5th EVS NCERT Chapter 20
Suryamani's organization's center is called ______, which means jungle in the Kuduk language.
The main crop in Mizoram, according to the chapter, is ______.
In jhoom farming, the land is left uncultivated for some years after cutting one crop to let weeds and bamboo grow and then these are ______.
A forest is considered a 'collective bank' by the forest-dwellers in the chapter. They take from the forest only as much as they need, highlighting the concept of ______.
In Suryamani's center 'Torang', children learn about herbs, medicines, making things from bamboo, and the art of wearing traditional clothes while also learning the language of school but connecting it with their own language. This reflects a focus on ______ and preservation of cultural heritage.
– Definition of a forest and characteristics that define a forest
– Importance of forests for communities and the environment
– Relationships between forest dwellers and the forest environment
– Impact of external factors like contractors on forests and forest communities
– Conservation efforts and rights of forest-dwelling communities
– Sustainable farming practices like jhoom farming and their importance for forest communities
– Cultural significance and traditional practices associated with forests
These are the key topics that students should study from the chapter provided in the file "5th EVS NCERT Chapter 20.pdf".
What do you know about how adivasis live? Write and draw a picture.
What is the significance of the 'Torang' center established by Suryamani?
Why does Suryamani emphasize the importance of linking the language of school with one's own language at the 'Torang' center?
What does the Right to Forest Act 2007 state regarding the rights of forest-dwellers?
Why is the 'cheraw' dance significant in the context of Mizoram?
Based on the chapter provided in the file "5th EVS NCERT Chapter 20," here are 3 DIY activities or projects related to the topics covered that students in India can easily do at home or with friends and family:
Bamboo Cup Craft:
- Materials Needed:Bamboo sticks, strong adhesive or twine, scissors, small piece of cloth (optional).
- Instructions:
Collect bamboo sticks from your surroundings.
Cut the sticks to the desired length to make a cup.
Use adhesive or twine to carefully bind the sticks together at one end to form the base of the cup.
Continue binding the sticks vertically to create the sides of the cup.
Optionally, cover the binding with a small piece of cloth for a more finished look.
Your bamboo cup is ready! Use it to drink water or as a decorative piece.
Forest Whistle Making:
- Materials Needed:Fallen leaves, fallen flowers, twine or string.
- Instructions:
Collect fallen leaves and flowers from your garden or a nearby park.
Arrange the leaves and flowers in a line, alternating between leaves and flowers.
Roll the line of leaves and flowers tightly.
Secure the rolled-up leaves and flowers with twine or string, ensuring it is tight.
Blow into the whistle to produce sounds and experiment with different arrangements for various sounds.
Have fun creating your own forest whistle and try imitating bird calls or creating your unique tunes.
Mini Jhoom Farming Project:
- Materials Needed:Small pots, soil, seeds (maize, vegetables, chillies, rice), scissors.
- Instructions:
Fill the small pots with soil.
Plant different seeds like maize, vegetables, chillies, and rice in separate pots.
Let the pots sit for a few days, watering them regularly.
When the plants start growing, cut some weeds or unwanted plants in the pots (similar to jhoom farming practice).
Observe how the plants grow without pulling out the weeds completely.
Document the growth progress and note how cutting the weeds helps the plants.
Compare the growth in these pots with pots where the weeds were totally removed.
These DIY activities are inspired by the traditional farming practices and forest activities described in the chapter, allowing students to engage creatively while learning more about sustainable practices and forest-related concepts. Have fun exploring these activities!
Here are three real-world examples or scenarios related to the topics covered in the chapter provided in the attached file:
1. Community Land Use and Preservation: In the chapter, Suryamani fights for the rights of her village people and works to protect the forests of Jharkhand. Similarly, in real life, there are organizations and activists working to save forests and protect the rights of indigenous communities in different parts of India, such as the Chipko Movement in Uttarakhand.
2. Importance of Traditional Knowledge: Suryamani's initiative to preserve her community's music, dance, and traditions in the 'Torang' center highlights the importance of preserving cultural heritage. Students can learn about how indigenous communities pass down traditional knowledge and skills, like bamboo weaving and traditional farming practices, to future generations.
3. Local Governance and Sustainability: The chapter mentions the Right to Forest Act 2007, which grants forest-dwelling communities rights over the forest land they have been living on for at least 25 years. This example shows how laws and policies can protect communities and promote sustainable resource management. Students can discuss the role of local governance in sustainable development and conservation efforts.
These examples can help students understand the practical applications of the concepts discussed in the chapter and how individuals and communities are actively involved in environmental conservation and cultural preservation efforts in India.
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