Forest and Wildlife Resources Class 10 important questions with answers

What comes in the exam

• Forest and Wildlife Resources is the second chapter of Contemporary India – II.
• Most questions here are 1-mark MCQs and Assertion–Reason.
• Almost every year an MCQ asks you to match a national park or tiger reserve with its state.
• The three kinds of forest (reserved, protected, unclassed) and the Wildlife (Protection) Act and conserving wildlife also come almost every year, as MCQs and 2-mark answers.
• Communities and conservation (Chipko, Beej Bachao Andolan, Joint Forest Management) come often, as 2-mark answers or a 4-mark case study.
• Sacred groves have often been a case study.
• There is no map work from this chapter.

Top 10 Forest and Wildlife Resources questions from board papers

Real CBSE questions, printed as they appeared. Open each answer to see the marking and the steps.

1. Q1 MCQ · 1 mark CBSE · 2026

   Match national park to state

   Which one of the following pairs is correctly matched ? Column - A (National Parks) – Column - B (States)

   • (A) Periyar – Madhya Pradesh
   • (B) Manas – Assam
   • (C) Bandhavgarh – Rajasthan
   • (D) Corbett – Uttar Pradesh
   Answer and marking

   Correct option: (B) Manas – Assam

   1. Test each pair against the state. Periyar – Kerala ; Bandhavgarh – Madhya Pradesh ; Corbett – Uttarakhand
   2. Check the pair that is left. Manas – Assam: correct
   3. So pick the option that fits every fact you checked. (B) Manas – Assam 1 mark

   Answer: (B) Manas – Assam

   Marks: Correct option 1

   For full marks: Learn the reserves with their states as a list: Corbett, Sunderbans, Sariska, Manas, Periyar, Bandhavgarh.

   Where students lose marks: (D) is picked because Corbett was once in Uttar Pradesh, but it is now in Uttarakhand.

   CBSE marking scheme

   (B) Manas – Assam

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2. Q2 MCQ · 1 mark CBSE · 2026

   State with most permanent forest

   In which of the following States of India, has the largest area under permanent forests ?

   • (A) Uttar Pradesh
   • (B) Madhya Pradesh
   • (C) Gujarat
   • (D) Maharashtra
   Answer and marking

   Correct option: (B) Madhya Pradesh

   1. Recall the state with the largest area under permanent forests. Madhya Pradesh has the largest area under permanent forests, about 75 per cent of its forest area
   2. So pick the option that fits every fact you checked. (B) Madhya Pradesh 1 mark

   Answer: (B) Madhya Pradesh

   Marks: Correct option 1

   For full marks: Remember Madhya Pradesh for permanent forests: reserved plus protected.

   Where students lose marks: (D) is picked because Maharashtra is large, but Madhya Pradesh has the most permanent forest.

   CBSE marking scheme

   (B) Madhya Pradesh

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3. Q3 MCQ · 1 mark CBSE · 2026

   State linked to Chipko movement

   Identify the state related with the Chipko Movement :

   • (A) Arunachal Pradesh
   • (B) Madhya Pradesh
   • (C) Uttarakhand
   • (D) Bihar
   Answer and marking

   Correct option: (C) Uttarakhand

   1. Recall where the Chipko Movement began. The Chipko Movement began in the Himalayas, in present-day Uttarakhand
   2. So pick the option that fits every fact you checked. (C) Uttarakhand 1 mark

   Answer: (C) Uttarakhand

   Marks: Correct option 1

   For full marks: Link Chipko and Beej Bachao Andolan with Uttarakhand.

   CBSE marking scheme

   (C) Uttarakhand

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4. Q4 Assertion–Reason · 1 mark CBSE · 2026

   Role of forests in ecosystem

   Two statements labelled as Assertion (A) and Reason (R) are given below. Read both the statements carefully and choose the correct option : Assertion (A) : Forests play a vital role in the ecosystem. Reason (R) : They are secondary producers upon which all other organisms depend.

   • (A) Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of Assertion (A).
   • (B) Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of Assertion (A).
   • (C) Assertion (A) is true, but Reason (R) is false.
   • (D) Assertion (A) is false, but Reason (R) is true.
   Answer and marking

   Correct option: (C) Assertion (A) is true, but Reason (R) is false.

   1. Check the Assertion. Forests play a vital role in the ecosystem: true
   2. Check the Reason against the book. Forests are primary producers, not secondary, so the Reason is false
   3. So pick the option that fits every fact you checked. (C) Assertion (A) is true, but Reason (R) is false 1 mark

   Answer: (C) Assertion (A) is true, but Reason (R) is false

   Marks: Correct option 1

   For full marks: In Assertion–Reason, test each statement on its own first, then check the link.

   Where students lose marks: (A) is picked because the Reason looks right at a glance, but forests are primary producers.

   CBSE marking scheme

   (C) Assertion (A) is true, but Reason (R) is false. (Forests are primary producers.)

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5. Q5 MCQ · 1 mark CBSE · 2026

   Where Beej Bachao Andolan began

   In which of the following regions did the "Beej-Bachao Andolan" of farmers begin ?

   • (A) Kumaon
   • (B) Tehri
   • (C) Almora
   • (D) Chamoli
   Answer and marking

   Correct option: (B) Tehri

   1. Recall where the farmers' Beej Bachao Andolan began. The Beej Bachao Andolan began in Tehri
   2. So pick the option that fits every fact you checked. (B) Tehri 1 mark

   Answer: (B) Tehri

   Marks: Correct option 1

   For full marks: Remember Tehri for Beej Bachao Andolan and Navdanya for seed-saving.

   Where students lose marks: (D) is picked because Chamoli is linked with Chipko, a different movement.

   CBSE marking scheme

   (B) Tehri.

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6. Q6 Very short answer · 2 marks CBSE · 2024

   Measures to conserve forests

   Suggest any two measures for the conservation of forest.

   Answer and marking

   1. Give a measure about cutting and replanting trees. Stop excessive cutting of trees and plant more trees in place of those cut 1 mark
   2. Give a measure everyday users can follow. Recycle paper products like newspapers, books and notebooks to save trees 1 mark

   Answer: Stop excessive felling and replant ; recycle paper

   Marks: Any two points 1 each

   For full marks: Keep the two measures clearly different; one line each earns the mark.

   Where students lose marks: Writing 'plant trees' and 'afforestation' as two points, which are the same measure.

   CBSE marking scheme

   Any two (2×1): stop excessive cutting of trees; plant more trees in place of those cut; recycle paper products (newspapers, magazines, books, notebooks); implement laws to save forests; make communities aware of forest conservation; any other relevant point.

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7. Q7 Case study · 4 marks CBSE · 2026

   Case: Joint Forest Management

   Read the given source carefully and answer the questions that follow : Joint Forest Management In India the Joint Forest Management (JFM) programme furnishes a good example for involving local communities in the management and restoration of degraded forests. The programme has been in formal existence since 1988 when the state of Odisha passed the first resolution for joint forest management. JFM depends on the formation of local (village) institutions that undertake protection activities mostly on degraded forest land managed by the forest department. In return, the members of these communities are entitled to intermediary benefits like non-timber forest produces and share in the timber harvested by ‘successful protection’. The clear lesson from the dynamics of both environmental destruction and reconstruction in India is that local communities everywhere have to be involved in some kind of natural resource management. But there is still a long way to go before local communities are at the centre-stage in decision-making. Accept only those economic or developmental activities, that are people centric, environment-friendly and economically rewarding. (17.1) Why is conservation of forests necessary ? (1) (17.2) Which type of forests are protected under the ‘Joint Forest Management’ programme ? (1) (17.3) Explain the role of local communities in forest conservation. (2)

   Answer and marking

   1. (17.1) Give one reason forests need saving. Conservation of forests is necessary to maintain ecological balance 1 mark
   2. (17.2) Take the forest type from the source. Degraded forests 1 mark
   3. (17.3) Give a real example of villagers protecting a forest. Five villages of Alwar, Rajasthan declared 1,200 hectares of forest as the Bhairodev Dakav 'Sonchuri' with their own rules 1 mark
   4. Give a second role: people's movements. Communities organise movements like the Chipko movement to resist deforestation and make people aware 1 mark

   Answer: (17.1) Ecological balance ; (17.2) Degraded forests ; (17.3) Alwar Sonchuri ; Chipko-type movements

   Marks: (17.1) 1 · (17.2) 1 · (17.3) Two points 1 each

   For full marks: For (17.3) give a named example for each role; it makes the explanation complete.

   Where students lose marks: Answering (17.2) with 'reserved forests'; JFM works on degraded forest land.

   CBSE marking scheme

   (17.1) Any one (1): to maintain ecological balance; to conserve wildlife; any other relevant point. (17.2) Degraded forests (1). (17.3) Any two (2x1): forests are home to traditional communities; five villages of Alwar (Rajasthan) declared 1,200 ha as ‘Bhairavodev Dakav Sonchuri’ with their own rules; local communities and government can join hands in conservation; communities can suggest conservation methods; they can organise protests/movements to sensitise the public, e.g. Chipko, Navdanya; any other relevant point.

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8. Q8 Case study · 4 marks CBSE · 2025

   Case: Sacred groves source

   Read the given source and answer the questions that follow : Sacred Groves - a wealth of diverse and rare species Nature worship is an age old tribal belief based on the premise that all creations of nature have to be protected. Such beliefs have preserved several virgin forests in pristine form called Sacred Groves (the forests of God and Goddesses). These patches of forest or parts of large forests have been left untouched by the local people and any interference with them is banned. Certain societies revere a particular tree which they have preserved from time immemorial. The Mundas and the Santhal of Chota Nagpur region worship mahua (Bassia latifolia) and kadamba (Anthocaphalus cadamba) trees, and the tribals of Odisha and Bihar worship the tamarind (Tamarindus indica) and mango (Mangifera indica) trees during weddings. To many of us, peepal and banyan trees are considered sacred. Indian society comprises several cultures, each with its own set of traditional methods of conserving nature and its creations. Sacred qualities are often ascribed to springs, mountain peaks, plants and animals which are closely protected. You will find troops of macaques and langurs around many temples. They are fed daily and treated as a part of temple devotees. In and around Bishnoi villages in Rajasthan, herds of blackbuck (chinkara), nilgai and peacocks can be seen as an integral part of the community and nobody harms them. 35.1 How do sacred groves show the inter-connectivity of spirituality and ecology ? (1) 35.2 How do tribal practices promote conservation of forests ? (1) 35.3 Why is conservation of wildlife important for all of us ? Explain. (2)

   Answer and marking

   1. (35.1) Find the source line that links holiness to protection. Sacred qualities are given to springs, mountain peaks, plants and animals, which are therefore closely protected 1 mark
   2. (35.2) Name a tribe and the trees it worships and preserves. The Mundas and Santhals of Chota Nagpur worship mahua and kadamba trees, so these trees are preserved 1 mark
   3. (35.3) Give the first reason wildlife matters to everyone. Conservation of wildlife maintains ecological balance 1 mark
   4. Give a second, different reason. It preserves ecological diversity and our life support systems: water, air and soil 1 mark

   Answer: (35.1) Sacred springs, peaks, plants, animals are protected ; (35.2) Mundas and Santhals worship mahua and kadamba ; (35.3) ecological balance ; life support system

   Marks: (35.1) 1 · (35.2) 1 · (35.3) Two points 1 each

   For full marks: Use the source for (35.1) and (35.2); (35.3) needs two separate reasons.

   Where students lose marks: Repeating the sacred groves story in (35.3) instead of giving reasons why wildlife conservation matters.

   CBSE marking scheme

   (35.1) Any one (1): sacred qualities ascribed to springs, mountain peaks, plants and animals, which are closely protected; many communities worship mountains, plants and animals; any other relevant point. (35.2) Any one (1): Mundas and Santhals of Chota Nagpur worship mahua and kadamba trees; tribals of Odisha and Bihar worship tamarind and mango trees during weddings; any other relevant point. (35.3) Any two (1+1): maintains ecological balance; preserves ecological diversity; preserves our life support system; any other relevant point.

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9. Q9 Case study · 4 marks CBSE · 2024

   Case: Sacred groves and Bishnois

   Read the following source and answer the questions that follow : Sacred Groves – A wealth of diverse and rare species Nature worship is an age old tribal belief based on the premise that all creations of nature have to be protected. Such beliefs have preserved several virgin forests in pristine form called Sacred Groves (the forests of God and Goddesses). These patches of forest or parts of large forests have been left untouched by the local people and any interference with them is banned. Certain societies revere a particular tree which they have preserved from time immemorial. The Mundas and the Santhal of Chota Nagpur region worship mahua (Bassia latifolia) and kadamba (Anthocaphalus cadamba) trees, and the tribals of Odisha and Bihar worship the tamarind (Tamarindus indica) and mango (mangifera indica) trees during weddings. To many of us, peepal and banyan trees are considered sacred. Indian society comprises several cultures, each with its own set of traditional methods of conserving nature and its creations. Sacred qualities are often ascribed to springs, mountain peaks, plants and animals which are closely protected. You will find troops of macaques and langurs around many temples. They are fed daily and treated as a part of temple devotees. In and around Bishnoi villages in Rajasthan, herds of blackbuck, (chinkara), nilgai and peacocks can be seen as an integral part of the community and nobody harms them. (35.1) How does sacred groves relate to the belief in nature worship ? (1) (35.2) How do communities incorporate trees into their cultural practices ? Explain with example. (1) (35.3) Explain the cultural values that contribute to the coexistence of nature. (2)

   Answer and marking

   1. (35.1) Link nature worship to why the groves stay untouched. Sacred groves are forest patches left untouched because nature worship holds that all creations of nature must be protected 1 mark
   2. (35.2) Give a named tribe and its trees from the source. The Mundas and Santhals of Chota Nagpur worship mahua and kadamba trees 1 mark
   3. (35.3) Use the Bishnoi example from the source. In Bishnoi villages blackbuck, nilgai and peacocks are an integral part of the community and nobody harms them 1 mark
   4. Give a second cultural value behind this. Religious beliefs give sacred qualities to springs, mountains, plants and animals, building a harmonious relationship with nature 1 mark

   Answer: (35.1) Untouched forests protected by nature worship ; (35.2) Mundas and Santhals worship mahua and kadamba ; (35.3) Bishnoi protect animals ; sacred value given to nature

   Marks: (35.1) 1 · (35.2) 1 · (35.3) Two points 1 each

   For full marks: For (35.2) the question says 'with example', so name the community and the trees.

   Where students lose marks: Answering (35.2) with 'people respect trees' and no named community or tree.

   CBSE marking scheme

   (35.1) Any one (1): sacred groves are untouched, pristine forest patches preserved through nature worship; they are protected because all creations of nature must be safeguarded; human interference is banned to keep their sanctity. (35.2) Any one (1): societies revere specific trees, e.g. Mundas and Santhals worship mahua and kadamba; tribals of Odisha and Bihar hold tamarind in special reverence during weddings. (35.3) Any two (2×1): animals like blackbuck, nilgai, peacocks are integral to Bishnoi community life; harmonious relationship with nature; Bishnois' principle of compassion for all living beings; religious beliefs that put the well-being of all creatures first; any other relevant point.

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10. Q10 Case study · 4 marks CBSE · 2024

    Case: Project Tiger source

    Read the following source and answer the questions that follow : Project Tiger Tiger is one of the key wildlife species in the faunal web. In 1973, the authorities realized that the tiger population had dwindled to 1,827 from an estimated 55,000 at the turn of the 20th century. The major threats to tiger population are numerous, such as poaching for trade, shrinking habitat, depletion of prey base species, growing human population, etc. The trade of tiger skins and the use of their bones in traditional medicines, especially in the Asian countries left the tiger population on the verge of extinction. Since India and Nepal provide habitat to about two-thirds of the surviving tiger population in the world, these two nations become prime targets for poaching and illegal trading. “Project Tiger”, one of the well publicised wildlife campaigns in the world, was launched in 1973. Tiger conservation has been viewed not only as an effort to save an endangered species but with equal importance as a means of preserving biotypes of sizeable magnitude. Corbett National Park in Uttarakhand, Sunderbans National Park in West Bengal, Bandhavgarh National Park in Madhya Pradesh, Sariska Wildlife Sanctuary in Rajasthan, Manas Tiger Reserve in Assam and Periyar Tiger Reserve in Kerala are some examples of the tiger reserves in India. (35.1) Why was ‘Project Tiger’ considered a significant step for Tiger Conservation ? (1) (35.2) What role did India play in the global tiger population ? (1) (35.3) Mention any two major threats to the wildlife species. (2)

    Answer and marking

    1. (35.1) Say why the project mattered beyond tigers. It saved an endangered species while also preserving whole ecosystems (biotypes) of large size 1 mark
    2. (35.2) Find India's share of tigers in the source. India and Nepal provide habitat to about two-thirds of the world's surviving tiger population 1 mark
    3. (35.3) Give the first threat named in the source. Poaching for trade in tiger skins and bones used in traditional medicines 1 mark
    4. Give a second, different threat. Shrinking habitat due to deforestation and growing human population 1 mark

    Answer: (35.1) Saved tigers and whole ecosystems ; (35.2) India and Nepal: two-thirds of surviving tigers ; (35.3) poaching ; shrinking habitat

    Marks: (35.1) 1 · (35.2) 1 · (35.3) Two threats 1 each

    For full marks: All three answers are in the source; quote 'two-thirds' exactly for (35.2).

    Where students lose marks: Writing that India alone has two-thirds of the world's tigers; the source says India and Nepal together.

    CBSE marking scheme

    (35.1) Any one (1): an effort to save a single species on a large scale; addressed the decline caused by poaching, habitat loss, prey depletion and human encroachment; safeguarded tigers while indirectly protecting whole ecosystems; any other relevant point. (35.2) Any one (1): India and Nepal provide habitat to about two-thirds of the surviving tigers; Wildlife Protection Act protecting habitat; ban on hunting; restrictions on wildlife trade; national parks and sanctuaries; Project Tiger launched; 39 tiger reserves; any other relevant point. (35.3) Any two (2×1): poaching for trade (skins, bones for traditional medicine); habitat loss from deforestation, urban expansion, agriculture; depletion of prey base species; any other relevant point.

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Free 10-question test: Forest and Wildlife Resources

MCQ and Assertion–Reason questions from CBSE papers. About 10 minutes. Your score shows straight away.

Common mistakes in Forest and Wildlife Resources

How to write for full marks

• For 'describe any two', write two separate sentences, each with a fact: a name, a year or a place. Keep it within about 40 words.
• In a case study, write each answer under its sub-part number (such as 17.1, 17.2, 17.3). Keep the whole answer within about 100 words.
• When asked for government steps, write the step with its year, such as 'Project Tiger was launched in 1973 to protect tigers.'
• For the role of communities, give at least two different examples, such as the Chipko movement and Joint Forest Management, each with what the people did.

Questions students ask