Thursday 8 October 2015

ARTICLE - EPICULTURE




EPICULTURE-
A BRIEF ACCOUNT



    ATHIRA V
    NATURAL SCIENCE
    N.S.S TRAINING COLLEGE,
    PANDALAM
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·   Apiculture is derived from the honeybee's Latin name Apis mellifera, meaning ‘honey gatherer’. Since bees do not collect honey but nectar from which honey is made, the scientific name should actually be Apis mellifica meaning ‘honey maker’.
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·   Although apiculture refers to the honeybee, the vital role all bees play in the pollination of crops and flowering plants has caused apiculture to also include the management and study of non-Apis bees such as bumblebees and leafcutter bees.
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·   Some 90 million years ago, flowering plants first appeared on  earth. The wasp-like ancestors of bees took advantage of the food made available by flowers and began to modify their diet and physical characteristics. Since then, flowering plants and bees co-evolved. This eventually led to a complete interdependence, meaning that flowering plants and bees cannot live and reproduce without each other.
·   The genus Apis is comprised of a comparatively small number of species including the western honeybee Apis mellifera, the eastern honeybee Apis cerana, the giant bee Apis dorsata, and the small honeybee Apis florea.
·   Honeybees are indigenous to the Eurasian and African continents and were introduced to the Americas and Australia by European settlers.
·   The western honeybee is comprised of some 24 races or sub-species. The African honeybee, sometimes referred to as ‘Killer bee’, is a race of the western honeybee and can therefore cross-breed.
·   Bees collect pollen and nectar. Pollen is the protein source needed for bee brood development while nectar is the carbohydrate source providing energy.
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·   Nectar is a sugar solution produced by flowers containing about 80% water and 20% sugars. Foraging bees store the nectar in the ‘honey sac’ where the enzyme invertase will change complex sugars into simple sugars called mono-saccharides. Upon return to the hive, the foraging bee will disgorge the partially converted nectar solution and offer it to other bees. Housekeeping bees will complete the enzymatic conversion, further removing water until the honey solution contains between 14 – 20% water.
·   Honey is too dry for any microbes to live in. Honey is non-perishable and can be kept indefinitely in a cool, dry place.
·   The flavor, aroma and color of honey is determined by the floral source. For example, buckwheat honey is almost black while fireweed honey is almost colorless.
·   Unlike other bees, honeybees can communicate details about the location, quality and quantity of food sources. This allows honeybees to access and utilize food sources efficiently at great distances.
·   Honeybees maintain temperatures in the brood nest of between 30 and 34oC, even in the middle of winter.
·   The honeybee colony is comprised of one queen, thousands of worker bees and a few hundred male bees called drones. Colony size varies according to season and condition of the colony.
·   Several diseases including viruses, various microbes and mites can affect the honeybee.
·   Honeybees are used in pollination and play a critical role in the production of many crops, representing a value of over $14 billion per year in North America.


ARTICLE - DEFORESTATION




QUOTES ABOUT DEFORESTATION



    ATHIRA V
    NATURAL SCIENCE
    N.S.S TRAINING COLLEGE,
    PANDALAM
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ARTICLE - ECOLOGICAL IMPORTANCE OF MANGROVE HABITAT




Ecological Importance of mangrove Habitat




    ATHIRA V
    NATURAL SCIENCE
    N.S.S TRAINING COLLEGE,
    PANDALAM
Ecological Importance of mangrove Habitat
Mangrove trees are an indigenous species to Florida and a major contributor to the state's marine environment. The mangrove tree is a halophyte, a plant that thrives in salty conditions. It has the ability to grow where no other tree can, thereby making significant contributions that benefit the environment. Their coverage of coastal shorelines and wetlands provides many diverse species of birds, mammals, crustacea, and fish a unique, irreplaceable habitat. Mangroves preserve water quality and reduce pollution by filtering suspended material and assimilating dissolved nutrients. The tree is the foundation in a complex marine food chain and the detrital food cycle. overwashed-mangrove-community.jpg
The detrital food cycle was discovered by two biologists from the University of Miami, Eric Heald & William Odum, in 1969. As mangrove leaves drop into tidal waters they are colonized within a few hours by marine bacteria that convert difficult to digest carbon compounds into nitrogen rich detritus material. The resulting pieces covered with microorganisms become food for the smallest animals such as worms, snails, shrimp, mollusks, mussels, barnacles, clams, oysters, and the larger commercially important striped mullet. These detritus eaters are food for carnivores including crabs and fish, subsequently birds and game fish follow the food chain, culminating with man. Many of these species, whose continued existence depends on thriving mangroves, are endangered or threatened.
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          It has been estimated that 75% of the game fish and 90% of the commercial species in south Florida rely on the mangrove system. The value of red mangrove prop root habitat for a variety of fishes and invertebrates has been quantitatively documented. Data suggest that the prop root environment may be equally or more important to juveniles than are sea grass beds, on a comparable area basis. Discovery of the importance of mangroves in the marine food chain dramatically changed the respective governmental regulation of coastal land use and development. Despite increasing awareness regarding value and importance, the destruction of mangrove forest continues to take place in many parts of the world under a variety of economic as-well-as political motives.
In some areas, mangroves are protected by law but a lack of enforcement coupled with the economic incentive to reclaim land can result in deliberate destruction. Escalating pressure on mangrove populations and increasing quantities of pollutants reaching coastal and intracoastal waters has brought new interest in the importance of mangroves to a healthy marine ecology. The beneficial effects mangroves have on the marine ecology include:  Basis of a complex marine food chain.
 ·  Creation of critical habitat for fisheries and coastal bird populations.
 ·  Establishment of restrictive impounds that offer protection for maturing offspring.
 ·  Filtering and assimilating pollutants from upland run-off.
 ·  Stabilization of sediments and protection of shorelines from erosion.
 ·  Water and atmospheric quality improvements. ·


POWER POINT PRESENTATION

TEACHING MANUAL

Teaching manual

Name of the teacher        : Athira.V                                                                     
Name of  the school        : N.S.S.B.H.S. Pandalam
Subject                           : Poh-imkv{Xw                                                                                    Standared                    : lX
Unit                             : Blm-c-¯nsâ cmk-amäw                                                     Strength                      : 24     
Lesson                         : Aao-_-bnse t]mjWw                                                        
Duration                      : 45 Minutes          
Date                            : 31-7-2015
 


Curricular statements : To develop different diamensions of knowledge and attitude about the nutrition of amoeba through lecture method, group discussion, evaluation by questioning and participation in group activity.           
Content Analysis :
                        New Terms      :           Aao-_, I]-S-]m-Z-§Ä, tImi-{Z-hyw, `£-W-t^-\w, tImim-´c Zl-\w, F³sskw
Facts          :          
v  Aao_ Hcp GI-tImi Pohn-bmWv   
v  BÂK, _mIvSo-cn-b,- sN-dnb t{]mt«m-tkmh F¶n-h-bmWv Aao-_-bpsS {][m\ `£-Ww.
v  I]-S-]m-Z-§-fpsS klm-b-t¯m-sS-bmWv Aao_ Blm-c-k-¼m-Z\w \S-¯p-¶-Xv.
v  tImi{Z-hy-¯n ImW-s¸-Sp¶ `£-W-t^-\-¯n sh¨mWv Zl\w \S-¡p-¶-Xv.
v  A¶-Pw,-sIm-gp-¸v, amwkyw F¶n-hsb Zln-¸n-¡m³ Ign-bp¶ F³ssk-ap-IÄ Cu t^\-§-fn D­v
v  Aao-_-bnÂtIm-im-´-cn-I-Z-l\w BWv \S-¡p-¶Xv
v  t]mjI-§Ä `£-W-t^-\-¯n\p Npäp-apÅ tImi-{Z-hy¯n-tebv¡v BKo-cWw sN¿-s¸-Sp-¶p.
v  Zl-\m-h-in-jvS-§Ä ico-c-D-]-cn-X-e-¯n-eqsS ]pd-´-Å-s¸-Sp-¶p.
Concept           :        Aao-_-bn tImim-´-cnI Zl\w \S-¡p-¶p.
Learning Outcomes  
                        Enable the pupil to develops:
1)         Factual            knowledge about the intracellular digestion in amoeba through,
            a)         recalling the terms like amoeba, pseudopodia, food vacuole, intracellular disgestion
            b)         recognising the function of psuedopodia
2)         Conceptual knowledge about the intracellular digestion in amoeba through
                        a)         recalling the functioning of pseudopodia.
                        b)         recognising the importance of food vacule in digestion in amoeba
3)         Procedural knowledge about the process digestion in amoeba
                        a)         Diagrammatic represeatation of digestion in amoeba
                        b)         Executing the activity as per the instrution
4)         Metacognitive knowledge on the nutrition in amoeba through
                        a)         Onplaying the importance of pseudopodia and food vacuole
5)         Scientific attitude on  intracellular disgestion in amoeba

6)         Different process skill like
                        a)         Observation of charts showing pictures of digestion in amoeba
                        b)         Comminicating through group discussion.
Prerequisite    : Knowledge of amoeba as a unicellular organism
Teaching – Learning resources
v  Pictures showing the digestion of amoeba
v  Activity card
Reference:- Tent book of standaed IX by SCERT kerala
Classroom interaction procedure
Pupil’s response
Introduction : a\p-jy-cnse Zl-\-{]-{Io-b-Isf Ipdn¨pw \mw Ignª Znhkw ]Tn-¨tÃm? A§-s\-sb-¦n C¶p \mw ]Tn-¡p-¶Xv " kq£va-Po-hn-I-fnse Zl\" s¯ ¡pdn-¨mWv
\ap¡v 'Aao-_-bnse t]mjWw ]Tn¡mw t]mjWw Aao-_-bnÂ(CB)
Activity I: A²ym]nI Aao-_-bpsS LS\ hyà-am-¡p¶ amXrI {]ZÀin-¸n-bv¡p-¶p. XpSÀ¶v `mK-§Ä Xncn-¨-dn-bm³ Ip«n-I-tfmSv Bh-iy-s¸-Sp-¶p.
 

t{ImUoI-cWw : A-ao_ Hcp GI-tImi Pohn-bm-Wv, AXn-\m Aao-_bv¡v IrXr-amb Hcm-IrXn CÃ

Activity II : A²ym-]nI Ip«n-Isf hnhn[ {Kq¸p-I-fmbn Xncn-bv¡p-¶p. XpSÀ¶v Aao-_-bpsS t]mjW coXn hyà-am-¡p¶ NmÀ«v {]ZÀin-¸n-bv¡p-¶p.hmb-\m-km-a-{Kn-bp-sS-bptSbpw NmÀ«n-tâbpw klm-b-¯m BIvän-hnän ImÀUnse tNmZy-§Ä¡v D¯cw Is­-¯m-³ ]d-bp¶p.

Ip«n-IÄ {i²n-bv¡p-¶p.





Ip«n-IÄ amXrI \nco-£nbv-¡p-¶p.
NmÀ«v \nco-£n-¡p¶p
{Kq¸n NÀ¨ \S-¯p-¶p.




Ip«n-IÄ D¯cw Is­¯n Ah-X-cn-¸n-¡p-¶p.

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NÀ¨m-kq-N-I-§Ä
1.      Aao_ Blmcw kzoI-cn-bv¡p-¶-sX-§s\?
2.      F´v Xcw Blm-c-amWv Aao-_-kzo-I-cn-¡p-¶Xv?
3.      Blmcw Zln-¡m-\m-h-iy-amb cmkmán FhnsS \n¶v e`n-¡p¶p?
4.      Zln¨ `£-W-¯n\v F´p kw`-hn-¡p¶p?
5.      Ah-in-jvS-§Ä ]pd-´-Å-s¸-Sp-¶Xv F§s\?
 

t{ImUoI-cWw : I]-S-]m-Z-§-fpsS klm-b-¯m _mIvSo-cn-b,-t{]m-t«m-tkm-hp-t]m-se-bp-Å-hsb  Aao_ `£n-¡p-¶p. t]mjI-§Ä tImi-{Z-hy-¯n-te-¡pw, Zl-\m-h-in-jvS-§Ä ico-c-¯nsâ D]-cn-`m-K-t¯bv¡pw t]mIp¶p





CHALK BOARD SUMMARY
Date                    Poh-imkv{Xw          std: IX
                                                            Str: 24
t]mj-Ww Aao-_-bnÂ
_mIvSo-cn-b, t{]mt«m-tkmh
F³sskw
`£-W-t^\w
I]-S-]mZw

 
 










Review
1.      F´mWv I]-S-]mZw
2.     F´mWv tImim-´-cnI Zl\w
3.     Aao-_-bnse t]mjWw GsXÃmw {]{Io-b-IÄ tNÀ¶-Xm-Wv.
Follow up activity

Aao-_-bnse t]mjWw aäp Pohn-I-fnse t]mj-W-hp-ambn Hcp Xmc-X-ay-]-T\w \S-¯pI?