We have shared of working towards generating synergies from partnerships with existing organizations and institutions. Besides our regular programmes with schools and other institutions ~ organizations we also attempt to share our views and experiences with the people at large in the region. This is done with a view to primarily encourage people to discuss these issues; that are usually on the back burner.
The Evangelical Church of Maraland (ECM) is one such institution we are glad to have worked with. We have at regular intervals attempted to put forth our views, on issues affecting the environment though Epatha. Epatha is the weekly newsletter in Mizo brought out by the New Saiha local church at Saiha affiliated to the ECM.
While we still have a lot to learn from KTP and ECM today we share a gist of the attempt.
1. 21st October 2007 ~ Global warming ~ Khawvel pumpui lumna.
2. 2nd December 2007 ~ Environmental Concerns ~ Environment chung chang.
3. 9th December 2007 ~ Conserving our natural resource wealth ~ Kan ram hausaknate i hum halh ang u.
4. 27th January 2008 ~ Stopping hunting ~ Ramvah bansan.
5. 6th April 2008 ~ Conservation of forests ~ Ramngaw humhalh.
6. 4th May 2008 ~ Stopping unsustainable fishing ~ Luia sangha man lo tura hriattirna.
7. 15th June 2008 ~ Green Mizoram Day.
8. 29th June 2008 ~ Conservation efforts in Saiha ~ Humhalhnaa hmalakna.
9. 6th July 2008 ~ Environment News.
The efforts are still on and sincere thanks are due to ~
1. Khrizypa Thytlia Py (KTP).
2. Evangelical Church of Maraland.
For details ~
Samrakshan ~ Mizoram ~ Email: Nimesh.ved@gmail.com,
Phone: Office 03835 222229 & Nimesh 94361 56458.
Wednesday, September 17, 2008
Tuesday, September 16, 2008
Wagtail
Walking up to the Helipad at Saiha, on an invigorating Saiha morning, i saw a beautiul bird, the plummage of which appeared to have been splashed with beautiful strokes of black and white by a painter. After i moved up to the Helipad, and had been there for little less than an hour, i saw a similar bird (doubt it was the same one).
Checking up in the books, after having seen it patiently with my binoculars, I saw it was the ~
English : White Wagtail (Motacilla alba leucopsis)
Mizo: Khawmual chinrang.
Date was 16th September 2008 and the time about 5.45am.
Checking up in the books, after having seen it patiently with my binoculars, I saw it was the ~
English : White Wagtail (Motacilla alba leucopsis)
Mizo: Khawmual chinrang.
Date was 16th September 2008 and the time about 5.45am.
I saw it (on the approach road to the Helipad) fluttering. It flew about 2 to 3 feet above the ground and then barely settled before setting off again. This I saw it repeat about 10 times before it flew away. Whether it was catching insects during these flights I could not see with my binoculars but the rains have enabled wild growth on both sides of the road that harbour insects.
It however noticed ~
a. eyes that appeared like black spots on a white face.
b. breast that had a black colour marking resembling a heart.
c. “V” markings on the tail.
Of the bird lists made for Saiha and the Blue Mountain National Park, nearest PA; (and accessed by me) only one of them by Sudhir Shivaram (http://www.thejunglelook.com/) mentions the White wagtail. While Salim Ali’s The Book of Indian Birds says of this “Winter visitor arriving about September / October, departing March/ April”.
I got ready to welcome other winged winter visitors.For Details ~
Samrakshan ~ Saiha ~ Email: Nimesh.ved@gmail.com.
Phone: (mizo) Manuna 94363 93394 and (english) Nimesh 94361 56458.
Discussing Primates.
Our newest partner school is the Presbyterian School at Saiha. We recently organized our second session with them ~ introducing primates by way of colouring.
Sharing some images.
hmm....seems interesting ......
but why is he wearing a frog t-shirt and discussing primates.....
gosh..... he has filled up the black board.....
now... where is the monkey i have to colour
have they forgotten to include it in the chart ......
ok...here it ... looks familiar....
We thank
a. all the students and the principal of the Presbyterian School for their cooperation. b. Zoo Outreach Organization for providing the materials.
For further details
a. email nimesh.ved@gmail.com b. call (mizo) Manuna 94363 93394 (eng) Nimesh 94361 56458.
Sunday, September 14, 2008
Palak Dil.
We at Samrakshan and Forest Department of MADC did contribute towards having Palak Lake (Pala Tipo or Palak Dil) included in "Potential and Existing RAMSAR sites in India" a book by M Zafar Ul Islam and Asad R Rahmani. The same has been released by the Vice President of India recently at New Delhi. According to the authors " Under the Important Bird Areas Programme (IBA) of the BNHS and BirdLife International we have prepared a list of additional 135 wetlands which are potential Ramsar Sites. This exercise is done objectively taking into consideration IBA and Ramsar criteria. We have identified potential Ramsar Sites mainly based on their biodiversity values, which was the original aim of the Ramsar Convention. We have also tried to cover the whole country and all biogeographic regions and their provinces. "
We share some relevant details.
State: Mizoram
District: Saiha
Coordinates: 22º 20' 25" N, 92º 56' 33" E
Altitude: c. 270 m
Rainfall: > 2,000 mm
Temperature: 7 ºC to 30 ºC
Biogeographic Zone: North-East
RAMSAR Criteria: 1 (Wetland is representative and unique wetland)
IBA Criteria: A3 (Biome 9: Indo-Chinese Tropical Moist Forest)
RAMSAR Wetland Type: O (Permanent freshwater lake)
The Mizoram state has three types of (natural) lakes: valley lakes, tectonic/landslide lakes and artificial reservoirs, but the only lake of significance is Palak Dil, which is a natural lake in a depression in the hills. Palak Dil may possibly be a combination of valley and tectonic lakes. Locally in Mizoram, lakes are called dils. There are many such dils scattered all over the state, but they are tiny pools or marshy depressions such as Rengdil, Tamdil and Mampui Dil (Choudhury 2002). The Palak Lake is situated within the Mara Autonomous district Council, which is a region inhabited by the Mara Tribe. The Maras are distinct from the majority Mizos and in the Mara language the Palak lake is referred to as Pala Tipa.
The Palak Dil, the largest lake in Mizoram is situated about 100 Km from the district headquarter of Saiha and situated within the Tuipang sub division. The dimension of the lake is 400 m x 600 m, and depth is about 13 m (Datta-Roy et al. 2007). Two small mountain streams flow into the lake, and one streams flows out, ensuring a constant supply of fresh water. The forest around the lake is Tropical Wet Evergreen. Many of the nearby hills are covered by jhum (slash and burn cultivation), bamboo brakes as well as woody vegetation. An interesting feature of the forests surrounding the lake is the presence of low lying swamps which transform in to shallow lakes during the monsoon. The lake is surrounded by moderately steep hills. The area has Dipterocarp-dominated Tropical Evergreen Forest. The forests are rich in palms, rattans, dense cane-brakes and reeds along the lake margin (Birand and Pawar 2001).
The lake has many myths and legends attached to its origin and is also revered and feared by the locals as an abode of evil spirits. The taboos have, however, been diluted over the years and now-a-days people from the adjoining villages visit the lake to catch fish regularly (Datta Roy et al 2007).
The closest human settlements are the villages of Phura (6 km) and Tokalo (7.5 km). Access to the lake is through Phura which is located about 100 km from Saiha, the district headquarters.
The lake is situated within the land (locally referred to as Rum) of Tokalo village and the Tokalo village council (the grassroots governance institution) is responsible for regulating the use of the lake as well as the land and forests surrounding it. Beyond the lake and towards Burma lie large swathes of forest that are exposed to very limited and low intensity local use. Recent research in this area has revealed the presence of 42 species of mammals and 136 species of avifauna including rare and threatened primates like the Phayre’s leaf monkey (Trachypithecus obscurus phayrei) and the Western hoolock gibbon (Hoolock hoolock hoolock) (Datta Roy et al 2007).
Avifauna.
Over 70 species of birds were recorded from the region during a three day IBA survey (Birand and Pawar 2001), though the bird life is certainly much richer. A later survey by Datta-Roy et.al.(2007) recorded 136 species of avifauna from the lake and its surrounding forests spread across three seasons. Common moorhen can be regularly seen with occasional sightings of the threatened Darter. Other migratory birds, though have not been recorded. Most of the other species recorded are forest birds such as the Great Hornbill Buceros bicornis, Grey Peacock Pheasant Polyplectron bicalcaratum, Pale-chinned Flycatcher Cyornis poliogenys, Black-backed Forktail Enicurus immaculatus, and Lesser Necklaced Laughingthrush Garrulax monileger, Chestnut-winged Cuckoo Clamator jacobinus, White-rumped Shama Copsychus saularis, Red-headed Trogon Harpactes erythrocephalus, Long-tailed Broadbill Psarisomus dalhousiae, Silver-breasted Broadbill Serilophus lunatus, Greater Necklaced Laughingthrush Garrulax pectoralis, Bay Woodpecker Blythipicus pyrrhotis, Orange-bellied Chloropsis Chloropsis hardwickii, White-throated Bulbul Alophoixus flaveolus and Nepal Fulvetta Alcippe nipalensis. and Lesser Necklaced Laughingthrush Garrulax monileger.
Other key fauna.
Information on the mammalian fauna from a a recent survey confirms the presence of 19 species of mammals in the forest adjoining the Palak lake. It includes Leopard Panthera pardus, Asiatic Black Bear Ursus thibetanus, Dhole Cuon alpinus, Phayre’s leaf monkey Trachypithecus obscurus phayrei, Western hoolock gibbon Hoolock hoolock hoolock Sambar Cervus unicolor, Barking deer Muntiacus muntjac and civet cats.A solitary Asian elephant Elephas maximus also resides in the vicinity of the lake (Datta-Roy et. al. 2007). Reptiles and amphibian fauna information for the Palak lake is available from Pawar and Birand (2001). 9 amphibian species and 21 reptiles were recorded in the vicinity of the lake. Species such as the Red necked keelback Rhabdophis subminiatus, Spotted Draco Draco maculates, South east asian giant tortoise Manouria emys, Yellow tortoise Indotestudo elongata and South east asian softshell Amyda cartilaginea were recorded.
We are thankful to people in Saiha, BNHS and Dr. Rahmani.
We share some relevant details.
State: Mizoram
District: Saiha
Coordinates: 22º 20' 25" N, 92º 56' 33" E
Altitude: c. 270 m
Rainfall: > 2,000 mm
Temperature: 7 ºC to 30 ºC
Biogeographic Zone: North-East
RAMSAR Criteria: 1 (Wetland is representative and unique wetland)
IBA Criteria: A3 (Biome 9: Indo-Chinese Tropical Moist Forest)
RAMSAR Wetland Type: O (Permanent freshwater lake)
The Mizoram state has three types of (natural) lakes: valley lakes, tectonic/landslide lakes and artificial reservoirs, but the only lake of significance is Palak Dil, which is a natural lake in a depression in the hills. Palak Dil may possibly be a combination of valley and tectonic lakes. Locally in Mizoram, lakes are called dils. There are many such dils scattered all over the state, but they are tiny pools or marshy depressions such as Rengdil, Tamdil and Mampui Dil (Choudhury 2002). The Palak Lake is situated within the Mara Autonomous district Council, which is a region inhabited by the Mara Tribe. The Maras are distinct from the majority Mizos and in the Mara language the Palak lake is referred to as Pala Tipa.
The Palak Dil, the largest lake in Mizoram is situated about 100 Km from the district headquarter of Saiha and situated within the Tuipang sub division. The dimension of the lake is 400 m x 600 m, and depth is about 13 m (Datta-Roy et al. 2007). Two small mountain streams flow into the lake, and one streams flows out, ensuring a constant supply of fresh water. The forest around the lake is Tropical Wet Evergreen. Many of the nearby hills are covered by jhum (slash and burn cultivation), bamboo brakes as well as woody vegetation. An interesting feature of the forests surrounding the lake is the presence of low lying swamps which transform in to shallow lakes during the monsoon. The lake is surrounded by moderately steep hills. The area has Dipterocarp-dominated Tropical Evergreen Forest. The forests are rich in palms, rattans, dense cane-brakes and reeds along the lake margin (Birand and Pawar 2001).
The lake has many myths and legends attached to its origin and is also revered and feared by the locals as an abode of evil spirits. The taboos have, however, been diluted over the years and now-a-days people from the adjoining villages visit the lake to catch fish regularly (Datta Roy et al 2007).
The closest human settlements are the villages of Phura (6 km) and Tokalo (7.5 km). Access to the lake is through Phura which is located about 100 km from Saiha, the district headquarters.
The lake is situated within the land (locally referred to as Rum) of Tokalo village and the Tokalo village council (the grassroots governance institution) is responsible for regulating the use of the lake as well as the land and forests surrounding it. Beyond the lake and towards Burma lie large swathes of forest that are exposed to very limited and low intensity local use. Recent research in this area has revealed the presence of 42 species of mammals and 136 species of avifauna including rare and threatened primates like the Phayre’s leaf monkey (Trachypithecus obscurus phayrei) and the Western hoolock gibbon (Hoolock hoolock hoolock) (Datta Roy et al 2007).
Avifauna.Over 70 species of birds were recorded from the region during a three day IBA survey (Birand and Pawar 2001), though the bird life is certainly much richer. A later survey by Datta-Roy et.al.(2007) recorded 136 species of avifauna from the lake and its surrounding forests spread across three seasons. Common moorhen can be regularly seen with occasional sightings of the threatened Darter. Other migratory birds, though have not been recorded. Most of the other species recorded are forest birds such as the Great Hornbill Buceros bicornis, Grey Peacock Pheasant Polyplectron bicalcaratum, Pale-chinned Flycatcher Cyornis poliogenys, Black-backed Forktail Enicurus immaculatus, and Lesser Necklaced Laughingthrush Garrulax monileger, Chestnut-winged Cuckoo Clamator jacobinus, White-rumped Shama Copsychus saularis, Red-headed Trogon Harpactes erythrocephalus, Long-tailed Broadbill Psarisomus dalhousiae, Silver-breasted Broadbill Serilophus lunatus, Greater Necklaced Laughingthrush Garrulax pectoralis, Bay Woodpecker Blythipicus pyrrhotis, Orange-bellied Chloropsis Chloropsis hardwickii, White-throated Bulbul Alophoixus flaveolus and Nepal Fulvetta Alcippe nipalensis. and Lesser Necklaced Laughingthrush Garrulax monileger.
Other key fauna.
Information on the mammalian fauna from a a recent survey confirms the presence of 19 species of mammals in the forest adjoining the Palak lake. It includes Leopard Panthera pardus, Asiatic Black Bear Ursus thibetanus, Dhole Cuon alpinus, Phayre’s leaf monkey Trachypithecus obscurus phayrei, Western hoolock gibbon Hoolock hoolock hoolock Sambar Cervus unicolor, Barking deer Muntiacus muntjac and civet cats.A solitary Asian elephant Elephas maximus also resides in the vicinity of the lake (Datta-Roy et. al. 2007). Reptiles and amphibian fauna information for the Palak lake is available from Pawar and Birand (2001). 9 amphibian species and 21 reptiles were recorded in the vicinity of the lake. Species such as the Red necked keelback Rhabdophis subminiatus, Spotted Draco Draco maculates, South east asian giant tortoise Manouria emys, Yellow tortoise Indotestudo elongata and South east asian softshell Amyda cartilaginea were recorded.
We are thankful to people in Saiha, BNHS and Dr. Rahmani.
For further information on the book ~ http://www.bnhs.org/
For further information Samrakshan ~ (Mizo) 94363 93394 ~ (Eng) 94361 56458 ~ email nimesh.ved@gmail.com
Tuesday, September 9, 2008
Partnership with DIET (District Institute of Education and Training).
After repeated visits to DIET – Saiha and also meetings with the Education Officers associated with Saiha District Commissioners office and the Mara Autonomous District Council’s office to understand the capacity building scenario in context of School Teachers in Saiha and also to explore the possibilities of generating synergies with their offices; we got the first break through. This was in the trainings that were organized as a corollary to introduction on new text books on Environment Education for Middle Schools.
The initial confusions (which I believe are an important ingredient of working together) ironed out and our initial session with trainee teachers from Saiha was fixed on 4th September 2008 during the second half of their 3 day training beginning on 2nd September 2008. This was to last about 30 to 35 minutes. Our visits and discussions in the process also helped us to interact with some of the 13 strong faculty at DIET who have been very helpful and cooperative.
Given the situation we felt it appropriate to screen ‘Point Calimere, Little Kingdom by the Coast’ by Sekhar Dattatri; having confirmed earlier the availability of the projector to boost the impact. Since we were to screen the film after a ‘gap’ we saw it again keeping in mind that unlike majority of the past screenings the participants would consist solely of teachers (possibly belonging varying age groups and hailing from both ~ villages and district headquarters). The points of interaction therefore would suitably differ. We discussed thereafter issues of native and foreign species; migratory birds and Palak Lake.
On the date decided we reached the venue on time, met the principal and began the screening for the 22 trainees attending the session, almost immediately. While taking attendance seemed out of question as did using the field guides to explain select species, actions that we undertake to augment the film screenings, we put the board to good use. The projector tired off midway through the film and we had to make do by placing our laptop suitably and requesting some trainees to adjust their positions.
The session did turn out to be an interactive one. I share some of the points discussed then.
On our talking about Palak Lake being an IBA – important bird area like Point Calimere one of the participants asked us how the decision to declare it as such was arrived at. Point Calimere's status of a Wildlife Sanctuary was also discussed.
On the Spotted deer (Axis axis) appearing on the screen a couple of participants remarked that they had seen deer in Saiha but those had neither spots nor the kind of horns as those on the screen.
One of the scenes depicted a jackal (Canis aureus) mentioning it to be the topmost predator in Point Calimere; this led us to discussing the presence of the jackal (Sihal in Mizo) in Saiha and its local name.
The huge number of birds in the second half did attract attention of most participants. They asked us where and how far the birds came from and also if people measured these birds.
Thus, while the session did not have well defined connect with the rest of the sessions in the training it went of well and we look forward to building further on this beginning.
Our note to the post:
The section describing interactions is what was talked of by the participants and their views on what they saw in the film. These interactions are to encourage discussions on wildlife and not in any fashion a statement on the situation in the state.
Our contact Details:
Samrakshan ~ Mizoram
Phone: Manuna (Mizo) 94363 93394 and Nimesh (English) 94361 56458 Email : nimesh.ved@gmail.com
We thank
The entire faculty at DIET – Saiha and specially the principal Pu H Lalfakzuala for enabling this partnership to begin.
All the participants of the programme for their cooperation and interest.
Tuesday, September 2, 2008
Hoolock gibbons
In earlier posts we have been discussing our experiences of interactions with participants in course of the programme, today we share the preparations for discussions on a “module” we recently interacted with the participants on.
Preparing sheets.
Two sheets have been prepared for this module. The first has questions on Hoolock gibbons while the other states facts on the primate. While preparing these sheets we have been sensitive to points that we should specifically consider inculcating and those that we should carefully leave out.
Points that we have specifically consider inculcating –
1. Referring to the existing material on Hoolock gibbons with us.
2. Putting in multiple options for the questions.
3. Using pictures, sketches and symbols where possible for these multiple answers.
4. Discussing characteristics like group size and babies that would be easy to discuss by way of comparing them with other species occurring in the region.
Points that we have carefully left out –
1. “Typical questions” like those pertaining to differences between the Western Hoolock gibbon and Eastern Hoolock gibbon as also the deriving of the term Gibbon.
2. Using confusing terms like terrestrial, arboreal and monogamous.
3. Questions, answers to which need detailed explanation like forest types of habitats preferred by Hoolock gibbons (tropical, tropical wet evergreen, tropical semi evergreen).
4. Discussing problems and threats to the Hoolock gibbons in the region namely poaching and shifting cultivation. This as we were initiating discussions on the species and did want neither to confuse the issue by bringing in problems nor to highlight the negative issues at this juncture.
Once these sheets were finalized the necessary numbers of copies were taken. While each participant was to be given a question sheet only a few sheets of the facts were shared with each group.
Initiating the discussion.
We planned to initiate the discussion with 5 to 10 minutes of informal chat. This we feel is very important to establish “connect” and set in tone for the interactions (on the module) to follow. Towards this we discussed
1. Preparations undertaken by them for the Independence Day programme.
2. Animals seen by them recently.
Sharing sheets.
The question sheets were then shared with the participants. Since we were to receive them back we asked the participants to write the relevant details on the sheets such that they could be used for purpose of recording attendance also. These were
1. Name of school.
2. Name of participant.
3. Class to which participant belongs.
4. Date of programme.
Explaining the questions.
1. At the onset we asked the participants to select only one of the 3 options provided (as answers) for each of the 10 questions (in the sheet) by ticking the correct option.
2. Midway through the activity, we clarified the pictures (used as options) for questions 4 and 9. This was done by way of asking them what they understood from the pictures. We then wrote the same in both English and Mizo languages on the board.
3. For the final question (the only one without optional answers provided) we gave them the option of writing in a language they were comfortable in – English, Mizo or Mara.
Collecting sheets.
We then collected the sheets from the participants.
Sharing answers.
1. We asked the participants answers chosen by them and then gave the correct answer for each.
2. While stating each answer basic explanations of couple of lines for each point were shared.
Sharing Hoolock gibbon sheets.
1. Few sheets stating facts on the primate were shared with teachers and select participants.
2. Extra sheets, both questions and facts, were shared with those who sought them at the end of the programme.
Placed below are the questions from the sheet.
(Majority of these answers have been depicted by way of sketches and symbols which is a bit difficult given the connection I have at Saiha so I have left all the options for answers out. The questions are in English and Mizo languages.)
Symbol of our good forests !!
(Kan ram hi ram tha a ni tih lan tir tu !!)
1. Which one of them is Hoolock gibbon?
(Eng ber hi nge Hoolock gibbon?)
2. Which one of them is not Hoolock gibbon?
(Eng ber hi nge Hoolock gibbon ni lo?)
3. Which colour is Hoolock gibbon?
(Hoolock gibbon hi eng rawng nge?)
4. Hoolock gibbon’s home is?
(Hoolock gibbon chenna chu?)
5. How many years does a Hoolock gibbon live?
(Hoolock gibbon hi eng tia rei nge a dam?)
6. How many Hoolock gibbons are together usually?
(Hoolock gibbon te hi eng zat nge pawl khatah an awm?)
7. How many babies do Hoolock gibbons have at a time?
(Hoolock gibbon hian vawi khatah no eng zat nge a neih theih?)
8. Hoolock gibbons prefer to move using their?
(Hoolock gibbon hi eng hmangin nge a kal?)
9. What is Hoolock gibbons’ favourite food?
(Hoolock gibbon hian eng chaw nge a duh ber?)
10. Write 3 points that come to your mind when you think of Hoolock gibbons in Maraland.
(Maraland a Hoolock gibbon te I ngaihtuah chang hian I rilru ah enge rawn lang point 3 han ziak teh)
We thank Zoo Outreach Organization for sharing their resources on Hoolock gibbons.
For details : Nimesh.ved@gmail.com / Mizo > 94363 93394 / English > 94361 56458
Preparing sheets.
Two sheets have been prepared for this module. The first has questions on Hoolock gibbons while the other states facts on the primate. While preparing these sheets we have been sensitive to points that we should specifically consider inculcating and those that we should carefully leave out.
Points that we have specifically consider inculcating –
1. Referring to the existing material on Hoolock gibbons with us.
2. Putting in multiple options for the questions.
3. Using pictures, sketches and symbols where possible for these multiple answers.
4. Discussing characteristics like group size and babies that would be easy to discuss by way of comparing them with other species occurring in the region.
Points that we have carefully left out –
1. “Typical questions” like those pertaining to differences between the Western Hoolock gibbon and Eastern Hoolock gibbon as also the deriving of the term Gibbon.
2. Using confusing terms like terrestrial, arboreal and monogamous.
3. Questions, answers to which need detailed explanation like forest types of habitats preferred by Hoolock gibbons (tropical, tropical wet evergreen, tropical semi evergreen).
4. Discussing problems and threats to the Hoolock gibbons in the region namely poaching and shifting cultivation. This as we were initiating discussions on the species and did want neither to confuse the issue by bringing in problems nor to highlight the negative issues at this juncture.
Once these sheets were finalized the necessary numbers of copies were taken. While each participant was to be given a question sheet only a few sheets of the facts were shared with each group.
Initiating the discussion.
We planned to initiate the discussion with 5 to 10 minutes of informal chat. This we feel is very important to establish “connect” and set in tone for the interactions (on the module) to follow. Towards this we discussed
1. Preparations undertaken by them for the Independence Day programme.
2. Animals seen by them recently.
Sharing sheets.
The question sheets were then shared with the participants. Since we were to receive them back we asked the participants to write the relevant details on the sheets such that they could be used for purpose of recording attendance also. These were
1. Name of school.
2. Name of participant.
3. Class to which participant belongs.
4. Date of programme.
Explaining the questions.
1. At the onset we asked the participants to select only one of the 3 options provided (as answers) for each of the 10 questions (in the sheet) by ticking the correct option.
2. Midway through the activity, we clarified the pictures (used as options) for questions 4 and 9. This was done by way of asking them what they understood from the pictures. We then wrote the same in both English and Mizo languages on the board.
3. For the final question (the only one without optional answers provided) we gave them the option of writing in a language they were comfortable in – English, Mizo or Mara.
Collecting sheets.
We then collected the sheets from the participants.
Sharing answers.
1. We asked the participants answers chosen by them and then gave the correct answer for each.
2. While stating each answer basic explanations of couple of lines for each point were shared.
Sharing Hoolock gibbon sheets.
1. Few sheets stating facts on the primate were shared with teachers and select participants.
2. Extra sheets, both questions and facts, were shared with those who sought them at the end of the programme.
Placed below are the questions from the sheet.
(Majority of these answers have been depicted by way of sketches and symbols which is a bit difficult given the connection I have at Saiha so I have left all the options for answers out. The questions are in English and Mizo languages.)
Symbol of our good forests !!
(Kan ram hi ram tha a ni tih lan tir tu !!)
1. Which one of them is Hoolock gibbon?
(Eng ber hi nge Hoolock gibbon?)
2. Which one of them is not Hoolock gibbon?
(Eng ber hi nge Hoolock gibbon ni lo?)
3. Which colour is Hoolock gibbon?
(Hoolock gibbon hi eng rawng nge?)
4. Hoolock gibbon’s home is?
(Hoolock gibbon chenna chu?)
5. How many years does a Hoolock gibbon live?
(Hoolock gibbon hi eng tia rei nge a dam?)
6. How many Hoolock gibbons are together usually?
(Hoolock gibbon te hi eng zat nge pawl khatah an awm?)
7. How many babies do Hoolock gibbons have at a time?
(Hoolock gibbon hian vawi khatah no eng zat nge a neih theih?)
8. Hoolock gibbons prefer to move using their?
(Hoolock gibbon hi eng hmangin nge a kal?)
9. What is Hoolock gibbons’ favourite food?
(Hoolock gibbon hian eng chaw nge a duh ber?)
10. Write 3 points that come to your mind when you think of Hoolock gibbons in Maraland.
(Maraland a Hoolock gibbon te I ngaihtuah chang hian I rilru ah enge rawn lang point 3 han ziak teh)
We thank Zoo Outreach Organization for sharing their resources on Hoolock gibbons.
For details : Nimesh.ved@gmail.com / Mizo > 94363 93394 / English > 94361 56458
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