Project Samvatsar Details

8/3/2019 Project Samvatsar Details

1/19

PROJECT SAMVATSAR

What is a forest?

A forest is an area with a high density of trees. There are many definitions of a forest, based

on the various criteria. These plant communities cover approximately 9.4% of the Earth's

surface (or 30% of total land area), though they once covered much more (about 50% of total

land area), in many different regions and function as habitats for organisms, hydrologic flow

modulators, and soil conservers, constituting one of the most important aspects of the

Earth's biosphere. Although a forest is classified primarily by trees, a forest ecosystem is

defined intrinsically with additional species such as fungi.

Distribution of forests

Forests can be found in all regions capable of sustaining tree growth, at altitudes up to the

tree line, except where natural fire frequency or other disturbance is too high, or where the

environment has been altered by human activity. The latitudes 10 north and south of the

Equator are mostly covered in tropical rainforest, and the latitudes between 53N and 67N

have boreal forest. As a general rule, forests dominated by angiosperms (broadleaf forests)

are more species-rich than those dominated by gymnosperms (conifer, montane, or needle-

leaf forests), although exceptions exist.

Forests sometimes contain many tree species only within a small area (as in tropical rain and

temperate deciduous forests), or relatively few species over large areas (e.g., taiga and arid

montane coniferous forests). Forests are often home to many animal and plant species, and

biomass per unit area is high compared to other vegetation communities. Much of this

biomass occurs below ground in the root systems and as partially decomposed plant

detritus. The woody component of a forest contains lignin, which is relatively slow to

decompose compared with other organic materials such as cellulose or carbohydrate.

Forests are differentiated from woodlands by the extent of canopy coverage: in a forest, the

branches and the foliage of separate trees often meet or interlock, although there can be gaps

of varying sizes within an area referred to as forest. A woodland has a more continuously

open canopy, with trees spaced further apart, which allows more sunlight to penetrate to the

ground between them. Among the major forested biomes are:

Rain Forest (tropical and temperate)
http://en.wikipedia.org/wiki/Treeshttp://en.wikipedia.org/wiki/Earthhttp://en.wikipedia.org/wiki/Habitat_%28ecology%29http://en.wikipedia.org/wiki/Water_cyclehttp://en.wikipedia.org/wiki/Modulatorhttp://en.wikipedia.org/wiki/Soilhttp://en.wikipedia.org/wiki/Earthhttp://en.wikipedia.org/wiki/Biospherehttp://en.wikipedia.org/wiki/Ecosystemhttp://en.wikipedia.org/wiki/Fungushttp://en.wikipedia.org/wiki/Tree_linehttp://en.wikipedia.org/wiki/Equatorhttp://en.wikipedia.org/wiki/Tropical_rainforesthttp://en.wikipedia.org/wiki/53rd_parallel_northhttp://en.wikipedia.org/wiki/67th_parallel_northhttp://en.wikipedia.org/wiki/Boreal_foresthttp://en.wikipedia.org/wiki/Angiospermshttp://en.wikipedia.org/wiki/Gymnospermshttp://en.wikipedia.org/wiki/Tropical_rainforesthttp://en.wikipedia.org/wiki/Taigahttp://en.wikipedia.org/wiki/Montanehttp://en.wikipedia.org/wiki/Biomass_%28ecology%29http://en.wikipedia.org/wiki/Vegetationhttp://en.wikipedia.org/wiki/Detritushttp://en.wikipedia.org/wiki/Ligninhttp://en.wikipedia.org/wiki/Decomposehttp://en.wikipedia.org/wiki/Cellulosehttp://en.wikipedia.org/wiki/Woodlandhttp://en.wikipedia.org/wiki/Canopy_%28forest%29http://en.wikipedia.org/wiki/Biomehttp://en.wikipedia.org/wiki/Rain_foresthttp://en.wikipedia.org/wiki/Rain_foresthttp://en.wikipedia.org/wiki/Biomehttp://en.wikipedia.org/wiki/Canopy_%28forest%29http://en.wikipedia.org/wiki/Woodlandhttp://en.wikipedia.org/wiki/Cellulosehttp://en.wikipedia.org/wiki/Decomposehttp://en.wikipedia.org/wiki/Ligninhttp://en.wikipedia.org/wiki/Detritushttp://en.wikipedia.org/wiki/Vegetationhttp://en.wikipedia.org/wiki/Biomass_%28ecology%29http://en.wikipedia.org/wiki/Montanehttp://en.wikipedia.org/wiki/Taigahttp://en.wikipedia.org/wiki/Tropical_rainforesthttp://en.wikipedia.org/wiki/Gymnospermshttp://en.wikipedia.org/wiki/Angiospermshttp://en.wikipedia.org/wiki/Boreal_foresthttp://en.wikipedia.org/wiki/67th_parallel_northhttp://en.wikipedia.org/wiki/53rd_parallel_northhttp://en.wikipedia.org/wiki/Tropical_rainforesthttp://en.wikipedia.org/wiki/Equatorhttp://en.wikipedia.org/wiki/Tree_linehttp://en.wikipedia.org/wiki/Fungushttp://en.wikipedia.org/wiki/Ecosystemhttp://en.wikipedia.org/wiki/Biospherehttp://en.wikipedia.org/wiki/Earthhttp://en.wikipedia.org/wiki/Soilhttp://en.wikipedia.org/wiki/Modulatorhttp://en.wikipedia.org/wiki/Water_cyclehttp://en.wikipedia.org/wiki/Habitat_%28ecology%29http://en.wikipedia.org/wiki/Earthhttp://en.wikipedia.org/wiki/Trees


2/19

Taiga Temperate Hardwood Forest Tropical Dry Forest

What is Deforestation

It is the removal of a forest or stand of trees where the land is thereafter converted to anonforest use. Examples of deforestation include conversion of forestland to agriculture or

urban use.

The term deforestation is often misused to describe any activity where all trees in an area areremoved. However in temperate climates, the removal of all trees in an areain

conformance with sustainable forestry practicesis correctly described as regeneration

harvest. In temperate climates, natural regeneration of forest stands often will not occur in

the absence of disturbance, whether natural or anthropogenic. Furthermore, biodiversity

after regeneration harvest often mimics that found after natural disturbance, including

biodiversity loss after naturally occurring rainforest destruction.

Deforestation occurs for many reasons: trees or derived charcoal are used as, or sold, for fuelor as lumber, while cleared land is used as pasture for livestock, plantations of commodities,

and settlements. The removal of trees without sufficient reforestation has resulted in

damage to habitat, biodiversity loss and aridity. It has adverse impacts on biosequestration

of atmospheric carbon dioxide. Deforested regions typically incur significant adverse soil

erosion and frequently degrade into wasteland.

Disregard or ignorance of intrinsic value, lack of ascribed value, lax forest management anddeficient environmental laws are some of the factors that allow deforestation to occur on a

large scale. In many countries, deforestation, both naturally occurring and human induced,

is an ongoing issue. Deforestation causes extinction, changes to climatic conditions,

desertification, and displacement of populations as observed by current conditions and inthe past through the fossil record.

Environmental problems caused by deforestation

Deforestation is a contributor to global warming, and is often cited as one of the major

causes of the enhanced greenhouse effect. Tropical deforestation is responsible for

approximately 20% of world greenhouse gas emissions. According to the Intergovernmental

Panel on Climate Change deforestation, mainly in tropical areas, could account for up toone-third of total anthropogenic carbon dioxide emissions. But recent calculations suggest
http://en.wikipedia.org/wiki/Taigahttp://en.wikipedia.org/wiki/Temperate_hardwood_foresthttp://en.wikipedia.org/wiki/Tropical_and_subtropical_dry_broadleaf_forestshttp://en.wikipedia.org/wiki/Charcoalhttp://en.wikipedia.org/wiki/Pasturehttp://en.wikipedia.org/wiki/Reforestationhttp://en.wikipedia.org/wiki/Habitathttp://en.wikipedia.org/wiki/Biodiversityhttp://en.wikipedia.org/wiki/Aridhttp://en.wikipedia.org/wiki/Biosequestrationhttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Soil_erosionhttp://en.wikipedia.org/wiki/Soil_erosionhttp://en.wiktionary.org/wiki/wastelandhttp://en.wikipedia.org/wiki/Extinctionhttp://en.wikipedia.org/wiki/Desertificationhttp://en.wikipedia.org/wiki/Global_warminghttp://en.wikipedia.org/wiki/Greenhouse_effecthttp://en.wikipedia.org/wiki/Intergovernmental_Panel_on_Climate_Changehttp://en.wikipedia.org/wiki/Intergovernmental_Panel_on_Climate_Changehttp://en.wikipedia.org/wiki/Anthropogenichttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Anthropogenichttp://en.wikipedia.org/wiki/Intergovernmental_Panel_on_Climate_Changehttp://en.wikipedia.org/wiki/Intergovernmental_Panel_on_Climate_Changehttp://en.wikipedia.org/wiki/Greenhouse_effecthttp://en.wikipedia.org/wiki/Global_warminghttp://en.wikipedia.org/wiki/Desertificationhttp://en.wikipedia.org/wiki/Extinctionhttp://en.wiktionary.org/wiki/wastelandhttp://en.wikipedia.org/wiki/Soil_erosionhttp://en.wikipedia.org/wiki/Soil_erosionhttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Biosequestrationhttp://en.wikipedia.org/wiki/Aridhttp://en.wikipedia.org/wiki/Biodiversityhttp://en.wikipedia.org/wiki/Habitathttp://en.wikipedia.org/wiki/Reforestationhttp://en.wikipedia.org/wiki/Pasturehttp://en.wikipedia.org/wiki/Charcoalhttp://en.wikipedia.org/wiki/Tropical_and_subtropical_dry_broadleaf_forestshttp://en.wikipedia.org/wiki/Temperate_hardwood_foresthttp://en.wikipedia.org/wiki/Taiga


3/19

that carbon dioxide emissions from deforestation and forest degradation (excluding

peatland emissions) contribute about 12% of total anthropogenic carbon dioxide emissions

with a range from 6 to 17%. Trees and other plants remove carbon (in the form of carbon

dioxide) from the atmosphere during the process of photosynthesis and release oxygen back

into the atmosphere during normal respiration. Only when actively growing can a tree or

forest remove carbon over an annual or longer timeframe. Both the decay and burning of

wood release much of this stored carbon back to the atmosphere. In order for forests to take

up carbon, the wood must be harvested and turned into long-lived products and trees must

be re-planted. Deforestation may cause carbon stores held in soil to be released. Forests are

stores of carbon and can be either sinks or sources depending upon environmental

circumstances. Mature forests alternate between being net sinks and net sources of carbon

dioxide. Reducing emissions from the tropical deforestation and forest degradation (REDD)in developing countries has emerged as new potential to complement ongoing climate

policies. The idea consists in providing financial compensations for the reduction of

greenhouse gas (GHG) emissions from deforestation and forest degradation".

Hydrological Impact

The water cycle is also affected by deforestation. Trees extract groundwater through their

roots and release it into the atmosphere. When part of a forest is removed, the trees nolonger evaporate away this water, resulting in a much drier climate. Deforestation reduces

the content of water in the soil and groundwater as well as atmospheric moisture.

Deforestation reduces soil cohesion, so that erosion, flooding and landslides ensue. Forests

enhance the recharge of aquifers also.

Shrinking forest cover lessens the landscape's capacity to intercept, retain and transpire

precipitation. Instead of trapping precipitation, which then percolates to groundwater

systems, deforested areas become sources of surface water runoff, which moves much faster

than subsurface flows. That quicker transport of surface water can translate into flash

flooding and more localized floods than would occur with the forest cover. Deforestation

also contributes to decreased evapo-transpiration, which lessens atmospheric moisture

which in some cases affects precipitation levels downwind from the deforested area, as

water is not recycled to downwind forests, but is lost in runoff and returns directly to the

oceans. According to a study, in deforested north and northwestern China, the average

annual precipitation declined by 1/3rd between the 1950s and the 1980s.
http://en.wikipedia.org/wiki/Peatlandhttp://en.wikipedia.org/wiki/Carbonhttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Earth%27s_atmospherehttp://en.wikipedia.org/wiki/Photosynthesishttp://en.wikipedia.org/wiki/Soil_erosionhttp://en.wikipedia.org/wiki/Landslidehttp://en.wikipedia.org/wiki/Aquiferhttp://en.wikipedia.org/wiki/Transpirationhttp://en.wikipedia.org/wiki/Flash_floodhttp://en.wikipedia.org/wiki/Flash_floodhttp://en.wikipedia.org/wiki/Evapotranspirationhttp://en.wikipedia.org/wiki/Evapotranspirationhttp://en.wikipedia.org/wiki/Flash_floodhttp://en.wikipedia.org/wiki/Flash_floodhttp://en.wikipedia.org/wiki/Transpirationhttp://en.wikipedia.org/wiki/Aquiferhttp://en.wikipedia.org/wiki/Landslidehttp://en.wikipedia.org/wiki/Soil_erosionhttp://en.wikipedia.org/wiki/Photosynthesishttp://en.wikipedia.org/wiki/Earth%27s_atmospherehttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Carbon_dioxidehttp://en.wikipedia.org/wiki/Carbonhttp://en.wikipedia.org/wiki/Peatland


4/19

Forests affect the water cycle significantly:

Their canopies intercept a proportion of precipitation, which is then evaporated back tothe atmosphere (canopy interception);

Their litter, stems and trunks slow down surface runoff;

Their roots create macro- pores - large conduits - in the soil that increase infiltration ofwater;

They contribute to terrestrial evaporation and reduce soil moisture via transpiration; Their litter and other organic residue change soil properties that affect the capacity of

soil to store water.

Their leaves control the humidity of the atmosphere by transpiring. 99% of the waterabsorbed by the roots moves up to the leaves and is transpired.

As a result, the presence or absence of trees can change the quantity of water on the surface,

in the soil or groundwater, or in the atmosphere. This in turn changes erosion rates and the

availability of water for either ecosystem functions or human services. The forest may have

little impact on flooding in the case of large rainfall events, which overwhelm the storage

capacity of forest soil if the soils are at or close to saturation. Tropical rainforests produce

about 30% of our planet's fresh water.

Impact on Soil

Undisturbed forests have a very low rate of soil loss, approximately 2 metric tons per square

kilometres (6 short tons per square mile). Deforestation generally increases rates of soil

erosion, by increasing the amount of runoff and reducing the protection of the soil from tree

litter. This can be an advantage in excessively leached tropical rain forest soils. Forestry

operations themselves also increase erosion through the development of roads and the use

of mechanized equipment.

China's Loess Plateau was cleared of forest millennia ago. Since then it has been eroding,

creating dramatic incised valleys, and providing the sediment that gives the Yellow River its

yellow colour and that causes the flooding of the river in the lower reaches (hence the river's

nickname 'China's sorrow'). Tree roots bind soil together, and if the soil is sufficiently

shallow they act to keep the soil in place by also binding with underlying bedrock. Tree

removal on steep slopes with shallow soil thus increases the risk of landslides, which can

threaten people living nearby. However most deforestation only affects the trunks of trees,

allowing for the roots to stay rooted negating the landslide
http://en.wikipedia.org/wiki/Water_cyclehttp://en.wikipedia.org/wiki/Precipitation_%28meteorology%29http://en.wikipedia.org/wiki/Interception_%28water%29http://en.wikipedia.org/wiki/Surface_runoffhttp://en.wikipedia.org/wiki/Macroporehttp://en.wikipedia.org/wiki/Infiltration_%28hydrology%29http://en.wikipedia.org/wiki/Water_contenthttp://en.wikipedia.org/wiki/Transpirationhttp://en.wikipedia.org/wiki/Plant_litterhttp://en.wikipedia.org/wiki/Humidityhttp://en.wikipedia.org/wiki/Transpirationhttp://en.wikipedia.org/wiki/Tropical_rainforesthttp://en.wikipedia.org/wiki/Soilhttp://en.wikipedia.org/wiki/Tonhttp://en.wikipedia.org/wiki/Erosionhttp://en.wikipedia.org/wiki/Surface_runoffhttp://en.wikipedia.org/wiki/Loess_Plateauhttp://en.wikipedia.org/wiki/Bedrockhttp://en.wikipedia.org/wiki/Landslidehttp://en.wikipedia.org/wiki/Landslidehttp://en.wikipedia.org/wiki/Bedrockhttp://en.wikipedia.org/wiki/Loess_Plateauhttp://en.wikipedia.org/wiki/Surface_runoffhttp://en.wikipedia.org/wiki/Erosionhttp://en.wikipedia.org/wiki/Tonhttp://en.wikipedia.org/wiki/Soilhttp://en.wikipedia.org/wiki/Tropical_rainforesthttp://en.wikipedia.org/wiki/Transpirationhttp://en.wikipedia.org/wiki/Humidityhttp://en.wikipedia.org/wiki/Plant_litterhttp://en.wikipedia.org/wiki/Transpirationhttp://en.wikipedia.org/wiki/Water_contenthttp://en.wikipedia.org/wiki/Infiltration_%28hydrology%29http://en.wikipedia.org/wiki/Macroporehttp://en.wikipedia.org/wiki/Surface_runoffhttp://en.wikipedia.org/wiki/Interception_%28water%29http://en.wikipedia.org/wiki/Precipitation_%28meteorology%29http://en.wikipedia.org/wiki/Water_cycle


5/19

Ecological Impact

Deforestation results in declines in biodiversity. The removal or destruction of areas of forest

cover has resulted in a degraded environment with reduced biodiversity. Forests support

biodiversity, providing habitat for wildlife; moreover, forests foster medicinal conservation.Since the tropical rainforests are the most diverse ecosystems on Earthand about 80% of the

world's known biodiversity could be found in tropical rainforests, removal or destruction of

significant areas of forest cover has resulted in a degraded environment with reduced

biodiversity.

It has been estimated that we are losing 137 plant, animal and insect species every single day

due to rainforest deforestation, which equates to 50,000 species a year. Other studies state

that tropical rainforest deforestation is contributing to the ongoing Holocene mass

extinction. The known extinction rates from deforestation rates are very low, approximately

1 species per year from mammals and birds which extrapolates to approximately 23,000

species per year for all species. Predictions have been made that more than 40% of the

animal and plant species in Southeast Asia could be wiped out in the 21st century. Such

predictions were called into question by 1995 data that show that within regions of

Southeast Asia much of the original forest has been converted to monospecific plantations,

but that potentially endangered species are few and tree flora remains widespread andstable.

Scientific understanding of the process of extinction is insufficient to accurately make

predictions about the impact of deforestation on biodiversity. Most predictions of forestry

related biodiversity loss are based on species-area models, with an underlying assumption

that as the forest declines species diversity will decline similarly. However, many such

models have been proven to be wrong and loss of habitat does not necessarily lead to large

scale loss of species.

Economic impact

Damage to forests and other aspects of nature could halve living standards for the world's

poor and reduce global GDP by about 7% by 2050, a major report concluded at the

Convention on Biological Diversity (CBD) meeting in Bonn.Historically utilization of forest

products, including timber and fuel wood, have played a key role in human societies,

comparable to the roles of water and cultivable land. Today, developed countries continue
http://en.wikipedia.org/wiki/Biodiversityhttp://en.wikipedia.org/wiki/Wildlifehttp://en.wikipedia.org/wiki/Medicinal_plantshttp://en.wikipedia.org/wiki/Ecosystemhttp://en.wikipedia.org/wiki/Biodiversityhttp://en.wikipedia.org/wiki/Soil_degradationhttp://en.wikipedia.org/wiki/Holocene_mass_extinctionhttp://en.wikipedia.org/wiki/Holocene_mass_extinctionhttp://en.wikipedia.org/wiki/Florahttp://en.wikipedia.org/wiki/Southeast_Asiahttp://en.wikipedia.org/wiki/Living_standardhttp://en.wikipedia.org/wiki/Povertyhttp://en.wikipedia.org/wiki/GDPhttp://en.wikipedia.org/wiki/Convention_on_Biological_Diversityhttp://en.wikipedia.org/wiki/Convention_on_Biological_Diversityhttp://en.wikipedia.org/wiki/GDPhttp://en.wikipedia.org/wiki/Povertyhttp://en.wikipedia.org/wiki/Living_standardhttp://en.wikipedia.org/wiki/Southeast_Asiahttp://en.wikipedia.org/wiki/Florahttp://en.wikipedia.org/wiki/Holocene_mass_extinctionhttp://en.wikipedia.org/wiki/Holocene_mass_extinctionhttp://en.wikipedia.org/wiki/Soil_degradationhttp://en.wikipedia.org/wiki/Biodiversityhttp://en.wikipedia.org/wiki/Ecosystemhttp://en.wikipedia.org/wiki/Medicinal_plantshttp://en.wikipedia.org/wiki/Wildlifehttp://en.wikipedia.org/wiki/Biodiversity


6/19

to utilize timber for building houses, and wood pulp for paper. In developing countries

almost three billion people rely on wood for heating and cooking.

The forest products industry is a large part of the economy in both developed and

developing countries. Short-term economic gains made by conversion of forest toagriculture, or over-exploitation of wood products, typically leads to loss of long-term

income and long term biological productivity (hence reduction in nature's services). West

Africa, Madagascar, Southeast Asia and many other regions have experienced lower

revenue because of declining timber harvests. Illegal logging causes billions of dollars of

losses to national economies annually.

Its time now to have a dialogue with forests

With this background information for starters, DPS Patna, Pune and Ludhiana want their

green ambassadors to embark on a life-long love for forests and pledge that they would do

their utmost to preserve and protect them. Orbit project is based on this theme and you

would get some ideas to choose from to participate in this project. The objectives of this

project are:

1. To initiate a foresight and innovative acumen amongst all of you towards a betterunderstanding of forest and the evolving societal needs. The experiences from the

research oriented activities will provide you with a useful starting point for future

orientation towards policy making.

2. It would boost cooperation and networking with the community and theenvironment around you and you will learn to collaborate with all the stakeholders

in the big issue of depleting forest cover.

3. You will be able to initiate a consultative process with the administrators andstakeholders at the district level on the issue of local needs in order to enhance

effective national forest policies.

4. You will learn to use your designing ability to create things which will beenvironment friendly and would reduce the pressure on the forest cover.

5. You will make a lot of people to initiate bottom up processes to learn from pastexperiences in the implementation of national forest policies and commitments at

municipal and district level.

6.

You will be able to develop monitoring and evaluation mechanisms to analyse andassess the progress and effectiveness of implemented policies and the gaps there in.
http://en.wikipedia.org/wiki/Paperhttp://en.wikipedia.org/wiki/Over-exploitationhttp://en.wikipedia.org/wiki/Nature%27s_serviceshttp://en.wikipedia.org/wiki/West_Africahttp://en.wikipedia.org/wiki/West_Africahttp://en.wikipedia.org/wiki/Madagascarhttp://en.wikipedia.org/wiki/Southeast_Asiahttp://en.wikipedia.org/wiki/Southeast_Asiahttp://en.wikipedia.org/wiki/Madagascarhttp://en.wikipedia.org/wiki/West_Africahttp://en.wikipedia.org/wiki/West_Africahttp://en.wikipedia.org/wiki/Nature%27s_serviceshttp://en.wikipedia.org/wiki/Over-exploitationhttp://en.wikipedia.org/wiki/Paper


7/19

7. You will enter the field of actual hands on research which would be interdisciplinary

and policy relevant. Whats more, would you not grow more mature and wiser after

this project?

8. Given below are some optional leads to your project. However, you can also choosesome other local issue related to your citys green cover.

Group A (Classes X to XII)

1. Natural Forests continue to disappear and be degraded at alarming rates. To beeffective in promoting sustainable forest management, forest conservation must go

hand in hand with livelihood security and a fair negotiation of ownership and use

rights. The reform of forest regulatory regimes in this direction must also be

accompanied by the strengthening of frameworks for their effective implementation,

which requires action at local, national and international levels. The goal of this

project through strategic policy research is to contribute to the development and

dissemination of policy instruments that promote the appropriate inclusion of

conservation, livelihood and rights in forest management regimes, effective forest

law enforcement, and markets for legal and sustainable forest products. You may

need to create a public awareness for this and also meet with the forest department

officials.2. Visit the remote sensing institute in your city and collect data for forest cover for the

last three decades. Analyse the changes that have occurred and what has been the

impact of change in forest cover on the state of hydrology, irrigation, micro climate

and the livelihood of people. Also conduct some surveys of areas which were earlier

under forest cover and now have become residential and industrial areas. Meet with

some old residents and observe the extent of change that has occurred over the life

style of rural areas in and around your city.

Group B (VIII and IX)

1. Visit some timber factories or saw mills and prepare a profile of the same byfinding out what are the sources of timber procurement, where does it originate

from, what kind of forests have been felled for making this timber, are the timber

suppliers licensed to cut trees, where is the timber headed towards, what is the

cost of its procurement and selling price, who are the buyers of timber etc. On thebasis of this study, develop robust public timber procurement policies that


8/19

effectively distinguish between legal/ illegal and sustainable/ unsustainable

products. Of course, its a challenging process! But it would also be very

rewarding!

2. Visit some farm lands around your city and do a research. Find out from thevillagers, if this land was under forest cover once. Also check with them as to for

how long they have been practicing farming there. Have they taken some steps to

increase the forest cover around their village? Are they practicing any social

forestry? Are the farmers aware that government gives grants to plant trees

under the scheme of social forestry? Speak with some old farmers and ask them

how much area around their village was covered under forests and how much

decline in the cover has occurred. Also find out with them the repercussions of

this phenomenon. Has it had any impact on their day to day life? What about thelevel of ground water in the village? Prepare a report on this research and

illustrate it with land records, survey sheets, interviews and pictures.

Group C (VI and VII)

1. Visit two different areas in and around the city- one with a good forest cover and theother which is densely populated or heavily industrialized with no/ poor tree cover.

Notice the difference between the two regions in terms of temperature, soil type, andquality of air. Speak with the residents of these two areas at least 10 households in

each. Note down what they say in terms of the value they attach to the forest cover

and also check with them if it has created any change in their day to day lives.

Prepare a questionnaire before meeting them so that you know exactly what you

have to ask them. Present your report with the help of results and illustrate these two

areas with the help of separate models.

2. Create some models of furniture which will not be made of wood but somealternative material. However, keep in mind that the furniture also needs to be

practical and durable. The alternative material should be locally produced and

available at low cost. Do you think it can be produced on a large scale and can you

encourage people to buy that? Prepare a marketing brochure also before entering the

competition.


9/19

Working together towards a better future!

The ideas and suggestions presented here are for all to fulfil. Yet, without a common

understanding of the challenges and the opportunities, even the best of intentions could be

lost. The process of change would not materialize by itself. You will have to work with

ministers, administrative bodies, private sector enterprises and organizations, civil societyand the science community to get a sense of shared responsibility, for better policies. You are

all invited for critical deliberations so that we are able to propose changes to policy

approaches. Get on board for the people and the nature!

Are you game?

Procedural facilitation for the parents regarding Orbit project

As you are aware of the longstanding tradition of Takshila schools to create a community of

enquiry with the use of cognitive tools, here is yet another project which will involve the

students in a constructive investigation. It will involve inquiry; build knowledge and a firm

resolution in the children for creating and appreciating a better natural environment. The

central objectives of this project involve the transformation and construction of knowledge

and understanding to be able to apply it to the real world situation. The project poses real

issues and challenges where the focus is on authentic (not simulated) problems and where

the solutions have the potential to be implemented. It will involve students in designing,

problem solving, decision making and investigative activities by providing opportunities to

work autonomously in groups and will culminate in realistic products or presentations. It

also incorporates interdisciplinary themes and field trips. You will be surprised yourself to

see a connection between activities and the underlying conceptual knowledge that one

might like to foster. They will find the problems and their solutions themselves. However, it

would also not be surprising if they were not able to find solutions which they had

envisaged. There are always no clear solutions to challenging issues in real life which are

scripted and neatly packaged. It would be rewarding to see them involved in fieldwork,

service, teamwork, character building, reflection and building a connection to the world

outside of the classroom. We expect you to scaffold their lea rning in this endeavour by

encouraging and valuing them for what they are striving. You can then be assured that this

learning will be retained and applied. It would be far more enduring than the learning that

is inert and acquired as a result of classroom teaching.

Students will assign specific tasks to themselves to:

Determine if a problem exists Create an exact statement of problem Identify and access information needed to understand the problem Identify resources to be used for gathering information Generate possible solutions Assess the limitations of the study and possible impediments


10/19

Analyze these solutions using cost/ benefit analysis Write a policy statement supporting a preferred solution.

Criteria for short listing

Context Weighting Description

Formulation of initialquestion/s

10 What essential questions have been generated to lead them tothe research in question

Designing ofinvestigation

10 What is the design of the inquiry which can answer theformulated questions appropriately

Presentation of theknowledge

10 Articulation of the project effectively, through concretemodels/ solutions or abstract knowledge

Final judgement through presentation and viva

Context Weighting Description

Conducting

knowledgesearches

10 What were the sources used for gathering information, such as

internet, questionnaires, interviews, visits to relevant places

Scientificconstruction ofcollected data

10 Based on the knowledge search, what was the methodology usedfor collecting data? How was it presented (graphs, diagrams,mathematical models etc)

Equitabledistribution ofwork

10 Was the group able to use everyones expertise for designing andcarrying out the investigation? What was everyones role?

Challengesencountered

10 What were the issues/ dilemmas/ challenges fraught with? Howdid you work around these challenges? Were you ethical?

Feasibility ofsolutions/

outcomes

10 How practical are your recommendations? Are there anylimitations that you can encounter while implementing the

solution?Final presentation 10 How confident, articulate and on- track was the group in

presenting before the panel? Did the group reach the end goal/s?

Contribution tothe society

10 How would this project change the society in general and your ownperspective in particular? Have you added value to your ownlearning? If so, what is the concrete learning that you have had?What skills and dispositions have you learnt as a result of thisproject?

Time line for the project

Preliminary Round

Announcement of the project 27.09.11

Submission of theme of the project 10.10.11

Submission of the synopsis 31.10.11

Announcement of short listed projects 08.11.11

Submission of presentations to ICT department

Group A 08.12.11

Group B 08.12.11

Group C 24.11.11

Final Presentations

Group A 24.12.11

Group B 24.12.11

Group C 17.12.11


11/19

NAME:

CLASS & SEC:

NAMES OF GROUP PARTICIPANTS WITH CLASS, SECTION & ROLL NO.:

p r e s e n t s

GROUP LEADER

PROJECT TOPIC:

BRIEF DESCRIPTION

PROJECT NAME

S.No. Name Class/Sec. Roll No.

1

2

3

4

5

6

P R O J E C T


12/19

Suggested Themes for the Project Samvatsar

Introductory Note for Students:

The key objective of this venture is to assess your perception of forests how you, as the youth

view forests. To accomplish this, you have been given complete autonomy on the theme and the

mode of presentation for the project. The following points are mere suggestions, not restricted

prototypes of the Samvatsar Project. Enlisting the options should not limit the options. Thus,

you have a free rein on the subject matter, provided it is relevant to the objectives & theme of

the project. Each project has to have a unique sheen to it, reflecting the interest, awareness,

intellect & innovation of its creators.

Literature & Forests

Compile the pieces of poetry & prose, composed in literature through the ages, whichhave been inspired by woodlands, and/or append the same with a parody on one/few

chosen pieces from the compilation. From classics, you could refer to Thomas Hardys

works where in you would find a lot of description of nature and woods.

Work on the Etymology [the study of origin of words] of the word forest & its Englishsynonyms (woods, woodland, wold, weald, holt, firth) as well as its other vernacular

counterparts. Extend this study by exploring the cultural significance of these words and

determine the correlation, if any, between these diverse cultures based on forests.

Compose a collection of prose and/or poetry on topics like Forest: a dynamic entity ofliving cum non-living. Revisit Robert Frosts poem- Stopping by woods on a snowy

evening- Woods are lovely, dark and deep, but I have promises to keep. Take this

forward by penning a critical review on the collection of poetry related to woods.

Forest Legislature Like most nations, India also has had specific laws in place since pre-independence, to

protect the depletion of forest cover. Three National Forest Policies have been enunciated

so far, in the years 1894, 1952 & 1988. Examine the principal aims of each, find out the

extent to which each could be implemented & propose reforms to make the policy more

effective.


13/19

The British administration directed its forest policy towards commercial interests and the

development of agriculture, which was a major source of revenue. These motives were

explicitly documented in the National Forest Policy of 1894, the first formal forest policy

in India. This policy stipulated that forests which are the reservoirs of valuable timbers

should be managed on commercial lines as a source of revenue to the States and that

wherever an effective demand for culturable land exists that can only be supplied by a

forest area, the land should ordinarily be relinquished without hesitation... (Government

of India, 1894). According to this policy, the sole motivation by which forests were

administered under British rule was the promotion of state interests. Take this point as a

lead and track the state versus community interests.

Research on any of the forest laws & determine the reasons for their ineffectiveimplementation through case studies. Also recommend related reforms. The major forest

laws are

1. Indian Forest Act, 1927 is the principal Act which consolidates the law relating toforests, the transit of forest-produce and the duty levied on timber and other forest-

produce.

2. The Forest Conservation Act, 1980 restricts and regulates the de-reservation offorests or use of forest land for non-forest purposes without the prior approval of

Central Government.

3. Wild Life (Protection) Act, 1972 has the objective of providing effective protection tothe listed endangered flora and fauna & ecologically important protected areas of

this country and to control poaching, smuggling and illegal trade in wildlife and its

derivatives. This law also entails the creation of botanical gardens, zoological parks,

conservatories, wildlife sanctuaries, national parks & game reserves.

4. Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of ForestRights) Act, 2006, recognizes the rights of forest-dwelling Scheduled Tribes and

other traditional forest dwellers over the forest areas inhabited by them and

provides a framework for according the same

Forest & Movies


14/19

Club up scenes/footage from movies that have been shot in forested areas & classify the

latter, based on the types of forest captured in the video clips. Thereafter, make an

extensive study of the same from cinematographic point of view.

Discuss the role of forests in cinema & how it contributes economically to the moviesindustry. Many Hindi movies have been shot in Kashmir, Darjeeling, Khandala etc. Make

a video of the scenes from these movies and identify and describe the forest types and

topography. You would already perhaps know that Harry Potter movies have been shot

in Scotlands beautiful scenery.

Pick up any animated movie featuring wildlife & forest and attempt to determine thebasis/inspiration of each animated character in relation to its habitat, e.g. in

Madagascar, the variation in visual effects of zoo animals & the lemurs of Africa.

Select a fiction flick that shows imagined tree-lands & establish the inspiration behindeach character/screenplay. Design a range of hybrid animals, keeping alternative reality

in mind & weave a story based on the same. Append your work with a review.

Forest & Music

Compile all musical tunes instrumental or vocal, which have been inspired from forest& classify the same into different genres. Take note of the variations that have come in

with development of technology & change in musical taste of listeners over the years.

[You may also make similar study by selecting a particular artist, whose work is

predominately motivated from forest]

Compose music pieces by incorporating forest sounds (like rustling of leaves, felling oflogs, chirping of birds, wild animal calls, spurting of water, etc.) and present the

symphony through a concert.

Forest Ecotourism

Take up a comprehensive study on the role of Zoo/Botanical Gardens in preservingforests. Try to figure out the advantages/disadvantages of handing over the maintenance

& management of zoo to corporate sector.

Explore the key idea behind Ecotourism [responsible travel to natural areas thatconserves the environment and improves the well-being of local people]. Responsible

ecotourism includes programs that minimize the negative aspects of conventional


15/19

tourism on the environment and enhance the cultural integrity of local people. Therefore,

in addition to evaluating environmental and cultural factors, an integral part of

ecotourism is the promotion of recycling, energy efficiency, water conservation, and

creation of economic opportunities for local communities. Identify the regions, countries

where eco-tourism is being practiced and what benefits it is creating.

Elaborate the role of Social Forestry in general & that of Joint Forest Management inparticular, in promoting Jungle Safari in Wildlife Sanctuaries & National Parks.

Adopt any forested area hypothetically and develop a road map, replete with allmanagerial & marketing strategies for establishing ecotourism in the region. Focus on the

probable hurdles encountered & their plausible solutions.

Alternatively, you could work solely on the recreational aspect of such a venture.

Forests & Industry

1. Food Industry: Global land available for crop production accounts some 1.5 billionhectares. The potential reserve of land which is physical suitable for cropland is 1.8

billion hectares including grassland, forests and wetlands. It is claimed that at least some

40 million hectares of closed forests in the tropics and an unknown area of wetlands is

needed for conversion to cropland in order to meet food demands in the coming decade.

The main issue is whether conversion of forest land/wetlands will improve food

security in the world? There is a possibility that conversion of tropical forests and

wetland probably negatively affect incomes of poor people, decreasing food security.

2. Pharmaceutical Industry: Investigate on the significance of forests as supply sources forour global medicine industry. You could delve deeper into this study by looking into the

efforts of INFOM International Society of Nature and Forest Medicine.

3. Paper Industry: IPMA - Indian Paper Manufacturers Association is the organizationthat represents the resurgent and organized face of paper sector in India. Study the

process of procuring the raw materials (viz. Poplar tree pulp) & the procedure of paper

making. Also study the role of Farm & Agro Forestry vis--vis Paper Industry, by way of

which agricultural land is being used for growing trees in various parts of Haryana &

Uttar Pradesh.

4. Cosmetics Industry: Take up case studies of companies like Biotique and Himayala todetermine the research & development, manufacturing techniques & marketing
http://en.wikipedia.org/wiki/Recyclinghttp://en.wikipedia.org/wiki/Energy_conservationhttp://en.wikipedia.org/wiki/Water_conservationhttp://en.wikipedia.org/wiki/Water_conservationhttp://en.wikipedia.org/wiki/Energy_conservationhttp://en.wikipedia.org/wiki/Recycling


16/19

strategies undertaken to produce any/each of their products. How are these industries

dependent on forests?

5. Electronics Industry: Determine the cumulative impact of electronic gadgets on forestecosystems Is the use of gizmos saving paper or are their transmission waves killing

trees? How friendly is the supposed eco-friendly technology, or is it just another

marketing gimmick?

6. Sports Industry: Explore the adventure sports industry (that includes paragliding,water-rafting, bungee jumping, etc.) prevalent in India & work upon its merits in terms

of an alternative source of employment in mountainous forest regions and/or its

demerits in terms of deterioration of forest habitat due to increase in tourism. Another

option is to research on forests as the source of raw materials for sports equipment

(willow wood for cricket bats, lignum vitae for bails, English ash for stumps; rubber tree

used for gloves, guards & balls; Balsa, cypress, cedar or spruce wood for table tennis

racket, etc.)

Education in Forestry

ICFRE Indian Council of Forestry Research and Education, an apex body in the nationalforestry research system, has been undertaking the holistic development of forestry

research through need based planning, promoting, conducting and coordinating

research, education and extension covering all aspects of forestry. It has 8 Regional

Research Institutes and 4 Research Centers, located in different bio-geographical regions

of the country, to cater to its objectives. Make a detailed study of how this body operates

& co-ordinates with the Ministry of Environment and Forests. Also enlist its salient

achievements and suggest policy measures to better forestry education in our country.

Forestry as a subject for discourse is not very well known. Make a forum that procuresdetailed information on the various branches of forestry, the educational courses

available in India, particulars of the institutes offering the same & the related

opportunities of recruitment. Further develop the forum into a Forestry Career Guidance

Platform for your school, wherein students are motivated to take up this off-key stream

for higher education.


17/19

Amongst the aforementioned ideas, interdisciplinary topics may also be integrated under

single head e.g. - a project related to literature may be presented via fine arts or performing

arts.

CHALLENGE YOUR KNOWLEDGE OF FORESTS

1. How many species of birds, insects, fungi, and microorganisms can live in a single tree

of the Amazon rain forest, considered to have the largest collection of living plants

and animal species in the world?

a) 100 species

b) 1000 species

c) 2000 species

2. What parts of the plant can you eat?a) Bark and stalksb) Leaves and flowers

c) Roots and seeds

d) All of the above

3. Which five countries have 53% of the world`s forests?

a) Brazil, Canada, China, Russia, USA

b) Australia, Brazil, Russia, South Africa, USA

c) Brazil, China, Canada, Democratic Republic of Congo, Kenya

d) Australia, China, Canada, Russia, USA

4. What does the acronym REDD stand for?

a) Reduce exploitation, desertification and deforestation

b) Really exploited and degraded deciduous forests

c) Reducing emissions from deforestation and forest degradation

5. Which of the following species was not recently discovered in the Borneo rainforests?

a) Lungless frog

b) Longtailed ninja slug

c) Flamecoloured snake

d) Psychedelic frogfish

6. What percentage of forests that originally covered the Earth has been lost?

a) 40%

b) 60%

c) 80%


18/19

7. Which animals are not found in tropical forests?

a) Pink river dolphin

b) Cross river gorilla

c) Camel

d) Blood python

8. What is a primary forest?

a) A forest that hasn`t yet made it to secondary or high school

b) Forests made up of native species

c) Forests that haven`t been too disturbed by human activities

d) b and c

9. How tall is the world`s tallest tree?

a) 100m

b) 115.55m

c) 203.2md) 213.44m

10. How old is the world`s oldest tree?

a) 102 years old

b) 2,098 years old

c) 4,850 years old

ANSWERS

1. You can find up to 2000 species of birds, insects, fungi, and microorganisms in a single tree of

the Amazon rain forest. Incredible, isnt it!

2. You eat many different parts of plants: stalks, seeds, flowers, leaves, bark and even

roots. Carrots and potatoes, for example, are roots; cauliflower and broccoli are

actually the flowers of the plant; corn, rice and peas are seeds; celery is the stalk;

lettuce and spinach are leaves and fruits such as apples, pears or peaches grow on

trees.

3. Brazil, Canada, China, Russia, USA

4. REDD stands for "Reducing emissions from deforestation and forest degradation".

REDDplus is special way that the United Nations Framework Convention on Climate

Change (UNFCCC) rewards people in developing countries for saving their forests

instead of cutting them down. The "plus" is the short way of saying "the role of

conservation, sustainable management of forests and enhancement of forest carbon

stocks in developing countries".


19/19

5. The psychedelic frogfish was discovered in Indonesia.

6. 80% of the forests that originally covered the Earth have been cleared. Between 1980

and 1995 9.1% of forest cover was lost in developing countries. If deforestation

continues at its current rate many species will be extinct.

7. You can find camels in the desert, not tropical forests. Pink river dolphins live in the

Amazon rainforest. Cross river gorillas live in the Congo basin. Blood pythons live in

Southeast Asia.

8. A primary forest is composed of native species where ecological processes have not

been much disturbed by human activities. While 36% of the total forest area if primary

forest, they are at risk due to logging and agricultural expansion.

9. The tallest tree in the world is a coast redwood (Sequoia sempervirens) that stands115.55m tall in California, USA!

10. The oldest tree in the world is a great bristlecone pine (Balfourianae) named

`Methuselah` that is about 4,850 years old!

Sources: Food and Agriculture Organization, Convention on Biological Diversity, TUNZA

United Nations Environment Programme and World Wild Fund.

USEFUL RESOURCES FOR BRAINSTORMING FOR SAMVATSAR

International Year of Forestswww.un.org/en/events/iyof2011/

Food and Agriculture Organization (FAO)www.fao.org/climatechange/youth

Convention on Biological Diversity, IDB 2011www.cbd.int/idb/2011

Convention on Biological Diversity, Kids

http://kids.cbd.int/

Tunza for children, United Nations Environment Programmewww.unep.org/tunza/children/inner.asp?ct=env_issues

Tunza for youth, United Nations Environment Programmewww.unep.org/tunza/youth/What_you_always_wanted_to_know/State_of_%20Environment/biodiversity/index.asp
http://www.un.org/en/events/iyof2011/http://www.un.org/en/events/iyof2011/http://www.fao.org/climatechange/youthhttp://www.fao.org/climatechange/youthhttp://www.cbd.int/idb/2011http://www.cbd.int/idb/2011http://kids.cbd.int/http://kids.cbd.int/http://www.unep.org/tunza/children/inner.asp?ct=env_issueshttp://www.unep.org/tunza/children/inner.asp?ct=env_issueshttp://www.unep.org/tunza/children/inner.asp?ct=env_issueshttp://kids.cbd.int/http://www.cbd.int/idb/2011http://www.fao.org/climatechange/youthhttp://www.un.org/en/events/iyof2011/

Documents

Project Samvatsar Details