Download Mountains - CBSE

CLASS
VI
CBSE-i
UNIT-4
GEOGRAPHY
Landform
Mountains
STUDENTS’ MANUAL
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
CBSE-i
GEOGRAPHY
Landform
Mountains
STUDENTS’ MANUAL
CLASS
VI
UNIT-4
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
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Preface
This International Curriculum initiated by Central Board of Secondary Education - (CBSE) is a progressive step in making the
educational content and methodology more sensitive and responsive to the global needs. It signifies the emergence of a fresh
thought process in imparting a curriculum which would restore the autonomy of the learner to pursue the learning process in
harmony with the existing personal, social and cultural ethos.
The Central Board of Secondary Education has been providing support to the academic needs of the learners worldwide. It has
about 12500 schools affiliated to it and over 158 schools situated in more than 23 countries. The Board has always been conscious
of the varying needs of the learners and has been working towards contextualizing certain elements of the learning process to the
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designed by CBSE-i, has been visualized and developed with these requirements in view.
The nucleus of the entire process of constructing the curricular structure is the learner. The objective of the curriculum is to
nurture learner autonomy, given the fact that every learner is unique. The learner has to understand, appreciate, protect and
build on values, beliefs and traditional wisdom, make the necessary modifications, improvisations and additions wherever and
whenever necessary.
The recent scientific and technological advances have thrown open the gateways of knowledge at an astonishing pace. The
speed and methods of assimilating knowledge have put forth many challenges to educators, forcing them to rethink their
approaches for knowledge processing by their learners. In this context, it has become imperative for them to incorporate those
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The CBSE-i aims to carry forward the basic strength of the Indian system of education while promoting critical and creative
thinking skills, effective communication skills, interpersonal and collaborative skills along with information and media skills.
There is an inbuilt flexibility in the curriculum, as it provides a foundation and an extension curriculum, in all subject areas to
cater to the different pace of learners.
The CBSE introduced classes I and X in the session 2010-11 as a pilot project in schools. It was further extended to classes II, VI
and X in the session 2011-12. In the seesion 2012-13, CBSE-i is going to enter in third year with classes III, VII and XI. The focus of
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continuous and comprehensive basis consequent to the mutual interactions between the teacher and the learner. There are some
non-evaluative components in the curriculum which would be commented upon by the teachers and the school. The objective of
this part or the core of the curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal
knowledge. This would involve trans-disciplinary linkages that would form the core of the learning process. Perspectives,
SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this 'Core'. The
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The International Curriculum has been designed keeping in view the foundations of the National Curricular Framework (NCF
2005) NCERT and the experience gathered by the Board over the last seven decades in imparting effective learning to millions of
learners, many of whom are now global citizens.
The Board does not interpret this development as an alternative to other curricula existing at the international level, but as an
exercise in providing the much needed Indian leadership for global education at the school level. The International Curriculum
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issues of empowerment with the help of the schools' administering this system strongly recommends that practicing teachers
become skillful learners on their own and also transfer their learning experiences to their peers through the interactive platforms
provided by the Board.
I profusely thank Shri G. Balasubramanian, former Director (Academics), CBSE, Dr. Sadhana Parashar, Director (Training)
CBSE, Dr. Srijata Das, Education Officer CBSE, CBSE along with all the Officers involved in the development and
implementation of this material.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums provided on the
portal. Any further suggestions for modifying any part of this document are welcome.
Vineet Joshi
Chairman , CBSE
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms. Aditi Mishra
Ms. Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Ms. Preeti Hans
Ms. Neelima Sharma
Ms. Gayatri Khanna
Ms. Urmila Guliani
Ms. Anuradha Joshi
Mrs. Sonali Sinha
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step by Step, School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms. Charu Maini
Dr. Usha Sharma
Prof. Chand Kiran Saluja
Dr. Meena Dhani
Ms. Vijay Laxmi Raman
Mrs. Avanita Bir
Ms. Malini Sridhar
Ms. Leela Raghavan
Dr. Rashmi Sethi
Ms. Seema Rawat
Ms. Suman Nath Bhalla
Prof. Om Vikas
Material Production Groups: Classes VI-VIII
English :
Ms. Neha Sharma
Ms. Dipinder Kaur
Ms. Sarita Ahuja
Ms. Gayatri Khanna
Ms. Preeti Hans
Ms. Rachna Pandit
Ms. Renu Anand
Ms. Sheena Chhabra
Ms. Veena Bhasin
Ms. Trishya Mukherjee
Ms. Neerada Suresh
Ms. Sudha Ravi
Ms. Ratna Lal
Ms. Ritu Badia Vashisth
Ms. Vijay Laxmi Raman
Core - Research
Ms. Renu Anand
Ms. Gayatri Khanna
Dr. N K Sehgal
Ms. Anita Sharma
Ms. Rashmi Kathuria
Ms. Neha Sharma
Ms. Neeta Rastogi
Ms. Manjushtha Bose
Mathematics :
Dr. Ram Avtar
Mr. Mahendra Shankar
Chemistry
Ms. Poonam Kumar Mendiratta Ms. Deepa Gupta
Ms. Gayatri Chowhan
Ms. Rashmi Sharma
Ms. N Vidya
Ms. Kavita Kapoor
Ms. Divya Arora
Ms. Mamta Goyal
Ms. Chhavi Raheja
Physics :
Ms. Vidhu Narayanan
Hindi:
Ms. Meenambika Menon
Mr. Akshay Kumar Dixit
Ms. Patarlekha Sarkar
Ms. Veena Sharma
Ms. Neelam Malik
Ms. Nishi Dhanjal
Biology:
Ms. Kiran Soni
Mr. Saroj Kumar
CORE-SEWA
Ms. Rashmi Ramsinghaney
Ms. Vandna
Ms. Prerna Gosain
Ms. Nishtha Bharati
Ms. Seema Kapoor
Mr. Manish Panwar
Ms. Seema Bhandari
Ms. Vikram Yadav
Ms. Seema Chopra
Ms. Monika Chopra
Ms. Reema Arora
Ms. Jaspreet Kaur
Ms. Neha Sharma
Ms. Preeti Mittal
ICT
Ms. Shipra Sarcar
Ms. Leela Raghavan
Mr. Yogesh Kumar
Ms. Varsha Manku
Dr. K L Chopra
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Geography:
Ms. Suparna Sharma
Ms. Aditi Babbar
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Ruchi Mahajan
Political Science:
Ms. Kanu Chopra
Ms. Shilpi Anand
Economics :
Ms. Leela Garewal
Ms. Anita Yadav
CORE-Perspectives
Ms. Madhuchhanda
Ms. Varsha Seth
Ms. Neha Sharma
Chief Co-ordinator : Dr. Srijata Das, EO
Coordinators:
Ms. Sugandh Sharma, EO
Dr Rashmi Sethi, EO
Ms. S. Radha Mahalakshmi, E O Ms. Madhuchhanda, RO (Inn)
Mr. Navin Maini, RO (Tech) Shri Al Hilal Ahmed, AEO Shri R. P. Singh, AEO
Ms. Anjali Chhabra, AEO
Ms. Neelima Sharma,
Consultant (English)
Mr. Sanjay Sachdeva, SO
Sh. R. P. Sharma
Consultant (Science)
Ms. Reema Arora
Consultant (Chemistry)
Contents
Mountains: Definition as a landform feature
1
Classification/Types: On the basis of mode of their formation
4
i)
Volcanic
ii)
Residual
iii)
Fold
iv)
Block
Economic significance: Resources and usage
Conservation: Need and efforts
Case Studies: Famous Mountains
i)
The Himalayas (Indian sub-continent)
ii)
The Andes (South America)
iii)
The Rockies (North America)
iv)
The Aravallis (India)
UNIT IV: LANDFORM - MOUNTAINS
Introduction
The Himalayas, the Alps, the Rockies, the Andes and all other such landforms have one
feature in common with regard to their spatial existence and that is, they are all elevated
features on the surface of the earth. They have distinctive features that separate them from
the other features present on earth’s landscape. These highlands have a rich geological
history, offering an insight into the forces that have helped shape the surface of the earth. All
this requires categorizing the information into defined groups thereby assisting a logical
understanding of the conceptual differences between various types of mountains.
MOUNTAINS – AN OVERVIEW
Mountains can be explained as landforms that rise well above the surrounding land for a
limited area in the form of a peak. Mountains are steeper, larger and taller than hills and are
more than 600 metres in height. Mountainous regions are called montane. Mountains are a
mass of land considerably higher than the surrounding area. If the mass of land is below
600 m in height it is called a hill. A steep sided hill over 600 m high is called a mountain.
Nature of a mountainous area - Rugged terrain
High Peaks
Steep Slope
Deep Valleys
1
A few mountains are single isolated mountain tops or peaks. E.gs:
Mount Fujiyama in Japan
Mount Kilimanjaro in East Africa
Most mountains are grouped to form mountain ranges. e.g., Atlas Mountains in North Africa.
Sierra Nevada in California, USA
Often, a whole series of ranges is connected as a larger chain / mountain system that stretch
for hundreds or even thousands of miles. E.g. The Himalayas in Asia, The Andes in South
America, Rockies in North America and Alps in Europe.
2
Andes Mountains - the youngest fold Mountains
Rocky Mountains – Wyoming (USA) Fold Mts.
Aravalli Ranges (India) – denuded Mountain system
Many mountains are so high that they reach the colder layers of the atmosphere. This fact
leads to different climates forests, flora and fauna in the same mountain. Mountain life is less
preferable due to harsh climates, less suitability for agriculture and also less oxygen as we go
higher up.
Quick Facts about Mountains
Mountains make up about one-fifth of the world's landscape, and provide homes
to at least one-tenth of the world's people. Can you find the name of any one
tribe that lives in the mountains?
Mount Everest, part of the Himalayas, is the highest point on earth, with a
height of 29,023 feet. What many don't realize is that Mount Everest is only one
in this range of over 30 peaks that rise to over 24,000 feet. Also in this range
is Kanchenjunga at 28,208 feet, Makalu at 27,766 feet, and Dhaulagiri at
26,810 feet. Compare these heights to some other “tallest” mountains.
3
About 80 per cent of our planet's fresh water originates in the mountains. All
mountain ecosystems have one major characteristic in common - rapid changes in
altitude, climate, soil, and vegetation over very short distances. Find out various
trees that are found in the mountains with varying altitude?
Classification of mountains on basis of mode of formation
Volcanic mountains Formation – It is
formed by solidification of magma that
flows out after volcanic eruption.
Eg – Mt. Fuji- Japan
Mt Etna- Italy
Residual Mountains
Formation – Evolved by process of
Denudation
E.g. - Aravalli Ranges of India
MOUNTAINS
Fold Mountains
Formation - Formed as a result of
tectonic movements which cause
tectonic plates to move towards
each other .The crust is thrown up
into folds to form mountains.
Eg – Himalayas-Asia
Rockies- N America
Block Mountains
Formation – Formed by tectonic
movements leading to faults. The
tectonic plates move away from each
other causing breaks / cracks (faults)
resulting in downslide of part of crust
leaving a block upright. E.g – VosgesGermany
Satpura Range- India
Case Study – Mountains under the Sea
Some of the highest mountains are at the bottom of the sea. Hawaii is at the top of a
volcanic mountain in the Pacific Ocean. Mauna Kea, Hawaii, with an elevation of 13,796
feet, is actually 32,000 feet tall from its start on the sea floor, making it the world's
highest island peak from base to tip. More than half the mountain is below water.
4
DO YOU KNOW?
MT. RAINIER - INS AND OUTS

Mount Rainier is Washington's highest mountain with an elevation rise of 13,211
feet from its nearest low point.

Mount Rainier is the highest peak in the Cascade Range, a long range of volcanic
mountains that stretches from Washington through Oregon to northern California.
Other Cascade peaks seen from the summit of Mount Rainier include Mount St.
Helens, Mount Adams, Mount Baker, Glacier Peak, and Mount Hood on a clear day.

It is a giant strato-volcano in the cascade volcanic arc, is an active volcano.

It also has a small crater lake that is 16 feet deep and 130 feet long by 30 feet
wide. This is the highest Crater Lake in North America.
Case Study - The Blue Ridge Mountains
Source: Google Image
5
The Blue Ridge Mountains are part of the Appalachian Mountain Range. Many streams
begin in the mountains.
These are the oldest mountains in America. The Blue Ridge
Mountains are
Folding Mountains. They were formed over 400 million years ago when the North American
and the European tectonic plates collided. The Blue Ridge Region takes up only 2% of
South Carolina’s land mass.
Nature of a mountainous region
Mountains are generally less preferable for human habitation than lowlands; the
weather is often harsher, have rugged terrain and therefore, little level land is
available for agriculture.
Many mountains and mountain ranges throughout the world have been left in their
natural state, and are today primarily used for recreation, while others are used for
logging, mining, grazing etc. Mountains that support heavy recreational use (especially
downhill skiing) are often the locations of mountain resorts.
Tall mountains are consequently subject to glaciation, and erosion through frost
action. Such processes produce peak like shape. Mountains can be eroded and
weathered, altering their characteristics over time.
Mountains are generally colder than their surrounding lowlands due to the way that
the sun heats the surface of the Earth.
Tall mountains have different climatic conditions at the top than at the base, and thus
have altitudinal zonation of ecosystems. At the highest elevations, trees cannot
grow, and whatever life may be present will be of the alpine type, resembling tundra.
Just below the tree line, one may find subalpine forests of needle leaf trees, which
can withstand cold, dry conditions.
In regions with dry climates, the tendency of
mountains to have higher precipitation as well as lower temperatures also provides for
varying conditions, which in turn leads to differing flora and fauna. Some plants and
animals found in these zones tend to become isolated since the conditions above and
below a particular zone will be inhospitable and thus constrain their movements or
dispersal. On the other hand, birds, being capable of flight, may take advantage of
6
montane habitats and migrate into a region that would otherwise not provide
appropriate habitat. These isolated ecological systems, or microclimates, are known
as sky islands.
DO YOU KNOW?
Timber Line is where timber growth no longer occurs on a mountain also referred to as
the “tree line”. Depending on the mountain range, the height of the actual timberline
varies greatly. In part, this is due to the area where the mountain is located, or the
normal climate of this surrounding area. Soil also has a great affect, as does the latitude
of the mountain range. In the Alps, the timberline is at about 5,500 feet. Compare this to
the Himalayas?
Value of Mountains to Man
1.
They act as natural barriers/boundaries. E.g. The Himalayas guard the northern
frontiers of India.
2.
They influence climate. They cause orographic rainfall (relief) and protect a region
from cold or hot winds.e.g. The Himalayas protect the cold Polar winds from entering
into India.
3.
Rich in timber resources. Forests in the lower mountain slopes provide wood for fuel,
for building and for paper making, along with providing a rich habitat for the wildlife
that thrives there.
7
4.
Rich in mineral deposits that have commercial value. E.g. some mountains are rich in
minerals such as limestone, copper, tin, gold, silver, platinum and iron.
Untapped mineral deposits in Afghanistan
5.
They are a source of important rivers which may be used for producing
hydroelectricity.
6.
The hill slopes are used for farming and as pasture lands.
8
7.
Certain mountain rocks provide good building material such as granite, marble and
limestone.
Limestone mining in the Aravalli in Rajasthan
8.
Provide havens for tourists. The scenic beauty, clean air and climate attract many
visitors. It also encourages sports such as skiing and mountain climbing / trekking.
Case Study – Life on Rockies
The Rocky Mountains are located in western North America. They are know for their
beautiful scenery. People visit the Rockies for many recreational activities like hiking,
hunting, camping, skiing and lots of other sports. The Rockies have very different seasons. In
the winter there is deep snow, high winds, and sudden blizzards are common. In the spring
it could be wet or dry, cold or warm. In the summer there are sunny mornings, afternoon
thunderstorms and clear nights. In the fall there are cool, crisp days, wind and decreasing
precipitation. There is lots of variety that exist with regard to flora and fauna as well.
9
Difficulties of mountain life
Mountains are thinly populated.
The rugged terrain makes transportation, building and physical communication
difficult.
Farming is not always possible due to steep slopes and poor soil.
Also, the climate is very harsh in winters.
Case Study - Mt. Everest

Tallest mountain in the world.

Number of people to attempt to climb Mt. Everest: approximately 4,000.

Number of people to successfully climb Mt. Everest: 660.

Number of people who have died trying to climb Mt. Everest: 142.
10

Height: 29,028 feet, or 5 and half miles above sea level. This is equivalent to the
size of almost 20 Empire State Buildings.

Location: part of the Himalaya mountain range; straddles border of Nepal and
Tibet.

Named for: Sir George Everest, a British surveyor-general of India.

Age: approximately 60 million years old.

Other names: called "Chomolungma" by Tibetans and Sherpas,
which means
"Mother Goddess of the Earth."

Countries visible from the summit: Tibet, India, and Nepal.

First to climb to summit: Edmund Hillary and Tenzing Norgay on May 29, 1953.
Find Out
Other mountaineers who have successfully climbed Mt.Everest over the last
decade.
What are the major environmental concerns related to this peak?
Conservation of Mountain Ecosystems
(a)
Undertake measures to prevent soil erosion and promote erosion-control activities
terrace farming, contour ploughing etc.
(b)
The government should encourage local initiatives in animal husbandry, forestry and
horticulture.
(c)
Enhance popular participation in the management of local resources through
appropriate legislation.
(d)
Provide mechanisms to preserve threatened areas that could protect wildlife conserve
biological diversity or serve as national parks.
(e)
Develop national policies that would provide incentives to farmers and local people to
undertake conservation measures and to use environment-friendly technologies like
ban on the use of plastic bags etc.
(f)
Undertake the above activities, taking into account the need for full participation of
women, including indigenous people and local communities, in development of the
mountain ecosystems.
11
GLOSSARY
Alpine Vegetation: vegetation found in mountainous countries above subalpine
vegetation and forests.
Animal Husbandry: The branch of agriculture concerned with the care and breeding of
domestic animals such as cattle, hogs, sheep, and horses.
Convergent Plate Boundary:
A tectonic boundary where two plates are moving
toward each other.
Crust: The solid outer shell of the earth, with an average thickness of 30-35 km in
continental regions and 5 km beneath the oceans, forming the upper part of the
lithosphere and lying immediately above the mantle, from which it is separated by the
Mohorovičić discontinuity.
Erosion: The wearing of rocks and other deposits on the earth's surface by the action
of water, ice, wind, etc.
Fault: A fracture in the continuity of a rock formation caused by a shifting or
dislodging of the earth's crust, in which adjacent surfaces are displaced relative to one
another and parallel to the plane of fracture.
Fold: A layered rock that exhibits bends is said to be folded. The layered rock was at
one time uniformly straight but was stressed to develop a series of arches and troughs.
A compressive stress compacts horizontal rock layers and forces them to bend
vertically, forming fold patterns.
Glaciation: The condition of being covered with glaciers or masses of ice.
Graben: A usually elongated block of rock that is bounded by parallel geologic faults
along its two longest sides, and has a lower elevation than the rock at its sides.
Grabens form where rock is being pulled apart by tectonic forces.
Hill: A conspicuous and often rounded natural elevation of the earth's surface, less
high or craggy than a mountain.
Lava: Molten rock that reaches the earth's surface through a volcano or fissure.
12
Magma: The molten rock material under the earth's crust, from which igneous rock is
formed by cooling.
Mountain: A natural elevation of the earth's surface having considerable mass,
generally steep sides, and a height greater than that of a hill.
Mountain System: A group of mountain ranges tied together by common geological
features. Also known as mountain chain.
Pass: A relatively narrow passage through a mountainous region.
Pastoralism: It is the branch of agriculture concerned with the raising of livestock.
Peak: The pointed summit of a mountain.
Relief: The variations in elevation of an area of the earth's surface.
Rift Valley: A long narrow valley resulting from the subsidence of land between two
parallel faults, often associated with volcanism.
Valley: elongated lowland between ranges of mountains, hills, or other uplands, often
having a river or stream running along the bottom.
Waterfall: A steep descent of water from a height.
Weathering: The mechanical and chemical breakdown of rocks by the action of rain,
snow, cold, etc.
13
WORKSHEET NO. 1
Name of the Student:
1.
Class:
Section:
Define the following terms:
(i)
Mountain: ______________________________________________________________
_______________________________________________________________________
(ii)
Hill: ___________________________________________________________________
_______________________________________________________________________
(iii) Mountain System: ________________________________________________________
_______________________________________________________________________
2.
Solve the following crossword:
14
3.
On the given outline map of the world mark the following mountain ranges and peaks
using appropriate symbols:
The Himalayas, the Tien Shah, the Kunlun Shan, Kinghan, Altai, Verkhoyanks, Urals,
Carpathians, Caucasus, Vosges and Black Forest, Pyrenees, the Andes, Appalachians,
Rockies, Trans-Antarctic range, Great Dividing Range, Atlas Mts., Guyana Highlands, Mt.
Everest, Mt. Etna, Mt.K2, Mt. Fuji, Mt. Kilimanjaro, Mt. Blanc, Mt. Mackinley.
15
WORKSHEET NO.2
Name of the Student:
1.
Class:
Match the following:
Diagram (Column B)
Type of Mountain
(Column A)
Block Mountain
Volcanic Mountain
Fold Mountain
16
Section:
2.
Identify this mountain system. It is the oldest mountain system of India. Explain its
formation.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.
Fill in the blanks:
Fold Mountains are formed when two c ____________ p___________ c________ against
each other. The force of nature is so strong that these plates slowly smash into each
other at the p_______ b__________, and these forces can cause the rocks to b_______
upwards, forming f________ m____________.
4.
Label the following diagram:
17
WORKSHEET NO.3
Name of the Student:
1.
Class:
Section:
Identify the following features depicted through the pictures related to the
mountainous regions and explain them:
(a)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
(b)
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_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
(c)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2.
Explain the formation of a waterfall with the help of a diagram.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
19
_________________________________________________________________________________
_________________________________________________________________________________
3.
Colour the following picture using the given colour code or you can create your own.
4.
Enlist your observations about the given picture.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
20
WORKSHEET NO.4
Name of the Student:
1.
Class:
Section:
Observe the following picture and answer the following:
(a)
What type of activity is depicted in the picture?
_______________________________________________________________________
_______________________________________________________________________
(b)
Can you name a few regions in the world where this activity is practised?
_______________________________________________________________________
_______________________________________________________________________
(c)
Name the tribes that practise this occupation.
_______________________________________________________________________
_______________________________________________________________________
(d)
Highlight any two main problems that are faced by the pastoralists of the
Himalayas.
_______________________________________________________________________
_______________________________________________________________________
21
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2.
People who live in mountainous areas can see both advantages and disadvantages of
having visitors mainly during the summer months.
Make your own list of the advantages and disadvantages of having tourists in your area.
Advantages
3.
Disadvantages
In what ways do people affect the environment in your area? How do people look after
and manage the environment?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
22
WORKSHEET NO.5
1.
Observe the following picture and answer the following questions:
(a)
Discuss what is going on in the given mountain scene?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
(b)
Write a short description to say what has happened or what is happening in the
given scene.
_______________________________________________________________________
23
_______________________________________________________________________
_______________________________________________________________________
(c)
Say which of these activities might harm the mountainous area.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2.
Prepare a chart using drawings and pictures to depict the relation between the ecology
and geography of mountains and human life and activities.
24
PROJECT
Case study of the Alps, the Black Forest Mts. and the Himalayas.
Aspects to be covered (you may also add your own)
Showing location on the map.
Show the features through pictures.
Resources present-Minerals, stones, water and forest wealth.
Climatic impact.
Human activities.
Comparative study of the different mountain systems.
25
RESOURCES:
NCERT Text Book of Social Science Class 6
A Text Book of Geography 6 by Rita Rajen
Certificate Physical and Human Geography by Goh Cheng Leong(Oxford University
Press)
Geography in Diagrams by R.B.Bunnett(Longman)
http://exchange.smarttech.com/search.html?q=landforms
(http://www.woodlands-junior.kent.sch.uk/Homework/mountains/types.htm)
(http://www.mountainprofessor.com/volcanic-mountains.html)
(http://www.flickr.com/photos/selvin/3196391382/)
(http://library.thinkquest.org/17701/high/geofeatures/fefoldmt.html)
(http://www.geography.info/planet_earth/24/converging_plates.html )
(http://www.infoplease.com/dk/science/encyclopedia/mountain-building.html)
(http://www.geography.learnontheinternet.co.uk/topics/foldmountain.html)
(http://library.thinkquest.org/05aug/01406/block%20mountains.htm)
(http://www.mountainprofessor.com/fault-block-mountains.html)
http://en.wikipedia.org/wiki/File:Fault_block_mountain.JPG
(http://www.mountainprofessor.com/fault-block-mountains.html)
(http://en.wikipedia.org/wiki/Mountain)
http://www.answers.com/topic/valley
(http://www.websters-online-dictionary.org/definitions/valley)
(http://hassam.hubpages.com/hub/Famous-Mountain-Passes-Of-The-World)
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(http://wiki.answers.com/Q/How_is_a_waterfall_formed)
http://waterfalls.fromru.com/Articles/Waterfall-Birth.htm
(tourismworldtravel.com)
(http://en.wikipedia.org/wiki/Spur_(mountain)
http://www.colorado.edu/geography/class_homepages/geog_1011_sum08/GlacialLan
dscapes_Bowen.PDF)
(http://www.new-ag.info/en/focus/focusItem.php?a=1162)
http://projectgroundswell.com/wp-content/uploads/2010/12/5-van-gujjarwoman.jpg
http://www.thefreedictionary.com
http://www.cliffsnotes.com
http://www.homeeducationresources.com/FREEsocstud.htm
http://www.colouringpicturesforkids.com
http://www.4learning.co.uk/essentials
http://pragya.org/nrm2.php
http://livingsta.hubpages.com/hub/Types-and-Formation-of-Mountains-For-kids
http://www.financialtaskforce.org/2010/08/03/using-transparency-to-avoid-theresource-curse-in-afghanistan/
http://www.thehindu.com/news/states/other-states/article25412.ece
http://docbrown.info
http://www.bathlaminerals.com/bathla-minerals-mines.asp
http://www.exploring-america.com/north-cascades-national-park-washington.htm
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