4. Environmental Management

Correct food chain: Paddy field → Grasshopper → Frog → Snake → Eagle

Ecosystem: This food chain belongs to a paddy field ecosystem. It is an artificial (man-made) agricultural ecosystem.

• Producer: Paddy plants make their own food by photosynthesis.
• Primary consumer: Grasshoppers are herbivores that feed on paddy.
• Secondary consumer: Frogs living in the mud of the field eat grasshoppers.
• Tertiary consumer: Snakes eat frogs.
• Top consumer: The eagle eats snakes. No other animal eats the eagle here.
• Abiotic factors: Water, soil, sunlight, air and minerals.
• Decomposers: Bacteria and fungi break down dead plants and animals and return nutrients to the soil.

• Ancestral property belongs to us, and we may feel free to use it as we like.
• But the Earth is not only ours. It is on lease from our future generations. Something taken on lease must be returned in good condition to its real owners.
• Our children and grandchildren will also need clean air, pure water, fertile soil, forests and wildlife.
• If we overuse natural resources, pollute the environment and destroy forests, future generations will get a damaged Earth.
• So we must use resources carefully, conserve nature and keep its balance.

The statement reminds us that conserving the environment is our duty towards future generations.

• Protecting the environment and using natural resources wisely, so that its balance is maintained, is called environmental conservation.
• Natural factors (earthquakes, floods) and man-made factors (deforestation, pollution) disturb the balance of the environment.
• Conservation is needed to maintain the balance in nature, to protect biodiversity, to save resources for future generations and to solve natural and artificial problems.
• It is possible only if it becomes a public movement. Love for nature and awareness should be developed in children through education.
• Laws like the Forest (Conservation) Act 1980, the Environment (Protection) Act 1986 and the Wildlife Protection Act 1972 help in conservation.

• Bishnoi movement (1730): In Khejarli village near Jodhpur, Rajasthan, soldiers came to cut Khejri trees. Amrita Devi Bishnoi and villagers hugged the trees to save them. 363 Bishnoi people gave their lives. The Bishnoi community still protects trees and wild animals.
• Chipko movement (1973): Inspired by this, villagers of the Garhwal Himalaya (now Uttarakhand) hugged trees to stop contractors from cutting them. ‘Chipko’ means ‘to hug’. It was led by Sunderlal Bahuguna, Chandi Prasad Bhatt and Gaura Devi. Village women took a large part in it.
• These movements showed that common people can save forests by peaceful means.

• Biodiversity is the richness of living organisms in nature. It comes from varieties of organisms, ecosystems and genetic variations within a species.
• Genetic diversity: diversity among members of the same species. Example: every human being is different from others.
• Species diversity: the many species of plants, animals and microbes in nature.
• Ecosystem diversity: the many ecosystems in a region, like forests, grasslands, ponds and deserts. Each has its own plants, animals, microbes and abiotic factors.
• Biodiversity keeps nature balanced and gives us food, medicines, wood and many other resources. So it must be conserved.

• A forest conserved in the name of God and considered sacred is called a sacred grove (devrai in Marathi).
• These are like ‘sanctuaries’ conserved by the local society, not by the forest department.
• Because of religious beliefs, no one cuts trees or hunts animals there, so they get special protection.
• They are found in the Western Ghats and all over India. More than 13,000 sacred groves have been reported in India.
• They protect rare plants, animals, water sources and the traditional knowledge of the local people.

• A sudden event that causes large loss of life and property and disturbs normal life is called a disaster.
• Natural disasters: earthquake, flood, drought, cyclone, landslide, tsunami. Man-made disasters: fire, industrial accidents, gas leaks, nuclear accidents.
• Disaster management means planning to reduce the loss from a disaster. It has three stages:
  • Before: preparedness – warning systems, mock drills, strong buildings, training.
  • During: response – rescue, first aid, shifting people to safe places.
  • After: relief and rehabilitation – food, shelter, medical help and rebuilding.

• Pollution is one of the main causes of environmental problems today.
• Air, water and soil pollution harm all living organisms. They cause diseases in humans, lower crop yield and kill aquatic life.
• Pollution disturbs natural cycles and food chains, so the balance of the ecosystem is lost.
• If pollution is controlled, the air, water and soil remain pure. Plants, animals and humans stay healthy and biodiversity is protected.
• Controlling pollution at its source (treating sewage, reducing vehicle smoke, using less plastic and chemicals) solves many problems together.

So overcoming pollution is a powerful way of environmental management.

1. Tree plantation: Plant native trees in the school and village before the monsoon. Give each tree to a student to water and protect.
2. Waste segregation and composting: Keep separate bins for wet and dry waste. Make compost from wet waste and use it in the school garden.
3. Plastic-free campus: Use cloth bags and steel bottles. Collect plastic waste and send it for recycling.
4. Save water: Repair leaking taps, set up rainwater harvesting and use the water for the garden.
5. Save energy: Switch off unused lights and fans. Promote solar lamps and walking or cycling to school.
6. Biodiversity register: Survey and record the plants, birds and insects in the area, especially on 22nd May (World Biodiversity Day).
7. Awareness: Organize rallies, posters, street plays and talks on pollution and conservation.

1. Natural factors: earthquakes, volcanic eruptions, floods, droughts, cyclones, landslides, tsunamis and forest fires.

2. Man-made factors: deforestation, pollution (air, water, soil, noise), population explosion, fast industrialization, unplanned urbanization, mining and overuse of natural resources.

• Human beings are superior to other animals because of intelligence, memory and imagination.
• Humans have used natural resources the most and have disturbed the balance of nature the most.
• Only humans can understand the effects of their actions, make laws and plan to protect the environment.
• If humans disturbed the balance, only humans can conserve and improve the quality of nature.

Hence human beings have an important place in the environment.

1. Genetic diversity: diversity among organisms of the same species. Examples: every human being is different; many varieties of rice and mango.
2. Species diversity: the many species of plants, animals and microbes. Examples: neem, banyan, tiger, peacock, frog, bacteria.
3. Ecosystem diversity: the many ecosystems in a region. Examples: forest, grassland, desert, pond, sea (natural); crop fields and gardens (artificial).

1. Protecting rare species of organisms.
2. Establishing national parks and sanctuaries.
3. Declaring some regions as ‘bioreserves’.
4. Running projects to conserve special species, such as Project Tiger.
5. Conserving all plants and animals, and protecting sacred groves.
6. Observing the rules and laws, like the Wildlife Protection Act 1972.
7. Maintaining a record of traditional knowledge.

• Jadav Molai Payeng of Assam planted and cared for trees on a barren sandbar of the Brahmaputra for about 30 years.
• That barren land became a forest of about 1360 acres, now called the ‘Molai Jungle’. He received the Padma Shri award.
• We learn: one determined person can create a whole forest. Continuous hard work, patience and love for nature can change the environment. We should also plant trees and care for them.

The textbook reports 34 biodiversity hotspots in the world. Some of them are:

• In India: the Himalaya, Indo-Burma (north-east India), the Western Ghats and Sri Lanka, and Sundaland (Nicobar Islands).
• In the world: Madagascar, the Atlantic Forest (Brazil), the Tropical Andes, the Caribbean Islands, the Mediterranean Basin and the Cape Floristic Region (South Africa).

Reasons:

• Deforestation and loss of habitat due to farming, roads, dams and cities.
• Pollution of air, water and soil.
• Hunting and poaching for skin, horns, tusks and meat.
• Mining, and overuse of natural resources.
• Population explosion and climate change.

How to save them:

• Protect their habitats through national parks, sanctuaries and bioreserves.
• Enforce laws strictly against hunting and trading of wild animals.
• Run special conservation projects for endangered species.
• Plant trees and control pollution.
• Create awareness among people.

1. Recycling symbol (three green arrows in a triangle): Reduce, Reuse, Recycle.
   My role: I will reduce waste, reuse things like bottles and bags, and send paper, plastic and metal for recycling.
2. Water drop closing a tap: Save water.
   My role: I will close taps after use, repair leaks, avoid wasting water and use rainwater harvesting.
3. Solar panel: Use solar (renewable) energy.
   My role: I will use solar lamps and solar water heaters, save electricity and encourage others to use renewable energy.

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