CH 7

Chapter - 7
Conservation of Plants and Animals
INDEX
S. NO. TEST ITEM PAGE NO.

1 Desertification and Biodiversity 2-5
2 Charming Green to Alarming Red 6-8
3 The Global Fungal Red List 9-11
4 Avian Migration 12-14
5 Land based sources of pollution – A threat to Coral reef 15-17
6 Forest fire and its impacts on endemic species 18-21
7 Project Tiger 22-25
8 IUCN Red list 26-29
9 The Amazon Fire 30-32
10 Deforestation 33-35
11 A shape in the ash 36-39
12 Biodiversity 40-41
Unit 1 - Desertification and Biodiversity
Class: VIII
Domain: Scientific Literacy Theme: Conservation of Expected time: 10
Topic: Desertification and Biodiversity animals and plants mins
Total Credit: 10
1
Desertification and Biodiversity Learning Outcomes: (As per NCERT)
1. To understand the role of wild life in
food chain
2. To critically analyse the impact of
deforestation on wild life.
3. To evaluate the impact of
deforestation on desertification.
At least 4. To understand the need to conserve
three to wild life.
four 5. To identify ethical and unethical
species behaviour in wild life conservation
of animals, such as the Indian Cheetah, pink-headed duck,
and the Great Indian Bustard, have become extinct due to Expected competencies:
desertification in India, researchers warned at the 14th 1. Explain desertification scientifically
meeting of the Conference of Parties to the United Nations 2. Analyse the causes of desertification
Convention to Combat Desertification (UNCCD COP 14). The 3. Evaluate the importance of every
researcher also said that desertification not only impacts organism in sustenance of ecosystem.
animals but the entire biodiversity, which includes
microscopic animals to human beings. "The entire food chain
is affected due to this (desertification)," Kailash Chandra,
Director of the Zoological Survey of India stressed. It was also
stated in the forum that India faces a growing crisis of land
degradation. More than 30 per cent of its land area has been
degraded through deforestation, over-cultivation, soil
erosion and depletion of wetlands.
Impact of desertification of Biodiversity:
● Loss of Biodiversity
● Affects entire food chain
● Reduces carbon sinks
● Exacerbates warming phenomenon
Source: (Civil services Chronicle ,Vol.XXXI No 5 November
2019, Page No 57
&https://www.ndtv.com/science/3-animal-species-in-india-e
xtinct-due-to-desertification-researchers-during-un-meet-20
97525)
1. Construct a food chain with the organisms

mentioned below. 4. How much do you agree with the
Frog, Snake, Hawk, Grass, Insect following statements? Tick any one of
the options.
Framework Characteristics
Strongly Agree Strongly Disagre
Competency Remembering
Agree disagree
Knowledge Living system
Context Global
Cognitive demand Low
Item format Closed structured
2
Proficiency level 4 Habitat loss
and
2. Which of the following process is responsible for fragmentatio
reduction in carbon sinks? n is the main
cause for
a) Deforestation
extinction of
b) Desertification animals
c) Land degradation Soil erosion
d) Grazing by animals. leads to
warming up
Framework Characteristics of earth.
Competency Understanding of
scientific phenomena Framework Characteristics
Knowledge Living system Competency Analysing and
Context Global evaluating
Cognitive demand Medium Knowledge Living system
Context Global
Item format MCQ
Cognitive demand High
Proficiency level 2
Item format Binary choice
Proficiency level 4
3. Due to wet land degradation frogs in an area
became extinct. Are the following outcomes true or
false? Tick the correct answer. 5. Biodiversity conservation strategies
can help in protecting plants and
animals. Mention any two strategies.
TRUE FALSE
a) It will affect the food chain
Competency Evaluation
b) Frogs are the prey for snakes.
Framework Characteristics Context Global
Competency Application Cognitive demand High
Knowledge Living system Item format Open constructed
Context Global Proficiency level 5
Cognitive demand Medium
Proficiency level 3
6. Using the data given below calculate the percentage of

the total geographical area of India covered by very
dense forests excluding the Mangroves.
3
Competency Application of
computational skill
Context Global
Item format Open constructed
Proficiency level 6
___________________________________________
4. a) Strongly agree
1. Practice Item for Scientific Literacy (ANSWER Deforestation causes habitat loss and fragmentation.
KEY) This leads to loss of biodiversity. Other causes for
Credit Pattern
4
Full credit:2 the loss of biodiversity includes Over exploitation,
Partial Credit: 1 alien species invasion, coextinction etc.,
Nil credit: 0
b) Agree
Answer Key and Credits: Desertification causes soil erosion, which leads to
loss of soil moisture. Loss of surface moisture due to
1. Grass Insect Frog Snake desertification releases solar energy which warms
Full credit for correct food chain. up the lower atmosphere.
Partial credit if any two components are
sequentially written Full credit: Selection of correct options
No credit for wrong sequence of components No credit : selection of wrong/ no options
2. a) Deforestation 5. Biodiversity can be conserved by in-situ and

Deforestation is the major cause for reduction in ex
carbon sinks. Processes like desertification, land situ conservation strategies.
degradation are the consequences of In-situ Conservation Strategies:
deforestation. Protecting them in national parks, sanctuaries,
Full credit -2 Biosphere reserves and sacred groves
No credit: If other options are chosen Ex-situ Conservation:
Zoos, botanical gardens, seed banks, pollen
3. a) True banks, tissue culture
b) False Full credit: Writing any two correct responses
Correct response - Full credit Partial credit: Writing any one correct response
Wrong response -No credit Nil credit - Wrong answer/ no answer
6. Total geographical area of India =

2544228+701673 =3245901 sq km.
Very Dense forest cover area excluding
mangroves = 85904 – 4740 = 81164 sq km.
Required percentage = ( 81164 / 3245901) x 100
= 2.5
Full credit: For calculating area and % area.
Partial credit: Writing one correct response
Nil credit: Wrong answer/ no answer
**********************
Name of the teacher: G.Ponsankari
Designation: PGT(Bio)
E -mail: ponshankari@gmail.com
Phone No: 9449786943
Name of the Vidyalaya: KV, Tumakuru
KVS Region: Bengaluru
Unit 2 - Charming Green to Alarming Red
5
Domain: Scientific Literacy Theme: Conservation of Class: VIII
Topic: Charming green to alarming red plants and animals Expected time: 10 mins
Total Credit: 10
Learning outcomes: (As per NCERT)
1. To understand the importance of forests

2. To know the need for preserving diversity of
species for sustainability of environment.
3. To learn how to protect and conserve flora,
fauna, forests and wildlife.
Expected competencies:
Over the years, the area under forest cover has 1. Explain the potential implications of
decreased steadily, as forests have been cleared for scientific knowledge for society
agriculture, industry, housing, and other 2. Analysis and interpret information and draw
development activities like the construction of appropriate conclusions.
roads, railways, and hydroelectric plants. People
have been clearing land for agriculture to meet the
food needs of the ever- growing population. Most
forest communities follow a method of slash and
burn or shifting cultivation, known as Jhum in the
Indian subcontinent. This method is more common
in the hilly regions. Forests are also being converted
to permanent settlements. Forest fires have
disturbed natural habitat of both humans and
animals. Animals usually graze in forests. But if their
number is large, they trample on the young shoots
and seedlings or eat them. This makes the soil prone
to erosion.
Conservation of Forests
In order to conserve the forest cover, our
government has initiated number of socially
relevant, environmentally friendly activities to
develop a variety of forests Joint forest
management and Social forestry schemes Farm
forestry, Community forestry, Extension forestry etc.
(Sources:
1. http://www.yourarticlelibrary.com/essay/indian-
forests-depletion-and-conservation-of-indian-for
ests/27382
2. https://scroll.in/article/809334/just-6-of-funds-t
o-repair-destroyed-forests-have-been-used-and-t
hats-a-good-thing-and-bad)
1. Which one of the following is not a
cropping pattern? Framework Characteristics
a) Shifting cultivation Competency Analysing and
b) Crop rotation evaluating
c) Monoculture Knowledge Living system
d) Intercropping Context Social
6
Competency Remembering Item format Open Constructed
Knowledge Living system Response
Context Global Proficiency level 4
4. Deforestation, forest fires etc., may lead to
Item format MCQ
‘man animal conflict’. Comment.
Proficiency level 1
2. How does grazing by animals make the soil

prone to erosion?
Competency Understanding
Knowledge Living system 5. The Campa fund is a national –level corpus
Context Global fund where the compensation amount
Cognitive demand Medium collected from user agencies like industries
Item format Open Constructed when forestland is diverted for non -forest
Response purposes. It should be used for compensatory
Proficiency level 2 afforestation activities.
3. Which among the following has least area “Compensatory afforestation” in its present
under forest cover? form is a flawed and unscientific concept –
a) Madhya Pradesh Justify.
b) Arunachal Pradesh
c) Uttar Pradesh
d) Chattisgarh Framework Characteristics
Framework Characteristics Competency Analysing and
Competency Applying and recalling evaluating
Knowledge Living system Context National
Context National Cognitive demand High
Cognitive demand Medium Item format Open Constructed
Item format Open Constructed Response
Response Proficiency level 6
Proficiency level 3
3. (c) Uttar Pradesh

2. Practice Item for Scientific Literacy Correct option- Full credit :2
(ANSWER KEY) Wrong option- Nil credit -0
Credit pattern
Full credit: 2 4. Forest vegetation is lost due to these
Partial credit: 1 activities.Animals lose their habitat and food
Nil Credit: 0
7
Answer key and credits: sources. So they enter into human habitations in
search of food.
1. (a) Shifting cultivation Correct answer - Full credit :2
Correct option- Full credit :2 Partially correct response: 1
Wrong option- Nil credit -0 Wrong option- Nil credit -0
2. Animals usually graze in forests. But if their
number is large, they hamper regeneration when 5. In compensatory afforestation monoculture/
they trample on the young shoots and seedlings raising of single type of plants is followed. It
or eat them. This leads to reduction in forest cannot support complex, diverse ecosystems with
cover makes the soil prone to erosion. thousands of interdependent species.
Correct answer - Full credit :2 Correct answer - Full credit :2
Partially correct response: 1 Partially correct response: 1
Wrong option- Nil credit -0 Wrong option- Nil credit -0
**************************
Name of the teacher: G.Ponsankari

Designation: PGT(Bio)
Phone No: 9449786943
Unit 3 - The Global Fungal Red List
Class: VIII
Topic: The Global Fungal Red List animals and plants mins
Total Credit: 10
8
Species of fungi are Learning Outcomes:
threatened by habitat 1. To understand the causes of loss of
loss, loss of symbiotic species
hosts, pollution, over 2. To learn about red data book
exploitation, and climate 3. To learn the procedure involved in
change, but the vast including a species in Red list
majority of fungal
species have not been Expected Competencies:
assessed. 1. Apply appropriate scientific knowledge.
2. Identify the assumptions, evidence and
reasoning in science.
Source: http://iucn.ekoo.se/en/iucn/welcome
4. Following Pie chart depicts the red list

1. What happens when species are under of threatened animals. Calculate the
assessment? Click yes or No for each number of vulnerable animals (A) and
statement. the percentage of rare animals(B)
What will happen when species are
Yes/No
assesd for IUCN red list?
a) Preliminary assessment calls
Yes/No
for missing knowledge
b) The assessors may check and
approve the inclusion of Yes/No
species in the list
9
Competency Interpretation of the events
Context Global
Item format Binary Choice
Proficiency level 2
2. Which one of the following is not included

in the list of threatened species of IUCN red
list?
a) Critically endangered
b) Endangered
c) Vulnerable
d) Near threatened
Competency Analysis Framework Characteristics
Knowledge Living system Competency Analyse and interpret data
Context Global scientifically
Cognitive demand Medium Knowledge Living system
Simple MCQ Context Global
Item format
Proficiency level 3 Cognitive High
demand
Item format Closed constructed
3. The vast majority of fungal species have not
been assessed. Why? Proficiency level 4
Competency Interpret evidence Framework Characteristics
scientifically Competency Analysis
Knowledge Living system Knowledge Living system
Context Global Context Local (Indian)
Cognitive demand High Cognitive demand High
Item format Open constructed Item format Simple MCQ
response Proficiency level 4
Proficiency level 4 5. Which Indian ecologist and
conservation activist was on 4th
September 2016 the first Asian to be
awarded the prestigious Heritage
Heroes Award by International Union
for Conservation of Nature?
a) Bibhuti Singh b) Bibhuti Padam
c) Bibhuti Lashkar d) Bibhuti Lahkar
.
Full credit: 2 (both are correct)

3. Practice Item for Scientific Literacy Partial credit: 1(one correct answer)
(ANSWER KEY) Nil Credit: 0 ( both are wrong)
5. d. Bibhuti Lahkar
Credit pattern: The Heritage Heroes Award is aimed at
Full credit: 2 recognising outstanding efforts around the globe
Partial credit: 1 in making a difference in the conservation of
Nil Credit: 0 World Heritage sites in challenging situations.
Answer key and the credits:
10
1. a) Yes His research work has covered diverse areas of
b) No grassland ecosystems of Manas National Park
Full credit: 2 (both are correct) and Kaziranga National Park in Assam. His
Partial credit: 1(one correct answer) research findings and recommendations are a
Nil Credit: 0 ( both are wrong) critical component in the Manas Tiger
2. d) Near threatened Conservation Plan
Full credit: 2 (Correct answer)
Nil Credit: 0 ( Wrong answer) Full credit: 2 (Correct answer)
3. The vast majority of fungal species have not Nil Credit: 0 ( Wrong answer)
been assessed because they have wide range
of taxa, morphological features, ecologies **************************
and life history strategies.
Full credit: 2 (Correct answer- any two points) Name of the teacher: G.Ponsankari
Partial credit: 1 (Any one point is discussed) Designation: PGT(Bio)
Nil Credit: 0 ( Wrong answer) E -mail: ponshankari@gmail.com
4. A- 29 , B- 8 Phone No: 9449786943
A -Total number of organisms – 478 & 6% 0f 478 Name of the Vidyalaya: KV, Tumakuru
=(28.68) =29 KVS Region: Bengaluru
B rare animals =38 /478
% of rare animals = 38/478*100= 7.9=8%
Unit 4 - Avian Migration
Class: VIII
Domain: Scientific Literacy Theme: Conservation of
Expected time: 10 mins
Topic: Avian Migration animals and plants
Total Credit: 10
11
Learning Outcomes:
1. To understand the process of migration
2. To learn about the flying pattern for
migration.
3. To study the threats faced by birds during
migration
Expected Competencies:
1. Understanding of scientific phenomenon.
2. Analysing the processes of the
phenomenon scientifically.
(Source:https://www.birdlife.org/worldwide/progra
mmes/migratory-birds)
1. 3. Most migratory birds gather in one area and then
migrate in large groups rather than individually. This
behaviour is a result of evolution. Which of the
following is the best scientific explanation for the
evolution of this behaviour in most migratory
birds?
a) Birds that migrated individually or in small
groups were less likely to survive and have
offspring.
b) Birds that migrated individually or in small
groups were more likely to find adequate
1. The possible reasons for reduction in the food.
number of the bird species in the given c) Flying in large groups allowed other bird
table are species to join the migration.
a) Pollution haze d) Flying in large groups allowed each bird to
b) Loss of nesting sites have a better chance of finding a nesting site.
c) Increase in the number of small water Framework Characteristics
bodies Competency Interpret evidence scientifically
d) loss of food supply Knowledge Content
Choose the correct options
Context Living system
i. Both a and b are correct
ii. Both b and c are correct
iii. Both c and d are correct Item format MCQ - Simple
iv. Both a and c are correct Proficiency level 4
Framework Characteristics 4. How does climate change affect migration of

Competency Analysis birds?
Knowledge Living system Framework Characteristics
Context Global Competency Evaluating the effect
Cognitive demand Low scienticically
Item format MCQ – simple Knowledge Living system
Proficiency level 2 Context Global
12
2. Birds migrate to different parts to Cognitive demand High
a) Escape from climate change
b) Escape from predators Item format Open constructed response
c) Escape from illegal killing Proficiency level 4
d) Escape from seasonal variations
Competency Analysing and evaluating
Context Global
Item format MCQ – Simple
Proficiency level 3
5. Migrating birds use a variety of navigational

cues- sky, star, earth’s magnetic field etc. Birds
flying towards equator use some other cues. Are
the following statements true with reference to the
above Statements?
a. Some birds have sensors in the eye that help them
detect the magnetic field and magnetite a mineral that
acts as a magnet in their beaks that help them tell which
direction to fly – True/False
b. Earth’s magnetic field lines are stronger and
detectable at equator because they converge here -True/
False
Competency Analysing the reasons
Context Global
Item format Open constructed response
Proficiency level 6
4. Practice Item for Scientific Literacy 4. Climate change affects the pattern
(ANSWER KEY) of migration, leads to the loss of
habitats, food shortages and warm
weather increases the competition for
Credit pattern breeding spaces.
13
Full credit: 2 Full credit: 2 (Correct answer- any two points)
Partial credit: 1 Partial credit: 1 (Any one point is discussed)
Nil Credit: 0 Nil Credit: 0 ( Wrong answer)
Expected answer and the respective credits: 5. a) True b ) False
1. iv) Both a and d are correct Full credit: 2 (Correct answer- two correct
responses))
Full credit: 2 (Correct answer) Partial credit: 1 (If any one response is correct)
Nil Credit: 0 ( Wrong answer Nil Credit: 0 ( Wrong answer)
2. d) Escape from seasonal variations

******************
Full credit: 2 (Correct answer) Name of the teacher: G.Ponsankari
Nil Credit: 0 ( Wrong answer Designation: PGT(Bio)
3. a ) Birds that migrated individually or
Phone No: 9449786943
in small groups were less likely to
survive and have offspring KVS Region: Bengaluru
Full credit: 2 (Correct answer)
Nil Credit: 0 ( Wrong answer
Unit 5 - Land based sources of pollution – A threat to Coral reef
Domain: Scientific Literacy Class: VIII

Theme:Conservation of
Topic: Land based sources of pollution – A Expected time: 10 mins
animals and plants
threat to Coral reef Total Credit: 10
14
Learning Outcomes:
1. To understand the factors responsible for
declining coral growth
2. To learn about the impact of different
factors on the health of coral reef.
3. To study the conservation strategies to
preserve coral health
Expected Competencies:
1. Analysing the impact of anthropogenic activities
on marine life
2. Evaluating the strategies to be designed to solve
the problem.
Coral reef is an underwater ecosystem

characterized by reef-building corals. Reefs are
formed of colonies of coral polyps heldtogether by
calcium carbonate. Most coral reefs are built from
stony corals, whose polyps cluster in groups.
Most corals, like other cnidarians, contain a
symbiotic algae called zooxanthellae, within their
gastrodermal cells
Coral reefs are important for many different
reasons aside from supposedly containing the most
diverse ecosystems on the planet. They protect
coastlines from the damaging effects of wave
action and tropical storms. provide habitats and
shelter for many marine organisms
As human population and development expands in
coastal areas, the landscape is altered, increasing
land-based sources of pollution and threatening
coral reef health.
(Source:https://oceanservice.noaa.gov/facts/coral-
pollution.html)
1. Coral reefs provide shelter for many

animals in their complex habitat. Are the
following statements True or false? 3. How much do you agree with the following
statements? Tick any one of the options.
a. Corals are formed of colonies of polyps
-TRUE/FALSE Strongly Agree Strongly Disagree
b. We should use agriculture based Agree disagree
chemicals sparingly to protect the coral
reef. – TRUE/FALSE
15
Corals can
2. The processes like agriculture and road produce
construction increase sedimentation. How oxygen
does it affect coral life? Warm
Framework Characteristics temperatures
Competency Analysing and can cause
evaluating coral
bleaching
Context Global
Item format Open contructed Competency Analysis and
Proficiency level 3 evaluating
Context Global
Item format MCQ - Complex

Proficiency level 4
4. Why are coral reefs so important?
Competency Analysing the reasons
Context Global
response
Proficiency level 5
4. Supports a wide variety of other living forms,

5. Practice Item for Scientific Literacy provides food security and livelihood to coastal people,
(ANSWER KEY) protects coastal communities from high impact waves
during tropical storms, hurricanes and tsunamis.
Credit pattern: Full credit: 2 (Correct answer- any two points)
16
Full credit: 2 Partial credit: 1 (Any one point is discussed)
Partial credit: 1 Nil Credit: 0 (Wrong answer).
Nil Credit: 0
Answer and the respective credits: **********************
1. a) TRUE b) TRUE Name of the teacher: G.Ponsankari
Full credit: 2 (Correct answer- both are correct ) Designation: PGT(Bio)
Partial credit: 1 (Any one option is correct) E -mail: ponshankari@gmail.com
Nil Credit: 0 (Wrong answer) Phone No: 9449786943
2. Sedimentation increases turbidity which does Name of the Vidyalaya: KV, Tumakuru
not allow the sunlight to penetrate. The growth KVS Region: Bengaluru
of coral gets affected. The reproductive cycles
and development of corals also get affected
Full credit: 2 (Correct answer- any two points)
Partial credit: 1 (Any one point is discussed)
Nil Credit: 0 (Wrong answer)
3. a) Disagree -Corals support the algae
zooxanthalle which release oxygen during
photosynthesis
b) Strongly agree – warm temperatures
decolourise the coral
Full credit: 2 (Correct answer- both are correct )
Partial credit: 1 (Any one option is correct)
Nil Credit: 0 (Wrong answer)
Unit 6 - Forest fire and its impacts on endemic species

Topic: Forest fire and its impacts on animals and plants Expected time: 10 min
endemic species Total Credit: 10
17
Learning outcomes:
1. Understand the meaning of endemic,
endangered, vulnerable and extinct species.
2. Differentiate between biosphere and wild
life sanctuaries.
3. Explain the role of species for the ecological
balance.
4. Get awareness about the conservation of
natural habitats of endemic species.
1. Understand and explain the content
2. Find cause- effect relationship
3. Problem solving
1. In the report given above, which of the

following is the correct statement about 3. What are the roles of bugs in an ecosystem?
dunnarts? (Write two points)
a) They were most vulnerable species of ………………………………………………………
Kangaroo island ……………………
b) They were endangered species of Kangaroo ………………………………………………………
island ……………………
18
c) They were extinct species of Kangaroo Framework Characteristics
island Competency Explain phenomena
d) They were least concerned species of scientifically
kangaroo island Knowledge system Living systems
Context Global
Framework Characteristics Cognitive demand Medium
Competency understanding Item format Closed constructed
Knowledge system Living systems response
Context Local (Kangaroo island) Proficiency level 3
Item format MCQ
Proficiency level 1
4. “Record-breaking temperatures and months of

2. Read the following statements given severe drought have fuelled a series of massive
below and encircle True/ False for the bushfires across Australia and in turn these fires
statements. lead to further increase in temperature. Justify this
statement.
Biosphere reserve is an area within
which animals are protected from
True /
a possible dangers such as hunting.
False
Their habitat is also conserved in Frame work Characteristics
this area. Competency Explain phenomena
Forest fire leads to the formation scientifically
True /
b of new whether conditions in an
False Knowledge system Living systems
area.
Context Local
Koalas are the endemic species in True /
c Cognitive demand Medium
Kangaroo island False
Bugs help in decomposition of Item format Open Constructed
True / Response
d organic matter and pollination in
False Proficiency level 4
plants
5. “… the vulnerable Kangaroo Island glossy

black cockatoo, which eats nothing but the
seeds of she-oak trees that have gone up in
flames”. How can we conserve the remaining
Framework Characteristics Glossy black cockatoo existing in this
Competency Interpret data and scenario?
evidence scientifically
Competency Evaluate and design
Knowledge system Living systems
scientific inquiry
Context Local
Cognitive demand Medium Context Local
19
Item format Binary choice Cognitive demand Medium
Proficiency level 2 Item format Open Constructed Response
Proficiency level 6
4. Statement 1: Increased temperature makes

6. Practice Item for Scientific Literacy the dry leave catch fire easily and leads to
(ANSWER KEY) forest fire.
Credit Pattern:
Statement 2: Forest fire/ Deforestation
Full credit : 02
leads to increased CO2 level and hence
Partial credit : 01
Nil credit : 00 global warming.
Full credit: Writing the above two or similar
Answer key and credits statements
20
1. B. They were endangered species of Partial credit: Writing any one statement or
Kangaroo island similar statement
Full credit: Selecting correct option No credit: Wrong/ No answer
No credit: Selecting any other options 5. Preserve them in any wildlife sanctuaries/
2. True, True, True, True national parks where she-oak trees are
Full credit: Encircling all the four correct available/ Preserve them in zoo or in protected
options habitat.
Partial credit: Encircling any correct option Full credit: Writing any above answers or any
would carry ½ credit logical answer.
3. They are the source of food for any No credit: Wrong/ No answer.
animals, decomposes organic matter, Helps ***************************
in plant pollination. Name of the teacher – Ajith. P G
Full credit: Writing any two correct answers Designation – PGT Chemistry
Partial credit: Writing any one correct Email: ajithpg92@gmail.com
Phone: 9900825105
answer
Name of the Vidyalaya: KV No.2 Hubli
No credit: Wrong/ No answer
KVS Region : Bangalore
Unit 7 - Project Tiger

Topic: Project Tiger animals and plants Expected time: 10 min
Total Credit: 10
Project Tiger Learning outcome :
The Government of India has taken a pioneering 1. To understand the need to conserve tiger
initiative for conserving its national animal, the that is an endangered species.
tiger, by launching the ‘Project Tiger’ in 1973. From 2. Effort made by Government of India, to
9 tiger reserves since its formative years, the protect the national animal.
21
Project Tiger coverage has increased to 50 at 3. To create awareness about project tiger.
present, spread out in 18 of our tiger range states.
This amounts to around 2.21% of the geographical Expected Competency:
area of our country. The tiger reserves are 1. To understand the need to conserve wildlife.
constituted on a core/buffer strategy. The core 2. To create awareness about the efforts made
areas have the legal status of a national park or a by Government that has succeeded in
sanctuary, whereas the buffer or peripheral areas protecting and increasing the population of
are a mix of forest and non-forest land, managed as tigers in India.
a multiple use area. The Project Tiger aims to foster
3. Establishing and functioning of the project
an exclusive tiger agenda in the core areas of tiger
tiger across the country.
reserves, with an inclusive people oriented agenda
in the buffer.
Project Tiger is an ongoing Centrally Sponsored
Scheme of the Ministry of Environment, Forests
and Climate Change, providing central assistance to
the tiger States for tiger conservation in designated
tiger reserves.
The National Tiger Conservation Authority (NTCA)
is a statutory body of the Ministry, with an
overarching supervisory / coordination role,
performing functions as provided in the Wildlife
(Protection) Act, 1972.
Coinciding with the Global Tiger Day, the

Honourable Prime Minister on July 29, declared
results of the 4th cycle of the All India Tiger
Estimation to the nation, proudly announcing
India’s tiger numbers at 2967.
Chhattisgarh and Mizoram saw a decline in their
tiger numbers while tiger’s numbers in Odisha
remained constant. All other States witnessed a
positive trend.
4. How is the census for the tiger done?

1. The protected tiger reserves in India
accounts for ……….. % of total Framework Characteristics
geographical area of the country. Competency Remembering
a) 2.12 Knowledge Content
b) 2.21 Context Global
c) 21.1 Cognitive demand High
d) 2.12 Item format Closed Constructed
Proficiency level 4
5. The story of project tiger narrates a positive
Framework Characteristics trend in conserving and increasing the number of
Competency Reading and tigers in the country? What according to you could
Understanding be the cause of decline in the two states and rise in
Knowledge Content most of the states?
Context Global
22
Cognitive demand Low Framework Characteristics
Item format MCQ Competency Evaluation
Proficiency level 1 Knowledge Content
Context Global
2. In which state is the Jim Corbett National
Proficiency level 5
Park Located?
a) Chhattisgarh
b) Karnataka
c) Gujarat
d) Uttarakhand
Competency Interdisciplinary
Knowledge Content
Context Global
Item format MCQ
Proficiency level 2
3. State whether the statements are true or

false:
a) The buffer zone of the two areas of a
designated tiger reserve aims to fostering the
tiger oriented programme only.
b)The core zone deal with exclusively tiger
oriented agendas
Competency Understanding and
applying.
Knowledge Content
Context Global
Proficiency level 3
23
5. Success –reduction in poaching and hunting and
7. Practice Item for Scientific Literacy better management of habitat (forest ). Better
(ANSWER KEY) management and implementation of the
Credit Pattern programme. (any relevant point ) - Partial Credit: 1
Full credit: 2 Decline – Loss of habitat, Lack of prey, high
Partial Credit: 1 mortality rate of cubs. any relevant point ) -
Nil credit: 0 Partial Credit: 1
1. (b) 2.21 - Full credit: 2
No credit to any other response. **************************
Name of the teacher: Arti Prasad
2. (d) Uttarakhand - Full credit: 2 Designation: TGT (Sci)
No credit to any other response. E -mail: artiarushi11@gmail.com
Phone No: 9845491391
3. (a) False - Partial Credit: 1 Name of the Vidyalaya: KV, NAL Campus
(b) True - Partial Credit: 1 KVS Region: Bengaluru
4. Distinct Pugmark ,droppings, Thermal cameras

and specific stripes (Any two)- Full credit: 2
(Any one) - Partial Credit: 1
24
Unit 8 - IUCN Red list

Topic: IUCN Red list animals and plants Expected time: 10 min
Total Credit: 10
The IUCN red list of threatened species, introduced Learning outcomes:
in 1994, is an online resource listing species to 1. Comprehend the merits of IUCN.
draw attention to species most at risk of extinction 2. Analyze the role of species in ecological
and promote their conservation. balance.
3. Reckon the effects of humans activities in
extinction of species
4. Explain project tiger program.
5. Canvass the effects of air pollution in
extinction of species.
25
1. Comprehend
2. Analyze
3. Problem solving
4. Cite two reasons for the shoot up of tiger

population in the year 2019?
5. How the balance of the ecosystem gets

affected when a species becomes extinct?
1. Among the categories of the IUCN red list of
threatened species which category depicts the Framework Characteristics
highest extinction risk - Extinct in the wild or Competency Explanation of scientific
vulnerable? phenomena
Competency Interpret data and Cognitive demand Medium
evidence scientifically Item format open structured
Knowledge system Living system Proficiency level 4
Context Global
26
Proficiency level 1
2. A successful forest conservation strategy should

involve
a) Protection of animals at the highest trophic
level
b) Protection of only consumers
c) Protection of only herbivores
d) Comprehensive programme to protect all
the physical and biological components
Competency Explanation of scientific
phenomena
Context Global
Item format Complex MCQ
Proficiency level 2
3. Study the graph given below and answer the

following questions. 6. The AC of your car was not working
properly for last couple of days, you took
In which particular year there was a maximum
the car to a nearby garage and asked the
extinction of species? How population of humans
mechanic to refill the refrigerant. After
and other species and interrelated? Why?
checking, the mechanic advised you to
Competency Explanation of scientific repair the leak in the AC. You were in a
phenomena hurry and hence, decided to postpone the
Knowledge system Living systems repairing part and asked the mechanic to
Context Global refill the refrigerant only. However, your
Cognitive demand High father did not agree to refill the refrigerant
Item format open structured in a leaked system. How this small initiative
Proficiency level 5 of your father will help to reducing the loss
of species?
27
Competency Explanation of scientific
phenomena
Knowledge system Living system
Context Global
Item format Open structured
Proficiency level 6
6. This initiative will help to reduce CFC level in

8. Practice Item for Scientific Literacy the atmosphere this results in optimum
(ANSWER KEY) temperature in the ecosystem and less air
pollution.
Credit pattern
Full credit – 2mark **************************
Partial credit-1mark Name of the teacher- V.S.GAYATHRI
Nil credit- 0 mark Designation - TGT science
Email- gayathri1524@gmail.com
Answer key and credits: Phone no-9486303889
1. Extinct in the wild (no partial credit). Name of the Vidyalaya-KV BEML NAGAR
2. d. Comprehensive programme to protect KVS region -Bangalore
all the physical and biological components
(no partial credit).
3. In the year 2000 the extinction of species
has increased drastically. The human
population is directly proportional to
species extinction. This is because of
absence of sustainable development.
28
4. Project tiger, increase in tiger reserves,
extending protection to larger number of
tigers over the years, increased vigilance.
5. Extinction of one species leads to
extinction of next trophic level which is
directly or indirectly dependent on these
species. It will also increase the
population of lower trophic levels as there
is no predation.
Unit 9 - The Amazon Fire

Topic: The Amazon Fire Plants and Animals Expected Time: 10 Min
Total Credit: 10
Thousands of fires are burning in Brazil, many of them Learning Outcome:
in the world’s biggest rainforest, which is sending 1. To make efforts to protect the
clouds of smoke across the region and pumping environment
alarming quantities of carbon into the world’s 2. How man made hazards can be disastrous
atmosphere. to the environment
In the worst-affected Brazilian state of Amazonas, the 3. Need to practice eco-friendly methods.
fire was 700 times more the average for the same
date over the past 15 years. Most of the fires are
agricultural, either smallholders burning stubble after Expected Competency:
harvest, or farmers clearing forest for cropland. 1. Analyse the need to conserve forests.
Satellite monitoring experts say the images of an
2. Interpretation of data scientifically
entire forest ablaze are exaggerated. A great deal of
misinformation has been spread by social media.
Scientists say this year could be the first for 10 years
in which 10,000 sq km of Amazon are lost.
29
The situation was far worse in the 1990s and early
2000s. But Brazil won international kudos after that
by slowing deforestation by 80% between 2005 and
2014. This was done with strict monitoring, better
policing and stiffer penalties. But that system has
been eroded in recent years and many fear a return to
the alarming levels of forest loss that occurred two
decades ago. (Source: The Guardian)
3. How was Brazil able to control deforestation

during 2005 to 2014?
Competency Understanding and
applying.
Knowledge Content
Context Global
Item format Short response item
Proficiency level 3
4.(a) The Brazilian forest faced greatest devastation

1. What kind of forest is getting destroyed in the in 2014 and 2016 year beside 2019.
State whether the above statement is true or false.
Amazon Fire?
(b) What has led to the rise in the number of forest
a) The tropical rainforest fire in the Amazon?
b) The evergreen coniferous forest Framework Characteristics
c) The boreal forest Competency Understanding and
d) The redwood forest applying.
Knowledge Content
Item format Closed Constructed
30
Competency Interdisciplinary Proficiency level 4
5. The Amazon fire was so fierce that the smoke
Knowledge Content rising could be seen even from the space. The smoke
Context Global accumulation in the atmosphere had gases that
adversely affect the environment: Explain any two
Cognitive demand Low effects.
Item format MCQ Framework Characteristics
Proficiency level 1 Competency Evaluation
Knowledge Content
2. What are the two manmade reasons for fire Context Global
in the forests? Cognitive demand High
Framework Characteristics Proficiency level 5
Competency Thinking and reasoning
Knowledge Content
Context Global
Cognitive demand low
Item format Short response item
Proficiency level 2
4.True - Partial Credit: 1

9. Practice Item for Scientific Literacy (ANSWER KEY) (b)
i) Partial Credit: 1 Clearing forest for farming
Credit Pattern: ii) burning of stubble
Full credit: 2
Partial Credit: 1 5. Global warming, Air pollution, Rise in
Nil credit: 0 temperature, Climate change, Destuction of wild
life habitat etc. Any two relevant points explained
Answer key and credits: briefly –
1. The tropical rainforest - Full credit: 2 Full credit: 2
No credit to any other response. Any one point explained briefly. - Partial Credit: 1
2. Burning stubble after harvest and farmers Name of the teacher: Arti Prasad
clearing forest for cropland. -Full credit: 2 Designation: TGT (Sci)
One point - Partial Credit: 1 E -mail: artiarushi11@gmail.com
No credit to any other response. Phone No: 9845491391
Name of the Vidyalaya: KV, NAL Campus
3. This was done with strict monitoring, better
policing and stiffer penalties. All three- Fullcredit: 2
Two points - Partial Credit: 1.
Less than two points –No credit
31
Unit 10 – Deforestation
Class: VIII
Topic: Deforestation animals and plants mins
Total Credit: 10
Vulnerable species will go extinct as a result of Learning outcome :
deforestation and climate change. Between 1970 and 1. To sensitize about environmental
2014, nearly 16,704 populations representing 4,005 degradation and makes efforts to protect
wildlife species, declined by 60 percent. The sixth environment and biodiversity
mass extinction may occur in around 2100.Climate
change and deforestation are two major phenomena Expected Competency:
that are pushing tropical species towards extinction. 1. Identification of causes and effects
According to a recent study, only 38 percent of relationship
tropical forest is 'wildlife friendly'. 2. Analysing data scientifically
Wildlife around the world has moved up and down
mountains and towards or away from the equator to
cope with changes in the Earth's temperature.
32
The deforestation of tropical forests is creating
apatchwork landscape where natural habitat
isdisconnected and confined to smaller spaces
between a mass of farmland.
Today, only 38 percent of the tropical forest allows

The research, published in the Journal of Nature resident wildlife to avoid climate warming by moving
Climate Change, found that most tropical forest uphill or towards the poles.
"The speed and severity with which the ability of plants
habitat is currently too disconnected to provide and wildlife to track their optimal climates has been
pathways to cooler climates, meaning wildlife will severed are truly shocking. In considering what we can do
struggle to escape the impacts of climate change. to solve this
Tropical deforestation between 2000 and 2012 led to problem, we urgently need to fund mechanisms to stop
a vast amount of forest area, bigger than India, losing tropical forest loss whilst also investing in reforestation in
its ability to link tropical wildlife with a habitat that places where deforestation has already been most
would protect them from rising temperatures. severe."
Source: India Today)
1. A plant or animal species that do not have 2. In which of the following region does the
any living member is called: tropical rainforest exist:
a) Endemic species. a) Near the poles.
b) Endangered species. b) Between the tropic of cancer and
c) Extinct species. the tropic of Capricorn.
d) Vulnerable species. c)Near the oceans.
d) In deserts.
Competency Interdisciplinary
Knowledge Content Competency Remembering
Context Global Knowledge Content
Cognitive demand Medium Context Global
Item format MCQ
Proficiency level 2 Item format MCQ
Proficiency level 1
5. What are the two factors that could possibly

lead to extinction of tropical species?
33
3. How has the deforestation of tropical Framework Characteristics
rainforest adversely affected the wild life Competency Understanding of
from escaping from the climate change? scientific phenomena
Framework Characteristics Knowledge Content
Competency Analysing and evaluating Context Global
Knowledge Living system Cognitive demand Medium
Context Global Item format Short response item.
Cognitive demand High Proficiency level 3
Item format Closed Constructed
Proficiency level 4
4. How does deforestation and climate change

affect wild life?
Competency Analysing and evaluating
Context Global
Proficiency level 5
5. Increase in Carbon Dioxide level, decrease in rain

10. Practice Item for Scientific Literacy fall, rise in temperature (any correct relevant
response). Partial Credit-1
(ANSWER KEY) Loss of natural habitat. Partial Credit -1
No credit to any other response.
Credits:
************************
Full credit: 2
Partial Credit: 1 Name of the teacher: Arti Prasad
Nil credit: 0 Designation: TGT (Sci)
E -mail: artiarushi11@gmail.com
Answer key and credits: Phone No: 9845491391
1. (c) Extinct - Full credit: 2 Name of the Vidyalaya: KV, NAL Campus
No credit to any other response. KVS Region: Bengaluru
2. (b) Between the tropic of cancer and the

tropic of Capricorn. - Full credit: 2
34
3. The deforestation of the tropical rainforest has
disconnected the natural escape of the wildlife
due to climate change. – Partial Credit: 1
4.The deforestation of tropical forests is creating a

patchwork landscape where natural habitat is
disconnected and confined to smaller spaces
between a mass of farmland.
So, most tropical forest habitat is currently too
disconnected to provide pathways to cooler
climates, meaning wildlife will struggle to escape
the impacts of climate change. Full Credit: 2
Unit 11 - A shape in the ash

Topic: A shape in the ash Plants and Animals Expected Time: 10 Min
Total Credit: 10
'A shape in the ash': Bushfires destroy Australian Learning Outcomes:
wildlife
Rescuers race to save animals in distress amid 1. To understand the cause of wild fire
reports that half a billion mammals, bird and 2. To critically analyse various factors leading
reptiles have died. to depletion of biodiversity
by Tracey Shelton/ 5 Jan 2020 3. To evaluate the impact of natural calamities
Sydney, Australia - Vickii Lett has been a volunteer on plants and animals.
wildlife career in New South Wales (NSW) for 32 4. To understand the need to maintain a
years. balance in all the natural components.
While she says her work can sometimes be
5. To identify connections between various
heartbreaking, this year she has
ecological processes.
witnessed Australia's wildlife being wiped out on an
35
unprecedented scale by fires that continue to rage Expected competencies:
across the country.
Ecologists from the University of Sydney estimate 1. Explain how various components get
almost half a billion mammals, birds and reptiles affected in case of forest fires.
have died since the fires began. 2. Analyse the causes of forest fire.
As another heatwave sweeps across the country, 3. Evaluate the importance of every living
the fires are showing no sign of abating and experts organisms in maintaining a balance of
fear there may not be enough habitat or numbers ecosystem.
left for some species to recover.
Disappearing habitats
The animals Lett cares for include koalas, wallabies,
kangaroos and various species of possums.
While rehabilitation can take months, releasing
them back into their natural habitat requires that
habitat to exist.
Right now it is burning, Lett said.
The fires have also caused a drop in bird, rodent
and insect populations.
"When that happens, then, of course, that's going
to affect the larger ecosystem, because that's the
building blocks for a whole community," Lett told Al
Jazeera, adding that everything has a role in nature
from breaking things down, being eaten by other
animals, or spreading seeds.
"We just cannot minimise the effects of losing those
smaller species."
Bats are also in danger, not only from fires and
habitat loss, but soaring temperatures.
WIRES Flying Fox coordinator Storm Standford
estimated that about 50 percent of this year's infant
grey-headed flying foxes have died.
"For the past six weeks, what we're seeing is mass
abandonment of young, and that's odd," Standford
told Al Jazeera, as two baby flying foxes grappled
noisily for her attention. "Ecologically it's really not
clear what is going on for them."
In some areas, wildlife carers are seeing an increase
of up to 200 or 300 percent of dead or abandoned
infants, Standford said.
The grey-headed flying fox is listed as a threatened
species by the Australian government.
As long-distance pollinators that carry seeds across
the landscape, they are crucial for the survival and
regeneration of native forests.
Answer the following question based on the reading
of newspaper clip. 3. Why it is important to have diversity of
1. The grey-headed flying fox is listed in which plants and animals?
category as per red data book by the TRUE FALSE
Australian government. a) To reduce the competition
a) threatened species among different species and
b) vulnerable species ensure their survival
c) critically endangered species
36
d) extinct species b) To sustain a complex food
Framework Characteristics web
Competency Remembering
Knowledge Content Framework Characteristics
Context Global Competency Application
Cognitive demand Low Knowledge Content
Item format MCQ Context Global
Proficiency level 1 Cognitive demand Medium
2. What could be the reason for Australian Item format Binary choice
bushfire? Proficiency level 3
a) increase in temperature
b) decrease rainfall
c) low humidity 4. In burnt forest, why it is difficult to
d) all the above re-establish the wildlife?
Competency Understanding of scientific Framework Characteristics
phenomena Competency Analysing and evaluating
Knowledge Content Knowledge Content
Context Global Context Global
Cognitive demand Medium Cognitive demand High
Item format MCQ Item format Open construct
Proficiency level 2 Proficiency level 4
5. How will the destruction of forest and loss of

wildlife increase such instances of fire?
Competency Evaluation and synthesis
Knowledge Content
Context Global
Proficiency level 5
37
4. Because re-establishing wild life requires the
11. Practice Item for Scientific Literacy native habitat.
And their habitat has been lost and it will take
(ANSWER KEY) longer to rejuvenate the habitat.
Full credit: 2
Credit Pattern: Partial credit: something about habitat/ adaptation
No credit : for any other response.
Full credit:2
Partial Credit: 1 5. It is a vicious cycle called ecosystem.
Nil credit: 0 Lesser organisms imply lesser pollinators which will
lead to less forest.
Answer Key and Credits: Less forest means decrease in rainfall.
Decrease in rainfall means increase in temperature.
1. (a) a threatened species This rise in temperature can ignite such fires again.
Full credit for option A Full credit: correct response
No credit if other options are chosen Partial credit: if any of the connections have been
established
2. (d) all the above No credit: any other response
Full credit -2 ***********************
No credit: If other options are chosen as other Name of the teacher: Reetu Yadav
options given here are not disease but lifestyle Designation: TGT(Science)
disorder E-mail: yaduvanshi.reetu@gmail.com
38
3. True Phone No: 7827218907
b) True Name of the Vidyalaya: KV, Tumakuru
Correct response - Full credit: 2 KVS Region: Bengaluru
Wrong response -No credit: 0
Unit 12 – Biodiversity
Domain: Scientific Literacy Theme: Conservation Class: VIII
Topic: Biodiversity of plants and animals Expected time:
10 mins
Total Credit: 10
Biodiversity is the key indicator of the health of an ecosystem. Learning outcomes:
A wide variety of species will cope better with threats than a 1. To understand the meaning and
limited number of them in large populations. Even if certain importance of biodiversity.
species are affected by pollution, climate change or human 2. Describe the role of each species
activities, the ecosystem as a whole may adapt and survive. in a food chain
Biodiversity plays an important role in the way ecosystems Expected competencies
function and in the many services they provide, including 1. Offer explanatory hypothesis
nutrients and water cycling, soil formation and retention, 2. Interpret data and draw
resistance against invasive species, pollination of plants,
appropriate conclusions.
regulation of climate, as well as pest and pollution control by
ecosystems.
39
Consider the two food webs shown in the diagram. The arrow
points from the organism that gets eaten to the on that eats
it.
1. Study food web A. Only two animals are not a direct 4. If according to the article, biodiversity
source of food for any other animal. Which animals are is the key indicator of the health of an
they? ecosystem then, which according to you
a) Snails and Crabs is healthier? Ecosystem with Food web A
b) Hawks and Crabs or B? Why do you think so?
c) Hawks and Coyotes
d) Crabs and Racoons Framework Characteristics
Framework Characteristics Competency Interpretation
Competency Analyse based data
Knowledge system Living systems Knowledge Living system
Context Global Context Global
Item format MCQ
Proficiency level 3
Proficiency 1
5. Destroying biodiversity has been often

2.Let’s assume that an obscure biological cause results in all likened to burning the library of life, do
the Racoons disappearing from the food webs: you agree with this statement? Justify.
a) The effect would be greater in food web A because the Framework Characteristics
Coyote has only one food source Competency Explanation of
b) The effect would be greater in food web A because the Scientific
Coyote has two food sources. phenomena
c) The effect would be greater in food web B because the Knowledge Living system
Coyote has only one food source Context Global
d) The effect would be greater in food web B because the Cognitive demand High
Coyote has two food sources. Item format Open structured
Framework Characteristics Proficiency level 5
Competency Interpretation
Context Global
Item format MCQ
Proficiency level 2
40
3. Suggest any four ways in which Biodiversity directly
affects our wellbeing as suggested by the article above.
Competency Understanding
Context Global
Proficiency level 3
12. Practice Item for Scientific Literacy 5. It represents the knowledge

(ANSWER KEY) learned by evolving species over
Credit pattern millions of years about how to
Full credit – 2mark survive through the vastly varying
Partial credit-1mark environmental conditions Earth has
Nil credit-0 mark experienced. Or the destruction of
gene pool can also be mentioned.
Answer key and credits. Full credit to be given for any of the
two arguments above.
1. B: hawks and crabs (no partial credit)
2. c. The effect would be greater in food web B because the **********************
Coyote has only one food source Name of the teacher- Mala R Denny
3.C: in B Cayote has only one food source, hence will be Designation - TGT science
affected.(no partial credit) Email-maladenny@gmail.com
4. Nutrients and water cycling, soil formation and retention, Phone no-9449263190
resistance against invasive species, pollination of plants, Name of the Vidyalaya-KV MEG&
regulation of climate, as well as pest and pollution control by CENTRE
ecosystems. (no partial credit, the student has to recognise all KVS region - Bengaluru
the features)
41

CH 7

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CH 7

Uploaded by

Copyright:

Available Formats

Chapter - 7

Conservation of Plants and Animals

S. NO. TEST ITEM PAGE NO.

Unit 1 - Desertification and Biodiversity

1. Construct a food chain with the organisms

6. Using the data given below calculate the percentage of

2. a) Deforestation 5. Biodiversity can be conserved by in-situ and

6. Total geographical area of India =

Unit 2 - Charming Green to Alarming Red

1. To understand the importance of forests

2. How does grazing by animals make the soil

3. (c) Uttar Pradesh

Name of the teacher: G.Ponsankari

Unit 3 - The Global Fungal Red List

4. Following Pie chart depicts the red list

2. Which one of the following is not included

Full credit: 2 (both are correct)

Unit 4 - Avian Migration

Framework Characteristics 4. How does climate change affect migration of

5. Migrating birds use a variety of navigational

Expected answer and the respective credits: 5. a) True b ) False

2. d) Escape from seasonal variations

Unit 5 - Land based sources of pollution – A threat to Coral reef

Domain: Scientific Literacy Class: VIII

Coral reef is an underwater ecosystem

1. Coral reefs provide shelter for many

Item format MCQ - Complex

4. Why are coral reefs so important?

4. Supports a wide variety of other living forms,

Unit 6 - Forest fire and its impacts on endemic species

Domain: Scientific Literacy Theme: Conservation of Class: VIII

1. In the report given above, which of the

4. “Record-breaking temperatures and months of

5. “… the vulnerable Kangaroo Island glossy

4. Statement 1: Increased temperature makes

Unit 7 - Project Tiger

Domain: Scientific Literacy Theme: Conservation of Class: VIII

Coinciding with the Global Tiger Day, the

4. How is the census for the tiger done?

3. State whether the statements are true or

4. Distinct Pugmark ,droppings, Thermal cameras

Domain: Scientific Literacy Theme: Conservation of Class: VIII

4. Cite two reasons for the shoot up of tiger

5. How the balance of the ecosystem gets

2. A successful forest conservation strategy should

3. Study the graph given below and answer the

6. This initiative will help to reduce CFC level in

Unit 9 - The Amazon Fire

Domain: Scientific Literacy Theme: Conservation of Class: VIII

3. How was Brazil able to control deforestation

4.(a) The Brazilian forest faced greatest devastation

4.True - Partial Credit: 1

Today, only 38 percent of the tropical forest allows

5. What are the two factors that could possibly

4. How does deforestation and climate change

5. Increase in Carbon Dioxide level, decrease in rain

2. (b) Between the tropic of cancer and the

4.The deforestation of tropical forests is creating a

Unit 11 - A shape in the ash

Domain: Scientific Literacy Theme: Conservation of Class: VIII

5. How will the destruction of forest and loss of

5. Destroying biodiversity has been often

12. Practice Item for Scientific Literacy 5. It represents the knowledge

You might also like