CBSE Class 10 Social Science Forest and Wildlife Resources Important Questions Set 03

Important Questions

Question 1. Suggest any two measures for the conservation of forests.
Answer:
(1) Afforestation: more trees should be planted to increase the forest cover. Trees should be selected according to the geographical conditions of a particular region and proper care should be taken during the growth of trees.
(2) Community conservation: the Chipko Movement has been one of the successful models of conservation by the community.

Teacher's Note:
a) Chipko Movement is the single most important example in this chapter — remember it for several questions.
b) Afforestation vs. community conservation: one is technical, the other is social.

Question 2. Suggest any two measures for the conservation of wildlife.
Answer:
(1) Continuously developing and maintaining areas such as National Parks, wildlife sanctuaries etc.
(2) Preventing deforestation and encroachment into protected areas.

Teacher's Note:
a) Pair this with the Wildlife Protection Act question below for a fuller answer.
b) National Parks and Sanctuaries are the standard two examples to name.

Question 3. What is a biome? How are biomes classified?
Answer:
A very large ecosystem on land having distinct types of vegetation and animal life is called a biome.
They are classified, as per the availability of soil, water and heat, as forests, savannah, grasslands, desert and tundra. Within a biome, much variation may be found in the assemblage of plant and animal species.

Teacher's Note:
a) Five biome types to remember: forest, savannah, grassland, desert, tundra.
b) A biome is land-based and large-scale — don't confuse it with a smaller local ecosystem.

Question 4. What are endangered species?
Answer:
These are species of plants and animals which are in danger of extinction. The survival of such species is difficult if the negative factors that have led to a decline in their population continue to operate. Black buck, crocodile, Indian wild ass, Indian rhino and lion-tailed macaque are examples of endangered species.

Teacher's Note:
a) Learn these five named examples — they recur across several questions in this chapter.
b) Compare with ‘vulnerable’ species in the table further down — endangered is more severe.

Question 5. Explain any two famous movements for the protection of forests.
Answer:
The famous Chipko Movement in the Himalayas has not only successfully resisted deforestation in several areas but has also shown that community afforestation with indigenous species can be made enormously successful.
Farmers' and citizens' groups like the Beej Bachao Andolan in Tehri and Navdanya have shown that adequate levels of diversified crop production without the use of synthetic chemicals are possible and economically viable.

Teacher's Note:
a) Three movement names to remember: Chipko, Beej Bachao Andolan, Navdanya.
b) Chipko = forest protection; Beej Bachao/Navdanya = sustainable farming without chemicals.

Question 6. Explain two factors that cause depletion of the flora and fauna.
Answer:
(1) Large scale development projects: clearing of forests for river valley projects has contributed significantly to the loss of forest.
(2) Mining: mining is another important factor behind deforestation. Such activities need big machines, labour, roads and railways, all of which lead to deforestation.

Teacher's Note:
a) These two factors recur through the chapter — link them to the ‘colonial harm’ and ‘large-scale projects’ questions too.
b) Mining causes deforestation indirectly, through the infrastructure it needs, not just direct digging.

Question 7. What was the thrust area of the Indian Wildlife Protection Act?
Answer:
(1) Protecting the remaining population of certain endangered species by banning hunting.
(2) Giving legal protection to the habitats of various species.
(3) Restricting trade in wildlife.

Teacher's Note:
a) This Act is 1972 — pair the year with the full contribution question further down.
b) Three thrust areas: ban hunting, protect habitat, restrict trade.

Question 8. What is a biosphere reserve? Where and when was the first biosphere reserve of India developed?
Answer:
(1) A biosphere reserve is a large area of land which is used to protect the natural vegetation and the species of wildlife.
(2) The first biosphere reserve was set up in 1986. It is called the Nilgiri Biosphere Reserve. It covers 5,500 sq. km of area, spread over three states, namely Kerala, Karnataka and Tamil Nadu.

Teacher's Note:
a) Remember: Nilgiri Biosphere Reserve, 1986, three states (Kerala, Karnataka, Tamil Nadu).
b) A frequently asked specific-fact question.

Question 9. Why is it necessary to increase the area under forest in India?
Answer:
(1) The forest area in India is below the recommended ratio of 33% of the total geographical area of a country.
(2) Forests play a major role in enhancing the quality of the environment. They modify local climate, control soil erosion and regulate stream flow. They also offer panoramic or scenic views for recreation.
(3) A number of animal and plant species are endangered or extinct. These are to be protected to maintain ecological balance.

Teacher's Note:
a) The 33% target is the National Forest Policy figure — a commonly tested number.
b) Three reasons: policy target, environmental role, species protection.

Question 10. How are human beings dependent on the ecological system? Discuss.
Answer:
(1) As a part of the ecological system, human beings are dependent on it for their existence.
(2) We breathe in air, drink water and grow crops in soil, etc. — these are the non-living components of the ecological system.
(3) Plants, animals and other micro-organisms recreate the quality of these non-living components.

Teacher's Note:
a) Key distinction: living vs non-living components of the ecological system.
b) This links directly to the biodiversity-importance question later in the set.

Question 11. In what ways were the forests harmed by the colonial government?
Answer:
(1) For expansion of railways.
(2) For expansion of agricultural fields.
(3) For expansion of commercial and scientific forestry.
(4) For expansion of mining activities.

Teacher's Note:
a) Four causes under colonial rule — railways is the most frequently tested one.
b) Contrast this with post-independence causes in the ‘development projects’ question below.

Question 12. Discuss how large scale development projects have been responsible for the loss of forests.
Answer:
(1) Development projects have been run in forest-covered areas, which has largely damaged the forests.
(2) Since 1951, over 5,000 sq. km of forest has been cleared for river valley projects.
(3) This clearing of forests continues: it is estimated that about 40,000 hectares of forest will be cleared for the completion of the Narmada Sagar Project in Madhya Pradesh.

Teacher's Note:
a) Narmada Sagar Project (Madhya Pradesh) is the standard named example for this answer.
b) 5,000 sq. km since 1951 is a specific figure worth remembering.

Question 13. Give three reasons why we need to save the biodiversity of our planet.
Answer:
(1) Humans, along with all living organisms, form a complex web of the ecological system.
(2) We are only a part of, and very much dependent on, this system for our own existence — for example, plants, animals and micro-organisms recreate the quality of the air we breathe, the water we drink and the soil that produces our food, without which we cannot survive.
(3) Forests play a key role in the ecological system, as they are the primary producers on which all other living beings depend.

Teacher's Note:
a) ‘Primary producers’ is the key term examiners look for regarding forests.
b) This same explanation reappears in the longer biodiversity question later — revise them together.

Teacher's Note:
a) Remember by the numbers: reafforestation plants 2 saplings per felled tree, afforestation plants 1 for a new tree.
b) Reafforestation = replacing in the same place; afforestation = planting somewhere new.

Teacher's Note:
a) Vulnerable is the milder/earlier stage — endangered is more severe, closer to extinction.
b) Memorise one example from each column to cite in a short answer.

Teacher's Note:
a) Endemic = found only in a specific area, still alive; extinct = gone entirely.
b) Don't confuse ‘endemic’ with ‘endangered’ — they mean different things.

Question 17. How are forests classified by the forest department in India?
Answer:
(1) Reserved forests: these forests are permanently earmarked for production of timber or other forest produce. More than 50% of the total forest land has been declared reserved forest.
(2) Protected forests: these forests are protected from any further depletion. Almost one-third of the total forest land is protected forest.
(3) Unclassified forests: these are other forests and wastelands belonging to both government and private individuals or communities.

Teacher's Note:
a) Three categories with rough proportions: 50% reserved, one-third protected, rest unclassified.
b) This is India's official forest administration classification, not an ecological one.

Question 18. For what values have communities taken measures for the conservation of forests in India?
Answer:
(1) To secure their livelihood.
(2) Communities are well aware of the local region and hence are more capable of protecting forests and habitats.
(3) In the Sariska Tiger Reserve, Rajasthan, villagers protested against mining by citing the Wildlife Protection Act.

Teacher's Note:
a) Sariska Tiger Reserve (Rajasthan) is the named case study for this point — remember the state.
b) Local knowledge is the key advantage community conservation has over government schemes.

Question 19. What measures would you suggest to conserve the eco-system?
Answer:
(1) Avoid indiscriminate cutting of trees.
(2) Control environmental pollution.
(3) Reduce the use of chemical fertilizers, pesticides and germicides.
(4) Create public awareness about sustainable development.

Teacher's Note:
a) A shorter version of the six-point ecosystem-conservation answer later in this set — use whichever length the marks require.
b) Public awareness is often the point students forget to include.

Question 20. What has been the contribution of the Indian Wildlife Protection Act in protecting habitats in India? (Or: Explain any three measures taken by the Indian Government to protect wildlife.)
Answer:
(1) The Indian Wildlife (Protection) Act was implemented in 1972, with various provisions for protecting habitats.
(2) The thrust of the programme was towards protecting the remaining population of certain endangered species by banning hunting, giving legal protection to their habitats and restricting trade in wildlife.
(3) The government established National Parks and Wildlife Sanctuaries.
(4) The central government announced several projects for protecting specific animals which were gravely threatened.
(5) The Indian elephant, blackbuck, the great Indian bustard and the snow leopard, among others, have been given full or partial legal protection against hunting and trade throughout India.

Teacher's Note:
a) The fullest version of the Wildlife Protection Act answer — shorter questions on this Act reuse pieces of it.
b) 1972 is the year to remember; name at least two protected species for full marks.

Teacher's Note:
a) Flora = plants, Fauna = animals — the numbers (4,500 vs 7,500 species) are a specific fact worth remembering.
b) A reliable four-row table answer for a 4-mark ‘differentiate’ question.

Question 22. Write six measures to conserve the ecosystem. (Or: write any three measures.)
Answer:
Eco-system can be conserved by:
(1) Avoiding indiscriminate cutting of trees.
(2) Population control.
(3) Creating public awareness about sustainable development through media.
(4) Large-scale development projects being planned to minimise damage to forests — since 1951, over 5,000 sq. km of forest has been cleared for river valley projects alone.
(5) Managing the rapidly expanding industrial-urban economy's consumption of forest-based products such as rubber, medicines, dyes and fuel wood, which increases depletion of forest resources.
(6) Addressing over-population pressures responsibly, while recognising that per-person resource consumption varies greatly between and within countries.

Teacher's Note:
a) For a 3-mark version, use points (1), (2) and (3) only; all six for a 5-mark question.
b) This is the fullest ecosystem-conservation list in the chapter — other shorter questions reuse pieces of it.

Question 23. What is biodiversity? Why is biodiversity important for human lives? Give three points.
Answer:
Biodiversity denotes the variety of living beings, including all types of organisms, plants and wildlife, diverse in form and function but closely integrated in a system through a network of interdependencies.
Its importance: we humans, along with all living organisms, form a complex web of ecological systems in which we are only a part and are dependent on this system for our own existence.
For example, plants, animals and micro-organisms recreate (i) the quality of the air we breathe, (ii) the water we drink, and (iii) the soil that produces our food, without which we cannot survive.
Forests play a key role in the ecological system, as they are the primary producers on which all other living beings depend, not only for food but indirectly for many other forest produce used for varied purposes. Biodiversity maintains this ecological balance and our life support systems.

Teacher's Note:
a) Give the definition first, then the three points (air, water, soil) for full marks.
b) This is the most complete version of the biodiversity explanation — shorter questions elsewhere draw on it.

Question 24. Why is the tiger population dwindling in India? What measures have been taken to control it? Why is it necessary to conserve the tiger population?
Answer:
(1) Tigers are killed and traded commercially by poachers for their skins, and their bones are used in traditional medicine, especially in some Asian countries.
(2) The habitats of tigers are shrinking day by day, reducing the natural environment available for their survival.
(3) Depletion of the tiger's prey base is an important factor responsible for the declining tiger population.
(4) Growing human population is also responsible for encroachment on the natural habitats of tigers.
Measures taken to control the decreasing tiger population:
'Project Tiger' was launched in India in 1973. This project achieved initial success in increasing the tiger population.
There are several tiger reserves in India — among them, Corbett National Park in Uttarakhand, Sunderbans National Park in West Bengal, Bandhavgarh National Park in Madhya Pradesh, Sariska Wildlife Sanctuary in Rajasthan, Manas Tiger Reserve in Assam and Periyar Tiger Reserve in Kerala. Tiger conservation is viewed not only as an effort to save an endangered species but also as a means of preserving biotopes of sizeable magnitude.
It is necessary to conserve the tiger population because the tiger is the National Animal of India and plays an important role in the wildlife ecosystem. Without conservation efforts, future generations may only see tigers in films or photographs.

Teacher's Note:
a) This answer was corrected — Project Tiger was launched in India (1973), not ‘the entire world’ as the source wrongly stated.
b) Tiger = National Animal of India; name at least two tiger reserves for full marks.