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NCERT Class 7 Vocational Education Chapter 2 School Habitat Garden
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School Habitat Garden
Chapter: 2
PART – 1: Work With Life Forms
| Activity – 1: Identifying Animals in And Around The School |
Table 2.1: Animals that you want or not want in the school habitat garden.
| We would like these animals in our habitat garden | We would not like these animals in our habitat garden | ||
| 1. | Butterflies | 1. | Mosquitoes |
| 2. | Sunbirds | 2. | Snakes |
| 3. | 3. | ||
| 4. | 4. | ||
| 5. | 5. | ||
Ans:
| We would like these animals in our habitat garden | We would not like these animals in our habitat garden | ||
| 1. | Butterflies | 1. | Mosquitoes |
| 2. | Sunbirds | 2. | Snakes |
| 3. | Sparrows | 3. | Mouse |
| 4. | Sunbirds | 4. | Crows |
| 5. | Pigeons | 5. | Ants |
| Activity – 2: Interaction With An Expert |
1. Which of the animals identified in the surrounding of the school are likely to be attracted to our school habitat garden?
Ans: Butterflies, honeybees, sparrows, squirrels, bulbul, mynah, munia, sunbirds, woodpeckers, owls, and ladybugs are likely to be attracted to our school habitat garden.
2. How can we prevent the entry of animals we do not want in the school habitat garden.
Ans: We can prevent the entry of unwanted animals by putting up a small fence around the garden. Using natural barriers like thorny bushes can also help. Avoid leaving food waste around, and regularly monitor the garden to gently guide away larger animals without harming them.
3. Where should the habitat garden be developed?
Ans: The habitat garden should be developed in a quiet, sunny area of the school with good soil and access to water. It should be safe from heavy foot traffic and close to existing trees or green spaces to help animals easily find and use the garden.
Now fill the tables 2.2 and 2.3 with the help of the experts. Ensure that you have information for at least two types of birds, insects, and small mammals.
Table 2.2: Needs of animals we would like in our habitat garden:
| Name of animals | Needs | ||||
| Food they usually eat | How to make provision for water and food | Shelter they need | Space they need | Any other (e.g., Any other (e.g., specific plants, flowers, etc. to attract them) | |
Ans:
| Name of animals | Needs | ||||
| Food they usually eat | How to make provision for water and food | Shelter they need | Space they need | Any other (e.g., Any other (e.g., specific plants, flowers, etc. to attract them) | |
| Butterfly | Nectar from flowers | Plants nectar-rich f;owers, shallow water dish | Bushes,trees | Moderate | Milkweed, Marigold |
| Bee | Nectar and pollen | Flowering plants, small water container with | Bee hotels, trees | Small | Lavender, Sunflowers |
| Bird ( Sparrow) | Seeds, insects, fruits | Birds feeders, birdbaths | Birdhouses, trees | Moderate | Berry bushes, grains |
| Frog | insects,worms | Small pond or moist soil areas | Logs, rocks, wet soil | Small | Ferns, shady, plants |
| Ladybug | Aphids, small, insects | Grow pest-attracting plants | Small shrubs, garden leaves | Very small | Dill, Fennel plants |
Table 2.3: Preventing animals from the habitat garden.
| Name of animals | Why do we not want them in our garden? (mention reason) | What can we do to prevent them from entering the habitat garden? |
Ans:
| Name of animals | Why do we not want them in our garden? (mention reason) | What can we do to prevent them from entering the habitat garden? |
| Rat | Eat seeds, damage, plants, spread diseases | Keep garden clean, use rodent-proof containers, avoid leaving food scraps |
| Snake | Can be dangerous to humans and pets | Keep grass trimmed, remove hiding sports like piles of wood or rocks |
| Wild boar | Destroy plants and soil | Build strong fences around the garden |
| Stray | Dig up plants, scare away small animals | Install secure fencing, create dedicated entry points |
| Dogs | Dig up plants, scare away small animals | Introduce natural predators like birds, handpick them off plants. |
| Activity – 3: Identifying Natural Habitats |
These observations are best done early in the morning, when animals are most active. Use table 2.4 to note your observations. Table 2.4: Observations of habitat and behaviour of animals.
| Description of habitat | |||||
| Animals | Observations related to | ||||
| Space | Water | Food | Shelter | Anything else | |
Ans:
| Description of habitat | |||||
| Animals | Observations related to | ||||
| Space | Water | Food | Shelter | Anything else | |
| Deer | Move in herds, cover large areas | Drink from ponds, rivers | Graze on grass and leaves | Hide among thick trees | Very alert to sounds |
| Frog | Stay near water edges | Live in water | Eat insects and small worms | Hide under stones and leaves | Jump very fast |
| Rabbit | Live in burrows, need open spaces | Drink from small water holes | Eat grass, roots | Dig underground burrows | Very quick runners |
| Fish | Swim freely in water | Entirely depend on water | Eat algae, small insects | Hide among water plants | Swim in groups |
| Squirrel | Live in tree branches | Drink from water collected on leaves | Eat nuts, fruits | Build nests on trees (dreys) | Very active in morning |
| Mountain Goat | Climb steep rocky areas | Climb steep rocky areas | Eat grasses, shrubs | Rest in rocky caves and ledges | Very good climbers |
| Activity – 5: Designing The Habitat Garden |
1. Where will you make the habitat garden (e.g., any open unutilised space on the school grounds or a balcony/ terrace)?
Ans: Pick a quiet space, like an unused part of the school grounds, a balcony, or a terrace. Make sure it’s away from where people walk a lot, so animals can live peacefully without being disturbed.
2. How much sunlight does the space receive during the day? (e.g., does the entire area receive full sunlight or are some parts shaded? How many hours of direct sunlight does it receive?)
Ans: Watch how much sunlight the space gets during the day. Does it get full sunlight or is there shade? Knowing this will help you choose plants that need different amounts of sunlight (like 3 hours of sunlight or full-day sun).
3. What specific elements do animals need to be attracted to your habitat garden? Consider features like flowering plants, rocks in sunny areas, plants that can ‘break’ the wind for butterflies, water collecting under a garden tap etc.
Ans: Plan to add things that animals like. For example, plants with flowers will attract bees and butterflies. Rocks in sunny spots are good for reptiles to sunbathe. Also, have shaded areas where animals can rest. A small water feature, like a pond or a water dish, will attract more animals. Trees and shrubs can act as a windbreaker to protect animals from strong winds.
4. Do any of the above already exist in the school? If yes, what are they?
Ans: Yes, the school already has some trees, bushes, and shaded areas that can support animal life and can be a good base for developing the habitat garden.
5. Are there any other aspects that need to be covered?
Ans: Yes, a few more things should be considered. We need to make sure the habitat garden is safe for both animals and students. Signboards can help others understand the purpose of the garden and remind them not to disturb it. We should also plan regular watering, cleaning, and care of the plants.
6. What kind of plants will need to be planted to attract animals, birds and insects to your habitat garden (e.g., seasonal flowering plants)?
Ans: To attract animals, birds, and insects, I will plant a variety of seasonal flowering plants like marigold, sunflower, hibiscus, and zinnia, which attract bees and butterflies. I will also include nectar-rich plants like lantana and jasmine. Berry-bearing shrubs like hibiscus and guava will attract birds.
7. How will you make sure you do not disturb animals while watering and weeding your garden (e.g., a walkway of sand or brick, areas for mud puddling in a corner of the garden)?
Ans: I will use a sand or brick walkway to avoid stepping on plants. Watering and weeding will be done gently and at a fixed time. A corner will be kept for mud puddling, and no loud sounds or chemicals will be used.
Create a sketch of the layout of the habitat garden, making sure that all key elements are included in it. Add spaces for mud puddling, basking, dustbathing, water baths, feeders, and all the plant and non-plant elements in your garden. This visual plan will help you as a guide to actually create the habitat garden (Figure 2.11).
Ans:
What did I learn from others?
1. What are three most fascinating things you have discovered?
Ans: Three Most Fascinating Things:
(i) The role of specific plants in attracting beneficial insects like bees and butterflies.
(ii) How small changes in the layout, such as adding a water dish or shelter, can make a significant impact on the local wildlife.
(iii) The diverse array of animals that are often overlooked, such as amphibians or small invertebrates, that thrive in these habitats.
2. What key insights did you gain from observing and discussing about the living beings and their habitat?
Ans: Through observing and discussing, I may have learned how interconnected plant species and animals are in sustaining each other, and how even small, simple changes in my garden practices can positively affect local biodiversity.
| Think and Answer |
1. What did you enjoy doing?
Ans: I enjoyed working on creating the plant nursery because it gave me the chance to learn about different plants and their growth requirements. It was also great to experience teamwork, where each member contributed to solving problems and ensuring the success of the project.
2. What were the challenges you faced?
Ans: Some challenges included dealing with unexpected weather conditions that affected plant growth. There were also issues with keeping the nursery organized and maintaining proper irrigation. Additionally, understanding the specific needs of each plant was tricky at times, but we managed by researching and experimenting.
3. What will you do differently next time?
Ans: Next time, I would plan better in terms of the layout of the nursery to ensure enough space for all the plants to grow. I would also install a more effective irrigation system to make the process more efficient. Furthermore, I would prioritize learning more about the climate-specific plants before starting the project.
4. According to you, what is the importance of the habitat garden?
Ans: The habitat garden is very important as it promotes biodiversity by providing a safe space for local flora and fauna. It helps to support pollinators, improves soil health, and contributes to a balanced ecosystem. A habitat garden is also essential for environmental sustainability, as it encourages native plants and animals to thrive.
5. How do you plan to maintain the habitat garden after completion of project activities?
Ans: After completing the project, I plan to maintain the garden by regularly watering the plants, monitoring their growth, and removing any invasive species that may appear. I would also ensure that the plants are kept healthy through proper fertilization and trimming. Additionally, I plan to involve the local community in taking care of the garden, which will help make it a sustainable part of the environment.
6. Identify few examples of jobs related to the work you just did. For example, naturalist, conservationist, entomologist, zoologist, botanist, forest officer, environmentalist. Look around, speak to people and write your answer.
Ans: Jobs related to creating and maintaining a habitat garden include:
(i) Botanist: Studies plant species, their growth patterns, and how they interact with their environment.
(ii) Environmentalist: Works to protect the environment and advocate for sustainable practices.
(iii) Conservationist: Focuses on preserving natural habitats and biodiversity.
(iv) Horticulturist: Specializes in cultivating and caring for plants.
(v) Ecologist: Studies the relationship between organisms and their environment, ensuring ecosystems are maintained.
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