Natural Vegetation — NCERT Solutions

Biosphere Reserves:

A Biosphere Reserve is a unique and representative ecosystem of terrestrial and/or coastal areas that are internationally recognised within the framework of UNESCO's Man and Biosphere (MAB) Programme.

Key points:

• They aim to conserve biodiversity, promote research, education and monitoring.
• They have three zones: the Core Zone (strictly protected), the Buffer Zone (limited human activity), and the Transition/Manipulation Zone (human settlements and economic activities are allowed).
• India has 18 Biosphere Reserves, of which 12 are recognised by UNESCO on the World Network of Biosphere Reserves.
• Examples: Nilgiri, Sunderbans, Nanda Devi, Gulf of Mannar, etc.

Difference between Forest Area and Forest Cover:

In simple terms, forest area is a legal/administrative concept, while forest cover is a physical/ground reality concept.

Steps Taken to Conserve Forests in India:

The Government of India and various agencies have taken several important steps to conserve forests:

1. Legislative Measures:

• The Indian Forest Act (1927) and the Forest Conservation Act (1980) were enacted to regulate the use of forests and prevent their diversion for non-forest purposes without prior approval of the Central Government.
• The Wildlife Protection Act (1972) provides legal protection to wildlife and their habitats.

2. National Forest Policy (1988):

• It set a target of maintaining 33% of the geographical area under forest cover.
• It emphasised ecological stability, environmental conservation and meeting the needs of local communities.

3. Establishment of Protected Areas:

• A network of National Parks, Wildlife Sanctuaries, and Biosphere Reserves has been established across the country to protect natural ecosystems.
• India has 18 Biosphere Reserves, numerous national parks and over 500 wildlife sanctuaries.

4. Special Conservation Projects:

• Project Tiger (1973): Launched to protect tigers and their habitat. Tiger population has increased from 1,411 in 2006 to 3,682 in 2023.
• Project Elephant (1992): Launched to protect wild elephants and their corridors in 18 states.
• Crocodile Breeding Project and conservation of Himalayan Musk Deer and Project Hangul have also been launched.

5. Social Forestry and Afforestation:

• Programmes like Van Mahotsav, social forestry, and farm forestry encourage tree plantation on community and private lands.
• The National Afforestation Programme supports afforestation of degraded forest lands.

6. Forest Survey of India (FSI):

• FSI conducts biennial assessments of forest cover using remote sensing and publishes the State of Forest Report to monitor changes in forest cover.

7. Joint Forest Management (JFM):

• Local communities are involved in the protection and management of forests in partnership with the forest department, sharing the benefits of forest produce.

People's Participation in Conserving Forests and Wildlife:

People's participation is considered the most effective and sustainable approach to forest and wildlife conservation. The following ways highlight how it can be made effective:

1. Joint Forest Management (JFM):

• JFM involves local communities, especially those living in and around forests, in the protection and management of forests.
• Village Forest Committees (VFCs) are formed, and communities share the benefits (fuel wood, fodder, minor forest produce) in return for their protection services.
• This creates a sense of ownership and responsibility among local people.

2. Traditional and Indigenous Knowledge:

• Local and tribal communities possess rich traditional knowledge about forest species, medicinal plants and sustainable use of resources.
• Incorporating this knowledge into conservation strategies makes them more effective.
• The Bishnoi community of Rajasthan is a classic example of community-based wildlife protection.

3. Awareness and Education:

• Creating awareness among local people about the importance of forests and wildlife through education, campaigns and eco-clubs encourages voluntary participation.
• Schools and colleges can play a major role in sensitising the youth.

4. Eco-tourism:

• Involving local communities in eco-tourism activities around national parks and sanctuaries provides them with alternative livelihoods.
• This reduces their dependence on forests and motivates them to protect wildlife.

5. Chipko Movement — A Role Model:

• The Chipko Movement (1973) in Uttarakhand is a historic example where local villagers, especially women, hugged trees to prevent them from being felled.
• It demonstrated that grassroots participation can be a powerful tool for forest conservation.

6. Non-Governmental Organisations (NGOs):

• NGOs can bridge the gap between government policies and local communities by mobilising people, providing training and facilitating community-based conservation programmes.

Conclusion: When local communities are made stakeholders in conservation — sharing both responsibilities and benefits — forests and wildlife can be protected far more effectively than through government action alone.

Note: This is a map-based activity. Students should use an outline map of India and mark the following:

(i) Areas having Mangrove Forests:

• Sunderbans — West Bengal (largest mangrove area in the world)
• Andaman and Nicobar Islands
• Gulf of Kutch — Gujarat
• Gulf of Khambhat — Gujarat
• Mahanadi, Godavari, Krishna and Cauvery deltas — Odisha and Andhra Pradesh
• Coastal areas of Kerala, Karnataka and Goa (Western Coast)
• Pichavaram — Tamil Nadu

(ii) Biosphere Reserves to be marked:

• Nanda Devi Biosphere Reserve — Uttarakhand (Garhwal Himalayas, approx. 30°N, 80°E)
• Sunderbans Biosphere Reserve — West Bengal (Ganga-Brahmaputra delta, approx. 22°N, 89°E)
• Gulf of Mannar Biosphere Reserve — Tamil Nadu (south-eastern coast, approx. 9°N, 79°E)
• Nilgiri Biosphere Reserve — Tamil Nadu, Kerala and Karnataka (approx. 11°N, 76°E)

(iii) Forest Survey of India (FSI) Headquarters:

• FSI Headquarters is located at Dehradun, Uttarakhand. Mark Dehradun on the map (approx. 30.3°N, 78.0°E) in the foothills of the Himalayas in northern India.

Students should use an atlas for precise locations and mark them neatly with a legend/key.

Note: This activity is based on local observation and will vary according to the region where the school is located. A sample list (for a school in northern India) is given below as a model:

Instructions for students: Walk around your school premises and nearby areas. Observe and note down the trees, bushes and shrubs. Consult your local elders, gardener or a field guide to find their local names and uses. Prepare a neat table as shown above.