarged, brightly coloured claw • The enlarged claw is waved about during courtship display and when crabs are fighting • Feeds on detritus

Crustaceans: Shrimps, Lobsters, Barnacles Insects: Mosquitoes, Beetles, Ants Amphibians: Frogs Reptiles: Saltwater Crocodiles, Snakes, Andaman Water Monitors Birds: Egrets, Bitterns, Herons, Kingfishers, Mangrove Whistlers, Sandpipers, etc.

04 03

Knee Roots of the Brugueira tree Prop/ stilt roots of the Rhizophora tree

Pencil roots of the Avicennia tree

Mangroves live on litter!

Mangrove tree babies grow on their mothers!

Effect of the tsunami of 2004

Mangrove leaves are the beginning of an important food chain called the detritus food chain. Detritus means dead and decaying matter. Mangrove leaves and their various decaying stages form this detritus which is the bulk of the food for many species of worms, insects, crabs, molluscs and fish. Bacteria and fungi decompose dead leaves, which in turn, form the food for the larvae and juvenile fish growing up in the mangroves. These smaller animals are eaten by larger fishes, birds, monitor lizards and other carnivores and a whole mangrove food chain is set up.

Mangrove trees produce flowers, fruits and seeds like all other flowering plants do. Only here, the seed does not separate from the tree to germinate in some other place, but sprouts on the mother plant itself! This unusual feature is called vivipary. Once the seedling has grown a bit, it drops straight into the mud or floats along in the sea, until it reaches a suitable site, where the bulb sinks, anchors itself to the mud and grows into a tree. The seedling is called a propagule. The propagule is designed in such a way that the bottom (the bulb) is heavier and sinks first.

The earthquake of 26th December 2004 and the tsunami that followed caused great damage and loss to the flora of the Andaman and Nicobar Islands, especially to the mangrove forests. Sea water surged in with great force, battering the trees that fringed the outer boundaries and flooding the coastal areas with a large amount of sand and debris. This resulted in the aerial roots getting submerged in water completely and permanently, unlike normal conditions. Studies found that in the South Andaman Islands, the land submerged by about 1.25m resulting in mangrove roots getting no exposure to sunlight and air even during the lowest low tide. In Middle and North Andamans, the land had risen to an extent where roots were not getting submerged in water even at the highest tide.

Propagule of Rhizophora

Propagule of Avicennia

Propagule of Brugueira

Nypa Palm

Avicennia

Mangroves are hard workers Mangroves work silently and magically to protect our coasts and provide us with the earthâ&#x20AC;&#x2122;s richest fishing habitat. Often, people do not realize this and destroy mangroves. Some of the free services mangrove swamps provide us are: Flood control: Mangroves act like giant shallow bowls. Water flowing into these bowls loses its velocity and spreads out. The thick vegetation also helps in slowing down flood waters. Stilt trappers: Rainwater flowing down our slopes carries with it fine mud called silt, and leaves which are rich in nutrients. The complex root systems of the mangroves

help in trapping a large amount of this sediment that could otherwise drain into the sea. This is known to shield adjoining ecosystems such as coral reefs and seagrass meadows from excessive sediment that could be harmful. The nutrients are used by the plants and animals of the mangroves as food. Storm barrier: Huge waves and mighty winds batter our coasts during the monsoons and cyclones. Mangroves are known to act as shields that can protect the coast from such storms. Recent studies however, indicate that they may not be as effective against massive wave surges such as those of the recent tsunami.

Natural nurseries: Fish, prawns, and crabs find mangrove waters very safe to breed in. Their young have a better chance to survive here and grow because there is so much food available. Some of the mangroves in the A&N, where the water completely recedes during low tides, act only as temporary shelters. Walking forests: Mangroves actually create more land area by slowly inching their way towards the sea. Each year a tiny bit of sea is colonized by mangroves, while more land space is created.

Rhizophora

In many places, mangrove plants can be seen to be gradually re-colonising barren mud flats or patches where mangroves previously existed. Such patches are on their way to rapid natural recovery and should be left undisturbed and nurtured to their full health.

Brugueira

09 06 07

03 01 02 03 04 05 06 07 08

Pencil roots Mangrove trees Salty crocodile Mangrove creeper Collared kingfisher Mudskipper Monitor lizard Rhizopora

04 02

21 89

4.1

ACTIVITY

What’ s crawling in the Khadi

CLASS 6th ACTIVITY TYPE Outdoor OBJECTIVE To familiarize students with the fauna in a mangrove ecosystem and observe characteristics of any one animal present there. MATERIALS Worksheet/notebook, pencils, erasers, water bottle, chappals and repellent

BACKGROUND INFORMATION Points to be covered briefly. 1 Introduction on mangrove swamps 2

What are tides and tide pools

Mangrove fauna — hermit crabs, fiddler crabs, mangrove snails, mudskippers, tide-pool fish and shrimp, birds (Who’s who at the Mangrove)

(Notes can be found within Chapter 4: Pages 80-83)

LEARNING PROCEDURE 1 Review in the classroom what the students can expect to see, find and do during their visit to the mangroves (Use posters of “Who’s Who in the Mangrove” or refer page 83) 2

ACTIVITY TIME Half a day SEATING ARRANGEMENT Divide the students into groups of 10. Assign at least one teacher/facilitator to every group. RULES 1 Make sure you wear repellent before entering the mangroves to avoid getting bitten by mosquitoes and other insects. 2 Be careful where you place your feet, and do not crush any shells while walking. 3 If you pick up something to look at it, be careful and make sure you put it back in the same place. Do not remove anything from the mangrove ecosystem. NOTE TO THE TEACHER This activity concentrates on mangrove fauna. Learning about animals will excite and create an interest in class 6 students. If any questions arise regarding flora and adaptations, do not hesitate to answer them. All information is provided in the book. Check tide timings ahead of time and plan the activity based on what tide you are visiting the mangroves.

Before leaving the school, spend 5 minutes clearly defining the rules to be followed. Split the students into groups of 10 and assign instructors to the groups. In the mangrove swamp, let them spread out within a defined area of the mangroves and allow them 30 minutes of free flow observation, this time remind them the focus is the fauna and to note down or draw creatures of interest in their books.

Have each instructor ask the students of their group if they remember the different root systems (stilt roots, pencil roots, knee roots etc.)

Point out the different types of fauna — mangrove snails, periwinkles, hermit crabs, fiddler crabs, bivalves etc.

6 Point out snails bunched together feeding on detritus. 7

Ask them if they can see the fiddler crab feeding. If they observe them closely they can see the smaller claw is used to put food in the mouth while the larger claw is used for defence.

Show them the home of a mud crab. They burrow in soil close to the low tide mark. You will see a number of spherical balls of soil outside its burrow.

9 If there is a tide pool, gather the students around it and point out the life there — juvenile fish, mudskippers, shrimp and maybe even small squids.

DISCUSSION Gather the students in a shaded area within the mangrove swamp. If none can be found then return to the classroom for the discussion. Assess their observation levels and ask them more about what they saw and felt (Distribute the worksheets now). a

What was the tide like during the time they spent in the mangrove? High or Low?

What kinds of mangrove life did they see?

Were the animals on the roots arranged in any order? What did they find on top of the roots and towards the bottom?

Ask each student to pick a favourite animal of theirs in the mangroves. Encourage the students to sketch its appearance and write about its behaviour and role in the mangrove ecosystem.

CONNECTION TO OTHER SUBJECTS Geography, Biology

4.2

ACTIVITY Guess who? at the mangrove

CLASS 6th ACTIVITY TYPE Indoor OBJECTIVE A fun activity conducted as a follow up to “What’s Crawling in the Khaadi” to assess what students learnt during their visit to the mangroves, and to explore the importance and uses of mangroves. MATERIALS Flash cards provided for Mangroves chapter, notebook, pencils, erasers ACTIVITY TIME 40 minutes (one EE period) SEATING ARRANGEMENT In their respective seats in the classroom.

THE GAME – WHO AM I? 1 Divide the class into 3–4 teams. Give them team names related to the mangroves.

If the team guesses what is on the card

•

with the first clue

Have students hold the flash cards with the back of the card facing the student.

•

with the second clue

7 points

•

with the third clue

5 points

The teacher starts with the first student of the first team, giving clues about the subject on the card he/ she is holding up.

•

does not guess

0 points

•

passes question to next team

The clues are the description of the organism on the flash card and can be read out as it is written.

Read only one clue at a time and give the team a chance to answer.

6 Give the next clue when the student asks for it or you feel they cannot guess anymore.

10 points

–5 points

8 Write the teams and respective scores on the blackboard. 9 Once one card has been guessed, move on to the next team with a new card. 10 At the end of the game total the points and declare the winning team.

DISCUSSION After the game, have a brief discussion session. 1

Ask the children if they can describe any “uses” of mangroves. Prompt them with the uses/services listed in “Mangroves are Hard Workers” (Page 84).

The whole class can join in and list the most important functions of mangroves. The teacher can write them down on the blackboard.

21 91

4.3

ACTIVITY Map - Reading and Interpreting

CLASS 6th ACTIVITY TYPE Indoor OBJECTIVE Learn to read and interpret a map

BACKGROUND INFORMATION Every map must consist of a Title, Legend or Key, Orientation and Scale. • The Title describes what the map is showing (location, content etc.) •

The compass rose indicates the orientation of the map. It consists of four arrows representing the four cardinal directions (North, East, South and West), with the top arrow always pointing north.

•

The legend or map key tells the reader what the different symbols on the map mean

•

When a map represents a specific portion of the earth’s surface, a scale is normally present. The scale describes how the distance on the map equates to actual distance on the ground.

LEARNING PROCEDURE 1 Distribute a copy of map of Port Blair or any other city/town/island. Use the map to explain the different parts of a map to them – Title, Legend (Key), Orientation and Scale. 2

Teach students how to read the map based on the map key.

Distribute the worksheet (4.3) with the map to the students.

Questions based on the map have been provided in the worksheet. Ask students to answer these questions after getting a fair understanding of map reading.

MATERIALS Worksheet, pencil, eraser

Discuss their answers with them. Assess their level of map reading and interpretation. (Answers given below).

WORKSHEET 4.3 : MAP: READING AND INTERPRETING DATE

NAME

Take a look at the map given below. Does it look easy to read? The four most important parts on a map are the 1 2 3 4

Title — which tells you what the map is showing. Compass rose — the design which helps you understand directions on the map (North, East, South and West). Legends — symbols representing information given in a map; they help you understand what is on the map. Scale — that which helps you compare distances and sizes of objects on the map to real objects on the ground.

EXERCISE Test your knowledge by trying to answer these questions. 1

There are types of vegetation found in this map.

Why is there a legend or key in this map? Could you draw the symbol used to represent “agricultural fields” on the map?

If you had to represent coral reefs on the map, what symbol would you use in the legend? (You must remember that the symbol should be simple and easily understood)

The road is to the Choose —(a) East (b) West

Spot and list the two water bodies in this map. and

are growing to the west of the mangroves.

True or False? Agricultural fields are found to the east of the road and west of the river.

ACTIVITY TIME 40 minutes (one EE period) SEATING ARRANGEMENT In their respective seats in the classroom. KEY Road Casurina Trees Agricultural forests

of the river.

House CONNECTION TO OTHER SUBJECTS Geography ANSWERS 1 2 3 4 5 6 7 8 9

Four To understand what is on the map West Ocean and River Casuarina trees True One Evergreen forest The compass rose helps us understand directions on the map.

Mangroves Evergreen forests Ocean River

8 How many houses can you see to the west of the road? 9 What is in the south west corner of this map? (a) River (b) Mangrove (c) Evergreen forest 10 Why is a compass rose important? Would you be able to answer these questions without it?

21 93 CLASS 7th ACTIVITY TYPE Outdoor OBJECTIVE To get familiar with a mangrove ecosystem and to learn about the different types of mangrove flora and what surrounds them. To learn about reproduction and adaptations. MATERIALS Worksheet/notebook, pencils, erasers, water bottle, chappals and repellent ACTIVITY TIME Half a day SEATING ARRANGEMENT Divide the students into groups of 10. Assign at least one teacher/facilitator to every group. RULES 1 Make sure you wear repellent before entering the mangroves to avoid getting bitten by mosquitoes and other insects. 2 Be careful where you place your feet, and do not crush any shells while walking. 3 If you pick up something to look at, handle it with care and make sure you put it back in the same place. Do not remove anything from the mangrove ecosystem.

4.4

ACTIVITY

Making friends with a Mangrove

NOTE TO THE TEACHER All the background information required for this activity is available within this chapter. All concepts and objectives to be covered in this are explained clearly in the text. This activity is to learn about the mangrove flora and their adaptations. Fauna would have been covered in Class 6 Activity — What’s Crawling in the Khaadi. Check tide timings ahead of time and plan the activity based on what tide you are visiting the mangroves. BACKGROUND INFORMATION Points to be covered briefly (before, during and after the activity): 1 Mangrove swamps and mangrove trees — zonation. 2

Parts of a mangrove tree and reproduction — propagules.

Tides — spring and neap tides, high and low tides, their effect in the mangroves.

Adaptations: aerial root system and salt tolerance.

Recap on the mangrove fauna they learnt about in Class 6.

LEARNING PROCEDURE 1 Review in the classroom what the students can expect to see, find and do during their visit to the mangroves (Use posters of “Who’s Who in the Mangrove” or refer page 83). 2

Before leaving the school, spend 5 minutes clearly defining the rules to be followed. Split the students into groups of 10 and assign instructors to the groups.

In the mangrove swamp, let them spread out within a defined area of the mangroves and allow them 10 minutes of free flow observation. Tell them to note down in their books all the things that catch their interest. The focus for this activity is mangrove flora, reproduction and adaptations so concentrate on covering those concepts.

If they are unable to write the names of what they see, they can write down descriptions or draw it and clarify them during the next step.

Have each instructor then lead their group around, asking them to point out and if /when they miss or leave something, pointing out things of interest in the mangroves.

Ask them to point out the zonation of the mangrove trees as explained to them in class, and then summarise it once more for them to ensure that everyone has understood

Point out the different root systems (stilt roots, pencil roots, knee roots etc.) and discuss their structure based on distance from the tide lines and amount of exposure to atmosphere and saline water.

Encourage each student to lick a mangrove leaf. How was it? •

How did it feel? Thick? Leathery?

•

What did it taste like when you licked it? Salty, sweet, bitter?

Look for mangrove propagules (baby mangrove plantlets) and explain the mangrove reproduction system to them.

• • • •

Choose any 5 of the above list for the hunt For each thing give them 10 seconds to locate it Count to 10 loudly Points: i The first team to find/reach it gets 10 points ii The second team to find/reach it gets 5 points Total up the score at the end of the hunt and announce a winner and runner up for the game

(Notes can be found within Chapter 4: Pages 82-85)

DISCUSSION Gather the students in a shaded area within the mangrove swamp. If none can be found then return to the classroom for the discussion. Assess their observations, and ask them more about what they saw and felt: a

What were the colours, textures and smells of the soil?

What was the tide like during the time they spent in the mangrove? High or Low?

Was it tough scrambling up and around those different kinds of roots? What were the different roots they noticed & learnt about? Do they think there is any usefulness to a mangrove ecosystem? A brief mention of the Tsunami of 2004 and how the mangroves helped protect the coast when it struck can be made here.

(Along with verbal discussion, encourage the students to also make notes and drawings in their books)

GAME Since both flora and fauna of the mangrove ecosystem would have been covered by this time, a small game of treasure hunt can be played to wrap up. • Split the class up into teams of 5 • Give each team a name based on what’s found in the mangrove • Below are the things found in the mangrove: i Fiddler crab ii Oysters on the prop roots iii Mudskipper iv Leaf of a pencil root system tree (Avicennia) v Mangrove snail vi Periwinkles on the roots/leaves vii A kingfisher (or any other bird you spot in the mangrove while you are there) viii Tide pool ix Propagule or seedling x Mud crab mound

•

This wrap up session will leave the students excited and more knowledgeable about the mangrove ecosystem.

CONNECTION TO OTHER SUBJECTS Geography, Biology

21 95

4.5

ACTIVITY

Map: Plotting Port Blair

BACKGROUND INFORMATION Students would have already covered the basics in Class VI. Help them brush up their knowledge based on what they remember. Every map must consist of a Title, Legend or Key, Orientation and Scale.

LEARNING PROCEDURE 1 Distribute the worksheet (4.5) with the outline map of Port Blair, South Andaman to the students. 2

Revise the different parts of a map with them — Title, Legend (Key), Orientation and Scale.

DATE

•

Help students develop a key based on the exercises given.

Take a look at the map given below. Does it look easy to read? The four most important parts on a map are the

Help students plot the map.

Discuss the map with students. Assess their plotting skills, and how familiar they are with their Islands.

The Title describes what the map is showing (location, content etc.).

•

The compass rose indicates the orientation of the map. It consists of four arrows representing the four cardinal directions (North, East, South and West), with the top arrow always pointing north.

• CLASS 7th

The legend or key tells the reader what the different symbols on the map mean.

•

When a map represents a specific portion of the earth’s surface, a scale is normally present. The scale describes how the distance on the map equates to actual distance on the ground.

ACTIVITY TYPE Indoor

(Sample “Key” given below. Use this key only when students are unable to come up with ideas or suitable keys.) CONNECTION TO OTHER SUBJECTS Geography

OBJECTIVE Learn to plot a map ACTIVITY TIME 40 minutes (one EE period) MATERIALS Worksheet, pencil, eraser SEATING ARRANGEMENT In their respective seats in the classroom. RULES 1 Make sure you wear repellent before entering the mangroves to avoid getting bitten by mosquitoes and other insects. 2 Be careful where you place your feet, and do not crush any shells while walking. 3 If you pick up something to look at it, be careful and make sure you put it back in the same place. Do not remove anything from the mangrove ecosystem.

1cm = 100km

N Chatham Saw Mill W

E S

Ross Island Andaman Cellular Jail Water Sports Complex Anthropological Museum

Secretariat

Jawaharlal Nehru Rajkeeya Mahavidyalaya

Junglighat Jetty

Veer Savarkar International Airport

Corbyn’s Cove

WORKSHEET 4.5 : MAP: PLOTTING — PORT BLAIR

1 2 3 4

NAME

Title — which tells you what the map is showing Compass rose — the design which helps you understand directions on the map (North, East, South and West) Key — which helps you understand what is on the map Scale — which helps you compare distances and sizes of objects on the map to real objects on the ground

EXERCISE Do you think you can plot the following in the map given below? 1 2

Veer Savarkar International Airport Secretariat, Port Blair, Andaman and Nicobar Islands 3 Andaman Cellular Jail 4 Ross Island, South Andaman 5 Haddo Jetty 6 Corbyn’s Cove 7 Anthropological Museum 8 CARI, Garacharama

21 97 CLASS 8th ACTIVITY TYPE Outdoor OBJECTIVE To familiarize students with the habitat and learn about at least two different relationships in the mangroves. ACTIVITY TIME half a day MATERIALS Worksheet/notebook, pencils, erasers, water bottle, chappals and repellent SEATING ARRANGEMENT Divide the students into groups of 10. Assign at least one teacher/facilitator to every group. RULES 1 Make sure you wear repellent before entering the mangroves to avoid getting bitten by mosquitoes and other insects. 2 Be careful where you place your feet, and do not crush any shells while walking. 3 If you pick up something to look at it, be careful and make sure you put it back in the same place. Do not remove anything from the mangrove ecosystem. NOTE TO THE TEACHER Check tide timings ahead of time and plan the activity based on what tide you are visiting the mangroves.

4.6

ACTIVITY

Relationships !

BACKGROUND INFORMATION Points to be covered briefly (before, during and after the activity): 1 Recap on mangrove fauna: hermit crabs, fiddler crabs, mangrove snails, birds. 2

The role of tides and tide pools.

Relationships: The types of relationships you may come across in general.

Mutualism: When two organisms depend on each other for their survival and both benefit from the relationship.

Commensalism: When one living thing depends on and benefits from another living thing for its survival, while the other remains unaffected.

Parasitism: When one living thing depends on and benefits from another living thing for its survival, and in the process harms the other.

Prey–Predator: A relationship that is beneficial to the predator. Predator is the one which eats an organism. Prey is the organism that gets eaten by the predator.

(DO NOT specify terms such as mutualism and parasitism, unless they have already been introduced to the students in their mainstream subjects.) Notes can be found within Chapter 4: Pages 80-83

LEARNING PROCEDURE 1 Review in the classroom what the students can expect to see, find and do during their visit to the mangroves (Use posters of “Who’s Who in the Mangrove”). Discuss the different types of relationships and interactions that are generally seen. 2

Before leaving the school, spend 5 minutes clearly defining the rules to be followed. Split the students into groups of 10 and assign instructors to the groups here itself.

In the mangrove swamp, let them spread out within a defined area of the mangroves and allow them 30 minutes of free flow observation.

They can start noting down what they see, based on what they were told in class before coming. Instructors can clear questions as and when they come up.

Have each instructor then point out various interactions and relationships in the mangroves

6 A few relationships you are most likely to spot in the mangroves are: a

Parasitism — A Shipworm (which is not a worm but a bivalve), drilling through driftwood, and branches and roots of the mangroves. It eats and digests the wood with the help of some bacteria. These organisms are a fisherman’s greatest enemy, since they eat through their boats Commensalism — Oysters and Periwinkles stuck to the roots of mangroves (esp. Rhizophora spp.). They require a hard surface to hold on to during the tidal influx and the mangrove trees provide this for them. Prey–Predator — If you watch the Fiddler crabs closely, you will notice them waving their big claw around and the small claw will constantly be picking up food and feeding the Fiddler’s mouth. (This is not accurately descriptive of predator–prey relationships).

DISCUSSION Gather the students in a shaded area within the mangrove swamp. If none can be found then return to the classroom for the discussion. Assess their observations and ask them more about what they saw and felt: [20 minutes]. Distribute the worksheets. 1

What was the tide like during the time they spent in the mangrove? High or Low? If High — there are possibilities of catching a kingfisher swooping down and feeding on juvenile fish swimming there (Prey–Predator), you may be able to see the mangrove whelks moving around, bunching up together on detritus

What kinds of mangrove life did they see this time?

Were the animals on the roots arranged in any order? What did they find on top of the roots and towards the bottom?

Ask each one to write about at least two different interactions/relationships they learnt about in the mangroves.

CONNECTION TO OTHER SUBJECTS Geography, Biology

21 99

4.7

ACTIVITY

WORKSHEET 4.7 : MAP: PLOTTING — ANDAMAN AND NICOBAR

Map: Plotting Andaman and Nicobar

DATE 1cm = 100km

N W

E Ten Degree Channel

CLASS 8th

Narcondam Is.

ACTIVITY TYPE Indoor

Ramnagar beach, NA

Take a look at the map given below. Does it look easy to read? The four most important parts on a map are the

Road

Peak

Key Sea Turtle nesting sites

Car Nicobar Is.

ACTIVITY TIME 40 minutes (one EE period)

Cuthbert bay, MA

MATERIALS Worksheet, pencil, eraser SEATING ARRANGEMENT In their respective seats in the classroom.

Airport Location

Limestone cave Baratang Is.

LEARNING PROCEDURE 1 Distribute the worksheet (4.7) with the outline map of the A&N Islands to the students. 2

Revise the different parts of a map with them — Title, Legend (Key), Orientation and Scale.

The compass rose indicates the orientation of the map. It consists of four arrows representing the four cardinal directions (North, East, South and West), with the top arrow always pointing north.

Help students develop a key based on the exercises given.

Help students plot the map.

•

The legend or key tells the reader what the different symbols on the map mean.

Discuss the map with students. Assess their plotting skills, and how familiar they are with their Islands.

•

When a map represents a specific portion of the earth’s surface, a scale is normally present. The scale describes how the distance on the map equates to actual distance on the ground.

•

Boundary of National Park

Saddle peak(732m)

OBJECTIVE Learn to plot a map

BACKGROUND INFORMATION Students would have already covered the basics in Class VI and VII. Help them brush up their knowledge based on what they remember. Every map must consist of a Title, Legend or Key, Orientation and Scale. • The Title describes what the map is showing (location, content etc.).

NAME

Barren Is.

North Sentinnel Is.

South Sentinnel Is.

Little Nicobar

Campbell Bay

West Bay, LA

Alexandria Bay, GN

South Bay, LA

Galathea Bay, GN

(Sample “Key” given below. Use this key only when students are unable to come up with ideas or suitable keys) CONNECTION TO OTHER SUBJECTS Geography

Ten Degree Channel

EXERCISE Do you think you can plot the following in the map given below? 1 2 3 4

Mt. Harriet Veer Savarkar International Airport Port Blair Munda Pahad, Chidiyatapu Kala Pahad, Rutland Is.

Title — which tells you what the map is showing. Compass rose — the design which helps you understand directions on the map (North, East, South and West). Key — which helps you understand what is on the map. Scale — which helps you compare distances and sizes of objects on the map to real objects on the ground.

5 6 7 8 9 10 11 12 13 14 15

Chidiyatapu Reserve Forest Saddle Peak (732m) Mount Harriet National Park Mahatma Gandhi Marine National Park, Wandoor Mangroves in your area Any 3 major sea turtle nesting sites Ten Degree Channel Kalapahad / Rutland Island The Great Andaman Trunk Road (ATR) Veer Savarkar International Airport, Port Blair Baratang Limestone caves Barren Island Cambell Bay North Sentinnel Island Where you will find the endemic Hornbill of the Andaman Islands?

tropical forests Different types of forests are found all over the world. Whatâ&#x20AC;&#x2122;s special about our Islands is that there are three types of forests growing synchronously in their respective zones â&#x20AC;&#x201C; tropical evergreen rainforests, littoral forests and mangroves. Tropical forests are home to diverse species of plants, insects, mammals, reptiles, birds etc. and we humans are very dependent on the benefits they provide.

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What is a tropical rainforest? Very, very green, thick, majestic, humid, dark, warm and wet are words that describe our forests perfectly. Forests that grow in between the Tropic of Cancer and the Tropic of Capricorn, in high rainfall conditions are called Tropical rain forests.

Tropical Forest

These forests have been evolving since the Mesozoic era and occupy only 2% of the earthâ&#x20AC;&#x2122;s area today. Despite these rainforests occupying such a small portion of the earth, they contain about 50% of all species of the living world. No other area on land contains such diversity.

Rain forests in India

Architecture of a rain forest

Rain forests cover most of A&N and are found on the mainland India as well. They are a few large patches found along the Western Ghats of South India and a couple of small pockets in the North Eastern part of the peninsular, in Orissa.

A house is constructed in a particular way. Nature too has given the rain forests a perfect structure. The illustration shows that there are various layers of vegetation in a rain forest. The rain forest world extends from about 1 meter below the ground to 60 meters above the ground!

The undisturbed, primary forests of the A&N used to occupy 96% of its total geographical land area. Today they cover about 21% only. Forests which have been restored after disturbance occupy 65%. These are secondary forests and do not have the same biodiversity as that of primary forests (forests that have been untouched by newage humans ). The trees are smaller, the canopy is less developed and there might even be dense vegetation on the ground in secondary forests.

Stratification of rain forests

Green carpet: Next is the canopy layer. This is formed by flat crowned trees 30 meters high or more. The leaves of these trees are smooth, oval shaped and have pointy ends. This layer absorbs most of the sunlight. Only 2-5% of the light is filtered down below. Epiphytes such as Orchids are usually found growing in the canopy layer. Eg. padauk, pyinma, nabbe and safed dhup.

The Giants: These are trees that tower above all other plants and are called emergents. They are very few in number and grow to heights of 60 meters or more. These trees have small leaves, umbrella shaped crowns and tall slender trunks. Eg. gurjan, lal dhup, badam, safed chuglum and thipok

The under storey: This layer consists of young canopy trees, palms, canes, bamboos, shrubs and creepers. Many of the young trees have large leaves. These help in absorbing light in the dim under storey. Eg. mota bet, lal bet and silai pathi.

Forest floor: The forest floor layer is very different from the canopy. The air is very still here. Humidity is always high. The temperature here stays almost the same throughout the year. Vegetation is very sparse since there is almost no sunlight. Fungi/mushrooms, ferns, herbs, and seedlings are found here. The forest floor also has a layer of dead leaves (leaf litter), fallen logs and dung of animals. Eg. panikisanbhalu (the three leaved chaste tree) and harkukanta (sea holly).

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Rain forest animals The amazingly complex architecture of the rain forests creates tiny little spaces. From the dimly lit forest floor to the sunny canopy, there are so many layers and so many different conditions to live in. Each animal develops special features to live in its own little area – the micro habitat of the forest. These special features are called adaptations. The islands do not have any large predatory mammals like lions, tigers or leopards. The deer was introduced here for game hunting, while the elephants were introduced for logging by the British. The Andaman Wild Pig and the Nicobars’ crab-eating macaque are native mammals of the archipelago. The most numerous, industrious and essential creatures of the forests are the insects. Indigenous communities such as the Jarawa, Onge, Sentinelese, Great Andamanese and Shompen also live in the rain forests. The Andaman and Nicobar Islands are home to sixtribes, most of whom are adapted to survive in the jungle. 01 Andaman wild pig • Wild pigs that roam the forest floor • They are omnivores and eat grubs, tubers as well as other animals • They are intelligent and have a keen sense of smell • Communicate with low squeals and grunts 02 Lesser short-nosed fruit bat • Found in the lower canopy layer of the forest • They are frugivores eating only fruits • They play an important role in pollination 03 Palm civet • Omnivorous cats that are found on the forest floor to the lower canopy layer • They hunt at night (nocturnal predators) • When attacked, it sprays a musk like liquid in defence 04 Nicobar crab-eating macaque • Can be found swinging anywhere between the forest floor to the canopy • They are endemic to the Nicobar Islands • Very social animals, they can be seen living in groups 05 Andaman cat snake • Can be spotted in the mid canopy layer of the forest • They are nocturnal in nature and their bite is mildly venomous • Feed on lizards, tadpoles and frogs

06 Andaman pitviper • Endemic to the Andaman Islands, they are venomous, lower canopy dwellers • Their venom affects the circulatory system • Feed on frogs, birds and small mammals 07 Andaman cobra • Venomous snakes that are found mostly on the forest floor and sometimes in the understory • Their venom affects the nervous system • Found only in the Andaman Islands, they feed on small mammals, frogs and sometimes eat chickens too 08 Andaman water monitor • Relatives of the Komodo Dragon • They are found living on the forest floor in both Andaman and Nicobar Islands • They feed on small mammals and birds 09 Andaman giant gecko • They can be seen in the forest canopy • One of the world’s largest lizards, they can grow cover one foot in length • They eat insects

14 Andaman woodpecker • It is 38cm in length • Makes a high pitched sound – quweeh; kuk-kuk-kuk kui • Loves to live in open forest area and forest edges, can sometimes be found in the mangroves close by

15 13

15 Nicobar sparrowhawk • It is 30 cm in length • It is a bird of prey endemic to the Nicobar Islands • It is a threatened species, due to habitat loss

16 Giant wood spider 17 Giant centipede 18 Dragon fly

…and if you look closer, you will also find numerous arthropods creeping, crawling and fluttering around the rainforest:

Lantern fly, Firefly, Yellow crazy ant, Carpenter ant, Andaman mormon, Andaman clipper, Andaman bird wing, Bracket fungus, Bioluminescent mushrooms, etc.

10 Andaman bronzeback • Slim, attractive green tree snakes, they slither around the forest floor and the under storey in small trees and bushes • They are non-venomous • Feed on insects, geckos and small birds

01 07

11 Andaman bullfrog • Can be seen hopping around the forest floor and lower branches of the under storey • They feed on insects and anything they can overpower

12 Andaman wood pigeon • It is 41cm in length • Makes a deep groo groo; whoohoo,whom sound • It is the state bird of Andaman and Nicobar Islands

13 Greater racket tailed drongo • It is 33 cm in length • Makes varied sounds from harsh calls to mellow music • It is an excellent mimic

16 06

107

Rain forests in our lives

Rain forests have poor soil

We know so little of our forests. Scientists are discovering something new in them every day. Yet, we are so dependent on them for our needs. These needs maybe as direct as firewood or indirect as using a chemical from a certai rain forest plant in producing a life saving medicine.

• • •

Let’s look at some other uses of the forests: • Rain forests help in attracting rain clouds which means good rainfall. It is said that an area that loses its rain forests could possibly also lose an important source of water. The thick cover of rain forests allows rain water to seep down slowly into the ground and remain there. This helps in building up a supply of fresh water, commonly known as ground water. It thus ensures that there is a perennial water flow in the streams coming from it. It also stops the force of the rains from washing away the fertile top soil into the sea. • •

•

• •

They are very precious because these plants and animals cannot survive anywhere else. Insects, bats and birds of the rain forests are vital for pollination and seed dispersal. Without them, regrowth of forests will not happen. Rain forests are home to tribal societies, culture and technology including traditional knowledge of forests. A lot of food of great nutritional value like wild fruits, honey and spices all come from the rain forests. The wild relatives of many cultivated tropical crops live in the rain forests. They are useful in plant breedingprograms needed for crop improvement. For example, jungli supari is a wild variety of the cultivated one. Rain forests provide us with canes, bamboos and other grasses and leaves that are used in making shelters and other structures by the tribal and settlers. Rain forests provide us with many other kinds of wood also for various uses.

That is hard to believe, but it is true! There are billions of microorganisms and other creatures living in the soil here. The high temperature and humidity help them break the plant and animal matter very quickly. This is how nutrients are constantly released into the soil. These nutrients are rapidly taken up by the shrubs and trees for their use. Hence, at any given time, the soil stores very few nutrients.

Water recycled to form clouds

Rainforests prevent soil erosion

People who clear forests for agriculture do not realize that the soil of the rain forest is unfit for cultivation of crops. The exposed soil soon dries up. Nutrients are washed away by the rains leaving the land behind barren with no forest cover.

Rainforest canopy and ground cover trap and retain water for streams, rivers and reservoirs Good rain forests Water flows into rivers, reservoirs and is stored underground. This ensures availability of water throughout the year

Rain forests protect our coasts from sea erosion Sounds crazy? Look at this connection and you’ll see how ! Rainforests are nature’s own pharmacy filled with species that are of great value to medicine andscience.

The root system in a healthy rainforest binds the soil together

Scientific name

Common name

Uses

Pajanelia rheedii

Jingam

leaf paste or extract is applied for foot cracks and wounds

Amorphophallus companulatus

Jungli guiyan

leaf and tuber paste is applied for centipede bites

Curcuma aromatic

Jungli haldi

tuber paste is applied for sprains

Tabernaemontana Crispa

Koroya root

whole plant paste is applied for body pain

Lannea coromandalica

Nabbe ped

bark paste is consumed for dysentery

Heritorria littoralis

Sindri

bark paste is consumed for dysentery

Pongamia glabra

Karanj

seed oil is applied on the skin for boils, cuts/wounds and itching

Less formation of rain clouds This allows rain water to seep down slowly and prevent soil being washed away

Sea water stays clear

Corals do not get covered by sediment

Water rushes into streams to cause floods and situation. During dry season, drought occurs

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Littoral forests

Interdependency

There is a belt of light green canopy that fringes the rain forests of our islands on its seaward side. This belt of vegetation is called littoral or swamp forests. The proximity to seawater is what gives distinctive characteristics to Littoral (derived from latin word â&#x20AC;&#x2DC;litorisâ&#x20AC;&#x2122; meaning shore) regions. Inhabitants of this habitat have greater tolerance to salt content in the air and soil found in regions where the tropical forests meet the marine world. These forests are also found in the delta regions of rivers Ganga and Brahmaputra above the high water mark.

Each plant and animal in the rain forest is connected with many others. Living things depend on one another for food, shelter, survival and dispersal. Everything in nature is linked with one another. It is a complex web of life with many interactions taking place all the time. Forest plants are dependent on animals such as insects, birds and other factors like wind, rain etc for dispersal of their seeds. Often it is hard for us to see or even imagine the existence of such connections. Any small change in the forest could mean a big change in the life of many organisms. This results in the end of many sensitive species. Most often humans are responsible for these changes that lead to their extinction. For example, the Dodo, a flightless bird of Mauritius Island, went extinct due to reasons such as human predation/hunting and introduction of other larger animals such as pigs and macaques. The Nicobar pigeon is said to be the closest living relative of the Dodo.

The leaves of the plants found here are lighter green than the evergreen forests since more sun light reaches this belt. Sundri, sea mohwa, poon, karanj and the various types of Pandanus are some of the commonly found plants of the littoral belt. Nypa palm and mangrove fern are found alongside the creeks. Water monitor lizards, bronzeback snakes, birds such as kingfishers, butterflies, moths and insects are commonly seen and heard while walking in these areas.

Emergent layer

Canopy

Nutrient cycle

Tertiary consumers

Secondary consumers

Why are littoral forests important? Littoral forests act as coast guards and barriers to natural calamities like tsunamis. They protect the rain forests from the harsh winds and rough waves. Littoral forests filter soil from storm water protecting coral reefs from siltation. One can find untouched littoral forests along the beaches of Little Andaman and parts of Nicobars. This picturesque and vital ecosystem is rapidly being cleared for building of resorts and other commercial buildings.

Primary consumers

Under storey

Wasps and fig trees There are about 800 species of Fig trees in the world, most of them in tropical areas. The Banyan and Peepal belongs to the Fig family. There is a unique association between figs and wasps. For every species of fig tree, there exists a particular species of wasps that lays its eggs in the flower of that species so the larvae grow inside the developing fruit. In turn, pollination of the fig tree takes place. The plant - animal interaction is so strong that if one species is threatened it means the

Shrub layer

other is also equally affected.

Forest floor

Primary producers

Detritivores

111

07 08

02 05

01 02 03 04 05 06 07 08 09

Bronzeback Buttresses roots Lantern fly Dragon fly Fungus Red-throated long tailed agama Butterfly Bio-luminescent fungus Andaman catsnake

113 Class 6th Activity Type Outdoor

5.1

Objective To experience the forest ecosystem through our five senses. Materials Notebook/ note pad, pencils Activity Time Half a day

ACTIVITY Five Senses

Seating arrangement Groups of 10, with one teacher/ facilitator with each group Learning Procedure 1 In the classroom, divide the students into their groups and introduce the activity. Distribute the work sheets.

Note to the teacher Before the activity, visit the area that you wish to take the children to. It would be ideal to select a place near the school for easy access. Ask a local resident or guide who knows the forest trails to accompany your group. Explain to the students the importance of silence and stillness, in order to experience and capture the essence of the forest through our senses.

Have a brief discussion about the bustling life in the forests. Ask the following questions:

•

What are the five senses?

•

In order to really observe what is happening in the forest, using their five senses, what must the students do?

•

Have they been into the forests before?

Explain the rules of the activity.

Read through the worksheet with the class to ensure full comprehension. Each student must fill out the appropriate section of their worksheet based on what they see, smell, hear, feel and taste.

Humans have five senses — sight, touch, hearing, taste and smell. Often we rely on our sense of sight and ignore our other senses. The sound of small animals foraging under the leaves, the alarm calls of birds and deer, the smell of wet earth when it begins to rain, the evident rise in humidity — all this gives us a larger sense of what a rainforest environment is made of. For more information about the rainforest, refer to page 103 in the book.

Sights: birds, flowers, tall trees, the various insects, ants, mud, mushrooms, shades of green, etc Smells: sweet fruit rotting, wet earth, flowers, crushed leaves, wet wood

Discussion Once back in class, or in a clear spot where students can sit, gather them together and have each student narrate their experience and any sensations that surprised them. •

Did they experience any new sensation?

Sounds: chirping birds, cicadas, crabs foraging, hooting of the coucal, sound of a woodpecker pecking at trees

•

Was it a pleasant feeling?

•

Did they see any interesting flora or fauna?

Touch: poky spikes if cane, slushy mud, mosquitoes biting, smooth leaves, different textures of the barks on trees.

•

What were the main senses that they used?

Taste: sweet water from cane or a stream, tangy flavour of an ant, sweet and sour khatta-phall fruit.

Rules This is an individual activity; students cannot talk while they are filling out their worksheets. The students must maintain a few meters distance between each other.

Background Information The rainforest is full of processes from a microscopic to an ecosystem level. While not all of these can be seen all the time, a number of them can be sensed in other ways. The continuous decay of matter, a process invisible to our eyes, can be sensed through the feel and smell of wet forest floor debris.

Examples:

In the forest: give the students some quiet time in their individual spots to experience and document their sensory perceptions of the forest. Ensure that if the students are sitting, it is not on thorns, or on a nest of ants!

The students can mimic sounds of the forest, or actions of animals that they saw. Homework Based on the activity and what they saw, felt, heard or tasted, the students can write a short paragraph, a poem or draw. This can be homework for the next day.

Connection to other subjects Biology/Science

WORKSHEET # : FIVE SENSES DATE SIGHT

NAME SMELL

TOUCH

HEARING

TASTE

115

5.2

ACTIVITY Of Snakes And Stories

Class 6th Activity Type Indoor Objective To learn about the diversity of snakes on the islands and discuss the myths and facts surrounding snakes. Materials Single sheet of paper (A4 size), pencil/ pen, colour pencils, stapler, cello tape, glue, poster set — Snakes of the Andaman and Nicobar Islands, “Snakes of India” by Romulus Whitaker and Ashok Captain (as reference) Activity Time 40 minutes in class. The activity is to be finished at home. Seating arrangement In groups of 5 Rules When using the reference book, be sure to look at the distribution maps to ensure that the snake is found in the Andaman and Nicobar Islands. Note to the teacher If necessary, make copies of the poster of the snakes of the Andaman and Nicobar Islands beforehand.

Background Information Snakes are reptiles. Scientists who study snakes and other reptiles are called “herpetologists”. There are 39 species of snakes found in the Islands and most of these are unique to these islands and found nowhere else in the world. These snakes, such as the Andaman cat snake, are “endemic”. People are instinctively fearful of these reptiles, and rightfully so because many of these animals are dangerous. It is therefore important, as explorers of the rainforest and islands, to be able to differentiate between venomous and non-venomous snakes. Contrary to what many people expect, snakes are not slimy to the touch. Their bodies are covered with smooth, dry scales of different types that serve different functions. The broad scales on their belly, for instance, help them move effortlessly through the forest. Snakes periodically shed their skin, a process known as “moulting”. They slough off their skin by rubbing against rough surfaces

like a rock. It is very exciting to find the skin of a snake in the forests! Snakes are not aggressive animals. They feed on frogs, insects, lizards, rodents and birds. Therefore they sometimes find themselves in our chicken coops and houses. Snakes are likely to strike only when they feel threatened. We human beings have come to believe many different stories about snakes. Some of these are true while others are myths. To successfully coexist with these creatures it is important to understand their ecological role, differentiate between the harmful and harmless ones and respect their presence in the forest. Refer to page 105 in the book for a list of the endemic snakes of the Andaman and Nicobar Islands.

Learning Procedure 1 Introduce the class to the activity. Divide into groups and distribute one A4 sheet to each student.

6 Using the reference book, or the internet if possible, each student can find out:

Have the students seen snakes before? Where? Do they know which snake it was?

•

their local name

•

their colours/pattern

The students can use the poster or the book Snakes of India to identify which snakes they have seen.

•

the habitat they live in

•

whether they are venomous or non-venomous.

Explain the meaning of endemism.

Give each group a poster. Instruct each student choose one snake they would like to be from the poster.

Using this information each student should draw out the snake they represent, in its natural environment. (for example, paani saap/andaman keelback in the grass near a pond).

8 The students can then fill out their worksheets.

Discussion Encourage the students to share personal experiences or tell a few stories they may have heard or about snakes. Let them determine whether these are fact or myth. Homework Tell the students to collect any myth about the snake that they have drawn and write it on a separate sheet of A4 paper. If they do not know of any about that specific snake, they are welcome to write generally about snakes. They can use the internet, research books, and ask their parents or grandparents. They can also write down some interesting reptile related folktales.

WORKSHEET 5.2 : of snakes and stories DATE

NAME

Use “Snakes of India” & Posters to fill in the blanks. English name Bronzeback Tree Snake Andha Samp

They can be given a week to this homework. After the activity is over, collect all the sheets, and staple them together in the form of a book. You could hand over a copy of this to the local Forest Department and also post a copy to the Andaman and Nicobar Environment Team at Wandoor.

Local name

Andaman Cobra Reticulated Python

Connection to other subjects Art, Biology, Social studies

Dhaman

Andaman Cat Snake Paani Samp

Venomous / Non Venomous

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5.3

ACTIVITY Insect Poetry

Class 7th Activity Type Indoor Objective To learn about the role insects play in shaping the forest, with an emphasis on ant societies.

Background Information Insects are the most numerous and diverse of all animals on earth. There are 8, 22,074 documented species of insects in the world with 10% of them, 54,051 individual types, found in India. Insects are found in every climatic zone from the poles to the equator. Beatles, bugs, cockroaches, ants, bees, wasps and grasshoppers are all insects. They are found in our gardens and homes, in fields, forests, rivers and lakes. Insects play many roles in nature. Bees and butterflies for example, are very important pollinators, contributing to the continuation of the life cycles of many plants. The ladybird and other insects act as important biological controls of pests that damage our crops. Some insects decompose dead material increasing the fertility of soil.

Insects themselves are a huge source of food for a variety of creatures on the planet. Insects have evolved to possess physical, chemical & behavioural features that defy our imagination. In fact, they are so numerous and important to the functioning of earth’s ecosystems that their extinction would result in a collapse of nature as we know it.

Learning Procedure 1 In the classroom, introduce the students to the activity and divide them into groups. 2

Ants are a perfect example of an insect that exerts influence to shape a landscape. This can be observed in the large termite mounds interspersed with the forest trees, or enormous weaver ant nests that often link the canopies of different trees. 4

Give the students an introduction to the world of insects and their importance to our planet’s ecosystems. If possible, screen the documentary recommended below. Ask the students if they have seen many different types of insects before? Do they know of any common features of insects (such as three pairs of legs, antennae, etc). This will give the students an idea about insects and general features before they set out for the activity. Accompany the students to a forest patch and allow them 15 minutes of free flow observation. Encourage them to make notes & sketches of all the insects that they encounter.

Materials Paper, pencil, magnifying glass Activity Time: Half a day including the 40 minute documentary

Note to the teacher Ask a local resident or guide who knows the forest trails to accompany your group. Also, visit the area where you want to take the students beforehand. As it is an outdoor activity a first aid kit is a must. The students must be instructed to carry water bottles and caps.

Spread them at a distance from each other along the forest path. Help them find individual ants and / or ant colonies that have formed trails along the floor and on branches in the understory.

Discussion After the observation is over, have the students sit together and compare notes and sketches. Initiate a discussion with the following questions: 1

How does the behaviour of the insects they observed affect the rainforest? Encourage the students to suggest the roles that ants might play

•

in keeping the forest floor free of decay,

•

promoting the breakdown and recycling of nutrients

•

aeration of soil

Ask the students if their perceptions of ants have changed. Ask them to express this in the form of a story or poem in the worksheet.

6 Keep a look out for weaver ant nests in some of the lower trees. 7

When the students find an ant trail ask them to make observations and sketches of the differences between soldier and worker ants.

8 Make note of whether the ants appear to be searching for food, transporting larvae to a new nest or carrying food (insects and insect parts) back to their nests. 9 Encourage the students to follow the ant trail in both directions to see if they can locate the colony’s nest. Is it a nest on the ground, in the hollow of a tree or in the leaves of the canopy?

Connection to other subjects English, Art, Biology Recommended videos: Supersocieties from the series Life in the undergrowth — This documentary covers the world of ants, wasps and bees — their adaptations, social behaviour and life stories.

WORKSHEET 5.3 : insect poetry

Seating arrangement Groups of 10 students with one teacher/ facilitator per group. Rules Be careful while looking for ants under logs and rocks and in the leaf litter on the ground: watch out for thorns and creatures that might be resting under wood and leaf litter. Be careful not to tread on ant colonies that are on the move along the forest floor.

DATE

NAME

119

5. 4

ACTIVITY Interview with a Forest Ranger

Background Information 80% of the Island group is considered ‘protected area’ and falls under the supervision of the Forest Department of the Andaman and Nicobar Islands. This area is vast and spread across __ km, over ___ islands and is among India’s most pristine forest systems. The important and difficult job of managing this valuable resource and protecting it against tree felling and poaching is the responsibility of the officers and staff of the Forest Department. Their jobs are extremely interesting and often adventurous. As islanders and visitors, it is important for us to understand and respect this area of work. The experiences and knowledge of our forest rangers can provide an invaluable insight into the rainforests of the Andaman and Nicobar Islands.

Learning procedure 1 On a day before the field visit, introduce the class to the activity. 2

Do they know about the role of the forest department?

Brief the students about the Forest Department of the Andaman and Nicobar Islands and their duties.

List a broad set of topics based on which the students can frame questions. These could be: duties of a forest ranger, dangers faced on the job, the most interesting and exciting aspects of being a ranger etc. The questioning should reveal the history of the department, the reason why the wildlife of the Islands need to be protected, the forest rangers choice of work, roles and responsibilities and what a day in the life of a ranger is like. The questions must be specific and direct.

The students can list questions they can ask as homework.

6 On the day of the field visit, spend some time in the classroom, going over questions for the interview, and assigning one question to each child. Assign one student the duty of introducing the class and the objective of their visit to the officials they meet. 7

Discussion Once back in the classroom; ask the students the following questions: 1

What is the most important duty of a forest ranger?

Is it necessary to protect the wildlife of the Islands?

What will happen if the forests were not protected? (Hint: the food web would be disrupted, valuable species could be lost etc)

Would any of the students like to become a ranger? Why?

Suggest any way that the forest department could further protect the biodiversity of the Islands.

Go over the rules of the activity.

8 At the forest department, introduce the Forest ranger to the students. 9 Direct the interview, so that all the questions are asked, and students have enough time to write down the answers.

After the discussion, the students can prepare a chart. This chart can represent what they learned from the interview and can use pictures, text or quotes. Connection to other subjects Social studies, Biology

Class 7th Activity Type Outdoor Objective To understand why we protect our forests and what it takes to manage the Island’s forests Materials Notebook, pen/pencil Activity Time Half a day visit to the local Forest Department office. Seating arrangement Class size accompanied by 2 teachers Rules Ask only one question at a time and note down the answers. Note to the teacher Arrange for an appointment at the local forest department.

121

WORKSHEET # : POTPOURRI

Class 8th Activity Type Outdoor

DATE

Objective Learning to identify different types of seeds in the forest and understand dispersal mechanisms by observing their forms, shapes and sizes.

Dispersal method Name

Materials Seeds and fruits collected from a forested area. Activity Time Half a day

5.5

Seating arrangement Groups of 10 students with a facilitator with each group.

Background Information Seeds must travel in order to grow and successfully populate an area. The structure of these seeds determines how they travel. Those with hair or wings are light and get carried along by the wind. Fruits with a lot of fibre float well in water and those with spikes get caught and transported in birds’ feathers or on animals’ fur. Edible fruits get eaten by all sorts of animals and their seeds are dispersed through animal droppings. Every seed we come across on the forest floor has a different story to tell.

Dispersal method

Name

Dispersal method Dispersal method

Name

Dispersal method Name

Learning Procedure 1 Introduce the students to the activity and divide the class into groups. Distribute the worksheets to each of the students. 2

Ask the students the following questions:

•

What are seeds?

•

Have they seen different types of seeds?

If possible, screen the documentary recommended.

Accompany the students to a forest patch where they can observe and collect things from the forest floor.

The taller trees of our forests are often difficult to identify by looking up into the canopy, so the seeds we find on the ground may help us learn more about them. Recommended videos: Travelling from the series The Private Life of Plants — This documentary covers various seeds and fruits, their adaptations, journeys and life stories.

ACTIVITY Potpourri

Rules Be careful while picking up things from the ground: watch out for thorns or creatures that might be resting under wood and leaf litter. Carry a box to collect seeds without damaging them. Note to the teacher Ask a local resident or guide who knows the forest trails to accompany your group. A documentary has been recommended for screening. If possible, show it to the class before the activity. As it is an outdoor activity, the students must carry water bottles and caps. A first aid kit is a must.

NAME

Each student must collect at least 5 different seeds from the forest. Encourage students to collect seeds of varied structure that have different methods of dispersal.

6 After the students have finished collecting the seeds, instruct the groups to gather at a pre decided location. 7

Each group lays out their collection of seeds.

Discussion

Dispersal method

After the students have laid out the seeds, discuss the seeds and the dispersal methods they may have.

Name

Have the students look at individual seeds and suggest the form of dispersal it may use based on its structure.

Dispersal method Name

Test these assumptions by checking them i.e. check if waterWdispersed seeds float in water, winged seeds drift through the air and spiked seeds cling to clothes and skin. Based on the seed’s structure, have the students compare it to illustrations on the worksheet provided and attempt to identify the plant.

The students can then fill in the worksheet. Further work The information that the students have gathered can be represented on a chart. Connection to other subjects Biology / Physics

Dispersal method Name

Dispersal method Name Dispersal method Name

123 Class VIII Activity Type Outdoor Objective To identify the distinct layers of a typical tropical rainforest Materials Sketch book/ pad, notebook, pencils, colour pencils, erasers Activity Time Half a day Seating arrangement 10 students in a group with one teacher/ facilitator per group. Rules Students should wear closed shoes and each group should stay with their teacher. The students must be as quiet as possible in order to not scare the birds and other forest creatures. Note to the teacher Visit the area that you wish to take the students to beforehand. Select a forest patch close to school and take a local resident who is aware of the forest trails in the region, as a guide. As this is an outdoor activity, carrying a first aid kit is a must. Children must be told to bring water bottles and caps beforehand.

5.6

ACTIVITY The layers of the forest

Background Information Tropical rainforests have distinct canopy architecture. The canopy layers are stratified into the emergents which are the tallest of the rainforest trees, the canopy layer, the under storey layer and the forest floor. Observing a forest patch or a forested island from a slight distance allows for a clear view of the various vertical layers, from the understory to the emergents. Use the illustration in the chapter, page 108 to describe this to the students. Trees that grow beyond the clearly visible thick green canopy are called giant trees or emergent trees. The thick distinct blanket of green that we see is the canopy layer. The forest floor and the under-storey layers can be observed best while walking through a forest.

Learning Procedure The flora and fauna that dwell within this habitat have evolved to inhabit these specific layers based on their need for sunlight, nutrients and water, and their abilities to harness these resources. The high moisture levels in these forests make it suitable for numerous epiphytes to grow on branches and tree trunks high above the forest floor.

In the classroom, introduce the activity to the students and divide them into groups, assigning one teacher to each group.

Ask the class whether any of them have been inside a forest before. Have they seen trees of various heights growing in the forest?

8 The students to make note of what they experience. Sights, sounds, smells, colours, temperature (was it warm, cold, humid?), etc

Introduce the students to the architecture of typical rain forest stratification. Give an example of a plant that represents each layer. eg. Emergent tree: Gurjan ; Canopy tree: Badam, dhup; Understory: surmai patti, ginger.

9 Encourage students to collect samples of leaves, flowers and seeds from the forest floor. These can be pressed in their notebooks and used in art sessions later.

Explain the activity to the class —

•

Each student carries a sketchbook, pencils and erasers and can work alone or in groups of 2.

•

They are to spend a few minutes observing the layers of the rainforest visible as one approaches the forest patch.

Once in the forest, name the plants, with the help of your local guide and note down any known uses for each.

The Island’s forests are also known for their numerous types of bamboo and cane that are found in clumps in the forests.

6 Point out the difference in leaf sizes of tall trees versus those in the understory. Saplings in the shadowed understory usually have large leaf surface areas to take in more sunlight compared to tall trees that receive ample sunlight.

Ask students to document any birds, insects or animals they see in the forest and the forest layer they were spotted in.

10 At the end of the walk, ask the students to turn around and look back at the rainforest. They will see the clear stratification of canopy layers. 11 After the observation part of the activity is over, gather the students in a pre decided spot where they can sit down. •

Ask them to sketch a line drawing of what they saw and noted, with an emphasis on their observations of stratification.

•

Give the students between 20 minutes to sketch and another 5 minutes to collate observations.

•

Ask the students to fill in the names of trees and animals found in each strata.

Discussion After the students have finished the activity and collating data, initiate a discussion. Ask the students if they noticed any plants with special features, like large leaves? Why do these features exist? (explain the term “adaptation”) Connection to other subjects Geography, Biology, Art

saving our timeless treasures Our Islands are home to many endemic species of plants and animals- those that are not found anywhere else in the world. Quite a few of these organisms are now under serious threat so we must act quickly to save them. We are lucky to have so many priceless treasures in our backyard!

127

saving our timeless treasures

Why do we need plants and animals?

Our endemic plants and animals

In danger!

Introduced species

First of all our earth would be a lot less beautiful it we did not have plants and animals. But more importantly, every single species has a special role in keeping nature in good order.

The seas surrounding the A&N Islands have isolated them from neighbouring land masses for a very long time. This has resulted in the evolution of many kinds of plants and animals that are not found anywhere else in the world. Such plants and animals are called endemic species. Protection of endemics is vital because once we lose them; there is nowhere else in the world where they can be found.

Many plants and animals including endemic ones face the threat of dying out completely because of many reasons. They are called threatened species. These species are at risk of becoming extinct.

Some plants and animals have been introduced to the islands from outside. They may have been brought to the islands by natural agents like wind, water or animals. Introduced species (also called exotics) are often brought in by humans. These exotics sometimes have no predators to control their population numbers. They then increase to a number where they become pests e.g. the African Giant Snail.

Let us imagine nature to be a pyramid of blocks. Each block has a role to play in supporting the pyramid. If a few blocks are removed the pyramid will still stand. But if many such blocks are removed, it will ultimately collapse. The pyramid of life also functions in the same way. If we remove too many species, one day we will wake up and find that the world does not work anymore. A species once lost can never be recreated not even with all the science and technology that we have.

The edible nest swiftlet, found in both the Andaman and the Nicobar Islands, is one example of how the population of an organism so drastically affected that it is now classified as critically threatened. These birds build their nest out of their saliva. These nests are a delicacy in some parts of the world, and are eaten as “birds nest soup”. Unfortunately collection of nests is not done in a sustainable way, thus leading to a huge decline in the bird’s population.

Another such example is that of the deer species in the islands. Deer were introduced in the South Andaman Islands during British rule. These deer have spread to other islands of Andamans. When the deer population was uncontrollable, the government decided to introduce four leopards into the islands to control the deer population. But, the leopards did not belong here and they died. The leopards were not able to adapt to these islands’ conditions. The introduction of deer

on Ross Island has resulted in the depletion of forest floor flora to such an extent that the island is now stripped of any new vegetation. The absence of natural predators of these introduced species can be catastrophic to the island’s ecology. Eupatorium is an introduced plant. It has now become a weed since it has no competition from other plants. Forests where the canopy has been opened up have a lot of sunlight reaching the forest floor. Shade loving plants start to die. Weeds like Eupatorium grow and spread, taking over such empty patches. When the cargo is empty, large ships fill their ballast tanks with many millions of litres of water (for stability) at one port, and empty/ exchange it at another. This results in accidental transportation of a variety of organisms such as phytoplankton and zooplankton as well as eggs and larvae of sea creatures

129 01 Home crow

02 House sparrow

Groups

Species

Likely time of Current introduction location

Threat to

03 Chital

Domesicated Purpose of introduction

04 Elephant 05 Palm squirrel

Birds Common Hyna House crow

1867

South Andaman Port Blair, Car Nicobar Port blair

Hole nesting endemics Agricultural pest, can spread dieaes NA

Pet

House sparrow

1892 / 1895

Chital

1912

Affects forest regeneration

Game

Affects forest regenration

Timber operations

Cats

Andamans, including little Andaman Interview island, N.andaman A&N

Elephant

1962

Pet

Dogs

A&N

Cattle

A&N

Palm Squirrel

S. andaman

Predator of Yes endemic birds Predator on sea Yes turtles Damage on Yes native population Seed Predators

Black rat

A&N

House rat

A&N

Field mouse

A&N

Barking deer

Middle andamans

Game

A&N

Food item

2002

06 Giant snail

Mammals

Pet Livestock Pet

Agricultral pest, can spread dieases Agricultral pest, can spread disease Agricuitral pest, can spread disease

Invertebrates Giant snail

1943

Plants Parthenium

A&N

Weed

Chromolaema

A&N

Weed

Opuntia

A&N

Weed

Water hyacinth

A&N

Weed, chokes, ponds

Endangered species Mammals: Dugong, Crab eating Macaque, Blue whale, Sperm whale

Ornamental

Reptiles:

Green turtle, Hawksbill turtle, Leatherback turtle, Olive Ridley turtle

Birds:

Nicobar Megapode, Edible nest Swiftlet, Nicobar Sparrowhawk

03 04

131

Carrying Capacity Larger carnivores

Carnivores

Our islands are capable of supporting only a certain number of people. The more people there are the more pressure there is to clear forests to make settlements. The less forest space there is the more crowded the animals become. Many may just die. A pressure on natural resources may lead to the destruction of important ecosystems such as the tropical rainforests, mangroves, and coral reefs â&#x20AC;&#x201C; all of which constitute the islandâ&#x20AC;&#x2122;s natural wealth. For the people too life becomes hard. Fresh water and other resources have to be shared by so many, that each person gets very little. To meet people`s demands, economic growth and development has to take place. This sometimes causes an imbalance in the environment. One big reason for population increase is the migration of people from the Indian mainland to the islands. We can preserve the islands well if we limit the demands each one of us makes on its resources. We must also be careful about how much development the islands can withstand. Island development must be executed with vision and sensitivity.

Herbivores

Protecting Wildlife The government has made National Parks and Wildlife Sanctuaries to protect habitats and wildlife they support. We have over 100 parks and sanctuaries in the A&N. This is a good way to make sure that nature is preserved. Contact the nearest Forest Department to find out which parks and sanctuaries are closest to where you live.

Primary Producers

The government needs help from us- the people of the islands to help protect the islandsâ&#x20AC;&#x2122; biodiversity. Familiarizing ourselves with some of the wildlife rules and regulations is a good way to learn about how laws are working to protect biodiversity. The Forest department will have a list of these laws and regulations. Learning the names of some of the common, endangered and endemic plants and animals will help us develop a connection and understanding of our unique Island environment.

133

01 02 03 04 05 06 07 08

Cantorâ&#x20AC;&#x2122;s pitviper Tropical forest layers Chittal Narcondam hornbill Giant wood spider Gliding geeko Robber crab Verreauxi

04 03

135 BACKGROUND INFORMATION In nature, every species (plant and animal) is linked with one or more different species. Imagine this as a pyramid made out of individual blocks. Each block contributes towards the strength of the standing pyramid. If a few of the blocks are removed, the pyramid might still hold fort. But removal of many blocks will lead to the crumbling of the pyramid.

6.1

ACTIVITY All Fall Down

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXX

LEARNING PROCEDURE 1 Introduce the class to the activity. 2

3 CLASS 6th ACTIVITY TYPE Indoors

OBJECTIVE To demonstrate the contribution of every member in the pyramid of life. ACTIVITY TIME 80 minutes MATERIALS 60 coconut shell halves, paint, paint brushes, flashcards, posters SEATING ARRANGEMENT Students may sit on the floor in 2 groups. RULES The students must wait their turn to contribute to the pyramid. NOTE TO THE TEACHER This activity should ideally be conducted after explaining the “Pyramid of Life”—page 131 in the book.

Divide the students into two groups. One will make a pyramid of underwater life and the other group will make one of the forests of our islands. Do the students know what a pyramid is? Tell the students that the top of the pyramid cannot be supported without the components at the bottom. Show the students the coconut halves. Do they think a pyramid can be constructed using these coconut halves? The students can be given a few minutes to try and construct a small pyramid. Show them that a small nudge or the removal of a few of the shells can cause the pyramid to tumble.

10 The underwater list may contain the following – algae, phytoplankton, and seaweed in the first layer; Zooplankton in the second layer, sardines in the third and groupers or sharks in the fourth layer. 11 Once the underwater and forest pyramids are established, the students can paint the shells with the units of their respective pyramids. Each group can be divided into primary producers, primary consumers and so on. 12 These two pyramids can be displayed in the classroom or the library. 13 Conclude the class reiterating the importance of each species for the stability of the pyramid. Explain to them that nature also strives to keep the pyramid balanced.

DISCUSSION After the activity is over, facilitate a discussion with the whole class by asking the following questions: 1 Have any of the students seen a deer (chital)? 2

Do they know that deer are not actually from the Islands?

That they are “Introduced”? Are there any predators of the deer on the Island?

What will happen to the first layer of the pyramid if there are too many deer? (the students may need a hint for this question).

Give each group an equal number of shells.

6 Lay the coconut shells in a square of 4 shells x 4 shells (making a base of 16 shells). This signifies the primary producers. The next row over the square in the voids where 4 shells meet. Repeat another layer on top thereby creating a pyramid. 7

9 The forest list may contain the following – epiphytes, small and emergent trees as the primary producers in the first layer; primary consumers such as rats, bats, birds and insects in the second layer; snakes in the third layer and birds of prey in the fourth layer as tertiary consumers or apex predators. Endemic species of snakes such as the Nicobar pit viper can be included.

Once the pyramid is created check how many halves of coconut shells can be removed without bringing down the pyramid.

8 Give each of the groups a list of the inhabitants of underwater and forests respectively.

What will happen if endemic species are removed from the pyramid? Will the pyramid stand? Here, it must be emphasized that even though the pyramid can stand, such species once removed cannot be found anywhere else, and will as a result become extinct.

CONNECTION TO OTHER SUBJECTS Science

LEARNING PROCEDURE 1 Introduce the class to the activity and divide them into groups.

9 Some examples of topics that are relevant to conservation in the islands are :

OBJECTIVE To create a poster with a message of conservation relevant to the Islands.

Have the students seen posters before? What do they think make posters attractive? For example, is it the colour, or the way the message was conveyed?

•

Fresh water is a limited resource on islands – types of fresh water pollution

•

Deforestation resulting in erosion and loss of habitat

ACTIVITY TIME 80 minutes

Ask each student to talk briefly about an environmental problem that they have noticed on the islands, as well as mention where they have noticed this.

•

Importance of mangroves and major threats to mangroves

•

Importance of wetlands and major threats to threats

•

Oil spill sources and threats

Can these problems in any way affect the endemic and endangered animals and birds that live on our Island? How?

•

Global warming

•

Over fishing

•

Shell collection

As a class, discuss the possible causes of these problems and potential solutions.

•

Use of pesticides in agriculture and its effects on out ecosystems

6 Each group can then select a story of their choice.

•

Waste disposal on islands

CLASS 7th ACTIVITY TYPE Indoors

MATERIALS Chart paper, pencils, erasers, sharpeners, colours, paints, paint brushes, scissors, sketch pens. SEATING ARRANGEMENT Seat the students in groups of three. RULES General care while handling stationary. NOTE TO THE TEACHER An art teacher can co-conduct the activity with the teacher in-charge. If possible, display some posters. These can be used as samples for the students to draw inspiration from. BACKGROUND INFORMATION Our Islands are home to a large number of different birds, animals and plants; some of which are not found anywhere else on earth (endemic) and some of whose numbers are very low, thus falling into the category of being endangered. These creatures can be harmed by the various problems that can and do affect the Islands. These problems include pollution and deforestation. One way to create awareness about these issues and the fact that the effects can be far reaching are posters. Posters are designed to be both eye-catching and informative. Communicating a complex environmental problem or a conservation message through an attractive visual medium can be very effective. It is important to first understand the subject, develop a story-board and ensure that the message be clear and concise. For more information refer to pages 126-129 in the book.

Before depicting this on a poster each group must make a rough sketch of the story in the form of a flowchart that indicates topic, problem, message and solutions. In the poster this will be represented with a combination of text, colour, illustrations, collage, etc.

8 Explain to the groups that the message must be relevant to the islands.

6.2

ACTIVITY Making a poster

10 Encourage the students to highlight conservation connections particularly in terms of endemics and endangered organisms. 11 While they are at work, explain how using colours and slogans can make a difference in drawing attention to the poster. 12 Give each group 2–5 minutes to explain their concept and message. Ask the rest of the class if they understand the concept that the poster intends to convey visually. This will determine if the posters are effective in meeting their goals. 13 Allow groups to defend their poster. This will encourage reasoning, understanding and learning from others. 14 At the end of the class, select a few posters to be displayed in the local range officer’s office, school notice boards, library etc. DISCUSSION After the activity is over, facilitate a discussion with the following questions: 1

Do the students think that the posters that they’ve seen serve the purpose of awareness?

Who will be able to learn from these posters?

CONNECTION TO OTHER SUBJECTS Science, Art, Language

137 CLASS 8th ACTIVITY TYPE Indoors OBJECTIVE To understand the importance of national parks and wildlife sanctuaries. MATERIALS Chart paper, pencils, erasers, sharpeners, colours, paints, paint brushes, scissors, sketch pens. ACTIVITY TIME 80 minutes (activity to be done over a week, including a homework component)

6.3

ACTIVITY

LEARNING PROCEDURE 1 Introduce the class to the activity and divide them into their groups.

Creating a wildlife sanctuary

Explain the difference between a National Park and a Wildlife Sanctuary.

Ask each group to pick one animal or bird of their choice that is found on the Islands. Explain that they will be creating wildlife sanctuary for it. The groups can spend five minutes discussing which one they will choose.

The animal or bird could be endemic or endangered. If the students pick an animal that already is protected in a sanctuary (such as the Saltwater crocodile in Lohabarrack Crocodile Sanctuary) they must come up with a different name and plan for the sanctuary.

SEATING ARRANGEMENT In groups of five RULES General care while handling stationary.

BACKGROUND INFORMATION India has over a hundred National parks and over four hundred Wildlife sanctuaries. The first ever National park was made in the year 1936. The government has made National Parks and Wildlife Sanctuaries to protect habitats National Park

A national park is a restricted area. People need to take permission from the Forest Department to enter.

A national park has a definite boundary. No resource extraction is allowed. The central government manages national parks. Example: Mahatma Gandhi National Park.

and wildlife they support. We have over 100 parks and sanctuaries in the Andaman and Nicobar Islands. There are a few basic differences between a National Park and a Wildlife sanctuary. These are:

Have the students visited any national park or wildlife sanctuary on the Islands or the Mainland? If yes, then ask them to quickly describe their experiences. Did they enjoy their trip? Did they see a lot of wildlife? Was there anything that they would like to see changed, for example, pollution, people breaking the rules etc?

Give the class an outline of how they can structure their project. Write down the following points on the board:

•

Contents

•

Introduction

•

Reason for conserving the animal/ bird

Wildlife sanctuary is not a restricted area. It is open to general public, and one does not need tickets or permission.

•

Name of the Sanctuary

•

Area of the Sanctuary

•

Physical features of that area

A wildlife sanctuary does not have a specific boundary.

•

Biodiversity in that area

•

Rules about visiting the sanctuary

•

Sign boards describing wildlife

•

Protection (forest guards etc)

Some human activity is permitted, provided there is no harm to the ecosystem. Can be managed by local governments as well as institutions. Example: Lohabarrack Saltwater Crocodile Sanctuary.

9 Give each group twenty minutes to discuss their plan for a wildlife sanctuary and also divide the work amongst them. 10 The class has a week to prepare their project. They can utilize the library, internet and speak to their local forest department. The students can also speak to their parents and their community to understand different perspectives of the same conservation story. 11 Discuss the projects with the class in the following week.

6 Give the groups five minutes to explain their choice. 7

Wildlife sanctuary

8 These points are those that must be included in the project. It will help the students structure their work suitably.

Discussion Once the students have handed in their projects discuss with them: 1

The hurdles they may have faced while working on creating a wildlife sanctuary.

How did they solve these problems?

FURTHER WORK The students can present their work in assembly. Connection to other subjects Biology, Geography

HUMANS ON THE ISLAND People are a vital part of any land. Their unique roots, cultures and traditions are what make up the multitude of communities. The Andaman and Nicobar Islands have had people living on them for thousands and thousands of years in harmony with their surroundings. Let us take a look at how things have changed since the recent arrival of people from the mainland.

141

What Is It Like To Be A Tribesman?

Original Islanders History

HUMANS ON THE IsLAnd

Humans have been living on the Andaman and Nicobar Islands for thousands of years. Long before people came over from mainland India, long before anyone even knew of the existence of the islands, there were groups of people living here. They are the indigenous people of the Islands. They have lived here as hunters of sea and land animals; as gatherers of fruits, roots, nuts, and other edible and useful forest products. Such people are called hunter-gatherers or

foragers, and practice an ancient means of human livelihood. Today, our islands are inhabited by an assortment of people who have settled here. Immigrants from various states of the mainland, descendants of freedom fighters who stayed on after Indian independence, refugees who were given asylum and the native islanders, are all a part of this mix of cultures. It is because of this cross- section of communities that the Islands are often referred to as mini-India.

There have been two different types of indigenous people living on the islands â&#x20AC;&#x201C; the Negrito (in the Andaman Group) and the Mongoloid (in the Nicobar group). The indigenous people have existed in various linguistic groups that live and move together. Each group can be called a tribe. Each tribe has its own special lifestyle and language. The Andaman Islands are home to four tribes that have physical features very similar to the Central Africans (Negrito) â&#x20AC;&#x201C; Great Andamanese, Jarawa, Sentinelese and Onge. Whereas the two tribes of the Nicobar Islands, Nicobarese and Shompen, have features similar to people for Eastern Asia (Mongloids).

You would have to be very tough to live a tribal life. And most importantly, clever enough to know all the secrets of the seas and forests so you could get enough to eat, build your house, and clothe yourself. Most of us would not be able to do it even for a day! Yet these people have been doing it for centuries.

Shopping For Food For their food needs, the indigenous people were dependent only on what they could obtain from their surroundings. Even today, the Jarawa, Sentinelese, Shompen and some Onges retain their original lifestyles. When hungry, they go into the jungle or sea, which are their food gardens. With well-known pathways through the jungle and by using their own simple tools, they collect honey, fruit, nuts, roots, and other nutritious things.

Sometimes grand food gathering expeditions are conducted by tribes, for wild boar, fish from streams, and honey from hives, fruits from trees or shell fish from mangroves. Some A& N tribesmen are expert fishermen. The men fish with arrows in the Andaman Islands while women use nets of tree bark and fibre. In the Nicobars fish are largely caught by hook and line, as well as spears and harpoons. From ancient times, these tribes have begun using self-built canoes to go fishing. There are occasions when certain regions are not fished due to cultural traditions or environmental reasons. While most fishing is done during the day, there are occasions when Nicobarese also go specifically at night to fish. They hunt and gather only as much as they require. Nothing goes waste and everything useful is put to use, even plastic bottles and cans that are found on the beach. Until not too long ago, there was never a shortage of anything either because they made sure there were always enough animals to keep reproducing and filling the food basket.

143

And they don’t use toothpaste!!

The Fine Art Of Being A Tribesman

Tribals have had really strong teeth which they clean only with reeds. These teeth can tear coconut fibre away from the nut and perform lots of other feats. Even old people have their teeth intact for a long time. Eating good, clean jungle and sea food, and not having “civilized” goods like chocolates and chewing gum has certainly helped!

Before we know it, we may lose the best people we have on our islands; people who know the native names and uses for many plants, and animals; people who know the land as their own. Given a chance, they can teach us valuable things about the islands to help us live here better. They have never gone to school, yet are the best teachers and students in the school of life and survival. The tribals’ tremendous knowledge of medicinal plants in the forests has impressed even modern doctors. Indeed, the indigenous man is the wisest amongst us about the use and protection of our environment.

Bees that don’t sting Honey was and is a favourite food of all the tribes. The Onge of Little Andaman had an amazing way of collecting honey from the forest. They chewed the leaves of a special tree called Tonjoghe, and smeared the juice all over their arms and legs. This kept the bees from stinging them when they went to collect honey from the hive. They also exhaled strong fumes of juice from their mouths to drive the bees away from the hive. Enjoying a coconut shell full of the sweet honey must certainly have made all the hard work worth while!

Onges with telescopic vision!

Indigenous communities today: losing out The indigenous people know of the changing seasons, based on when certain trees flower. They also know about the coming monsoons and the phases of the moon. All this without a calendar or satellites! This knowledge has been gained by living with, and observing nature closely. Over generations they have come to understand the environment and how it works. The key to this understanding has been their attitude of being friends with nature. They respect, enjoy and work with nature, rather than trying to overpower and destroy it all at once. Life was not always full of hunting, gathering, and work. Relaxation involved dancing, singing and merry making. Except for the occasional fight among different tribal groups, life was rather peaceful.

Did Any Tribals Resist This Change?

The age-old, traditional life of the tribals could not last forever. As the islands became inhabited by more and more people from the mainland, the tribals began to get less and less space for themselves. Being simple, they were taken over and exploited. The outsiders only plan was to completely subdue them. No effort was made until recent history, after many have died out, to understand their lives and respect the fact that they are after all the original inhabitants of the islands.

Being isolated, the tribals’ otherwise healthy bodies had no resistance to numerous diseases like measles and influenza, brought in by outsiders. Once they fell ill with these diseases, they died very easily and their populations began to drop. At the same time, lands were cleared for the new settlers and those forests that were the source of life for the tribals, began to get destroyed. Slowly, traditional knowledge and lifestyles began to die out, as these people struggled to cope with all the changes.

The Great Andamanese, Onges, and Nicobarese were befriended and introduced to “modern culture”. Only the Nicobarese responded well, and adjusted to this new civilization. The Nicobarese were in touch with outsiders for a long time, and their community took to Christianity. This made the adjustment easier for them. Unfortunately for others, the change was too large a step to take. Especially since the method used was rather brutal. M.V. Portman, was a great English explorer who travelled across the islands. In 1899 Portman reported that the British Administration was instructing their officers to suppress the Andamanese by introducing them to tobacco and alcohol. Eventually, this proved disastrous for the tribal community and population.

Today, many of the tribes mentioned above use rice, dal, sugar, oil, tea and masalas. All these were not part of their earlier diets. They are obtained from the co-operative stores where they can trade honey and coconuts for things they need. Many have stopped hunting, or going into the forests. The administration is trying to help the tribals, but a certain way of life and dignity has been lost for ever. Is it possible for us to stop looking at tribals as “inferior” or “uncivilized”? Since that impression is farthest from the truth.

Lidio Cipriani (Liddy-yo Chip-ree-yanny) was a scientist who lived with the Onges for a year in the 1950s. His Onge friends could spot an approaching dungi in the distance with their naked eyes, even identifying who was on it. Cipriani himself found this impossible even with his binoculars! In a forest, even the smallest animal high up on a tree trunk could not escape the sharp eyes of the Onge tribals.

Current population statistics 400,000

Census 2001

350,000

Census 2011

Number of people

300,000 250,000 200,000 150,000

(These figures include the tribal population in ANI)

100,000

Source: http://censusindia.gov. in/2011-prov-results/paper2/data_ files/ani/Document_19.pdf

50,000 0

Total population

Rural population

Urban population

Yes, fortunately! The Jarawas and Sentinelese being hostile escaped this onslaught. But not before losing a certain number of people to the settlers. The Jarawa have now started to come out of the forests and into the settlements. Today the Sentinelese are the only tribe that remains isolated, still living their original lives. The Shompens in the Nicobars have also managed to retain many of their old ways.

The Story Of The Jarawas The word Jarawa means stranger. It was the name given by the Southern Andamanese to a group of tribals who lived more in the interior of South Andaman Island. It is believed that the ancestors of the Jarawa had migrated from Little Andaman. When they landed in Great Andaman (today called North, Middle and South Andaman), the Jarawas found that the coast was already occupied by the Andamanese who were not very friendly. So the Jarawas moved off in the forests and adjusted themselves to the life there. This was very different from the life on the coast they were used to. The Jarawas were wary of outsiders because of traditional unfriendliness with the coastal Andamanese. They also had a fear of strangers because of the terror caused by the Malays and Arabs in the past. During their reign, the British very cunningly used the traditional enmity between the Andamanese and Jarawas. They provided the Andamanese with weapons to overpower the Jarawas. Many attacks and killings resulted from this. Also, as part of the Japanese rule of the islands during World War II, many Jarawas were captured, tortured and killed. All this made the Jarawas hate the outside world. Their only form of defense was to try and isolate themselves completely. They also attacked any intruder into their territory. To the Jarawa, one of the biggest crimes is to trespass onto someone else’s territory – this could explain why they do not like the Andaman Trunk Road built right through their land without their permission. The history of Jarawas and their contact with outsiders is filled with cruelty, betrayal, and plunder. It is not without reason that they are hostile. They have been forced to become so by modern man. We can only hope that efforts at making peace with the Jarawas work towards their benefit and ours. Otherwise it is best to leave them alone to their world in the western part of Middle and South Andamans.

145

The People of the Nicobar Islands The Nicobarese are a progressive indigenous islander community of the Nicobar Islands and have a very pluralistic history. They have settled on twelve islands in the Nicobars. While most of them follow Christianity or Islam today, many continue to celebrate festivals of their old traditions and cultures. Being spread over the Nicobar Islands, a number of dialects of the Nicobarese language are used in the various islands. Despite this difference in dialect, there is considerable inter-connectedness and inter-dependence between the islands. They are mostly a coastal community and you can spot their cottages, canoes and plantations fringing the shores of these islands. However, after the tsunami of 2004 villages have moved further inland. Their main traditional food is fish and other marine life as well as plantation produce ranging from bananas and coconuts to pandanus, tubers and taro. New varieties of fruit and vegetables have been introduced and are cultivated as well. They depend on the forests for sustenance in livelihood articles such as timber for canoes and construction, and some islanders hunt wild pigs, bats and birds as additional protein. They had large plantations of coconut and areca nut prior to the tsunami, which brought them their income to meet other livelihood needs. Cows, goats and poultry are also reared with pigs reared as special food for feasts and festivities.

The Nicobarese from Chowra, are known for their racingcanoe building skills though many other Nicobar islanders also manufacture their own outrigger canoes with variations in design. Large outrigger canoes with sails were common half a century ago as they were the main transport for trade and communication. Today symbolic races are sometimes held during festive occasions. The Nicobarese have adapted and adjusted well to outside intervention and have their own systems of village and island governance. The advent of modern lifestyles is fast eradicating traditional skills and knowledge. Some of the Nicobar islanders have become teachers, Government officers and clerks, police personnel, drivers and doctors.

completely different language, with possible variations within the large island. They are a people of the forest, expert at felling large trees single handed to cultivate a few crops for subsistence. They hunt wild pigs, and other animals of the thick rainforests and freshwater streams on the island for food.

The Shompen on the other hand, are a small, dispersed community of small and large bands of people inhabiting interior regions of Great Nicobar Island. Like most forest dwelling communities, they live in family groups occupying various regions. Some of these are deep in the interior, but close to freshwater and their kitchen gardens. They are known to periodically shift habitations depending on the availability of food at these kitchen gardens as well as to change foraging and hunting grounds. For a long time, the Shompen language was thought just to be yet another dialect of Nicobarese spoken with a different accent. However, recently it has been found that it is a

Many people from various mainland regions were settled on Great Nicobar in the early 1970â&#x20AC;&#x2122;s, and later even on Katchal Island, by the Government of India. While the communities settled on Great Nicobar Island were largely dependent on agriculture and Government service, today private enterprise and employment is growing after most of the farmlands were damaged by the tsunami of 2004. On Katchal Island, a rubber plantation was begun by the Forest Corporation in which many Tamil speaking people from Sri Lanka were settled to work though many have moved to Port Blair in recent times. Car Nicobar Island is the District headquarters and the entire region is administered from three locations, Car Nicobar Island, Kamorta Island and Great Nicobar Island.

The Nicobarese along the Great Nicobar coast and the Shompen in the forests have historically had interaction with each other largely through barter and until many decades ago, also warfare. The Shompen are not a hostile group, but unlike the Nicobarese, they prefer anonymity and are shy, preferring their discrete way of life.

Indigenous people: Tribe

Area of Inhabitance

Population (according to 2001 census)

Great Andamanese

Strait Island, Andaman

Ongese

Little Andaman

Sentinelese

North Sentinel

Jarawa

South and Middle Andaman

240

Nicobarese

Nicobar Islands

28653

Shompen

Great Nicobar

398

TOTAL

29469

In the last ten years, there has been a growth of 6.68% in the population of the Islands. The most increase has been in the South Andaman Islands, while the Nicobars has actually shown a decline. The population of the indigenous people has declined over the years (from 2001 to 2011 there has been a 3.19% decrease). One of the main reasons could be the 2004 tsunami. Obtaining exact numbers for the Sentinelese, Jarawa and Shompen is difficult as they are hostile to outsiders.

147

01 02 03 04 05 06 07 08 09

Dunghi Onge Shompen Ranchi Karen Jarawa Houses of communities Andamanese Nicobares

21 149

Class 6th Activity Type Homework followed by Indoor Objective To get the students to trace where they originally came from and to talk about their roots. Materials Worksheet/notebook, pencils, pens, erasers Activity Time 40 minutes Seating Arrangement In their respective seats in the classroom Note to the teacher The topic of race is a very sensitive one. Therefore, there must be no mention made of the race they belong to or the colour of their skin. It is your duty to make sure no one child is made to feel less important and less special than another in any way.

7.1

ACTIVITY Who are we?

BACKGROUND INFORMATION There are 572 islands in the Andaman and Nicobar archipelago of which only around 35 of them are inhabited. There are four tribes native to the Andaman Islands who are a population of about 500 people and the rest of the Andaman Island population is made up of settlers. The Nicobarese are a population of about 25,000 people and inhabit eleven out of twenty islands and speak various dialects of Nicobarese on separate islands. The Nicobarese primarily manage and use plantations of coconut and herd and tend to pigs and chicken; many are in government and private sector jobs as well, with high levels of education too. The Shompen tribe inhabit the deep jungles and some coasts of Great Nicobar Island,

and are self-sufficient through foraging and hunting. The settled communities have come from various parts of mainland India and a few from Burma. They include Bengali, Hindi, Telugu, Tamil, Malayalam, Bihari, Oriya and Karen speaking people amongst many more. Very few people today are aware intimately of the islands and their natural history. Some of the Karen community, which migrated from Burma, and the Ranchi community, from mainland India might be the only few who know in great detail about the various species of flora and fauna in the forests and seas of Andaman and Nicobar Islands.

Learning Procedure 1 For this activity, the students need to be reminded a day or two before the class to go home and talk to their parents and relatives and find out more about themselves and the history of their families. 2

Divide the class into groups of 3â&#x20AC;&#x201C;5 and let each group select one person as their group leader.

Let them spend 15 minutes exchanging notes, discussing their origins.

What community do they belong to?

Where on the mainland did their ancestors migrate here from?

How long ago did the first person in their family move here?

Why did they come to A&N?

What is the family livelihood? â&#x20AC;&#x201C; fishing, farming, business in the city

Do they know of any original prisoners/freedom fighters in their families?

Each group leader can come up and present the answers to the above questions to the rest of the class.

Connection to other subjects History

21 151

WORKSHEET 7.2 : VISIT TO THE ANTHROPOLOGICAL MUSEUM

7. 2

ACTIVITY Visit to the anthropological museum

CLASS 7th ACTIVITY TYPE Outdoor — Field Trip

Learning Procedure 1 Give a bit of background to the field trip before leaving class. 2

Split the class into 6 groups and assign one native tribe to each group.

On the way to the museum discuss the rules and distribute the worksheet (Worksheet #X) to them.

MATERIALS Worksheet/notebook, pencils, pens, erasers, water bottles and a snack box

SEATING ARRANGEMENT Divide the class into six groups. Make sure there is one teacher/instructor for every 10 students.

On arrival fix a meeting point (eg. The information table at the entrance to the museum could be the decided spot).

Give them 20 minutes to go around looking at what is displayed. The instructors can walk around with the students and explain things of importance.

OBJECTIVE To learn about the various indigenous tribes of the Andaman and Nicobar Islands. ACTIVITY TIME Half a day

RULES 1 Must stick with your respective groups. 2 Fix a time and meeting point soon as you arrive at the Museum. 3 It’s a museum, so no running around and touching breaking items on display.

6 The next 20 minutes allow the students in their groups to go around and find information about the tribe assigned to them. 7

Things they will have to note down are:

The people of the tribe

Background Information There are six native tribes in the Andaman and Nicobar Islands. Excluding the Nicobarese, who account for 25000 people, the population of the remaining 5 tribes is only about 500. The rest of the population of the Islands is made up of settlers. The six native tribes are:

Which parts of A&N they inhabit

Their clothing

Ornaments

Houses/cottages they live in

Utensils

i ii iii iv v vi

Weaponry

Great Andamanese Sentinelese Jarawa Onge Nicobarese Shompen

The first 4 belong to the Andaman group of islands. They are descendants of ancient inhabitants of the islands who arrived in the islands many tens of thousands years ago during early human migrations across the world. The Nicobarese are found in the Nicobar group of islands while the Shompen inhabit the deep forests of Great Nicobar Island.

h Livelihood i

Other interesting pieces of information they can find

(Students can bring cameras, one per group, and take pictures if they can) As a follow up activity to this one, conduct Activity #3 – Poster Making, in the next EE class. Connection to other subjects History

NAME

DATE I belong to the

group.

We have (Negroid / Mongoloid) roots and inhabit

region on the islands.

This is the sort of clothing we wear

And the jewellery we adorn to dress up is

Our houses look like this

These are the kinds of utensils we use to cook

When we go out hunting for wild boar and fish the weapons we use are

Here’s something interesting about my tribe

21 153 Class 7th

7. 3

ACTIVITY Poster Making

Activity Type Indoor

Learning Procedure 1 Let the 6 groups seat themselves wherever they feel most comfortable

Objective To design a poster highlighting the various indigenous communities of A&N and coin a slogan for the poster to address their well-being.

Distribute one chart paper to each group

They must have with them their worksheets from the previous activity

Materials Worksheet , pencils, erasers, colour pencils, crayons, paints and brushes, chart paper

With the help of the worksheet and whatever extra information and materials they may have collected related to the indigenous people of A&N, they have to design a poster

Activity Time 80 minutes (double EE period) Seating Arrangement: Divide the class into the same six groups as the last activity. The can move their tables and chairs to the side and sit on the floor in their classroom.

The poster can contain depictions of the

The people of their tribe

Which parts of A&N they inhabit

Rules None

The clothes they wear

Background Information This is a follow up activity to Activity 7.2 If a visit to the Anthropological Museum was not possible, then spend one period talking to the class about the indigenous people of the Islands. (Refer to the poster on “Indigenous people of A&N”). After that, divide the class into 6 groups, assign one tribe to each group. As homework, ask the students to collect as much information as they can about their respective tribes.

Ornaments/Jewellery

Houses/cottages they live in

Utensils they use for cooking

Weaponry used for hunting

In the following double period, conduct this Poster Making activity. Refer previous activity, the lesson on “Humans on the Islands” and information collected in Anthropological Museum for more.

6 They can spend 40 minutes working on the poster, sticking pictures, drawing figures and also trying to coin a slogan to address the well-being of the indigenous people. 7

Then one person in each group can come up to the front with their poster and explain it. Each group gets 5 minutes.

Connection to other subjects History, Art

7. 4

ACTIVITY Tribal Art

CLASS 8th ACTIVITY TYPE Indoor OBJECTIVE A fun activity to understand the art forms of the various indigenous people that live on the island. MATERIALS White and red water/poster colour paint, paint brushes, black chart paper sheets each cut into pieces of 4, string and safety pins ACTIVITY TIME 60–80 minutes (double EE period) SEATING ARRANGEMENT In their respective seats in the classroom

BACKGROUND INFORMATION The Jarawas and Onge are known to paint their bodies with white or red clay in various designs. They clay is used as decorative body art and also indicative of different conditions of the body — both in illness and in health. Other attributes and properties of the use of clay are still not clearly understood. The Andamanese painted the clay on their body in specific patterns which, when asked, they said was just to make them look more attractive. Ochre (iron-oxide) paint was used when someone was sick. It was painted on different parts of the body to cure different ailments – on the cheek to cure toothaches and on the chest to get rid of coughs. When it was festival time, they painted their whole bodies in patterns of white and red.

Learning Procedure 1

Give a background to the activity. Explain that instead of clay, the students will be using paints to draw tribal designs

Show pictures of Onge and Jarawa with their bodies painted. The posters provided should contain these

Students can draw their own outline of a person on the chart paper piece provided and start filling it in with designs of their choice

Let the students leave their paintings in the class to dry over night

The next day they can cut out their figures and either string them up around the class or use safety pins and pin the figures onto their uniforms for the day.

Connection to other subjects History, Art

Island alert Islands are fragile systems that are affected by even slight disturbances. As inhabitants of these islands, we need to be aware of such disturbances and be prepared to deal with them. Let us explore how we can contribute our two-bits by forming or being part of clubs.

157

island alert

Let’s get together!

Who Can Start a Club?

What can be done at the club?

In and Around School

Who Else Can Help?

Understanding and caring for our environment can be best done if we form a group and work together. This group can then learn new things, undertake activities and most of allhave fun together!

Anyone with enthusiasm and dedication. A teacher, a student, a parent, anyone at all. If a club is to be started in a school, it would be easier if a teacher was in charge of it. The teacher can have any background. It would help perhaps if she/he had a knowledge or geography or biology. If two or more people joined and started a club it would be better still-after all, two heads are better than one!

Lots if things! First of all, we have such a variety of natural habitats to visit and so many different species of plants and animals to see within just a few kilometers. People on the mainland may have to travel huge distances to witness such diversity. In most places, people can only see coral reefs, mangroves, and rainforests in rainforests in photographs, films and on television. Very, very few of them can even dream of making a trip to see these places in real life. We are so lucky to have around us such a diversity and richness of nature’s wealth.

Plenty of interesting activities can be done right around school. They are easy to do and will help the children learn about their surroundings. The activities will also make them think about the many resources used in everyday life. What you can do in school: 1. Make a sightings notebook. In a notebook, kept in a prominent place, note down interesting birds or animals that you see. This can later be used to make a checklist of the wildlife that is found near your school. This will be of great help to the organizations that work on wildlife in the Islands. 2. Start a butterfly garden. Plant some local flowering plants in a suitable place in your school grounds and watch the butterflies that come to feast on the nectar. Note down the patterns on the wings of the butterflies and try and identify them. There are some photographs of some butterflies in the chapter “Tropical Forests”. 3. Start composting! This can be a great way to use biodegradable waste and increase the fertility of soil. Refer to the activity for more details.

Do you feel you do not know where to begin? There are people and groups on the islands who will be willing to help you. They can provide information, suggest books and other material, and perhaps arrange for a film or slideshow at your school. You could correspond with the groups and ask for whatever you might need to know. If they are located nearby, you could also go and visit them. Also, you can exchange information with the people in these organizations. Your information and observations could also be very useful to them!

Many schools in the Islands have green clubs or nature clubs. If your school does not, then it is easy to form a group or a club especially if you are a teacher. Approach the school principal and get permission to start a club. Announce it in the assembly or put up a notice asking interested students to contact you. Once you have students enrolled in the club, you could meet regularly (maybe every Saturday) for one or two hours.

Imagine if several schools all started such clubs; we would soon have a good network of them all over the Islands. Information and material could be exchanged. And students could even visit another club on another Island. Nature clubs need not be only in a school. It might be fun to start one with members of your community.

As part of the club, we can also try and protect our timeless treasures. Action can be taken through the club to protect a coral reef from damage, tell people to save water, or run a campaign to reduce the garbage in your area. Working together is much easier and more effective than working alone. Some activities that you can do outlined in this chapter. These are just the beginnings of many other activities that both teachers and students can think of doing once the club gets going.

Keep an eye out for interesting animals and plants around your school and home. Also, if you notice activities like poaching or mining, make a note of it and tell the authorities. You can contact the authorities in person, or write to them.

159

Here are some useful addresses: You can contact the following organizations if you see an interesting animal or plant. They can help you identify it and give you some information about it. (All these organizations are open on weekdays, except public holidays). Zoological Survey of India 11, Horticulture Road Haddo, Port Blair 744102 Website: http://zsi.gov.in/regional_centres/anrcport_blair. html Botanical Survey of India P.O no. 692 Haddo Port Blair-744102 Website: www.bsi.gov.in Department of Fisheries Marina Park Port Blair-744101 www.and.nic.in Fisheries Survey of India Post Box No: 46 Port Blair - 744101 Website: www.fsi.gov.in Andaman and Nicobar Islands Environmental Team (ANET) Post Bag 1, Junglighat P.O Post Blair Website: www.anetindia.org Andaman Prakriti Samsad (APS) Post Bag 8, Junglighat P.O Port Blair Central Agriculture Research Institute Garacharma, Port Blair-744103 Website: www. cari.and.nic.in/

Contact these organizations if you see activities like poaching or mining: Department of Environment and Forests Chatham, Port Blair Website: www. forest.and.nic.in/ Office of the Chief Wildlife Warden Van Sadan Haddo, Port Blair-744102 Society of Andaman and Nicobar Ecology (SANE) PO Box 63 Port Blair-744101 Parirakshak Campbell Bay Great Nicobar Island- 744302

Some more useful addresses: Naval Marine Museum (Samudrika) Haddo, Port Blair-744102 Anthropological Survey Middle point Port Blair-744101 Website: www.ansi.gov.in Directorate of Education Shiksha Sadan VIP Road Port Blair-744103 Website: www.and.nic.in Andaman Public Works Department Nirman Bhawan, APWD, Port Blair â&#x20AC;&#x201C; 744101 Website: www. http://apwd.and.nic.in/ Port Blair Municipal Council Indira Bhavan Aberdeen Bazaar Port Blair-744101 Website: www.and.nic.in

Tsunami Alert! The Tsunami that occurred in 2004 caused a lot of damage, to the various ecosystems of the Islands as well as to human settlements. Our Islands now have an Early Tsunami Warning System which will be able to warn us about a tsunami immediately after an earthquake occurs. However, it always helps to be prepared for a natural disaster. If there is an earthquake, or if you notice receding waves off the coast, it is crucial that one takes immediate action You could discuss ways to be prepared for a tsunami in your school club, and maybe even make some booklets that can be distributed amongst your friends and neighbours in your community. Some steps you could take to prepare for a tsunami: 1. Look for signs, such as waves receding far back away from the shore. 2. Immediately warn others about an impending tsunami 3. Immediately run away from the beach and head to higher ground 4. Donâ&#x20AC;&#x2122;t go back to the beach even if you think it looks calm enough. You could suggest keeping a tsunami preparedness kit in your school or at home. This kit could contain some basic first aid, essential medicines, candles and flashlights, a battery operated radio, rehydration salts (ORS-commonly available in medical stores), food packets etc. In case of an earthquake, these are some of the steps that you could follow: 1. Crouch under a table or a desk. Hold on until the shaking stops. 2. If you are outside, immediately head to open ground. Avoid standing next to buildings or walls. 3. Do not turn on any lights (any electrical items) or the gas stove during or after an earthquake 4. Keep an emergency kit, similar to the one for the tsunami, ready and at hand. 5. After the earthquake, stay away from buildings and bridges. They may not be stable. 6. Do not drink water from open containers. Remember that even after a tsunami, aftershocks from the earthquake may still occur. More details about being prepared in the event of a natural disaster are available from the National Disaster Management Authority, Government of India.

161

05 04

01 02 03 04 05 06 07 08 09

Field trip to coast Effects of tsunami on trees Field trip to nearby island Effects of tsunami on corals Poaching Crafts for conservation

163

8.1

ACTIVITY Let’s Plant Emeralds

LEARNING PROCEDURE 1 Divide the class into groups of five, and introduce them to the activity.

6 Keep the bags in a suitable location, where they are likely to be undisturbed.

Discuss the importance of trees. Do the students know indigenous varieties of trees and plants?

Write down the names of the plants that you will be using for this activity on the black board. Have the students heard/ seen these plants before?

Give each group a bag with a sapling. If there is enough space in the school premises, then each group can get more than one bag.

8 Protect them from goats and cows by erecting a tree guard around them. They also need to be monitored for weeds, creepers and diseases that affect plants (such as fungus)

Water to keep the soil moist.

Seedlings may be transplanted when they are 6 to 8 inches high.

9 The newly transplanted seedlings need to be watered on a regular basis. This can be done by the groups/ classes on a rotation basis. A schedule for this can be put up on a notice board.

CLASS 6th–7th ACTIVITY TYPE Outdoors OBJECTIVE To learn about what kinds of trees grow best in the Andaman and Nicobar Islands and help students connect with nature through hands on activities. This activity also serves to increase the green cover in the school. ACTIVITY TIME 40 minutes with additional time to be given later to monitor and water the plants. MATERIALS Young saplings of local trees, garden tools for digging, small pots, old plastic bags, cups, tins, soil. SEATING ARRANGEMENT Five students per group RULES The scissors must be used carefully. NOTE TO THE TEACHER Visit the local forest department and find out about the local plants and what might be available for a tree planting activity beforehand. Speak with your principal for permission for the activity, and identify where the most suitable spot for such an activity be. If school premises are not suitable, you could always carry out this activity in a field (for example) nearby. Do remember to get permissions!

BACKGROUND INFORMATION Trees such as Padauk, Gurjan Thitpok, Dhup and Tompieng are our most precious assets. There are countless benefits we get from having trees around us. For instance, trees improve the quality of air by absorbing carbon dioxide and releasing oxygen. Also, roots of trees bind soil together, preventing erosion. This activity is about setting up a nursery in school and getting involved in tree planting. Some students may want to start nurseries of medicinal plants. They can ask their parents and grandparents what kind of plants can be grown. The Nicobarese have a lot of knowledge about the indigenous as well as medicinal plants since they have lived on the islands for thousands of years.

Try the local Forest Department and see if they have a nursery from where you can pick up saplings. Those in and around Port Blair can try the CARI nursery at Sippighat. The Forest Department has a Silvicultural office and a nursery near Haddo. Do not go in for Eucalyptus, Casuarina and other exotic varieties. Choose local varieties as far as possible. Exotic varieties such as neem are usually fast growing, but many do not have the uses that our own trees have. They may also rapidly displace the wonderful heritage of plants we already have. Why import something when we already have our own precious assets? For more information on trees, refer to the chapter “Tropical Forests”.

DISCUSSION After the tree planting activity is over; facilitate a discussion amongst the student by asking the following questions. This could also be done to assess the students individually. 1 Why are trees so beneficial for us? 2

Trees are also important habitats for many creatures. Do the students know of some animals that live in trees? Write these down on the board.

Why were only “indigenous” varieties of plants used in the activity?

What would happen if excessive fertilizer or pesticides were used? (this is a challenge question, the students may need hints about water pollution etc. Refer to the chapter Resources and Sustainability)

FURTHER WORK The students can find out about locally used pesticides, and organic varieties that can be used. They can ask their parents about indigenous/natural fertilizers and pesticides. This information can be put up in the form of charts. CONNECTION TO OTHER SUBJECTS Biology

165

8.2

ACTIVITY

LEARNING PROCEDURE 1 Divide the class into groups 2

Write Rightaway

Begin a discussion on environmental damage by asking the following questions: •

What kinds of damage have the students come across? Examples can be pollution, deforestation, poaching etc. (Note these down on the black board)

•

Where have they seen this happening?

•

Have the problems that they mention been prevalent for some time now, or are they recent issues?

•

Have the students seen any improvement?

Tell the students that while speaking to the people directly about such activities is one way to address issues, they also have the right to inform the authorities. This can be done through writing letters. Before starting the activity, briefly give the students instructions on how to write formal letters. This can be just a revision; however, if the class has not yet done this in English Grammar, a format may need to be put up on the board. Give each group an environmental issue. For example, one group can be pollution, one can be poaching etc.

CLASS 6th–7th ACTIVITY TYPE Indoors

6 Write down important addresses on the blackboard. The group that has poaching can write a letter to the Forest Department, the group that has Pollution can write to the Municipal council and so on. 7

The students can note these down in their exercise books.

8 The groups can then brainstorm on how they will write their letter. They must clearly present the problem, describe how this is affecting the environment and offer a solution if possible. Do remind them that it must be a real situation. 9 At the end of the class, take the letters from the groups. Inform the class that these letters will be collated into one master letter which will then be sent to the authorities by the school. (The letters could also be sent to newspapers, as letters to the editor).

OBJECTIVE To appreciate that we have the right to inform authorities of any damage occurring to the environment. ACTIVITY TIME 40 minutes (can be carried into a double period) MATERIALS Paper (can be one side used/ newsprint), pencils, blackboard. SEATING ARRANGEMENT In groups of five. RULES Each student must wait for their turn to express their ideas and thoughts. The students must be instructed to raise their hands and not interrupt. NOTE TO THE TEACHER Ideally, the class would have been exposed to the various ecosystems on the islands through activities in previous chapters, and will be able to mention some activities that harm the environment. While the activity is going on, please monitor what the students classify as right and wrong. Cutting down a tree is not equivalent to deforestation! If, for example, a student has seen a tree being cut down, please do emphasize that while it does mean the loss of a tree, sometimes we do need a tree for essentials like building houses or boats.

BACKGROUND INFORMATION We have the right to inform the authorities of any damage that is occurring to the environment and writing letters to the people concerned is a simple and effective way of doing that. Students may come across activities that can harm the environment such as coral destruction, sand mining, logging, poaching etc. While local action can be taken by actually speaking to the people who cause damage, the matter can be reported to the authorities by writing letters. Refer to page 158 in the book for the important addresses.

DISCUSSION For class VI: Allow the class to arrive at solutions for the various issues by themselves. At the end of the class, guide a discussion by asking how does one activity (such as pollution) affect the environment and what are the solutions? This will also give an idea as to what the students feel about these issues. Some interesting ideas may come up!

For Classes VII and VIII the discussion could be done in the form of a role play as an extension of the activity. The following situations could be given as examples: •

“If I were an official in the Forest Department, how would I solve some of the problems”

•

“If I were a tourist, how would seeing environmental damage affect me?”

FURTHER WORK The students of Class VIII can do a “council of all beings activity” in which they can expand on the role playing activity. (See the Jan Sabha activity for reference) CONNECTION TO OTHER SUBJECTS English

167 CLASS 6th–8th ACTIVITY TYPE Outdoors OBJECTIVE To learn about composting and the method (bin composting) by which to do it. MATERIALS For class VI — three clay pots (matkas) or flower pots that fit one on top of the other, gardening tools, leaves, Fruit/ Vegetable peels, dung, eggshells etc (organic matter to put into the pits for composting), soil, manure, one bin labeled “organic waste”, and another for “inorganic waste”, paper, colour pencils. ACTIVITY TIME 80 minutes (devote half an hour to this activity every week henceforth, not necessarily during class time) SEATING ARRANGEMENT Five students per group. RULES Safety instructions (using the gardening tools) have to be followed. These include always keeping the sharp end of tools pointing away from you and using tools only under adult supervision. NOTE TO THE TEACHER For Class VI, pre drill small holes in the bottom of the matkas (except one, which will be placed at the bottom) and cover with a wire mesh. For the Class VII and VII activity, find a suitable location for a compost pit in the school. It should be in a shaded and isolated spot. Request the gardener to help dig a pit two to three feet deep for the activity for class VII. Tell the students to start collecting organic waste (egg shells, vegetable peels etc) two days before the day of the activity.

8.3

ACTIVITY

Nature’s Recipe for Free Fertilizer!

BACKGROUND INFORMATION Composting is a process by which tiny organisms in the soil such as bacteria and fungi convert degradable organic waste such as vegetable peels, leaves, and eggshells into humus. Plants can grow very well in humus. The principle behind composting was first proposed by Sir Albert Howard, a British scientist in the year 1940. He spent many years in India, developing the “Indore method” for composting.

LEARNING PROCEDURE 1 General Instructions: i Divide the class into groups and give an introduction to the activity. Have the students heard about composting before? Tell them about how this process can help make manure. ii Use the blackboard to explain this composting method. iii Explain the rules. For Class VI: Bin Composting using Matkas.

Composting can be done by digging a pit and filling it with organic (material that can decompose in nature) waste. Vermi composting, another method of composting is done by adding earthworms in the compost pit. The compost pit (also sometimes called the trench pit) is a neat way to manage waste that comes from the kitchen. The advantages of composting are many. It provides a cheap and effective way of getting rid of kitchen (organic) wastes. Using manure that forms as a result of composting in fields reduces the need for chemical fertilizers. Compost that is mixed with normal soil reduces the potential for soil erosion and prevents the growth of weeds. Since our Islands are very hot and humid, it makes it easy for waste to decompose. The compost thus produced can be used in the school for potted plants as well as other plants. It can also be used in nearby fields and plantations.

i Arrange the pots one on top of the other. ii Add a layer of manure in each matka. iii Put in the organic waste in the matka on the top. Cover the matka (with a clay lid). The liquid from the decomposing organic matter will trickle through and collect in the bottom most matka. iv When the top most matka is full, it can be exchanged with the one in the middle. v Each group can be given a chance to rotate the matkas, monitoring the levels of organic waste. vi Keep the recycling unit in a place that will not be disturbed. Also, the area around it should be kept as clean as possible. vii The compost should be ready in 2–3 weeks, after which, again with the gardeners help, the compost can be used in the school garden.

Discussion After the activity is over, initiate a discussion with the students with these questions: For Class VI: 1 2

What is the advantage of composting? Ask the students if they know of any kinds of fertilizers? (this might be easy, if their parents are involved in agriculture). If they don’t know of any, they can find out for homework.

For Class VII: Island method! (developed from the Indore method) i

With the gardener’s help, ask the students to first make a layer of organic wastes in the pit (this pit has to be prepared beforehand). ii Initially put in organic waste that you yourself have collected, with a description of the kind of waste that can be put in. The students then contribute to the layer putting in the wastes that they have collected from home. iii This is to be covered with a thin layer of Manure. iv The layer of manure should be covered with a layer of soil. v Turn all three layers. vi After two weeks, turn the pile again. This process should be repeated once more. vii The class can make posters regarding this method and distribute it in school. viii The compost should be ready in two months, after which, again with the gardeners help, the compost can be used in the school itself. Instructions for the homework based activity: Ask the students to interview farmers. Their goal is to find out what fertilizer is used by farmers in their area. Do the farmers find compost manure useful? They could also ask their parents or other family members what fertilizer they use.

For Class VII: 1 What type of fertilizer is used mainly by the farmers? 2 Do any of them practice composting at home, even for kitchen gardens? 3 If this activity is being carried out in Port Blair, where there is not much open space, have the students come across anyone who is composting? Even a basic compost pit?

For Class VIII: Compost pit i

With the gardener’s help, ask the students to dig pit, at least 4 feet deep. This pit must be dug in a sheltered spot on the school premises. ii Ask the students to put in the organic material that they have collected. iii This is to be covered with a thin layer of soil. iv Place the organic waste bin in a prominent place in the school. v The students must create awareness about the bin, and make sure that the organic waste generated in the school is thrown in that bin. vi Each group is instructed to take turns putting in the organic waste from the “Organic Waste” bin and covering it with a layer of soil every week. vii The class then sits in their groups. Each group is given one sheet of paper and colour pencils. Tell the students to make one colourful poster (per group) about what a compost pit is. One poster is put up in each classroom. viii One group can make a notice to put above the “organic waste” bin instructing students and teachers what to do (put food waste into the bin after eating etc) The fertilizer should be ready in 2 months, after which, again with the gardeners help, the compost can be used in the school itself. • Encourage the students to take some home in small gunny sac.

For Class VIII: 1 Are there any disadvantages do the students see in composting? 2 This is a method to reduce the amount of organic waste. How do they propose to reduce the amount of inorganic waste? Connection to other subjects Biology

169

8.4

ACTIVITY

Story Time!

many organisms. Each organism is adapted to live in a condition that is harsh, with constant oscillation between complete inundation and strong sunlight. Encourage the students to keep these features in mind and immerse themselves in the mangrove ecosystem when they develop the story.

8.5

ACTIVITY

For more information on Mangroves, refer to the chapter in the book.

Tsunami in a Dabba

BACKGROUND INFORMATION The word tsunami comes from the Japanese word for harbour wave. It is caused by earthquakes, volcanic eruptions etc which can cause a large volume of water to be displaced. Due to the displacement of the ocean floor (as a result of the earthquake or any other factor) a series of waves are generated. As these waves approach the shore, they become higher and higher, often resembling a large wall of water.

Hand out the material for the experiment to each group.

Clearly explain the rules for the activity

Instructions for the activity:

•

Pour some water into a dabba and nudge it lightly. Note if there is significant disturbance to the water. Empty out the dabba, and conduct the next part of the activity. Tilt the plastic dabba by placing a geometry box or a duster under one end. Pour water into the dabba, so that one end is filled with water and the other end is dry. Pack the dry end in with sand Pierce a small hole in the small lid and pass a string through. Place this small lid in the dabba under the water. The string should be outside the dabba. Give a sharp tug to the string so that the water in the dabba is displaced. Is the disturbance to the water more than when the dabba was only slightly nudged? This shows the effect earthquakes under water or near the coast could have; i.e., the effect of a Tsunami.

• •

CLASS 6th

LEARNING PROCEDURE 1 Instruct the students to sit in a circle.

ACTIVITY TYPE Indoor

OBJECTIVE To allow students to express ideas through creative means, and also to encourage speaking, listening and writing skills.

ACTIVITY TIME 40 minutes (one period) MATERIALS Paper, pencils, blackboard, posters/ flash cards/ power point presentations SEATING ARRANGEMENT The students should sit in a circle. The teacher should sit as a part of the group. RULES Each student must wait for their turn to express their ideas and thoughts. The students must be instructed to raise their hands and not interrupt. The general rules for the activity: each student contributes one sentence to the story; as far as possible the story must not end abruptly and descriptive words must be used. NOTE TO THE TEACHER This activity connects environmental education and English. It can be done in either class, but with coordination between teachers. Ideally, the Story time activity should be conducted after the class has been on a Mangrove activity. If the class has not been to the Mangroves, any other ecosystem can be used as reference.

4 5

Explain the rules clearly, taking care to emphasize that each student will get a chance to contribute. Each child can contribute one sentence to the story. Show the posters/ flashcards with pictures of animals such as the Mudskipper, Fiddler crab or the Hermit crab. The pictures act as reinforcement. Facilitate this reinforcement by asking questions such as “who remembers how the Mudskipper moves” and “where does the Hermit crab live”.

6 The students are free to use their imaginations to come up with a suitable first sentence. However an example could be given, such as “It was a hot day in the Mangrove”. 7

Remind the students that they should try to connect the animals to the tides, predators and habitats in the Mangroves.

8 Write down each of the sentences.

CLASS 6th ACTIVITY TYPE Indoors OBJECTIVE To understand, through a simple activity, what exactly a Tsunami is and how it is caused. ACTIVITY TIME 40 minutes MATERIALS Plastic dabba, sand, small plastic lid, compass, water, string.

Ask the class to pick two of the animals around which they will all build a story.

9 Monitor the sequence of the story. The story must not end abruptly, and the students must try to maintain the tense and narrative (grammatical person).

Remind the students to use descriptive words, which will be easy as they have already seen these animals in action!

10 The students can then write out the story they have developed on a chart paper and put it up on the bulletin board.

RULES i Observe the demonstration with care. ii Use the compass and other sharp instruments with care.

DISCUSSION After the activity is over, ask the students about how they enjoyed the field trip to the Mangroves (or any other ecosystem). Ask them to recount their experiences.

NOTE TO THE TEACHER Demonstrate the activity once to the class so that they can replicate it.

Connection to other subjects English (grammar)

SEATING ARRANGEMENT In groups of five.

The tsunami of December 2004 affected the Andaman and Nicobar Islands, coastal areas in the eastern part of mainland India, as well as parts of South East Asia. The Richter scale (or the Richter Magnitude scale) gives us an idea of how much energy is released during an earthquake. The earthquake that caused the tsunami reached a magnitude of 9.0 on the Richter scale. The tsunami caused a lot of devastation, with loss of lives, livelihoods and property. Tsunamis cannot be prevented; however, the impacts of the tsunami can be minimized. The Islands now have a tsunami early warning system which can help to reduce the impacts particularly to human lives and livelihoods. For more information refer to pages 158 in the book. LEARNING PROCEDURE 1 Divide the class into groups of five, (depending on the availability of resources) and introduce the activity. 2

Do the students know what a tsunami is and how it occurs? Discuss this with the class.

• • • • • • •

DISCUSSION After the activity is over, facilitate a discussion by asking the following questions: • Discuss the effects of the tsunami. Ask the students if they know of anyone affected by the tsunami. • Discuss possible safety measures that can be taken in case of a possible Tsunami(e.g., immediately get to higher ground) FURTHER WORK The points discussed about safety measures during a tsunami can be put together in a “Tsunami safety” booklet. This can be presented during the school assembly, and kept in the library for easy reference. CONNECTION TO OTHER SUBJECTS Geography, History

171 CLASS 7th ACTIVITY TYPE Indoors OBJECTIVE To understand that trees are used to make things that we use on a daily basis such as notebooks and pencils. Also, to understand that by using less paper, we can save trees. ACTIVITY TIME 40 minutes MATERIALS Old notebooks (ones that have usable sheets — one side used etc), old magazines/ newspapers, greeting cards, old calendars, glue, scissors, twine or any strong string, punch, notebooks, pencils/pens, paints, sketch pens. SEATING ARRANGEMENT As per the class seating arrangement. RULES The stationery is to be used without any wastage. The scissors must be used carefully. NOTE TO THE TEACHER In a previous class, instruct the students to bring the material required for the activity so that everyone is well prepared. If the amount of paper for the craft activity is not much, then the students can make small notepads, instead of larger note books. BACKGROUND INFORMATION All over the world, trees are used for a variety of purposes. The wood is used to make furniture, houses, boats (among other things), paper etc.

8.6

ACTIVITY Save Paper Save Trees

LEARNING PROCEDURE 1 Introduce the activity to the class 2

Paper is made by pressing pulp from the wood which is then dried. This technique was first developed in China in the 2nd Century AD. The pulp is first processed, and then put through a machine which presses out the water. The pressed pulp is then dried. Reduce, Reuse and Recycle is now the mantra for conserving our limited resources. We can reuse paper that has only been used on one side for example. Recycling is a process by which waste is converted into material that can be reused. According to some studies, approximately 24 trees are used to make one ton of paper. Even though saving one sheet of paper seems like only a drop in the ocean, imagine if we could reuse and recycle enough to save one tree!

Begin a discussion on the uses of trees by asking a few questions like “Where do we get paper from?” “What about the bench/chair that you are sitting?”

6 Introduce the class to the terms “Re use and Recycle”, writing these words on the board. 7

Instructions for the craft activity:

•

Give each student a sheaf of used paper (5–6 sheets per student, depending on the availability of paper). Tell the students to arrange the papers with the blank sides facing the top. If the paper is uneven, they can trim the edges. The first page can be the cover. The students can use the magazines and newspapers (old greeting cards can also be used) to cut out designs to decorate the cover. The recycled notebooks can be bound using the punch and twine/ any strong string.

Give the students 5 minutes to note down objects in the room that are made from trees. Ask them to look carefully.

•

Note down a few of these on the blackboard.

•

Ask children to brainstorm on ways by which everyone can save paper. (Hint: some of the ways are: using both sides of the paper, save used envelopes, collect paper that can be re used and bind them into a new notebook that can be used for rough work). Note down the points the children give on the black board.

•

DISCUSSION After the activity is over, discuss ways by which the students can spread the message of reuse, reduce and recycle within the school. Ask the following questions: 1 2 3

In what ways can we save paper in our classroom? How can we extend this to the rest of the school? How can we spread this message outside to the rest of the community?

FURTHER WORK Instruct the students to bring other objects that have been made out of paper (such as soap boxes etc). Brainstorm about what craft items can be made (paper racks and pen stands are examples of objects that can be made). The notebooks that they made during this activity can be displayed in the school. CONNECTION TO OTHER SUBJECTS Biology

173 CLASS 7th ACTIVITY TYPE Indoors OBJECTIVE To allow students to express ideas through creative means, and also to encourage speaking, listening, grammar and writing skills. ACTIVITY TIME 40 minutes (one period) MATERIALS Paper (can be one side used/ newsprint), pencils, blackboard, posters/ flash cards/ power point presentations SEATING ARRANGEMENT The students should sit in a circle. The teacher should sit as a part of the group. RULES i Each student must wait for their turn to express their ideas and thoughts. The general rules for the activity: each student contributes one sentence to the story; as far as possible the story must not end abruptly and descriptive words must be used. Each student must draw a picture that describes the sentence that they contributed. NOTE TO THE TEACHER This activity connects environmental education and English. It can be done in either class, but with coordination between teachers. Ideally, the Story time activity should be conducted after the class has been on the field trip to the Coral reefs, if not, then they can use any ecosystem as reference. Give the first sentence only if the students are finding it challenging to start the story. For example “It was a calm day in the “Coral reefs”

8.7

ACTIVITY Story Time!

BACKGROUND INFORMATION Storytelling is an art that dates back to many thousands of years, and has a rich tradition in India. In the Andaman and Nicobar Islands, folklore has an important role. Folklore is passed on orally in homes and also during religious festivals. Most communities that live on the Islands have a tradition of folklore. Nicobarese folktales were originally recorded by the Rev. Whitehead in the 1800’s. These are available at the Andaman and Nicobar Environment Team’s research base at Wandoor. Coral reefs are diverse ecosystems with a variety of plants and animal who live there and some who depend on the reefs for food. These animals include the tiny phytoplankton, the clown fish that live amongst the sea anemones, the crown of thorns starfish which is detrimental to the reefs, the various fish and sea snakes, the dugongs and the sharks amongst others! The students should put themselves in the place of these organisms when they are developing the story. For more information on corals, refer to the chapter Corals and coral reefs in the book.

LEARNING PROCEDURE 1 Introduce the activity, and instruct the students to sit in a circle. 2 3

Explain the rules clearly, taking care to emphasize that each student will get a chance to contribute. Request the students to keep their pages in front of them, with their pencils and erasers as they will be doing some art work. Show the posters/ flashcards with pictures of animals such as the Grouper fish, the Crown of Thorns Starfish, and the Clown fish. Also, pictures of corals and the general ecosystem. This is done in order to reinforce concepts learned in the previous chapter on corals and coral reefs. Facilitate this reinforcement by asking questions such as “who remembers what the crown of thorns starfish eats” and “where does the clown fish live”. These are only sample questions, others can be asked to test the students recollection of what has already been taught.

6 The students can also spend a few minutes looking through their previous activity sheets/ notes from the field trips. 7

Remind the students to use descriptive words, which will be easy as they have already seen these animals in action!

8 Write down each of the sentences on the blackboard. 9 Monitor the sequence of the story. Correct any grammatical errors. The story must not end abruptly, and the students must try to maintain the tense and narrative (grammatical person). 10 Instruct the students to write out their sentence neatly on their paper and draw a picture below it. 11 Collect the sheets. 12 Explain that the story and the pictures are going to become their very own Story book by Class VII!

DISCUSSION After the activity is over, facilitate a discussion about the coral reefs and what they saw there. Was there any creature in the coral reef that the students found particularly interesting, pretty or even ugly? FURTHER WORK Brainstorm for ideas for the name of the book and design a colourful book cover. The book can be presented to the school during assembly. CONNECTION TO OTHER SUBJECTS English (grammar), Art

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8.8

ACTIVITY My Story

CLASS 8th ACTIVITY TYPE Indoors OBJECTIVE i To allow students to express ideas through creative means, and also to encourage speaking, listening and writing skills. ii To understand the lives of the indigenous people on the Island ACTIVITY TIME 80 minutes (two classes over one week) MATERIALS Paper, pencils, blackboard, posters/ flash cards/ power point presentations, Andamans Boy by Zai Whitaker SEATING ARRANGEMENT Groups of five, the students should sit in a circle. The teacher should sit as a part of the group. RULES i Each student must wait for their turn to express their ideas and thoughts. The students must be instructed to raise their hands and not interrupt. The general rules for the activity: each student contributes one sentence to the story; as far as possible the story must not end abruptly and descriptive words must be used. NOTE TO THE TEACHER The Story time activity should ideally be conducted after the class has done activities from the chapter “Human on the Islands”. If the class has difficulty in starting a story, give the first sentence acting out what you say. For example “I am a little Jarawa boy. One day I was hunting with my father…”.

BACKGROUND INFORMATION Storytelling is an art that dates back to many thousands of years, and has a rich tradition in India. In the Andaman and Nicobar Islands, folklore has an important role. Folklore is passed on orally in homes and also during religious festivals. Most communities that live on the Islands have a tradition of folklore. Nicobarese folktales were originally recorded by the Rev. Whitehead in the 1800’s. These are available at the Andaman and Nicobar Environment Team’s research base at Wandoor. The dramatization of stories helps hold the attention of the audience, thereby conveying the message of the story. The Andaman and Nicobar Islands are home to six different indigenous people: the Jarawa, the Onge, the Sentinelese, the Andamanese, the Nicobarese and the Shompen. These tribes have their own cultures and their own languages. However now only the Sentinelese remains isolated from the rest of the world. For more information on the tribes of the Islands, refer to the chapter Humans on the Islands, and for specific information on the Jarawa, page 144 in the book. The book “Andamans Boy” by Zai Whitaker, a fictional tale about the Jarawa, describes the Jarawa life well, and can also be used as a resource. LEARNING PROCEDURE 1 Instruct the students to sit in a circle. 2

Explain the rules clearly, taking care to emphasize that each student will get a chance to contribute.

This activity is called “My Story”. Explain to the class that the story has to be told in first person, like an Autobiography. Explain to them what an autobiography is. Have any of them read an autobiography?

9 Once this is done, divide the class into groups. 10 The next part of the activity involves developing a skit out of the story that was developed. 11 Give one group the task of dramatizing the story. The other group can research props that can be used. Another group can work on sound (music) and so on. Encourage the groups to make their own props and use indigenous, locally available percussion instruments like seed pods, empty boxes etc. The students can use Andamans Boy by Zai Whitaker as a resource. 12 The students can use one week to prepare for this part of the activity and present the story in the next class. 13 The skit can then be presented at assembly or a cultural program at school. DISCUSSION After the activity is over, initiate a discussion. Ask the students if they have seen Bauls (traditional story tellers). Tell them about how dramatization of a story helps to convey the message. FURTHER WORK For homework, the students can speak to their parents/ grandparents about traditional story telling practices. They can share some stories that they find out about. A skit based on this story can be developed. CONNECTION TO OTHER SUBJECTS English, History, Music, Arts

ACTIVITY TYPE Outdoors (homework based activity)

8.9

OBJECTIVE To understand the effects of the 2004 Tsunami on communities on the Andaman and Nicobar Islands through short interviews ACTIVITY TIME 40 minutes (one period) MATERIALS Notebook, pencil/pen SEATING ARRANGEMENT As per the class room seating arrangement RULES Students must maintain decorum while interviewing people. NOTE TO THE TEACHER This activity must be handled with a great deal of sensitivity and tact. Find out if any child in the class has been directly affected by the tsunami. If yes, then it is a good idea to speak with the student separately and even with the student’s family once before the activity.

ACTIVITY The Tsunami and me

BACKGROUND INFORMATION The word tsunami comes from the Japanese word for harbour wave. It is caused by earthquakes, volcanic eruptions etc which can cause a large volume of water to be displaced. The tsunami of December 2004 affected the Andaman and Nicobar Islands, as well coastal areas in the eastern part of mainland India, as well as parts of South East Asia. The earthquake that caused the tsunami reached a magnitude of 9.0 on the Richter scale. The epicenter of the earthquake was near Indonesia, not far from the Islands. . The waves that reached the southern Nicobars reached to about 15 meters in height. The aftershocks of the earthquake continued to hit the Islands, with the islands of Car Nicobar and Great Nicobar greatly affected. There were many casualties on the islands, and it is still not known how badly the indigenous population was affected. For more information on how the tsunami has affected the ecosystems on the Islands, refer to pages 158 in the book.

At the beginning of the interview, the students must introduce themselves (name, class, school etc) and the topic of the interview. They must ask the questions in a polite manner. 5

Conduct a mock interview if necessary.

6 Brainstorm about what kind of questions that they could ask. Write down potential questions on the blackboard. 7

Choose a few appropriate questions, adding some of your own if necessary.

8 Ask the students to note down the questions. Sample Questions: • Name: • Where were you during the Tsunami? • Did water go inside your house? • Did you see many trees fall? • Did fish from the sea come onto the land? • Did anyone you know get hurt? • How much of the land did the sea eat up? • How did the Government help you out? • Do you have an interesting story about the Tsunami to tell me? 9 Three days or a weekend can be given for this activity. 10 If any student does not know anyone who was affected by the Tsunami, they can prepare a short report on the Tsunami instead. They can use reference books, the internet or magazines for reference. Alternatively, they can interview scientists and others who have also experienced the tsunami. 11 The students can present their interviews during the school assembly.

Show the posters/ flashcards with pictures of the indigenous people of the Islands. You can pick any one, for example, the Jarawa or the Onge.

LEARNING PROCEDURE 1 Introduce the class to the activity. Does the class know about the tsunami and how it occurs? When did the tsunami hit the Islands?

Remind the students to use descriptive words.

Clearly state the rules of the activity. The students are to conduct one interview each.

Give the class an outline of the homework based activity, telling them briefly what an ‘interview’ is.

DISCUSSION After the activity is over, and the students have collected the answers for their interview, discuss the responses that they received. As it is a sensitive topic, a discussion about the tsunami and how it affected us on the Islands would be necessary.

Explain that while carrying out an interview there are a few rules that the students must follow.

CONNECTION TO OTHER SUBJECTS Biology, History, Social science

6 Write down each of the sentences on the blackboard. 7

8 Instruct the students to copy down the story that results from the activity in their notebooks.

CLASS 8th

Monitor the sequence of the story. The story must not end abruptly, and the students must try to maintain the tense and narrative (grammatical person).

resources and sustainability Our natural resources are limited and it is important to use things in a way that there is sufficient left behind for our future generations. Being an Island ecosystem, our natural resources are much more unique and limited making it all the more important that we use them judiciously. Nature provides for our needs but not our greed!

179

Our earth has vast and innumerable resources that we humans have been using for varied purposes. Over centuries, man has perfected the art of harnessing and modifying resources to suit his need.

Resources and sustainability

Some natural resources like sunlight and wind are found everywhere. These resources can be used for energy. Energy resources can be classified as renewable and non renewable. Renewable energy resources are continuously available in nature. These are:

Solar energy: Energy from the sun can be used to heat water, charge lanterns and generate electricity. Of course, this system is only useful in a place where there is a lot of sunlight, during the monsoons it would not be of much use! Wind energy: Wind farms use turbines to generate electricity. These farms can only be located in areas where there is a non undulating landscape.

Hydro energy: Water released from large dams move turbines which in turn produce electricity. Such dams have to be built so as to not cause too much damage to the environment. Tides and waves can also be used to produce electricity.

Burning of fossil fuels leads to the buildup of “green house gases” in the atmosphere, contributing to the phenomenon of global warming.

Non renewable energy resources include fossil fuels such as petroleum and coal. These resources take a very long time to form (as in the case of fossil fuels, millions of years) and once used up cannot be replenished.

In many places, renewable sources of energy such as solar energy and wind energy are replacing use of fossil fuels. On our Islands, we still use diesel powered generators as our source of energy. These generators power more than 30 power stations across the Islands, with a cost of around nine rupees per unit.

We have been relying on fossil fuels for a very long time, and unfortunately, the supplies have started to decrease.

Before we can use non renewable resources, they have to go through a long process, as there are few resources we

can use without modification. Often, this process causes a lot of damage to the environment. Removing resources such as metals from within the earth (a process called mining) can itself cause a lot of harm. Converting the resource from its raw form into a form that we can use can cause pollution of air, water and soil. In order to achieve sustainability we must make sure that while we use the resources that are available to us, we use them in such a way that leaves enough for the future. While development is essential for the country, it must be carried out in such a way that preserves the natural resources of the area for future use. This is termed as “Sustainable development”.

181

Natural resources on our island Fresh water Other than sunlight and air, water is perhaps the most precious natural resource in the world. We depend on freshwater on a daily basis, for drinking, cooking, cleaning and irrigation. While our Islands are surrounded by sea water, we must be very careful to conserve our freshwater supplies. The major sources of freshwater are:

Rainwater: Our Islands get around 3,000 mm of rainfall every year, with the rainy season coming our way twice! This rain water can be stored in tanks meant for rain water harvesting as well as small reservoirs like ponds. Surface water: Surface water or runoff after rainfall can be collected by check dams when it is discharged into a stream. The Islands have quite a few dams, the Dhanikhari dam supplying much of the freshwater to Port Blair.

Ecotourism, a type of tourism in which people visit areas of great natural beauty, is meant to have the least amount of impact on these places. We must make sure that tourism on our Islands is carried out in the most sustainable way possible, and ecotourism is one way to achieve that. The tropical forests on the Islands are a treasure trove of resources. Medicinal plants found in these forests are used to cure various illnesses like fever, dizziness and jaundice by the indigenous people of the Islands. These plants include Satawari and Bartundi.

Ground water: Ground water is water that is stored underground, continuously being recharged by rainfall. Some of the rain that falls trickles into the ground and is stored. This water can be reached by bore wells and normal wells. Most houses in the Islands have wells. Rain water harvesting is a method by which rain water is collected and used for many purposes. On a small scale, rain water harvesting can be carried out in schools, colleges, offices, and even in our homes. A large storage tank which collects water from a catchment area such as the roof of a house, is one of the simplest techniques for rainwater harvesting. Rainwater can also be collected in a percolation tank, from where the groundwater can be recharged.

The forests are home to species of bamboo which can be and are used by both settlers and indigenous people to build huts. Wild honey, nuts, coconuts are some of the natural resources that are used. Also cane, Nipa, Pandanus etc.

Soil

The roof top act as a catchment area Conduits carry rainwater from the roof to the harvesting system

Gutters act as channels which collect and transport rainwater to the storage tank

Another important natural resource is Soil. There are three broad categories of soil. These are sandy, loamy and clayey. These types are categorized according to the size of the particles that make up the soil. We humans depend on soil for many reasons. Where we live depends on the type of soil. Early human settlements were formed in places with soil that supported agriculture. We get our nutrients as well as minerals from soil.

Overfishing of top predators like Sharks and Groupers

Increase in the populations of secondary consumers like sardines

Storage tanks

Rainwater enters underground aquifiers

Recharge facility

Oceans and forests

Decrease in population of primary consumers like Zooplankton

Apart from fresh water and soil, two other very important natural resources we have are the Oceans and the Tropical forests. The Oceans that surround our Islands are teeming with a variety of fish. These fish, if caught in a sustainable manner are a very useful source of income and can support much of the economy of the Islands. There are over 282 commercially important species present in the waters of the Andaman and Nicobar Islands. By using appropriate nets to catch the fish, fishing in the right areas and continuous monitoring of the numbers of fish, it can be sustained for many years to come. Other than the fisheries, the waters

surrounding our Islands also have a very important natural resource- the coral reefs. Apart from being a valuable ecosystem, the coral reefs at as major attractions for the many tourists who flock to our Islands every year. SCUBA diving and snorkeling allow these tourists to experience the wonders of the reefs. Tourism is a very big source of income in our Islands.

Increase in populations of the producers like phytoplankton. This causes an imbalance in the food web in the ocean.

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Threats to our natural resources Pollution Pollution is a process by which air, soil and water are contaminated by certain substances. These substances, present in excessive quantities, are known as pollutants. Some substances are present naturally in our environment. When the concentration of these increases, they too can become pollutants. Air Pollution: Air pollutants can be classified as primary and secondary pollutants. Primary pollutants are those which are released directly into the air in a harmful form. These include gases like carbon monoxide and sulphur oxides; as well as soot and smoke. Some of these gases combine with water vapour in the air to form what is known as “acid rain”. This rain is acidic in nature and can harm natural resources such as forests and aquatic ecosystems. Secondary pollutants are those which form when primary pollutants combine in the atmosphere. Ozone, formed as result of the combination of two chemicals in the presence of sunlight is an example of a secondary pollutant. Air pollution can occur due to vehicle exhaust, fumes from factories, burning of materials such as rubber; as well as indoor pollutants like smoke from chulhas, kerosene stoves and fumes from paints. Excessive pollution can be a cause of breathing difficulties, asthma, bronchitis, and other severe health problems. In homes where chulhas or kerosene stoves are used for cooking, proper ventilation (like a window) must be in place. If cars and buses are taken regularly for pollution checks then vehicular exhaust as a source of pollutants will not be a major problem. Of course using public transport as much as possible will also help! Water Pollution: Water pollution is a concern all over the world, and even more so on our islands where we do not have large rivers. Water pollution can occur because of household garbage near ponds and streams, sewage discharge and agricultural runoff (containing things like fertilizers and pesticides). Sewage contains chemicals that are very harmful to the creatures, plants and animals that live in the water. Agricultural runoff containing fertilizers can lead to excessive growth of some plants on the surface of the water leading to what is called “algal bloom”. This chokes off the oxygen supply to the rest of the organisms.

These pollutants can also affect the ocean, the organisms that live in the ocean, and important ecosystems within the oceans such as coral reefs. When a water body is polluted, not only are the aquatic organisms affected, but also those that depend on the water; such as birds and reptiles. Indirectly, so are we! If we drink freshwater that has been contaminated with pollutants, then we may suffer from illnesses such as cholera and dysentery. Soil pollution: This occurs when there are dangerous chemicals within the soil. Solid waste (which includes household and industrial garbage) is a problem the entire world is facing. As of now, solid waste in our Islands is collected and dumped in a land fill in Brookshabad. This solid waste is a combination of inorganic waste like plastics, glass and metal; and organic waste. These pollutants release harmful substances that can enter food chains, and also reduce the fertility of the soil. Remember, every system in the natural world in connected! Soil pollution can be prevented by a number of ways. These include using organic fertilizers and reducing the amount of chemicals in the pesticides that we use, and solid waste management. Port Blair alone generates around 17 tonnes of solid waste every day! Solid waste, if not properly managed, can lead to both soil and water pollution. Solid waste management can be done through segregation of waste into non biodegradable waste and biodegradable waste at the source (in households, schools, hospitals etc). This will help in processes like collection, transfer, recycling and disposal of the waste. The Government of the Andaman and Nicobar Islands is developing a waste management system specifically for the Islands.

Gases like sulphur dioxide combine with water vapour forming “acid rain”

Smoke (containing gases like nitrogen dioxide and sulphur dioxide) enter the atmosphere

Smoke (containing gases like nitrogen dioxide and sulphur dioxide) enter the atmosphere Acid rain can affect both vegetation and buildings

Agricultural runoff from the fields can enter ponds and rivers.

Liquid waste from industries enter a nearby pond

Erosion Soil erosion occurs naturally because of the forces of wind and water. We humans often carry out activities that can increase the rate of soil erosion. These activities include deforestation (cutting down trees loosens soil and removes a protective layer of leaf litter and humus making it more prone to the effects of wind and water) and urbanisation. Loss of important agricultural land and forests are two of the consequences of soil erosion. Also, soil washed away from the land flows into the ocean. This can lead to sediments covering up the corals. Soil erosion can be prevented by building sea walls and planting local varieties of trees. We could also practice farming methods which help conserve the soil.

Harmful chemicals from the garbage enter the pond and also soil.

Seepage from groundwater and pollutants in rivers ultimately reach the sea

Sewage from drainpipes also enters the groundwater as well as the sea

Garbage dumped from ships and motor boats also contribute to pollution in the sea Burning of fossil fuels leads to build up of Greenhouse gases such as Carbon dioxide

185

GREENHOUSE EFFECT

GLOBAL WARMING

Logging and our Islands

Using the resources we have

The first British colony was established in the Andamans in 1789. Since then, timber trees such as Padauk, Gurjan, Safed Chuglam and Marble wood have been cut from the forests on a large scale. Saw mills and timber factories were established. The islands’ forest treasure soon became a major source of revenue. The business of cutting trees on a large scale and preparing the timber for markets is called logging.

The pattern of use of natural resources is very different all over the world. In highly urban areas, people are largely dependent on fossil fuels. LPG is used for cooking and petrol is used in vehicles. In more rural areas, traditional sources of energy such as firewood and gobar are used. Availability of resources is also a big factor when it comes to consumption. However, this general model may not be applicable in a few years time due to rapid urbanisation. Some of this energy is reflected back

Forests can grow back in time. But if we take from them faster than they can grow, we will lose our forests. Also, once the character of natural forests is destroyed, the animals associated and adapted to that ecosystem lose their homes. Logging had affected not only the wildlife that thrive in the forests, but also the people who depend on these forests for their sustenance.

Indigenous people have relied on traditional knowledge of the ecosystem in which they live. This knowledge not only helps them survive, but also allows them to live in a way that causes least impact to natural resources available to them.

More radiation is trapped because of increased levels of greenhouse gases in the atmosphere

What we can do

Logging also leads to soil erosion, which in turn affects the health of coral reefs. In the year 1987, the Government decided to slowly stop the logging of natural forests. In the year 2001, the Supreme Court banned all logging, except of wood in plantations, on the Islands, reducing the threat to our forest resources.

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We too can reduce the impacts we have on the resources we have access to. Turning off the lights when we are not in the room, closing the tap when we brush our teeth and segregating our waste are some of the ways by which we can do this. It may seem like a drop in the ocean, but every drop counts! Solar energy from the sun passes through the atmosphere

Greenhouse gases (such as carbon dioxide) trap some of the heat

Incoming solar energy passes through the atmosphere

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06 01 02 03 04 05 06 07 08

Fisheries Marine pollution Land pollution

05 Fresh water source

189 Class 6th Activity type Indoor, with an outdoor homework component Objective To understand the importance of water in our daily lives and also devise ways by which water can be conserved through a storyboard. Materials Activity sheets, pen, pencil, eraser, colour pencils, blackboard. Activity time 40 minutes Seating arrangement As per the classroom seating arrangement. Rules Each student must wait for their turn to express their ideas and thoughts. Note to the teacher A sample story board can be made for the ease of explaination. Xxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx. While giving instructions for the homework, please emphasize that they should not actually go into the pond.

9.1

ACTIVITY Save My Pond

Background Information Water is a natural resource that we cannot survive without. The major sources of freshwater on the Islands are: • Rain •

Surface water

•

Ground water

Our Islands get around 3,000 mm of rainfall every year, with the rainy season coming our way twice! This rain water can be stored in tanks meant for rain water harvesting as well as small reservoirs like ponds. Importance of ponds …………………………………………………………………………………… …………………………………………………………………………………… ……………………………………

Water pollution, a problem all over the world, is also a problem on the Islands. Water pollution can occur because of household garbage near ponds and streams, sewage discharge and agricultural runoff (containing things like fertilizers and pesticides). xxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxx For more information on water as a resource, refer to pages 180 in the book.

Learning procedure 1 Introduce the activity and explain the rules.

Instructions for the Story board activity:

Hand out the activity sheets to the students.

•

Divide the sheet into four sections.

Discuss the many ways in which we use water in our daily lives and how we can try and conserve water every step of the way. The students can then fill out the first section of their activity sheets.

•

Label the sections as 1, 2, 3 and 4.

•

Box number 1 — a scene when there was no hotel.

•

Box number 2 — a scene when the hotel has been built.

•

Box number 3 — a scene showing the effects of the hotel on the pond.

•

Box number4 — what can we do to save our pond?

•

Tell the students to be as creative as possible.

•

If the students are unable to come up with conclusions themselves, give hints.

Do any of the students use water from a well or a pond? Discuss sources of freshwater. Can we drink sea water? If we drink salty water we will feel very ill! Explain the instructions for the storyboard section of the activity. The situation is “A big hotel has been built near the pond I get my freshwater from…What will happen?!”

Discussion

Homework

After the activity is over, initiate a discussion with the students by asking the following questions:

The students can find out if any ponds near their houses are polluted and fill out the survey sheet. The class can then prepare a report based on this survey.

What are the ways the hotel could affect the pond?

What could we do to save the pond?

Connection to other subjects English, Art, Biology

The students can refer to their storyboards. Write down points on the blackboard.

WORKSHEET 9.1 : save my pond DATE

NAME

We use water every day, and for many different things! These are the ways I used water today

survey sheet : homework DATE

NAME

Location of the pond

Name (if any) of the pond

Is the water in the pond dirty? Yes/ No Water is very important. Not just for us human beings, but also for animals and plants. We need to conserve our fresh water.

Does it have algae growing on the surface? Yes/ No

I get my fresh water from

List some of the pollutants in the water

Do I have to go far to get this fresh water?

Is the land near the pond polluted? Yes/ No List some of the pollutants on the land

Are there plastics or any other kind of pollutants in the water? Yes/ No

6 Write this down on the blackboard so that the students can see it while working on the story.

I can conserve this freshwater by:

Can you see any birds or other animals near the pond? Name some

191

9.2

ACTIVITY

It’s everybody’s resource

Class 6th Activity type Indoor Objective To enumerate the resources that we use on a daily basis and identify the origin of these. Materials Activity sheets, pen, pencil, eraser, blackboard. Activity time 40 minutes Seating arrangement As per the classroom seating arrangement. Rules Each student must wait for their turn to express their ideas and thoughts. Note to the teacher This activity is done to introduce the concept of resources and how dependant we are on the natural world for our daily lives. It would therefore be ideal if this activity was done right at the beginning of the chapter.

Background Information We humans have been using the resources available on this earth for varied purposes. We have, over centuries modified and exploited these resources to suit ourselves and our needs. Some natural resources like sunlight and air are found everywhere. These resources can be used for energy. Resources like fresh water do not need to be modified in order to be used, while some resources like metal ores need to be. Energy resources can be classified as renewable and non renewable. Renewable energy resources are continuously available in nature. Such resources include sunlight, water and wind. Non renewable energy sources are available in limited quantities in nature and cannot be renewed, or take millions of years to regenerate. An example of a non renewable resource is fossil fuels.

Learning procedure 1 Introduce the activity and explain the rules.

Discussion Initiate a discussion by asking the following questions:

Which resource do the students use the most?

What is the source of this resource? For example, if they answer freshwater, where do they think they get the freshwater from?

Hand out the activity sheets and explain it to the students. Do the students know what the term “resource” means? Ask the class to name some resources that they use on a daily basis.

Give the students 20 minutes to fill in the activity sheet. They can fill in whatever they can.

When they finish, discuss the answers.

Which is the resource (s) that the entire class uses? What would happen if this resource was taken away?

Would there be a substitute for this resource?

Connection to other subjects Biology

WORKSHEET 9.2 : It’s everybody’s resource

For more information on water as a resource, refer to pages 180 in the book.

DATE

NAME

Name of the resource

Possible source/origin of the resource

193 CLASS 6th ACTIVITY TYPE Outdoors (in the school premises) OBJECTIVE To understand how an increase in population can exert pressure on the limited resources of our islands.

LEARNING PROCEDURE 1 Introduce the activity, and divide the class into two groups. 2

Discuss with the class what natural resources are available on the Island.

Give the students a background about carrying capacity and the dangers of over-population.

ACTIVITY TIME 40 minutes. MATERIALS Notebook, pencil/ pen SEATING ARRANGEMENT The class is to be divided in two groups.

Ask the students the various reasons for which people may want to migrate to the islands.

RULES The students must follow instructions carefully and remember that while it may get crowded while doing the activity, there is no need to push and shove!

Ask a few students to stand in the space in the front of the square. These students must stand comfortably.

NOTE TO THE TEACHER Draw out one square of 6 feet x 6 feet. Within the square mark out an area in front of 3 feet x 2 feet as space available for people to move into. The rest of the square (at the back) would be areas for wetlands, forests, mangroves and oceans.

6 Ask the other students to form groups of two or three.

BACKGROUND INFORMATION We humans have been using the resources available on this earth for varied purposes. We have, over centuries modified and exploited these resources to suit ourselves and our needs. Islands support 20% of the world’s biodiversity. Islands show a record number of extinctions, and have a large percentage of endangered species. Other than this, the three ecosystems — terrestrial, marine and freshwater provide very important natural resources for the communities that inhabit the Islands. As human populations increase, the pressure on natural resources also increases. The problem of overuse and improper use of natural resources is a widespread problem that also affects our fragile Islands. For more information refer to pages 185 in the book.

9.3

ACTIVITY Squeezed In

One at a time, each group enters the group.

8 As one group of students enters the students already in the box move to the back of the square, into the area demarcated for resources. 9 As they move into the resources area, the students must call out one resource they will use and for what purpose. For example, as they move into the area for forests, they can call out “wood for making more houses”. 10 Slowly, the entire square should be filled with students. 11 While they are sitting/standing crowded like this, ask if they have understood and felt what it must be like to fit into a given amount of space with limited resources. Explain how an increase in population demands for more resources and contributes to forest land clearing, demand for fisheries, reclaiming of wetlands and many other resources which are diminishing at a must faster rate than they can replenish. DISCUSSION After the activity is over, facilitate a discussion with the following questions: 1

What are the best ways to reduce our impacts on natural resources?

CONNECTION TO OTHER SUBJECTS Science

Class 7th Activity type Indoors Objective To understand that pollution on land always leads to pollution in water. Materials Plastic packets (that look old and torn), plastic bottles, and other non biodegradable objects, pictures of the olive ridley turtle and jellyfish, notebooks, pencil/pen. Activity time 40 minutes Seating arrangement As per the classroom seating arrangement. Rules Each student must wait for their turn to express their ideas and thoughts. Note to the teacher Collect these items beforehand (materials required). xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxx

9.4

ACTIVITY A Belly full oF Plastic

Background Information We must take care of the freshwater that we have. Water pollution is a concern all over the world, and even more so on our islands where we do not have large rivers. Water pollution can occur because of household garbage near ponds and streams, sewage discharge and agricultural runoff (containing things like fertilizers and pesticides). These pollutants can also affect the ocean, the organisms that live in the ocean, and important ecosystems within the oceans such as coral reefs. The pollutants that originate on land, almost always finds its way to the sea. This is because the freshwater flowing from the inland goes into the sea carrying the pollutants with it. Sometimes people travelling on boats throw waste over board. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Explain that sometimes, the turtle mistakes the plastic packets in the sea for jellyfish and eat them, and packets have been found in the stomachs of turtles…A belly full of plastic! 5

Explain that pollutants in the sea are from the land. The students can then come to the table (in groups if convenient) to observe and note down the objects on the table.

6 Ask them to list the possible sources of each of the objects. Discussion After the activity is over, initiate a discussion with the students by asking the following questions: 1

How did these items get into the sea?

For more information, refer to page 182 in the book.

List down possible ways.

Learning procedure 1 Introduce the activity to the students. Explain the rules to the students.

Note down the terms biodegradable and non biodegradable on the black board. Briefly discuss what these terms mean.

Show them the photograph of the Olive Ridley turtle and explain that these turtles eat jellyfish.

How would they classify the items on the table?

Show a picture of the jellyfish, and then ask the students to identify which item on the table (the non-biodegradable objects) most resembles the jellyfish.

Further work The students can use the material collected on the beach cleanup by class VIII (Garbage in the Sea activity) to make interesting art and craft objects. This could be a combined project. These can later be used in the coral reef activities such as Reef weekly.

(The students should answer that the plastic packets resemble the jellyfish the most) 4

Ask the students whether it would be possible for the turtle to confuse the plastic for the jellyfish?

Connection to other subjects Biology

195 Class 7th Activity type Indoors Objective To learn about the sources and disposal of household and school waste. Materials Survey sheets, pen/pencil Activity time: 80 minutes (this activity is to be done over one week) Seating arrangement Groups of five for collecting data from school, individually for collecting data at home. Rules The students must collect data every day Note to the teacher The first class is to be used to explain the activity. The students are to continue the activity afterwards, gathering data in their spare time at home and in school. The next class can be used to collate the data and discuss the findings.

9.5

ACTIVITY

Rubbish Or Not?

Background Information Waste can be classified into biodegradable and non biodegradable. Biodegradable waste is generally organic matter, and will decompose in nature. Non biodegradable waste, such as plastics, will not decompose in nature. Soil pollution occurs when there are dangerous chemicals within the soil. Solid waste (which includes household and industrial garbage) is a problem the entire world is facing.

Discussion As of now, solid waste in our Islands is collected and dumped in a land fill in Brookshabad. This solid waste is a combination of inorganic waste like plastics, glass and metal; and organic waste. These pollutants release harmful substances that can enter food chains, and also reduce the fertility of the soil. The chemicals that are released from the solid waste can leach into the groundwater and pollute it.

After the data is collated, ask the students the following questions: 1

Which kinds of wastes (other than organic wastes) could be reused or recycled?

Can they think of a way by which this could be done, at least in school?

If the separate dustbins are not being used properly, how can it be rectified? An awareness campaign perhaps?

For more information, refer to page 182 in the book. Learning procedure 1 Introduce the activity to the students and divide the class into groups. 2

Explain the rules to the students.

Hand out the survey sheets to each student and go over them so as to ensure full comprehension. When noting down “how much” garbage, the students can use a scale: 1 signifies very low quantities; 10 signifies very high quantities.

While the homework aspect must be done individually, the school survey is to be done in groups. However, all data must be noted individually.

What do the students understand by the term “waste”? Do they know where the solid waste generated by the Island is currently dumped?

6 Give the students one week to carry out the survey. 7

•

Are there separate dustbins for biodegradable and non biodegradable waste? (these should have been made as a part of a previous activity). Are they being properly used?

•

How often is garbage collected by the municipality from your house?

•

If the municipality does not collect garbage, then what is done with it?

Do they think that the municipality should visit their homes/schools more often?

If any of them have been to the mainland, what is it that strikes them about the system of waste disposal there?

WORKSHEET 9.5 : rubbish or not? DATE

DATE

NAME

HOUSEHOLD (QUANTITY) BIOdEGRADABLE WASTE

PAPER

6 Do they notice a lot of pollution and dirt on the streets or in the drains near the roads? What can be done about that?

Further work The students can write up a report on their findings and submit it to the school. They can also think about a proposal to increase awareness about segregation and recycling. The groups can also extend this survey to neighboring shops. Connection to other subjects Biology

After the activity is over, collect the survey sheets. The students can help collate the data.

8 Answer the following questions: •

In houses, where is the maximum waste generated?

•

In school, where is the maximum waste generated?

How often is garbage collected or disposed? At home In School

PLASTIC

SCHOOL(QUANTITY) BIOdEGRADABLE WASTE

PAPER

PLASTIC

197

9.6

ACTIVITY Garbage In The Sea

Class 8th Activity type Outdoor Objective The students should be able to identify garbage that are found washed up on the beaches that they are familiar with, and classify which ones are the most common. Materials Large gunny sacks, disposable gloves, sticks. Activity time Half a day Seating arrangement Groups of 10 students each. At least one teacher/facilitator per group. There is no classroom component. The students sit according to their groups on the beach. Rules No student is allowed to go into the water. Note to the teacher: Before the activity, familiarize yourself with the place that you will take the children to. Speak to officials if necessary. Inform parents about the activity and get permission slips.

Background Information The sea is one big dumping ground for all types of wastes. These wastes include oil, plastic, glass, sawdust and chemicals. The amount of garbage increases every year, and the non-biodegradable waste stays in the water, causing many ill effects. Nylon nets that get lost in the sea can cause animals like dolphins to get entangled, choking them. Turtles sometimes eat plastic bags, mistaking them for jellyfish. This clogs up the digestive system of the turtle. Small pellets, beads and other raw plastic are dumped into the sea. Seabirds often mistake these pellets for fish eggs or plankton and sometimes die eating them. Oil is a major killer of ocean life. No one knows the total amount of oil that spills into our seas from trawlers, boats and ships.

Discussion These wastes sometimes get washed up onto the beach; humans also throw garbage on the beach. There too, pollutants pose a risk to animals and birds. Plastic bottles and caps that lie on the beach are sometimes used by hermit crabs instead of shells, thus not providing the animal with the right shelter. Apart from this, pollutants on the beach ruin the scenic value of the beach. Biodegradable wastes are those that decompose in the environment as a result of natural processes. Non biodegradable wastes such as plastics, are those which do not decompose in the environment. It is important to segregate wastes, because it makes recycling easier. It is very important to remember that we have to keep the oceans, as well as the beaches clean.

Learning procedurE 1 Introduce the activity and divide the class into groups. 2

Assign one instructor per group.

Explain the rules.

Hand each group three gunny sacks, disposable gloves, and a stick. Explain that one gunny sack is to be used for plastics, one for paper and one for glass.

Distribute a survey sheet to each student.

After the activity is over, the groups discuss what they have found and a comparison of what the most common pollutant and where these pollutants are found is done. Ask the following questions: 1

Where do the students think the pollutants originate from?

How do the students think the amount of pollutants can be reduced?

Did the students see any other interesting things washed up on the beach?

WORKSHEET 9.6 : garbage in the sea DATE

Sl.No

NAME

Type of Pollutant

Numbers found

Further work The students can find out about where the major land fill site is in the islands (Brookshabad). The government is doing a lot of work to start a solid waste management program for the Islands, with the help of some organizations. Students can find out about this program from ANET or the Municipal Corporation (address given in the chapter Island Alert)

6 Assign each group a specific stretch of the beach, give 40 minutes to collect and record what kind of pollutant they find. 7

The groups then meet at a pre assigned spot to discuss what they found.

8 Each group calculates the percentage of each of the pollutants found Total

Total

Where I found it Possible source

Percentage

199 Class 8th Activity type Indoor/ within the school premises. Objective To understand the importance of conservation of water.

9.7

Materials Measuring cylinders, plain paper, paints, colour pencils, pencils, notebooks, physical map of the Islands. Activity time 40 minutes Seating arrangement In groups of five Rules i Each student must wait for their turn to express their ideas and thoughts. ii As the activity involves the students going around the school building during school hours, they must be as quiet as possible. Note to the teacher Take permission from the school head before conducting this activity. A brief instruction about how to use a measuring cylinder before the activity will help students work accurately.

ACTIVITY

Water, Water, Everywhere

Background Information: Water is perhaps the most precious natural resource in the world. It is also a finite resource. While our Islands are surrounded by sea water, we must be very careful to conserve our freshwater supplies. The major sources of freshwater are: 1 Rainwater 2

Surface water

Ground water

We must take care of the freshwater that we have. While pollution of water is a major problem all over the world, another problem is wastage of this resource. This occurs due to many reasons, amongst them: • Leaving taps open in the kitchen or the bath room •

Using excess water when washing clothes

•

Using up buckets of water when washing cars, instead of just a wet mop

Rainwater harvesting is one of the methods by which we can conserve water. It involves the collection of rainwater in a tank or a percolation pit. This rainwater can be used for drinking (after purification) as well as irrigation etc. Refer to page 180 to more information.

Learning procedure 1 Introduce the activity and divide the class into groups of five. 2

Explain the rules.

Two groups can count the number of taps/ water storage containers in the school (assign different locations). Give each of the groups two measuring cylinders each.

One of the groups can interview the gardener/ maintenance in charge to find out how often the potted plants/ garden are watered. (If a student/ class are in charge of this, find out from them). Once the groups are back, note down what they observed on the blackboard. Did they notice any water being wasted (leaking taps/ drums, water hose leaking etc)? What was the volume of water that they collected? If “x” is the volume of water collected in 5 minutes, then calculate the amount of water that would flow out in one hour (x/5) X 60. Each group can calculate the water being wasted for their own data.

Discussion 6 Emphasize that fresh water is a precious resource, and that even though it rains heavily during the monsoons, runoff is high because of our Islands sloping topography. Use the physical map of the Islands to show this feature. 7

After the activity is over, collate the data. Write down the information gathered on the board. Then conduct a discussion in the classroom. Ask the following questions: 1

Did the students see a lot of water being wasted? Which part of the school showed maximum wastage? (while much of the water flowing out of the tap would probably go back into the groundwater supply, it is still water that is being wasted from the tank).

Where else have students seen water being wasted? Have they seen it in their home?

Have they heard of the term “Rainwater Harvesting”? Show the students the picture of a rainwater harvesting unit (page 180 in the book).

Can a rainwater harvesting unit be placed anywhere? If the school were to build a rainwater harvesting unit, where would the ideal place be?

Give each group a sheet of paper (foolscap/ chart paper). The paper can be used on one side.

8 Based on the information that they have generated, instruct each group to make an awareness poster with the general theme ”Conserving water in our schools”. 9 Each group should come up with a few recommendations for minimizing water wastage in the school. 10 These posters can be put up outside the washrooms/ over washbasins etc.

Further work i The students can come up with creative slogans to go along with their posters. ii If there are eateries near the school, students can approach the shop owners if they can put up water conservation posters in their shops. Connection to other subjects Geography

201 Class 8th Activity type Indoor/ within the school premises. Objective To learn how to conduct a simple energy audit and ways to conserve energy. Materials Notebooks, pencils/pen, blackboard, energy consumption table Activity time 80 minutes (one part of the activity can be conducted after regular school hours) Seating arrangement In groups of five Rules Maintain discipline while gathering information from the school premises. Note to the teacher Before conducting this activity, take permission from the school head. For convenience in reading the electricity meter, this activity could be conducted at the end of the month.

Background Information An energy audit is conducted to know the sources of energy and the energy consumption in a particular place, such as homes, offices and schools. It is done with the aim to make energy consumption more efficient, thereby conserving energy resources. The only source of energy as of now on the Islands is diesel. Diesel powered generators are used in most parts of the Islands. Diesel, being a non renewable resource must be conserved as much as possible. For more information on renewable and non renewable resources, refer to page 179 in the book.

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Table showing consumption of electricity by various appliances.

Energy At School!

No. of hours a day

WATTAGE

After the activity is over, initiate a discussion with the following questions: 1

What is the source of our energy on the Islands? Do the students know it is diesel?

What are alternative sources of energy? Have the students heard of solar power and wind energy?

Are these alternative sources of energy applicable for the Islands?

Tube light with Electronic choke(slim)

Tube Light with Ordinary choke

Compact fluorescent lamp (CFL)

General Light Source

100

Ceiling fan/table fan

Pedestal fan

100

Computer

300

Monitor Printer

No. of units for a month in days

9.8

ACTIVITY

Type of appliance

Discussion

0.6

1.2

2.6

5.3

6.6

7.8

Learning procedure 1 Introduce the activity and divide the class into groups.

Have the students heard the term “audit” before?

Explain the term, telling the class that what they will be conducting is a simplified audit of the energy sources in the school.

Show the class the table showing consumption of energy by various equipments as given in the background information. Spend some time teaching the students how to interpret the table.

108

The next part of the activity can be conducted after school hours 5

Each group can go around the school, listing all equipment that utilizes energy and the numbers of each. Allot one group to one section of the school.

6 They should also find out the wattage for each of them (should be written on the equipment itself). If this is not possible, they can speak with the person in charge of maintenance in the school. 7

Note down if there are any classrooms with the lights/fans on when there was no one; indicating a waste of energy.

8 Return to class and collate the information. Write it down on the board. 9 Check the meter reading, which will give you the number of units of electricity consumed every month. From that, the units of electricity consumed everyday can be calculated (on an average). 10 One group can calculate the units of electricity consumed by each in an hour. Average usage in hours/day can be estimated.

Further work 1 Find out how much diesel is used by the school per month. 2

Where does the school get the diesel from?

Design posters “How to Save Energy”. These posters can be put up around school.

The posters can be made in different languages, and put up in local shops and bus stands (with the required permission of course!)

Connection to other subjects Economics, Biology

203

Checklist of endemic Flora and Fauna The Andaman and Nicobar Islands have a rich and diverse number of species of flora and fauna. Of these, the endemic ones alone run into the hundreds. Below is a list of all the endemic vertebrates and a few endemic plant

species found on the Islands. There are about 308 known endemic species of flora and the list of invertebrates runs almost endless. A checklist of all these species of these can be found in the resources of the Botanical Survey of India

(BSI) and Zoological Survey of India (ZSI) respectively. Scientists are constantly discovering new species on our islands so this list can never be called complete!

Mammals

No.

Common name

Scientific name

Endemic to

Cuckoo-shrike, Andaman Large

Coracina novaehollandiae andamana

Andaman

Cuckoo-Shrike, Barred

Coracina striata dobsoni

Andaman

Cuckoo-Shrike, Nicobar pied

Lalage nigra davisoni

Nicobar

Dove, Andaman emerald

Chalcophaps indica maxima

Andaman

Dove, Nicobar emerald

Chalcophaps indica augusta

Nicobar

Drongo, Andaman Racket-Tailed

Dicrurus paradiseus otiosus

Andaman

Drongo, Large Andaman

Dicrurus andamanensis dicruriformis

Andaman

Drongo, Nicobar Racket-Tailed

Dicrurus paradiseus nicobariensis

Nicobar

Drongo, Small Andaman

Dicrurus andamanensis andamanesis

Andaman

No.

Common name

Scientific name

Endemic to

18 Bat, Andaman horse shoe

Rhinolophus cognatus

A&N

Eagle, Nicobar crested serpent

Spilornis minimus minimus

Nicobar

Bat, Dusky Round Leaf-nosed

Hipposideros ater nicobarulae

Nicobar

Eagle, Andaman crested hawk

Spizaetus cirrhatus andamanensis

Andaman

Eagle, Andaman dark serpent

Spilornis elgini

Andaman

Bat, Large leaf-nosed

Hipposideros diadema nicobarensis

Nicobar

Eagle, Andaman pale serpent

Spilornis cheela davisoni

A&N

Bat, Lesser Dog-faced Fruit / Andaman Short nosed Fruit

Paguma larvata tytlerii

Andaman

Eagle, Great Nicobar crested serpent

Spilornis minimus klossi

Great Nicobar

Civet, Andaman masked palm

Paguma larvata tytlerii

Andaman

Flowerpecker, Andaman

Dicaeum concolor virescens

Andaman

Fox, Nicobar Flying

Pteropus faunulus

Nicobar

Flycatcher, Nicobar paradise

Terpsiphone paradisi nicobarica

A&N

Fox, Nicobar Flying / Black Eared

Flying Pteropus melanotus melanotus

Nicobart

Hornbill, Narcondam

Aceros narcondami

Narcondam, Andaman

Macaque, Crab-eating / Nicobar

Macaca fascicularis umbrosus

Nicobar

Kingfisher, Andaman Blue-Eared

Alcedo meninting rufigaster

Andaman

Rat, Miller’s long-footed

Rattus stoicus

Andaman

Kingfisher, Andaman ruddy

Halcyon coromanda mizirhina

Andaman

Rat, Miller’s Nicobar

Rattus burrus

Nicobar

Kingfisher, Andaman Storkbilled

Halcyon capensis osmastoni

Andaman

Rat, Zelebor’s Nicobar

Rattus palmarum

Nicobar

Kingfisher, Andaman three-toed

Ceyx erithacus macrocarus

A&N

Shrew, Andaman spiny/ Thomas ground

Crocidura hispida

Middle Andaman

Kingfisher, Andaman whitebreasted

Halcyon smyrnensis saturatior

A&N

Shrew, Jenkin’s

Crocidura jenkinsi

Andaman

Kingfisher, Andaman Whitecollared

Halcyon chloris davisoni

Andaman

Shrew, Nicobar spiny/ Nicobar white-tailed

Crocidura nicobarica

Great Nicobar

Kingfisher, Nicobar Storkbilled

Halcyon capensis intermedia

Nicobar

Shrew, Nicobar tree

Tupaia nicobarica nicobarica

Great Nicobar

Kingfisher, Nicobar Whitecollared

Halcyon chloris occipitalis

Nicobar

Shrew, Nicobar tree

Tupaia nicobarica surda

Little NicobarW

Koel, Andaman

Eudynamys scolopacea dolosa

A&N

Wild Boar, Andaman

Sus scrofa andamanensis

Andaman

Magpie-robin, Andaman

Copsychus saularis andamanensis

Andaman

Wild Boar, Nicobar

Sus scrofa nicobaricus

Nicobar

Megapode, Nicobar / Scrubfowl, Nicobar

Megapodius nicobariensis

Nicobar

Megapode, South Nicobar

Megapodius nicobariensis abbotti

Nicobar

Minivet, Andaman Scarlet

Pericrocotus flammeus andamanensis

Andaman

Birds 01

Baza, Andaman black-crested

Aviceda leuphotes andamanicat

Andaman

Monarch, Andaman Blacknaped

Hypothymis azurea tytleri

Andaman

Bee-eater, Andaman Chestnutheaded

Merops leschenaulti andamanensis

Andaman

Monarch, Car Nicobar Blacknaped

Hypothymis azurea idiochroa

Nicobar

Bulbul, Andaman blackheaded

Pycnonotus atriceps fuscoflavescens

Andaman

Monarch, Nicobar Blacknaped

Hypothymis azurea nicobarica

Nicobar

Bulbul, Andaman Redwhiskered

Accipiter badius obsoletus

A&N

Munia, Andaman whiterumped

Lonchura striata fumigata

Andaman

Bulbul, Nicobar

Hypsipetes nicobarensis

Nicobar

Munia, Nicobar whiterumped

Lonchura striata semistriata

Nicobar

Crake, Andaman banded

Rallina canningi

Andaman

Myna, Andaman hill

Gracula religiosa andamanensis

A&N

Crow-pheasant, Andaman / Coucal, Brown

Centropus andamanensis

A&N

Myna, Katchal Whiteheaded

Sturnus erythropygius katchalensis

Katchal, Nicobar

Cuckoo-dove, Andaman

Macropygia rufipennis

A&N

Myna, Nicobar Whiteheaded

Sturnus erythropygius erythropygius

Andaman

205 No.

Common name

Scientifc name

Endemic to

Nightjar, Andaman Long-Tailed

Caprimulgus macrurus andamanicus

Andaman

Oriole, Andaman Blacknaped

Oriolus chinensis andamanensis

Andaman

Oriole, Nicobar Blacknaped

Oriolus chinensis macrourus

Nicobar

Owl, Andaman Barn

Tyto alba deroepstorfii

Andaman

Owl, Andaman Brown Hawk-

Ninox affinis affinis

Andaman

Owl, Andaman lesser scops-

Otus scops modestus

Andaman

Owl, Andaman scops-

Otus balli

Andaman

Owl, Hume’s Brown Hawk-

Ninox scutulata obscura

A&N

No.

Common name

Scientific name

Endemic to

Warbler, Andaman Palefooted Bush

Cittia pallidipes osmastoni

Andaman

Waterhen, Andaman whitebreasted

Amaurornis phoenicurus insularis

A&N

White-eye, Nicobar

Zosterops palpebrosa nicobarica

A&N

Woodpecker, Andaman Black

Dryocopus hodgei

Andaman

Woodpecker, Andaman Spottedbreasted Pied

Picoides macei andamanensis

Andaman

Reptiles Bronzeback, Andaman

Dendrelaphis pictus andamanensis

Andaman

Owl, Nicobar Brown Hawk-

Ninox affinis isolata

Nicobar

Owl, Nicobar lesser scops-

Otus scops nicobaricus

Nicobar

Bronzeback, Nicobar / Tiwari’s

Dendrelaphis humayuni

Nicobar

Owl, Nicobar scops-

Otus alius

Nicobar

Cobra, Andaman

Naja sagittifera

Andaman

Parakeet, Andaman large

Psittacula eupatria magnirostris

Nicobar

Gecko, Andaman day

Phelsuma andamanensis

Andaman

Parakeet, Andaman redbreasted

Psittacula allexandri abbotti

Andaman

Gecko, Andaman giant

Gekko verreauxi

Andaman

Parakeet, Blyth’s Nicobar

Psittacula caniceps

Nicobar

Gecko, Bent-toed

Cyrtodactylus adleri

Nicobar

Parakeet, Long-tailed/Andaman red-cheeked

Psittacula longicauda tytleri

Andaman

Gecko, Curltailed / Andaman rock

Cyrtodactylus rubidus

Andaman

Parakeet, Nicobar red-cheeked

Psittacula longicauda nicobarica

Nicobar

Krait, Andaman banded

Bungarus andamanensis

Andaman

Pigeon, Andaman green imperial

Ducula aenea andamanica

Nicobar

Lipinia, Big-eared / Skink, Whitestriped

Lipinia macrotympanum

A&N

Pigeon, Andaman greyfronted green / Andaman pompadour

Treron pompadora chloroptera

A&N

Lizard, Andaman garden

Calotes andamanensis

Andaman

Pigeon, Andaman wood

Columba palumboides

A&N

Lizard, Bay Islands forest

Coryphophylax subcristatus

A&N

Pigeon, Nicobar

Caloenas nicobarica nicobarica

A&N

Lizard, Tiwari’s Garden

Bronchocela danieli

Nicobar

Pigeon, Nicobar green imperial

Ducula aenea nicobarica

Nicobar

Monitor, Andaman water

Varanus salvator andamanensis

A&N

Pitta, Nicobar Greenbreasted / Hooded

Pitta sordida abbotti

Nicobar

Pitviper, Andaman mangrove

Trimeresurus purpureomaculatus andersoni

Andaman

Quail, Bicobar bluebreasted

Coturnix chinensis trinkutensis

Nicobar

Pitviper, Canton’s / Nicobar

Trimeresurus cantori

Nicobar

Roller, Andaman Broadbilled

Eurystomus orientalis gigas

Andaman

Pitviper, Nicobar bamboo

Trimeresurus labialis

Nicobar

Shama, Andaman

Copsychus malabaricus albiventris

Andaman

Skink, Andaman

Eutropis andamanensis

Andaman

Shikra, Car Nicobar

Accipiter badius butleri

Car Nicobar

Skink, Nicobar tree

Dasia nicobarensis

Nicobar

Shikra, Katchal

Accipiter badius obsoletus

Nicobar

Skink, Tytler’s / Andaman bronzy

Eutropis tytleri

Andaman

Shrike, Whitebreasted Swallow-

Artamus leucorhynchus humei

Andaman

Snake, Andaman black kukri

Oligodon woodmasoni

A&N

Starling, Andaman Glossy

Aplonis panayensis tytleri

A&N

Snake, Andaman blind

Liopeltis nicobariensis

Nicobar

Starling, Andaman White-headed

Sturnus erythropygius andamanensis

Andaman

Snake, Andaman keelback

Tropidonotus nicobariensis

Nicobar

Sunbird, Andaman Olivebacked

Nectarina jugularis andamanica

Andaman

Snake, Andaman tree

Chrysopelea paradise paradise

Andaman

Sunbird, Car Nicobar Olivebacked

Nectarinia jugularis proselia

Nicobar

Snake, Biwas’ wolf / Andaman wolf

Lycodon tiwarii

Andaman

Sunbird, Nicobar Olivebacked

Nectarinia jugularis klossi

Nicobar

Snake, cat

Boiga wallachi

Nicobar

Sunbird, Nicobar yellowbacked

Aethipyga siparaja nicobarica

Nicobar

Snake, Nicobar cat

Boiga andamanensis

Andaman

Swiftlet, Whitebellied/Glossy

Collocalia esculenta affinis

A&N

Snake, Nicobar racer

Liopeltis nicobariensis

Nicobar

Teal, Andaman grey / Sunda / Oceanic

Anas gibberifrons albogularis

Andaman

Snake, Oat’s blind / Cacos blind

Typhlops oatesi

Andaman

Thrush, Andaman ground

Zoothera citrina andamanensis

Andaman

Snake, Red-tailed racer

Elaphe oxycephala

A&N

Thrush, Nicobar ground

Zoothera citrina albogularis

Nicobar

Tree Pie, Andaman

Dendrocitta bayleyi

Andaman

Snake, Tree

Natrix nicobarensis

Nicobar

none

Ptychozoon nicobarensis

Nicobar

207

No. 32

Common name none

Scientific name Diabamus nicobaricum

Endemic to Nicobar

Source of Information / Reading list Apte, Deepak (2012): Field Guide to the Marine Life of India. Bagla, P and Menon, S (1989): Ravaged Forests and Soiled Seas: Ecological Issues in the Tropics with special reference to the Andaman and Nicobar Islands. Kalpavriksh

Amphibians 01

Frog, Bilateral banded

Microhyla chakrapani

Andaman

Frog, Charles Darwin’s eastern

Ingerana charlesdarwini

Andaman

Frog, Chestnut brown / Andaman wart

Rana andamanensis

Andaman

Frog Nicobar

Lymnonectus shompenorum

Nicobar

Frog, Nicobar

Polypedates insularis

Nicobar

Toad, Wrinkled

Skin Bufo camortensis

A&N

Basu, B.K (1990): the Onge: Negrito Hunter- Gatherers of Little Andaman. Seagull Books Benson, D.E (1977): helping Wildlife: Working with Nature. Wildlife Management Institute, U.S.A. Centre for Environmental Education (1986): Joy of Learning. Handbook of Environmental Education Activities. Centre for Environmental Education: Floods and Drought. An Educational Package

Fishes 01

Oxyurichthys dasi

Andaman

Oxyurichthys talwari

Andaman

Kraemericus smithi

Nicobar

Endemic Flora 01

Unknown

Plecospermum andamanicum

Climber

Unknown

Aspidiopterys andamanica

Climber

Wild areca palm/Jungli supari

Areca triandra

Shrub

Unknown

Euphorbia epiphylloides

Shrub

Unknown

Wendlandia andamanica

Small Tree

Andaman Padauk

Pterocarpus dalbergioides

Tree

Centre for Environmental Education (2004): Nature Scope India “Turtles in Trouble” Centre for Environmental Education (2005): Environmental Education Handbook

Iyer, Geetha (2012): Nature Quest Environmental Education. Sangam Books Krys (2006): A Field Guide to the Birds of the Indian Subcontinent Kullenberg, Gunnar (1984): The Vital Seas, Questions and Answers about the Health of the Oceans. UNEP Modayil, Mohan Joseph (2007): A Field Guide to the Common Marine Molluscs of India. Central Marine Fisheries Research Institute, Kochi. Murugan, A and Namboothri, N (2012): Finfishes of the Gulf of Mannar Biosphere Reserve-A Field Identification Guide. Dakshin Foundation

Whitaker, R (1985): Endangered Andamans. World Wide Fund for Nature- India and Department of Environment and Forests Soundarajan (1999): Checklist of Important Food and Reef Fishes of Andaman and Nicobar Islands. Central Agricultural Research Institute, Port Blair. Whitaker, Z; and Whitaker, R. (1986): The Snakes around Us. National Book Trust. Whitaker, Z; Whitaker, R and Das, I (1993): The World of Turtles and Crocodile. National Book Trust. Whitaker, Z (2010): Andamans Boy. Tulika

National Audobon Society (1967): Life in the Shallow Sea Water. Nelson Doubleday, Inc.

Wood, C. (1991): Coral Reef Fish and Condition of Coral Reefs in South Andaman island, India.

National Centre for Environmental Publications and Information (NCEPI) (1997): Coral reefs: An English Compilation of Activities for Middle School Students

World Book Encyclopedia (1988): Vol 4 World Rainforest Movement: the Endangered Forests and the Fight for Survival. Vol I and II

Chhapgar, B.F. (1987): Common Fishes of India. World Wildlife Fund for Nature- India

Pande, P; Kothari, A; Singh, S. (1991): Directory of National Parks and Sanctuaries in Andaman and Nicobar Islands. Management Status and Profiles. Indian Institute of Public Administration.

Chhapgar, B.F. (1991): Seashore Life of India. World Wildlife Fund for Nature-India

Pandit, T.N. (1990): The Sentinelese. Seagull Books

Chhapgar, B.F. (2006): Marine Life in India Oxford University Press

Parkinson, C.E. (1923): A Forest Flora of the Andaman Islands. Bishan Singh Mahendra Pal Singh (reprint) Pinn, F. (1990): Sea Snails of Pondicherry. Nehru Science Centre

National Oceanic and Atmospheric Administration: www.noaa.gov

Ranger Rick’s Nature Scope: Diving into Oceans. 4:2

National Disaster Management Authority: www.ndma.gov.in

Andaman bulletwood tree / Mowha

Manilkara littoralis

Tree

Cipriani, L (1966): The Andaman Islanders

Nicobar Canoe tree/Lalchini

Calophyllum soulattri

Tree

Andaman Marblewood/Kala lakri

Diospyros marmorata

Tree

Contractor, Meher. R (2001): Creative Drama and Puppetry in Education. National Book Trust

Unknown

Dillenia andamanica

Tree

Unknown

Lagerstromia hypoleuca

Tree

Unknown

Ficus andamanica

Tree

Unknown

Mangifera andamanica

Tree

Unknown

Canarium manii

Tree

Unknown

Pandanus andamanensis

Tree / Shrub

Andaman canoe tree/Jungli dungi

Tetrameles nudiflora

Tree

Unknown

Pseudodiplospora andamanica

Tree

Unknown

Maclura andamancia

Tree

Cutting, S.C (1932): Natives of the Andaman Islands. The Journal of the American Museum of Natural History. Vol. XXXII No. 5 Dahl, A.L. (1990): Field Work in Marine Ecology for Secondary Schools in Tropical Countries. UNESCO

Rizvi, S.N.H. (1990): The Shompen: A Vanishing Tribe of the Great Nicobar Island. Seagull Books Saldanha, C.J. (1989): Andaman, Nicobar and Lakshadweep. An Environmental Impact Assessment. Oxford and IBH Publishing Co. Pvt Limited SANE Awareness Series (1989): Crown of Thorn (Series 3)

Yojana (1976): Vol. XX No 13 and 14 Zoo Books (Vol 7 No 8)

Some useful websites that can be used for reference

A global database for fish species and names: www.fishbase.org National Geographic: www.nationalgeographic.com Current Conservation Magazine: www.currentconservation.org Down to Earth magazine: www.downtoearth.org.in

Das, I. (1997): A Checklist of the Amphibians and Reptiles of Andaman and Nicobar Islands. Madras Crocodile Bank Trust.

SANE Awareness Series (1989): Crown of Corals (Series 4)

Hamlyn Guide to Shells of the World

Sarkar, J. (1990): The Jarawa. Seagull Books

Ocean Tides & Currents Predictions: tides.mobilegeographics.com

Henry, L. (1982): Coral Reefs of Malaysia and Singapore.

Whitaker, R and Captain, A. (2008): Snakes of India, A Field Guide. Draco Books

Sea Turtles of India: www.seaturtlesofindia.org

Justin, A. (1990): The Nicobarese. Seagull Books Kazmierczak,

Soundarajan (1999): Checklist of Stony Corals from Andaman and Nicobar Island Seas. Central Agricultural Research Institute, Port Blair.

209

Index Acid rain

Canopy

Giant centipede

Lohabarrack Crocodile Sanctuary

Portman, M.V

Tropical forests

Adaptations

Carpenter ant

Giant gecko

Lug worm

Prop roots

Tsunami

Agricultural runoff

Carrying capacity

Giant wood spider

Mahatma Gandhi National Park

Propagule

Tsunami preparedness kit

Alexandra

Caves, Limestone

Global warming

Mangrove whistler

Razor clam

Tuna

Algea

Central Agricultural Research Institute

Great Andamanese

Mangroves

Recycle

Turtle, Green

Algal bloom

Chital

Greater racket tailed dronfo

Manta Ray

Resources and sustainability

Turtle, Hawksbill

Andaman and Nicobar islands environment team

Chitons

Greenhouse gases

Medicinal plants

Rocky shores and sandy beaches

Turtle, Leatherback

Cipriani, Lidio

Groupers

Microcosm

Ruddy kingfisher

Turtle, Olive

Andaman Bronzeback

Clams

Gulf of Mannar

Mole crab

Saltwater crocodile

Vertical Migration

Andaman cat snake

Climate change

Hammerheaded shark

Mongoloid

Sand dollar

Vivipary

Andaman clubtail

Cnidaria

Hatchet fish

Monsoon

Sandpiper

Waves

Andaman cobra

Common Dolphin

Hermit crab

Mussels

Saving our timeless treasures

Wild boar

Andaman mormon

Common Sea star

Herons

Mutualism

Sawfish

Wildlife Sanctuary

Andaman pit viper

Coral bleaching

Hornbill, Narcondarn

Narcondam

Sea cucumbers

Yellow crazy ant

Andaman Prakriti Samsad

Coral triangle

Humans on the islands

National Disaster Management Authority

Sea stars

Zoological Survey of India

Andaman Public Works Department

Corals and coral reefs

Humus

National Park

Sea urchins

Zooplankton

Andaman Trunk Road

Crabs

Hydro energy

Naval Marine Museum

Sea, Andamans

Crown of thrones

Hydrothermal vents

Negrito

Seaweed

Crustaceans

Indian Ocean

Nicobar crab eating macaque

Secondary pollutants

Currents

Indian Wildlife (Protection) Act

Nicobar cricket frog

Seed dispersal

Dagmar

Indigenous

Nicobar sparrowhawk

Sentinelese

Deforestation

Inter tidal zone

Nicobarese

Shompen

Department of Environment and Forests

Interdependency

Non biodegradable

Shrimps

Department of Fisheries

Introduced (species)

Officer of the Chief Wildlife Warden

Snails

Detritus food chain

Island alert

Onge

Society of Andaman and Nicobar Ecology

Directorate of Education

Jarawa

Oysters

Soil erosion

Dragonfly

Jellyfish

Palm civet

Solar energy

Dugongs

Kalpong

Parirakshak

Solid waste management

Early Tsunami Warning System

Kingfishers

Parrot fish

Stilt roots

El Nino Southern Oscillation Event

Knee roots

Peacockâ&#x20AC;&#x2122;s tail seaweed

Swiftlets, edible nest

Emergents

Lakshadweep

Peg roots

Tailed Jay

Endemic (species)Epiphytes

Landfall island

Pencil roots

Ten degree channel

Eupatorium

Lantern fish

Periwinkles

Tentacles

Fisheries Survey of India

Lantern fly

Phytoplankton

Terns

Flying fish

Lesser shortnosed fruit bat

Planula

Food chain

Limestone

Pneumatophores

The Andaman and Nicobar islands-an introduction

Food web

Limpets

Pollination

The Ocean

Brittle star

Fossil fuels

Littoral forests

Polyp

Threatened species

Butterfly garden

Galathea

Lobsters

Population census

Tides

Calcium carbonate

Ghost crab

Logging

Port Blair Municipal Council

Tribal

Andaman water monitor Andaman wood pigeon Andaman woodpecker Anemones Angler fish Anthropological Survey Arakan yoma Archipelago Ballast Banded Sea Krait Baratand Island Barnacles Barren island Bay of Bengal Biodegradable Bioluminescent Bioluminescent fungus Botanical Survey of India Bracket fungus