This MCQ module is based on: Exercises
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Exercises
🎓 Class 10
Social Science
CBSE
Theory
Ch 2 — Forest and Wildlife Resources
⏱ ~15 min
🌐 Language: [gtranslate]
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Exercises — Forest and Wildlife Resources
NCERT Contemporary India-II | Chapter 2: Forest and Wildlife Resources — End-of-Chapter Exercises
Key Terms — Quick Revision
Biodiversity
The immense variety of living organisms interconnected through complex ecological networks of interdependence.
Reserved Forests
Over half of total forest land; declared the most valuable for conservation. Managed by the Forest Department.
Project Tiger
Wildlife conservation programme launched in 1973 to protect declining tiger population, with reserves across India.
Joint Forest Management
Programme involving local communities in managing degraded forests, first formalised in Odisha in 1988.
Sacred Groves
Forest patches preserved untouched by communities due to religious beliefs, protecting rare and diverse species.
Flora and Fauna
Plant life (flora) and animal life (fauna) of a region. India ranks among the world’s richest in biological diversity.
NCERT Textbook Exercises
1
Which of the following conservation strategies do not directly involve community participation?
L3 Apply2
Match the following.
L3 Apply| Column A | Column B |
|---|---|
| Reserved Forests | Other forests and wastelands belonging to government and private individuals/communities |
| Protected Forests | Most valuable for conservation of forest and wildlife resources |
| Unclassed Forests | Forest lands protected from any further depletion |
3
What is biodiversity? Why is biodiversity important for human lives?
L4 Analyse4
How have human activities affected the depletion of flora and fauna?
L4 Analyse5
Describe how communities have conserved and protected forests and wildlife in India.
L5 Evaluate6
Write a note on good practices towards conserving forest and wildlife.
L5 EvaluateRevision — Competency-Based Questions
📚 CBQ: Biodiversity Conservation and Community Action
India’s biological diversity faces severe threats from habitat destruction, poaching, and degradation. The Wildlife (Protection) Act of 1972 marked a turning point, but legislation alone proved insufficient. Communities — from the Chipko Movement in the Himalayas to sacred grove preservation in tribal regions — have demonstrated that grassroots participation is essential. JFM, initiated in Odisha in 1988, formally recognised that local communities must be partners in protecting natural heritage.
Q1. Distinguish between Reserved, Protected, and Unclassed Forests.
L3 ApplyQ2. Analyse why Project Tiger was launched and evaluate its broader significance.
L4 AnalyseQ3. Evaluate community-based versus governmental conservation approaches with Indian examples.
L5 EvaluateQ4. Propose a plan for conserving biodiversity where communities depend heavily on forest resources.
L6 Create⚖ Assertion-Reason Questions
Assertion (A): The Chipko Movement is a landmark in community-based forest conservation.
Reason (R): It demonstrated that community afforestation with indigenous species can be enormously successful.
Reason (R): It demonstrated that community afforestation with indigenous species can be enormously successful.
Assertion (A): Demarcation of wildlife sanctuaries is an example of community participation.
Reason (R): Wildlife sanctuaries are declared and managed by the government through the Forest Department.
Reason (R): Wildlife sanctuaries are declared and managed by the government through the Forest Department.
Assertion (A): India launched Project Tiger in 1973 because tiger numbers had dropped drastically.
Reason (R): By 1973, India’s tiger population had fallen to approximately 1,827 from around 55,000 at the start of the 20th century.
Reason (R): By 1973, India’s tiger population had fallen to approximately 1,827 from around 55,000 at the start of the 20th century.
Review All Parts — Chapter 2: Forest and Wildlife Resources
Frequently Asked Questions
What are the important questions in NCERT Class 10 Geography Chapter 2?
NCERT Class 10 Geography Chapter 2 includes multiple-choice questions, short answer questions, long answer questions, and competency-based questions (CBQ). Students should focus on key concepts, definitions, and application-based reasoning from the chapter for thorough exam preparation.
How to prepare for Class 10 Geography Chapter 2 board exam?
To prepare effectively for Class 10 Geography Chapter 2, read the NCERT textbook carefully, understand key definitions and concepts, practise all exercise questions, attempt CBQ-style questions for higher-order thinking, and revise diagrams, timelines, or data tables from the chapter.
What is the marking scheme for Class 10 Geography in CBSE?
The CBSE marking scheme for Class 10 Geography typically includes 1-mark MCQs, 3-mark short answer questions, and 5-mark long answer questions. Competency-based questions (CBQ) involving case studies and data interpretation are also included as per NEP 2020 guidelines.
Are NCERT exercises sufficient for Class 10 Geography exams?
NCERT exercises form the foundation for Class 10 Geography exams. Most CBSE board questions are directly or indirectly based on NCERT content. Practising all in-text and end-of-chapter questions along with CBQ-format practice ensures comprehensive preparation.
What types of questions come from Chapter 2 in Class 10 Geography?
Chapter 2 of Class 10 Geography typically features objective-type MCQs, assertion-reason questions, short descriptive answers, map-based or diagram questions, and case-study based CBQ questions testing analysis and evaluation skills.
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