EVS
EVS
EVS
Yes....!
It’s all in our hands...! It’s all in our acts
Birds, worms, ducks, flies, apes, crocodiles
Whatever....!
They may not be intelligent , perhaps not think brilliant
They live just their lives
at the most , die filling others bellies. But,
Neither snakes think of destroying birds, nor eagles try to ruin snake pits
They live just their lives, they live and let others live
They store their grain, their nests they retain
They save for their child, but not rob the world
They struggle for their existence , but do not add pollutants
Who taught them to follow the path of light
Who tuned them to the rhythm of life
Why are we so brutal among the children of mother earth
Is it for being human? or for being smartest on earth?
How wise are we !
In jabbing our own legs , killing the goose for golden eggs
Before nature roars and smashes, and the earth turns into ashes
let’s wake up! let’s clean up
let’s save tomorrow
Yes..! truly...! It’s all in our hands, It's all in our acts.
ENVIRONMENTAL EDUCATION
CLASS - 9
Text Book Development Committee
Sri Praveen Prakash I.A.S
Principal Secretary to Government
Department of School Education, AP
Editor
Dr. W.G. Prasanna Kumar,
Director,
A.P. National Green Core
Programme Co-ordinators
Dr. G. Kesava Reddy, MSc, MSc, MEd, MPhil, PhD
Prof. C&T, SCERT, AP
Printed in India
at the Andhra Pradesh Govt. Text Book Press,
Amaravati,
Andhra Pradesh.
ii
Foreward.....
As a part of implimentation of National Education Policy 2020 Bilingual textbooks
for Environmental Education has been introduced in School Education. There are many
rules...! Many more successions...! countless interdependencies...! innumerable
accumulations of life...! Disclosure of multiple varieties as we dive in. Nature is the most
wonderful manifestation of creativity. The most innovative creator has principled it to be a
miracle. new terms / words must be coined to describe nature , Charles Darwin spell
bound in his book “Origin of Species”. It is true! countless species of plants and innumerable
species of animals found everywhere adds an enchanting element to the nature. Life is
found in ocean depths, snow peaks sandy deserts and where not! Perhaps only the earth
exhibits such a vast variety of life in the universe.
Nature is stable yet dynamic, varied but interdependent. Home of all organisms. Each
organism has its own habitat, its own food chain. They are knit together but they maintain
their identity. They follow rules not to intrude others paths. A tree is a common habitat for
an ant a snake a worm and a bird. Nature provides shelter in the form of forests, mountains
hills and lakes. Organisms live there abided by rules. Wonderful lessons are taught by each
and every creature living in nature, provided we are patient enough and recipient to them.
Let’s give this a thinking! A serious thinking in fact?
What are we a negligible part of millions of species, doing when compared to the other
organisms? Misusing the boons of nature, wasting natural resources and becoming greedy
robbers of nature. No other organism has this credit of destroying mother nature except
we, the human beings. Nothing human. We claim to relish the beauty of greenwoods but we
manage to cut them down in the name of development. We are fond of giving lecturers at
every possible opportunity about water being the life giver life saver etc., but we never
bother to stop a leaking tap. What an irony! We plunder minerals, we multiply factories
polluting the environment in all the ways we can. We face the result in the form of
contaminated air and infected food. We are inviting the disaster by piercing the Ozone
layer that safeguards the earth. Just think! what are we aiming at?
We are grateful to our Honourable Chief Minister Sri Y.S. Jagan Mohan Reddy for
being our source of inspiration to carry out this extensive reform in the Education Depart-
ment. We extend our gratitude to our Honourable Minister of Education Sri Botcha
Satyanarayana for striving towards qualitative education. Our special thanks to Sri Praveen
Prakash, IAS, Principal Secretary, School Education Sri S. Suresh Kumar IAS, Commis-
sioner of School Education & State Project Director, Samagra Shiksha A.P, and Ms. Nidhi
Meena IAS, Special Officer English Medium Project - AP for their constant motivation and
guidance.
‘Environmental Education’ the book in your hand lets you know about the do’s and
don’ts hence forth. Values cannot be taught, they have to be caught. Caught while acting.
Therefore many activities are imparted in this book. Do them with the help or your teacher.
Share your Ideas thoughts with all. Hope you’ll inculcate eco friendly behaviour.
Dr. Pratap Reddy,
Director,
SCERT, Andhra Pradesh.
iii
Subject Co-ordinator
Dr. T.V.S. Ramesh, Co-ordinator
S.C.E.R.T, AP, Amaravati
Writers
NATURE PRAYER
I humbly, bow to the flocks of birds whose twitterings make melodious
morning song and streams of trees whose greenary swathe the mother earth
and fill the air with glorious gases.
Oh! my mother earth, I take the message of dignity of hard work
through never resting ants and the strength of unity through a flock of crows.
I realize that twinkling squrrels and tangling leopards also have a right to
live like me.
I promise that I shall not disturb their habitat, I shall not misuse the
natural resources and pollute the nature with pesticides and plastic wastes. I
shall behave wisely and strive for the eradication of superstitions. I promise
to conserve the biodiversity and behave with aesthetic sense and scientific
attitude to protect the nature.
- Rabindranath Tagore
PLEDGE
- Pydimarri Venkata Subba Rao
v
INDEX
S.No. Chapter Name Page No.
1. Rain water harvesting - yêq˙{Ïì <ë#·T≈£î+<ë+ 2
2. Exploring community craft person - kÕúìø£ #˚‹eè‘·TÔ\ ø£fi≤ø±s¡T\T 3
3. Re use plastic and other waste material 10
bÕºdæºø˘, |üìøÏsêì ã≥º*ï eT∞fleT∞fl yê&ÉT≈£î+<ë+
4. Reducing wastage of food - e+&çq ÄVü‰s¡ |ü<ësêú\ eè<∏ëqT ‘·–Z<ë›+ 14
5. Creating awareness about wastage of water due to negligence 18
ìs¡¢ø£å´+‘√H˚ ˙s¡T eè<∏ë ne⁄‘·T+~
6. Preventing wastage of electricity 22
$<äT´‘Y eè<∏ëqT ìyê]+#·&É+ eTq ø£s¡Ôe´+
7. Locally available medicinal plants - kÕúìø£+>± \_Û+#˚ Wwü<Ûä yÓTTø£ÿ\T 34
8. Reducing farmer’s woes alternate cropping 38
¬s’‘·T düeTdü´\T, Á|ü‘ê´e÷ïj·T |ü+≥\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+
9. Water supply and waste-water disposal systems prevalent in the past 42
|üPs¡«ø±\+˝À ˙{Ï düs¡|òüsê, eTTs¡T>∑T ˙{Ï e´edüú\T
10. Precipitation and soil erosion in the mountain ecosystem 46
|üs¡«‘· ÁbÕ+‘ê˝À¢ es¡¸bÕ‘·+, H˚\ ø√]y˚‘·
11. Our household service providers - eTq }s√¢ ùde\+~+#˚ yês¡T 50
12. life in a village - eTq Á>±MTD J$‘·+ 54
13. Food affordability - n+<ä]ø° ÄVü‰s¡+ m˝≤ 58
14. People as resource - eTq Á|ü»˝Ò eTq eqs¡T 62
15. Modern Agricurlture and its impact on environment 66
|üsê´es¡D+ô|’ Ä<ÛäTìø£ e´ekÕj·T+ #·÷ù| Á|üuÛ≤e+
16. Physiographic division of India and the lifestyles of people 70
uÛ≤s¡‘·<˚X¯+˝À y˚s¡Ty˚s¡T ÁbÕ+‘ê˝À¢ Á|ü»\ JeqXË’*
17. Use and abuse of water bodies - ˙{Ï eqs¡T\ $ìjÓ÷>∑+, <äT]«ìjÓ÷>∑+ 74
18. Cut on paper, cut on pollutants 78
ø±–‘·+ $ìjÓ÷>∑+ ‘·–ZùdÔ ø±\Twü´+ ‘·–Z+∫qfÒ¢
19. Human lifestyles and its effect on the environment 82
eTq JeqXË’* ` |üsê´es¡D+ô|’ <ëì Á|üuÛ≤e+
20. Bond of love between humans and animals 86
eTqTwüß\T »+‘·Te⁄\ eT<Ûä´ Áù|e÷qTã+<Ûä+
21. Responsible tourism - |üsê´≥ø£s¡+>∑+˝À eTq u≤<Ûä´‘·\THêïsTT 90
22. Kitchen garden - eTq Ç+{ÏøÏ ‘√≥ nedüs¡+ 94
23. Quality of water - ˙{Ï HêD´‘· ‘Ó\TdüT≈£î+<ë+ 98
24. Save endangered species - n+‘·]+∫b˛‘·Tqï »+‘·TC≤˝≤ìï |ü]s¡øÏå<ë›+ 102
25. Animal breeding for increased production 106
kÕúìø£ C≤‘·T˝Òï ô|+#·T<ë+, |ü]s¡øÏå+#·T≈£î+<ë+
26. Insect sting and its home remedies - ø°≥ø±\ ø±≥TøÏ Ç+{ÏyÓ’<ä´+ 110
27. Save electricity - $<äT´‘Y X¯øÏÔì Ä<ë#˚<ë›+ 114
28. Know about fluorosis - bò˛¢s√dædt >∑T]+∫ ‘Ó\TdüT≈£î+<ë+ 120
vi
What we do, whom to do
To reach the goals of environmental education which was implemented as a school subject in our
school, teachers and students should implement, it with personal responsibility, ownness and by adding
some other concepts and strategies.
For teachers…
• To act as a responsible citizen towards environment concepts discussed in the syllabus are all
treated as environmental education.
• Topics are identified based on different themes – food, health, agriculture, industries, natural
resources, natural world.
• Before starting every chapter teacher would discuss about the topic with students. So there is a
need for teacher to collect some other source material. Activity performance is totally based on
these discussions only.
• Collection of data, interview, field trips, projects etc. Strategies are useful to conduct activities.
• Make your students to talk about their observations and presentations. Teacher should add some
more questions along with text book, for value discussions.
• The topics in environmental education is not like other subject areas, so don’t relate this with
exams, slip tests, marks etc. Presentation may be in a free and joyful environment. You should
award marks or grades to the students, based on your observation.
• Based on resources, local conditions teacher have freedom to select topics in the book. There is
no compulsion to follow only the order mentiond in text book.
For students…
• Relate these items to your local environment and conduct activities.
• Participate in pre and post discussion of every activity and express your feelings and possible
solutions.
• Perform activities in groups. Collect whatever information necessary and prepare required reports
on them.
• Conduct school level seminars, symposiums, prepare slogans related to environmental awareness
every day in school assembly and display it on bulletin board.
• Collect different news items on environmental awareness from news papers, magazines and display
them on wall magazine.
• Ask your head master to pay subscriptions for Down to Earth, My school, Readers digest
Chekumuki, Prerana and other science magazines.
• Prepare your own activities and implement at your school or village.
• Conduct environmental awareness programmes at factories, fields, slum areas etc.
• Tomorrow is yours only, you are the future nations wealth. You are the responsible persons than
your teachers to implement this book. So dear students think scientifically, behave ecofriendly.
vii
Item: 1
Objective
(i) To understand the importance of water.
(ii) To participate in spreading awareness campaigns about rain water harvesting.
Background
There cannot be life without water. Rain and snowfall are the two sources of fresh
water which replenish underground water, lakes, rivers, and other water bodies. But a lot of
rainwater also goes waste. Water being a scarce resource, and its ever increasing use with
the growing population and development, it needs to be utilized judiciously. Every drop of
water is precious and one of the ways to meet the growing demand for water is through
rainwater harvesting.
Methodology
1. Find out different methods of rainwater
harvesting in different parts of the
country from different sources like
magazines, newspapers, internet, etc.
2. Find out the current methods of water
harvesting practised in your state.
3. Compare two households/localities one
practising rainwater harvesting and the
other not, in terms of water availability
for domestic purposes.
Conclusion
We cannot manage our daily routine
without water. We know that water is very
precious. Hence using water carefully is
2
n+X¯+: 1
yêq ˙{Ïì <ë#·T≈£î+<ë+
\ø£´å +:
1. ˙{Ï ÁbÕeTTK´‘·qT ns¡ú+ #˚düT≈£î+<ë+.
2. es¡¸|ü⁄ ˙{Ïì ø±bÕ&ÉT≈£îH˚ $<ÛëHê\ô|’ ne>±Vü≤q ø£*Œ+#˚ ø±s¡´Áø£e÷\˝À bÕ˝§Z+<ë+.
H˚|ü<∏ä´+:
˙s¡T ˝Òø£b˛‘˚ Je+ ˝Ò<äT. es¡¸+, eT+#·T Ç$ ¬s+&É÷ dü«#·Ã¤yÓTÆq ˙{ÏøÏ Á|ü<Ûëq eqs¡T\T. q<äT\T,
düs¡düT‡\T, uÛÑ÷>∑s¡“¤»˝≤\T, Ç‘·s¡ ˙{Ï eqs¡T\˙ï ô|’ ¬s+&ÉT Á|ü<Ûëq eqs¡T\ <ë«sêH˚ ˙{Ïì bı+<äT‘êsTT.
nsTT‘˚ Ç<˚ dü+<äs¡“¤+˝À n~Ûø£uÛ≤>∑+ ˙s¡T eè<∏ë ne⁄‘√+~. »HêuÛ≤ ô|s¡T>∑T<ä\ , n_Ûeè~∆ e\¢ ˙{Ï
$ìjÓ÷>∑+ ô|s¡>∑≥+e\¢ ˙{Ï eqs¡T\ ø=s¡‘· @s¡Œ&ÉT‘·Tqï~. n+<äTe\¢ ˙{Ïì $#·ø£åD≤j·TT‘·+>± ñ
|üjÓ÷–+#ê*‡q nedüs¡+ ñ+~. Á|ü‹ ˙{Ï #·Tø£ÿ neT÷\´yÓTÆ+~. ô|s¡T>∑T‘·Tqï ˙{Ï nedüsê\qT rs¡Ã{≤ìøÏ
es¡¸|ü⁄ ˙{Ï dü+s¡ø£åD |ü<ä∆‹ #ê˝≤ eTTK´yÓTÆq~.
|ü<ä∆‹:
1. <˚X+¯ ˝À $$<Ûä ÁbÕ+‘ê\˝À es¡¸|⁄ü ˙{Ï dü+s¡øDå£
|ü<ä∆‘·T\T @ $<Ûä+>± ñHêïjÓ÷ yêsêÔ|üÁ‹ø£\T,
e÷dü|Áü ‹ø£\T, n+‘·sê®\+ yÓTT<ä˝q’… yê{Ï qT+&ç
‘Ó\TdüTø√+&ç.
2. eTq sêÁwüº+˝À Á|üdüTÔ‘·+ neT\e⁄‘·Tqï ˙{Ï
dü+s¡ø£åD |ü<ä∆‘·T\T ‘Ó\TdüTø√+&ç.
3. ˙{Ï dü+s¡øDå£ ≤ |ü<‘∆ä T· \qT bÕ{ÏdTü qÔ ï, bÕ{Ï+#·ì
¬s+&ÉT ÁbÕ+‘ê\qT |ü]o*+#·+&ç. >∑èVü‰
nedüsê\≈£î ˙{Ï \uÛ´Ñ ‘·, $ìjÓ÷>∑+ $esê\qT
b˛\Ã+&ç.
eTT–+|ü⁄:
˙s¡T ˝Ò≈£î+&Ü eTq+ s√EyêØ |üqT\T @M
ìs¡«Væ≤+#·Tø√˝Ò+ ø£<ë! #ê˝≤ eT+~ ˙s¡T ñ∫‘·+>±
\_Ûk˛Ô+~ ø£<ë nì Çwü+º e∫Ãq≥T¢>± yê&˚dTü +Ô {≤s¡T.
Follow-up
1. Based on your comparative study of different rainwater harvesting methods, recommend
the most suitable method for your area.
2. Advocate the practice of rainwater harvesting in your school/home/ locality.
3. Why should we store rain water ? If we do not store the water what will happen ? What
is your action plan to store the water ?
4
u≤<Ûä´‘·˝Òq≥T¢>± Á|üe]Ô+düTÔ+{≤s¡T.˙s¡T m+‘√ $\TyÓ’q<äì eTqeT+<äs¡+ ‘Ó\TdüT≈£îHêï+ ø±ã{Ϻ ˙{Ïì
bı<äT|ü⁄>± yê&É&+É n\yê≥T #˚dTü ≈£î+fÒ ˙{Ï eqs¡T\qT ø±bÕ&ÉT≈£îqïfÒ.¢ Ç$ #ê˝≤ ∫qï |üqT˝Ò nsTTq|üŒ{Ïø°
#ê˝≤ ô|<ä› |òü*‘ê\ìkÕÔsTT.
yêq˙s¡T eè<∏ë>± b˛≈£î+&Ü Ç+ø± @y˚T$T #˚j·Te#√Ã Ä˝À∫<ë›+.
• &Üu≤MT<ä |ü&˚ es¡¸|ü⁄˙s¡T >={≤º\ >∑T+&Ü M~Û˝ÀøÏ, ø±\Te\˝ÀøÏ b˛≈£î+&Ü Ç+{Ï˝À yÓTTø£ÿ\≈£î yÓfi‚fl˝≤
@sêŒ≥T #˚düT≈£î+<ë+.
• eTq Ç+{Ï˝À, M~Û˝À, bÕsƒ¡XÊ\˝À Ç+≈£î&ÉT>∑T+‘· @sêŒ≥T#˚düT≈£î+<ë+.
• yêq ˙{Ïì |ü{Ϻ &Éu≤“\˝À ì\«#˚dæ Ç+{Ï nedüsê\≈£î yê&ÉT≈£î+<ë+. Ç+{Ï˝À ˙s¡T n+<äTu≤≥T˝À
ñqï|üŒ{Ïø° Ç˝≤ #˚ùdÔ ø£¬s+≥TqT ≈£L&Ü ø±bÕ&ÉTø√>∑\T>∑T‘ê+ ø£<ë!
Ç+ø± eTq+ @y˚T$T #˚j·T>∑\yÓ÷ #·÷<ë›+!
• ˙s¡T ‘êπ>≥|ü⁄Œ&ÉT >±¢düTqT m‹Ô|ü{Ϻ ‘êπ> n\yê≥T #˚düT≈£î+<ë+! Bìe\¢ >±¢düT ø£&É>∑&ÜìøÏ eTs=ø£
>±¢düT ˙{Ïì eè<∏ë #˚j·Te\dæq nedüs¡+ ñ+&É<äT.
• ø±fi¯ófl#˚‘·T\T ø£&ÉT≈£îÿH˚≥|ü⁄Œ&ÉT yÓTTø£ÿ\ bÕ<äT˝À¢ ø£&ÉT≈£îÿ+fÒ ˙s¡T yÓTTø£ÿ\≈£î ñ|üjÓ÷>∑|ü&ÉT‘·T+~.
• ‘·≈£îÿe >±&ÛÉ‘·>∑\ düãT“qT yê&ç ã≥º\T ñ‹øÏ‘˚ Ä ˙{Ïì yÓTTø£ÿ\≈£î ô|≥ºe#·TÃ. @ s¡ø£yÓTÆq düãT“
ñ|üjÓ÷–+∫q|üŒ{Ïø° Ä ˙{Ïì ø=+‘·ùd|ü⁄ ã¬ø{Ÿ˝À ñ+∫‘˚ ‘˚s¡T≈£î+{≤sTT. yê{Ïì {≤sTT˝…≥¢≈£î
yê&ÉTø√e#·TÃ.
• kÕïHê\≈£î yê&çq ˙{Ïì ≈£L&Ü eè<∏ë>± Á&Ó’H˚J\˝ÀøÏ e<ä\≈£î+&Ü yÓTTø£ÿ\≈£î ô|{≤º*.
• MTs¡T ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± ìy˚~ø£qT s¡÷bı+~+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. MT ‘·T\Hê‘·àø£ n<Û´ä j·Tq+ Ä<Ûës¡+>± MT ÁbÕ+‘êìøÏ nqTyÓq’ ˙{Ï dü+s¡øD
å£ ≤ |ü<‘∆ä T· \qT dü÷∫+#·+&ç.
2. MT bÕsƒ¡XÊ\, Ç\T¢, düMT|ü ÁbÕ+‘ê\˝À ˙{Ï dü+s¡ø£åD |ü<ä∆‘·T\qT bÕ{Ï+#˚˝≤ #˚j·T+&ç.
3. yêq ˙{Ï ì eTq+ m+<ä T ≈£ î <ë#· T ø√yê*? ˝Ò ø £ b ˛‘˚ @$T »s¡ T >∑ T ‘· T +~? MT¬ s ’ ‘ ˚ @$T
#˚j·÷\qT≈£î+≥THêïs¡T. MT Á|üD≤[ø£˝Ò$T{Ï?
Objective
(i) To be aware about local crafts.
(ii) To appreciate the skills of the craft person.
Background
Pottery, woodcarving, glass painting, metal work, weaving, colouring (Addakam), bathic
work, kalankari, cane work, making toys are some of the examples of crafts which require
specific skills. A craft is a skilled trade. India has a wide variety of traditional crafts. A large
number of persons are engaged in various crafts. In our State Pochampally is famous for
handloom saries and kalankari work. Nirmal
is famous for painting and making toys.
Kondapally, Bindi work, Terrakota is
famous for toys and metal work. Many craft
persons run their lives totally depend on
handicrafts only.
Methodology
1. With the help of elders and teachers
identify some crafts that are popular in
your city or village.
2. Select anyone of the crafts that
interests you and locate a craftsperson
skilled in that particular craft.
3. Collect the following information
about the craft by asking craft person
questions such as:
(a) How did he or she learn the craft?
(b) How long has he or she been practising
the craft?
6
n+X¯+: 2
kÕúìø£ #˚‹eè‘·TÔ\ ø£fi≤ø±s¡T\T
\ø£´å +:
1. kÕúìø£ #˚‹eè‘·TÔ\qT >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
2. #˚‹eè‹Ô ø£fi≤ø±s¡T\ HÓ’|ü⁄D≤´\qT Á|üX¯+dæ<ë›+.
H˚|ü<∏ä´+:
eTq uÛ≤s¡‘·<˚X¯+ $\ø£åDyÓTÆq $\TyÓ’q, $düÔè‘· yÓTÆq #˚‹eè‘·TÔ\≈£î ì\j·T+. ≈£î+&É\T #˚j·T≥+,
#Óø£ÿ≈£î q–w”\T #Óø£ÿ&É+, s¡+>∑T\~› Ns¡\T H˚j·T&É+, $$<Ûä s¡ø±\ &çC…’Hé\‘√ ã+>±s¡T, yÓ+&ç ÄuÛÑs¡D≤\qT
‘·j·÷s¡T#˚j·T&É+, Ns¡\≈£î n<ë›\T, #·MTÿ\T ≈£î{Ϻ n+<ä+>± ‘·j·÷s¡T #˚j·T≥+, u§eTà\T #˚j·T&É+, >±¢dt
ô|sTT+{Ï+>¥, u≤‹ø˘ esYÿ, ø£fi+¯ ø±] n<äø› +£ , ãT≥º\T
n\¢&É+ yÓTT<ä˝…’q$. M{ÏøÏ $•wüºyÓTÆq HÓ’|ü⁄D´‘·
nedü s ¡ + . #˚ ‹ eè‘· T Ô \ T b+‘√ HÓ ’ | ü ⁄ D´+‘√
#˚düTÔqï$.eTq sêÁwüº+˝À b˛#·+|ü*¢ #˚H˚‘· Ns¡\ø£T,
ø£\+ø±] n<äø› ±ìøÏ, ìs¡à˝Ÿ ô|sTT+{Ï+>¥‡øÏ, ø=+&É|*ü ¢
u§eTà\ø£T, _+~ÛesYÿ, f…Ás¡ø√{≤ u§eTà\T, X¯ø£q+
|üì e+{Ï #˚‹eè‘·TÔ\ ø£fi¯\≈£î Á|üdæ~∆. #ê˝≤eT+~
á eè‘·TÔ˝Ò JeHê<Ûës¡+>± J$düTÔHêïs¡T.
|ü<ä∆‹:
1. MT kÕúìø£ |ü]düsê˝À¢ì #˚‹eè‘·TÔ\ìï+{Ïì
>∑T]Ô+#·+&ç.
2. MTs¡T >∑T]Ô+∫q #˚‹eè‘·T\Ô ˝À MT n_ÛsT¡ ∫y˚Ts¡≈î£
ˇø£<ëìì bqTïø=ì, Ä #˚‹eè‘˚Ô JeHê<Ûës¡+>±
|üì#˚düTÔqï ø£fi≤ø±s¡T&çì ø£\e+&ç.
3. Ä ø£fi≤ø±s¡T&çì ÁøÏ+~ Á|üX¯ï\&ç–, Ä ø£fi¯
>∑T]+∫q |üP]Ô düe÷#êsêìï ùdø£]+#·+&ç.
(a) MTs¡T á #˚‹eè‹Ôì bø£ÿ&É, b˝≤ H˚sT¡ Ã≈£îHêïs¡T?
(b) á |üì˝À Ä]‘˚s¡T≥≈£î b+‘· ø±\+ (s√E\T,
dü+e‘·‡sê\T) |ü{Ϻ+~?
(d) Collect information about the tools and the materials used for the craft.
(e) Purchase of raw material, place, quantity and rates of objects, marketing process. To
collect more information about collect information from the school library, internet
and crafts museum also.
Conclusion
Handicrafts are suitable for environment. The equipments, methods and the productions
which are used in making handicrafts do not pollute the environment. We use earthen pots
if they break they will be easly degradable in the soil. Let’s save our handicrafts and
handicrafts productions. Saving handicrafts is saving our cultures and traditions and it makes
the environment pollution free.
Follow-up
1. You are selected and observed the handicraft which you are intrested in. Make your
own handicraft and display in your school project day.
2. Try to find out whether the families involved in that craft are now going for other
ocupations. If so, why?
3. What are your suggestions to the craft persons to continue or improve their methods of
marketing.
8
(c) MT eè‹Ô˝À ˇø£ edüTÔe⁄qT ‘·j·÷s¡T#˚düTÔqï|üŒ{Ï qT+&ç n~ |üPs¡ÔjT˚ ´es¡≈£î >∑\ $$<Ûä <äX¯\T
@$T{Ï? ô|’ <äX¯\ u§eTà\T ^j·T+&ç ˝Ò<ë MT <ä>∑Zs¡ ¬øyÓTsê ñqï≥¢sTT‘˚ bò˛{À\T rj·T+&ç.
(d) Ä ø£fi≤ø±s¡T&ÉT ñ|üjÓ÷–düTÔqï |üìeTT≥¢T, |ü<ësêú\qT >∑T]+∫q düe÷#êsêìï ùdø£]+#·+&ç?
(e) nedüs¡yÓTÆq eTT&çdüs¡T≈£î\T bø£ÿ&É, b+‘· yÓTT‘·Ô+˝À, b˝≤ KØ<äT #˚düTÔ+{≤s√ yêø£ãT #˚j·T+&ç.
‘·j·÷s¡T#˚dæq $$<Ûä edüTÔe⁄\ <Ûäs¡\T, e÷¬sÿ{Ÿ #˚ùd $<Ûëq+ yÓTT<ä˝…’q n+XÊ\qT qyÓ÷<äT #˚j·T+&ç.
Á>∑+<∏ë\j·T+, eT÷´õj·T+, n+‘·sê®\+ qT+&ç nedüs¡yÓTÆq n<äq|ü⁄ düe÷#êsêìï ùdø£]+#·+&ç.
eTT–+|ü⁄:
#˚‹eè‘·TÔ\T |üsê´es¡D≤ìøÏ nqT≈£L\+>± ñ+{≤sTT. eTq+ yê&˚ |ü]ø£sê\T, |ü<ä∆‘·T\T, ñ‘·Œ‘·TÔ\T @M
ø±\Twü´+ ø£*–+#·e⁄. ≈£î+&ÉqT ‘·j·÷s¡T#˚dæq ‘·s¡Tyê‘· <ëìì eTq+ yê&ÉT≈£î+{≤+. ˇø£y˚fi¯ n~ |ü–*b˛‘˚
H˚\˝ÀH˚ ø£*dæb˛‘·T+~ ø£<ë! #˚‹eè‘·T\Ô qT yê{Ï <ë«sê ‘·j÷· s¡jT˚ ´ edüTeÔ ⁄\qT ø±bÕ&ÉT≈£î+<ë+. #˚‹eè‘·T\Ô qT
ø±bÕ&ÉTø√e&ÉeT+fÒ eTq dü+düÿè‹ kÕ+Á|ü<ëj·÷*ï ø±bÕ&ÉTø√&ÉyT˚ . |üsê´es¡D≤ìøÏ Vü‰ìø£\>∑≈î£ +&Ü #·÷&É&yÉ T˚
ne⁄‘·T+~.
MTs¡T ùdø£]+∫q düe÷#ês¡+, bò˛{À\T, ^dæq u§eTà\ Ä<Ûës¡+>± MT yÓTT‘·Ô+ ÁbÕC…≈£îº Á|ü‹_+_+#˚˝≤
ˇø£ ìy˚~ø£qT sêdæ Á|ü<ä]Ù+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. MTs¡T b+#·Tø=qï #˚‹eè‹Ô |üìì, |üìrs¡TqT >∑eTì+#ês¡T ø£<ë! MTs¡T ≈£L&Ü @<˚ì ˇø£ #˚‹eè‹Ô
edüTÔe⁄qT ‘·j·÷s¡T#˚dæ MT ÁbÕC…ø˘º ìy˚~ø£ düeTj·T+˝À Á|ü<ä]Ù+#·+&ç.
2. #˚‹eè‘·TÔ\yês¡T Ä eè‹Ô˝À ø=qkÕ>∑˝Òø£ y˚πs |üqT\¬ø’ yÓfi¯ó‘·THêïsê? b+<äT≈£î?
3. #˚‹eè‘·TÔ\T ø=qkÕ–+#·T≥≈£î ˝Ò<ë yê] e÷¬sÿ{Ÿ $<ÛëHêìï e÷s¡TÃø=qT≥≈£î>±qT MT]#˚à dü\Vü‰\T,
dü÷#·q\T @$T{Ï?
Objective
(i) To be aware about re using methods of plastics, unused cloths and other materials.
(ii) To be aware of how to make creative articles by using waste materials like plastic
and unused cloths.
Background
Plastics are non degradable solid materials. It is very easy to use and produce. So these
plastic material are produced enormously and we use the same which leads to environmental
pollution.Genarally we throw out these material after using them. We should reuse these
waste material to prevent environmental pollution.We should reuse these waste material in
a creative manner. It is a good and healthy habit also. we can make door mats, wall hangings,
hand bags, mats, door curtains etc by using waste material. It becomes a habit of proper
utilisation of our leisure time also.
Methodology
1. Collect plastic and other waste material
( bags, cloths etc)
2. Make ropes by using plastic and cloth
pieces.
3. Show your creative ideas to make
different articles by using these ropes
made by you.
4. Display your articles in your class.
Encourage your school mates through
eco-clubs to make such kind of articles
by using plastic s, cloths and other waste
material.Prepare door mats, pen stands,
dust bins, light hangings etc which
reflects your creativity.
10
n+X¯+: 3
bÕ¢dæºø˘,|üìøÏsêì ã≥º*ï eT∞fleT∞fl yê&ÉT≈£î+<ë+
\ø£´å +:
1. bÕ¢dæºø˘,|üìøÏsêì ã≥º\qT eT∞fleT∞fl yê&ÉT≈£îH˚ |ü<ä∆‘·T\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
2. bÕ¢dæºø˘, |üìøÏsêì ã≥º\qT düè»Hê‘·àø£+>± eT∞fleT∞fl $ìjÓ÷–+#·Tø√&É+ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
bÕ¢dæºø˘ e´sêú\T mqï{Ïø° ≈£î[flb˛ì |òüTqs¡÷|ü |ü<ësêú\T. bÕ¢dæºø˘qT düT\Te⁄>± ñ‘·Œ‹Ô#˚j·T>∑\>∑&É+, ñ
|üjÓ÷–+#·&É+ e\q $|üØ‘·+>± yê&ÉT‘·÷ yê‘êes¡D ø±\TcÕ´ìøÏ ø±s¡≈£î\e⁄‘·THêïs. ø£qTø£ ø=+‘·˝À
ø=+‘· |üìøÏsêì bÕ¢dæºø˘qT, |üìøÏsêì ã≥º\qT ñ|üjÓ÷>∑ø£s¡yÓTÆq edüTÔe⁄\T>± ‘·j·÷s¡T#˚dæ eT∞fleT∞fl $$<Ûä
s¡ø±\T>± ñjÓ÷–+#·Tø√&É+ ñ‘·Ôe÷_Ûs¡T∫ nì|æ+#·Tø=+≥T+~. |üìøÏsêì bÕ¢dæºø˘, ñ|üjÓ÷>∑|ü&Éì ã≥º\‘√˚
&√sYe÷{Ÿ\T, yê˝Ÿ Vü‰´+–+>¥‡, #˚‹ dü+#·T\T, #ê|ü\T, ø£¬sºqT¢ yÓTT<ä˝…’q$ düè»Hê‘·àø£+>± ‘·j·÷s¡T#˚dü÷Ô
$sêeT düeTj·÷ìï dü~«ìjÓ÷>∑+ #˚düTø√e#·TÃ.
|ü<ä∆‹:
1. bÕ¢dæºø˘ dü+#·T\qT, |üìøÏsêì ã≥º*ï
ùdø£]+#·+&ç.
2. bÕ¢dæºø˘ dü+#·T*ï, ã≥º\qT eTTø£ÿ\T>±,
|”*ø£\T>± #˚dæ,yê{Ïìù|ì ‘êfi¯ófl>±
‘·j·÷s¡T#˚j·T+&ç.
3. á ù|ìq ‘êfi¯fl‘√ ñ|üj÷Ó >∑|&ü ˚ edüTeÔ ⁄\
‘· j · ÷ Ø˝À MT dü è »Hê‘· à ø£ ‘ · q T
#·÷|æ+#·+&ç.
4. bÕ¢dæºø˘, |üìøÏsêì ã≥º\‘√ ‘·j·÷s¡T#˚dæq
edü T Ô e ⁄\qT $$<Û ä ‘· s ¡ > ∑ ‘ · T \˝À
Á|ü<ä]Ù+#·+&ç. Äj·÷ ‘·s¡>∑‘·T\˝À >∑\
$<ë´s¡ T ú \ T ≈£ L &Ü á edü T Ô e ⁄\T
‘·j·÷s¡T#˚ùd $<Ûä+>± |üsê´es¡D ø£¢ãT“\
<ë«sê Áb˛‘·‡Væ≤+#·+&ç.
11
2. Prepare your own cloth bags by decorating glass beeds. Encourage your friends
using cloth bags instead of using plastic covers.
3. Prepare decoratives by using plastic, saline bottles and display them on theatre day.
4. Make different articles like pen stands by using waste paper instead of wood.
5. Visit hand made paper industry. know how to prepare beautiful greeting cards.
12
eTT–+|ü⁄:
#Ó‘·ÔqT m˝≤ dü¬s’q |ü<ä∆‘·T˝À¢ $ìjÓ÷–+#ê˝À nì Ä˝À∫+#·&É+ ø£Hêï #Ó‘·Ô ñ‘·Œ‹Ô ø±≈£î+&Ü #·÷düTø√&É+
eT+∫~ ø£<ë! m|ü⁄&É÷ eTq yÓ+≥ ˇø£ >∑T&ɶdü+∫ ñ+#·T≈£î+fÒ eTq+ yê&ç bÕπsùd bÕ¢dæºø˘ ø£es¡¢ dü+K´
dü>±ìøÏ ‘·–+Z #·>\∑ T>∑T‘ê+. bÕ¢døºæ ˘ >±¢dTü \T, ù|≥¢ ¢ ã<äT\T>± d”\º T$ yê&É&+É eT+∫~. ˇø£ edüTeÔ ⁄qT #ê˝≤ø±\+
yê&ÉT‘·THêï+ n+fÒ <ëìøÏ nedüs¡eTsTTq eqs¡T\qT C≤Á>∑‘·Ô>± yê&ÉT‘·TqïfÒ¢ ø£<ë! Ø|òæ˝Ÿ e÷s¡TÃ≈£îH˚ ô|Hé
yê&É&É+ eT+∫<ë? sêdæ bÕπsùd ô|Hé eT+∫<ë? Ä˝À∫+#·+&ç. Bìì bÕ{Ï+#·&É+ e\¢ eqs¡T\T
ø±bÕ&ÉTø√>∑\T>∑T‘ê+. ø±\Twü´+ ‘·–Z+#·>∑\T>∑T‘ê+.
$#·ø£åD≤s¡Væ≤‘·yÓTÆq bÕ¢dæºø˘ $ìjÓ÷>∑+ ` qcÕº\T <ëì |ü⁄q]«ìjÓ÷>∑ Á|üÁøÏj·T\ô|’ ˇø£ ìy˚~ø£qT
‘·j·÷s¡T#˚dæ Á|ü<ä]Ù+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. eT∞fleT∞fl edüTÔe⁄\qT m+<äT≈£î ñ|üjÓ÷–+#ê*? ˝≤uÛÑqcÕº\qT >∑T]+∫ MT bÕsƒ¡XÊ\˝À #·]Ã+#·+&ç.
2. ã≥º ù|*ø£\‘√ #˚‹dü+#·T\T ‘·j·÷s¡T#˚dæ, #ÓMTÿ\T, n<ë›\T ≈£î{Ϻ bÕ¢dæºø˘ dü+#·T\≈£î ã<äT\T>± M{Ïì
ñ|üjÓ÷–+#˚˝≤ Áb˛‘·‡Væ≤+#·+&ç.
3. bÕ¢dæºø˘, ôd˝…’Hé u≤{Ï˝Ÿ‡\‘√ $$<Ûä edüTÔe⁄\qT ‘·j·÷s¡T#˚dæ Á|ü<ä]Ù+#·+&ç.
4. ø£\|ü≈£î ã<äT\T>± |üìøÏsêì ù||üs¡¢‘√ $$<Ûä edüTÔe⁄\qT ‘·j·÷s¡T#˚dæ Á|ü<ä]Ù+#·+&ç.
5. |üìøÏsêì ø±–‘ê\‘√ ùV≤+&éy˚T&é ù||üs¡TqT ‘·j·÷s¡T#˚ùd dü+düúqT dü+<ä]Ù+#·+&ç. Bì‘√ n+<äyÓTÆq
Á^{Ï+>¥ ø±s¡T¶qT ‘·j·÷s¡T#˚dæ b˝≤ Ä<ëj·÷ìï bı+<äe#√à ‘Ó\TdüTø√+&ç.
13
Objective
To understand the need to reduce wastage of food
Background
It is commonly observed that food is wasted or thrown away in many households.
hotels, restaurants. parties, etc. This wastage could be reduced if proper practices are
followed during preparation and serving of food. It is important that each one of us tries to
reduce wastage of food on every occasion.
Methodology
1. Select a place of study according to your
convenience. This could be your home,
a party or a celebration. etc. If you decide
to do this exercise at home. note your
observations for at least three days.
Howmany persons attended? What food
materials were prepared? How much was
utilised? How much was remained?
What did they do? Collect information.
2. Decide a convenient measure to estimate
the quantity of wastage. This could be
measured by litre, K.G, bowl or number
of pieces depending on the type of dish.
3. Enter your observations in the given
table. To find out the reason for the
wastage. talk to the people who decide
the quantity of food to be prepared.
14
n+X¯+: 4
ÄVü‰s¡|ü<ësêú\ eè<∏ëqT ‘·–Z<ë›+
\ø£´å +:
e+&çq ÄVü‰s¡|ü<ësêú\T eè<∏ë ø±≈£î+&Ü #·÷düTø√e\dæq nedüsêìï >∑T]Ô<ë›+
H˚|ü<∏ä´+:
kÕ<Ûës¡D+>± eTq+ bH√ï s¡ø±\ ÄVü‰s¡ |ü<ësêú\qT $ìjÓ÷–düTÔ+{≤+. $ìjÓ÷–+#·Tø√>± $T–*q
ÄVü‰s¡ |ü<ësêú\qT e´s¡+ú #˚jT· ≥+ ˝Ò<ë bÕs¡yj ˚ T· ≥+˝≤+{Ï$ #˚dTü +Ô {≤+. eTTK´+>± Vü≤√≥˝Ÿ‡, s¬ kÕºs¬ +{Ÿ\˝À
˝Ò<ë $yêVü‰\T, y˚&TÉ ø£\, |ü+&ÉT>∑\T yÓTT<ä˝q’… dü+<äsꓤ\˝À nedüsêìøÏ $T+∫ ÄVü‰s¡|<ü ësêú\qT e+&É≥+,
$T–*b˛sTTq$ bÕπsj·T&É+, eè<∏ë #˚j·T≥+ düs¡«kÕ<Ûës¡D+. b+‘√ $\TyÓ’q ÄVü‰s¡|ü<äsêú\qT e´s¡ú+
#˚jT· ≥+ ‘·–+Z ∫, $T–*b˛sTTq ÄVü‰sêìï dü~«ìjÓ÷>∑|]ü #˚ ~X¯˝À Ä˝À∫+#·&+É , Ä#·]+#·&+É Á|ü‹ˇø£ÿ]
u≤<Ûä´‘·.
|ü<ä∆‹:
1. MT M\TqT ã{Ϻ MT Ç+{Ïì >±ì, @<ÓH’ ê y˚&TÉ ø£,
$yêVü≤+, ñ‘·‡e düeTj·÷ìï m+#·Tø√+&ç.
ø£˙dü+ eT÷&ÉT s√E\T |ü]o*+#·+&ç. Äj·÷
dü+<äsꓤ˝À¢ b+‘·eT+~ Vü‰»¬s’Hês¡T? @ @
ÄVü‰s¡|ü<ësêú\qT ‘·j·÷s¡T#˚kÕs¡T? n+<äT˝À
$ìjÓ÷–+#·ã&É>± $T–*q<Ó+‘·? yê{Ïì @+
#˚XÊs¡T? e+{Ï $esê\qT ùdø£]+∫, øÏ+~
|ü{Ϻø£˝À qyÓ÷<äT#˚j·T+&ç.
2. e´s¡ ú y Ó T Æ q ÄVü ‰ s¡ |ü < ësêú \ yÓ T T‘êÔ ì ï
n+#· H êy˚ j · T T≥≈£ î nqTyÓ ’ q ø=\‘· q T
ìs¡sí TT+#·Tø√+&ç. ÄVü‰s¡ |ü<ësêúìï ã{Ϻ øÏ˝À\T,
©≥s¡T¢, bÕÁ‘·\T ˝Ò<ë eTTø£ÿ\ s¡÷|ü+˝À
ø=\ee#·TÃ.
3. øÏ+<ä Çe«ã&çq |ü{Ϻø£˝À MT |ü]o\q\qT
sêj·T+&ç. m+‘· |ü]e÷D+˝À ÄVü‰s¡+ ‘·j÷· s¡T
#˚j·÷\ì mes¡T ìs¡ísTTdüTÔHêïs√ yê]‘√
e÷{≤¢&ç ÄVü‰s¡+ eè<Ûë ø±e&ÜìøÏ >∑\ ø±s¡D≤\T
‘·Ó\TdüTø√+&ç.
15
Follow -up
I. Try to spread the message that food should not be wasted.
2. Try to find out what does a restaurant do with the surplus food or food that is left
unconsumed in the plate or serving dishes.
3. Find out what is done with the food that is wasted in the home and food that is surplus.
4. Measure the quantity of food is wasted during midday meal in your school. (Per day,
per month, per year). Try to think of preventive measures.
5. Discuss various ways for proper utilization of circulus food.
6. Create awareness in masses about the need of controlling food wastage.
7. Some NGOs work in these lines. Collect information and phone numbers and make a
call whenever you need their help.
16
Áø£.dü+. n<Ûä´j·THêìøÏ ÄVü‰«ì‘·T\ ÄVü‰s¡|ü<ës¡ú+ ‘·j·÷s¡T#˚dæq e´s¡ú+ #˚dæq
m+#·T≈£îqï dü+K´ yÓTT‘·Ô+ yÓTT‘·Ô+
dü+<äs¡“¤+
1
2
X¯óuÛÑø±s¡´ ìsê«Vü≤≈£î\qT, e+≥#˚dæqyê]ì, e&ç¶+∫q yê]ì ÄVü‰sêìï e´s¡ú+ #˚dæqyê]ì ø£*dæ,
e÷{≤¢&ç ÄVü‰s¡|ü<ësêú\ e´sêúìøÏ ø±s¡D≤\qT ø£qTø√ÿ+&ç.
eTT–+|ü⁄:
ÄVü‰s¡ |ü<ësêú\ eè<∏ë ¬s+&ÉT s¡ø±\T>± »s¡T>∑T‘·T+~. ÄVü‰s¡+ e+&Éø£ eTT+<äT, ÄVü‰s¡+ e+&çq
‘·s¡Tyê‘·. XÊÁd”Ôj·T >∑D≤+ø±\ Á|üø±s¡+ |ü+&ç+∫q 10 øÏ˝À\ <Ûëq´+˝À 3 øÏ˝À\T m\Tø£\T, |ü+~ø=≈£îÿ\T
‹H˚jT· &É+. 2 øÏ˝À\T >√<ëeTT˝À¢ |ü⁄s¡T>∑T|ü{ºÏ b˛e&É+, e+&çq ‘·sT¡ yê‘· 2 øÏ˝À\ es¡≈î£ eè<∏ë nsTTb˛‘·T+~.
n+fÒ ∫e]øÏ 3 øÏ˝À˝Ò ‹q&ÜìøÏ ñ|üjÓ÷>∑|ü&ÉT‘√+<äqïe÷≥.
ÄVü‰s¡ ñ‘·Œ‹Ôì ô|+#·&ÜìøÏ dü+ø£s¡C≤‘·T\T n_Ûeè~∆, $|üØ‘·+>± ms¡Te⁄\T, |ü⁄s¡T>∑T eT+<äT\T yê&É&É+
<ë«sê |üsê´es¡D≤ìï ø£\Twæ‘+· #˚jT· &É+ø£Hêï ñ‘·Œ‹Ô nsTTq <ëìì uÛÁÑ <ä|sü #¡ T· ≈£îH˚ |ü<‘∆ä T· \MT<ä <äèwæôº |≥º&+É
eT+∫~. ÄVü‰s¡+ eè<∏ë ø±≈£î+&Ü ñ+&Ü\+fÒ e&ç¶+#·Tø√&ÜìøÏ ∫qï >∑]f… yê&ÉT≈£î+<ë+. nedüs¡yÓTÆq+‘˚
e&ç+¶ #·T≈£î+<ë+. kÕ<Ûës¡D+>± ÄVü‰s¡+ m+<äT≈£î eè<∏ë ne⁄‘·T+<√, <ëìì m˝≤ n]ø£≥eº #√Ã Ä˝À∫+#·+&ç.
ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± ìy˚~ø£qT s¡÷bı+~+∫ Á|ü<ä]Ù+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. ªªÄVü‰s¡ |ü<ësêú\qT e´s¡ú+ #˚j·Tsê<äTμμ nH˚ düe÷#êsêìï Á|ü#ês¡+ #˚ùd Á|üj·T‘·ï+ #˚j·T+&ç.
2. @<˚ì Vü≤√≥˝Ÿ˝À $ìjÓ÷–+#·≈£î+&Ü $T–*b˛j˚T ÄVü‰s¡|ü<ësêú\qT @+#˚kÕÔs√ n&ç– ‘Ó\TdüTø√+&ç.
3. MT Ç+{À¢ ‹q≈£î+&Ü $T–*b˛sTTq ÄVü‰s¡ |ü<ësêú*ï @+ #˚düTÔHêïs√ ø£qTø√ÿ+&ç.
4. MT bÕsƒ¡XÊ\˝À eT<Ûë´Vü≤ï uÛÀ»q düeTj·T+˝À eè<∏ë nj˚T´ ÄVü‰s¡|ü<ësêú\ |ü]e÷D+ (s√E, HÓ\,
dü+e‘·‡s¡+) Á|üø±s¡+ ˝…øÏÿ+#·+&ç. eè<∏ëqT dü~«ìjÓ÷>∑|ü]#˚ ˝Ò<ë n]ø£fÒº e÷sêZ\qT ø£qTø√ÿ+&ç.
Ä#·]+#·+&ç.
5. ÄVü‰s¡|ü<ësêú\qT eè<∏ë #˚j·T≈£î+&Ü dü~«ìjÓ÷>∑|ü]#˚ e÷sêZ\qT nH˚«wæ+#·+&ç.
6. ÄVü‰s¡|ü<ësêú\ eè<∏ë #˚j·T&Üìï ‘·–Z+#ê*‡q ÄeX¯´ø£‘·qT >∑T]+∫ Á|ü»\˝À ne>±Vü≤q ø£*Œ+#·+&ç.
7. $T–*q ÄVü‰s¡|ü<ësêú\qT dü~«ìjÓ÷>∑|ü]#˚ ~X¯˝À ø=ìï dü«#·Ã¤+<ä dü+düú\T |üì#˚düTÔHêïsTT. Ç˝≤+{Ï
dü+düú\T MT≈£î n+<äTu≤≥T˝À ñ+fÒ, yê] bò˛Hé q+ãs¡T¢ ùdø£]+∫ y˚&TÉ ø£\ düeTj·÷˝À¢ yê]øÏ
‘Ó*j·TCÒj·T+&ç.
17
Objectives
(i) To bring into notice how water is being wasted in our daily life activities.
(ii) To be sensitised about judicious use of water.
Backgroud
“If you have water, you can think of the future”, The amount of water recommended by
the United Nations for drinking, washing, cooking and maintaining proper hygiene is a
minimum of 50 litres per person per day, i.e. approximately 21/2 large size buckets of water
per person per day, Millions of people in our country do not get enough water to meet their
requirements. The problem is likely to worsen. It is therefore important that we should use
it judiciously and conserve it. We are neglecting water leakages, collect and just thrown
out water used more amout water for brushing and washing clothes are all the situations
where water is wastage because of our negligency. If we avoid these situations we can save
water.
Methodology
1. Notice whether there is any leakage of
taps at your home/ school. If there is
any leakage put a bucket under it and
collect the water leaked.
2. Observe for a period of a week and
estimate the amount of water wasted
due to negligence, such as leaving the
tap open during washing, shaving, while
collecting water, washing of vehicles.
3. Calculate approximately how much
water is wasted per day or week.
18
n+X¯+: 5
ìs¡¢ø£å´+‘√H˚ ˙s¡T eè<∏ë »s¡>∑&É+ ô|’ ne>±Vü≤q
\ø£´å +:
1. eTq+ ìs¡¢ø£å´+>± ˙{Ïì eè<∏ë #˚düTÔqï s√EyêØ ø±s¡´ø£˝≤bÕ\qT >∑T]Ô<ë›+.
2. ˙{Ïì ‘Ó*$‘√, u≤<Ûä´‘·‘√ $ìjÓ÷–+#·&É+ |ü≥¢ ne>±Vü≤q bı+<äT<ë+.
H˚|ü<∏ä´+:
Á|ü‹e´øÏÔ, Á|ü‹s√E ‘ê>∑&ÜìøÏ, e+≥≈£î, kÕïHêìøÏ, <äTdüTÔ\ |ü]X¯óÁuÛÑ‘·≈£î eT]j·TT Ç‘·s¡ nedüsê\
ì$T‘·Ô+ <ë<ë|ü⁄>± 2 1/2 ô|<ä› ã¬ø{Ÿ\ ˙{Ïì $ìjÓ÷–kÕÔs¡T. ø±ì ø£˙dü+ ‘ê>∑&ÜìøÏ dü]b˛j˚T ˙s¡T ˝Òø£
ø=ìï \ø£å\eT+~ nwüºø£cÕº\T |ü&ÉT‘·THêïs¡T. ˙s¡T n+<äTu≤≥T˝À ñqïyêπsyÓ÷ $#·ø£åD≤s¡Væ≤‘·+>± ñ
|üjÓ÷–+#·&É+, q˝≤¢\ ©πøJ\T |ü{Ϻ+#·Tø√ø£b˛e≥+, _+<Ó\ ì+&Ü |ü{,Ϻ @ nedüsêìø° yê&É≈£î+&Ü
bÕs¡uÀdæ eT∞fl |ü≥&º +É , Áãwt #˚dTü ø=+≥Tqï+‘· ùd|ü⁄ q˝≤¢ ø£fj
ºÒ T· ø£b˛e≥+, b≈£îÿekÕs¡T¢ ã≥º\T C≤&ç+#·&+É
e+{Ï |üqT\‘√ ˙{Ïì eè<∏ë #˚düTÔ+&É≥+ XÀ#·˙j·T+. á $<ÛäyÓTÆq ˙{Ï eè<∏ëqT n]ø£≥º&É+ <ë«sê b+‘√
˙{Ïì dü+s¡øÏå+∫q yês¡eTe⁄‘ê+. ˙{Ïì n‹ C≤Á>∑‘·Ô>± nedüs¡+ y˚Ts¡πø $ìjÓ÷–+#·&É+ n‘·´edüs¡+.
|ü<ä∆‹:
1. MT bÕsƒ¡XÊ\˝À, Ç+&É¢˝À ©ø£e⁄‘·Tqï
q˝≤¢\THêïj˚TyÓ÷ >∑eTì+#·+&ç. @<˚ì q˝≤¢
©ø£e⁄‘·T+fÒ <ëì ÁøÏ+<ä ã¬ø{ŸqT ô|{Ϻ, Ä
˙{Ïì ùdø£]+∫ ñ|üjÓ÷–+#·+&ç.
19
3. Select any leakage tap. Collect water from the leakage for a minute by using a measuring
jar. Confirm your observations by measuring another five minutes.
• Calculate how much water will be wasted in one hour.
• In the same way calculate water wastage per day, per month, per year.
• Calculate how much quality of water is being wasted because of their negligency.
Conclusion
Conclude by writing a paragraph about your findings.
1. If you drink water touching glass to your mouth, you need one more glass of water to
wash it. These simple habits make us learn saving water.
2. Instead of using water direct from the tap, fill the water in a bucket and use it with a
small tumbler.
3. Prepare a questionaire report based on two three activities or carelessness and water
wastage.
4. What are the causes of neglegence to waste water. Discuss.
5. Prepare a report on precautionary measures to save water and display it in your class.
Follow -up
1. Prepare a slogan on conservation of water.
2. Take initiative to repair leakage of water from pipes, tanks, etc., in school, home or in
the colony.
3. Talk about the need of prevention of water wastage in morning assembley.
20
Áø£.dü+ ‘˚~ dü+<äs¡“¤+ (˙s¡T eè<∏ë ne⁄‘·Tqï rs¡T) eè<∏ë nsTTq ˙{Ï |ü]e÷D+
1
2
3
4
3. ˙s¡T ø±] b˛‘·Tqï q˝≤¢qT (ø=fi≤sTT) b+#·Tø√+&ç. ˇø£ ø=\C≤&ûì rdüTø=ì 1 ì$Twü+˝À ø±]b˛sTTq
˙{Ïì ø=\e+&ç. b+‘· ˙s¡T ø±]+<√ qyÓ÷<äT #˚j·T+&ç. eTs√ 5 ì$TcÕ\T ≈£L&Ü eT∞fl |ü]o*+∫
5 ì$TcÕ\˝À ø±s¡T‘·Tqï ˙{Ï |ü]e÷D≤ìï ìsêú]+#·Tø√+&ç.
• ˇø£ 5 ì$TcÕ\˝ÀH˚ n+‘·˙s¡T ø±]‘˚, ˇø£ >∑+≥≈£î b+‘· ˙s¡T eè<∏ë ne⁄‘·T+<√ ˝…ø£ÿ ø£≥º+&ç.
• n˝≤π> ˇø£ s√E≈£î, ˇø£ HÓ\≈£î, ˇø£ dü+e‘·‡sêìøÏ Ä q˝≤¢ qT+&ç ø±]b˛j˚T ˙{Ï yÓTT‘êÔìï
˝…øÏÿ+#·+&ç.
• b˛˙˝Ò, ˇø£ #·Tπøÿ ø£<ë nì ìs¡¢ø£å´+ #˚ùdyês¡T b+‘·eT+~ ñHêïs√, yê] ìs¡¢ø£å´+ b+‘· ˙{Ï eè<∏ëø£T
ø±s¡DeTe⁄‘·T+<√ MT >∑D≤+ø±\ Á|üø±s¡+ n+#·Hê y˚j·T+&ç.
eTT–+|ü⁄:
1. >±¢düTqT m‹Ô|ü{Ϻ ‘êπ> n\yê≥T #˚düT≈£î+<ë+. H√{Ïì ‘êøÏÏ+∫ ‘ê–‘˚ ‘ê>∑&ÜìøÏ ˇø£>±¢düT ø£&É>∑&ÜìøÏ
Ç+ø=ø£ >±¢düT ˙s¡T Ks¡Ãe⁄‘·T+~. Ç˝≤+{Ï ∫qï∫qï n\yêfÒ¢ ˙{Ï bı<ä|ü⁄qT H˚s¡TŒ‘êsTT.
2. H˚s¡T>± q˝≤¢ (ø=fi≤sTT) øÏ+<ä ø±≈£î+&Ü ã¬øÿ≥Tº‘√ ˙fi¯ófl |ü{Ϻ ñ+∫ #Ó+ãT‘√ yê&ÉT≈£î+<ë+.
3. (2, 3 ø£è‘ê´\T #˚kÕø£) ìs¡¢ø£å´+ ø±s¡D+>± eè<∏ë ne⁄‘·Tqï ˙{Ïì >∑T]+∫q MT |ü]o\q\T,
>∑D≤+ø±\‘√ ˇø£ ìy˚~ø£ ‘·j·÷s¡T#˚j·T+&ç.
4. ˙{Ï eè<∏ë≈£î ø±s¡DyÓTÆq ìs¡¢ø£å´ <Û√s¡DT\qT ù|s=ÿq+&ç.yê{Ï >∑T]+∫ #·]Ã+#·+&ç.
5. ˙{Ï eè<∏ëqT n]ø£≥º&ÜìøÏ #˚|ü{≤º*‡q #·s¡´\TqT‘Ó*j·TCÒdü÷Ô ˇø£ ìy˚~ø£ ‘·j·÷s¡T#˚dæ ‘·s¡>∑‹˝À
Á|ü<ä]Ù+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. ˙{Ï eè<∏ëqT n]ø£{≤º*‡q nedüs¡+ @$T{À #·]Ã+#·+&ç. ìHê<ë\qT sêdæ Á|ü<ä]Ù+#·+&ç.
2. ˙{Ïì eè<∏ë #˚j·Tsê<äqï n+X¯+ >∑T]+∫ ÁbÕs¡úHê düe÷y˚X¯+˝À e÷{≤¢&É+&ç.
3. MT bÕsƒ¡XÊ\, Ç\T¢, ø±\˙, }s¡T bø£ÿ&Ó’Hê q˝≤¢\ ©πøJ #·÷dæHê, ìs¡¢ø£å´+ #˚j·T≈£î+&Ü ‘·ø£åD
#·s¡´\T #˚|ü≥º+&ç.
21
Objectives
(i) To create awareness about the need for conservation of electricity.
(ii) To be sensitised about avoiding excessive use of electricity.
Background
Electricity is a very convenient and flexible form of energy. However, it is often not
used judiciously by most of us. Electricity is a scarced resource which is produced by
burning coal at a thermal power station. It is also generated at nuclear power stations and
hydel power plants. Irrespective of the ways in which it is produced it affects our
environment. Conserving electric energy not only saves our money but also helps in
increasing its availability. By proper planning and a little awareness, we can save a substantial
amount of electricity in our schools, work places and homes.
Methodology
22
n+X¯+: 6
$<äT´‘Y eè<∏ëqT ìyê]<ë›+
\ø£´å +:
1. $<äT´‘Y X¯øÏÔì dü+s¡øÏå+#ê*‡q nedüs¡+ >∑T]+∫ ne>±Vü≤q bı+<äT<ë+.
2. $<äT´‘Y X¯øÏÔì $#·ø£åD≤ s¡Væ≤‘·+>± ñ|üjÓ÷–+#·≈£L&É<äH˚ düŒèVü≤ ø£*– ñ+<ë+.
H˚|ü<∏ä´+:
$<äT´‘·TÔ ˇø£ kÂø£s¡´e+‘·yÓTÆq X¯øÏÔeqs¡T. $<äT´‘·TÔqT eTq+ <∏sä ¡à˝Ÿ $<äT´‘Y πø+Á<ë\˝À nDTX¯øÏÔ
πø+Á<ë\˝À, »\ $<äT´‘Y πø+Á<ë\˝À ñ‘·Œ‹Ô #˚düT≈£î+≥THêï+. $<äT´‘Y ‘·≈£îÿe>± \uÛÑ´eTj˚T´ X¯øÏÔeqs¡T.
nsTT‘˚ #ê˝≤ es¡≈£î eTq+ $<äT´‘YqT eè<∏ë Ks¡TÃ#˚düTÔHêï+. $<äT´‘YqT bı<äT|ü⁄>± yê&ç‘˚ &ÉãT“qT Ä<ë
#˚j·T&Éy˚T ø±≈£î+&Ü $<äT´‘Y ì\Te\qT ô|+#·e#·TÃ. dü]jÓÆTq Á|üD≤[ø£, ne>±Vü≤q‘√ eTq+ bÕsƒ¡XÊ\˝À,
>∑èVü‰˝˝À $<äT´‘YqT bı<äT|ü⁄>± yê&ÉTø=H˚˝≤ #·÷düTø√e#·TÃ.
|ü<ä∆‹:
1. bÕsƒ¡XÊ\ $sêeT düeTj·÷\˝À, bÕsƒ¡XÊ\
düeTj·T+ ‘·s¡Tyê‘· nìï ‘·s¡>∑‹ >∑<äT\˝À
bòÕ´qT¢, ≥÷´ãT˝…’≥T¢ Ä]Œy˚dæ ñHêïjÓ÷ ˝Ò<√
|ü]o*+#·+&ç.
2. U≤∞>± ñqï ‘·s¡>∑‹ >∑<äT\˝À |üì#˚j·TT#·Tqï
bòÕ´qT¢, ã˝Ÿ“\T >∑eTì+∫ yê{Ïì Ä]Œy˚jT· +&ç.
3. MT >∑èVü‰\˝À eè<Ûë>± $<äT´‘YqT $ìjÓ÷–düTqÔ ï
dü + <ä s ꓤ \ qT >∑ T ]Ô + ∫ $<ä T ´‘· T Ô eè<∏ ë
n]ø£≥Tº≥≈£î ‘·–q #·s¡´\T #˚|ü≥º+&ç.
4. Á|üdüTÔ‘·+ e÷¬sÿ{Ÿ˝À $<äT´‘YqT Ä<ë #˚ùd
|ü]ø£sê˝Òy√ ø£qT>=q+&ç. ñ<ë: (dæ.m|òt.b˝Ÿ.
ã\T“\T)
23
24
eTT–+|ü⁄:
ø£¬s+≥T eè<Ûë »s¡T>∑T‘·Tqï dü+<äsꓤ\qT >∑T]Ô+∫ ìy˚~ø£ ‘·j·÷s¡T #˚j·T+&ç. MT Ç+{Ï˝À / bÕsƒ¡XÊ\˝À
$<äT´‘Y $qjÓ÷>∑+ ô|’ ˇø£ Á|üD≤[ø£ ‘·j·÷s¡T #˚j·T+&ç. $<äT´‘Y m+‘√ $\TyÓ’q~. eTq Ç+{Ï˝À ˝Ò<ë
bÕsƒ¡XÊ\˝À @ @ >∑~˝À m+‘· ø£¬s+≥T Ks¡Ãe⁄‘√+<√ ˝…øÏÿ<ë›+. m≈£îÿe>± ø£¬s+≥T Ks¡Ãj˚T´ >∑~ @~?
m+<äT≈£î? ø±s¡D≤\T >∑eTì<ë›+. øÏ+~ |ü<䛑·T\T bÕ{Ï+#·&É+ <ë«sê $<äT´‘Y $ìjÓ÷>±ìï ‘·–Z<ë›+. bòÕ´Hé
Ä|æy˚j·T&É+, m.dæ. ã<äT\T bÕ´Hé yê&É&É+ e+{Ï bı<äT|ü⁄ e÷sêZ\T bÕ{Ï<ë›+. >∑~˝ÀqT+&ç ãj·T≥≈£î
yÓfi‚fl≥|ü⁄&ÉT eTq u≤<Ûä´‘·>± dæ«#Y\T Ä|æy˚<ë›+.
>∑èVü≤√|üø£s¡D≤\T, $<äT´‘Y X¯øÏÔ $ìjÓ÷>∑+˝À X¯øÏÔì bı<äT|ü⁄#˚j·TT≥≈£î ∫{≤ÿ\T:
eTq <˚X¯+˝À >∑èVü‰edüsê\ ì$T‘·Ô+ <ë<ë|ü⁄ 30% X¯øÏÔì $ìjÓ÷–düTÔHêï+. ∫qï ∫qï ∫{≤ÿ\qT
ñ|üjÓ÷–+#·>∑&É+ <ë«sê á X¯øÏÔ˝À ô|<ä› yÓTT‘êÔH˚ï bı<äT|ü⁄ #˚jT· &ÜìøÏ düT\TyÓ’q, Ä#·s¡D≤‘·àø£ ñbÕj·÷\qT
eTq+ Ç|ü⁄Œ&ÉT |ü]o*<ë›+. |ü\Te÷s¡T¢ M{Ïì #·<äe≥y˚T ø±≈£î+&Ü Ä#·]+#·&É+ <ë«sê &ÉãT“\T, X¯øÏÔì
bı<äT|ü⁄ #˚dæq yêfi¯fleTe≥y˚T ø±≈£î+&Ü düVü≤» eqs¡T\qT dü~«ìjÓ÷>∑+ #˚dæqyêfi¯fleTe⁄‘ê+.
eTT+<äT>± @ $<äT´<äT|üø£s¡D+ b+‘· $<äT´‘YqT $ìjÓ÷–düTÔ+<√ ‘Ó\TdüTø√e≥+ eTq¬ø+‘√
ñ|üjÓ÷>∑|ü&ÉT‘·T+~. nedüs¡+ y˚Ts¡πø >∑èVü≤√|üø£s¡D≤\qT ñ|üjÓ÷–+#·≥+ ø£¬s+≥T _\T¢ ‘·>∑Z{≤ìøÏ <√Vü≤<ä+
#˚düTÔ+~.
kÕ<Ûës¡D+>± Ç+&É¢˝À yê&˚ $$<Ûä ñ|üø£s¡D≤\T b+‘Ó+‘· X¯øÏÔì $ìjÓ÷–kÕÔjÓ÷ øÏ+~ |ü{Ϻø£˝À
dü÷∫+#·≥yÓTÆq~.
Áø£.dü+. >∑èVü≤√|üøs£ D¡ ≤\T $ìjÓ÷–+#˚ düeTj·T+ j·T÷ì{Ÿ\T/HÓ\≈£î
$<äT´‘Y (yê{Ÿ\˝À) >∑+≥\T / s√E\T
1 Ç+ø±+&çôd+{Ÿ ã\T“\T 40 6 7
60 6 11
2 bò˛s¢ √ôd+{Ÿ ≥÷´uŸ˝{’… Ÿ 40 10 12
3 HÓ’{Ÿ ˝≤´+|t 15 10 4.5
4 eTdæÿ{À ]ô|˝…+¢ {Ÿ 5 10 1.5
5 bòÕ´qT\T 60 15 27
6 bsTTsY ≈£L\sY\T 175 8 42
7 bsTTsY ø£+&çwHü \é T 1500 6 270
8 Á|òCæ Ÿ 225 15 101
9 $Tø°‡ / u…¢+&ÉsY 450 1 13.5
10 {Àdüsº Y 800 0.5 12
11 Vü‰{Ÿ ù|¢{Ÿ 1500 0.5 22.5
12 zyÓHé 100 1 30
13 $<äT´‘Y ¬ø{Ï˝Ÿ 1500 1 45
25
28
Áu…&é e+{Ï |ü<ësêú\qT #˚ùd≥|ü⁄Œ&ÉT eTT+<äT>±H˚ zyÓHéqT Á|”V”≤{Ÿ #˚j·Tqedüs¡+ ñ+&É<äT.
zyÓHé˝À ô|{Ϻq ÄVü‰s¡|ü<ësêú\T nj·÷´jÓ÷ ˝Ò<√ ‘Ó\TdüTø√e&ÜìøÏ ˝Ò<ë b+‘· es¡≈£î e#êÃjÓ÷
#·÷&É&ÜìøÏ e÷{Ïe÷{ÏøÏ zyÓHé ‘·\T|ü⁄ ‘Ós¡∫ #·÷&Ée<äT›. n˝≤ ‘Ós¡∫q Á|ü‹kÕØ 25 &çÁ^\ ôd+{°Áπ>&ÉT
ñc˛íÁ>∑‘· ‘·–Zb˛‘·T+~.‹]– eT∞fl y˚&Óø£ÿ&ÜìøÏ $<äT´‘Y Ks¡Ãe⁄‘·T+~.
$<äT´‘Y bısTT´
ÄVü‰s¡|<ü ësêú\T e+&É&ÜìøÏ ìπs•› +∫q düeTj·÷ìø£+fÒ ø=ìï ì$TcÕ\ eTT+<˚ $<äT´‘Y düyº qé T Äù|j·÷*.
düeT‘·\yÓTÆq n&ÉT>∑TqT ø£*–q e+≥bÕÁ‘·\qT ñ|üjÓ÷–+#ê*. b+<äTø£+fÒ n$ $<äT´‘Y ø±sTT˝ŸqT
|üP]Ô>± ø£|üŒã&ç ñ+fÒ $<äT´‘Y dü~«ìjÓ÷>∑yÓTÆ e+≥ ‘·«s¡>± |üPs¡Ôe⁄‘·T+~.
>±´dt düºyé
>±´dtdüºyéô|’ e+≥#˚ùd≥|ü⁄Œ&ÉT eT+≥ eT<ä´düú+>± ñ+&˚≥≥T¢ #·÷düTø√e≥+ <ë«sê b˝Ÿ.|æ.õ.qT
dü~«ìjÓ÷>∑+ #˚düTø√e#·TÃ.
>±´dtdüºyé eT+≥ ˙* s¡+>∑T˝À ñ+fÒ Ç+<ÛäHêìï #·ø£ÿ>± $ìjÓ÷–düTÔqï≥T¢ ˝…ø£ÿ.
|üdüT|ü⁄s¡+>∑T eT+≥ edüTÔ+fÒ n$ ãs¡ïsY X¯óÁuÛÑ+ #˚j·T&ÜìøÏ dü÷∫ø£>± uÛ≤$+#·e#·TÃ.
M˝…’q+‘· es¡≈£î Áô|wüsY ≈£îø£ÿsY\qT ñ|üjÓ÷–+∫ e+≥ #˚j·T≥+ eT+∫~.
e+≥ #˚ôd≥|ü&ÉT e+≥bÕÁ‘· ô|’ eT÷‘·\T ñ+#ê*.
@y˚ì |ü<ësêú\T ñ<ë: bÕ\T, ≈£Ls¡>±j·T\T yÓTT<ä˝…’q$ Á|òæCŸqT+&ç rdæq yÓ+≥H˚ ø±≈£î+&Ü kÕ<Ûës¡D
>∑~ ñc˛íÁ>∑‘·≈£î #˚]q ‘·s¡Tyê‘· e÷Á‘·y˚T e+&É{≤ìøÏ ñ|üjÓ÷–+#ê*.
$<äT´‘Y ñ|üø£s¡D≤\T
{Ï.$. Ä&çjÓ÷ dædüºyéT, ø£+|üP´≥sY e+{Ï$ ñ|üjÓ÷–+#·q|ü⁄&ÉT dæ«#Y Ä|òt #˚dæ ñ+#ê*. ˝Ò<ä+fÒ
ÄHé˝ÀH˚ ñ+fÒ ˇø√ÿ |ü]ø£s¡+ 10 yê{Ÿ\ X¯øÏÔì qwüº|üs¡TdüTÔ+~.
ø£+|üP´≥sY\T
ñ|üjÓ÷–+#·q|ü⁄&ÉT Ç+{À¢, Ä|ò”dt˝À ø£+|üP´≥sY\qT Ä|òt #˚j·T&É+ eT+∫~. b+<äTø£+fÒ 24 >∑+≥\T
|üì#˚ùd ˇø£ ø£+|üP´≥sY, Á|òæCŸø£Hêï b≈£îÿe X¯øÏÔì $ìjÓ÷–düTÔ+~.
ˇø£y˚fi¯ ø£+|üP´≥sY ÄHé˝ÀH˚ ñ+&Ü*‡q nedüs¡eTT+fÒ, e÷ì≥sY nsTTHê Ä|òt #˚j·÷*. b+<äTø£+fÒ
dædüºyéT $ìjÓ÷–+#˚ X¯øÏÔ˝À dü>±ìø£Hêï b≈£îÿe e÷ì≥sY ñ|üjÓ÷–düTÔ+~.
ø£+|üP´≥sY ñ|üjÓ÷–+∫q|ü⁄Œ&ÉT d”¢|t yÓ÷&é˝À ñ+&˚˝≤ ôd{Ϻ+>¥ #˚jT· &É+ <ë«sê <ë<ë|ü⁄ 40% X¯øÏÔì
Ä<ë #˚j·Te#·TÃ.
˝≤´|t{≤|t\T, ôd˝Ÿbò˛Hé\T, &çõ≥˝Ÿ ¬øyÓTsê\ u≤´≥Ø #êsY®\T |ü¢>¥‘√ ñqï|ü⁄Œ&ÉT X¯øÏÔì $ìjÓ÷–dü÷Ô
ñ+{≤sTT ø±ã{Ϻ yê{Ïì |ü>¢ q¥ T+&ç rdæyj ˚ T· &É+, $<äT´‘Y nqedüs¡ $ìjÓ÷>±ìï ‘·>+Z∑ #·≥y˚T ne⁄‘·T+~.
Ád”ÿHé ùdesY\T ø£+|üP´≥sY Ád”ÿHéqT s¡økåÏ ÕÔsTT ø±ì $<äT´‘YqT ø±<äT. $ìjÓ÷>∑+ |üPs¡eÔ «>±H˚ ø£+|üP´≥sYqT
wü{Ÿ&ÍHé #˚j·T&É+ e\¢ ø£+|üP´≥sY‘√ bÕ≥T $<äT´‘Y≈£L&Ü s¡øÏå+#·ã&ÉT‘·T+~.
Á|Cæò \Ÿ T
Áø£eT+ ‘·|üŒ≈£î+&Ü düØ«dæ+>¥ #˚sTT+#·&É+ e\¢ e÷qT´e˝Ÿ>± &ûÁbÕdtº #˚j·Te\dæq Á|òæCŸ\T, Á|ò”»sY\T,
Á|òæCŸ˝Àì yÓ÷≥sY dü]>±Z |üì#˚j·TT≥≈£î X¯øÏÔì ô|+#·T‘·T+{≤sTT.
29
30
• Á|òæCŸ≈£î n~ ñqï >√&É≈£î eT<Ûä´ >±* Ä&˚˝≤ ø=+‘· kÕúHêìï ñ+#ê*.
• ]Á|òæõπs≥sY ˝Ò<ë Á|ò”»sY #ê˝≤ #·\¢>± ñ+&É≈£L&É<äT.
• Á|òæCŸ &√sY dü]>±Z |ü{Ϻ+<√, ˝Ò<√ dü]#·÷düTø√yê*. &√sY bsTTsYfÆ…{Ÿ>± ñ+&˚˝≤ #·÷&Ü*.
Á<äes¡÷|ü+˝À ñ+&˚ ÄVü‰s¡|ü<ësêú\qT dü]>±Z eT÷‘·\Tô|{Ϻ ñ+#ê*. b+<äTø£+fÒ ø£|æŒñ+#·ì ÄVü‰s¡
|ü<ësêú\T ‘˚eTqT $&ÉT<ä\ #˚kÕÔsTT. ø±ã{Ϻ ø£+Áô|düsY b≈£îÿe |üì #˚j·÷*‡ ñ+≥T+~.
• Á|òæCŸ &√sY\qT ‘·s¡#·T rdü÷Ô ñ+{≤s¡T. n˝≤ #˚j·T≈£L&É<äT.
• Á|òæCŸ &√sYqT nedüs¡+ ˝Ò≈£îHêï ‘Ós¡∫ ñ+#·≥+ e\q, <ëì˝Àì #·\¢ì >±* ãj·T{ÏøÏ yÓ[flb˛‘·T+~.
• y˚&ç>± ˝Ò<ë yÓ∫Ã>±qTqï ÄVü‰s¡|ü<ësêú\qT H˚s¡T>± Á|æCŸ˝À ô|≥º≈£L&É<äT.
bsTTsY ø£+&çwüqsY\T
• >∑~ ñc˛íÁ>∑‘·qT ã{Ϻ <ëì¬ø’ n<˚ ìj·T+Á‹+#·Tø=H˚ |ü]ø£sê\qT e÷Á‘·y˚T ø=Hê*.
• ‘·≈£îÿe #·\¢<äq+ dæú‹˝À ñ+&˚˝≤ ¬s>∑T´˝Ò≥sY\qT ñ+#ê*.
• m.dæ.‘√ u≤≥T d”*+>¥ bòÕ´Hé ≈£L&Ü y˚dæ e⁄+∫q≥¢sTT‘˚ ‘=+<äs¡>± >∑~ #·\¢ã&ÉT‘·T+~. m≈£îÿe
ñc˛ïÁ>∑‘· e<ä› ≈£L&Ü m.dæ. düeTs¡∆e+‘·+>± |üì#˚düTÔ+~.
• ‘·\T|ü⁄\T, øÏ{Ïø°\T dü]>± eT÷dæ ñ+#·+&ç.
• m.dæ.øÏ >√&É≈£î eT<Ûä´ U≤∞ ñ+&˚˝≤ #·÷&É+&ç. n+<äTe\¢ dü]>± >±* $ìeTj·T+ »s¡T>∑T‘·T+~.
• s¡÷|òt >±¬s¶Hé m.dæ ˝À&ÉTqT ‘·–ZdüTÔ+~.
• øÏ{Ïø°\≈£î düHéÁd”ÿHé, |òæ*yéT >±˙ ‘Ós¡\qT >±ì neTs¡Ã+&ç.
• y˚dü$˝À <Ûäs√àkÕº{Ÿ M˝…’q+‘· m≈£îÿe kÕúsTT˝À kÂø£s¡´e+‘·+>± ñ+&˚˝≤ ôd{Ÿ #˚j·T+&ç.
• b.dæ. øÏ <ä>sZ∑ >¡ ± ˝…{’ Ÿ\T, {Ï.$. yÓTT<ä˝q’… $ ˝Ò≈î£ +&Ü #·÷&Ü*. <Ûsä √àkÕº{Ÿ á y˚&ìç Á>∑V≤æ +∫ nedüs+¡
˝Ò≈£îHêï b≈£îÿe>± b.dæ.ì |üì#˚sTTdüTÔ+~.
• øÏ{Ïø°˝À neT]Ãq b.dæ. $TwüHé MT<ä b+&É ‘·>∑\≈£î+&Ü ñ+&˚˝≤ ˙&Éì#˚à #Ó≥¢qT ô|+#·+&ç. nsTT‘˚
>±* <Ûësêfi¯+>± ‘·–˝Ò˝≤ #·÷&Ü*. m+&É˝À ñ+&˚ j·T÷ì{Ÿø£Hêï ˙&É˝À ñ+&˚ m.dæ. j·T÷ì{Ÿ
<ë<ë|ü⁄ 10% ‘·≈£îÿe $<äT´‘YqT $ìjÓ÷–+#·T≈£î+≥T+~.
1. $<äT´‘Y eè<∏ë nj˚T´ $$<Ûä dü+<äsꓤ\ |ü]o\q\ Ä<Ûës¡+>± ìy˚~ø£ sêj·T+&ç.
2. MT bÕsƒ¡XÊ\˝À, >∑èVü‰\˝À $<äT´‘YqT bı<äT|ü⁄ #˚ùd Á|üD≤[ø£\qT s¡÷bı+~+#·+&ç.
31
32
‘·<äT|ü] #·s¡´\T:
1. MT bÕsƒ¡XÊ\˝À Á|ü<ÛëH√bÕ<Ûë´j·TTì‘√ ˝Ò<ë ñbÕ<Ûë´j·TT\‘√ #·]Ã+∫ $<äT´‘Y bı<äT|ü⁄ #·s¡´\qT
neT\T |üs¡#·+&ç.
2. MT bÕsƒ¡XÊ\˝À $<äT´‘Y eè<∏ëô|’ ‘√{Ï $<ë´s¡Tú\˝À #·]Ã+∫ $<äT´‘YqT bı<äT|ü⁄#˚j·T&É+ô|’ MT bÕsƒ¡XÊ\
ÁbÕs¡úHê düe÷y˚X¯+˝À ñ|üq´dæ+#·+&ç.
3. MT Ç+{À¢, bÕsƒ¡XÊ\˝À $<äT´‘Y $ìjÓ÷>±ìï ‘·–Z+#˚ $<ÛëHê\ C≤_‘êqT s¡÷bı+~+#·+&ç.
33
Objective
To develop appreciation for medicinal qualities of plants
Background
Vegetation consists of different types of trees, shrubs and herbs. Many of these plants
have medicinal qualities and are used to treat different types of diseases. We may find
some such plants in our locality or neighbourhood.
Methodology
1. Talk to your teacher. elders in the
family or neighbourhood and identify
plants which are used as medicines
traditionally or locally.
2. Note the special features of the
medicinal plants that would help in
their identification.
3. Gather the following information
through interaction with knowledgeable
persons. You may take the help of local
medical practitioners (Ayurvedic
doctors)
a) Which part of a particular plant is
used for treating a disease or
disorder?
b) How is it processed for use for a
particular ailment?
c) How many medicinal plants could
you find in your locality.
d) Are these medicinal plants cultivated
or do they grow in the wild?
34
n+X¯+: 7
kÕúìø£+>± \_Û+#˚ Wwü<Ûä yÓTTø£ÿ\T
\ø£´å +:
yÓTTø£ÿ\˝Àì Wwü<Ûä >∑TD≤\qT n_Ûq+~+#˚ yÓ’K]ì n_Ûeè~Û∆ #˚j·T&É+.
H˚|ü<∏ä´+:
eèøå±es¡D+ #Ó≥T¢, yÓTTø£ÿ\T, r>∑\T, bı<ä\‘√ ì+&ç e⁄+≥T+~. M{Ï˝À ø=ìï Wwü<Ûä >∑TD≤\T ø£*–
e⁄+&ç $$<Ûä s¡ø±\ s¡T>∑à‘·\ ∫øÏ‘·‡\˝À ñ|üjÓ÷>∑|ü&É‘êsTT. Ç≥Te+{Ï yÓTTø£ÿ\qT eTq+ |ü]düsê\˝ÀqT
>∑T]Ô+#·e#·TÃ.
|ü<ä∆‹:
1. MT ≈£î≥T+ã+˝Àì ô|<ä›\T ˝Ò<ë #·T≥ºÁ|üø£ÿ\
yê]ì ˝Ò<ë ñbÕ<Ûë´j·TT\qT ø£*dæ kÕúìø£+>±
ñ+&˚ @ @ yÓTTø£ÿ\qT Wwü<Ûë\T>± ñ|üjÓ÷
–kÕÔs√ ‘Ó\TdüTø√+&ç.
2. Wwü<Ûä yÓTTø£ÿ\ø£T >∑\ Á|ü‘˚´ø£ \ø£åD≤\qT
>∑T]Ô+#·+&ç.
3. Wwü < Û ä yÓ T Tø£ ÿ \≈£ î dü + ã+~Û + ∫q $wü j · T
|ü]C≤„q+ ø£*–q e´≈£îÔ\qT ø£*dæ yê{ÏøÏ
dü+ã+~Û+∫q düe÷#ês¡+ ùdø£]+#·+&ç. á
dü+<äs¡“¤+˝À kÕúìø£+>± ñ+&˚ Äj·TTπs«<ä
yÓ’<äT´\qT ≈£L&Ü ø£\e+&ç. øÏ+<ä Çe«ã&çq
n+XÊ\ô|’ düe÷#ês¡+ ùdø£]+#·+&ç.
b) MT |ü]düsê\˝À bìï s¡ø±\ Wwü<Ûä
yÓTTø£ÿ\qT >∑T]Ô+#·>∑\s¡T.
_) @<Ó’Hê ˇø£ s¡T>∑à‘· ìyês¡D≈£î / ∫øÏ‘·‡¬ø’
yê&˚ Wwü<ëÛ ìï @ $<Û+ä >± ‘·j÷· s¡T#˚kÕÔsT¡ ?
dæ) yÓTTø£ÿ\˝Àì @ uÛ≤>∑+ @ s¡T>∑à‘· ìyês¡D
∫øÏ‘·‡˝À¢ yê&É‘ês¡T?
&ç ) Wwü < Û ä yÓ T Tø£ ÿ \qT ô|+#· T ‘êsê? ˝Ò ø £
n&Ée⁄\˝À yê≥+‘·≥y˚ yÓTT\¬ø‘·TÔ‘êj·÷?
35
e) Are these plants, or their parts. used with out concern for their survival and growth?
f) Has there been any effort for consevation and propagation of these medicinal plants?
4. Make drawings or take photoframes of the plants that you have studied.
Conclusion
Conclude your observations in the form of a report with drawings and photographs of
the parts of the plants used for medicinal purpose. Give the local as well as the scientific
names, if possible, of each plants.
Follow-up
1. Display the report with photos and drawings in your class.
2. Organise an awareness campaign for conservation of medicinal plants at the local level
to emphasize on their judicious use and plantation.
3. Grow at least one medicinal p;ant in your house or llschool or the neighbourhood.
4. On special occations like birthdays, marriages present a gift in the form of plants like
alovera, mint, tulasi, etc., to your friends and relatives.
5. Prepare herbarium of medicinal plants.
36
Áø£. dü+. Wwü<ÛäyÓTTø£ÿù|s¡T Wwü<Ûä+>±$ìjÓ÷–+#˚ uÛ≤>∑+ yê´~Û ìyês¡D/∫øÏ‘·‡
‘·<äT|ü] #·s¡´\T:
1. ìy˚~ø£qT MT ‘·s¡>∑‹˝À Á|ü<ä]Ù+#·+&ç.
2. kÕúìø£+>± \_Û+#˚ Wwü<Ûä yÓTTø£ÿ\qT nedüs¡yÓTÆq y˚Ts¡≈£î e÷Á‘·y˚T $ìjÓ÷–+#·≥+, yÓTTø£ÿ\ ô|+|üø£+
eT]j·TT dü+s¡ø£åD\ô|’ #Ó’‘·q´|ü]#˚ ø±s¡´Áø£eT+ ìs¡«Væ≤+#·+&ç.
3. MT |ü]düsê\T ˝Ò<ë bÕsƒ¡XÊ\ ˝Ò<ë Ç+{À¢ ø£˙dü+ ˇø£ Wwü<Ûä yÓTTø£ÿqT ô|+#·+&ç.
4. Á|ü‘˚´ø£yÓTÆq dü+<äsꓤ\˝À (|ü⁄{Ϻqs√E\T, ô|[fls√E\T) MT ùdïVæ≤‘·T\≈£î, ñbÕ<Ûë´j·TT\≈£î ø£\ã+<ä,
ñdæ], |ü⁄BHê ˝≤+{Ï Wwü<Ûä yÓTTø£ÿ\qT ãVüQeT‹>± Çe«+&ç.
5. $$<Ûä Wwü<Ûä yÓTTø£ÿ\‘√ ôV≤πs“]j·T+ ‘·j·÷s¡T#˚j·T+&ç.
37
Objective
1. To develop understanding about alternative patterns of cropping for sustainable
agriculture.
2. Know about benefits of alternative patterns of cropping.
Background
Increasing demand for food due to ever raising population has created a pressure on
agriculture for more production. Excessive use of fertilisers and water for increasing
production may be counter productive for sustainable agriculture. There is a need, therefore,
to adopt alternative methods so as to make agriculture more productive. Cropping patterns
such as mixed cropping and inter-cropping are alternatives to monocropping and are helpful
in retaining the fertility of the soil. There is also a possible solution to farmer’s woes of
crop failure.
Methodology
1. Visit a crop field nearest to your village
or locality and talk to the farmers.
2. Interview them and find out the types of
crop they sow in their farms and also the
area they cultivate.
3. Find out what each farmer is growing and
note if they are growing one or many
crops.
4. Find out if any farmer has switched over
to mixed cropping and intercropping in
recent past. If so, what were the reasons
and how has that benefited the farmer.
5. If they are growing more than one crop,
ask the farmer about the pattern of
sowing. Is it at random or in rows?
6. Enquire from the farmers the yield they
obtain per unit area in each case.
38
n+X¯+: 8
|ü‘ê´e÷ïj·T |ü+≥\ <ë«sê ¬s’‘·T ø£cÕº\T ‘·–Z<ë›+
\ø£´å +:
1. Á|ü‘ê´e÷ïj·T |ü+≥\ $<Ûëq+ <ë«sê düTdæús¡ e´ekÕj·T |ü<ä∆‘·T\qT >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
2. Á|ü‘ê´e÷ïj·T |ü+≥\ $<ÛëHê\ <ë«sê ø£*π> ˝≤uÛ≤\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
»HêuÛ≤ y˚>+∑ >± ô|s¡>&∑ +É e\q ÄVü‰s¡ nedüsê\T ≈£L&Ü ô|s¡T>∑T‘·THêïsTT. ñ‘·Œ‹Ôì eT]+‘· ô|+#ê*‡q
ˇ‹Ô&ç e´ekÕj·Ts¡+>∑+ô|’ ñ+~. n+<äTe\¢ bs¡Te⁄\T, ˙s¡T n~Ûø£+>± $ìjÓ÷–+#·&É+ düeTdü´>±
|ü]D$T+∫+~. á |ü]dæú‹˝À n~Ûø£ ñ‘·Œ‹Ôì#˚à |ü+≥\T, e´ekÕj·T $<ÛëHê\ô|’ Ä˝À∫+#ê*‡ ñ+~.
$TÁX¯eT |ü+≥\T, n+‘·s¡ |ü+≥\ e+{Ï Á|ü‘ê´e÷ïj·T |ü<ä∆‘·T\T ne\+_+#·&É+ ñ|üjÓ÷>∑ø£s¡+. M{Ïe\q
uÛÑ÷kÕs¡+ <Óã“‹q≈£î+&Ü ñ+≥T+~. |ü+≥ ~>∑Tã&ç ‘·>∑Z≈£î+&Ü ñ+&É{≤ìøÏ Bìì ˇø£ |ü]cÕÿs¡+>±
uÛ≤$+#·e#·TÃ.
|ü<ä∆‹:
1. MT düMT|ü+˝Àì |ü+≥#˚qT dü+<ä]Ù+∫ nø£ÿ&ç
¬s’‘·T\‘√ e÷{≤¢&É+&ç.
2. ¬s’‘·T\T |ü+&ç+#˚ $$<Ûä |ü+≥\ $esê\T yê{Ï
$d”Ôs¡í+ ‘Ó\TdüTø√+&ç.
3. ˇø=ÿø£ÿ ¬s’‘·T ‘·q bı\+˝À @ @ |ü+≥\qT
|ü+&çdüTÔHêï&√ $&ç$&ç>± ‘Ó\TdüTø√+&ç. n‘·qT
ˇπø |ü+≥qT |ü+&çdTü HÔ êï&Ü! ˝Òø£ b≈£îÿe|ü+≥\T
|ü+&çdüTÔHêï&Ü? n&É>∑+&ç.
4. be¬s’Hê ¬s’‘·T $TÁX¯eT |ü+≥\T ˝Ò<ë n+‘·s¡
|ü+≥\ |ü<‘∆ä T· \qT bÕ{ÏdTü HÔ êï&Ü? nsTT‘˚ Äj·÷
|ü<ä∆‘·T\T bÕ{Ï+#·&ÜìøÏ ø±s¡D≤\T ‘Ó\TdüTø=ì
¬s’‘·T bı+<äT‘·Tqï ˝≤uÛ≤\T b˝≤ ñHêïjÓ÷
ø£qTø√ÿ+&ç.
5. ˇø£y˚fi¯ ˇø£{Ï ø£Hêï b≈£îÿe |ü+≥\T |ü+&çùdÔ
$‘·ÔHê\T HêfÒ $<ÛëHêìï >∑T]+∫ n&É>∑+&ç.
$‘·ÔHê\T es¡Tdü˝À Hê≥T‘êsê ˝Òø£
eT&ç, ø£eT‘·+ yÓTT‘·Ô+ #·\¢&É+ Cs¡T>∑T‘·T+<ë
nH˚~ n&É>∑+&ç.
6. ¬s+&ÉT |ü<ä∆‘·T\ $‘·ÔHê\T Hê{Ïq dü+<äs¡“¤+˝À
Á|üe÷D $d”Ôs¡í+˝À |ü+≥ ~>∑Tã&ç b˝≤ +<√
‘Ó\TdüTø√+&ç. 39
Conclusion
Though you have a very little farmland it is better to harvest different crops like paddy,
Jowar, ragi, greengrams, berngal grams, vegetables, fruits and flowers. Through mixed
cropping we can arrest the spreading of diseases from one crop to another crop. Moreover,
one type of disease can be prevented through another type of insects. Diseases will be
reduced so that the capital. And the usage of pesticides will also be reduced hence
environment will not polluted.
Prepare a report based on your observations and collected data about different forms
of cropping, which gives more yield, more economical.
Follow-up
1. Findout other practices which can make agriculture in a sustainable manner.
2. Prepare oppropriate methodology for a project to wheather genetically modified crops
cultivated or not.
40
7. s¬ +&ÉT |ü<‘∆ä T· \˝À @s¡øy£ TÓ qÆ bs¡Te⁄\T b+‘· |ü]e÷D+˝À $ìjÓ÷–+#ês√ n&É>+∑ &ç. n˝≤π> b≥Te+{Ï
˙{Ï dü<äTbÕj·T+ ñ+<√ ø£qTø√ÿ+&ç.
8. |ü+≥ $|òü\+ nsTTq dü+<äs¡“¤+˝À ¬s’‘·T\T b≥Te+{Ï Á|ü‘ê´e÷ïj·÷\ >∑T]+∫ Ä˝À∫düTÔHêïs√
$#ê]+#·+&ç.
9. yÓTT‘·Ô+ düe÷#ês¡+ ÁøÏ+~ |ü{Ϻø£˝À bı+<äT|üs¡Ã+&ç.
¬s’‘·T |ü+≥ |ü+≥\ |ü+≥\ düVü≤»/ s¡kÕj·Tq bs¡Te⁄\T ~>∑Tã&ç/ñ‘·Œ‹Ô Á|ü‘˚´ø£
dü+K´ |ü<ä∆‹ dü+K´ ù|s¡T¢ $ìjÓ÷>∑+ (ne⁄qT/ø±<äT) øÏ«+{≤\˝À$esê\T
eTT–+|ü⁄:
ñqï~ ns¡ mø£s+¡ bı\y˚T nsTTHê <ëì˝À dü»\® T, C§qï\T, sê>∑T\T, e], ø£+<äT\T, ô|dü\T, ≈£Ls¡>±j·T\T,
|üP\T, |ü+&ÉT¢ Ç˝≤ s¡ø£s¡ø±\ |ü+≥\qT |ü+&ç+#·Tø√yê*. ˇπø |ü+≥qT |ü+&ç+∫q|ü⁄&ÉT <ëìøÏ @<Ó’Hê
‘Ó>∑T\T eùdÔ n~ bı\eT+‘ê yê´|ædüTÔ+~. n+<äTe\¢ |ü+≥ yÓTT‘êÔìï qwüºb˛yê*‡ edüTÔ+~. Ç˝≤ s¡ø£s¡ø±\
|ü+≥\T y˚düTø√&É+ e\¢ ‘Ó>∑Tfi¯fl u≤]qT+&ç ‘·|æŒ+#·Tø√e#·TÃ. ø±ã{Ϻ ô|≥Tºã&ç ‘·>∑TZ‘·T+~. |ü⁄s¡T>∑T eT+<äT\
yê&Éø£+ ‘·>∑TZ‘·T+~. n+<äTe\¢ |üsê´es¡D+ ø£\Twæ‘·+ ø±<äT. ¬s’‘T· \T kÕ+Á|ü<ëj·Tø£+>± |ü+&çdüTÔqï |ü+≥\
$‘·ÔHê\qT ì\«#˚düTø=ì yê{Ïì yê&ÉTø√e&É+ e\q kÕúìø£ |ü+≥\qT ø±bÕ&ÉTø√e#·TÃ. kÕúìø£ |ü+≥\T,
C≤‘·T\≈£î ‘Ó>∑Tfi¯flqT m<äTs=ÿH˚ kÕeTs¡ú´+ m≈£îÿe>± ñ+≥T+~. ø±ã{Ϻ yê{ÏøÏ m≈£îÿe ÁbÕ<Ûëq´‘· ìyê«*.
MT |ü]o\q\T, ùdø£]+∫q $esê\ Á|üø±s¡+ ìy˚~ø£qT s¡÷bı+~+#·+&ç. @ @ Á|ü‘ê´e÷ïj·T |ü<ä∆‘·T\T
@ @ |ü+≥\ ~>∑Tã&ÉT\qT ô|+#·&ÜìøÏ ñ|üjÓ÷>∑|ü&ܶjÓ÷ |ü{Ϻø£ s¡÷|ü+˝À ìy˚~ø£˝À bı+<äT|üs¡#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. düTdæús¡ e´ekÕj·÷ìøÏ ñ|üjÓ÷>∑|ü&˚ Ç‘·s¡ $<ÛëHê\qT ø£qTø√ÿ+&ç.
2. »qT´e÷]Œ&ç #˚dæq |ü+≥\qT kÕ>∑T #˚j·Te#êÃ? nH˚ n+X¯+ô|’ ˇø£ ÁbÕC…≈£îºqT s¡÷bı+~+#·+&ç.
41
Objective
To study water supply and waste water disposal systems that were in use in earlier
times.
Background
There are many forts, palaces and monuments of historical importance. Detailed
information of famous monuments is available on the period when these were constructed,
who constructed them and the architecture of that period. However, not much is known
about the life style and civic facilities available in that period. It may be interesting to study
about water supply and drainage systems prevalent at that time.
Methodology
1. Select a historical place that is accessible
easily or close to your place of stay.
2. Collect information related to the
monument, such as:
a) When was it built?
b) What was the material used for
construction?
c) Who built it?
d) What was the purpose for its
construction?
e) How were water requirements of the
people living/working/ guarding in
and around the place met with when
it was built?
f) What were the arrangements made for
safe disposal of waste-water and to
drain out rain water?
42
n+X¯+: 9
|üPs¡«ø±\+˝À ˙{Ï düs¡|òüsê , eTTs¡T>∑T ˙{Ï e´edüú\T
\ø£´å +:
|üPs¡«ø±\+˝À ˙{Ï düs¡|òüsê, eTTs¡T>∑T ˙{Ï bÕs¡T<ä\ e´edüú\T @$<Ûä+>± ñ+&˚y√ ‘Ó\TdüT≈£î+<ë+..
H˚|ü<∏ä´+:
#ê]Á‘·ø£ ÁbÕ<Ûëq´‘· ø£*–q ø√≥\T, ÁbÕ+‘ê\T ø£≥º&Ü\T bH√ï ñHêïsTT. M{Ïì ì]à+∫q ø±\+,
ì]à+∫q yê] $esê\T Ä ø±\|ü⁄ ìsêàD , yêdüTÔ |ü<ä∆‘·T\ô|’ #ê]Á‘·ø£ Ä<Ûësê\ e\¢ eTq≈£î ø=+‘· es¡≈£î
düe÷#ês¡+ ‘Ó\TdüTÔ+~. nsTT‘˚ Ä ø±\+ Hê{Ï JeqXË’*, yês¡T @sêŒ≥T #˚düT≈£îqï dü<äTbÕj·÷\ $esê\T
á Hê{Ïø° n‘·´+‘· n<äT“¤‘·+>± ø£ì|ækÕÔsTT. eTTK´+>± ÄHê{Ï eT+∫˙{Ï düs¡|òüsê, eTTs¡T>∑T ˙{Ï bÕs¡T<ä\
e´edüú\qT |ü]o*ùdÔ #ê˝≤ ÄdüøÏÔø£s¡+>± ñ+{≤sTT.
|ü<ä∆‹:
1. MT ìyêdü ÁbÕ+‘êìøÏ <ä>∑Zs¡>± ñqï ˇø£
#ê]Á‘·ø£ Á|ü<˚XÊìï bqTïø√+&ç.
2. Ä ø£≥º&ÜìøÏ dü+ã+~Û+∫q düe÷#êsêìï,
øÏ+~ $<Ûä+>± ùdø£]+#·+&ç.
b) b|ü⁄Œ&ÉT ì]à+#·ã&ç+~?
_) ø£≥º&É ìsêàD≤ìøÏ ñ|üjÓ÷–+∫q
edüTÔe⁄\T, |ü<ësêú\T @$T{Ï?
dæ) bes¡T ì]à+#ês¡T?
&ç) @ nedüsê\¬ø’ ø£≥º&Üìï ì]à+#ês¡T?
Ç) ø£≥º&É+˝À ìedæ+#˚ yê] ˙{Ïnedüsê\¬ø’
b≥Te+{Ï @sêŒ≥T¢ #˚ X Ês¡ T ? $$<Û ä
|ü q T\≈£ î , ‘√≥\≈£ î ø±e\dæ q
˙{Ï n edü s ê\T b˝≤ rs¡ Ã ã&ç H êjÓ ÷
$esê\T ùdø£]+#·+&ç.
m|ò)t eTTs¡T>∑T˙s¡T, es¡¸|ü⁄ ˙s¡T ãj·T≥≈£î
yÓfi¯fl&ÜìøÏ b˝≤+{Ï @sêŒ≥T¢ ñHêïsTT.
43
Follow-up
Share the information with your peers.
44
nedüs¡yÓTÆq dü+<äs¡“¤+˝À |ü⁄sêedüTÔ XÊK yê] qT+&ç #ê]Á‘·ø£ |ü⁄düÔø±\T ˝Ò<ë nø£ÿ&É ñ+&˚ e÷s¡Z<äs¡Ù≈£î\
qT+&ç düe÷#ês¡+ ùdø£]+#·+&ç.
eTT–+|ü⁄:
|ü⁄sê‘·q ø£≥º&Ü˝À¢ n‘·´<äT“¤‘·yÓTÆq eT+∫˙{Ï düs¡|òüsê e´edüú‘√u≤≥T, eTTs¡T>∑T˙{Ï bÕs¡T<ä\ e´edüú\T
≈£L&Ü ñ+&˚$. n+<äTe\¢ nø£ÿ&É ‘ê>∑T ˙{Ï düeTdü´\T, es¡<ä\T e#˚Ã$ ø±e⁄.
eTTs¡T>∑T˙{Ï bÕs¡T<ä\ kÂø£sê´\T Ä ÁbÕ+‘· Á|ü»\ Äs√>∑´+ô|’ Á|üuÛ≤e+ #·÷|ækÕÔsTT. düs¡sTTq
edü‘·T\Tqï|ü⁄&ÉT s√>∑ø±s¡ø£ dü÷ø£åàJe⁄\T, <√eT\T yê´|æÔ#Ó+<äe⁄. ø±ã{Ϻ Äs√>∑´+>± J$+#·>∑\T>∑T‘ê+.
s√>±\T ‘·>±ZsTT n+fÒ eT+<äT\ yê&Éø£+ ‘·>∑TZ‘·T+~. n+fÒ yê{Ï ñ‘·Œ‹Ô ‘·–ZqfÒº ‘·<ë«sê ø±\Twü´+ ≈£L&Ü
‘·–ZqfÒ¢ø£<ë! ø±\TcÕ´\≈£î eT÷˝≤\T @$T{À Ä˝À∫+#·&É+ nedüs¡+.
MT |ü]o\q\ Ä<Ûës¡+>± #˚düTø=ì ˇø£ ìy˚~ø£ s¡÷bı+~+#·+&ç. Ä ø±\+Hê{Ï ˙{ÏøÏ dü+ã+~Û+∫q
@sêŒ≥T¢, e´edüú\ ã˝≤\T eT]j·TT ã\V”≤q‘·\qT #·]Ã+#·+&ç.
‘·<äT|ü] #·s¡´\T:
MT ‘√{Ïyê]‘√ ùdø£]+∫q düe÷#ês¡+ |ü+#·Tø√+&ç.
45
Objective
To identify the relation between rainfall and soil erosion in mountain ecosystem.
Background
There are many natural and manmade factors which are responsible for soil erosion.
Precipitation - rainfall and snow-fall - is one of the prime factors for such erosion. Soil as
a resource supports human survival in so many ways. When erosion takes place it leaches
away the valuable top soil of the area. The eroded materials that fall into rivers make the
water turbid. Silting results in floods and even changes the course of the river.
Methodology
1. Go to a nearby river site and collect
samples of water in transparent
bottles from the river before rains,
during the rains and after the rains.
2. Make sure that the sample of water
collected each time is collected in
similar containers and the volume
of the sample is also the same.
3. Keep the samples undisturbed and
find out the time the solid particles
take to settle down in each case.
4. Decant the water after the solid
particles settle down and compare
the amount of sediments for each
sample.
Conclusion
Prepare a report on our study giving
possible reasons for variations in the
amount of where there are more trees the
46
n+X¯+: 10
|üs¡«‘· ÁbÕ+‘ê˝À ¢es¡¸bÕ‘·+ , H˚\ø√]y˚‘·
\ø£´å +:
|üs«¡ ‘· ÁbÕ+‘· Äes¡D e´edü˝ú À¢ es¡¸bÕ‘êìøÏ H˚\ø√]y˚‘≈· î£ eT<Û´ä >∑\ dü+ã+<Û+ä >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
e÷qe eTqT>∑&É≈£î eTè‹Ôø£ eT÷˝≤<Ûës¡+. düVü≤», e÷qe dü+ã+<Ûä n+XÊ\T bH√ï eTè‹Ôø± ø£åj·÷ìøÏ
ø±s¡DeTe⁄‘·THêïsTT. es¡¸bÕ‘·+, Væ≤eTbÕ‘·+ Áø£eTø£åj·÷ìøÏ <ë]rùd n+XÊ\T. H˚\ ø£åj·T+ e\q ñ
|ü]‘·\ eTè‹Ôø£ ø=≥Tºø=ìb˛sTT qB »˝≤\‘√ ø£*dæ ãTs¡<ä˙s¡T>± e÷s¡T‘·T+~. Ç˝≤ ù|s¡T≈£îb˛sTTq eT{Ϻ
ø=+‘·ø±˝≤ìøÏ qB Á|üyêVü≤ e÷sêZìï e÷s¡Ã&Éy˚T ø±≈£î+&Ü es¡<ä\≈£î <ë] rdüTÔ+~.
|ü<ä∆‹:
1. düMT|ü+˝Àì q~ <ä>∑Zs¡≈£î yÓfi¯fl+&ç. es¡¸+
|ü & É ø £ e TT+<ä T , |ü & É T ‘· T qï|ü ⁄ Œ&É T , |ü & ç q
‘·s¡Tyê‘· q~˝Àì ˙{Ïì eT÷&ÉT d”kÕ˝À¢
ì+|ü+&ç.
2. ˇπø |òTü q|ü]e÷D+ ø£*–q 3 >±E d”kÕ\qT
rdüTø√+&ç. 3 d”kÕ\˝À ˙{Ï |ü]e÷D+
düe÷q+>± ñ+&˚≥≥T¢ #·÷&É+&ç.
3. d”kÕ\qT ø£<ä\Ã≈£î+&Ü yê{Ï˝Àì ∫qï ∫qï
πsDTe⁄\T n&ÉT>∑T uÛ≤>±ìøÏ #˚πses¡≈£î ø=+‘·
ø±\+ ñ+#·+&ç.
4. d” k Õ\˝Àì ˙{Ï ì ‘=\–+∫ n&É T >∑ T q
ù|s¡T≈£îqï eT{Ϻì |ü]o*+#·+&ç. eT÷&ÉT
d”kÕ\˝À >∑\ neπøåbÕ\qT b˛\Ã+&ç.
eTT–+|ü⁄:
m≈£îÿe #Ó≥¢‘√ ñqï ÁbÕ+‘·+˝À H˚\ø£åj·T+
»s¡>∑ø£b˛e&ÜìøÏ >∑\ ø±s¡D≤\qT ‘Ó\T|ü⁄‘·÷ MT
n<Û´ä j·Tq+ Ä<Ûës¡+>± ìy˚~ø£ ‘·j÷· s¡T#˚jT· +&ç.
47
48
mø£ÿ&É #Ó≥T¢ <ä≥+º >± ô|s¡T>∑T‘êjÓ÷ nø£ÿ&É H˚\ ø=≥Tº≈î£ b˛e&É+ ‘·>T∑ ‘Z T· +~. #Ó≥T¢qï|ü⁄&ÉT yê{Ï |ü]düsê\˝À
∫qï∫qï bı<ä\T, >∑&¶ç <äTã“\T u≤>± ô|s¡T>∑T‘êsTT. yê{Ï y˚fió¯ fl eT{Ϻ nDTe⁄\qT |ü{ºÏ ñ+#·T‘êsTT.n+<äTe\¢
>±*øÏ, esê¸ìøÏ eT{Ϻø=≥Tº≈£îb˛<äT. #Ó≥¢ e´sêú\T H˚˝˝À#˚] kÕs¡e+‘·yÓTÆq eTè‹Ôø£ @s¡Œ&ÉT‘·T+~.
bÕsƒ¡XÊ\ Äes¡D+˝À m‘·ÔsTTq #Ó≥T¢ ô|+#·T≈£î+<ë+. H˚\ô|’ bıs¡\T >±*øÏ ø=≥Tº≈£îb˛≈£î+&Ü
ø±bÕ&ÉT≈£î+<ë+. bı˝≤\ >∑≥¢ yÓ+ã&ç ¬s’‘·T\ |üP\ yÓTTø£ÿ\T ô|+#·T‘ês¡T. m+<äTø√ Ä˝À∫+#·+&ç. bı˝≤\
#·T≥Tº ¬s’‘·T\T ‘ê{Ï#Ó≥¢ e+{Ï m‘·ÔsTTq #Ó≥T¢ ô|+#·T‘ês¡T ø£<ë! m+<äTø√ Ä˝À∫+#·+&ç.
>±E d”kÕ\˝Àì neπøåbÕ\ e´‘ê´kÕ\≈£î ø±s¡D≤\T >∑T]Ô+∫ ìy˚~ø£ s¡÷bı+~+#·+&ç.
‘·<äT|ü] #·s¡´\T:
H˚\ ø£åj·÷ìøÏ >∑T]ø±≈£î+&Ü Ç+ø± @y˚T$T #·s¡´\T #˚|ü≥ºe#√à ø£qTø√ÿ+&ç.
b˛&ÉT e´ekÕj·T+, ;&ÉT uÛÑ÷eTT\ kÕ>∑T, ÇdüTø£ bÕÁ+‘ê\T eT]j·TT m&Üs¡T\ <ë«sê
uÛ≤s¡‘·<˚X¯+˝À düTe÷s¡T 130 $T*j·THé ôV≤ø±ºs¡T\ uÛÑ÷$T (yÓTT‘·Ô+ uÛÑ÷ XÊ‘·+˝À 45%) eTè‹Ôø£ ø£åj·÷ìøÏ
>∑Ts¡e⁄‘·T+~.
49
Objective
To know about the social lives and environment of people with different occupations
and trades.
Background
All of us know about various basic service providers and helping hands without whom
our lives would be very difficult. The mechanic who fixes electrical appliances. water lines;
the mason who constructs houses for living; the vendors who bring things of requirement
are some of the very important household service providers. There are also others like
doctors. engineers. lawyers. teachers. shopkeepers and domestic workers whose services
are very important.
Methodology
This can be a group project. The class
can be divided into groups and collect data
from different service providers based on
the given questionnaire.
Questionnaire
1. What is the average income of the
family?
2. Do they have any additional source of
income?
3. What type of house do they live in?
4. Are water, electricity and other
amenities available to them?
5. How do they go to their workplace?
6. How many hours do they work in a day?
7. What are the major occupational hazards
and difficulties they face?
8. Do they enjoy a weekly off?
50
n+X¯+: 1
eTq }s√¢ ùde\+~+#˚yês¡T
\ø£´å +:
eTq }s√¢ s¡ø£s¡ø±\ eè‘·TÔ\T, yê´bÕsê\T #˚ùdyês¡T m˝≤ J$‘·+ >∑&TÉ |ü⁄‘·THêïs√ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
eTq J$‘·+ kÕ|ò”>± kÕ>∑&ÜìøÏ ø±e\dæq $$<Ûä s¡ø±\ ÁbÕ<∏ä$Tø£ ùde\qT s¡ø£s¡ø±\ eè‘·TÔ\yês¡T
eTq≈£î n+~kÕÔs¡T. Mπs ˝Òø£b˛‘˚ eTq Jeq+ b+‘· ø£wüº+>± ñ+≥T+<√ }Væ≤+#·+&ç. $<äT´‘Y
ñ|üøs£ D
¡ ≤\T neTπsÃyês¡T. uÛeÑ q ìsêàD ø±]à≈£î\T, $$<Ûä edüTeÔ ⁄\T ny˚Tàyêπs ø±≈£î+&Ü &Üø£sº T¡ ,¢ Ç+»˙s¡T,¢
Hê´j·Tyê<äT\T, ñbÕ<Ûë´j·TT\T, es¡Ô≈£î\T, Ç+&É¢˝À |üì#˚ùdyês¡T yÓTT<ä\>∑T yês¡T >∑èVü‰edüsê\˝À
ùde\+~+#˚yê]˝À eTTKT´\T.
|ü<ä∆‹:
ÁbÕC…≈£îºqT »≥Tº |üì>± Çe«+&ç. ‘·s¡>∑‹˝Àì
yÓTT‘·Ô+ $<ë´s¡Tú\qT ø=ìï »≥T¢>± $uÛÑõ+∫ $$<Ûä
ùde\+~+#˚ yê] düe÷#ês¡+ øÏ+<ä Á|üXÊïe[
Ä<Ûës¡+>± ùdø£]+|üCÒj·T+&ç.
Á|Xü Êïe[
1. ≈£î≥T+ã+ jÓTTø£ÿ dü>∑≥T Ä<ëj·T+ b+‘·?
2. Ä<ëj·T+ n<äq+>± bı+<ä&ÜìøÏ @<Ó’Hê
Ä<Ûës¡+ ñqï<ë?
3. b≥Te+{Ï Ç+{Ï˝À ñ+≥THêïs¡T?
4. ˙s¡T, $<äT´‘Y , Ç‘·s¡ kÂø£sê´\T n+<äTu≤≥T˝À
ñHêïj·÷?
5. |üì #˚ùd Á|ü<˚XÊìøÏ b˝≤ yÓfi≤Ôs¡T?
6. s√E≈£î bìï >∑+≥\T |üì#˚kÕÔs¡T?
7. eè‹Ô|üs¡yÓTÆq nbÕj·÷\T, Çã“+<äT˝ÒyÓ’Hê
b<äTs=ÿ+≥THêïsê?
8. yêsê+‘·|ü⁄ ôd\e⁄ dü+‘√wü+>± >∑&ÉT|ü⁄‘êsê?
51
Conclusion
If anything damages in our house, a repair increases its lifetime. No need of buying a
new one. If a shirt tears mend it at a tailor. In the same way mend your chappal at a cobbler.
So that we can use them for some more time. It is eco-friendly activity. By repairing the
things which we can make use of makes the people who render their services continue their
professions. Everybody get work. Moreover, these people will stay local and provide then
services at low cost.
Based on the data collected, prepare a brief report.
Follow-up
Reports can also be shared with other classes of your school.
52
9. $sêeT düeTj·÷ìï b˝≤ >∑&ÉT|ü⁄‘ês¡T?
10. ‘·*¢ ñ<√´–ì nsTT‘˚ |æ\¢\qT bes¡T dü+s¡øÏåkÕÔs¡T?
11. >∑èVü‰edüsê\˝À ùde\+~+#˚yê] |æ\¢\ #·<äTe⁄\T @$<Ûä+>± ñHêïsTT?
eTT–+|ü⁄:
eTq+ Ç+{À¢ yê&˚ @ edüTÔyÓ’Hê #Ó&çb˛‘˚ <ëìì u≤>∑T#˚sTT+#·T≈£î+fÒ <ëì J$‘·ø±\+ ô|s¡T>∑T‘·T+~.
ø=‘·Ô~ ø=Hê*‡q nedüs¡+ sê<äT. #=ø±ÿ ø±düÔ ∫]–+<äqTø√+&ç <äØ® <ä>∑Zs¡≈£î yÓ[fl ≈£î≥T¢ y˚sTT+#·T≈£î+{≤+.
#Ó|ü\T ø=+#·+ bÕ&Ó’‘˚ #Ó|ü\T ≈£îfÒº yê] <ä>∑Zs¡≈£î yÓ[fl u≤>∑T#˚sTT+#·T≈£î+{≤+. n+<äTe\¢ yê{Ïì
Ç+ø=+‘·ø±\+ yê&ÉTø√e#·TÃ. Ç~ |ædHæ ê]‘·q+ ø±<äT. |üsê´es¡DVæ≤‘·yTÓ qÆ |üì. ø=‘·~Ô ø=q&ÉeT+fÒ eqs¡T\qT
eè<∏ë#˚j·T&Éy˚T ø£<ë! Ç~ ø±\TcÕ´ìï ô|+#·&Éy˚T ne⁄‘·T+~. edüTÔe⁄\qT u≤>∑T#˚sTT+#·T≈£îì eT∞fleT∞fl
yê&É&É+ e\¢ Äj·÷ ùde\+~+#˚yês¡T eè‹Ôì ø=qkÕ–+#·Tø√>∑\T>∑T‘ês¡T. n+<ä]ø° |üì <=s¡T≈£î‘·T+~.
ô|’>± Ms¡T kÕúìø£+>± ñ+≥÷ ‘·≈£îÿe Ks¡TÑ√ ùde\+~kÕÔs¡T ø£<ë!
ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± ìy˚~ø£qT s¡÷bı+~+#·+&ç.
‘·<äT|ü] #·s¡´\T:
MTs¡T ùdø£]+∫q düe÷#ês¡ $esê\qT Ç‘·s¡ ‘·s¡>∑‹ $<ë´s¡Tú\‘√ #·]Ã+#·+&ç.
53
life in a village
Objective
1. To find out distribution of land and other resources in rural areas.
2. To find out the status of employment in the area.
Background
Most of the people in the rural areas are engaged in primary activities such as farming,
keeping livestock, fishing or other related small scale and cottage industries.
A large number of people may also be landless farm labourers, daily wagers and service
providers. Basic facilities like safe drinking water, medical facility, education,
transportation, etc. may not be easily available to them.
Methodology
This is a group project. The students
can collect data about the people living in
the village based on the following
questionnaire.
Questionnaire
1. Collect the land utilisation data from
the Panchayat, Revenue or Mandal
Development Office.
2. How many roads lead to the village?
How many pass through it?
3. What is the occupation that the
villagers are commonly engaged in?
4. Find out the different welfare schemes
running in the village.
(you can get this information from the
Panchayat, Revenue or Mandal
Development Office) and enquire
whether they know about those welfare
schemes.
54
n+X¯+: 12
eTq Á>±MTD J$‘·+
\ø£´å +:
1. Á>±MTD ÁbÕ+‘ê\˝À uÛÑ÷$T, Ç‘·s¡ eqs¡T\ $düÔs¡DqT >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
2. Á>±MTD ÁbÕ+‘ê\˝À>∑\ ñbÕ~Û neø±XÊ\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
Á>±MTD ÁbÕ+‘ê\˝À n~Ûø£uÛ≤>∑+ Á|ü»\T e´ekÕj·T+, ø√fi¯fl ô|+|üø£+, |üX¯ób˛wüD, bÕ\ ñ‘·Œ‹Ô,
#˚|ü\T |ü≥º&É+ e+{Ï ∫qï ‘·s¡Vü‰, >∑èVü≤ |ü]ÁX¯eT\˝À ìeT>∑ïeTe⁄‘ês¡T. #ê˝≤eT+~ e´ekÕj·T, ~qdü]
≈£L©\T>± J$dü÷Ô ñ+{≤s¡T. s¡ø‘åÏ · eT+∫˙s¡T, yÓ<’ ´ä dü<Tä bÕj·T+, $<ä´, s¡yêD≤ yÓTT<ä˝q’… ø£˙dü kÂø£sê´\T≈£L&Ü
M]øÏ n+<äTu≤≥T˝À ñ+&Ée⁄.
|ü<ä∆‹:
»≥Tº |üì>± ìs¡«Væ≤+#ê*. ‘·s>¡ ‹∑ ˝Àì yÓTT‘·+Ô
$<ë´s¡Tú\qT ø=ìï »≥T¢>± $uÛÑõ+∫ Á>±eT+˝À
ìedæ+#˚ Á|ü»\ $esê\qT øÏ+~ Á|üXÊïe[ <ë«sê
düe÷#ês¡+ ùdø£]+#ê*.
Á|Xü Êïe[
1. Á>±eT |ü+#êj·Tr, ¬syÓq÷´ ˝Òø£ eT+&É\
n_Ûeè~∆ ø±sê´\j·÷\ qT+&ç Ä Á>±eT+˝À
$ìjÓ÷>∑+˝À ñqï uÛÑ÷$T $esê\T ùdø£
]+#·+&ç?
2. Ä Á>±e÷ìøÏ #˚πsà s¡Vü≤<ës¡T\T bìï?
3. Ä Á>±eT+˝À b≈£îÿeeT+~ @ eè‹Ô ìs¡«
Væ≤düTÔHêïs¡T?
4. Á>±eT+˝À neT\e⁄‘·Tqï dü+πøåeT |ü<∏äø±\qT
‘Ó\TdüTø√+&ç? (M{ÏøÏ dü+ã+~Û+∫q »≥Tº
|üì>± ìs¡«Væ≤+#ê*. ‘·s¡>∑‹˝Àì yÓTT‘·Ô+
$<ë´s¡ T ú \ qT ø=ìï »≥T¢ > ± $uÛ Ñ õ +∫
Á>±eT+˝À ìedæ+#˚ Á|ü»\ $esê\qT øÏ+~
Á|üXÊïe[ <ë«sê düe÷#ês¡+ ùdø£]+#ê*.
55
1. Á>±eT |ü+#êj·Tr, ¬syÓq÷´ ˝Òø£ eT+&É\
n_Ûeè~∆Freeø±sê´\j·
distribution by A.P. Government
÷\ qT+&ç Ä Á>±eT+˝À
5. Is there any person getting any benefit from such schemes?
6. Is there any health centre, doctor or school?
7. Is there doctor in health center?
8. Prepare a list of facilities available, not available in the selected village by using the
following table.
Conclusion
In rural life agriculture and cattle rearing are lined with each other we connot see them
separately. Pet animals like hens, cows, buffalos, goats, cats and dogs are very helpful to
us. Think, why there are no worms in the grains in houses where there are hens. By doing
agricultural works and cattle rearing the rural people can utilize their leisure time. People
engage in one of the productive works like leaf plate making in their leisure time. There
will be a close relationship between the human beings and animals. Growing vegetables in
the kitchen garden and poultry, makes the people financially strong.
Based on the study of different groups. Prepare a brief report on life in that village.
Follow-up
1. Display your report in your class or the bulletin board of your school.
2. Draw a topographical map of the village. which shows roads and other developments.
3. How do you think the benefits of rural development? What are the basic requirements
for your village development.
56
5. dü+πøåeT |ü<∏äø±\ <ë«sê be¬s’Hê \_∆bı+<äT‘·THêïsê?
6. Á>±eT+˝À Äs√>∑´πø+Á<ä+, bÕsƒ¡XÊ\ ñHêïj·÷?
7. Äs√>∑´πø+Á<ä+˝À &Üø£ºs¡T ñHêïsê?
8. Á>±eT+˝À ñqï dü<äTbÕj·÷\T, ˝Òì dü<äTbÕj·÷\qT |ü{Ϻø£˝À sêj·T+&ç.
Áø£.dü+. Á>±eT+˝À ñqï dü<äTbÕj·÷\T Á>±eT+˝À ˝Òì dü<äTbÕj·÷\T
eTT–+|ü⁄:
Á>±MTD Jeq+˝À e´ekÕj·T+ |üX¯ób˛wüD ˇø£<ëì‘√ ˇø£{Ï $&ÉBj·Tsêì dü+ã+<Ûä+ ø£*–q n+XÊ\T.
Ç+{Ï˝À ô|+#·T≈£îH˚ ø√fi¯ófl, Äe⁄\T, π><Ó\T, y˚Tø£\T, |æ\T¢\T, ≈£îø£ÿ\T eTq≈£î m+‘·>±H√ düVü‰j·T|ü&É‘êsTT.
ø√fi¯ófl ñqï Ç+{Ï˝À ì\«#˚dæq <ÛëHê´ìøÏ |ü⁄s¡T>∑T\T |ü≥ºe⁄ n+{≤s¡T. m+<äTø√ Ä˝À∫+#·+&ç. Á>±MTD
J$‘·+˝À $sêeT ø±\+ dü~«ìjÓ÷>∑eTe⁄‘·T+~. Á|ü»\T @<√ ˇø£ ñ‘êŒ<äø£ ø±s¡´Áø£eT+˝À bÕ˝§Z+≥÷
(∫+‘·|ü+&ÉTqT+&ç –+»\T y˚s¡T#˚j·T&É+, |ü©¢–+»\T y˚s¡T#˚j·T&É+, yÓTT<ä˝…’q$) $sêeT+ >∑&ÉT|ü⁄‘ês¡T.
eTqTwüß\T »+‘·Te⁄\ eT<Ûä´ nH√´q´ dü+ã+<Ûä+ ñ+≥T+~. Ç+{Ï ô|s¡{Ï˝À ≈£Ls¡>±j·T\T |ü+&ç+#·Tø√e&É+,
ø√fi¯fl ô|+|üø£+ e\¢ dü«j·T+ dü+eè~∆ kÕ~Û+#·>∑\T>∑T‘ês¡T ≈£L&Ü.
$$<Ûä »≥T¢ ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± Ä Á>±eT+˝Àì Á|ü»\ Jeq+ô|’ ìy˚~ø£ s¡÷bı+~+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. bÕsƒ¡XÊ\˝Àì ãT*f…Hé uÀs¡T¶ ˝Ò<ë ‘·s¡>∑‹ >∑~˝À ìy˚~ø£qT Á|ü<ä]Ù+#·+&ç.
2. Á>±eT+˝Àì uÛÑ÷$T , Ç‘·s¡ eqs¡T\ $düÔs¡DqT, s¡Vü≤<ës¡T\qT #·÷ô| |ü≥+ ^j·T+&ç.
3. Á>±e÷\T n_Ûeè~∆ #Ó+~‘˚ ø£*>π ˝≤uÛ≤˝Ò$T≥ì MTs¡T nqT≈£î+≥THêïs¡T? MT }s¡T n_Ûeè~∆ #Ó+<ä{≤ìøÏ
@y˚T$T edü‘·T\T ø£*Œ+#ê\ì MTs¡T uÛ≤$düTÔHêïs¡T?
57
Food affordability
Objective
To be sensitised to the subject of food insecurity among the vast section of the people.
Background
India is an agricultural country. Food is essential for life and as such necessary amount
of food should be available to all the people. However, a large section of our population is
deprived of adequate food supply due to different reasons such as less production,
unavailability and non-affordability. Whatever the reason, it leads to malnutrition and other
nutritional disorders among those who are deprived of adequate food.
Methodology
This project can be done in a group.
Data can be collected based on the given
questionnaire. Respondents could be both
male and female, mainly from
economically weaker sections.
Questionnaire
1. What is the gross income of the
family?
2. What is the household expenditure
pattern on different items such as food,
clothing. housing, fodder, medicines,
entertainment, education, transport?
3. Is the expenditure marked for food
items enough to meet the food
requirement?
4. Is enough food available for all the
persons? If not, why?
5. From where do they get the food items?
58
n+X¯+: 13
n+<ä]ø° ÄVü‰s¡+ m˝≤ ?
\ø£´å +:
n+<ä]ø° ÄVü‰s¡+ n+<äCÒùd |ü<ä∆‘·T\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.H˚|ü<ä´Û +:
H˚|ü<∏ä´+:
uÛ≤s¡‘·<˚X¯+ e´ekÕj·T <˚X¯+. Jeq+ kÕ–+#· &ÜìøÏ ÄVü‰s¡+ n‘·´edüs¡+. ø±e⁄q Á|ü»\+<ä]øÏ
ÄVü‰s¡+ n+<äTu≤≥T˝À ñ+&Ü*. ‘·≈£îÿe ñ‘·Œ‹Ô, n+<äTu≤≥T˝À ˝Òø£b˛e&É+, ø=qT>√\T X¯øÏÔ ˝Òø£b˛e&É+
e+{Ï ø±s¡D≤\ e\q #ê˝≤eT+~ Á|ü»\≈£î nedüs¡yÓTÆq ÄVü‰s¡+ \_Û+#·&+É ˝Ò<äT. ø±s¡D≤˝ÒyÓ’Hê dü]|ü&Ü
ÄVü‰s¡+ ˝Òø£ Á|ü»\T b˛wüø±Vü‰s¡ ˝À|ü+‘√ u≤<Ûä|ü&ÉT‘·THêïs¡T.
|ü<ä∆‹:
Á|Xü Êïe[
59
1 Food
2 Cloth
3 Domestic Expenditure
4 Medicines
5 Education
6 Transport
7 Entertainment
8 Others
Total expenditure in month =
60
6. ≈£î≥T+ã+˝Àì ˇø=ÿø£ÿ]øÏ ÄVü‰s¡+ô|’ düTe÷s¡T>± b+‘· Ks¡Tà ne⁄‘·T+~?
≈£î≥T+ã Ä<ëj·T+ HÓ\≈£î s¡÷bÕj·T\˝À R
Áø£. dü+. n+XÊ\T HÓ\ Ks¡Tà (s¡÷bÕj·T\˝À)
1. ÄVü‰s¡+
2. ã≥º\T
3. Ç+{ÏKs¡TÃ
4. yÓ’<ä´+
5. $<ä´
6. s¡yêD≤
8. $H√<ä+
9. Ç‘·s¡eTT\T
HÓ\øÏ yÓTT‘·Ô+ Ks¡Tà s¡÷bÕj·T\˝À R
People as resource
Objective
To appreciate the impact of investment in education and health of people.
Background
Expenditure on education and health of the people is a good investment. Investment in
human capital yields a return similar to investment in monetary capital. The society gains
directly and indirectly in terms of the standards of skilled manpower for industry, farming,
low mortality rate, better spread of education, etc. An educated and healthier population is
an asset of a country and can lead to the progress of the nation.
Methadology
Students can do this project individually
or in groups. The data can be collected
based on the suggested questionnaire. The
survey should be done randomly for 20
individuals.
Questionnaire
1. How many members are there in the
family?
2. How many schools (primary, upper
primary, secondary) are there in the
neighbourhood?
3. How many earning members are
educated?
4. What is the level of their education and
income?
5. Do all the children including girls go
to school?
6 What measures are taken when any
member of the family falls sick?
62
n+X¯+: 14
eTq Á|ü»˝Ò eTq£ eqs¡T
\ø£´å +:
Á|ü»\T $<ä´ø√dü+, Äs√>∑´+ø√dü+ ô|fÒº ô|≥Tºã&ÉT\ ø£*–+#˚ Á|üuÛ≤yêìï >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
Á|ü»\ ‘·eT Äs√>∑´+ø√dü+, $<ä´ø√dü+ #˚ùd Ks¡Tà eT+∫ ô|≥Tºã&ç>± #Ó|üŒe#·TÃ. Ä]úø£ô|≥Tºã&ÉT\
e÷~]>±H˚ Á|ü»\ô|’ ô|fÒº ô|≥Tºã&ÉT\T ≈£L&Ü eT+∫ ˝≤uÛ≤\ìkÕÔsTT. Ç$ Á|ü‘·´ø£å+>±ø±ì, |üs√ø£å+>±ø±ì
düe÷»+˝Àì e´≈£îÔ\ HÓ’|ü⁄D´‘ê Á|üe÷D≤\qT $$<Ûä s¡+>±\˝À ($<ä´, yÓ’<ä´+, bÕ]ÁXÊ$Tø£, e´ekÕj·T+
yÓTT<ä˝>∑Tq$) ô|+#·T‘êsTT. $<ë´e+‘·yÓTÆq, Äs√>∑´e+‘·yÓTÆq düe÷»+ / »HêuÛ≤ <˚XÊ_Ûeè~∆øÏ <√Vü≤<ä|ü&˚
dü+|ü<.ä
|ü<ä∆‹:
ÁbÕC…≈î£ qº T e´øÏ>Ô ‘∑ +· >± ˝Òø£ »≥Tº>± ìs¡«Væ≤+#·
e#·TÃ. øÏ+~ Çe«ã&çq Á|üXÊïe[ Ä<Ûës¡+>±
dü e ÷#ês¡ + ùdø£ ] +#ê*. dü π s «qT ø£ ˙ dü +
20eT+~‘√ ìs¡«Væ≤+#ê*.
Á|Xü Êïe[
1. MT ≈£î≥T+ã+˝À b+‘· eT+~ düuÛÑT´\THêïs¡T?
2. MT Äyêdü ÁbÕ+‘·+˝À bìï bÕsƒX¡ Ê\\THêïsTT?
(ÁbÕ<∏ä$Tø£, ÁbÕ<∏ä$Tø√qï‘·, ñqï‘·)
3. MT Ç+{À¢ dü + bÕ~+#˚ yê]˝À
$<ë´e+‘·T˝…+<äsT¡ ?
4. ≈£î≥T+ã+˝Àì yê] Ä<ëj·T+, $<ë´kÕúsTT
@ $<Ûä+>± ñ+~.
5. ≈£î≥T+ã+˝Àì Ä&É |æ\¢\‘√ düVü‰ |æ\¢\+‘ê
bÕsƒ¡XÊ\≈£î yÓfi¯óÔHêïsê?
6. ≈£î≥T+ã+˝Àì düuÛÑT´&ÉT be¬s’Hê »ãT“ |ü&ç‘˚
@+ #·s¡´\T rdüTø=+{≤s¡T?
63
Conclusion
Compare the information collected by different group members. Also write a brief
note on how income is related to education and health.
We think that it is enough to keep our houses clean and tidy. We throw the garbage into
the streets and fill them with rubbish and drain water. So, mosquitoes and flies develop and
the diseases spread. We use sprays and repellents to reduce the mosquitoes and become
cause for pollution. Not only individual health but also peoples health is important. If a
person gets a contaminated disease even in a nook and corner of a village, it spreads
throughout the village.
Consolidate the collected data by an individual or group. Write the report based on
their education and health how it is related to family income.
Follow-up
1. Share your findings with your classmates. Display them on the bulletin board.
2. Do you think that all should be healthy and educated ? What do you do for it ?
64
7. yÓ’<ä´ dü<äTbÕj·T+ n+<äTu≤≥T˝À e⁄+<ë?
8. ≈£î≥T+ã+ Äs√>∑´e+‘·+>± ñ+&É&ÜìøÏ @$T #·s¡´\T #˚|ü&ÉT‘ês¡T?
≈£î≥T+ã düuÛÑT´ì dü+K´ $<ë´kÕúsTT HÓ\dü] Ä<ëj·T+ s¡÷.\˝À
eTT–+|ü⁄:
y˚s¡T y˚s¡T »≥T¢ ùdø£]+#·T düe÷#êsêìï b˛\Ã+&ç. Äs√>∑´+, $<ä´\≈£î Ä<ëj·÷ìøÏ >∑\ dü+ã+<Ûëìï
$e]dü÷Ô ìy˚~ø£ sêj·T+&ç. eTq+ eTq Ç+{Ï˝À|ü\ X¯óÁuÛÑ+>± ñ+fÒ #ê\T nqT≈£î+{≤+. #Ó‘·Ôq+‘· M~Û˝À
bÕπskÕÔ+. #Ó‘êÔ #Ó<ës¡+‘√ eTT]øÏ˙{Ï‘√ ì+ù|kÕÔ+. n+<äTe\¢ á>∑\T, <√eT\T ô|]– s√>±\T yê´|ækÕÔsTT.
<√eT\T ‘·–Z+#·&ÜìøÏ ÁùdŒ\T, ]ô|˝…¢+≥T\T yê&ÉT‘ê+. Çe˙ï ø±\TcÕ´ìøÏ eTs=ø£ s¡ø£+>± ø±s¡DeTe⁄‘êsTT.
e´øÏÔ>∑‘· Äs√>∑´+ e÷Á‘·y˚T dü]b˛<äT Á|üC≤s√>∑´+ ø√dü+ Ä˝À∫+#·+&ç. @ eT÷˝H√ me]¬ø’Hê n+≥Tyê´~Û
k˛øÏ+<ä+fÒ n~ }s¡+‘ê yê´|ædüTÔ+~ ø£<ë! #Ó‘·ÔqT, eTT]øÏ ˙{Ïì Ç+{Ï˝À |ü<ä∆‹ Á|üø±s¡+ ‘=\–+#˚
|üqT\qT ìs¡«Væ≤ùdÔ eTq‘√bÕ≥÷ n+<ä] Äs√>∑´+ ø±bÕ&ÉTø√>∑\T>∑T‘ê+. n<˚$<Û+ä >± |æ\\¢ +‘ê #·<Tä e⁄ø√&É+
e\¢ HÓ’|ü⁄D´+ ø£*–q yês¡T>± e÷s¡T‘ês¡T. $<ä´ø√dü+, Äs√>∑´+ ø√dü+ Á|ü»\T Ks¡TÃ#˚j·T&É+ m+‘√ eT+∫~.
e´øÏ>Ô ‘∑ +· >± / »≥T¢>± ùdø£]+∫q düe÷#êsêìï Áø√&ûø]£ +#·+&ç. ≈£î≥T+ã Ä<ëj·T+ yê] $<ä´, Äs√>±´\‘√
@$<Ûä+>± eTT&ç|ü&ç ñ+<√ ‘Ó*j·TCÒdü÷Ô ìy˚~ø£ sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
MT n_ÛÁbÕj·÷\qT düVü≤$<ë´s¡Tú\‘√ |ü+#·Tø√+&ç. ãT*f…Hé uÀs¡T¶ô|’ ìy˚~ø£qT Á|ü<ä]Ù+#·+&ç.
Äs√>∑´+>± ñ+&É&É+, n+<äs¡÷ #·<äTe⁄ø√&É+ nedüs¡eTì MTs¡T uÛ≤$düTÔHêïsê? Ç+<äTø√dü+ MTs¡T
@$T#˚kÕÔs¡T?
65
Objective
To investigate the impact of modern agricultural practices on the environment.
Background
With the advent of technological advancements in agriculture such as better irrigation
systems, use of high yielding seeds, fertilizers. pesticides, multiple cropping system, etc.
farmers are getting better yields and profits. However, most of these practices, if not properly
monitored or judiciously practised, can have an adverse effect on the quality and fertility
of soil. water table, quality of water in river and lakes and others.
Methodology
The project should be carried out in
groups.
1. Select an area where modern
agricultural practices are being
followed.
2. Select another area where traditional
practices of agricultural farming are
followed.
3. Find out the yield per unit area in each
case for the same crop.
4. Collect samples of water from ponds,
wells, lake or tanks, if any, from the area
surrounding the agriculture fields. Test
the water samples with the help of pH
papers.
5. Find out the alkalinity or acidity of the
soil with the help of pH paper.
6. If a microscope is available, examine a
drop of each sample for presence of
living organisms.
66
n+X¯+: 15
|üsê´es¡D+ô|’ Ä<ÛäTìø£ e´ekÕj·T+ #·÷ù| Á|üuÛ≤e+
\ø£´å +:
|üsê´es¡D+ô|’ Ä<ÛäTìø£ e´ekÕj·T |ü<ä∆‘·T\T @$<Ûä+>± Á|üuÛ≤yêìï ø£*–düTÔHêïjÓ÷ |ü]o*<ë›+.
H˚|ü<∏ä´+:
kÕ+πø‹ø£ Á|ü>∑‹ |òü*‘·+>± e´ekÕj·T+˝À yÓTs¡T¬>’q ˙{ÏbÕs¡T<ä\ |ü<ä∆‘·T\T, n~Ûø£ ~>∑Tã&ç ì#˚Ã
$‘·ÔHê\T, bs¡Te⁄\T, ÁøÏ$Tdü+Vü‰s¡ø±\T, ãVüQfi¯ |ü+≥\ |ü<ä∆‹ yÓTT<ä\>∑Tq$ eTq≈£î n+<äTu≤≥T˝ÀøÏ
e#êÃsTT. ‘·<ë«sê ¬s’‘·T\T n~Ûø£ ~>∑Tã&ç, ˝≤uÛ≤\T bı+<äT‘·THêïs¡T. á |ü<ä∆‘·T\qT $#·ø£åD‘√, dü]jÓÆTq
Ø‹˝À $ìjÓ÷–+#·ì#√ H˚\, ˙s¡T, >±* e+{Ï düVü≤» eqs¡T\ HêD´‘· <Óã“‹H˚ Á|üe÷<ä+ ñ+~.
|ü<ä∆‹:
ÁbÕC…≈£îºqT »≥T¢>± ìs¡«Væ≤+#ê*.
1. Ä<Û ä T ìø£ e´ekÕj· T |ü < ä ∆ ‘ · T \T bÕ{Ï + #˚
ÁbÕ+‘êìï b+#·Tø√+&ç.
2. dü+Á|ü<ëj·T e´ekÕj·T |ü<‘∆ä T· \T bÕ{Ï+#˚ eTs√
ÁbÕ+‘êìï b+#·Tø√+&ç.
3. b+#· T ≈£ î qï ¬ s +&É T ÁbÕ+‘ê˝À¢ Á|ü e ÷D
yÓ’XÊ\´+˝À ˇπø |ü+≥ô|’ e∫Ãq ~>∑Tã&çì
ø£qT>=q+&ç.
4. Ä ÁbÕ+‘ê\≈£î <ä>sZ∑ ˝¡ À>∑\ #ÓsT¡ e⁄\T, u≤e⁄\T,
≈£î+≥\T, düsd¡ Tü ‡\ qT+&ç ˙{Ïì ùdø£]+#·+&ç.
Ä ˙{Ïì pH ø±–‘·+‘√ |üØøÏå+#·+&ç.
5. H˚\ jÓTTø£ÿ ÄeT¢, øå±s¡ dü«uÛ≤yê\qT pH
ø±–‘·+‘√ |üØøÏå+#·+&ç.
6. ùdø£]+∫q y˚s¡TX¯q>∑, ø£+~ e+{Ï yÓTTø£ÿ\
y˚s˝¢¡ À ñ+&˚ y˚sT¡ ãT&çô|\qT |ü]o*+#·+&ç.
@yÓ ’ H ê dü ÷ ø£ å à Je⁄\T ñHêïj˚ T yÓ ÷
yÓ T Æ Á ø√k˛ÿ|ü ⁄ ‘√ |ü ] o*+#· + &ç . MTs¡ T
>∑eTì+∫q dü÷ø£åàJe⁄\ ù|s¡T¢ sêj·T+&ç.
67
68
7. MTs¡T ùdø£]+∫q düe÷#êsêìï Á>±eT ô|<ä\› T, e´ekÕj·T XÊÁdüyÔ ‘˚ \Ô· T, eT+&É\ e´ekÕj·T n~Ûø±s¡T\‘√
#·]Ã+∫ <ÛäèMø£]+#·Tø√+&ç.
8. H˚\, ˙{Ïì >∑T]+∫ eT]+‘· düe÷#êsêìï ùdø£]+#·+&ç.
eTT–+|ü⁄:
Á|üdüTÔ‘·+ eTq+ ñqï bı\eT+‘ê @<√ ˇø£ |ü+≥ |ü+&ç+#·&Üìï n\yê≥T #˚düT≈£îHêï+. ¬s’‘·T\+‘ê ‘·eT
bı˝≤˝À¢ ˇπø s¡ø£+ |ü+≥qT y˚düTÔHêïs¡T. @<Ó’Hê ˇø£#√≥ ‘Ó>∑T\T k˛øÏ<ä+fÒ n+<ä] bı˝≤\T n<˚ ‘Ó>∑T\T≈£î
>∑Ts¡e⁄‘·THêïsTT. <ëìì ìyê]+#·&+É ≈£L&Ü ø£weºü Te⁄‘√+~. Ç+<äTø√dü+ |ü]$T‹ì $T+∫ |ü⁄s¡T>∑T\ eT+<äT\T
$ìjÓ÷–düTÔHêï+. dü+ø£s¡C≤‹ e+>∑&Ü\qT ñ|üjÓ÷–düTÔHêï+. Çe˙ï |üsê´es¡D≤ìøÏ Vü≤ì ø£*–+#˚y˚.
m≈£îÿe ÁbÕ+‘·+˝À ˇπø |ü+≥ø√dü+ j·T+Á‘ê\qT (e]ø√ùd, HêfÒ, q÷πsŒ j·T+Á‘ê\qT yÓTT<ä˝…’q$) yê&É&É+
e\¢ ¬s’‘·T≈£L©\ ñbÕ~Û ø√˝ÀŒ‘·THêïs¡T. ñ‘·Œ‹Ô $|üØ‘·+ ø±e&É+ e\¢ <Ûäs¡\T |ü&çb˛‘êsTT. ˇø√ÿkÕ] ñ‘·Œ‹Ô
>∑D˙j·T+>± |ü&bç ˛e&É+ e\¢ Á|ü»\T ø=qT>√\T≈£î Çã“+~ |ü&‘É ês¡T. ø±ã{Ϻ s¡øs£ ø¡ ±\ |ü+≥\qT |ü+&ç+#·&+É
nìï s¡ø±\T>± eT+∫~ nì >∑T]Ô<ë›+.
ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± s¬ +&ÉT ÁbÕ+‘ê\˝À ne\+_düTqÔ ï e´ekÕj·T |ü<‘∆ä T· \T, yê{Ï Á|üu≤Û yê\qT
b˛\TÑ·÷ ìy˚~ø£ sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
düVü≤ $<ë´s¡Tú\‘√, ¬s’‘·T\‘√, e´ekÕj·T ≈£L©\‘√ Ä ÁbÕ+‘ê\˝À ñqï ˙{Ï eqs¡T\˝Àì ˙{Ïì
ñ|üjÓ÷–+#˚ Á|ü»\‘√ MT nqTuÛÑyê\qT |ü+#·Tø√+&ç. MT <ä>∑Zs¡˝À>∑\ e´ekÕj·T |ü]XÀ<ÛäHê dü+düú\ qT+&ç
>±ì ˝Ò<ë e´ekÕj·÷~Ûø±] qT+&ç >±ì n<äq|ü⁄ düe÷#êsêìï ùdø£]+#·+&ç.#·]Ã+#·+&ç.
e´ekÕj·T+˝À ‘·≈£îÿe ˙{Ïì ñ|üjÓ÷–+∫ #˚ùd Ä<ÛäTìø£ e´ekÕj·T |ü<ä∆‘·T\qT bÕ{Ï+#·&É+ e\¢
˙{Ï eè<∏ëqT n]ø£≥ºe#·TÃ. {≤Áø£ºsY, |üesY {Ï\¢sY, |üesY ‘ÓÁ»sY, |üX¯óe⁄\‘√ q&çù| |üìeTT≥T¢, dü«j·T+#√~‘·
Ø|üsY, e]HêfÒ j·T+‘·Á+, &Áç|t |ü<䛋, dæÁ+ø£¢s¡T¢ yÓTT<ä˝…’q e´ekÕj·T |ü]ø£sê\T eT]j·TT j·T+‘êÁ\T ôd+≥ÁsY
ôdø£ºsY bÕ¢+{Ÿ d”ÿyéT |ü]$T‘·T\≈£î ˝Àã&ç 25% dü_‡&û <Ûäs¡\≈£î n+<äTu≤≥T˝À ñHêïsTT. le] kÕ>∑T
$<Ûëq+ <ë«sê ˙{Ïì bı<äT|ü⁄ #˚j·Te#·TÃ.
69
Objective
(i) To identify the characteristics of physiographic division of India.
(ii) To Indentify the impact of this division on the lifestyle of the people living there.
Background
Physical features of land are diverse like mountains, plains, deserts, and coastal areas.
These physical features have an impact on the lifestyle of people inhabiting them. Trade,
agriculture and other modes of livelihood, and other cultural aspects like festivals, clothing,
shelter, music, etc., are all affected by the physical features of the area.
Methodology
1. Choose anyone physiographic division
of India, preferably in which your
school is located.
2. Identify the geographical
characteristics of that region.
3. Find out which aspect of life is
influenced by the physical environment
and the reasons for its influence.
4. Are these aspects also reflected in
song, dances, festivals. food
habits,clothing or costumes, shelter,
etc., of the place?
S.No. Physiographic Reasons for life
divisions style
70
n+X¯+: 16
uÛ≤s¡‘·<˚X¯+˝À y˚s¡Ty˚s¡T ÁbÕ+‘ê˝À¢ Á|ü»\ JeqXË’*
\ø£´å +:
1. uÛ≤s¡‘·<˚X¯+˝À ñ+&˚ s¡ø£s¡ø±\ uÛÑ÷uÛÖ‹ø£ $uÛ≤>±\ \ø£åD≤\qT >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
2. nø£ÿ&É ìedædüTÔqï Á|ü»\ Jeq XË’*ô|’ b˝≤+{Ï Á|üuÛ≤yêìï #·÷|ü⁄‘·T+<√ >∑eTì<ë›+
H˚|ü<∏ä´+:
uÛÑ÷$T |üs¡«‘ê\T, yÓTÆ<ëHê\T, b&Üs¡T\T, rs¡ÁbÕ+‘·+ yÓTT<ä\>∑T uÛÑ÷ $uÛ≤>±\qT ø£*– ñ+≥T+~. á
uÛÑ÷ $uÛ≤>∑ \ø£åD≤\T nø£ÿ&É ìedæ+#˚ Á|ü»\ yê´bÕs¡+, e´ekÕj·T+, ìyêdü+ , y˚wü<Ûës¡D, |ü+&ÉT>∑\T,
dü+^‘·+ e+{Ï kÕ+düÿè‹ø£ n+XÊ\ô|’ Á|üuÛ≤e+ #·÷|ækÕÔsTT. n+fÒ Äj·÷ ÁbÕ+‘· Á|ü»\ JeqXË’* yÓTT‘·Ô+
Á|üuÛ≤$‘·eTe⁄‘·T+~.
|ü<ä∆‹:
1. @<Ó’Hê ˇø£ uÛÑ÷uÛÖ‹ø£ $uÛ≤>±ìï>±ì, ˝Ò<ë MT
bÕsƒ¡XÊ\ ñqï uÛÑ÷uÛÖ‹ø£ $uÛ≤>±ìï >±ì
bqTïø√+&ç.
2. Ä ÁbÕ+‘·|ü⁄ uÛÑ÷uÛÖ‹ø£ <Ûäsêà\T >∑T]Ô+#·+&ç.
3. @ @ Jeq n+XÊ\T, @ @ uÛ÷Ñ uÛÖ‹ø£ \ø£Då ≤\˝À
Á|üu≤Û $‘·+ ne⁄‘·THêïjÓ÷ ø£qT>=q+&ç? yê{ÏøÏ
>∑\ ø±s¡D≤\qT ‘Ó\T|ü+&ç?
4. bÕ≥\T, qè‘ê´\T, |ü+&ÉT>∑\T, ÄVü‰s¡|ü⁄
n\yê≥T¢, eÁdüÔ<Ûës¡D\T, Ä#ês¡ e´eVü‰sê\T
≈£L&Ü uÛÑ÷ uÛÖ‹ø£ n+XÊ\ô|’ Ä<Ûës¡|ü&ç
ñ+{≤j·÷?
Áø£.dü+. uÛÑ÷uÛÖ‹ø£ $uÛ≤>∑+ Jeq n+XÊ\Tø±s¡D+
71
Follow-up
1. Display your study in the form of a wall magazine on your school bulletine board.
2. Share the audio and video tapes with your classmates and friends.
3. How can we respect other's traditions and practices, what can we do for this?
72
5. $$<Ûä Jeq XË’*\T #·÷ù| ∫Á‘·|ü{≤\T, Ä&çjÓ÷, M&çjÓ÷ fÒ|ü⁄\T, b˛düTºø±s¡T¶\T yÓTT<ä˝…’q$
ùdø£]+#·+&ç.
eTT–+|ü⁄:
kÕ<Ûës¡D+>± qBrsê\ yÓ+ã&ç Hê>∑]ø£‘·\T |ü⁄{≤ºj·Tì eTq+ nqT≈£î+≥T+{≤+. ô|’ ÁbÕ+‘ê\˝À
ìedæ+#˚ Á|ü»\T düèwæº+#˚ ø±\TcÕ´\T qB Á|üyêVü‰\˝À øÏ+~ ÁbÕ+‘ê\qT #˚s¡T≈£î+{≤sTT. n+<äTe\¢ yê]
JeqXË’\T\T ≈£L&Ü yê{ÏøÏ nqTã+<Ûä+>±H˚ ñ+{≤sTT. |ü+&ÉT>∑\T, dü+Á|ü<ëj·÷\T, n\yê≥T¢ yÓTT<ä˝…’qe˙ï
uÛÖ>√[ø£ |ü]dæú‘·T\ô|’H˚ Ä<Ûës¡|ü&ç ñ+{≤sTT. ø=+&É ÁbÕ+‘ê\˝À ˇø£ s¡ø£yÓTÆq JeqXË’* ñ+fÒ n&ÉM
ÁbÕ+‘ê\˝À JeqXË’* eTs√ø£s¡ø£+>± ñ+≥T+~. yÓTÆ<ëq ÁbÕ+‘ê\˝À Ç+ø=ø£ s¡ø£+>± ñ+≥T+~. nø£ÿ&ç
|ü]dæ‘ú T· \qT Á|ü‹_+_+#˚ bÕ≥\T, qè‘ê´\T, eÁdü<Ô ëÛ s¡D\T ñ+{≤sTT. øπ s¡fi¯ ÁbÕ+‘·+ |ü&eÉ \T, ø=ã“]#Ó≥‘¢ √
eTT&ç|ü&É>±, sê»kÕúHé ÁbÕ+‘·+ n\+ø£s¡D\‘√ eTT&ç|ü&ç ñ+≥T+~. eTq JeqXË’* |üsê´es¡DVæ≤‘·+>±
ñ+&É&É+ nedüs¡+. ñ<ëVü≤s¡D≈£î u§eTà\T #˚j·T&É+, eT>±Z\T H˚j·T&É+ eTq JeqXË’*˝À uÛ≤>∑+. Ç+<äT˝À
düVü≤»yÓTÆq s¡+>∑T\T ñ|üjÓ÷–ùdÔ n~ |üsê´es¡D Væ≤‘·eTe⁄‘·T+<äqïe÷≥.
MT n<Ûä´j·Tq+ Ä<Ûës¡+>± uÛÑ÷uÛÖ‹ø£ |ü]düsê\T Á|ü»\ JeqXË’*ô|’ @$<ÛäyÓTÆq Á|üuÛ≤e+ #·÷|ü⁄‘êjÓ÷
ˇø£ ìy˚~ø£ sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
1. MT n<Ûë´j·÷ìï >√&É|üÁ‹ø£ s¡÷|ü+˝À ãT*f…Hé uÀs¡T¶ô|’ Á|ü<ä]Ù+#·+&ç.
2. MTs¡T ùdø£]+∫q Ä&çjÓ÷, M&çjÓ÷ fÒ|ü⁄\qT MT düVü≤$<ë´s¡Tú\‘√, $TÁ‘·T\‘√ |ü+#·Tø√+&ç.
3. Ç‘·s¡T\ Ä#êsê\qT, dü+Á|ü<ëj·÷\qT m+<äT≈£î >ös¡$+#ê*? Ç+<äTø√dü+ MTs¡T @y˚T$T #˚kÕÔs¡T?
73
Objective
To realise how changes in the utilization pattern of water have affected water bodies.
Backgroud
Quality and quantity of water flowing through a river determine its sustainable usefulness
or value as a resource. Due to several human activities, for example, agricultural run off,
industrial effluents and domestic discharges, rivers are getting polluted. Sometimes water
is diverted through canals for agricultural and other activities, thereby reducing the flow of
water downstream. As river water is a vital resource for humans, livestock and vegetation, it
needs to be conserved and used judiciously.
Methodology
1. Choose a river or any water body such
as lake, pond, etc. in or near your village.
2. Mark it's location of water resources on
the maps of India, state, district.
3. If you have chosen a river, mark its
course on the map of India, state, district.
Find out information related to the river
such as its source, destination, major
cities all along its bank, etc. and also
mark them on the map.
4. Select 200 to 250 km stretch of the river
and find out the cities and industrial units
such as power plants, breweries,
tanneries, textile mills located in the
selected area which utilize the river
water and discharge their effluents in the
river.
74
n+X¯+: 17
˙{Ï eqs¡T\ $ìjÓ÷>∑+, <äT]«ìjÓ÷>∑+
\ø£´å +:
˙{Ïì $ìjÓ÷–+#˚ rs¡T˝À e∫Ãq e÷s¡TŒ\T, n$ ˙{Ï eqs¡T\ô|’ #·÷ù| Á|üuÛ≤yêìï ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
q~˝À Á|üeVæ≤+#˚ ˙{Ï Á|üyêVü≤|ü⁄ HêD´‘· |ü]e÷D+ eqs¡T\qT düTdæsú ¡+>± ñ|üjÓ÷–+#·≥+ ˝Òø£
$\Te\qT Ä<Ûës¡+ #˚düTø=ì e⁄+≥T+~. $$<Ûä s¡ø±\ e÷qe ø±s¡´ø£˝≤bÕ\ e\¢ e´ekÕj·T dü+ã+<Ûä e´s¡ú
|ü<ësêú\T, bÕ]ÁXÊ$Tø£ e´s¡ú|ü<ësêú\T, >∑èVü≤ dü+ã+<Ûä e´s¡ú |ü<ësêú\‘√ q<äT\T ø£\Twæ‘·+ ne⁄‘·THêïsTT.
ø=ìï dü+<äsꓤ˝À¢ ˙s¡T ø±\Te\ <ë«sê e´ekÕj·T nedüsê\≈£î eT[fldüTÔHêïs¡T. n+<äTe\¢ qB Á|üyêVü≤+
‘·–Zb˛‘·Tqï~. e÷qe⁄\≈£î, »+‘·Te⁄\≈£î, eèø£åC≤˝≤ìøÏ qB Á|üyêVü≤+ ô|<ä› eqs¡T ø±ã{Ϻ $#·ø£åD‘√
$ìjÓ÷–+#·≥+ s¡øÏå+#·Tø√e≥+ nedüs¡+.
|ü<ä∆‹:
1. MT düMT|ü+˝Àì q~, düs¡düT‡, ≈£î+≥, yê>∑T
yÓTT<ä˝…’q yê{Ï˝À ˇø£ <ëìì bqTïø√+&ç.
2. <˚X¯, sêÁwüº, õ˝≤¢ |ü{≤\˝À eTTK´yÓTÆq ˙{Ï
eqs¡T\qT >∑T]Ô+#·+&ç.
3. MTs¡T bqTï≈£îqï ˙{Ï eqs¡T Á|üyêVü‰ìï |ü≥+˝À
>∑T]Ô+∫, eqs¡T≈£î dü+ã+~Û+∫q düe÷#ês¡+
ùdø£]+#·+&ç. q~ ÁbÕs¡+uÛÑ+, eTT–+|ü⁄qT,
Á|üyêVü≤rs¡T\‘√bÕ≥T <ëì |üøÿ£ qTqï Á|ü<ëÛ q
|ü≥ºD≤\qT |ü≥+˝À >∑T]Ô+#·+&ç.
4. q~øÏ 200 qT+&ç 250 øÏ.MT. \ <ä÷s¡+˝À
>∑\ |ü≥ºD≤\T, |ü]ÁX¯eT\T, $<äT´‘·TÔ ñ‘·Œ‹Ô
πø+Á<ë\T, ã≥º\ $T\T¢\T, kÕsêsTT ‘·j·÷Ø
|ü ] ÁX¯ e T\T, ñ≈£ î ÿ, ÇqTeTT ‘· j · ÷ Ø
ø£sêà>±sê\T, ‘√fi¯flqT X¯ó~∆#˚ùd ø£sêà>±sê\T
yÓTT<ä˝…’q$ ˙{Ïì b˝≤ $ìjÓ÷–düTÔHêïsTT.
‹]– yê{Ï qT+&ç yÓ\Te&˚ e´s¡ú |ü<ësêú\qT
b˝≤ q~ Á|üyêVü≤+˝ÀøÏ e<äT\T‘·THêïjÓ÷
>∑eTì+#·+&ç.
75
76
5. düMT|ü+˝Àì @yÓ’Hê ÁbÕ+‘ê\ qB »˝≤\qT e´ekÕj·T nedüsê\¬ø’ eT[fl+#·≥+ »s¡T>∑T‘·Tqï<ë?
6. ˙{Ï eqs¡T\T Á|ü<Ûëq+>± @ s¡ø£yÓTÆq ø±\TcÕ´ìøÏ >∑Ts¡e⁄‘·THêïsTT. b˝≤ ø±\Twü´+ »s¡T>∑T‘·Tqï~.
7. Ç‘·s¡ ˙{Ï eqs¡T\T bqTï≈£î+fÒ yê{ÏøÏ dü+ã+~Û+∫q düe÷#ês¡+, ø±\Twü´ø±s¡D≤\T, ˙{Ï HêD´‘·\≈£î
dü+ã+~Û+∫q düe÷#ês¡+ ùdø£]+#·+&ç.
8. yêsêÔ|üÁ‹ø£\T, e÷dü|üÁ‹ø£\T, Á|üuÛÑT‘·« dü+düú\T, dü«#·Ã¤+<ä dü+düú\T, qB |üs¡´y˚ø£åø£ dü+düú\T yÓTT<ä˝…’q
yê{Ï qT+&ç düe÷#êsêìï ùdø£]+#·+&ç.
eTT–+|ü⁄:
q<äT\T, Hê>∑]ø£‘·\πø ø±≈£î+&Ü Á|üdüTÔ‘·+ ø±\TcÕ´\≈£î ø±s¡DeTe⁄‘·THêïsTT. ñ<ëVü≤s¡D≈£î dæsY|üPsY˝À
Á|ü»\T >√<ëe]˝ÀøÏ e~˝Ò ø±\TcÕ´\T @≥÷s¡THê>±s¡+ Á|ü»\ô|’ Á|üuÛ≤e+ ø£*–kÕÔsTT. á ¬s+&ÉT ÁbÕ+‘ê\
ø£\Twæ‘ê\T uÛÁÑ <Ûë#·\+ MT<ää M≥ìï{Ï yÓTT‘·+Ô sê»eT+Á&ç MT<ä Á|üu≤Û e+ ø£*–kÕÔsTT. n+<äTe\¢ q<äT\ m>∑Te
ÁbÕ+‘ê\‘√ b˛*ùdÔ ~>∑Te ÁbÕ+‘ê\T eTT]øÏ>± e÷s¡T‘·THêïsTT. |ü≥Dº ≤\T, q>∑sê\˝À ≈£L&Ü m>∑Te ÁbÕ+‘ê\
eTT]øÏ ~>∑Te≈£î #˚s¡T‘·T+~. eTT]øÏ yê&É\T n+fÒ eTT]øÏ |ü⁄{Ϻ+#˚$ nì ns¡ú+ø±<äT. m>∑Te ÁbÕ+‘ê\ yês¡T
düèwæºdüTÔqï eTT]øÏ #˚πs#√≥ ø=+<äs¡T ìedæ+#˚ #√≥T. me¬s’Hê düπs eTT]øÏì ñ‘·Œ‹Ô #˚j·T&É+˝À »\eqs¡T\
<äT]«ìjÓ÷>∑y˚T ˇø£ ã\yÓTÆq ø±s¡DeTe⁄‘·Tqï~. Bìì n]ø£≥º&ÜìøÏ eTq+ @$T #˚j·T>∑\+.
q˝≤¢ qT+&ç ˙s¡T eè<Ûë>± b˛≈£î+&Ü #·÷dæq yÓ+≥H˚ q˝≤¢ ø£fÒº<ë›+.
Ç+{Ï˝À ‘·j·÷s¡j˚T´ eTT]øÏ ˙s¡T M˝…’q+‘· es¡≈£î yÓTTø£ÿ\≈£î bÕ]<ë›+
Ç+{Ï #Ó‘·Ô, e´sêú\qT ˙{Ï‘êei⁄\˝Àø£Ï #˚s¡≈£î+&Ü #·÷<ë›+.
eT+∫˙{Ï Á|üyêVü≤+˝ÀøÏ eTTs¡T>∑T #˚]‘˚ n~ ø£\Twæ‘·eTe⁄‘·T+~. n+<äTπø eTTs¡T>∑TqT X¯ó~∆#˚dæ ˙{Ïì
Á|üyêVü‰˝À¢øÏ e~*ô|≥º&É+ eT+∫~.
ùdø£]+∫q düe÷#ês¡+‘√ y˚~ø£ s¡÷bı+~+∫ ‘·s¡>∑‹˝À Á|ü<ä]Ù+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. ˙{Ï eqs¡T\T ø£\Twæ‘·eTj˚T´ e÷sêZ\qT #ês¡Tºô|’ sêdæ bÕsƒ¡XÊ\ ãT*f…Hé uÀsY¶ô|’ Á|ü<ä]Ù+#·+&ç.
2. ˙{Ï eqs¡T\T ˝Òø£b˛‘√ πs|ü{Ï uÛÑ$wü´‘˚Ô ˝Ò<äT Bì >∑T]+∫ MT n_ÛÁbÕj·T+ @$T{Ï?
77
Objective
To practise economy on use of paper.
Background
Present developments determine the course of the future to a large extent. We all know
that paper is made out of wood, and we get wood from trees. However, we often waste
paper. At the rate at which we are consuming paper, we may end up exhausting our valuable
resource trees. It is, therefore, essential to adopt economical means of using paper not
only to conserve trees but also to reduce the production of effluents from paper factories.
Methodology
1. Collect information about the process
of making paper.
2. Find out what are the various resources
used in making paper. Also find out the
quantities of these resources.
3. Find out the effect of the process of
making paper on the environment.
4. Collect information about the
approximate amount of paper used by a
student of Class IX in terms of sheets
used in notebooks.
5. Think of different ways of using paper
judiciously, like using both sides of
sheets, and make a list.
Conclusion
People say that the whole knowledge is
preserved in books. Hence, books and
papers are valuable. We use notebooks and
while papers to write. Let’s bind big new
78
n+X¯+: 18
ø±–‘·+ $ìjÓ÷>∑+ ‘·–ZùdÔ ø±\Twü´+ ‘·–Z+∫qfÒ¢
\ø£´å +:
ø±–‘êìï bı<äT|ü⁄>± yê&É&ÜìøÏ @y˚T+ #˚j·÷˝À ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
H˚{Ï n_Ûeè<˚∆ uÛÑ$wü´‘·TÔqT ìπs›•düTÔ+~. ø±–‘·+ ø£\|ü qT+&ç \_ÛdüTÔ+<äì n+<ä]øÏ ‘Ó*dæ+<˚. Ä
ø£\|üqT eTq+ #Ó≥¢ qT+&ç bı+<äT‘ê+. ø±ì eTq+ ‘·s¡#·T>± ø±–‘êìï eè<∏ë #˚düTÔ+{≤+. @ kÕúsTT˝À
ø±–‘·+ $ìjÓ÷>∑+ »s¡T>∑T‘·T+<√ n<˚ kÕúsTT˝À $\TyÓ’q eqs¡T˝…’q eèø£å dü+|ü<ä n+‘·]+∫ b˛‘·T+~.
ø±ã{Ϻ ø±–‘·+ $ìjÓ÷>∑+˝À bı<äT|ü⁄ bÕ{Ï+∫ q≥¢sTT‘˚ eèø£å dü+|ü<qä T dü+s¡øÏå+#·≥y˚T ø±≈£î+&Ü ø±–‘·|ü⁄
‘·j·÷Ø |ü]ÁX¯eT\ qT+&ç yÓ\Te&˚ e´s¡ú |ü<ësêú\qT ‘·–Z+#·e#·TÃ.
|ü<ä∆‹:
1. ø±–‘· + ‘· j · ÷ s¡ T #˚ ù d $<Û ë q+ >∑ T ]+∫q
düe÷#ês¡+ ùdø£]+#·+&ç.
2. ø±–‘·+ ‘·j·÷جø’ $ìjÓ÷–+#˚ $$<Ûä s¡ø±\
eqs¡T\qT ‘Ó\TdüTø=ì yê{Ï |ü]e÷D≤ìï
ø£qT>=q+&ç.
3. ø±–‘·+ ‘·j·÷s¡T#˚ùd $<Ûëq+ |üsê´es¡D+ô|’
b˝≤+{Ï Á|üuÛ≤e+ #·÷|ü⁄‘·T+<√ |ü]XÀ~Û+#·+&ç.
4. 9e ‘·s¡>∑‹ $<ë´s¡Tú\T ˇø£ HÓ\˝À düTe÷s¡T>±
H√≥T|ü⁄düÔø±\˝À mHÓïìï ø±–‘ê\T $ìjÓ÷
–düTÔHêïs√ düe÷#ês¡+ ùdø£]+#·+&ç.
5. $#·ø£åD‘√ ø±–‘êìï yê&˚ $$<Ûä e÷sêZ\qT
Ä˝À∫+∫ qyÓ÷<äT#˚j·T+&ç. (ñ<ëVü≤s¡D≈£î
ø±–‘·+ s¬ +&ÉT yÓ|’ ⁄ü ˝≤ sêj·T≥+ e+{Ï$.) yê{Ï
C≤_‘ê sêj·T+&ç.
eTT–+|ü⁄:
düeTdüÔ $C≤„q+ |ü⁄düøÔ ±\ |ü⁄≥˝À¢ uÛÁÑ <ä+>± ì\Te
ñ+≥T+~ n+{≤s¡T. ø±ã{Ϻ |ü⁄døÔü ±\T, ø±–‘ê\T m+‘√
$\TyÓ’q$. eTq+ H√≥T|ü⁄düÔø±\T, ‘Ó\¢ ø±–‘ê\T
sêdüT≈£îH˚+<äT≈£î ñ|üjÓ÷–kÕÔ+.
79
80
>∑‘· dü+e‘·‡s¡+˝À H√≥T|ü⁄düÔø±\˝À $T–*b˛sTTq ù|J\T ∫+∫ ˇø£ ô|<ä› |ü⁄düÔø£+>± ≈£î≥Tº≈£î+<ë+. Ç~
∫‘·TÔ|üìøÏ, u§eTà\T ^j·T&ÜìøÏ yÓTT<ä˝…’q yê{ÏøÏ ñ|üjÓ÷–+#·Tø√e#·TÃ. ø±–‘êìøÏ ¬s+&ÉTyÓ’|ü⁄˝≤ sêj·T&É+,
nedüs¡yÓTÆq |üìøÏ e÷Á‘·y˚T ø±–‘·+ ñ|üjÓ÷–+#·&É+, ‘Ó\¢ì ø±–‘ê\qT, ˇø£yÓ’|ü⁄ sêdæ yê&çq ø±–‘ê\qT
eè<∏ë #˚j·T≈£î+&Ü ñ+&É&É+, |üsê´es¡DVæ≤‘·yÓTÆq n\yê≥T¢. ˇø£ ø±–‘êìï eè<Ûë #˚kÕeT+fÒ |üs√ø£å+>± ˇø£
#Ó≥TºqT qs¡ø£&ÜìøÏ düVü≤ø£]+∫qfÒ¢ ne⁄‘·T+~. eqs¡T\qT <äT]«ìjÓ÷>∑+ #˚j·T&Éy˚Tø±≈£î+&Ü ø±\TcÕ´ìï
ø£*–+#·&ÜìøÏ eTq #·s¡´˝Ò ø±s¡DeTe⁄‘·THêïsTT. ø=ìï ø±sê´\j·÷\˝À ø±–‘·+ yê&Éø±ìï <ë<ë|ü⁄>±
‘·–Z+∫ |üqT\˙ï ø£+|üP´≥s¡¢<ë«sêH˚ ìs¡«Væ≤düTÔHêïs¡T..
ø±–‘êìï bı<äT|ü⁄>± yê&É&É+ô|’ MTs¡T ùdø£]+∫q düe÷#êsêìï $X‚¢wæ+∫ ˇø£ ìy˚~ø£ sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
1. ìy˚~ø£qT |üesYbÕsTT+{Ÿ s¡÷|ü+˝À ˝Ò<ë #êsYº\ s¡÷|ü+˝À ‘·s¡>∑‹˝À Á|ü<ä]Ù+#·+&ç.
2. á ÁbÕC…≈£îºqT yê´düs¡÷|ü+˝À yêsêÔ|üÁ‹ø£\≈£î Á|ü#·Ts¡D¬ø’ |ü+|æ+#·+&ç.
3. e´s¡ú ø±–‘ê\‘√ ô|f…º\T, ø£es¡¢qT, $$<Ûä dü+#·T\qT ‘·j·÷s¡T#˚j·T+&ç.
4. ø±–‘ê\qT eè<∏ë #˚j·T&ÜìøÏ |üsê´es¡D+ ô|’q ø£*π> <äTÁwüŒuÛ≤yê\≈£î @$<ÛäyÓTÆq dü+ã+<Ûä+ ñ+<äì
MTs¡T uÛ≤$düTÔHêïs¡T?
5. #ê˝≤kÕs¡T¢ eTq+ |üìøÏsêì ø±–‘ê\T, n≥ºô|f…\º T ø±\TdüT+Ô {≤+ ø£<ë! Ç~ düss¡ TTq<˚Hê? m+<äT≈£î?
6. ù||üs¡T eè<∏ëqT n]ø£≥º&ÜìøÏ MT Ç+{Ï˝À, bÕsƒ¡XÊ\˝À @y˚T$T ø±s¡´Áø£e÷\qT neT\T
#˚j·÷\qT≈£î+≥THêïs¡T?
81
Objective
To understand the lifestyles of people and thier interaction with the environment.
Background
Love and respect for the environment and the ideas of conservation and preservation
have made possible the preservation of habitats and heritage through generations.
This approach to life has undergone a change in both urban and rural areas.
Methodology
1. Choose a place, preferably a village or a
rural habitat, to find out how life is lived
there and its interconnection with nature.
2. Collect information about how
lifestyles have changed in the last 25
years, of the people living in that area,
through interactions and interviews with
elders. Information can be collected
about consumerism, wasteful habits,
generation of waste and pollutants, etc.
3. Compare the changes that have taken
place over a period of time.
Conclusion
Changing modern life styles have greater
impact on environment and these become
cause for pollution. If we wash our hands with
a glass of water at a flower pot, the plant
absorbs the water but if we wash our hands
under a tap the soil becomes muddy. This
82
n+X¯+: 19
eTq Jeq XË’* ` |üsê´es¡D+ô|’ <ëì Á|üuÛ≤e+
\ø£´å +:
eTq+ nqTdü]düTqÔ ï Jeq $<ÛëHê\T @ $<Û+ä >± |üsê´es¡D+ô|’ nH˚ø£ s¡ø±\T>± Á|üu≤Û yêìï #·÷|ædTü HÔ êïjÓ÷
‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
nHê~>± Á|ü»\≈£î |üsê´es¡D+|ü≥¢ Áù|eT, >ös¡e+ ñ+&É≥+e\¢ |üsê´es¡D≤ìï dü+s¡øÏå+#ê\H˚ uÛ≤eq
ñ+&É&É+ e\q eTq ÄyêkÕ\qT, yês¡dü‘·« dü+|ü<äqT ø±bÕ&ÉTø√>∑*>±eTT. ø±ì, Ç|ü⁄Œ&ÉT |ü≥ºD, Á>±MTD
ÁbÕ+‘· Á|ü»\˝À |üsê´es¡D dü+s¡ø£åD, uÛÑÁ<ä‘· |ü≥¢ <äèø£Œ<∏ä+ e÷]b˛sTT+~.
|ü<ä∆‹:
1. @<Ó’Hê ˇø£ ÁbÕ+‘êìï >±ì, Á>±e÷ìï>±ì
bqTïø=ì yê] Jeq $<Ûëq+, |üsê´es¡D+‘√
<ëì dü+ã+<Ûë\T @$<Ûä+>± ñHêïjÓ÷ >∑eT
ì+#·+&ç.
2. Á>±eT+˝Àì ô|<ä›yê]ì Ç+≥s¡÷«´ <ë«sê
dü+Á|ü~+∫ >∑‘· 25 dü+e‘·‡sê\˝À yê] Jeq
XË ’ * ˝À e∫Ãq e÷s¡ T Œ\≈£ î dü + ã+~Û + ∫q
düe÷#êsêìï ùdø£]+#·+&ç.
3. >∑‘· 25 dü+e‘·‡sê\˝À ø±\Áø£y˚TD≤ e∫Ãq
e÷s¡TŒ\qT b˛\Ã+&ç.
eTT–+|ü⁄:
e÷s¡T‘·Tqï Ä<ÛäTìø£ JeqXË’* |üsê´es¡D+ô|’
rÁeyÓTqÆ Á|üu≤Û yêìï #·÷|ü⁄‘·T+~. ø±\TcÕ´ìøÏ ø±s¡D
eTe⁄‘·T+~. ø=~›>± ˙fi¯ófl >±¢düT˝À rdüT≈£îì @ #Ó≥Tº
yÓTT<ä{À¢H√ ø±fi¯ófl#˚‘·T\T ø£&ç–‘˚ Ä ˙{Ïì H˚\
|”\TÃ≈£î+≥T+~. n˝≤ ø±≈£î+&Ü á |üìì ø=fi≤sTT
‹|æŒ #˚ùdÔ Ä ÁbÕ+‘·eT+‘ê ãTs¡<ä>± e÷s¡T‘·T+~.
ø±\Twü´+ ø±e&ÉeT+fÒ Ç<˚.
83
Follow-up
Students may bring it out as a publication of the school.
Our actions and activities are not ecotriendly - do you agree or not make a plan of
action on eco friendly activities.
84
yê&Éø£+ ô|]π>ø=B› #Ó‘·Ô ñ‘·Œ‹Ô m≈£îÿee⁄‘·T+~. nedüsêìøÏ ø±≈£î+&Ü ø±\πøåbÕìøÏ {Ï.$. ø£+|üP´≥sY,
yÓTTu…’˝Ÿ yê&ÉT‘·Tqï≥¢sTT‘˚ n~ eqs¡T\qT eè<Ûë #˚j·T&Éy˚T ne⁄‘·T+~.
‘êC≤ ÄVü‰s¡ |ü<ësêú\ ã<äT\T ì\«#˚dæq$ ø=ì ‹+{≤+. M{Ï˝À yê&˚ ì\«#˚ùd s¡kÕj·THê\T Äs√>∑´+
MT<ä Á|üuÛ≤e+ #·÷|ü⁄‘êsTT. yê{Ïì ì\«#˚dæq bÕ¢dæºø˘ ø£es¡T¢ mìï dü+e‘·‡sê\T >∑&ç∫Hê H˚\˝À ø£s¡>∑e⁄.
m≈£îÿeø±\+ eTH˚ï edüTÔe⁄\T ø±≈£î+&Ü yê&çbÕπsùd yê{ÏøÏ ÁbÕ<Ûëq´‘·ìdüTÔHêï+. n$ |üsê´es¡D≤ìøÏ rÁeyÓTÆq
Á|üe÷<ä+ ø£*–kÕÔsTT. <ä>]Z∑ Á|ü<X˚ Ê\≈£î, nedüs+¡ ˝Òøb£ ˛sTTHê kı+‘· yêVü≤q+˝À yÓfió¯ ‘·T+{≤+. Á{≤|òøæ C˘ ≤+≈£î
ø±s¡DeTe⁄‘ê+. dæ>∑ï˝Ÿ <ä>∑Zs¡ Äπ> |ü~ ìeTTcÕ\ Á{≤|òæø˘ C≤+ e\¢ mìï ©≥s¡¢ Ç+<Ûäq+ eè<Ûë ne⁄‘·T+<√
mìï ø£\Twæ‘· yêj·TTe⁄\T >±*˝ÀøÏ #˚s‘¡ êjÓ÷ Ä˝À∫+#ê*. ñ<äjT· + |üfió¯ fl ‘√eT&É+ <ä>sZ∑ q¡ T+&ç yÓTT<ä\Tô|{Ϻ
sêÁ‹ ìÁ<äb˛j˚Tes¡≈£î eTq+ #˚ùd |üqT\T @$<Ûä+>± |üsê´es¡D≤ìøÏ Vü‰ì ø£*–düTÔHêïjÓ÷ >∑T]Ô+#·&É+
nedüs+¡ .
kÕúì≈£î\qT+&ç ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± ìy˚~ø£ s¡÷bı+~+#·+&ç. e÷qe ø±s¡´ø£˝≤bÕ\ e\¢
|üsê´es¡D+˝À e∫Ãq eTTK´ e÷s¡TŒ\T <ëì˝À bı+<äT|üs¡Ã+&ç.
‘·<äT|ü] #·s¡´\T:
$<ë´s¡Tú\T #˚dæq n<Ûä´j·THêìï bÕsƒ¡XÊ\ ‘·s¡|ü⁄q |ü⁄düÔø£+>± Á|ü#·T]+#·+&ç
Á|üdüTÔ‘·+ eTq+ #˚ùd |üqT\T, eTq n\yê≥T¢ yÓTT<ä\sTTqe˙ï |üsê´es¡DVæ≤‘·+>± ˝Òe⁄ nì n+fÒ
MTs¡T n+^ø£]kÕÔsê? |üsê´es¡D nqT≈£L\+>± eTq |üqT\T+&Ü\+fÒ @y˚T$T #Ój·÷´˝À Á|üD≤[ø£
‘·j·÷s¡T#˚j·T+&ç.
ˇø£ e´øÏÔ düTe÷s¡T>± ˇø£ s√E≈£î 500 >±ÁeTT\ e´sêú\qT ñ‘·Œ‹Ô #˚düTÔHêï&ÉT. uÛ≤s¡‘·<˚X¯+˝Àì
|ü≥ºD bÕÁ+‘ê\ qT+&ç s√E≈£î 1,20,000 ≥qTï\ e´sêú\T ñ‘·Œ‹Ô ne⁄‘·THêïsTT. &Ûç©¢ qT+&ç 7,405
≥qTï\T, eTT+u≤sTT qT+&ç 7,205 ≥qTï\T, #ÓHÓ’ï qT+&ç 3,500 ≥qTï\T, ø√˝Ÿø£‘·Ô qT+&ç 3,200
≥qTï\ e´sêú\T ñ‘·Œ‹Ô ne⁄‘·THêïsTT.
85
Objective
1. To appreciate the bond of love beween man and animals.
2. To become aware of animal rights and the need to protect them
Background
It is not strange to notice people and animals living together and displaying their love
and affection. We also see that people are very fond of their pets and love to spend time
with them. One might have heard or read many stories of animal-human love and relationships
which are very interesting and, sometimes, fascinating. Animals and humans are equal
occupants of this planet. Many animals need our care or protection. But some people are
indifferent to the pain and misery of animals around them and are sometimes even cruel to
them. There are also organisations which are working for animal rights, prevention of cruelty
to animals, etc.
Methodology
1. Collect anecdotes or stories about
human animal friendship from friends,
elders, other animal lovers in your
locality, books or magazines.
2. Also collect information, episodes or
experiences in which cruelty towards
animals led to harmful consequences
for humans or animals.
3. Find out about animal rights and also
find out the activities of organisations
working for animal rights.
Conclusion
The persons who love the nature can
love their fellow beings. Our house is
habitat not only for pets like cows and hens
86
n+X¯+: 20
eTqTwüß\T »+‘·Te⁄\ eT<Ûä´ Áù|e÷qTã+<Ûä+
\ø£´å +:
1. »+‘·Te⁄\‘√˚ Áù|e÷qTã+<Ûëìï @s¡Œs¡T#·T≈£î+<ë+, <ëìì Á|üX¯+dæ<ë›+.
2. »+‘·Te⁄\≈£L Vü≤≈£îÿ\T+{≤j·Tì >∑T]Ô<ë›+, yê{Ïì dü+s¡øÏå+#·&É+ eTq u≤<Ûä´‘·>± uÛ≤$<ë›+.
H˚|ü<∏ä´+:
»+‘·Te⁄\T ø£*dæ J$+#·≥+, |üs¡düŒs¡+ Áù|eT, n_Ûe÷q+ ø£*–e⁄+&É≥+ ÄX¯Ãs¡´y˚T$T ø£*–+#·<äT.
b+‘√eT+~ s¡ ø £ s ¡ ø ±\ »+‘· T e⁄\qT ô|+#· T ø√e≥+ yê{Ï ô |’ Áù|eT ø£ * –
ñ+&É≥+, yê{Ï ø√dü+ düeTj·T+ yÓ∫Ã+#·≥+ eTq+ #·÷dü÷ÔH˚ e⁄+{≤+. »+‘·Te⁄\T, eTqTwüß\ eT<Ûä´ >∑\
Áù|eT eT]j·TT dü+ã+<Ûë\ô|’ nH˚ø£ s¡ø±\ ø£<∏äHê\T $+≥T+{≤+. eTqTwüß\T, »+‘·Te⁄\T ¬s+&ç+{ÏøÏ
uÛÑ÷$Tô|’ ìedæ+#˚ düe÷qVü≤≈£îÿ ñ+~. #ê˝≤ s¡ø±\ »+‘·Te⁄\≈£î e÷qe dü+s¡ø£åD nedüs¡+. nsTT‘˚
ø=+‘· eT+~ »+‘·Te⁄\qT u≤~Ûdü÷Ô yê{Ï|ü≥¢ Á≈£Ls¡+>± Á|üe]ÔdüTÔHêïs¡T. »+‘·Te⁄\ Vü≤≈£îÿ\ ø√dü+
Á≈£Ls¡‘·«+ qT+&ç s¡ø£åD¬ø’ ø=ìï dü+düú\T |üì#˚düTÔHêïsTT.
|ü<ä∆‹:
1. MT ùdïVæ≤‘·T\qT+&ç, ô|<ä›\qT+&ç, »+‘·T
Áù|$T≈£î\qT+&ç, |ü⁄düÔø±\T ˝Òø£ |üÁ‹ø£\T
yÓTT<ä˝q’… yê{Ï qT+&ç e÷qe ` »+‘·Te⁄\≈£î
eT<Ûä´ >∑\ ùdïVü≤ dü+ã+<ÛëìøÏ dü+ã+~Û+∫q
ø£<∏ä\qT ùdø£]+#·+&ç.
2. »+‘· T e⁄\ |ü ≥ ¢ Á≈£ L s¡ ‘ · « + b˝≤+{Ï
<ä T wü Œ ]D≤e÷\≈£ î <ë]rdü T Ô + <√ ‘Ó * ù|
dü e ÷#êsêìï, ø£ < ∏ ä \ qT, nqTuÛ Ñ y ê\qT
ùdø£]+#·+&ç.
3. »+‘·Te⁄\ Vü≤≈£îÿ\T, yê{Ïô|’ |üì#˚ùd dü+düú\
ø±s¡´ø£˝≤bÕ\ >∑T]+∫ ‘Ó\TdüTø√+&ç.
eTT–+|ü⁄:
Á|ü ø £ è ‹ì n+fÒ »+‘· T eèø£ å C ≤˝≤ìï
Áù|$T+#˚ y ês¡ T ‘√{Ï eTqTwü ß *ï ≈£ L &Ü
Áù|$T+#·>∑\T>∑T‘ês¡T n+{≤s¡T. eTq+ Çfi¯fl˝À
87
88
ô|+#·T≈£îH˚ Äe⁄\T, ø√fi¯fl e+{Ï »+‘·Te⁄˝Ò ø±ø£ eTq Ç\T¢ kÕ©&ÉT, ã*¢, #Ó<ä\T |ü⁄s¡T>∑T\T, m\Tø£\T,
u§~›+ø£\T yÓTT<ä˝…’q Je⁄\ìï+{ÏøÏ Äyêdüy˚T ø£<ë! eTq M~Û˝À ‹]π> ≈£îø£ÿ M~Ûyêfi¯ófl yÓsTT´eT+~ yÓfi¯ó‘·THêï
≈£L&Ü ns¡e<äT. n<˚ me¬s’Hê ˇø£ ø=‘·Ô e´øÏÔ sê>±H˚ ns¡TdüTÔ+~. Ç+‘·eT+~˝À mes¡T eTq M~ÛyêfiÀfl mes¡T
ø±<√ >∑T]Ô+#·&É+ ≈£îø£ÿ≈£îqï Á|ü‘˚´ø£‘˚ ø£<ë! |æ≥º\≈£î –+»\T #·\¢&É+, >√&É\MT<ä –HÓï˝À ˙fi¯ófl ô|≥º&É+ e+{Ï
|üqT\T yê{Ï |ü≥¢ eTq˝À Áù|eTqT ô|+#·T‘êsTT. n<˚$<Û+ä >± >±j·T|ü&qç ≈£îø£ÿ\T, |æ\T¢\≈£î yÓ<’ ´ä + #˚sTT+#·&+É
≈£L&Ü eTq˝À yê{Ï|ü≥¢ Áù|eTqT, ñ<ës¡uÛ≤yêìï ø£*–düTÔ+~. n+<äTπø eTq+ »+‘·Te⁄*ï ô|+#·&É+ n\yê≥T
#˚düTø√yê*. eTq+ Hê{Ïq yÓTTø£ÿ |üP\T |üPdæHê, ø±j·T\T ø±dæHê Ä <äèX¯´+ eTq≈£î n+‘·T˝Òì Äq+<ëìï
ø£*–düTÔ+~.
»+‘·Te⁄\T ` eTqTwüß\ eT<Ûä´ dü+ã+<Ûë\T ô|]π>+<äT≈£î @y˚T$T#˚kÕÔs√ $e]dü÷Ô ˇø£ ìy˚~ø£ sêj·T+&ç.
n+<äT˝À »+‘·Te⁄\ Vü≤≈£îÿ\T yê{Ïì Á≈£Ls¡yÓTÆq #·s¡´\ qT+&ç s¡ø+Ïå #·&ÜìøÏ rdüTø√e\dæq n+XÊ\qT
#·]Ã+#·+&ç. e÷qe ` »+‘·T dü+ã+<Ûë\ô|’ ˇø£ ìy˚~ø£ ‘·j·÷s¡T#˚j·T+&ç.
‘·<äT|ü] #·s¡´\T:
1. <ä>∑Zs¡˝Àì »+‘·T Á|ü<äs¡ÙqXÊ\qT dü+<ä]Ù+∫ »+‘·Te⁄\ dü+s¡ø£åDø¬ ’ rdüT≈£îH˚ #·s¡´\T ‘Ó\TdüTø√+&ç.
2. ã÷¢Áø±dt e+{Ï @<Ó’Hê ˇø£ »+‘·T dü+s¡ø£åD≤ dü+düúqT dü+<ä]Ù+∫ yês¡T#˚düTÔqï ùde\qT Á|üX¯+dæ+#·+&ç.
3. ‘=+&É*ï sêfi¯fl‘√ ø=≥º&É+, ‘·÷˙>∑\≈£î <ës¡+ ø£{Ϻ m>∑πsj·T&É+, $wü+ ˝Òìeì ‘Ó*dæHê ≈£L&Ü |üdæ]ø£
bÕeTT*ï #·+ù|j·T&É+ Ç˝≤ eTq+ düs¡<ë>± #˚ùd |üqT\˙ï düs¡sTTqy˚qì MTs¡T uÛ≤$düTÔHêïsê?
m+<äT≈£î? yê{Ï |ü≥¢ eTq u≤<Ûä´‘· @$T{Ï?
4. MTs¡T @<Ó’Hê »+‘·Te⁄qT ô|+#·T≈£î+≥THêïsê? n~ MT MT<ä Áù|eTqT #·÷|ædüTÔ+<ë? m˝≤? MT
nqTuÛÑyêìï ‘·s¡>∑‹˝À #·]Ã+#·+&ç.
5. >=+>∑[ |ü⁄s¡T>∑T˝≤+{Ï @<ÓH’ ê Ä≈£î |ü⁄s¡T>∑TH√, NeTH√, |æ≥Hº √ |ü~ ì$TcÕ\T ì•‘·+>± |ü]o*+#·+&ç.
n~ #˚ùd |üqT\T, q&Éø£, ‹q&É+ Ç˝≤ #ê˝≤ n+XÊ\T |ü]o*+#·+&ç. yê{Ï˝À MT≈£î ÄX¯Ãs¡´+
ø£*–+∫qyê{Ïì C≤_‘ê>± sêj·T+&ç. |ü]o*+#·ø£ eTT+<äT, ‘·s¡Tyê‘· <ëì MT<ä MT≈£î ø£*–q
n_ÛÁbÕj·÷\qT MT ‘·s¡>∑‹˝À #·]Ã+#·+&ç.
89
Responsible tourism
Objective
1. To understand the importance of tourism for individual and economic purposes.
2. To understand excess human activities to related to tourism can have adverse effects on
the environment.
Background
Tourism is beneficial to both the tourists and the people associated with the trade.
Tourists undertake travel for recreation, aesthetic satisfaction, appreciation of beauty, culture
and for religious purposes. Health tourism and adventure tourism are becoming popular.
Tourism brings prosperity, employment and professional progress to tourist spots. It also
promotes understanding between people of different regions. But excess human activities
cause damage to the environment and put pressure on civic amenities of tourist spots and
places.
Methodology
1. Choose a tourist place preferably close
to your locality.
2. Find out when and why it is visited by
tourists.
3. How do local people benefit from the
tourist activity?
4. Find out the adverse effects on the local
people and the environment.
5. Collect the above information through
personal observation, interview of local
people and other sources such as
newspapers, magazines and the media.
Conclusion
We jump up and down when we see the
beautiful nature. That’s why we recognize
90
n+X¯+: 21
|üsê´≥≈£s¡+>∑+ eTq u≤<Ûä´‘·\T
\ø£´å +:
1. e´øÏÔ>∑‘·, Ä]úø£ nedüsê\ <äècÕº´ |üsê´≥ø£s¡+>∑ ÁbÕeTTK´‘·qT ns¡ú+ #˚düT≈£î+<ë+.
2. |üsê´≥ø£ ÁbÕ+‘ê˝À¢ $T‹MT]q e÷qe ø±´ø£˝≤bÕ\e\¢ |üsê´es¡D+ô|q’ ø£*>π <äTÁwüŒuÛ≤yê\qT >∑T]+∫
‘Ó\TdüT≈£î+<ë+. eTq u≤<Ûä´‘·˝Ò$T{À ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
|üsê´≥ø£s¡+>∑+ |üsê´≥≈£î\‘√bÕ≥T Ä s¡+>±ìøÏ dü+ã+~Û+∫q yê´bÕs¡dTü Ô\≈£î ≈£L&Ü ˝≤uÛÑkÕ{Ï>± ñ
+≥T+~. kÕ<Ûës¡D+>± düs¡<ë ø√dü+ e÷qdæø√˝≤¢dü+ ø√dü+, kÂ+<äsê´‘·àø£ ‘·è|æÔ ø√dü+ Á|üø£è‹ Äsê<Ûäq
ø=s¡≈£î, kÕ+düÿè‹ø£, Ä<Ûë´‹àø£, eT‘·|üs¡yÓTÆq ø±s¡D≤\ ø√dü+ $$<Ûä ÁbÕ+‘ê\qT |üs¡´{ÏkÕÔs¡T. Ç{°e\
ø±\+˝À Äs√>∑´+, kÕVü≤dü+ ø√dü+ #˚ùd |üs¡´≥q\T Á|üdæ~∆#Ó+<äT‘·THêïsTT. |üsê´≥ø£s¡+>∑+˝À |üsê´≥≈£î\
dü+K´ ô|s¡T>∑T‘·T+~. Ä<ëj·T+, ñbÕ~Û‘√bÕ≥T eè‹Ô|sü y¡ TÓ qÆ n_Ûeè~∆ ≈£L&Ü |üsê´≥ø£ øπ +Á<ë\˝À #·÷&Ée#·TÃ.
$$<Ûä ÁbÕ+‘ê\ Á|ü»\ eT<Ûä´ ne>±Vü≤q≈£î |üsê´≥ø£s¡+>∑+ <√Vü≤<ä|&ü ÉT‘·T+~. ø±ì |üsê´≥ø£ πø+Á<ë\˝À
e÷qe ø±s¡´ø£˝≤bÕ\T ô|s¡>∑&É+e\q nø£ÿ&ç |üsê´es¡D≤ìøÏ qwüº+ »s¡>∑&É+‘√bÕ≥T Äj·÷ πø+Á<ë\˝À
kÂø£sê´\ô|’ e‹Ô&ç ô|s¡T>∑T‘·Tqï~.
|ü<ä∆‹:
1. MT dü M T|ü + ˝Àì ˇø£ |ü s ê´≥ø£ dü ú ˝ ≤ìï
bqTïø√+&ç.
2. |üsê´≥≈£î\T Ä ÁbÕ+‘êìï b|ü⁄Œ&ÉT, b+<äT≈£î
dü+<ä]ÙkÕÔs√ ø£qT>=q+&ç.
3. |üsê´≥≈£î\ e\¢ Ä ÁbÕ+‘· Á|ü»\T @ $<ÛäyÓTÆq
˝≤uÛ≤\qT bı+<äT‘·THêïs¡T?
4. |ü s ê´≥ø£ s¡ + >∑ + kÕú ì ø£ Á|ü » \ô|’ q ,
|üsê´es¡D+ô|’q @ $<Ûä+yÓTÆq Á|ü‹≈£L\
Á|üuÛ≤e+ #·÷|ü⁄‘·T+<√ ø£qT>=q+&ç.
5. e´øÏ Ô > ∑ ‘ · + >± |ü s ê´≥ø£ s¡ + >±ìï
dü+<ä]Ù+∫>±ì, kÕúìø£ Á|ü»\qT Ç+≥s¡÷´«
#˚dæ >±ì, ~q|üÁ‹ø£\T, yêsêÔ|Áü ‹ø£\T, Ç‘·s¡
Á|ü#ês¡ kÕ<ÛäHê\ <ë«sê >±ì düe÷#êsêìï
ùdø£]+#·+&ç.
eTT–+|ü⁄:
n+<ä y Ó T Æ q Á|ü ø £ è ‹ì #· ÷ &É > ±H˚ eTq+
dü+‘√wü+‘√ >∑+‘·T\Ty˚kÕÔ+. 91
Follow -up
1. The report may be sent to the tourism department, environment ministry and local
Panchayat with a request to take preventive measures.
2. Students can be asked to write poems, articles or paint on the theme “Man versus Nature”.
92
n$ ø=+&É\T, ø√q\T, yê>∑T\T e+ø£\T, C\bÕ‘ê\T, ñ<ë´qeHê\T, düeTTÁ<ärsê\T, ø£≥&º Ü\T, ìsêàD≤\T
yÓTT<ä˝q’… e˙ï |üsê´≥ø£ Á|ü<X˚ Ê\T>± >∑T]Ô+#ê+. ø±˙ |üsê´≥ø£ Á|ü<X˚ Ê\˙ï ø±\Twü´øπ +Á<ë\T>± e÷]b˛‘·THêïsTT.
n+<äTπø eTq+ @y˚T$T #˚j·÷˝À >∑T]Ô<ë›+.
eTq+ ÄVü‰s¡+ ‹Hêïø£ $T–*q bÕ¢dæºø˘ ø£es¡T¢, >±¢düT\T, e´sêú\T, mø£ÿ&É|ü&ç‘˚ nø£ÿ&É bÕπsj·T≈£î+&Ü
eTq yÓ+≥ ‘Ó#·TÃ≈£îqï dü+∫˝ÀH˚ y˚düT≈£î+<ë+. ∫es¡ #Ó‘·ÔãT≥º˝À y˚<ë›+.
#Ó≥T¢, >√&É\ MT<ä m˝≤+{Ï sê‘·\T sêj·T≈£î+&Ü ñ+<ë+.
{≤sTT˝…≥¢˝À e÷Á‘·y˚T eT÷Á‘·$düs¡®q #˚<ë›+.
eTq+ ãdü#˚dæq Vü≤√≥fi¯¢˝À ˙fi¯ófl, ø£¬s+≥T #ê˝≤ eè<∏ë ne⁄‘·T+{≤sTT. bòÕ´Hé øÏ+<ä ‘·&ç ã≥º\T
Äs¡y˚dæ ãj·T{ÏøÏ yÓfi¯fl&É+ e+{Ï |üqT\T #˚j·T≈£î+&Ü ñ+<ë+.
|üsê´≥ø£ ÁbÕ+‘ê\qT »HêuÛ≤‘√ ì+|ü&É+ ø±≈£î+&Ü eTq #·T≥Tº|üø£ÿ\ Á|ü<˚XÊ\qT ≈£L&Ü |üsê´≥ø£
Á|ü<˚X¯+>± s¡÷|ü⁄~<ä›&ÜìøÏ Á|üj·T‘êï\T #˚<ë›+.
|üsê´≥ø£ ÁbÕ+‘·+˝À yÓTTø£ÿ\T, #Ó≥T¢, ñ<ë´qeHê\˝À |üP\Tø√j·T&É+ e+{Ï |üqT\T #˚j·T≈£î+&Ü
ñ+<ë+.
MTs¡T ìs¡«Væ≤+∫q $$<Ûä ø£è‘ê´\ <ë«sê ùdø£]+∫q düe÷#ês¡+ Ä<Ûës¡+>± ìy˚~ø£ s¡÷bı+~+∫ MT
‘·s¡>∑‹˝À Á|ü<ä]Ù+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. MTs¡T s¡÷bı+~+∫q ìy˚~ø£qT |üsê´≥ø£XÊK, |üsê´es¡DXÊK, kÕúìø£ Á>±eT |ü+#êj·Tr\≈£î nedüsy¡ TÓ qÆ
#·s¡´\¬ø’ |ü+|ü+&ç.
2. ªe÷qe⁄&ÉT ` Á|üø£è‹μ nH˚ n+XÊ\ô|’ ø£$‘·\T, yê´kÕ\T, ∫Á‘ê\T yÓTT<ä\>∑Tq$ ìs¡«Væ≤+#·+&ç.
93
Kitchen garden
Objective
1. To udnerstand the economics of a kitchen garden.
2. To encourage the utilisation of leisure time for productive purposes.
3. Whatever vegetables we want, we can grow them in our house. It saves money and
healthy too.
Background
Many houses/homes have ample free space. As a hobby people tend to make use of this
freely available space for kitchen gardens. Kitchen gardens have a variety of seasonal
vegetables which can, to some extent, meet the requirements of the family without
completely relying on vegetables from the market. Besides involving the family members
in physical activity, this practice also helps the family in saving money and keeps them
physically active and healthy.
Methodology
1. Find out in your neighbourhood the
homes that have kitchen gardens and
those which do not have a kitchen garden
even though they have open space.
2. Find out from those that have kitchen
gardens, the different kinds of vegetables
they grow.
3. Find out the amount of money they spend
on seeds, saplings, manure, pesticides
and irrigation.
4. Also find out from both kinds of
households about the vegetables they buy
from the market.
5. Enquire from each of the households the
amount of money they spend on
vegetables per week.
94
n+X¯+: 22
ô|s¡{Ï ‘√≥
\ø£´å +:
1. eTq Ç+{Ï˝À ‘√≥ ô|+|üø£+ e\¢ ø£*π> ˝≤uÛ≤\qT ns¡ú+#˚düT≈£î+<ë+.
2. U≤∞ düeTj·÷ìï ñ‘êŒ<äø£ ø±s¡´ø£˝≤bÕ\≈£î $ìjÓ÷–+#·&Üìï Áb˛‘·‡Væ≤<ë›+.
3. eTq≈£î ø±e\dæq ≈£Ls¡>±j·T\qT Ç+{Ï˝ÀH˚ ô|+#·Tø√>∑\+. Ç~ &ÉãT“‘√bÕ≥÷ Äs√>∑´+ ≈£L&Ü.
H˚|ü<∏ä´+:
kÕ<Ûës¡D+>± >∑èVü‰\≈£î, Ç+&É¢≈£î #ê˝≤ U≤∞ düú\+ ñ+≥T+~. á U≤∞ düú\+˝À #ê˝≤eT+~ ô|s¡{Ï
yÓTTø£ÿ\qT ô|+#·T‘·T+{≤s¡T. á s¡ø£+>± e∫Ãq ≈£Ls¡>±j·T\T #ê˝≤es¡≈£î >∑èVü‰es¡düsê\≈£î dü]b˛‘êsTT.
‘√≥|üì ≈£î≥T+ã düuÛÑT´\≈£î yê´j·÷eT+>±H˚ ø±≈£î+&Ü Ä]úø£+>± ≈£L&Ü düVü‰j·Tø±].
|ü<ä∆‹:
1. MT Ç+{Ï |ü]düsê\˝À, ô|s¡{Ï ‘√≥˝Òì Ç+&Éq¢ T,
U≤∞ düú\+ ñqï|üŒ{Ïø° ô|s¡{Ï ‘√≥˝Òì Çfi¯flqT
>∑T]Ô+#·+&ç.
2. ô|s¡ { Ï ‘√≥˝À |ü + &ç + #˚ $$<Û ä s¡ ø ±\
≈£Ls¡>±j·T\ $esê\T ‘Ó\TdüTø√+&ç.
3. $‘·ÔHê\T, Hês¡T, bs¡Te⁄\T, ÁøÏ$Tdü+Vü‰s¡ø±\T,
˙{Ï edü‹¬ø’ yês¡T #˚ùd Ks¡TÃqT ‘Ó\TdüTø√+&ç.
4. ô|s¡{Ï ‘√≥ ñqïyês¡T ˝Òìyês¡T ≈£L&Ü n+>∑&ç
qT+&ç ø=qT≈£îÿe#˚à ≈£Ls¡>±j·T\ $esê\qT
‘Ó\TdüTø√+&ç.
5. ô|’ ¬s+&ÉT ≈£î≥T+u≤\ yês¡T ˇø£ yês¡+˝À
≈£ L s¡ > ±j· T \ô|’ #˚ ù d Ks¡ T Ã $esê\T
$#ê]+#·+&ç.
95
96
6. Á|ü‹ Ç+{Ï˝À #˚ùd Ks¡TÃ\ $esê\T |ü{Ϻø£ s¡÷|ü+˝À Áø√&ûø£]+#·+&ç.
7. ≈£Ls¡>±j·T\qT |ü+&ç+#·≥+ e\¢ yês¡T bı+<˚ Äq+<ëìï ‘Ó\TdüTø√+&ç.
8. MT |ü]o\q\‘√ ˇø£ ìy˚~ø£ s¡÷bı+~+#·+&ç.
eTT–+|ü⁄:
|ü#÷ ì Ç\T¢ |ü]X¯óÁuÛ+Ñ >± ñ+&É&yÉ T˚ ø±≈£î+&Ü |üsê´es¡D |üs+¡ >± ÄVü‰<¢ øä s£ +¡ >± ñ+≥T+~. Ç+{Ï#T· ≥÷º
ñqï Á|ü<˚XÊìï ‘Ó*$>± ñ|üjÓ÷–+#·T≈£î+<ë+. m‘·TÔ>± ô|]π> #Ó≥T¢ ˇø£yÓ’|ü⁄ ô|+#·T≈£î+fÒ $T–*q #√≥¢
≈£Ls¡>±j·T\T ô|+#·Tø√e#·TÃ. n˝≤π> ˇø£ #Ó≥Tº˙&É˝À, Ä<Ûës¡+ #˚düT≈£îì ô|]π> #˚≥T¢ ô|+#·Tø√&É+ eT+∫~.
ñqï ø=~› #√≥THÓ’Hê ∫qï∫qï Á|ü<˚XÊ\T ˝Ò<ë eT&ÉT\T>± $&É>=≥Tº≈£îì Ä≈£î≈£Ls¡\T, |ü+&ÉT¢, ø±j·T\T,
r>∑yTÓ Tø£ÿ\T, |üP\ yÓTTø£ÿ\T ô|+#·Tø√yê*. Ç+{Ï MT~øÏ bÕπø kıs¡, >∑TeTà&ç e+{Ï$ ô|+#·Tø√yê*. Ç+{Ï#T· ≥÷º
U≤∞Á|ü<˚X¯+ ˝Òq≥¢sTT‘˚ ô|<ä› |ü]e÷D+˝À ñ+&˚ ≈£î+&û\˝À ≈£L&Ü yÓTTø£ÿ\T ô|+#·Tø√e#·TÃ. Ç+{Ï &Üu≤\
MT<ä ≈£L&Ü s¡÷|òt>±¬s¶Hé ô|+#·Tø√e#·TÃ. Ç+{Ï˝À ô|+#·T≈£îH˚ ≈£Ls¡>±j·T\ e\¢ Äs√>∑´+ ø£\T>∑T‘·T+~.
s¡kÕj·THê\T |ü⁄s¡T>∑TeT+<äT\T yê&É+ ø±ã{Ϻ yê‘êes¡D+ ø£\Twæ‘·+ ø±<äT. Äs√>∑´+>± ñ+{≤+. ø±ã{Ϻ
s√>±\≈£î nj˚T´ eT+<äT\ Ks¡Tà ‘·>∑TZ‘·T+~. á #·s¡´\˙ï Á|üø£è‹øÏ |üsê´es¡D≤ìøÏ Væ≤‘·+ ø£*–+#˚y˚ ø£<ë!
MT |ü]o\q\ Ä<Ûës¡+>± Ç+{Ï ‘√≥ Ä]úø£+>± ˝≤uÛÑ<ëj·Tø£e÷, ˝Ò<ë nH˚~ ìs¡ísTT+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. MT ‘·s¡>∑‹˝À>±ì, bÕsƒ¡XÊ\ ÁbÕs¡úHêdüe÷y˚X¯+˝À>±ì MT ìy˚~ø£qT #·<äe+&ç.
2. MT Ç+{Ï˝À MT≈£î q∫Ãq ≈£Ls¡>±j·T\T, Ä≈£î≈£Ls¡\T ô|+#·+&ç. n+<äT≈£î ‘·–q+‘· #√≥T ˝Òø£b˛‘˚
≈£î+&û˝À¢ ô|+#·+&ç. Ä kÂø£s¡´+ ≈£L&Ü ˝Òø£b˛‘˚ ∫qï∫qï bÕ¢dæºø˘ ø£es¡¢˝À eT{Ϻ ì+|æ ø=‹ÔMTs¡,
|ü⁄BHê e+{Ï yÓTTø£ÿ\qT ô|+#·+&ç.
3. ˇø£ düqï{Ï eT÷‹ ñqï d”kÕ˝À ∫\ø£&É<äT+|üqT (¬>DTdüT>∑&ɶ ˝Ò<ë ø£+<ä>∑&ɶ) ñ+#·+&ç. BìøÏ
y˚fi¯ófl, Ä≈£î\T r>∑\T>± ô|s¡>∑&Üìï |ü]o*+#·+&ç. n|ü⁄Œ&ÉT MT nqTuÛÑ÷‘·T\qT H√≥T|ü⁄düÔø£+˝À
sêj·T+&ç.
4. MT≈£î u≤>± ÇwüºyÓTÆq ≈£Ls¡>±j·T @~? <ëì >∑T]+∫q $esê\qT ùdø£]+∫ ÁkÕÿ|t |ü⁄düÔø±ìï
‘·j·÷s¡T#˚j·T+&ç.
97
Quality of water
Objective
To study the presence of dissolved matter in water from different sources and relate it
to its suitability for drinking purpose.
Background
The drinking water that we get is contaminated with various dissolved substances such
as calcium, iron, aluminiumsalts, etc. which often cross the permissible limits. The water
in extreme cases may receive effluents from factories, small textile, printing and dyeing
units or farm run- offs. Outright harmful constituents such as arsenic, fluorides, copper,
mercury and lead are also present in drinking water in wide parts of India. These substances
cause serious ailments. It is worthwhile to find out by simple means the presence of the
various impurities.
Methodology
1. Collect samples of water (about 200
ml) from different sources,
e.g. handpumps, wells. tube wells. tanks.
ponds. rivers and taps.
2. Filter the suspended matter from the
water samples by passing through a
cotton plug kept in a funnel.
3. Now take 100 ml of each sample
separately.
4. Evaporate water from each sample till
dry. For this, take water in a steel vessel
and heat gently till all the water has
evaporated.
5. Collect the dry mass separately and
weigh it.
98
n+X¯+: 23
˙{Ï HêD´‘· ‘Ó\TdüT≈£î+<ë+
\ø£´å +:
|ü]X¯óÁuÛÑyÓTÆq ˙{ÏH˚ yê&Ü*. ø£\Twæ‘·yÓTÆq ˙{Ïì ‘ê>∑T˙{Ï nedüsê\≈£î ñ|üjÓ÷–ùdÔ ø£*π> <äTÁwüŒuÛ≤yê\
>∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
ø±*¸j·T+, ÇqTeTT, n\÷´$Tìj·T+, ñ|ü⁄Œ yÓTT<ä\>∑T |ü<ësêú\T n~Ûø£ yÓ÷‘ê<äT˝À #˚s¡&É+e\q
Á‘ê>∑T˙s¡T ø£\Twæ‘·eTÚ‘·T+~. ø=ìï dü+<äsꓤ˝À¢ ã≥º\ $T\T¢\T, s¡+>∑T\ n<ä›ø£+ |ü]ÁX¯eT\T e+{Ï yê{Ï
qT+&ç ô|<ä› b‘·TÔq ø±\Twü´ ø±s¡ø±\T #˚s¡T‘·THêïsTT. eTq <˚X¯+˝Àì #ê˝≤ ÁbÕ+‘ê\˝Àì ‘ê>∑T˙{Ï˝À
ns¡ú˝ÀVü≤ |ü<ësêú\T, bò˛¢¬s’&é, sê–, bÕ<äs¡dü+, d”dü+ yÓTT<ä\>∑T $wü‘·T\´ |ü<ësêú\Tqï≥T¢>± >∑T]Ô+#ês¡T.
M{Ïe\¢ rÁeyÓTÆq s¡T>∑à‘·\T e#˚à neø±X¯+ e⁄+~. n+<äTe\¢ düT\uÛÑ |ü<ä∆‘·T\ <ë«sê ˙{Ï˝À>∑\ ø£\Twæ‘·
|ü<ësêú\qT >∑T]Ô+#·&É+ Á|üjÓ÷»qø£s¡+.
|ü<ä∆‹:
1. $$<Ûä s¡ø±\ ˙{Ï eqs¡T\ qT+&ç düTe÷s¡T
200 $T.©. ˙{Ï qeT÷Hê\qT ùdø£]+#·+&ç.
ñ<ëVü ≤ s¡ D ≈£ î uÀs¡ T u≤e⁄\T, u≤e⁄\T,
#˚‹|ü+|ü⁄\T, #Ós¡Te⁄\T, ø=\qT\T, q˝≤¢˙s¡T
(≈£îfi≤sTT) yê>∑T\T, eT]j·TT q<äT\T.
2. ùdø£ ] +∫q ˙{Ï qeT÷Hê\qT >∑ T &É ¶ ‘ √
e&Éb˛j·T+&ç.
3. Á|ü‹ qeT÷HêqT+&ç $&ç$&ç>± 100 $T.©.
rdüTø√+&ç.
4. d”º\T –HÓï˝À ˙{Ï qeT÷Hê\qT rdüTø=ì
n+<äT˝Àì ˙s¡T |üP]Ô>± Ç–πs es¡≈£L y˚&ç
#˚jT· +&ç. Ç{≤¢ Á|ü‹ ˙{Ï qeT÷Hê≈£î #˚jT· +&ç.
5. ˙s¡T Ç–]b˛>± –HÓï˝À $T–*q |ü<ësêú\qT
‘·÷#·+&ç.
99
100
6. neX‚wü |ü<ësêú\ Ä<Ûës¡+>± ø£\Twæ‘· |ü<ësêú\qT >∑T]Ô+#·&ÜìøÏ Á|üj·T‹ï+#·+&ç.
eTT–+|ü⁄:
eTq+ ‘êπ>˙s¡T HêD´yÓTÆq~>± ñ+&Ü*. s¡øÏå‘· eT+∫˙{Ï düs¡|òüsê <ë«sê |ü+|æD° ne⁄‘·Tqï ˙s¡T
eT+∫~. á eT<Ûä´ ø±\+˝À bÕ¢dæºø˘ &Éu≤“\˝À düs¡|òüsê ne⁄‘·Tqï ˙{Ïì yê&ÉT‘·THêï+. Ç~ eT+∫˙s√ ø±<√
ìsê∆]+#·Tø√e&É+ eTq u≤<Ûä´‘·. ˙{Ï HêD´‘· ˝À|æùdÔ n~ nH˚ø£ s√>±\≈£î <ë] rdüTÔ+~. bòÕ´ø£ºØ\ qT+&ç #˚πs
ø£\Twæ‘ê˝Ò ø±≈£î+&Ü uÛÑ÷$T˝Àì \eD≤\T ˙{Ï Á|üyêVü≤+‘√ e∫Ã#˚πs e´sêú\T ≈£L&Ü ø±\TcÕ´ìøÏ
ø±s¡DeTe⁄‘·THêïsTT. eTq≈£î düs¡|òüsê ne⁄‘·Tqï ˙s¡T HêD´‘· m˝≤ ñ+<√ ìsê∆]+#·Tø√yê*‡q u≤<Ûä´‘·
eTq<˚.
á n+XÊ\ìï+{Ïì <äèwæº˝À ñ+#·T≈£îì ˙{Ï˝À ø£]–e⁄qï $$<Ûä |ü<ësêú\ |ü]e÷D≤\T, yê{Ïe\¢ ø£*π>
|òü*‘ê\ô|’ ˇø£ ìy˚~ø£ sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
1. XÊÁdüÔy˚‘·Ô\T, $wüj·T ì|ü⁄DT\ düVü‰j·T+‘√ ˙{Ï˝Àì Vü‰ìø±s¡ |ü<ësêú\ >∑T]+∫ ‘Ó\TdüTø=ì MT
ìy˚~ø£˝À bı+<äT|üs¡Ã+&ç. ‘·s¡>∑‹˝À , düe÷»+˝Àì $$<Ûä dü+düú\ eTT+<äT Á|ü<ä]Ù+#·+&ç.
2. Á|ü»\+<ä]ø° HêD´yÓTÆq eT+∫ ˙s¡T m+<äT≈£î \_Û+#·&É+ ˝Ò<äT? ø±s¡D≤\T #·]Ã+#·+&ç. |ü]cÕÿsê\T
dü÷∫+#·+&ç.
bÕ¢düºsY Ä|òt bÕ]dt, bÕ<äs¡dü+, ø±&çàj·T+, d”dü+, ø£s¡“q+ yÓTT<ä˝…’q nbÕj·Tø£s¡yÓTÆq Je$∫ä‹Ô
#Ó+<äì |ü<ësêú\‘√ $>∑ÁVü‰\qT ‘·j·÷s¡T#˚dæ düeTT<ëÁ\T eT]j·TT Ç‘·s¡ ˙{Ï eqs¡T\˝À ìeT»®q+
#˚j·T&É+ e\q ˙s¡+‘ê ø£\Twæ‘·+ ne⁄‘·T+~.
101
Objective
To become aware of the need to save endangered species.
Background
All the living organisms, be it plants, animals or microorganisms, have a specific role
to play in the ecosystem in which they exist. Some of these organisms face the risk of
becoming extinct because of decreasing numbers that are caused by destruction of their
habitat, hunting, poaching, excessive utilisation, etc. These are called endangered species.
Many countries, including India, have laws that forbid hunting of such species. Endangered
animals are also preserved in reserved forests. However, some species are also dying silently.
We need to do something to prevent their extinction in order to maintain the ecological
balance.
Methodology
1. List ten endangered species, each under
the categories of birds and other animals
of both land and water in our country.
2. Locate and describe the regions to which
they belong (for example on a map).
3. Find out the causes of their declining
numbers.
4. Prepare a flow chart to show the
decrease in their numbers over the past
ten years.
5. List the sanctuaries, national parks and
reserve forests where these endangered
species are looked after.
6. List steps which can save them from
extinction.
102
n+X¯+: 24
n+‘·]+∫b˛‘·Tqï »+‘·TC≤˝≤ìï |ü]s¡øÏå<ë›+
\ø£´å +:
|ü≈£åî*ï, »+‘·Te⁄*ï |ü]s¡øÏå+#·Tø√yê*. n~ eTq u≤<Ûä´‘·.
H˚|ü<∏ä´+:
Jyêes¡D+˝À Á|ü‹ ÁbÕDÏøÏ, yÓTTø£ÿ\≈£î, »+‘·Te⁄ \≈£î, dü÷ø£åàJe⁄\≈£î ˇø£ Á|ü‘˚´ø£ kÕúq+ ñ+~. yê{Ï
Äyêdü ÁbÕ+‘ê\qT $<Ûä«+dü+ #˚j·T&É+, y˚{≤&É&É+ yÓTT<ä\>∑T ø±s¡´ø£˝≤bÕ\ <ë«sê M{Ï˝À ø=ìï ÁbÕDT\T
n+‘·]+∫b˛j˚T <äX¯≈£î #˚s¡T≈£îHêïsTT. M{ÏH˚ ‘·]– b˛‘·Tqï »+‘·TC≤˝≤\T n+{≤s¡T. uÛ≤s¡‘·<˚X¯+‘√ düVü‰
#ê˝≤ <˚XÊ\T ‘·]–b˛‘·Tqï »+‘·TC≤˝≤ìï s¡øÏå+#·&É+ ø√dü+ Á|ü‘˚´ø£ #·{≤º\qT neT\T˝ÀøÏ ‘Ó#êÃsTT. n<˚
$<Ûä+>± ‘·]–b˛‘·Tqï »+‘·T C≤˝≤ìï s¡øÏå+#·&ÜìøÏ s¡øÏå‘· n≥M ÁbÕ+‘ê\qT Á|ü‘˚´ø£+>± @sêŒ≥T#˚j·T&É+
#˚düTÔHêïs¡T. nsTTq|üŒ{Ïø° Ç|üŒ{Ïπø ø=ìï »+‘·Te⁄\T ìX¯Ùã›+>± ø£qTeTs¡T¬>’ b˛‘·THêïsTT. |üsê´es¡D
düeT‘·T\´+ bÕ{Ï+#·&ÜìøÏ, ‘·]–b˛‘·Tqï »+‘·T C≤˝≤ìï dü+s¡øÏå+#·&ÜìøÏ ø=ìï #·s¡´\T rdüTø√e\dæq
nedüs¡+ ñ+~.
|ü<ä∆‹:
1. ˙{Ï ˝ À, uÛ Ñ ÷ $Tô|’ q ìedæ + #˚ ,
n+‘·]+∫b˛‘·Tqï »+‘·Te⁄\T, |ü≈£åî\qT
>∑T]Ô+∫ ˇø£ C≤_‘ê ‘·j·÷s¡T#˚j·T+&ç.
2. Ä »+‘·Te⁄\T @ ÁbÕ+‘êìøÏ #Ó+~qy√
>∑T]Ô+∫, Ä ÁbÕ+‘ê\ >∑T]+∫ sêj·T+&ç.
3. M{Ï dü+K´ ‘·–Zb˛e&ÜìøÏ ø±s¡D≤\T ‘Ó\TdüT
ø√+&ç.
4. >∑‘· 10 dü+e‘·‡sê\˝À yê{Ï dü+K´ @
Áø£eT+˝À ‘·>∑TZ‘·÷ edüTÔ+<√ bò˛¢#êsYº <ë«sê
#·÷|ü+&ç.
5. n+‘·]+∫b˛‘·Tqï JeC≤‘·T\qT dü+s¡øÏå+#˚
$$<Ûä dü+s¡ø£åD πø+Á<ë\T , s¡øÏå‘· n&Ée⁄\
$esê\‘√ C≤_‘ê ‘·j·÷s¡T#˚j·T+&ç.
6. »+‘· T e⁄\T n+‘· ] +∫ b˛≈£ î +&Ü
rdüTø√yê*‡q #·s¡´\qT sêj·T+&ç.
103
Follow-up
1. Try to publish your study report in a magazine or a newspaper.
2. Try to find out the reasons why certain species have become extinct in the past.
3. Organise a debate in your class on whether cloning of endangered animals is an
appropriate solution for their conservation.
104
eTT–+|ü⁄:
Á|üø£è‹˝À Á|ü‹ J$ $\TyÓ’q<˚. <˚ì Á|ü‘˚´ø£‘· <ëìøÏ ñ+≥T+~. ˇø£ ÁbÕDÏ n+‘·]+∫+<ä+fÒ ÄVü‰s¡
C≤\+˝À n~ rÁeyÓTÆq Á|üuÛ≤yêìï #·÷|ædüTÔ+~. |ü]düsê\˝À qT+&ç |æ#·TÃø£\˙ï e÷j·TyÓTÆb˛‘˚ ø°≥ø±\
dü+K´ >∑D˙j·T+>± ô|]–b˛‘·T+~. Ç~ |ü+≥\ô|’ Á|üuÛ≤yêìï #·÷|ædüTÔ+~. ~>∑Tã&ç ‘·–Zb˛‘·T+~. n+<äTπø
JeC≤‘·T\˙ï J$+#˚˝≤ eTq #·s¡´\T+&Ü*.
MT n<Ûä´j·Tq+ Ä<Ûës¡+>± Äj·÷ »+‘·Te⁄\T, yê{Ï ÄyêdüÁbÕ+‘ê\ ∫Á‘ê\qT bı+<äT|üs¡Tdü÷Ô ˇø£
ìy˚~ø£ s¡÷bı+~+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. MT n<Ûä´j·Tq ìy˚~ø£qT yêsêÔ |üÁ‹ø£˝À¢ ˝Ò<ë ~q|üÁ‹ø£˝À¢ Á|ü#·T]+#˚ Á|üj·T‘·ï+ #˚j·T+&ç.
2. >∑‘·+˝À n+‘·]+∫b˛sTTq ø=ìï »+‘·T C≤‘·T\T @ ø±s¡D≤\e\¢ n+‘·]+#êjÓ÷ ‘Ó\düTø√e&ÜìøÏ
Á|üj·T‹ï+#·+&ç. eT]ø=ìï n+‘·]+∫b˛≈£î+&Ü eTq+ @y˚T$T #˚j·Te#·TÃ.
3. n+‘·]+∫b˛‘·Tqï »+‘·Te⁄\qT ø√¢ì+>¥ <ë«sê dü+s¡øÏå+#·≥+ dü¬s’q |ü]cÕÿs¡y˚THê? á n+X¯+ô|’ MT
‘·s¡>∑‹˝À #·s¡ÃqT ìs¡«Væ≤+#·+&ç.
105
Objective
To find out the quality of milk production in different varieties of cattle.
Background
With the rise in the demand of milk and milk products, the production of milk has
increased enormously. These have been made possible due to animal breeding. Different
high yielding varieties of animals are breed so as to increase the production of milk and
meat.
Methodology
1. Visit a cattle farm where milk is
produced in large quantities.
2. Speak with the manager or caretaker of
the farm and find out the following:
(a) The varieties of animals that are reared
in the farm for increased milk
production.
(b) From where do they get such varieties
of animals?
(c) The amount of milk produced per high
yielding cattle per day in the farm.
(d) The amount of milk produced per cattle
per day by ordinary cattle.
(e) Find out if any artificial methods are
adopted to increase the production.
Conclusion
We try to porduce more meat the food
needs of increasing population. High meat
giving sheep, hen, and milk giving buffaloes
are foreign cross breaders. These are not
106
n+X¯+: 25
kÕúìø£ C≤‘·T˝Òï ô|+#·T<ë+, |ü]s¡øÏå+#·T≈£î+<ë+
\ø£´å +:
eTq ÁbÕ+‘·+˝À |üPs¡«ø±\+ qT+&û ô|+#·T‘·Tqï Je C≤‘·T*ï >∑T]+∫ yê{Ï ô|+|üø£+ e\¢ ø£*π> ˝≤uÛ≤\
>∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
H˚|ü<∏ä´+:
bÕ\T, bÕ\ ñ‘·Œ‘·TÔ\ –sêø° ô|s¡>∑&É+ e\q bÕ\ñ‘·Œ‹Ô ≈£L&Ü u≤>± ô|]–+~. Ç~ n~Ûø£
ñ‘·Œ‹Ôì#˚à »+‘·Ts¡ø±\e\¢ kÕ<Ûä´+ nsTT+~. n~Ûø£ yÓTT‘·Ô+˝À bÕ\T, e÷+dü+ ñ‘·Œ‘·TÔ\ ø√dü+ $$<Ûä
s¡ø±\ n~Ûø√‘·Œ‹Ôì#˚à »+‘·Te⁄\qT ô|+#·T‘·THêïs¡T.
|ü<ä∆‹:
1. n~Ûø£ yÓTT‘·+Ô ˝À bÕ\qT ñ‹Œ‹Ô #˚ùd |üXó¯ b˛wüD≤
πø+Á<ëìï dü+<ä]Ù+#·+&ç.
2. Ä |üX¯ób˛wüD j·T»e÷ì, |üs¡´y˚ø£å≈£îì‘√ øÏ+~
n+XÊ\qT >∑T]+∫ e÷{≤¢&É+&ç.
b) n~Ûø£ yÓTT‘·+Ô ˝À bÕ\ì#˚à »+‘·Te⁄\ s¡ø±\T
@$?
_) n≥Te+{Ï |üXó¯ e⁄\qT bø£ÿ&ç qT+&ç rdüTø=ì
ekÕÔs¡T.
dæ) ˇø£ s√E˝À n~Ûø£ ñ‘·Œ‹Ô #˚ùd |üX¯óe⁄\T
b+‘· |ü]e÷D+˝À bÕ\qT ñ‘·Œ‹Ô #˚kÕÔsTT.
&ç) ˇø£ s√E˝À kÕ<Ûës¡D |üX¯óe⁄\T b+‘·
|ü]e÷D+˝À bÕ\qT ñ‘·Œ‹Ô#˚kÕÔsTT.
Ç) @yÓTÆHê ø£èÁ‹eT |ü<ä∆‘·T\ <ë«sê bÕ\
ñ‘·Œ‹Ôì ô|+#˚ Á|üj·T‘·ï+ »]–+<ë?
eTT–+|ü⁄:
ô|s¡ T >∑ T ‘· T qï »HêuÛ ≤ ÄVü ‰ s¡ nedü s ê\T
rs¡Ã&ÜìøÏ m≈£îÿe ñ‘·Œ‹Ô #˚j·÷\ì eTqeT+‘ê
uÛ≤$düTÔ+{≤+. n~Ûø£ ñ‘·Œ‹Ôì#˚à ø√fi¯ófl, π><Ó\T,
>=Á¬s\T yÓTT<ä˝…’qe˙ï $<˚o dü+ø£s¡ C≤‘·T\T.
107
The per capita availbility of the milk in India is about 2.21 g per
day but this is still very low as compartd to devoloped nations or the
world average of 285 g per day.
108
Ç$ eTq yê‘êes¡D |ü]dæú‘·T\≈£î nqTyÓ’q$ø±e⁄. ô|’>± M{Ï ìs¡«Vü≤D m+‘√ KØ<Ó’q~. n+<äTπø eTq
kÕúìø£ C≤‘·T˝…q’ ã+>√s√ ø√fi¯ófl, eTTÁsêC≤‹ >π <Ó\T e+{Ï$ ô|+#·Tø√e&É+ nedüs+¡ . Ç$ s√>±\qT ‘·≥Tº≈î£ ì
J$kÕÔsTT. ‘·≈£îÿe ñ‘·Œ‹Ô e∫Ãq|üŒ{ÏøÏ kÕúìø£ C≤‘·T\ ô|+#·Tø√&É+ m+‘√ düT\uÛÑ+.
n~Ûø£ bÕ\ ñ‘·Œ‹Ô ì#˚à |üX¯ós¡ø±\qT >∑T]+∫ MT n<Ûä´j·Tq+ Ä<Ûës¡+>± yê´dü+ sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
1. ø√fi¯fl ô|+|üø£ πø+Á<ëìï dü+<ä]Ù+∫ >∑T&ÉT¢, e÷+dü+ Ç#˚à $$<Ûä s¡ø±\ ø√fi¯fl C≤‘·T\qT
>∑T]+∫q $esê\T ‘Ó\TdüTø√+&ç.
2. Hê≥Tø√&ç >∑T&ÉT¢, e÷dü+ s¡T∫>± ñ+≥T+~ n+{≤s¡T ø£<ë! Á|üdüTÔ‘·+ M{Ï KØ<äT m≈£îÿe>±
ñ+&É&ÜìøÏ ø±s¡D≤\T @$T{Ï? Ç$ n+<ä]ø° n+<äTu≤≥T˝ÀøÏ sêyê\+fÒ @$T #˚j·÷*?
109
Objectives
1. To become aware of the various home remedies available for treatemnt of bee sting
2. To appreciate and uphold parctice of traditional knowledge for treatment of various
ailments
Background
Various home remedies are still used as first-aid for wounds or common ailments.
These practices help in finding quick solutions in times of emergency. Understanding these
practices helps in deriving the science involved in it and also keeps the traditional knowledge
of medicine alive. Bee or wasp sting is one such wound for which cost effective home
remedies are available.
Methodology
1. Consult the elders in your family or
neighbourhood and find out how a bee
sting can be treated.
2. List down the remedies suggested by
them.
3. Collect the materials used.
4. Test the pH of each by making a paste
or solution whichever is appropriate.
Find out whether they are acidic or
alkaline and the range of acidity/
alkalinity.
5. Record your observations and
categorise the materials in order of
preference of their usage in your area.
Conclusion
Usually insects attack for self defence.
Though their bite is not life threatening it
110
n+X¯+: 26
ø°≥ø±\ ø±≥TøÏ Ç+{Ï yÓ’<ä´+
\ø£´å +:
1. ‘˚HÓ{°>∑\T ≈£î{Ϻq|ü⁄Œ&ÉT ñ|üjÓ÷–+#˚ ∫{≤ÿ\ô|’ ne>±Vü≤q ô|+#·T<ë+.
2. s¡ø£s¡ø±\ s√>±\≈£î kÕ+Á|ü<ëj·T |ü<ä∆‹˝À #˚ùd ∫øÏ‘·‡\qT ‘Ó\TdüT≈£î+<ë+, bÕ{Ï<ë›+.n_ÛÛq+~<ë›+.
H˚|ü<∏ä´+:
kÕ<Ûës¡D »ãT“\≈£î, >±j·÷\≈£î H˚{Ïø° eTq+ >∑èVü≤ yÓ’<ë´ìï bÕ{ÏdüTÔHêï+. n‘·´edüs¡ düeTj·÷\˝À
‘·øDå£ |ü]cÕÿsêìøÏ Ç~ <√Vü≤<ä+ #˚dTü +Ô ~. >∑èVü≤ yÓ<’ ´ä |ü<‘∆ä T· \qT ns¡+ú #˚dTü ø√e&É+ <ë«sê <ëì˝À XÊÁdüCÔ ≤„Hêìï
ns¡+ú #˚dTü ø√e&É+‘√bÕ≥T, dü+Á|ü<ëj·T yÓ<’ ë´ìï düJe+>± ñ+#·&ÜìøÏ M\e⁄‘·T+~. ‘˚H{Ó >° \∑ T ˝Ò<ë ø£+~Ø>∑\T
e+{Ï$ ≈£î{Ϻq|ü⁄Œ&ÉT Ç+{Ï e<˚› #˚düT≈£îH˚ ∫{≤ÿ\THêïsTT.
|ü<ä∆‹:
1. MT |ü]düsê\˝À, Ç+{À¢ ñqï ô|<ä›yê]ì
dü+Á|ü~+∫ ø°≥ø±\ ø±≥T≈£î b˝≤+{Ï yÓ’<ä´+
#˚kÕÔs√ ‘Ó\TdüTø√+&ç.
2. yês¡T dü÷∫+∫q >∑èVü≤∫{≤ÿ\ C≤_‘êqT
‘·j·÷s¡T#˚j·T+&ç.
3. ∫{≤ÿ\˝À yê&˚ |ü<ësêú\qT ùdø£]+#·+&ç.
4. ñ|üX¯eTHêìøÏ yê&çq |ü<ësêú\ pH qT
|ü Ø øÏ å + #· + &ç . yê{Ï ÄeT¢ , øå ± s¡ ,‘· ≥ dü ú
>∑TD≤\qT, yê{Ï jÓTTø£ÿ pH kÕúsTT\qT
ø£qTø√ÿ+&ç.
5. MT |ü]o\q\qT qyÓ÷<äT#˚dæ, MT ÁbÕ+‘·+˝À
ñ|ü j Ó ÷ –+#˚ ñ|ü X ¯ e Tq |ü < ësêú \ qT
ÁbÕ<Ûëq´‘ê Áø£eT+˝À eØZø£]+#·+&ç.
eTT–+|ü⁄:
112
ÁbÕD≤bÕj·T+ ø£*–+#˚~ ø±q|üŒ{ÏøÏ yê|ü⁄ H=|æŒ, u≤<Ûä rÁe+>± ñ+{≤sTT. ‘˚HÓ{°>∑\T, ø£+~Ø>∑\ >∑÷fi¯ó
fl bÕ&ÉT#˚j·T≈£L&É<äT. yê{Ï ìyêkÕ\qT C≤Á>∑‘·Ô>± |ü]o*ùdÔ eTq≈£î #ê˝≤ ÄX¯Ãs¡´+ ø£*–+#˚ n+XÊ\T
‘Ó\TkÕÔsTT. bÕeTT\T, ‘˚fi¯ófl, ø=ìï s¡ø±\ kÕ©fi¯ófl, C…Ás¡T\T Vü‰ì #˚ùdy˚ nsTTq|üŒ{ÏøÏ yê{Ïì <=]øÏq$
<=]øÏq≥T¢ #·+|üe\dæq nedüs¡+ ˝Ò<äT. n$ eTq+ ìyêdüÁbÕ+‘ê\˝ÀøÏ e∫à Á|üe÷<ä+ ø£*–+#·e#·TÃ.
ø±ã{Ϻ yê{Ïì |ü{Ϻ+∫ <ä÷s¡+>± e~*ô|≥º&É+ eT+∫~. bÕeTT\ e+{Ï $wü»+‘·Te⁄\T ‘·eT ÄyêkÕ\T
ø√˝ÀŒe&É+ e\¢ CHêyêkÕ˝À¢øÏ edüTÔHêïsTT. Á|üø£è‹˝À <=]πø nH˚ø£ s¡ø±\ Ä≈£î\T, <äT+|ü\T yÓ’<ä´+˝À ñ
|üjÓ÷>∑|ü&É‘êsTT. ø±ã{Ϻ n˝≤+{Ï eèø£åC≤‘·T\T ø±bÕ&ÉTø√&É+ eTq+<ä] u≤<Ûä´‘·.
MT n<Û´ä j·Tq+ <ë«sê ø°≥ø±\T ≈£î{Ïqº |ü⁄Œ&ÉT ñ|üXe¯ THêìøÏ yê&˚ |ü<ësêú\≈£î e⁄+&Ü*‡q pH ‘Ó\TdüTø√+&ç.
ø°≥ø£+ ≈£î{Ϻq|ü⁄&ÉT $&ÉT<ä\#˚ùd s¡kÕj·Tq+ jÓTTø£ÿ pH $\Te m+‘· ñ+≥T+<√ }Væ≤+#·+&ç.
‘·<äT|ü] #·s¡´\T:
1. düe÷#êsêìï #ês¡Tº˝À sêdæ MT düVü≤ $<ë´s¡Tú\‘√ |ü+#·Tø√+&ç.
2. áHê{Ïø° kÕ+Á|ü<ëj·T |ü<ä∆‹˝À ∫øÏ‘·‡#˚ùd yê´<ÛäT\ $esê\qT ‘Ó\TdüTø√+&ç.
3. ≈£îø£ÿ, |æ*¢ yÓTT<ä˝>∑Tq$ ø£s¡∫q|ü⁄Œ&ÉT #˚ùd Á|ü<∏äeT ∫øÏ‘ê‡ |ü<ä∆‘·T\qT ‘Ó\TdüTø√+&ç.
Wwü<ä yÓTTø£ÿ\≈£î n~Ûø£ bÕÁ<Ûëq´‘· ñ+~. 60% ô|>’ ± |üÁ|ü+#· »HêuÛ≤ |üÁ‘·´ø£+å >± Wwü<ä yÓTTø£ÿ\ô|H’ ˚
Ä<Ûës¡|ü&ç ñ+~.
113
Save Electricity
Objective
Electricity is one of the powerful energy resources in our daily life. So we have to save
electricity.
Background
We are producing electricity in different ways.
Through water - Hydro electricity,
Through Coal - Thermal electricity,
Through Radio activity - Nuclear electricity,
Through Air - Wind power,
Through Tides - Tidal electricity.
If there is no electricity Our daily life
activities will we be disturbed. We are
wasting so much of electricity and paying
more money to electricity department. If
we provide awareness to people on this
issue they can reduce their electricity bills
and can save electricity.
Methodology
1. Make the list of students houses with
the help of class leader
2. Know the situation in which students
are using electricity in their houses.
3. Collect details of monthly electricity
bills.
4. Find out in which month electricity bills
are more.
5. Find the electricity saving situation.
114
n+X¯+: 27
$<äT´‘YX¯øÏÔì Ä<ë#˚<ë›+
\ø£´å +:
$<äT´‘YXø¯ ÔÏ eTq <Óq’ +~q J$‘·+˝À n‘·´+‘· $\TyÓq’ X¯øÔÏ eqs¡T ø±ã{Ϻ <ëìì bı<äT|ü⁄>± yê&ÉT≈£î+<ë+.
H˚|ü<∏ä´+:
$<äT´‘Y X¯øÏÔì eTq+ nH˚ø£ |ü<ä∆‘·T\ <ë«sê ñ‘·Œ‹Ô #˚düTÔHêï+.
˙{Ï<ë«sê ` »\$<äT´‘Y
u§>∑TZ<ë«sê ` <∏äs¡à˝Ÿ $<äT´‘Y
πs&çjÓ÷<Ûë]àø£‘· <ë«sê ` q÷´øÏ¢j·TsY $<äT´‘Y
>±* <ë«sê ` |üeq $<äT´‘Y
düeTTÁ<ä|ü⁄ n\\T <ë«sê ` f…Æ&É˝Ÿ $<äT´‘Y
116
6. eè<∏ë>± yÓ\T>∑T‘·Tqï ã\T“\qT, eè<∏ë>± ‹s¡T>∑T‘·Tqï bòÕ´qT\qT, bsTTsY ≈£L\s¡¢qT, Á|òæCŸ\qT dæ«#Y
Ä|òt#˚dæ $<äT´‘Yì Ä<ë#˚j·Te#·TÃqì ne>±Vü≤q ø£*Œ+#·T≥.
7. ne>±Vü≤q ø£*Œ+∫q ‘·sê«‘· HÓ\yê] _\T¢\ $esê\ ùdø£s¡D
8. eè<∏ë ø£¬s+≥T Ks¡TÃô|’ ne>±Vü≤q ø£*Œ+∫q eTs¡Tdü{Ï HÓ\ _\T¢\T ‘·–Zq $<Ûëq+ $<äT´‘Y Ä<ëqT
‘Ó*j·TCÒj·TT≥.
eTT–+|ü⁄:
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yê&ÉT≈£î+≥Tqï+<äTe\¢ sêuÀj˚T ◊<äT <äXÊu≤›\ ‘·sê«‘· Ç$ |üP]Ô>± n&ÉT>∑+{Ïb˛j˚T Á|üe÷<ä+ ñ+~. ø±ã{Ϻ
M{Ïì bı<äT|ü⁄>± yê&ÉTø√&É+‘√ bÕ≥÷ Ç‘·s¡ e÷sêZ\T yÓ‘·Tø√ÿyê*. Ç+<äTø√dü+ kÂs¡X¯øÏÔì, |üeqX¯øÏÔì,
n\\qT+&ç $<äT´‘YqT ‘·j·÷s¡T#˚dæ $ìjÓ÷–+#·T≈£î+≥THêï+. Á|ü‘ê´e÷ïj·÷ eqs¡T\qT nH˚«wæ+#·&É+
nedüs¡y˚T nsTTq|üŒ{ÏøÏ ñqï eqs¡T\qT n‘·´+‘· bı<äT|ü⁄>± yê&ÉTø√e&Üìï n\yê≥T #˚düTø√yê*. M~Û˝…’≥T¢
eè<∏ë>± yÓ\T>∑T‘·T+&É&É+, ø±sê´\j·÷\˝À nedüs¡+ ˝Òø£b˛sTTHê ˝…’≥T¢, bòÕ´qT¢ |üì#˚düTÔ+&É&É+ yÓTT<ä˝…’q
yê{Ï e\¢ m+‘√ $<äT´‘Y eè<Ûë ne⁄‘·T+~. |üsê´es¡D $TÁ‘·T&Ó’q $<ë´]ú nqedüs¡+>± {Ï.$. ø£+|üP´≥sY,
yÓTTu…’˝Ÿ yê&É&Üìï ‘·–Z+#ê*. >∑~˝À qT+&ç ãj·T≥≈£î yÓfi‚fl≥|ü⁄&ÉT bòÕ´qT¢, ˝…’≥T¢, dæ«#Y\T Ä]Œy˚j·T&É+
n\yê≥T #˚düTø√yê*.
1. $<äT´‘Y eè<∏ë nj˚T´ $$<Ûä dü+<äsꓤ\ ìy˚~ø£ sêj·T+&ç
2. MT >∑èVü‰\˝À $<äT´‘Yì Ä<ë #˚ùd Á|üD≤[ø£\qT sêj·T+&ç.
‘·<äT|ü] #·s¡´\T:
1. ‘·s¡>∑‹ >∑~˝Àì $<ë´]ú˙ $<ë´s¡Tú\T ø£¬s+≥Tì @ @ |ü<ä∆‘·T\ <ë«sê bı<äT|ü⁄>± yê&ÉT≈£îHêïs¡T. @
s¡ø+£ >± ø£s¬ +≥T _\T¢\qT ‘·–+Z #·T≈£îHêïs√ $T>∑‘ê bÕsƒX¡ Ê\ ‘·s>¡ ‹∑ $<ë´]ú˙ $<ë´s¡T\ú ‘√ #·]Ã+#·+&ç.
2. ª_ø±Héμ ø±s¡´Áø£e÷˝À¢ bÕ˝§Zq+&ç. ‘·s¡>∑‹ >∑~˝À $<ë´]ú˙ $<ë´s¡Tú\ Ç+&É¢ $esê\T ø£¬s+≥T _\T¢\
‘·>∑TZ<ä\ |ü{Ϻø£\qT ]ø±s¡T¶#˚dæ e´‘ê´kÕ\qT >∑eTì+#·+&ç.
kÕ+Á|ü<ëj˚T‘·s¡ Ç+<Ûäq eqs¡T\ dü+düú bÕsƒ¡XÊ\\ $<ë´s¡Tú\≈£î Ç+<Ûäq eqs¡T\ $ìjÓ÷>∑+ô|’
ne>±Vü≤q ø£*–+#·&ÜìøÏ ªu≤\\ Ç+<Ûqä |ü]s¡øDå£ |ü<øä∏ +£ μ(_ø±Hé) <ë«sê øÏ+~ n+XÊ\ô|’ ne>±Vü≤Hê
ø±s¡´Áø£e÷\T ìs¡«Væ≤k˛Ô+~.
• >∑èVü≤ Ç+<Ûäq $ìjÓ÷>∑+, bı<äT|ü⁄ô|’ ne>±Vü≤q
• e´ekÕj·T Ç+<Ûäq $ìjÓ÷>∑+, bı<äT|ü⁄ô|’ ne>±Vü≤q
• kÕe÷õø£ Ç+<Ûäq $ìjÓ÷>∑+, bı<äT|ü⁄ô|’ ne>±Vü≤q
• düVü≤» Ç+<Ûäq ñ‘·Œ‹Ô, $qjÓ÷>∑ düeTj·T+˝À $&ÉT<ä\j˚T´ ø±\TcÕ´\ô|’ ne>±Vü≤q
• kÕ+Á|ü<ëj˚T‘·s¡ Ç+<Ûäq eqs¡T\ $ìjÓ÷>∑+, Bs¡Èø±*ø£ n_Ûeè~∆ô|’ ne>±Vü≤q
• >∑èVü≤, e´ekÕj·T, s¡yêD≤˝À¢ ñ|üjÓ÷–+#˚ Ç+<Ûäq bı<äT|ü⁄, kÕeTs¡´ú +ô|’ ne>±Vü≤q, Ä&ç{Ï+>¥
• Ç+<Ûäq bı<äT|ü⁄ yês√‘·‡yê\qT ìs¡«Væ≤+#·&É+.
117
118
uÛÑ$wü´‘Y Ç+<ÛäHê\T
á Ä<ÛäTìø£ j·TT>∑+˝À s√Es√EøÏ Ç+<Ûäq+ nedüs¡+ ô|s¡T>∑T‘·÷ ñ+~. ª_ø±Héμ n+#·Hê\ Á|üø±s¡+
Á|üdTü ‘Ô +· ñqï Á|üø±s¡+ Ç+<Ûqä $ìjÓ÷>∑+ uÛ$Ñ wü´‘·T˝Ô À e⁄+&˚ $ìjÓ÷>∑+ ô|s¡T>∑T<ä\qT n+#·Hêy˚ùdÔ Á|üdTü ‘Ô +·
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eqs¡T\T. yê{Ïì eTq+ ñ|üj÷Ó –+#ê*. Ç$ X¯øìÔÏ kÕÔjT˚ ‘·|Œü ø±\Twü´+ ø£*–+#·e⁄. M{Ïì ‹]– bı+<äe#·TÃ.
b+‘√ #·e¬ø’q$ ≈£L&Ü. ãjÓ÷>±´dt bÕ¢+≥¢ e\q |üsê´es¡D+ yÓTs¡T>∑T|ü&ÉT‘·T+~. M{Ïì Áb˛‘·‡Væ≤+#ê*.
Ç+<Ûqä +ô|q’ yêdüyÔ ê\T
<˚X¯+˝À ñ‘·Œ‹Ô nj˚T´ yÓTT‘·Ô+ yêDÏ»´ Ç+<ÛäHê\˝À <ë<ë|ü⁄ 50% |ü]ÁX¯eT\ s¡+>∑+˝ÀH˚
$ìjÓ÷>∑eTe⁄‘·Tqï~. ø=ìï bÕ]ÁXÊ$Tø£ s¡+>±\˝À Ç+<Ûäq+ 65% $ìjÓ÷>∑eTe⁄‘·T+~.$esê\T Ç˝≤
ñHêïsTT.
• n\÷´$Tìj·T+ ` n\÷´$Tìj·T+ ñ‘·Œ‹Ô e´j·T+˝À <ë<ë|ü⁄ 40% Ç+<Ûäq+ Ks¡TÃ<˚. yÓTT‘·Ô+
$ìjÓ÷>∑eTj˚T´ Ç+<Ûäq+˝À $<äT´‘Y 80% e⁄+fÒ u§>∑TZ, #·eTTs¡T ≈£L&Ü ñ|üjÓ÷–+#· ã&ÉT‘·THêïsTT.
• f…ø˘‡f…Æ˝Ÿ ` yÓTT‘·Ô+ ñ‘·Œ‹Ô e´j·T+˝À u§>∑TZ, $<äT´‘Y eT]j·TT |òüπsïdt ÄsTT˝Ÿ\T ø£*dæ 12% ` 15%
es¡≈£î e⁄HêïsTT. Ç+<Ûäq+ Ä<ë n~Ûø£+˝À n~Ûø£+>± 23% es¡≈£L kÕ~Û+#·e#·TÃ.
• ù||üsY ` |ü˝ŸŒ, ø±–‘·+ |ü]ÁX¯eT˝À yÓTT‘·Ô+ nj˚T´ Ks¡TÃ˝À Ç+<Ûäq+ yê{≤ 30%. ∫qï $T\T¢\ ø£+fÒ
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ñ+{≤sTT.
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• _.Ç.Ç ` ã÷´s√ Ä|òt mqØ® m|òæwæj·T˙‡ (|üesY ùd$+>¥ ¬>’&é, kÕºsY >∑Ts¡TÔ ø£*–q ñ|üø£s¡D≤\T)
• Ç.dæ._.dæ` mqØ® ø£+»πs«wüHé _*¶+>¥ ø√&é‡
øÏ+~ yÓuŸôd’{Ÿ\qT+&ç nedüs¡yÓTÆq düe÷#êsêìï ‘Ó\TdüTø√+&ç.
www.mnre.gov.in
www.hareda.gov.in
www.energyconservationworld.com
119
Objective
1. Know about reasons and symptoms of fluorosis disease.
2. Know how to implement precautionary measures.
3. Inculcate awareness campaign on fluorosis.
Background
Fluorosis is the dangerous disease
which enters our body through the water we
drink and the food that we eat. In 1925
scientists christiny and Galier said that the
excess amount of fluoride in drinking water
causes fluorosis. In 1930 French Scientist
‘Feel’ announced that fluorosis is also a
disease. This disease is spread over India
except Himachal Pradesh and other Eastern
states. Some other countries like India also
affected by this disease. In 1937 this was
first identified Yellareddyguda, Narketpally
mandal of Nalgonda district of Telangana and
Kanigiri, Pamur areas of Prakasam district
of Andhra pradesh. According to National
reports more than 3 crores of population
live in these areas. More than 25 lack people,
suffer with bone level Fluorosis (Skeletal
Fluorosis). There is no specific medicines
and treatment for this disease. Actually they
are not discovered. There is no surgery for
this disease. If fluorosis disease spread up
to bone level there is no remedy for it.
120
n+X¯+: 28
bò˛¢s√dædt >∑T]+∫ ‘Ó\TdüT≈£î+<ë+
\ø£´å +:
• bò˛¢s√dædt yê´~ÛøÏ ø±s¡D≤\T, yê´~Û \ø£åD≤\ >∑T]+∫ ‘Ó\TdüT≈£î+<ë+.
• yê´~Û u≤]q |ü&É≈£î+&Ü rdüTø√e\dæq C≤Á>∑‘·Ô\T, ìyês¡D√bÕj·÷\qT ‘Ó\TdüTø=ì Ä#·]<ë›+.
• bò˛¢s√dædt yê´~ÛøÏ >∑T]ø±≈£î+&Ü ne>±Vü≤Hê ø±s¡´Áø£e÷˝À¢ bÕ˝§Z+<ë+, Á|üø±s¡+ #˚<ë›+.
H˚|ü<∏ä´+
‘êπ> ˙s¡T, ‹H˚ ‹+&ç <ë«sê eTq X¯Øsê˝À¢øÏ
#˚] |”*Ã|æ|Œæ #˚dTü qÔ ï eTVü≤e÷à] ù|sπ bò˛s¢ √dædt yê´~∏.
‘êπ> ˙{Ï˝À bò˛¢¬s’&é m≈£îÿe>± ñ+fÒ Á|üe÷<Ûäø£s¡eTì
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yÓTT≥ºyTÓ T<ä{kÏ Õ]>± >∑T]Ô+#ês¡T. n+fÒ bò˛s¬¢ &’ é <ë«sê
bò˛s¢ √dædt yê´~Û edüT+Ô <äqïe÷{. 1930˝À ª|ò˝” Ÿμ nH˚
Áô|+ò #Y XÊÁdüyÔ ‘˚ Ô· bò˛s¢ √dædt ˇø£ yê´~Û nì Á|üø{£ +Ï #ê&ÉT.
á yê´~Û eTq <˚X¯+˝À Væ≤e÷#·˝ŸÁ|ü<˚XŸ, áXÊq´
sêÁcÕº\˝À $TqVü‰ $T–*q uÛ≤s¡‘<· X˚ e¯ T+‘ê yê´|æ+∫
ñ+~. ìC≤ìøÏ Bì C≤&É\T Á|ü|ü+#·+˝Àì #ê˝≤
<˚XÊ\˝À ø£ì|ækÕÔsTT. Bìì yÓTT≥ºyTÓ T<ä≥ ‘Ó\+>±D
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˝Àì m˝≤¢s¬ &ç>¶ ÷∑ &É˝À, Ä+Á<ÛÁä |ü<X˚ Ÿ sêÁwü+º ˝Àì Á|üø±X¯+
õ˝≤¢˝À 1937e dü+e‘·‡s¡+˝À >∑T]Ô+#·&+É »]–+~.
Á|üdüTÔ‘· n+#·Hê\ Á|üø±s¡+ ¬s+&ÉTqïs¡ qT+&ç eT÷&ÉT
ø√≥¢eT+~ á yê´~Û|&” ‘ç · ÁbÕ+‘ê\˝À ìedædTü HÔ êïs¡T.
25 \ø£å\eT+~øÏ meTTø£\˝À ≈£L&Ü bò˛¢s√dædt
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ìyês¡D≈£î eT+<äT\T ˝Òe⁄. ø£qT>=q˝Ò<äH˚ #ÓbÕŒ*.
X¯Ádü∫Ô øÏ‘‡· ≈£L&Ü Ä$s¡“$¤ +#·˝<Ò Tä . bò˛s¢ √dædt \ø£Då ≤\T
ø£ì|æ+∫q ‘·s¡Tyê‘· n˝≤ e~˝ÒùdÔ n~ ø=ìï
|ü]dæú‘·T\˝À meTTø£\≈£î $düÔ]düTÔ+~. n|ü&ÉT @+
#˚dæHê Á|üjÓ÷»q+ ˝Ò<äT. yê´~Û‘√ n+‘·]+∫
b˛e\dæq<˚. 121
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ø±s¡DeTT\T á ~>∑Te bı+<äT|üs¡#·HÓ’q~.
• uÛÑ÷>∑s¡“¤ sê‹bıs¡\˝À düVü≤»dæ<ä›eTT>± m≈£îÿe>± yÓ÷‘ê<äT˝À ìπø| å üyÓTÆ ñ+&É≥+.
• n≥M $d”Ôs¡í+ eT]j·TT eèø£å dü+|ü<ä πøe\+ 5.8 XÊ‘·+q≈£î |ü]$T‘·+ ø±e&É+ eT]j·TT ø£ìwüº
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e\q uÛÑ÷>∑s¡“¤ »˝≤\T n&ÉT>∑+≥&É+.
• $#·ø£åD≤ s¡Væ≤‘·+>± <ë<ë|ü⁄ 5 \ø£å\≈£î ô|’ã&ç uÀs¡Tu≤e⁄\T Á‘·e⁄«≥ <ë«sê uÛÑ÷>∑s¡“¤ »˝≤\T
$ìjÓ÷–+#·&É+.
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