Environmental Education.pdf B.Ed. 4th Semester

Environmental Education
Protect Environment

1. Environmental Education
(Unit-1)
Meaning:-
 The term environment has been derived from a French word “Environia” means
to surround. It refers to both abiotic (physical or non-living) and biotic (living)
environment.
 The word environment means surroundings, in which organisms live.
 Environment and the organisms are two dynamic and complex component of
nature. Environment regulates the life of the organisms including human beings.
Human beings interact with the environment more vigorously than other living
beings.
Definition:-
1. According to P. Gisbert “Environment is anything immediately surrounding an object
and exerting a direct influence on it.”
2. According to E. J. Ross “Environment is an external force which influences us.”
COMPONENTS OF ENVIRONMENT
The basic components of the environment are atmosphere or the air, lithosphere or the
rocks and soil, hydrosphere or the water, and the living component of the environment
or the biosphere.
ATMOSPHERE: -
 It is the thick gaseous layer surrounding the earth.
 It spreads up to 10,000 km. above the earth’s surface.
 Layers of Earth’s atmosphere are divided into five different layers as: Exosphere,
Thermosphere, Mesosphere, Stratosphere, Troposphere.
 Dry air from earth’s atmosphere contains 0.038% of carbon dioxide, 20.95% of
oxygen, 78.08% of nitrogen and 0.93% of argon.
 Traces of hydrogen, neon, helium, nitrous oxide, ozone and other “noble” gases,
but generally a variable amount of water vapour is also present, on average about
1% .
 Protects life from harmful radiation from the sun.

2. LITHOSPHERE: -
The word lithosphere originated from a Greek word mean "rocky" + "sphere” i.e. the
solid outmost shield of the rocky planet. The Earth is an oblate spheroid. It is composed
of a number of different layers. These layers are:
1. The Core is situated at the Earth's center. The outer core is a liquid mix of iron
and nickel, but the inner core is solid metal. Sometimes, hot molten rock, called
magma, bursts through Earth's surface in the form of a volcano.
2. The mantle is made of molten rock that flows, however the upper part of the
mantle is considered part of the lithosphere as it is cooler and more rigid than
the rest of the mantle.
3. The crust is the upper part of the lithosphere that humans interact with on a
daily basis. It is made of the rocks and soil that make up the ground.
HYDROSPHERE: -
 The hydrosphere includes all water on or near earth surface and includes oceans,
lakes, rivers, wetlands, icecaps, clouds etc.
 water exist in all three states: solid (ice), liquid (water), and gas (water vapor)
 71%of planet surface is covered with water.
 97℅ of the earth's water is found in the oceans (too salty for drinking, growing
crops, and most industrial uses). 3℅ of the earth's water is fresh.
 2.5℅ of the earth's fresh water is unavailable: locked up in glaciers, polar ice caps
and atmosphere. Only 0.5℅ of the earth's water is available fresh water.
ABIOTIC COMPONENTS (NON -LIVING):
TEMPERATURE: -
 Temperature is the most important environmental factor. It’s a very well-known
and an established fact that the average temperature on land varies seasonally,
decreasing progressively from the equator towards the poles and from plains to
the top of mountains ranging from sub-zero levels to >50˚C in polar areas/high
altitudes and tropical deserts in summer respectively.
 A few organisms can tolerate and thrive in a wide range of temperatures without
having effect on their internal environment (they are called eurythermal), but, a
vast majority of them operate within a narrow range of temperatures (such
organisms are called stenothermal).

3. WATER (RAINFALL): -
 Subsequent to temperature, water is another most important factor influencing
the life of organisms.
 In fact, the origin of life on earth is attributed to water without which life is
unsustainable. Its availability is too scarce in deserts. Due to this scarcity only
special adaptations by plants and animals of this region make it possible to
survive there in such an unusual living conditions.
 The productivity and distribution of plants is also profoundly dependent on
water.
 One might believe that organisms living in oceans, lakes, rivers and other water
bodies should not face any water-related problems, but it doesn’t hold true.
 For aquatic organisms the quality (chemical composition, pH) of water becomes
crucial and one of the most determining factor for their survival.
 Some organisms are tolerant to a wide range of salinity (referred as euryhaline)
while others are restricted to a much narrow range of salinity (referred as
stenohaline).
LIGHT (ENERGY): -
 Sun is the primary and ultimate source of light energy on the Earth. We get light
and heat from the Sun.
 Green plants are the only organisms that have the ability to capture and utilize
solar energy for making food. This energy stored in the food prepared by the
plants is passed on to all other living organisms through the food chain in nature.
 Light also influences plants and animals in various other ways. Opening and
closing of the stomata, germination of seeds, flowering, movement of animals are
some of the many activities which are influenced by light.
SOIL: -
Soil is a very prominent environmental factor because plants depend on it for many of
their requirements.
1. The soil provides all the mineral nutrients needed for the growth and
development of plants and animals. Plants also obtain water from the soil.

4. 2. Good soil contains a large variety of living organisms such as earthworms, insects,
fungi and bacteria.
3. It also contains humus consisting of dead and decayed remains of plants and
animals and makes the soil fertile.
BIOTIC COMPONENTS (LIVING): -
Biotic components are the living things that have a direct or indirect influence on other
organisms in an environment. The biotic community is divided into:
a. Autotrophs,
b. Heterotrophs
c. Saprotrophs
AUTOTROPHS
 The word “autotroph” comes from the root words “auto” for “self” and “troph” for
“food.” An autotroph is an organism that feeds itself, without the assistance of
any other organisms.
 Autotrophs are organisms that can produce their own food, using materials from
inorganic sources.
 Those are photosynthetic plants, normally chlorophyll bearing, which synthesize
a high-energy complex organic compound (food) from the inorganic raw
materials utilizing the aid of the sun, and this process is called photosynthesis.
Autotrophs form the core of all biotic systems.
HETEROTROPHS
 Heterotroph is an organism that is unable to synthesize its own food, and
therefore, has to rely on other sources, specifically plant and animal matter.
 All animals and non-photosynthetic plants are classified as heterotrophs since
they are unable to prepare food.
SAPROTROPHS
 Saprotrophs (from Greek word: sapros - rotten; trophos - feeder) are called the
reducers or decomposers.
 They break the complex organic compounds in dead matter down (dead plants
and animals).
 Decomposers don’t ingest the food. Instead they secrete a digestive enzyme into
the dead, decaying plant or animal remains and digest this organic material.

5. Types of Environment
What is Environment?
 The word environment is derived from the French word “environer”, which
means to surround, enclose or encircle.
 The environment is our immediate surroundings, which include both living and
non-living elements and it can refer to the social, natural, or constructed
environment.
 Environment refers to an aggregate of conditions or surroundings in which living
beings such as humans, animals, and plants live or survive and non-living things
exist.

Physical Environment
Physical environment is made up of the following
states - solid, liquid, and gas. These three elements
signify lithosphere, hydrosphere, and atmosphere
respectively.

Lithosphere
 The lithosphere includes a various number of different landforms such as
mountains, valleys, rocks, minerals and soil.
 The earth’s surface is composed into two types of
lithospheres known as the oceanic and
continental lithospheres.
 The oceanic lithosphere includes the
uppermost layers of mantle which is topped with

6. a thin yet heavy oceanic crust. This is where the hydrosphere and lithosphere
meet.
 The continental lithosphere include the uppermost layers of mantle which
is topped with a thick yet light continental crust. This is where the
atmosphere, biosphere and hydrosphere meet the lithosphere.
Hydrosphere
 Hydrosphere is the combined mass of water found
on, under and over the surface of earth.
 The forms of water include things such as the
ocean, lakes, rivers, snow and glaciers, water
underneath the earth’s surface and even the
water vapour that is found in the atmosphere
and it covers approximately 70% of Earth’s
surface.
Atmosphere
• The atmosphere refer to the air that surrounds the
earth.
• The atmosphere is also responsible for the weather as
the weather occurs within the lower atmosphere.
• The atmosphere of the Earth is divided into 5 layers-



Biological Environment
Floral Environment
• Floral environment is the environment of the
flora. It has a rich and varied heritage of
biodiversity owing to its varying vegetation.
• It varies from tropical rainforest to alpine
vegetation and from evergreen forest to sub
tropical climatic region.

7. Faunal Environment
• Faunal environment represents all the animal species found
in a particular region at a particular time.
• Members in the faunal environment are animals, birds, fish,
insect etc.

Microbial Environment
• Microbial environment represents the community of micro-
organisms (such as fungi, bacteria, viruses etc ) that exists in a
particular environment.
Social Environment
• Social environment means human social environments
which encompass the immediate physical surroundings,
social relationships, cultural milieu, political conditions
and economy within which the groups of people function
and interact.
Cultural Environment
Economical Environment
Political Environment
ECOLOGICAL SYSTEM
 The term ‘ecosystem’ was coined by A.G. Tansley, an English botanist in 1935.
 The term ‘eco’ refers to a part of the world and ‘system’ refers to the coordinating
units.
 Ecosystems generate the Earth’s biosphere and support human existence.
 Knowledge of ecosystems is critical to the well-being of the Nation because
ecosystems supply the natural resources and other goods and services the
humans require
DEFINITION:-
The ecosystem is the structural and functional unit of ecology where the living
organisms interact with each other and with the surrounding environment.
STRUCTURE OF ECOSYSTEMS
All ecosystems consists of the following two basic components:

8. 1. Abiotic Components
2. Biotic Components
The structure of an ecosystem is basically a description of the organisms and physical
features of the environment and distribution of nutrients in a particular habitat.
ABIOTIC COMPONENTS
1. Abiotic components of an ecosystem consists of non-living substances and
factors. They are broadly divided into physical and chemical factors.
2. Physical factors include soil type, temperature, wind, water availability, humidity,
precipitation, light etc.
3. Chemical factors include nutrients like Carbon, Nitrogen, Phosphorus, calcium,
pH of soil etc.
BIOTIC FACTORS
1. Biotic components refer to all life in an ecosystem. Based on nutrition, biotic
components can be categorised into autotrophs, heterotrophs and saprotrophs
(or decomposers).
2. Producers include all autotrophs such as plants. They are called autotrophs as
they can produce food through the process of photosynthesis. Consequently, all
other organisms higher up on the food chain rely on producers for food.
3. Consumers or heterotrophs are organisms that depend on other organisms for
food. Consumers are further classified into primary consumers, secondary
consumers and tertiary consumers.
 Primary consumers are always herbivores that they rely on producers for food.
 Secondary consumers depend on primary consumers for energy.
 Tertiary consumers are organisms that depend on secondary consumers for
food.
4. Decomposers include saprophytes such as fungi and bacteria. They directly thrive
on the dead and decaying organic matter
FUNCTIONS OF ECOSYSTEMS
Ecosystems have some functional attributes due to which components remain and run
together. They tendency of every ecosystem depends on various function performed by
the structural components of the ecosystem. ▪ The main functional attributes of
ecosystem are:
1. Food chain and Food web
2. Energy flow
3. Nutrient cycling
4. Ecological succession
5. Homeostasis

9. FOOD CHAIN AND FOOD WEB
The transfer of food, energy from producers through a series of organisms with repeated
eating and being eaten is known as a food chain.

A complex network of interconnected food chains of different trophic levels in a
biotic community is termed as a food web.
They maintain the ecological balance by regulating the nutrient cycles.

ENERGY FLOW
For all most all organisms on earth, the primary
source of energy is solar energy. Overall we
receive about 40 to 50 percent of the energy
having photosynthetically active radiation and
only around 2-10 percent of it is used by plants for
the process of photosynthesis.
The energy flow takes place via food chain and
food web.
In a food chain, the energy flow follows the 10
percent law. According to this law, only 10 percent
of energy is transformed from one trophic level to
the other, rest is lost into the atmosphere.

10. NUTRIENT CYCLING
1. The major elements such as oxygen,
carbon, nitrogen, phosphorous, and
sulphur are essential ingredients that make
up organisms.
2. Biogeochemical cycles refers to the flow of
such chemical elements and compounds
between organisms and the physical
environment.
3. Chemicals taken in by organisms are
passed through the food chain and come
back to the soil, air and water through
mechanisms such as respiration, excretion,
and decomposition.
4. Nutrient cycles are of two types : (a) gaseous (e.g. nitrogen and carbon cycle) and
(b) sedimentary (e.g. phosphorus and sulphur cycle)
ECOLOGICAL SUCCESSION
An important characteristics of all communities is that their composition and structure
constantly change in response to the changing environmental conditions. This change
is orderly and sequential, parallel with the changes in the physical environment. These
changes lead finally to a community that is nearly equilibrium with the environment
and that is called the climax community.
The gradual and fairly predictable change in the species composition of a given area is
called ecological succession.
Primary succession: Primary succession is the series of community changes which
occur on an entirely new habitat which has never colonized before. For example, a
newly quarried rock face and sand dunes.
Secondary Succession: Secondary succession begins in areas where natural biotic communities have
been destroyed such as abandoned farm lands, burned or cut forests, land that have been flooded.

11. CONCLUSION
Like all other living beings, humans are dependent on natural ecosystem services to
survive. We need to get the food we eat, the water we drink and to transform raw
materials into our everyday products. So in order to keep our living conditions, it’s truly
important that we preserve natural ecosystems
Human interaction and dependency on the Environment
Human interaction with environment
Human interaction with the environment refers to the ways in which people interact
with and affect the natural world around them. This can include both positive and
negative impacts, as humans rely on the environment for resources and to meet their
basic needs, but can also cause harm through activities such as pollution, deforestation,
and overfishing.
Some examples of human interaction with the environment include:
1. Agriculture: Humans have long relied on the environment for food and have
developed various methods of farming and cultivating crops to meet their needs.
However, modern agricultural practices can also have negative impacts on the
environment, such as soil degradation, water pollution, and habitat destruction.
2. Resource extraction: Humans also rely on the environment for various
resources, such as minerals, oil, and gas. Extraction of these resources can have
significant environmental impacts, including habitat destruction, water
pollution, and greenhouse gas emissions.
3. Urbanization: As populations grow, humans build cities and other urban areas
that can have significant impacts on the environment. These impacts can include
habitat destruction, air pollution, and increased energy consumption.
4. Climate change: Human activities, such as burning fossil fuels, deforestation,
and agriculture, have contributed to global climate change. This has led to rising
temperatures, sea level rise, and changes in precipitation patterns, with
significant impacts on ecosystems and human societies.
5. Deforestation: occurs when forests are cleared and trees are not replanted or
allowed to regrow. A human-environment example would be Ethiopia, Mexico,
Brazil, America, Congo, and India, which have removed many of their forests for
economic and agricultural needs. In addition, forest loss has a significant impact
on water supplies.
6. Energy resources: Wind power, hydroelectric power, and solar power are
examples of renewable energies that can be utilised instead of fossil fuels since
they turn the energy of the wind, water, and sun into electricity. However,

12. because they cannot be regenerated, the amount eventually becomes insufficient,
and their use becomes unsustainable in the long run.
CONCLUSION
Overall, human interaction with the environment is complex and multifaceted, and has
significant implications for both the natural world and human societies. It is important
for individuals and societies to understand these interactions and work to minimize
negative impacts while still meeting human needs.
Human Dependency on Environment
Human beings are highly dependent on the environment for their survival and well-
being. Our species has evolved to rely on the natural resources of the Earth for food,
water, shelter, and energy. Our relationship with the environment is symbiotic: we
depend on it to meet our basic needs, while the environment depends on us to care for
it and maintain its balance.
1. Food: Food is one of the most fundamental human needs, and our agriculture
and food systems are heavily dependent on the environment. We rely on fertile
soil, clean water, and favorable weather patterns to grow crops and raise
livestock. In turn, we have an impact on the environment through our farming
practices, including the use of pesticides, fertilizers, and other chemicals that can
have negative effects on soil quality, water quality, and biodiversity.
2. Water: Water is another essential resource for human survival, and we depend
on the environment to provide us with clean, safe water for drinking, cooking,
and sanitation. However, human activities such as industrial pollution,
deforestation, and urbanization can have a significant impact on the quality and
availability of water resources.
3. Shelter and infrastructure: Our need for shelter and infrastructure also places
significant demands on the environment. We use natural resources such as
timber, minerals, and fossil fuels to build homes, construct roads and bridges,
and create other essential infrastructure. This can result in habitat destruction,
soil erosion, and other negative environmental impacts.
4. Energy: Finally, our energy needs are also highly dependent on the environment.
We rely on fossil fuels, hydropower, wind power, and other renewable energy
sources to power our homes, businesses, and transportation systems. However,
the production and consumption of energy can have significant environmental
impacts, including air pollution, climate change, and habitat destruction.
5. In addition to basic survival needs, humans also rely on the environment for a
variety of other resources and services, such as timber, minerals, and energy. The
environment also plays a critical role in supporting biodiversity, which provides

13. a range of ecosystem services that are important for human well-being, such as
pollination, nutrient cycling, and water purification.
CONCLUSION
In conclusion, human beings are deeply interconnected with the environment, and our
well-being is closely tied to the health and sustainability of the natural world. As such,
it is crucial that we prioritize environmental stewardship and work to develop
sustainable practices that meet our basic needs without causing harm to the planet.
CONCEPT OF ENVIRONMENTAL EDUCATION
Environmental Education is a process in which individuals gain awareness of their
environment and acquire knowledge, skills, values, experiances and also the
determination, which will enable them to act individually and collectively to solve
present and future environmental problems.
Definition
The IUCN Commission of Education (1970) stated that "Environmental Education is the
process of recognizing values and clarifying concepts in order to develop skills and
attitudes necessary to understand and appreciate the interrelatedness among man, his
culture and his bio-physical surroundings."
NEED
1. The need of environmental education is to provide moral and ethical education to
people for changing their attitude.
2. EE increases awareness and knowledge about environmental issues
3. Teaches individuals to think critically
4. Improves problem - solving and decision making skills
5. Access to environmental education for children will help them prepare to face the
effect the climate change comprehensively from a responsible citizen's point of view
6. Through education, children can contribute to all aspects of climate change policy
making, mitigation and adaption
The Scope of Environmental Education
Environmental education discipline has multiple and multilevel scopes. The scope of
environmental education can be divided into biological, physical and sociological
aspects as described below:
1. Biological aspect: Biological aspect is the most important aspects of
environmental education. In this particular aspect living organisms such as
human beings, animals, birds, insects, microorganism, plants, are included.

14. 2. Physical aspect: It refers to natural and manmade aspects which include air, water,
land, climate, etc. in natural physical aspects whereas Man made physical aspects
cover things such as roads, buildings, bridges, houses, etc. constructed by human.
3. Sociological and cultural aspect: Socio- cultural aspects are man-made social
practices, rules and laws, and religious places, etc. created by them.
Components of Environmental Education
Environmental education is a process that aims to educate individuals about their
environment and the impact of human activities on it. It seeks to promote a deeper
understanding of environmental issues and the role of individuals in addressing them.
The components of environmental education are:
1. Knowledge: Environmental education starts with building a solid foundation of
knowledge about the environment. This includes knowledge about the natural
environment, ecosystems, biodiversity, climate change, pollution, and
sustainability. Students should also learn about human activities that affect the
environment, such as agriculture, transportation, energy use, and waste
management.
2. Attitudes and values: Environmental education aims to promote positive
attitudes and values towards the environment. This includes developing a sense of
responsibility towards the environment, understanding the interconnectedness of
human activities and the environment, and developing an appreciation for the
natural world.
3. Awareness building: Environmental education seeks to increase people's
understanding of the complex relationships between humans and the environment.
This includes developing an appreciation of the natural world, recognizing
environmental problems and their causes, and identifying potential solutions.
4. Knowledge acquisition: Environmental education aims to provide learners with
a broad understanding of environmental issues, including the scientific principles
that underpin them. This involves developing knowledge in areas such as ecology,
biodiversity, climate change, energy, and waste management.
5. Skills development: Environmental education helps learners develop a range of
skills that enable them to take action to protect and conserve the environment.
These include critical thinking, problem-solving, communication, and
collaboration.
6. Attitude and value formation: Environmental education seeks to cultivate
positive attitudes and values towards the environment. This involves developing a
sense of responsibility, empathy, and respect for the natural world, as well as a
commitment to sustainable living.

15. 7. Action-oriented approach: Environmental education encourages learners to take
action to protect and conserve the environment. This includes individual actions
such as reducing energy consumption and waste, as well as collective actions such
as advocacy and community-based initiatives.
8. Interdisciplinary approach: Environmental education draws on a range of
disciplines, including science, social studies, language arts, and the arts, to provide
a comprehensive understanding of environmental issues and solutions.
CONCLUSION
In summary, the components of environmental education are knowledge, attitudes and
values, and skills. By developing these components in individuals, environmental
education can help create a more sustainable future.
Role of Education in Environment Conservation
Education plays a crucial role in promoting environmental conservation. By raising
awareness and understanding of environmental issues and their causes, education can
help individuals and communities develop the knowledge and skills necessary to
reduce their impact on the environment.
Here are some specific ways in which education can contribute to environmental
conservation:
1. Raising Awareness: Education can help people understand the importance of
environmental conservation and the impact of human activities on the
environment. This can motivate individuals to take action to protect the
environment.
2. Developing Skills: Education can equip individuals with the skills and
knowledge they need to make environmentally responsible choices in their daily
lives. For example, people can learn how to reduce their energy consumption, use
public transportation, and adopt sustainable farming practices.
3. Fostering Environmental Stewardship: Education can help people develop a
sense of responsibility for the environment and a commitment to protecting it.
This can encourage people to become environmental stewards who actively work
to conserve natural resources and protect ecosystems.
4. Developing Skills: Education can provide individuals with the necessary skills
to address environmental issues. It can equip them with knowledge on
sustainable practices such as renewable energy, waste reduction, and water
conservation. With these skills, people can contribute to conservation efforts and
make positive changes in their communities.
5. Promoting Sustainable Lifestyle: Education can promote a sustainable lifestyle
by encouraging individuals to reduce their carbon footprint, recycle, conserve

16. energy and water, and reduce waste. It can teach people about the importance of
eco-friendly products and practices and inspire them to make environmentally
conscious choices.
6. Empowering Communities: Education can empower communities to take
collective action to protect the environment. It can help build partnerships
between individuals, organizations, and governments to work towards common
environmental goals. By working together, communities can make a significant
impact on the environment.
CONCLUSION
Overall, education is essential for promoting environmental conservation. By raising
awareness, developing skills, fostering stewardship, and advancing research and
innovation, education can help create a more sustainable future for all.
Role of School in environment conservation
Schools play a crucial role in environmental conservation by providing education and
awareness to students about the importance of preserving the environment. Here are
some ways schools can contribute to environmental conservation:
1. Education and Awareness: Schools can educate students about the importance
of preserving the environment and the impact of human activities on it. They can
organize workshops, seminars, and awareness campaigns to spread the message
among students, teachers, and the local community.
2. Sustainability practices: Schools can adopt sustainable practices such as water
conservation, waste reduction, energy efficiency, and promoting the use of
renewable energy sources.
3. Green spaces: Schools can create green spaces such as gardens, parks, and
playgrounds that can help improve air quality, provide shade, and reduce the
urban heat island effect. These spaces can also provide a learning opportunity for
students to understand the importance of plants and the role they play in the
ecosystem.
4. Recycling programs: Schools can promote recycling programs that encourage
students to recycle paper, plastics, and other materials. This can be done by
setting up recycling bins and providing education on how to recycle properly.
5. Curriculum integration: Schools can integrate environmental education into
the curriculum to help students understand the importance of environmental
conservation and how it is relevant to their daily lives. This can be done by
incorporating environmental themes into subjects such as science, social studies,
and language arts.
CONCLUSION-By incorporating these practices, schools can help create a culture of
environmental conservation that can help shape the future of our planet.

17. Role of Teacher in Environment conservation
The role of a good teacher does not end with teaching alone as far as environmental
education is concerned. Teachers play a critical role in promoting environmental
conservation and sustainability.
Following are certain roles which he has to fulfill.
1. Teachers should be a friend, guide, philosopher and teacher should create feeling
of togetherness and positive attitude toward environment.
2. Teachers should promote dustbin culture to be followed at various places like bus
stand, railway station and other public places.
3. Teachers should plan the environmental activities co-related with the customs
and traditions of the society.
4. Teachers should channelize the energy of the students to create an atmosphere
free of pollution.
5. Monsoon is the season in which most of viral diseases spread. At this time teacher
has to educate students to maintain healthy surroundings and healthy habits
which prevent such diseases.
6. Teacher should direct each student to plant a tree on his/her birthday every year
either in school (or) elsewhere and nurture its growth.
7. Teacher should give instruction to students to avoid use of polythene bag and
make use of recycling plastic.
8. He should conduct field visits to industries and polluted areas to enable the
students to fuel the need and importance of environmental protection.
9. Celebration of important days relating to environment viz World Forest day,
World Population day, World Conservation Day should be made a practice.
10. Teacher should make it very clear to every child that he is a part of environment
and if he protects the environment, the environment will protect him otherwise
everyone has to face the repercussions.
CONCLUSION
By taking an active role in environmental conservation, teachers can help create a more
sustainable future for themselves and their students.

18. UNIT-2
Air Pollution
Definition:-
“Air Pollution is the release of pollutants such as gases, particles, biological molecules, etc.
into the air that is harmful to human health and the environment.”
What is Air Pollution?
 Air pollution refers to any physical, chemical or biological change in the air.
 It is the contamination of air by harmful gases, dust and smoke which affects plants,
animals and humans drastically.
 There is a certain percentage of gases present in the atmosphere. An increase or
decrease in the composition of these gases is harmful to survival.
Types of Air Pollutants
There are two types of air pollutants:
 Primary Pollutants
The pollutants that directly cause air pollution are known as primary pollutants.
Sulphur-dioxide emitted from factories is a primary pollutant.
 Secondary Pollutants
The pollutants formed by the intermingling and reaction of primary pollutants are
known as secondary pollutants. Smog, formed by the intermingling of smoke and
fog, is a secondary pollutant.
Causes of Air Pollution
Following are the important causes of air pollution:
1. Burning of Fossil Fuels
The combustion of fossil fuels emits a large amount of sulphur dioxide. Carbon
monoxide released by incomplete combustion of fossil fuels also results in air
pollution.
2. Automobiles
The gases emitted from vehicles such as jeeps, trucks, cars, buses, etc. pollute the
environment.

19. 3. Agricultural Activities
Ammonia is one of the most hazardous gases emitted during agricultural activities.
The insecticides, pesticides and fertilisers emit harmful chemicals in the atmosphere
and contaminate it.
4. Factories and Industries
Factories and industries are the main source of carbon monoxide, organic
compounds, hydrocarbons and chemicals. These are released into the air, degrading
its quality.
5. Mining Activities
In the mining process, the minerals below the earth are extracted using large pieces
of equipment. The dust and chemicals released during the process pollute the air.
6. Domestic Sources
The household cleaning products and paints contain toxic chemicals that are released
in the air. The smell from the newly painted walls is the smell of the chemicals present
in the paints. It not only pollutes the air but also affects breathing.
Effects of Air Pollution
The hazardous effects of air pollution on the environment include:
1. Diseases
Air pollution has resulted in several respiratory disorders and heart diseases among
humans. The cases of lung cancer have increased in the last few decades. Children
living near polluted areas are more prone to pneumonia and asthma. Many people die
every year due to the direct or indirect effects of air pollution.
2. Global Warming
Due to the emission of greenhouse gases, there is an imbalance in the gaseous
composition of the air. This has led to an increase in the temperature of the earth.
This increase in earth’s temperature is known as global warming. This has resulted in
the melting of glaciers and an increase in sea levels.
3. Acid Rain
The burning of fossil fuels releases harmful gases such as nitrogen oxides and sulphur
oxides in the air. The water droplets combine with these pollutants, become acidic
and fall as acid rain which damages human, animal and plant life.
4. Ozone Layer Depletion
The release of chlorofluorocarbons, halons, and hydrochlorofluorocarbons in the
atmosphere is the major cause of depletion of the ozone layer. The depleting ozone
layer does not prevent the harmful ultraviolet rays coming from the sun and causes

20. skin diseases and eye problems among individuals.
5.Effect on Animals
The air pollutants suspend in the water bodies and affect aquatic life. Pollution also
compels the animals to leave their habitat and shift to a new place. This renders them
stray and has also led to the extinction of a large number of animal species.

Ways to Reduce Air Pollution
1. Using public transports
2. Recycle and Reuse of products helps in reducing pollution emissions
3. No to plastic bags
4. Reduction of forest fires and smoking
5. Use of fans instead of Air Conditioner
6. Use filters for chimneys
7. Avoid usage of crackers
8. Avoid using of products with chemicals
9. Implement Afforestation, plant and grow as many trees as possible.

Water Pollution
Introduction
 Water is one of the most vital natural resources on earth and has been around for a
long time.
 The earth has more than two-thirds of its surface covered with water. That is a lot of
water, however, less than 0.3% is accessible for human consumption.
 Furthermore, inefficient and outdated practices, lack of awareness and other
circumstances have led to water pollution.
What is Water Pollution?
 Water pollution can be defined as the contamination of water bodies.
 Water pollution is caused when water bodies such as rivers, lakes, oceans,
groundwater and aquifers get contaminated with industrial and agricultural effluents.
 When water gets polluted, it adversely affects all lifeforms that directly or indirectly
depend on this source.

21. Sources of Water Pollution
The key causative of water pollution in India are:
1. Urbanization.
2. Deforestation.
3. Industrial effluents.
4. Social and Religious Practices.
5. Use of Detergents and Fertilizers.
6. Agricultural run-offs- Use of insecticides and pesticides.
Effects of Pollution of Water
1. Diseases: In humans, drinking or consuming polluted water in any way has many
disastrous effects on our health. It causes typhoid, cholera, hepatitis and various
other diseases.
2. Destruction of Ecosystems: Ecosystems are extremely dynamic and respond
to even small changes in the environment. Water pollution can cause an entire
ecosystem to collapse if left unchecked.
3. Eutrophication: Chemicals in a water body, encourage the growth of algae.
These algae form a layer on top of the pond or lake. Bacteria feed on this algae and
this decreases the amount of oxygen in the water body, severely affecting the
aquatic life there.
4. Effects the food chain: Disruption in food chains happens when toxins and
pollutants in the water are consumed by aquatic animals (fish, shellfish etc) which
are then consumed by humans.
Prevention
The best way to prevent large-scale water pollution is to try and reduce its harmful effects.
1. Save Water: Conserving water is our first aim. Water wastage is a major problem globally
and we are only now waking up to the issue. Simply small changes we can make
domestically will make a huge difference.
2. Better treatment of sewage: So treating waste products before disposing of it in a water
body helps reduce water pollution on a large scale. Agriculture or other industries can
reuse this wastewater by reducing its toxic contents.
3. Use environmentally friendly products: By using soluble products that do not go on to
become pollutants, we can reduce the amount of water pollution caused by a household.

22. Soil Pollution
Definition:-
Soil pollution is defined as the presence of toxic chemicals (pollutants or contaminants)
in the soil, in very high concentrations to pose a risk to human health and the ecosystem.
Or in simple words Alteration in the natural soil due to human activities is termed Soil
Pollution.
Types of Soil Pollution
 Agriculture soil pollution is caused due to the excessive use of pesticides and
insecticides.
 Soil Pollution by industrial discharges of chemicals from mining and manufacturing
of goods.
 Solid waste soil pollution/ Poor management or inefficient disposal of waste.
 Soil Pollution due to urban activities. etc
Soil Pollution Causes
1. Industrial Pollution
The discharge of industrial waste into soils can result in soil pollution. In India, as
mining and manufacturing activities are increasing rapidly, soil degradation is also
increasing.
Agricultural Activities
The use of insecticides and pesticides for a long period can cause soil pollution.
2. Waste Disposal
Disposal of plastics and other solid waste is a serious issue that causes soil pollution,
disposal of electrical items such as batteries causes an adverse effect on the soil due to
the presence of harmful chemicals. Eg: lithium present in batteries can cause the
leaching of soil. Human waste such as urine, faeces, diapers, etc is dumped directly in
the land. It causes both soil and water pollution.
4.Acid Rain
It is caused when pollutants present in the air mix with the rain and fall back on the
ground. The polluted water could dissolve away some of the essential nutrients found
in soil and change the structure of the soil thus making it unsuitable for agriculture.

23. 3. Heavy Metals
The presence of heavy metals (such as lead and mercury) in very high concentrations present
in soils can cause them to become highly toxic for human beings.
4. Oil Spills
Oil leaks can happen during the storage or transport of chemicals, the chemicals present in
the fuel deteriorates the quality of soil and make them unsuitable for further cultivation,
chemicals can also enter into the groundwater through the soil, and hence it will make water
undrinkable.
Effects of Soil Pollution
1. Effects of Soil Pollution on Human Health
The contamination of soil has a major consequence on human health. Crops and plants that
are grown on polluted soil absorb most of the pollution and then pass them to humans.
Living, working, or playing in contaminated soil can lead to respiratory diseases, skin
diseases, and other health problems. Diseases caused by soil pollution include Irritation of
the skin and the eyes, Headaches, nausea, vomiting, Coughing, and wheezing.
2. Effects on Plants
Regular use of chemical fertilizers, inorganic fertilizers, pesticides will decrease the fertility
of the soil and alter the structure of soil. This will lead to a decrease in soil quality and poor
quality of crops. The fertility of the soil diminishes slowly, making land unsuitable for
agriculture and any local vegetation to survive.
3. Effects on the Ecosystem
The soil is an important habitat for different types of microorganisms, birds, and insects.
Thus, change in the chemistry of soil can negatively impact the lives of living organisms and
can result in the gradual death of many organisms.
The solution to reduce the soil pollution
 Use of correct farming techniques
 Recycling of Waste before disposal, Recycle and Reuse Products
 Use of organic fertilizers instead of chemical fertilizers and pesticides
 Community education and awareness
 Proper maintenance of sewage system, Proper disposal method of household and
industrial waste
 Planting new trees and plants is afforestation. We live because plants live. If the plants die,
all living things will also die. Thus, whenever trees are cut down new trees should be
planted. Planting trees in hilly areas are most effective for conservation.

24. Noise Pollution
What is Noise Pollution?
 The word noise is derived from the Latin word ‘Nausea’, which means sickness in which
one feels the need to vomit.
 Noise is the unpleasant and undesirable sound which leads to discomfort in human
beings.
 The intensity of sound is measured in decibels (dB).
 The faintest sound that the human ear can hear is 1 Db. Due to increasing noise around
the civilizations, noise pollution has become a matter of concern.
Types of Noise Pollution
Following are the three types of pollution:
 Transport Noise
 Neighbourhood Noise
 Industrial Noise
1. Transport Noise It mainly consists of traffic noise which has increased in recent
years with the increase in the number of vehicles. The increase in noise pollution
leads to deafening of older people, headache, hypertension, etc.
2. Neighbourhood Noise
The noise from gadgets, household utensils etc. Some of the main sources are
musical instruments, transistors, loudspeakers, etc.
3. Industrial Noise
It is the high-intensity sound which is caused by heavy industrial machines.
According to many researches, industrial noise pollution damages the hearing
ability to around 20%.
Causes and Sources of Noise Pollution
Following are the causes and sources of noise pollution:
 Industrialisation: Industrialisation has led to an increase in noise pollution as the
use of heavy machinery such as generators, mills, huge exhaust fans are used,
resulting in the production of unwanted noise.
 Vehicles: Increased number of vehicles on the roads are the second reason for noise
pollution.

25.  Events: Weddings, public gatherings involve loudspeakers to play music resulting
in the production of unwanted noise in the neighbourhood.
 Construction sites: Mining, construction of buildings, etc add to the noise
pollution.
Noise Pollution Examples
Following are the examples of noise pollution:
 Unnecessary usage of horns
 Using loudspeakers either for religious functions or for political purposes
 Unnecessary usage of fireworks
 Industrial noise
 Construction noise
 Noise from transportation such as railway and aircraft
Effects of Noise Pollution on Human Health
Noise pollution can be hazardous to human health in the following ways:
1. Hypertension: It is a direct result of noise pollution which is caused due to elevated
blood levels for a longer duration.
2. Hearing loss: Constant exposure of human ears to loud noise that are beyond the
range of sound that human ears can withstand damages the eardrums, resulting in
loss of hearing.
3. Sleeping disorders: Noise pollution hampers the sleep cycles leading to irritation
and an uncomfortable state of mind.
4. Cardiovascular issues: Heart-related problems such as blood pressure level, stress
and cardiovascular diseases might come up in a normal person and a person
suffering from any of these diseases might feel a sudden shoot up in the level.
Prevention of Noise Pollution
Some noise pollution preventive measures are provided in the points below.
1. Honking in public places like teaching institutes, hospitals, etc. should be banned.

26. 2. In commercial, hospital, and industrial buildings, adequate soundproof systems
should be installed.
3. Musical instruments’ sound should be controlled to desirable limits.
4. Dense tree cover is useful in noise pollution prevention.
5. Explosives should not be used in forest, mountainous and mining areas.

Ozone Layer and its Depletion
Ozone Layer Definition
“The ozone layer is a region in the earth’s stratosphere that contains high concentrations of
ozone and protects the earth from the harmful ultraviolet radiations of the sun.”
What is an Ozone Layer?
The ozone layer is mainly found in the lower portion of the earth’s atmosphere. It has the
potential to absorb around 97-99% of the harmful ultraviolet radiations coming from the
sun that can damage life on earth.
What is Ozone Layer Depletion?
Ozone layer depletion is the thinning of the ozone layer present in the upper atmosphere.
This happens when the chlorine and bromine atoms in the atmosphere come in contact
with ozone and destroy the ozone molecules. One chlorine can destroy 100,000 molecules
of ozone.
Causes of Ozone Layer Depletion
The main causes responsible for the depletion of the ozone layer are listed below:
1. Chlorofluorocarbons
Chlorofluorocarbons or CFCs are the main cause of ozone layer depletion. These are
released by solvents, spray aerosols, refrigerators, air-conditioners, etc.
The molecules of chlorofluorocarbons in the stratosphere are broken down by
ultraviolet radiations and release chlorine atoms. These atoms react with ozone and
destroy it.
2. Unregulated Rocket Launches
Researchers say that the unregulated launching of rockets results in much more
depletion of the ozone layer than the CFCs do.

27. 3. Nitrogenous Compounds
The nitrogenous compounds such as NO2, NO, N2O are highly responsible for the
depletion of the ozone layer.
Effects of Ozone Layer Depletion
The depletion of the ozone layer has harmful effects on the environment. Let us see the
major effects of ozone layer depletion on man and environment.
1. Effects on Human Health
Humans will be directly exposed to the harmful ultraviolet radiation of the sun due to
the depletion of the ozone layer. This might result in serious health issues among
humans, such as skin diseases, cancer, sunburns, cataract, quick ageing and weak
immune system.
2. Effects on Animals
Direct exposure to ultraviolet radiations leads to skin and eye cancer in animals.
3. Effects on the Environment
Strong ultraviolet rays may lead to minimal growth, flowering and photosynthesis in
plants.
4. Effects on Marine Life
Planktons are greatly affected by the exposure to harmful ultraviolet rays. These are
higher in the aquatic food chain. If the planktons are destroyed, the organisms present
in the food chain are also affected.
Solutions to Ozone Layer Depletion
Following are some points that would help in preventing this problem at a global level:
1. Avoid Using ODS
Reduce the use of ozone depleting substances. E.g. avoid the use of CFCs in
refrigerators and air conditioners, replacing the halon based fire extinguishers, etc.
2. Minimise the Use of Vehicles
The vehicles emit a large amount of greenhouse gases that lead to global warming as
well as ozone depletion. Therefore, the use of vehicles should be minimised as much
as possible.
3. Use Eco-friendly Cleaning Products
4. Use of Nitrous Oxide should be Prohibited

28. Greenhouse Effect
Greenhouse Effect Definition
“Greenhouse effect is the process by which radiations from the sun are absorbed by the
greenhouse gases and not reflected back into space. This insulates the surface of the earth
and prevents it from freezing.”
What is the Greenhouse Effect?
 A greenhouse is a house made of glass that can be used to grow plants. The sun’s
radiations warm the plants and the air inside the greenhouse. The heat trapped inside
can’t escape out and warms the greenhouse which is essential for the growth of the
plants. Same is the case in the earth’s atmosphere.
 During the day the sun heats up the earth’s atmosphere. At night, when the earth cools
down the heat is radiated back into the atmosphere. During this process, the heat is
absorbed by the greenhouse gases in the earth’s atmosphere. This is what makes the
surface of the earth warmer, that makes the survival of living beings on earth possible.
 However, due to the increased levels of greenhouse gases, the temperature of the earth
has increased considerably. This has led to several drastic effects.
Greenhouse Gases
“Greenhouse gases are the gases that absorb the infrared radiations and create a
greenhouse effect. For eg., carbondioxide and chlorofluorocarbons.”
Causes of Greenhouse Effect
The major causes of the greenhouse effect are:
1. Burning of Fossil Fuels - Burning of fossil fuels releases carbon dioxide. With the
increase in population, the utilization of fossil fuels has increased. This has led to an
increase in the release of greenhouse gases in the atmosphere.
2. Deforestation
Plants and trees take in carbon dioxide and release oxygen. Due to the cutting of trees,
there is a considerable increase in the greenhouse gases which increases the earth’s
temperature.
3. Farming
Nitrous oxide used in fertilizers is one of the contributors to the greenhouse effect in
the atmosphere.

29. 4. Industrial Waste and Landfills
The industries and factories produce harmful gases which are released in the
atmosphere.
Landfills also release carbon dioxide and methane that adds to the greenhouse gases.
Effects of Greenhouse Effect
The main effects of increased greenhouse gases are:
1. Global Warming
2. Depletion of Ozone Layer
3. Smog and Air Pollution
4. Acidification of Water Bodies

Deforestation
What is Deforestation?
Deforestation can be defined as the large-scale removal of trees from forests for the
facilitation of human activities. It is a serious environmental concern since it can result in
the loss of biodiversity, damage to natural habitats, disturbances in the water cycle, and
soil erosion. Deforestation is also a contributor to climate change and global warming.
Why are Forests Important?
1. Forests are a source of oxygen, food, clean water, and medicine.
2. They play a vital role in the water cycle – they work to add water to the atmosphere
via the process of transpiration.
3. The large mass of trees in forest areas combats soil erosion by providing mechanical
support to the soil.
4. Forests are home to over 50% of all known species on the planet. They account for
over 80% of the land-based biodiversity.
5. They are also a source of raw material for many commercially important products such
as paper, wood, and fabric.

30. Causes of Deforestation
What are the Human Activities that Cause Deforestation?
The primary human activities that contribute to deforestation include:
 Agriculture – small-scale and large-scale farming
 Logging – cutting of trees for use as raw material
 Mining and urban expansion – clearing of forest area for the construction of
infrastructure.
What are the Secondary Factors that Contribute to Deforestation?
Overpopulation and population growth increase the requirement for several resources
such as food and infrastructure. For example, a huge explosion in the population of a city
can result in the deforestation of the surrounding area for:
 The construction of homes and other buildings.
 Agriculture (to meet the increased demand for food).
 The construction of roads, dams, and other infrastructure.
Deforestation due to Natural Causes
In some relatively rare cases, the deforestation of forest areas can be traced to natural
causes. Examples of natural deforestation include:
 Destruction of forests due to hurricanes, floods, and other natural calamities.
 Invasion of the forest ecosystem by parasites that destroy trees.
 Forest fires are sparked by lightning and other natural phenomena.
Effect of Deforestation
1. ֍ Threats to Biodiversity
2. ֍ Effect on Local People and their Livelihood
3. ֍ Soil Erosion
4. ֍ Food Insecurity
5. ֍ Increase in Atmospheric CO2
6. ֍ Global Warming
7. ֍ Ozone Layer Depletion
8. ֍ Disruption to Water Cycle & Flood
9. ֍ Drought & Desertification

31. How can Deforestation be Controlled?
Role of Governments and other Administrative Authorities
The following strategies can be implemented by governments to combat deforestation:
1. Implementation of security measures and strict laws to prevent illegal logging.
2. Carefully planning the construction of infrastructure (roads, dams, etc.) in order to
minimize the loss of forest area.
3. Investing in new technologies in the agricultural industry (such as hydroponics) and
helping farmers implement eco-friendly agricultural practices (such as cyclic
agriculture).
4. Optimizing the management of forests by banning inefficient agricultural practices
(such as slash-and-burn agriculture).
5. Launching new reforestation campaigns to restore deforested lands.
Role of Individuals
An individual can contribute to the prevention of deforestation by implementing the 3R
(Reduce, Reuse, and Recycle) principle in their daily lives.
 Reduce – Reducing the amount of paper consumed by using alternatives wherever
possible.
 Reuse – Avoid use-and-throw products to prevent wastage.
 Recycle – Diligently recycle all used wood and paper products.


Biodiversity
Introduction
 The variety of living things, including those in aquatic, marine, and terrestrial habitats,
is known as biodiversity.
 It offers ecological, economic, and social functions, and it is crucial to keeping the
balance between various species. India contains six major biodiversity hotspots and a
lot of endangered plants and animals.

32. What does Biodiversity mean?
The overall quantity and variety of species in a certain area or region is referred to as the
region’s biodiversity. The two main parts of biodiversity are species richness and species
evenness.
 Species Richness: Species richness refers to the variety of species found in a
population. Alpha diversity, beta diversity, and gamma diversity are its three
subtypes.
 Species Evenness – The measure of species proportion at a particular site is species
evenness.
Types of Biodiversity in India
Here’s 3 main types of Biodiversity in India:
 Genetic Diversity (Diversity within species)
 Species Diversity (Diversity between species)
 Ecosystem Diversity (Diversity between ecosystem)
Biodiversity Hotspots in India
 India has six hotspots of biodiversity out of the 36 biodiversity hotspots, making it a
country rich in biodiversity.
 The Himalayas, the Indo-Burma region, the Terrai-duar Savannah, the Western Ghats,
Sundaland, and the Sunderbans are among India’s hotspots for biodiversity.
Threats to Biodiversity
1. Changes in the climate-Long-term changes in temperature and weather patterns
are referred to as climate change.
2. Changes in Habitat- Natural occurrences such as droughts, fires, hurricanes,
mudslides, volcanoes, earthquakes, small changes in seasonal temperature or
precipitation, etc. can cause habitat alteration.
3. Pollution and nutrient loading- When too many nutrients, primarily nitrogen
and phosphorus, are added to water bodies, they can function as fertilisers and
encourage an excessive amount of algae growth.
4. Alien invasive species- Alien species invasion is the decline or extinction of native
species brought about by the deliberate or accidental introduction of alien species.

33. 5. Overexploitation- When a renewable resource is harvested to the point of
diminishing returns, it is referred to as overexploitation. Overexploitation that
continues could eventually cause the resource to disappear.
Conservation of Biodiversity
The ecosystem and natural habitats must be preserved, protected, and managed as part of
the conservation of biodiversity. Conservation of biodiversity comes in two flavors-
In-situ conservation
In-situ conservation is the preservation of biodiversity in its native habitat. As an
illustration, consider sanctuaries, national parks, protected forests, and biosphere
reserves. In-situ conservation’s main objectives include:
1. Supporting the preservation, repair, and long-term administration of the protected
region.
2. Creation of plans for the preservation of the local biodiversity.
3. The sharing of knowledge, instruction, and creation of consciousness.
Ex-situ conservation
Ex-situ conservation refers to the preservation of biodiversity outside of its natural habitat.
Examples include DNA repositories, cryopreservation, zoological parks, wildlife safari
parks, botanical gardens, seed banks, sperm banks, and collections of living organisms for
scientific research and development.

Wildlife

34. National River Conservation Plan (NRCP)
Introduction
1. National River Conservation Plan (NRCP) was launched in 1995.
2. It works on preventing the pollution of rivers and is a centrally funded program.
3. River conservation in the country is being implemented under National River
Conservation Plan (NRCP) and National Ganga River Basin Authority (NGRBA).
4. The Phase II of the Ganga Action Plan was merged with NRCP in Dec 1996.
Pollution abatement by NRCP
1. The objective of NRCP is to improve the quality of water in the major rivers of the
country by taking steps to abate water pollution. This is because they are the major
source of fresh water in the country.
2. It covers pollution abatement activities of 18 rivers spanning across 46 towns in a total
of 10 states.
3. The Ministry of Environment, Forest & Climate Change (MoEFCC) is now working on
the implementation of the works for pollution abatement of rivers, excluding Ganga
and its tributaries.
4. In 2014, all works related to River Ganga and its tributaries had been given to the
Department of Water Resources, River Development, and Ganga Rejuvenation,
Ministry of Jal Shakti. Currently, NRCP (excluding Ganga and its tributaries) covers
the polluted stretches of 33 rivers.
Work done under NRCP
1. Interception and diversion works
2. Laying of sewerage systems that capture sewage flowing into rivers and diverting them
for treatment
3. Setting up of sewage treatment plants for treating the sewage
4. Construction of low-cost toilets to help river banks become open defecation free
(ODF)
5. River Front Development, including improving the condition of Ghats
6. Human resource development, training, and research with regards to river
conservation

35. National River Conservation Directorate
1. The National River Conservation Directorate (NRCD) is a part of the Ministry of
Environment, Forests and Climate Change (MoEFCC)
2. It is in charge of implementing the centrally sponsored NRCP as well as the National
Plan for Conservation of Aquatic Ecosystems (NPCA), which aims to conserve rivers,
lakes, and wetlands in the country.
3. NRCD provides financial assistance under the NRCP to the state governments or local
bodies.
Ganga Action Plan
1. Ganga Action Plan (GAP) is an ambitious government intervention that has influenced
policies with respect to controlling water pollution (especially rivers) in India.
2. GAP was introduced in 1986 with the objective of pollution abatement in the River
Ganga.
3. Under this, the National River Ganga Basin Authority (NRGBA) was established, and
River Ganga was announced as a national river of India.
GAP was divided into two phases:
Phase I started in 1985 and covered the states of Bihar, Uttar Pradesh, and West Bengal.
Phase II was launched in 1993 in the states of Bihar, Jharkhand, Uttar Pradesh,
Uttarakhand, and West Bengal.
1. In Phase II, a Ganga action plan was created for the tributaries of Ganga such as
Damodar, Gomti, Mahananda, and the Yamuna, among many others.
2. The NRCP was started at the same time as the Phase II of GAP, and the latter was
merged with the former.

Project Elephant
Introduction
1. Elephant (Elephas maximus) is the largest existing terrestrial mammal of India.
2. Elephant being wide ranging animal requires large areas.

36. 3. The requirement of food and water for elephants are very high and therefore their
population can be supported only by forests that are under optimal conditions.
4. The status of elephant can be the best indicator of the status of the forests.
Importance
1. Elephants are the symbol of fortune and good luck
2. Elephants are so valuable that they are often referred to as ” ecological keystone
species.”
3. The logging industry is one of the most significant users of elephants in India.
4. Tourism is another important industry that relies on elephants.
5. Temples and festivals.
6. Balanced food chain and ecosystem
Launch of Project Elephant
 Concerned at the primary need to restore the elephant habitats and reduce suffering
of both elephant as well as the human population, the Government of India launched
“Project Elephant” in 1991-92 as a Centrally Sponsored Scheme of the Ministry of
Environment and Forests.
 It was intended to provide financial and technical support to the elephant range states
of India for the protection of elephants, their habitats and corridors and address issue
of human- animal conflict. It also sought to promote welfare of captive elephants.
 Project Elephant (PE) was launched by the Government of India in the year 1992 as a
Centrally Sponsored Scheme with following objectives :
1. To protect elephants, their habitat & corridors
2. To address issues of man-animal conflict
3. Welfare of captive elephants
Main activities under the Project are as follows:
1. Conserve and protect viable population of wild elephants in their natural habitats
in the country;
2. To take concrete measures to protect the elephants from poaching and other threats
by taking suitable measures like deployment of patrolling squads, intelligence
gathering etc;

37. 3. To create a viable mechanism to ensure inter-state and regional and national level
coordination in protecting and conserving the elephant and its ranges;
4. To create infrastructure and other facilities for conservation support activities like
veterinary care, management training, humane methods of capture, tranquilizing
and translocation etc. of wild elephants, as and when required.
Elephant Reserves:
Elephant Reserve is a management entity notified by the State Governments as per
recommendation of Govt. of India. It includes Protected Areas, forest areas, corridors and
private/reserve lands.
Till now aroud 32 Elephant Reserves (ERs) extending over about approx 65507.42 sq km
have been formally notified by various State Governments. Important ones are

Monitoring of Illegal Killing of Elephants (MIKE) Programme
1. Mandated by COP resolution of CITES , MIKE program started in South Asia in the
year 2003 with following purpose — To provide information needed for elephant
range States to make appropriate management and enforcement decisions, and to
build institutional capacity within the range States for the long-term management of
their elephant populations.
2. The main objectives of the MIKE are:
 To measure levels and trends in the illegal hunting of elephants
 To determine changes in these trends over time.

38. Project Tiger
Project Tiger
• Project Tiger was first initiated in the year April 1, 1973, and is still going on .This
project was started to save tigers.
• The much-needed project was launched in Jim Corbett National Park, Uttarakhand
under the leadership of Indira Gandhi.
• The objectives of the Project Tiger was clear- saving Royal Bengal Tigers from
getting extinct.
• There are around 50 national parks and sanctuaries that are involved in this project.
Project Tiger: A National Conservation Effort
 Project Tiger is a wildlife conservation undertaking established in India in 1972 to
protect the dwindling numbers of tigers in the country.
 The program is regulated by the National Tiger Conservation Authority(NTCA).
Headquarter of NTCA is at New Delhi.
 Project Tiger has assisted in the expansion of the tiger population in India from 1,200
in 1972 to 2,967 (data on the basis of 2018 census).
Recent additions to this project are:
• Ratapani Tiger Reserve (Madhya Pradesh)
• Sunabeda Tiger Reserve (Odisha)
• Guru Ghasidas (Chhattisgarh)
The success of Project Tiger:
1. The journey of increasing tiger population has not been easy. Around the 1970s the
tiger count was only 1200, but according to the recent census, it has increased to 5000.
In fact, there has been a thirty per cent rise in the population in the last eight years.
2. This says a lot about the efforts put in by the government and the national parks. While
the whole world is seeking methods of increasing the number of tigers, India has
already started achieving milestones through Project Tiger.
3. Human interference in any of the reserves and forests is not allowed. A proper habitat
has been created for the Tigers to hunt, live and survive. The world has recognised this
project as the ‘Most successful project’.

39. 4. The project is still going on and will continue until the Tigers don’t come out of the
endangered species category (*population less than 2500 in numbers).
Project Tiger and Local Communities
 Project Tiger works with local communities to raise awareness about conservation and
promote sustainable practices. This includes educating people about the importance
of tigers and other endangered species, and encouraging them to adopt sustainable
practices.
 Project Tiger also works with local communities to reduce human-animal conflict.
This includes providing training to local people on how to safely coexist with tigers,
and providing compensation for losses incurred due to tiger attacks.
 Additionally, Project Tiger works with local authorities to ensure that laws are
enforced and that poachers are prosecuted.
Threats to Project Tiger
Project Tiger faces several threats-
1. Poaching- It is a major problem, as tigers are hunted for their fur and body parts,
which are used in traditional medicine. Example- Sansar Chand – a poacher
acknowledged to sell 470 tigers & 2,130 leopard skin; blamed for wiping out the
entire tiger population of Sariska Tiger Reserve, Rajasthan in 2005.
2. Habitat destruction- It has led to the fragmentation of tiger habitats, reducing the
size of the population.
3. Human-animal conflict- Human-animal conflict is also a major issue, as tigers are
forced to compete with people for resources. This has led to an increase in the
number of attacks on humans, resulting in the death of both tigers and people. To
address these threats, Project Tiger has implemented several measures, such as
increasing patrols and creating buffer zones.
Conclusion
Project Tiger has been successful in increasing the population of tigers in India, and in
raising international awareness about conservation. It has been successful in protecting
habitats, enforcing laws, and promoting sustainable practices.

40. Forest Conservation
 Forest conservation as the name suggests is the preservation and the protection of
forests.
 It also involves the reversal of deforestation and environmental pollution.
 The preservation of all natural resources is absolutely essential for the balance of our
ecosystem.
Importance of Forests
1. They Help Us to Breathe: Forests absorb the carbon dioxide exhaled by us and pump
out oxygen. They help in maintaining the balance in the atmosphere.
2. Home to Many Species: 80% of all biodiversity found on land is present in forests,
especially in tropical rainforests. Insects, worms, birds, carnivorous animals, etc. are
all found in forests.
3. Regulating Temperatures: Large tracts of forests can tackle the problem of
increasing heat by regulating regional temperatures.
4. Regulating Rainfall Patterns: Forests do influence the regional weather patterns
and have their own microclimates.
5. Prevent Flooding: The roots of trees help the ground to absorb more water in a
flood. They also produce the loss of soil and slow down the flow of water.
6. Forest Products: Forests provide a variety of products such as timber, paper,
turpentine, medicines, fruits, nuts, seeds etc.
Conservation of Forests
Forest conservation is the practice of planting more trees and maintaining the forested
areas for the sustainability and benefit of future generations. Forests are vital for the
sustenance of human life, therefore, there needs to be an increasing awareness regarding
their conservation.
Some of the Ways of Preserving Forests are Listed Below
1. Control the Deforestation: Care should be taken that young trees are not cut as far
as possible. Commercial deforestation should also be checked. Practises such as
selective cutting and planned harvesting of forests can be employed for optimally
extracting the benefits of a forest.

41. 2. Using Better Farming Practises: Farming practises such as slash and burn
agriculture are particularly harmful to the environment and forests. They need to be
kept under control.
3. Protection Against Forest Fires: The forest authority should take adequate
precautions against forest fires. The dry leaves and trees must be regularly cleared
out, and chemicals to control fire should be kept handy. In case of any such incident,
fire extinguishing solutions must be sprayed.
4. Overgrazing Should be Regulated: Uncontrolled grazing by animals is detrimental
to the forest. Forest areas meant only for the purpose of grazing should be
demarcated, so that damage is not caused to the remaining areas.
5. Involving the Local Communities: Forests are homes to many tribal communities.
These communities have a very organic relationship with the forests, and most of
their livelihoods are also forest dependent. It is therefore imperative to involve their
participation in the conservation of forests.
6. The Forest Conservation Act of 1980 (FCA, 1980) is an act by the Parliament of India
which ensures conservation of forest and its resources.

Sustainable Development
INTRODUCTION
Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs.
NEED FOR SUSTAINABLE DEVELOPMENT

42. SUSTAINABLE DEVELOPMENT GOALS
1. On September 25, 2015, 193 Heads of state at the united nations General Assembly set
up a collection of 17 goals known as The Sustainable Development Goals (SDGs).
2. They are a universal call to action to end poverty, protect the planet and ensure all
people enjoy peace and prosperity.
3. The goals are broad, interdependent and cover social, economic and social issues and
making them work is everyone's responsibility.

The 17 goals under the Sustainable Development Goals are as mentioned below:
1. End poverty in all its forms everywhere
2. End hunger, achieve food security and improved nutrition and promote sustainable
agriculture
3. Ensure healthy lives and promote well-being for all at all stages
4. Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable and modern energy for all
8. Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all

43. 9. Built resilient infrastructure, promote inclusive and sustainable industrialisation and
foster innovation
10. Reduce inequalities within and among countries
11. Make cities and human settlements inclusive, safe, resilient and sustainable
12. Ensure sustainable consumption and production pattern
13. Take urgent actions to combat climate change and its impact
14. Conserve and sustainably use the oceans, seas and marine resources
15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably
managed forests, combat desertification and halt and reverse land degradation and
halt biodiversity loss
16. Promote peaceful and inclusive societies for sustainable development, provide access
to justice for all and build effective, accountable and inclusive institutions at all levels
17. Strengthen the means of implementation and revitalise the global partnership for
sustainable development

Sundarlal Bahuguna
Introduction
 Sunderlal Bahuguna was born in the village Maroda near Tehri, Uttarakhand.
 Sunderlal Bahuguna (9 January 1927 – 21 May 2021) was an
Indian environmentalist and Chipko movement leader.
 He fought for the preservation of forests in the Himalayas, first as a member of the
Chipko movement in the 1970s, and later spearheaded the anti-Tehri Dam movement
from the 1980s to early 2004.
Contributions
1. Chipko Movement:
Sundarlal Bahuguna is best known for leading the Chipko Movement in the 1970s, which
was a nonviolent environmental movement aimed at protecting forests in the
Uttarakhand region of India. The movement was named after the practice of hugging or
embracing trees to prevent them from being cut down. The Chipko Movement gained
significant attention and became a symbol of grassroots activism and environmental
conservation globally.

44. 2. Forest Conservation:
Bahuguna emphasized the importance of forest conservation and sustainable use of
natural resources. He advocated for the protection of forests to prevent deforestation, soil
erosion, and ecological imbalance. His efforts played a crucial role in raising awareness
about the significance of forests for the overall well-being of society.
3. Anti-Tehri Dam Movement:
Bahuguna also led the anti-Tehri Dam movement in the 1980s. The movement aimed to
highlight the environmental and social impacts of the Tehri Dam project, which involved
the construction of a large dam on the Bhagirathi River in Uttarakhand. Bahuguna voiced
concerns about the displacement of local communities, loss of fertile agricultural land,
and the ecological damage caused by the dam. Although the dam was eventually
constructed, Bahuguna's activism shed light on the importance of considering
environmental and social factors in large-scale development projects.
4. Environmental Writing:
Sundarlal Bahuguna was a writer and speaker who used his words to advocate for
environmental causes. He authored numerous articles, essays, and books, including
"Ecology and Culture" and "The Philosophy of the Bhagavad Gita for Contemporary India,"
where he explored the connections between environmental sustainability, spirituality, and
social justice.
Awards
1. 1987: Right Livelihood Award (Chipko Movement)
2. 1981: Padma Shri (Refused) In 1981 Bahuguna had refused to accept the Padma Shri
over the government's refusal to cancel the Tehri dam project despite his protests.
3. 2009: Padma Vibhushan Award by government of India for environment conservation.
Conclusion
Sundarlal Bahuguna's legacy continues to inspire generations of environmentalists and
activists to work towards sustainable development, conservation of nature, and the well-
being of communities. His dedication and passion for environmental causes have left an
indelible mark on India's environmental movement.

45. M.S. Swaminathan
Introduction
 Swaminathan was born in Kumbakonam, Madras Presidency on 7 August 1925.
 Dr. M. S. Swaminathan was an Indian geneticist and was known as the Father of green
revolution in India.
 He performed a leading role in the increase in crop yield in India during the Green
revolution and in ensuring sustainable growth of poor farmers in India.
Contributions
1. Green Revolution:
Swaminathan played a crucial role in India's Green Revolution, which transformed the
country from a food-deficient nation to a self-sufficient one in the 1960s. He introduced
high-yielding varieties of wheat and rice, along with improved farming practices, to
increase agricultural productivity and reduce hunger and poverty.
2. Crop Improvement:
Swaminathan led research and development efforts in crop improvement, focusing on
developing disease-resistant and high-yielding crop varieties. His work involved the
systematic breeding of plants to enhance their genetic potential and adaptability to
different agro-climatic conditions.
3. Food Security:
Swaminathan's research and advocacy have been instrumental in promoting food security
in India and globally. He emphasized the need for sustainable agriculture and the
importance of preserving biodiversity to ensure long-term food production. His efforts
have helped in raising awareness about the challenges of feeding a growing global
population and the importance of sustainable agricultural practices.
4. Agricultural Policies:
Swaminathan has been actively involved in shaping agricultural policies in India. He has
provided expert advice to the government on various issues related to agriculture, rural
development, and food security.
5. Farmer Welfare:
Swaminathan has been a strong advocate for the rights and welfare of farmers. He has
highlighted the importance of ensuring fair prices for agricultural produce, protecting

46. farmers' interests in trade negotiations, and improving access to credit, insurance, and
other support services. He has worked towards empowering farmers and promoting
sustainable farming practices that are economically viable and environmentally friendly.
6. Sustainable Development:
Swaminathan has been a vocal proponent of sustainable development, emphasizing the
need to balance economic growth with environmental conservation and social equity. He
has promoted the concept of "Evergreen Revolution," which aims to achieve sustainable
agriculture by integrating modern science with traditional knowledge and practices.
Awards and honours
1. Swaminathan received the Mendel Memorial Medal in 1965.
2. Albert Einstein World Science Award (1986)
3. Humanity Medal of the International Geographical Union (2000).
4. International Rice Research Institute (IRRI) has named a building and a scholarship
fund after him.
5. One of the first national awards he received was the Shanti Swarup Bhatnagar
Award in 1961. Following this he has been conferred with the Padma Shri, Padma
Bhushan, Padma Vibhushan, India's fourth, third, and second-highest civilian awards.
Conclusion
M. S. Swaminathan's work continues to inspire scientists, policymakers, and agricultural
practitioners around the world. His efforts in improving agricultural productivity,
promoting sustainable farming practices, and advocating for farmer welfare have had a
profound impact on India's agriculture sector and global food security.