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Environmental Education Modules

Table of contents

1. Module 1: Understanding Natural Resources and Environment ------------------------------------------03

2. Module 2: Natural Resources Degradation, Conservation and their impact on Livelihoods----------08

3. Module 3: Overview of Major Ecosystems-----------------------------------------------------------------------14

4. Module 4: Marine Ecosystem---------------------------------------------------------------------------------------20

5. Module 5: Role of Youth Groups in Conservation of Marine Resources----------------------------------24

6. Study Material: -------------------------------------------------------------------------------------------------------29

Model One

Understanding Natural Resources and Environment

1. Introduction:

This module will focus on basic concepts of natural resources and environment. Participants will be provided an opportunity to learn about the services provided by natural resources. They will be able to identify their local resources and understand the services and products provided by them.

Duration 3 hours

No. of sessions: 3

Objectives: The participants will be able to;

· Understand the concepts of natural resources and environment such as forests (mangroves), marine life, biodiversity, ecosystem, food web and pollution.

· Identify local natural resources and their products and services.

2. Understanding Natural Resources and Environment

Frame work of Module 1

Duration

Venue

Methodology

Output

Session 1 The Concepts of Natural Resources

1 hour

Training hall

Outdoor

Field visit

Role play

Field observation

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The participants will understand about various types of natural resources and associated issues, They will be able to identify the products and services of their local natural resources and environment and realize importance of their local ecosystems.

Session 2: Natural Resources Products and Services

1 hour

Training Hall

Group discussion

Individual work

Activity sheet

Discussion

Art/ poster

competition

The participants will be able to identify their own local natural resources and their products and services.

Session 3: Identification of Local Natural Resources

1 hour

Discussion

Sharing thoughts

Presentation

Activity sheet

Inventory development

The participants will be able to recognize/ identify their local natural resources.

Session 1: The Concept of Natural Resources and Environment

Duration: 1 hour

Resources Required

· Hand out

· Flip chart

· Markers/pens

· Reference material

Methodology

· Group work

· Discussion

· Sharing thoughts

· Presentations

Procedure:

1. Discussion the various concepts of environment and natural resources among the participants for 15 minutes.

2. Divide the participants in groups of 4-5 members.

3. Distribute related concepts from reading material such as Forests (Mangroves), Marine life, Biodiversity, Ecosystem, Food web, Water and Pollution.

4. Keep the concepts relevant to the local context and give one topic per group to discuss the basic concept in groups for 20 minutes.

5. After 30 minutes, invite group representatives to give a 5 minutes presentation on their assigned topic with question-answer session at the end.

6. Review and reinforce each topic through discussion within the local context.

7. Distribute the reference material of given topic for further reading.

Questions:

1. What is environment?

2. What do you understand by natural resources?

3. Could you please explain biodiversity?

4. How marine life is beneficial?

5. How natural resources impact human beings?

6. Who should contribute their roles towards protection of natural resources?

7. What are main reasons of pollution?

Output

The participants understand the concepts of marine life, forests, biodiversity, wildlife, water and pollution.

Session 2: Natural Resources Services and Products

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

Mythology:

· Field observations

· Analytical group work

· Discussion

· Sharing thoughts

· Presentation

· Activity sheets

Output:

The participants will learn the direct and indirect services and products of the natural resources and environment

Procedure:

1. First enable the participants to understand services and products through a presentation.

2. Divide the participants in groups according to the total number of participants and distribute flip charts and markers in each group.

3. Assign each group one natural resources theme (marine life, forests and agriculture, biodiversity, water), and ask them to list down five services and products of the given local natural resources. Give 15 minutes to finish the assignment.

4. After 15 minutes take feedback from them.

5. Reinforce the topic through discussion with the participants for 20 minutes using the list of products and services. Take the participants to nearby coastal area asks them to identify various products and services of that natural resources.

Questions:

1. Could you please explain services of mangroves forests?

2. Why agriculture is necessary?

3. Why water resources are important?

4. Could you please explain the benefits of Arabian Sea?

5. How do we utilize marine resources?

Session 3: Identification of Local Natural Resources

Duration

1 hour

Resources required

· Hand out

· Flip chart

· Markers

· Activity sheet

Methodology:

· Discussion

· Sharing thoughts

· Presentation

· Activity sheet

· Inventory development

Output:

The participants will be able to recognize/identify their local natural resources

Procedure:

1. Provide flip charts and markers to the participants and encourage them to list down the natural resources of their area.

2. Ask the participants to map their local natural resources.

3. Provide them 30 minutes to finish the activity and take feedback from the participants and display sketches on the wall.

4. Discussion the identified natural resources and their status and the issues facing them.

Questions:

1. What are the main natural resources around you?

2. Have you ever visited any lake or river?

3. Have you organized trip to mangrove forests?

4.

Module: 2

Natural Resources Degradation, Conservation and their impact on Livelihood

Introduction

In this module the livelihood dependency on natural resources will be discussed. Threats associated with the natural resources and their causes will be highlighted. The participants will also learn about the impacts of degradation of natural resources on their local livelihoods and will also learn about their conservation.

Duration: 4 hours

No. of sessions: 4


· Understand the natural resources in relation to their livelihoods;

· Identify the threats to their natural resources and environment;

· Identify various impacts of natural resources degradation on local livelihoods;

· Conservation of natural resources.

Natural Resources Degradation, Conservation and their Impacts on livelihood

Framework of Module 2

Duration

Venue

Methodology

Output

Session 1: Natural Resources and Livelihoods

1 hour

Training hall

Art/ poster

Competition

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The Participants will learn the importance of natural resources and their values to local livelihoods

Session 2: Threats to local Natural Resources and Biodiversity

1 hour

Training hall

Field observation

Group work

Activity sheet

Discussion

The participants will be able to identify threats to their local natural resources, their source and mitigation options

Session 3: Impacts of Natural Resources Degradation

1 hour

Training hall

Field

Group Discussion

Sharing thoughts

Survey interviews

The participants will recognize the impacts of natural resources degradation

Session 4: Conservation of Natural resources

1 hour

Training hall

Group work

Sharing ideas

Discussion

Presentation

The Participants will learn the need for natural resources conservation and how to get involved in nature conservation at various levels.

Session 1: Natural Resources and Livelihood

Duration: 1 hour

Resources Required

· Hand out

· Flip chart

· Markers

· Various pictures of natural resources

· Old magazines, scissors

· Gum sticks

· Color markers and poster colors with brushes etc.

· Newspapers/ magazines

Methodology

· Poster competition

· Group work

Output

· The participants will be able to know direct and indirect linkages of natural resources with livelihoods of the people.

Procedure:

1. Divide the participants in groups and provide them the poster materials.

2. Give each group one of the themes such as, marine life, forest, biodiversity in general, wildlife, water etc. specific to the local context.

3. Provide 30 minutes to develop the sketches/ posters about the direct and indirect association of natural resources with livelihoods of their local area and people. Give the participants freedom to use any visual aids like photographs, newspapers, magazine, individual artwork etc.

4. After 30 minutes each group will present their work. Discuss each poster to identify any gaps.

5. Rank the posters to encourage the group’s performance and display them in the workshop hall.

6. Reinforce the concept through slides / presentation using examples of local natural resources.

Session 2: Threats to Local Natural Resources

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

Methodology:

· Group work

· Discussion

· Sharing thoughts

· Presentation

Output

The participants will be able to identify threats to their local natural resources and mitigation options

Procedure:

1. Divide the participants in groups.

2. Assign different themes to each group specific to local context such as, marine life, forest, wetlands, rangelands, wildlife, biodiversity, water etc.

3. Ask participants to discuss in the groups for 30 minutes and identify threats to the specific such as pollution, overfishing, illegal nets, etc.

4. Ask the participants to identify some of the measures to address the threats at local level.

5. Each group representatives to share their group ideas with other participants.

6. Reinforce participants learning through participatory discussion.

Session 3: Impacts of Natural Resources Degradation

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

Methodology:

· Field observation

· Interview

· Group work

· Discussion

· Sharing thoughts

· Presentation

Output

· The participants will build capacity of researching and analytical thinking to identify the impacts of natural resources degradation on their livelihoods and environment. They will also be able to understand poverty-environment nexus, how poverty and natural resources degradation mutually impact each other.

Procedure:

1. Divide the participants in two groups and write down following topics on flip chart board;

· The impact of natural resources degradation on people.

· The impact of natural resources degradation on environment.

2. Provide one topic to each group and ask them to write down their ideas on the give topic for 20 minutes.

3. Take the participants in to a nearby field area (lake, forest, agriculture land, mangrove forest etc.)

4. Ask them to observe or interview the local people (fisherman, farmer, etc.) to record their views on impacts of natural resources degradation on their livelihoods.

5. Provide 30 minutes to finish this activity and allow them to assemble back. Discuss on their field observations and field notes.

6. Discuss the impacts of natural resources degradation on environment, people and possible mitigation measures through presentation to reinforce the participant’s understanding.

Session 4: Natural Resources conservation: What? Why? How?

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

Methodology

· Group work

· Discussion

· Sharing thoughts

· Presentation

Output

· The participants will understand the need for natural resources conservation and measures to address the conservation issues at various levels.

Procedure:

1. Through a presentation discuss the need for natural resources conservation, covering the importance of natural resources to human beings, and how one can play his/her role in the conservation of the natural resources both individually and collectively.

2. Encourage the participants to discuss the state of the local natural resources and conservation measures that could reverse the process of degradation.

Or

1. Ask the participants to discuss the conservation issues of natural resources in Arabian Sea and prioritize three important issues.

2. Divide them into 3 groups and allow them to choose one of prioritized issue.

3. Ask them to develop the action plan, to combat that particular issue.

4. After 40 minutes take feedback from each group.

5. Reinforce the concepts of natural resources conservation in the light of community livelihoods and sustainable use.

Module: 3

Overview of Major Ecosystems

In this module the overview of major ecosystem will be presented. Salient features of each ecosystem will be highlighted. The students will also learn about the importance of these ecosystems in in terms of livelihood opportunities and other services.

Duration: 4 hours

No. of sessions: 4


· Develop insight into Mangroves/Coastal Ecosystem

· Understand Wetlands Ecosystem

· Develop know-how about Desert Ecosystem

· Learn about Agriculture Ecosystem

Overview of major ecosystems:


Duration

Venue

Methodology

Output

Session 1: Introduction to Mangroves/Coastal ecosystem

1 hour

Training hall

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The participants will learn about coastal ecosystem and would develop their insight into how important it is for different animals and human beings.

Session 2: Introduction to Wetlands Ecosystem

1 hour

Training hall

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The participants will learn about wetland ecosystem and would develop their insight into how important it is for different animals and human beings.

Session 3: Introduction to Desert Ecosystem

1 hour

Training hall

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The Participants will learn about Desert ecosystem.

Session 4: Introduction to Agriculture Ecosystem

1 hour

Training hall

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The Participants will learn about Desert ecosystem and would develop their insight into how important it is for human beings.

Session 1: Introduction to Mangroves/Coastal Ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers/pens

· Various pictures of Coastal Ecosystem

· Gum sticks


Methodology

· Individual work

· Group work

· Discussion

Output

· The participants will be able to know Coastal Ecosystem

Procedure:


2. Give each group one of the themes such as mangroves, crabs, prawns, mudflats etc.

3. Provide 30 minutes to develop the sketches/ posters about coastal ecosystem.


5. Rank the posters to encourage the group’s performance and display them in the training hall.

6. Reinforce the concept through slides / presentation using examples of coastal ecosystem.

Session 2: Introduction to Wetland Ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers/pens

· Various pictures of Wetland Ecosystem

· Gum sticks


Methodology

· Individual work

· Group work

· Discussion

Output

· The participants will be able to know Wetland Ecosystem

Procedure:


8. Give each group one of the themes such as lakes, ponds, deltas, wildlife etc.

9. Provide 30 minutes to develop the sketches/ posters about wetland ecosystem.



12. Reinforce the concept through slides / presentation using examples of wetland ecosystem.

Session 3: Introduction to Desert Ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers/pens

· Various pictures of Desert Ecosystem

· Gum sticks

· Color markers and posters.

Methodology

· Individual work

· Group work

· Discussion

Output

· The participants will be able to know Desert Ecosystem

Procedure:


14. Give each group one of the themes such as deserts, associated flora and fauna, sand dunes etc.

15. Provide 30 minutes to develop the sketches/ posters about desert ecosystem.



18. Reinforce the concept through slides / presentation using examples of desert ecosystem.

Session 4: Introduction to Agriculture Ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers/pens

· Various pictures of Agriculture Ecosystem

· Gum sticks

· Colour markers and posters

Methodology

· Individual work

· Group work

· Discussion

Output

· The participants will be able to know Agriculture Ecosystem

Procedure:


20. Give each group one of the themes such as crops, land etc.

21. Provide 30 minutes to develop the sketches/ posters about agriculture ecosystem.



24. Reinforce the concept through slides / presentation using examples of agriculture ecosystem.

Module: 4

Overview of Marine Ecosystem

Introduction:

In this module the overview of marine ecosystem will be presented. Threats associated with this ecosystem and their causes will be highlighted. The students will also learn about the importance of marine ecosystem in providing livelihood opportunities to local fishermen.

Duration: 3 hours

No. of sessions: 3


· Understand the marine ecosystem

· Identify the threats to the marine ecosystem

· Learn about importance of this ecosystem

· Know about significant fauna

Overview of Marine Ecosystem:


Duration

Venue

Methodology

Output

Session 1: Introduction to marine ecosystem

1 hour

Training hall

Art/ poster

Competition

Group work

Sharing ideas

Discussion

Presentation

Activity sheet

The Participants will learn about marine ecosystem and would develop their insight into how important they are for marine animals and human beings.

Session 2: Threats to marine ecosystem

1 hour

Training hall

Field observation

Group work

Activity sheet

Discussion

The participants will be able to know about threats to marine ecosystem and how they could be reduced

Session 3: Important fauna of marine ecosystems

1 hour

Training hall

Field

Group Discussion

Sharing thoughts

Presentation

Activity sheet

The participants will learn about important fauna of marine ecosystem.

Session 1: Introduction to marine ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

· Various pictures of marine ecosystem

· Old magazines, scissors

· Gum sticks

· Colour markers and poster colours with brushes etc.

· Newspapers/ magazines

Methodology

· Poster competition

· Group work

· Discussion

Output

· The participants will be able to know marine ecosystem

Procedure:


26. Give each group one of the themes such as, marine waters, marine wildlife etc.

27. Provide 30 minutes to develop the sketches/ posters about marine ecosystem.


29. Rank the posters to encourage the group’s performance and display them in the workshop hall.

30. Reinforce the concept through slides / presentation using examples of marine ecosystem.

Session 2:

Threats to marine ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

Methodology:

· Group work

· Discussion

· Sharing thoughts

· Presentation

Output

The participants will be able to identify threats to their marine resources and mitigation options.

Procedure:

1. Divide the participants in groups.

2. Assign different themes to each group specific to local context such as, marine life, marine waters etc.

3. Ask participants to discuss in the groups for 30 minutes and identify threats to the specific.

4. Ask the participants to identify some of the measures to address the threats at local level.

5. Each group representatives to share their group ideas with other participants.

6. Reinforce participants learning through participatory discussion.

Session 3: Important fauna of marine ecosystem

Duration

1 hour

Resources Required

· Hand out

· Flip chart

· Markers

Methodology:

· Field observation

· Interview

· Group work

· Discussion

· Sharing thoughts

· Presentation

Output

· The participants will build capacity of researching and analytical thinking to identify the important fauna of the marine ecosystem. They will also be able to understand how they are important in maintaining balance of the ecosystem.

Procedure:

1. Divide the participants in two groups and ask them to write down important fauna of marine ecosystem

2. Provide one topic to each group and ask them to write down their ideas on each rare animal for 20 minutes.

3. Take the participants in to a nearby field area (coastal area/marine area)

4. Ask them to observe or interview the local people (fisherman) and to record their views on rare marine fauna.

5. Provide 30 minutes to finish this activity and allow them to assemble back. Discuss on their field observations and field notes

6. Discuss the measures to be taken for conservation of these rare marine animals.

Module: 5

Role of Youth Groups in Conservation of Marine Resources

Introduction:

In this module the role of youth groups in marine resources conservation will be discussed. The participant will understand the process community organization; how they can participate and organize the campaigns or awareness raising activities at local level to increase environmental awareness. Further the roles and responsibilities of local youth in marine conservation will be discussed. The participants will practically demonstrate their role in one of the conservation activities at the end of session.

Duration: 3 hours

No. of sessions: 3


· Understand the role of local youth in marine conservation

· Identify their roles and responsibilities

· Familiarize with various youth greening activities

· Would be able to organize and launch an awareness raising campaign

Role of Youth in Marine Resources Conservation:


Duration

Venue

Methodology

Output

Session 1: Role of Youth in Advocacy and Awareness Raising for Marine Resource Conservation

1 hour

Training hall

Group work

Sharing experience

Discussion

Presentation

The Participants will identify various marine conservation activities through which they could play their roles in conservation, awareness and advocacy for marine resources.

Session 2: How to Organize a Campaign

1 hour

Training hall

Presentation

Work group

The participants will learn the process of organizing a campaign.

Session 3: Conservation of marine resources:

1 hour

Training hall

Outdoor

Creative ideas

Brainstorming

Presentation

Group discussion

Organizing event

The participants will be able to identify the practical steps in organizing an awareness activity.

Session 1: Role of Youth in Advocacy and Awareness Raising for Marine Resources Conservation

Duration

1 hour

Resources required

· Hand out

· Flip chart

· Markers

· Cards

Methodology

· Group work

· Discussion

· Sharing experience

· Presentation

Output

The participants will be able to identify their roles in marine conservation. They will come to know, how they could materialize these roles for creating conservation awareness and advocacy in their area

Procedure:

1. Discuss for about 10 minutes the importance of youth awareness and advocacy in marine conservation, clarifying the meaning of terms ‘awareness’ and ‘advocacy’.

2. Share briefly with participants various steps involved in the process of organizing youth groups at local levels.

3. Distribute five cards among each of the participants and ask them to identify youth conservation activities in which they have previously participated or would like to participate.

4. Display the identified activities on the board and discuss each of the identified activities.

5. Share and discuss role of youth in environmental conservation, awareness and advocacy. (15 minutes)

6. List down the local youth forums in the area on a flip chart with input from participants which could be utilized to create conservation awareness and advocacy. (15 minutes)

Session 2: How to Organize a Campaign?

Duration

1 hour

Resources required

· Hand out

· Flip chart

· Markers

Methodology:

· Brainstorming

· Group work

· Discussion


· Presentation

Output

· The participants will learn the steps for developing the environmental campaign

Procedure:

1. Resources person to prepare a presentation on how to organize a campaign.

2. After presentation ask the participants to work in groups to formulate a campaign plan on any nature conservation issue of their area.

3. The participants should be encouraged to identify practical actions, methods of their implementation, timelines, and roles of responsibilities and indicators of achievements.

4. After 30 minutes take feedback from each group.

5. Discuss the various thoughts given by groups to reinforce the topic.

Session 3: Conservation of marine resources

Duration

1 hour

Resources required

· Hand out

· Flip chart

· Markers

Methodology:

· Brainstorming

· Group work

· Discussion


· Presentation

· Activity participation

Output

· The participants will learn how they could organize various environmental awareness activities at local level.

Procedure:

1. Introduce the concept of marine conservation activities among the participants.

2. Divide participants in groups of 4-5

3. From the list of typical conservation activities. Ask each group to identify one activity they would like to organize.

4. Ask each group to suggest the procedure / steps to organize the identified activity.

5. Share with the participants the procedure of establishing marine conservation clubs

6. Reinforce participants learning through organization of a simple outdoor conservation activity such as rescue an entangled turtle into net etc.

Study Material

1. Natural Resources:

Natural resources are the naturally occurring substances that are considered valuable in their relatively unmodified (natural) form. A natural resource’s value rests in the amount of the material available and the demand for the certain material. A commodity is generally considered a natural resource when the primary activities associated with it are exaction and purification, as opposed to creation. Thus, mining, petroleum exaction, fishing, hunting and forestry are generally considered natural-resource industries, while agriculture is not. The term was introduced to a broad audience by E.F. Schumacher in his 1970s book Small is Beautiful.

Natural resources are often classified into renewable, flow and non-renewable resources. Renewable resources are generally living resources (fish, hog-deer, coffee and forests, for example), which can restock (renew) themselves if they are not over-harvested. Renewable resources can restock themselves and be used indefinitely if they are used sustainably. Once renewable resources are consumed at a rate that exceeds their natural rate of replacement, the standing stock will diminish and eventually run out.

Non-living renewable natural resources include soil and water. Flow renewable resources are very much like renewable resources, only they do not need regeneration, unlike renewable resources. Flow renewable resources include wind, tides and solar radiation. Resources can also be classified on the on the basis of their origin as biotic and abiotic.

· Biotic resources are derived from animals and plants. (i.e the living world).

· Abiotic resources are derived from the non-living world (e.g.., land, water, and air). Mineral and power resources are also abiotic resources some of which are derived from nature.

2. Environment

Environment is living things and what is around them. It can be living or non-living things. It includes physical, chemical and other natural forces. Living things do not simply exist in their environment. They constantly interact with it.

3. Biodiversity

Biodiversity is the variety of life on Earth. It’s everything from the tiniest microorganisms to the tallest trees, from creatures that spend their entire lives deep in the ocean to those that soar high above the Earth’s surface. The word biodiversity also describes the wealth of habitats that house all life forms and the interconnections that tie us together. All of Earth’s ecosystems and the living things that have evolved within them.- including the fantastic range and expression of human cultures-are part of our planet’s biodiversity.

3.1 What is biological diversity?

Biodiversity refers to the variety of life forms, ecosystems or habitat and the range of genetic diversity among the living organisms – it includes diversity within species, between species and of ecosystems. It is, therefore, an umbrella term for the richness and variety of living thing in the world as whole or in any location within it. This variety provides the building blocks that allow adoption to changing environmental conditions. Since all life depends on the uninterrupted function of natural ecosystems that ensure flow of energy and nutrient in a given ecosystem, therefore, preserving biodiversity on earth has become an accepted goal all over the world.

Biological diversity is usually considered at three different levels: genetic diversity, species diversity and ecosystem diversity.

· Genetic diversity refers to the variety of genetic information contained in all of the individual plants, animals and microorganisms. Genetic diversity occurs within and between populations of species as well as between species.

· Species diversity refers to the variety of living species.

· Ecosystem diversity relates to the variety of habitats. Biotic communities, and ecological processes, as well as the tremendous diversity present within ecosystems in terms of habitat differences and the variety of ecological processes.

3.2 Why is biological diversity important?

Today, as ever, human beings are dependent for their sustenance, health, well-being and enjoyment of life on fundamental biological systems and processes. Humanity derives all of its food and many medicines and industrial products from the wild and domesticated components of biological diversity. Biotic resources also server recreation and tourism and underpin the ecosystems which provide us with many services.

While the benefits of such resources are considerable, the value of biological diversity is not restricted to these. The enormous diversity of life in itself is of crucial value, probably giving greater resilience to ecosystems and organisms. Biodiversity also has important social and cultural values. Generally, benefits arising from the conservation of components of biological diversity can be considered in three groups: ecosystem services, biological resources and social benefits. Some examples of these benefits are as follows:

· Protection of water resources

· Soil formation and protection

· Nutrient storage and recycling

· Pollution breakdown and absorption

· Contribution to climatic stability

· Recovery from unpredictable events

· Maintenance of ecosystems

· Food, fiber and drink

· Milk, butter, leather and hides

· Soil fertility

· Pollination of corps

· Biological control of insect pests

· Medicines

· Industrial raw materials

· Better crop varieties

· Leisure, cultural and aesthetic values

3.3 Threats to biodiversity

During the last century, erosion of biodiversity has been increasingly observed. Some studies show that about one of eight known plant species is threatened with extinction. Almost all scientists acknowledge that the rate of species loss is greater now than at any time in human history, with extinctions occurring at rates hundreds of times higher than previous extinction rates. This rate of extinction has been expedited by human actions such as, population pressure accompanied with sustainable uses, expansion of cities, communication infrastructure, expansion of agriculture, overgrazing of pastures, pollution and hunting and poaching of wildlife.

The rich diversity of unique species across many parts of the world exists only because they are separated by barriers, particularly large rivers, seas, ocean, mountains and deserts from other species. These are barriers that could never be crossed by natural processes. However, humans have invented ships and aero planes, and now have the power to bring into contact species that never have met in their evolutionary history.

The widespread introduction of exotic species by humans is a potent threat to biodiversity. They may establish self-sustaining populations and threat to the existence of endemic species in that ecosystem. The exotic organisms may include aggressive species that deprive indigenous species of nutrients, water and light, and make endemic species uncompetitive against, them.

3.4 Biodiversity of Sindh

Sindh is blessed with diversity of ecosystem and species living within these ecosystems. The land along the main river course is very fertile and a variety of crops are cultivated there. The River Indus is habitat of the Blind Dolphin. While, marine area of Pakistan inhabits diverse flora and fauna. Owing to arid conditions, the flora of Sindh chiefly consists of thorny tree and plants with either small or no leaves. The riverine forest on the bank of the Indus harbors Acacia, Tamarix and Prospis spp. The mammals found in riverine tract are wild boar, jackal, foxes and hog deer.

A variety of freshwater and brackish wetlands provide ideal habitats for a variety of birds, fish and other aquatic species. Some of these wetlands have been declared as Ramsar sites as they exit on Indus Flyway and are important habitat for several species of resident and migratory birds. These wetlands include, Keenjhar, Haleji, Nurri Jubbo and Keti Bunder. All these wetlands serve as wintering grounds for waterfowl such as flamingoes, duck and shorebirds. The Indus Delta is habitat of four mangrove species including, Avicenia marina, Agiceras corniculatum, Ceriops tagal and rhizophoro mucronata. Mangrove ecosystem is a rich habitat for wildlife of terrestrial and marine origin.

Among the wild animals, the Sindh ibex, Wild sheep and Black bear are present in the western rocky range. In the eastern region, striped hyena, jackal, Fox, Procupine, common Gay magoose, and Hedgehog can be found. In the lower rocky plains the Sindh Phekari (Red lynx of Caracal cat) can also be seen in certain areas. Pharrho (Hog deer) and Wild boar, a variety of bats, lizards and central region. Crocodiles are rare and inhabit only the backwaters of the Indus and its eastern Nara channel. Besides a variety of skates visit the coastal areas of Sindh. The Green Turtle and Olive ridley. Turtle frequently visit the shores of the Karachi coast of nesting.

4. Wildlife

Wildlife is those animals that live in wild. Animals include amphibians, reptiles, fish, mammals, birds and invertebrates. Invertebrate are generally not included as wildlife, with the exception of crustaceans that are used by humans for food or bait. Only animal’s native to the county usually considered wildlife and domesticated animals that have become wild, or feral, are usually not included.

2.1 Major Threats to Wildlife

Like other parts of the country, Sindh is also facing many problems regarding the conservation, management and protection of wildlife in its geo-political system. Major issue and threats are:

1. Population pressure resulting in deforestation, agricultural expansion, urban and industrial development and over exploitation of natural resources.

2. Diversion of water for irrigation and power generation.

3. Environmental pollution through industrial and agricultural sectors resulting in habitat destruction (eutrophication, etc.)

4. Hunting and poaching pressure.

5. Over grazing.

6. Poor legislation and enforcement

7. National and regional mega drainage projects

8. Lack of awareness

9. Low priority to wildlife conservation in government policies

10. Un-scientific management and lack of research of facilities

11. Lack of coordination among the line department, NGOs and CBOs

12. Lack of trained human resources in natural resource conservation

13. Financial constrains

14. Lack of management plans of wildlife areas

15. Oil and Gas exploration

16. Sea Intrusion

5. Ecologically important marine animals

5.1 Dolphins

Dolphins are magnificent creatures among marine cetaceans. Cetaceans are a group of mammals like dolphins and whales. There are 33 known species of ocean dolphins and five known river dolphins, all stemming from whale family. Some of the most common species that are most recognizable are: Bottlenose, Spinner, Pacific, White-sided, Pusky, Rough Tooted, Hourglass, Fraser, Risso, Vanquita, Beiji, Northern Right Whale etc. Dolphins are really just small whales. Their chemical make-up is almost exactly the same. They could also appear to look like large fish, but they are mammals. They need oxygen to survive. They bear live offspring, feed the young with milk and are warm blooded like humans. Dolphins are highly sociable animals and live in groups like school or pod. Dolphins typically eat cat fish and clams. They have few enemies consisting of sharks, killer whales and humans. Humans can be enemy because of the fishing nets in which dolphins get trapped, although rarely are dolphins poached or hunted. In most cases, it is just an accident that a dolphin is caught. Typically, dolphins are a light grey colour, although colour can range from black, white, yellow, tan to pink and they can also have spots.

The four types of dolphins that most frequent Pakistan’s marine water include Bottlenose, Humpback, Sinner dolphins and Finless porpoises. It is highly recommended that whenever, these dolphins are caught in fishing nets, fishermen should safely rescue and release them back into waters.

Some facts about dolphins:

· Male dolphins are called Bulls and female dolphins are called cows.

· Dolphins sleep by resting one half of their brain at a time so that one eye is always open.

· Each dolphin has its own signature whistle to identify itself.

· Dolphins have a thick layer of fat under their skin called blubber which helps them to keep harm.

5.2 Whales:

Whales are huge and highly intelligent animals with an elaborate social life. These are mammals as are humans, dogs, cats and elephants. This means that they are not fish. They breath air and so must return to surface at regular intervals. They give birth to a live young that stay with the mother for over a yearand feed on milk produced by her.

Whales are warm blooded and have a skeleton similar to our own (though generally modified.) Forelimbs are their front flippers and have similar bones in them to our arms and hands. The hind limbs are not generally not present at all, though are represented in many species by a tiny pair of free floating bones, not attached to any others – towards the rear of the animals. The real flippers of the whale are called flukes. These have no bones in them at all and are made of tough fibrous material. It is flukes that provide propulsive power in all cetaceans with the forelimbs controlling direction for swimming.

For centuries, whales have been hunted for meat and a source of raw materials. By the middle of the 20th century, industrial whaling had left many species seriously endangered. Today, whaling has ended in all but few countries. Several organizations have been founded to try to eliminate hunting of whales and other threats to their survival.

Threats to marine ecosystem:

Marine ecosystem faces following threats;

· Oil spill

· Untreated sewage

· Heavy siltation

· Invasive species

· Organic pollutants

· Illegal nets

· Overfishing

· Destruction of marine and coastal habitat

· Acidification

Major threats to marine ecosystem are over exploitation of fisheries, coastal development, cutting of mangroves and pollution.

How to keep our oceans clean and pollution free:

· Reduce, reuse and recycle materials that have little or no packaging

· Buy products made of recycled materials.

· Keep storm drains clean. Remember they drain away to watersheds and rivers.

· Recycle used motor oil.

· Reduce C02 in air by planting trees and drive fuel efficient cars.

The more you know, the more you can help conserve marine resources.

5.3 Marine Turtles

Turtle is one of the oldest living reptiles, inhabiting the earth since the era of dinosaurs. They are considered flagships for conserving the ecosystem they occupy. According to environmental experts, this ancient group of animals is present on earth for at least 200 million years. Turtles are still surviving because they have adapted themselves to the changing environmental conditions. These animals are the important part of food chain and aquatic ecosystem. They clean water by feeding upon dead organic material. Despite their important role in the underwater web of life and their value to coastal communities, these creatures are fast disappearing from our oceans and seas.

Coastal areas of Pakistan are extremely rich in marine biodiversity. Five species of marine turtles have been recorded in country which includes green turtle, olive Ridley turtle, leatherback turtle, hawksbill turtle and loggerhead turtle. Some of the salient features of these turtles are mentioned below.

· Green turtles are abundantly found in coastal areas of Pakistan. Their major nesting ground are located in Hwakesbay-Sandspit in Sindh, Taq (Ormara), Astola Island and Daran (Jiwani along Balochistan coast. . Their peak nesting activity was reported in November and December.

· Olive Ridley turtles used to nest along Pakistan coast but since last 11 year no nesting has been reported. WWF-Pakistan has recently reported a large population of Olive Ridley turtles in the offshore waters of Pakistan. It is planned to track through satellite their migration of these turtles to determine their nesting areas which may be located either in India or Iran and Persian Gulf countries. .

· Leatherback turtle are among the largest living reptiles on Earth, growing up to a ton.They have a tough rubbery skin rather than a hard shell like other turtles. This species is very rare in Pakistan and only four report of their occurrence is known from Pakistan coast.

· Hawkesbill turtles are abundant in tropical waters of world oceans. During last two years four specimens of this species were recorded from Pakistan. There is only one record of its occurrence in Pakistan. Loggerhead turtles are known for their powerful jaws.

According to the second schedule of Sindh Wildlife Protection Ordinance 1972 and Balochistan Wildlife Act, all marine turtles enjoy the status of Protected Animal. Trading of endangered animals is considered crime because it threatens those species and damages their habitat.

Turtles are facing a number of threats. Gillnet is the most important fishing gear that enmeshes turtles and if not released properly the turtle may die. In addition to this, development schemes initiated near turtle habitats in the Pakistan coast may destroy critical nesting beaches. Human disturbances and hindrances may prevent turtles from accessing the nesting areas and interrupt the journey of hatchlings to the sea. Most of the vital turtle habitats are being damaged as a result of human activities. Marine experts fear that overfishing, destructive fishing, tourism, fishing, insensitive coastal aquaculture, pollution, habitat degradation and climate change may wipe all species of marine turtles.

There is a great need to mobilize the local communities which live in proximity wildlife habitats. They can take measures to curb poaching and illegal trade of these animals. Concerned government departments and NGOs should conserve turtle habitats through careful planning. Marine and coastal development should be assessed to reduce its impact on turtles, whilst protecting the ecological value of these areas. Recovery of turtle habitats by re-vegetating dunes at nesting beaches, removing debris and replanting degraded mangroves would help in conservation of marine turtles.

6. Forests of Pakistan

A forest is defined as an ecosystem or assemblage of ecosystems dominated by trees and other woody vegetation. The living parts of a forest include trees, shrubs, vines, grasses and other herbaceous (non-woody) plants, mosses, algae, fungi, insects, mammals, birds, reptiles, amphibians, and microorganisms living on the plants and animals and in the soil. These interact with one another and with the non-living part of the environment – including the soil, water, and minerals, to make up a forest ecosystem.

The forests of Pakistan reflect great physiographic, climatic and edaphic contests in the county. Total area of forests in Pakistan is 4.224 million ha which is 4.8 % of the total land area. The per capital forest area is only 0.037 ha as compared to the world average of ONE ha. Main reason for this is that more than 70% land area of Pakistan is arid and semi-arid with annual rainfall of 250-500 mm; which is low and erratic to sustain natural vegetation and to plan large scale a forestation/regeneration programs.

As recognition of the multiple values of forests has grown, so have concerns for their disappearance. In Pakistan, subtropical, temperate, riverine and mangrove forests are being lost because of irrational land use practices and deforestation. This trend needs to be reversed through more responsible management approaches to meet the complex economic and ecological needs. Designation of selected forestlands as national parks, promotion of agro-forestry practices and wood alternates are the needs of the hour.

The following nine forest types are found in Pakistan:

1. Littoral and Swamp forests

2. Tropical dry deciduous forests

3. Tropical thorn forests

4. Sub-tropical broad-leveled evergreen forests

5. Sub-tropical pine forests

6. Himalayan moist temperate forests

7. Himalayan dry temperature forests

8. Sub-alpine forests

9. Alpine scrub

6.1 Forests of Sindh

An area of 1.126 million ha (or eight percent) in Sindh comes under the control of the Sindh Forest Department. Out of this, about 2.29 % area consists of riverine forests and irrigated plantation. This clearly indicates the deficiency of forest resources in the Province. The remaining area under the control of the Sindh Forest Department consists of mangrove forest and rangelands.

A. Riverine Forest:

Riverine forests owe their existence to the flooding of the River Indus and are the mainstay of forest in Sindh. They are located along the Indus within protective embankments constructed to confine flood water.

The main tree species grown are Babul (Acacia-nilotica), Kandi (Prosopis cinraria) and Lai (Tamarix dioica). These forests are diminishing at are rapid pace due to deforestation, encroachments and inadequate river flooding. Riverine forests are source of timber, fuel wood, fodder for livestock grazing, medicinal plants and thatch material for house making.

B. Mangrove Forest:

The coastline of Pakistan is 1050 km long and 40-50 km wide shared by the provinces of Sindh (350 km) and Balochistan (700 km). In the Sindh province, mangroves are found in the Indus Delta which occupies approximately 600,000 ha extending from Korangi Creek in the north to Sir Creek in the South.

7. Ecosystem:

An ecosystem is a community of plants, animals, and micor-organisms that interact with each other and with their physical environment. Forests, streams, lakes, coral reefs, grasslands, deserts, and rotting logs are all examples of ecosystems. Animals and plants in an ecosystem are interconnected and depend on each other for food, pollination and many other things. What happens to one member of an ecosystem can have an impact on the whole system. Although all species are important, some species, called keystone special, play critical roles in ecosystems. If a keystone species is removed from or added to an ecosystem, it is likely to cause a major disruption to that ecosystem.

Ecosystem changes can be caused by humans or natural processes, such as floods, fires, or drought. Humans can also have a negative effect on ecosystems, for example through clearing of forests, over-hunting or over-harvesting plants, or polluting the air, soil, and water. Sometimes disruptions can be made more severe or more frequent because of the way humans use the environment.

7.1 Mangroves/Coastal Ecosystem:

The coastline of Pakistan is 1050 km long and 40-50 km wide shared by the provinces of Sindh (350 km) and Balochistan (700 km). In the Sindh province, mangroves are found in the Indus Delta which occupies approximately 600,000 ha extending from Korangi Creek in the north to Sir Creek in the South. Indus Delta comprises 17 major creeks, numerous minor creeks in addition to extensive mudflats and constitutes 97% of total mangrove forests found in Pakistan. Mangroves of Indus delta are unique in being the largest arid climate mangroves in the world. The survivals of these are forests are largely associated with perennial fresh water supplies from the River Indus, which flows through the delta before reaching the Arabian Sea. An area of 344,845 ha of the Indus delta has been declared as protected forests and is under the control of Sindh Forest Department (Qureshi 1985). The Indus Delta is believed to have had as many as eight mangrove species in the past. However, at present only four species have been left. Nearly 95% of the mangroves located in the Indus Delta comprise the species Avicennia marina. Very small patches of Ceriops tagal and Aegiceras corniculatum are found near the mouth of the Indus at Keti Bunder. Rizohora mucronata and Ceriops tagal have been introduced in the Indus Delta.

Significance of Mangrove Forests

· Provide nursery for fish, shrimp and crabs.

· Constitute a complex supporting diversity of plants and animals.

· Protect coastline and sea ports from erosion and siltation.

· Act as natural barrier to cyclones and tsunamis.

· Provide habitat and breeding ground for marine life and migratory birds.

· Meet fuel wood and fodder requirements of local communities.

· Serve as a source of education, research and recreation.

7.2 Wetland Ecosystem

Wetlands are a combination of water and land. The water either covers the land of the present near land surfaces. The water may be standing, such as, ponds or marshes or moving, like rivers, canals, etc. these are also known as swamps, marshes and bogs. The water may be a few inches deep or several feet in depth at which low tide does not exceed six meters. The water is fresh or salty or sometimes a combination of both kinds.

Due to different conditions in climate, vegetation, geography and hydrology, wetlands can be classified as marshes, estuaries, mudflats, ponds, swamps, deltas, open coasts, coral reefs, lagoons, shallow seas, bogs, lakes, peat lands and freshwater swamps. However, these can be broadly classified into three main groups which have their own sub-groups:

1. Salt water: Marine, Estuarine and lagoons;

2. Freshwater; Riverine, Lakes;

3. Man-made wetlands: Aquaculture, Agriculture, Salt exploitation, Water storage areas.

Wetlands cover approximately 9.7% or 7800000 hectares (7,800) of the total area of Pakistan. They make up 6% of the total earth surface. Pakistan has diverse range of wetlands, both man-made and natural.

7.3 Desert Ecosystem

Deserts are fragile environments. Characterized by large tracts of barren land that receive very little rainfall leading to frequent drought-like conditions. The vegetation is sparse and primarily comprises of stunted scrubs.

The desert region in Sindh covers an area of approximately 88000 km and comprises of Thar, Nara and Koshistan. It forms nearly 61% of the Sindh Province. The Thar region is mainly in the Tharparkar District and extends southwards along the Runn of Kutch. It extends over an area of 23000 km and has population of one million people. The Nara region spans 22000 km and it lies in five districts: Sukkar, Shaheed Benazibabad (formally Nawab Shah), Khairpur and Sanghar. Finally, Kohistan, with coverage of 43000 km, comprises parts of Dadu, Larkana and Thatta districts.

Deserts areas in Sindh form an important ecosystem barbouring a variety of flora and fauna. Desert fox, Chinkara gazelle, Saw scale viper and Sand grouse are some of the important species of this ecosystem.

The desert areas are among the poorest in Pakistan, with lack of infrastructure facilities in health, education etc. Majority of the people are involved in dairy production and raising cattle. However, due to limited or no access to resources, and lack of education and training, people are not able to maximize their economic potential. Traditional methods of livestock breeding are still practiced and animal mortality rate remains quite high due to malnourishment during droughts. Since rain is the main source of water, agriculture and livestock activities are dependent on rainfall. The failure of monsoon means no fodder for the cattle and livestock. Further, to compound the problem poor transportation links make import of fodder from other areas quite expensive and therefore unaffordable for the locals.

7.4 Riverine Ecosystem

Also known as the “lotic” ecosystem, the riverine ecosystem is any spring, stream, or river viewed as an ecosystem. There are two major zones in a riverine ecosystem:

1. Rapids: shallow water where currents are strong enough to keep the bottom clear and firm;

2. Pools: deeper waters where currents are reduced and silt and other debris collect on the bottom.

The two main components of a riverine ecosystem are: a) main river course, and b) Riverine forests.

7.4.1 The Main River Course

The Indus River is the main river that passes through the Indus Ecoregion supporting natural ecosystems and human populations. Indus River is one of the world’s largest rivers. It rises from a place called Mansarover Lake in the Himalayan mountain ranges in Tibet and flows more than 2880 km creating a wide delta of swamps, streams, and extensive mangroves before entering into the Arabian Sea. It enters the sea via the Indus Delta near Keti Bunder, a small Coastal town situated at about 200 km south-east of Karachi.

The Indus Delta is the sixth largest delta in the world. It is a fan shaped delta covering an area of about 600000 hectares. There are 17 major and numerous minor creeks and extensive mud flats in the delta. It also supports mangrove forests which are said to be the largest arid zone mangrove forest in the world.

(Delta is called for the area between the branches of the mouth of river, stream or creek)

7.5 Agricultural Ecosystem

About 40 % of the land in Sindh is arable (used or suitable for growing crops) and 5% of it is rangeland (the large open area used to graze animals). The total cultivated area in Sindh is 5.9 million hectares, of which cropped area is 53%.

The irrigated areas of the province have been divided into three major agro-ecological zones two of which are further divide into sub-zones, as given below.

1. Zone A:

Rice/ Wheat. Zone of the right bank of Indus River (upper Sindh)

2. Zone B:

Cotton/Wheat. Zone of the left Bank of Indus River

3. Zone C:

Rice/Wheat/Sugarcane

Sindh grows a variety of field and horticultural crops. Wheat, cotton, rice and sugarcane are major crops; which constitute 68% of the total cropped area, while mango, banana and chilies are the major horticultural crops.

8. Community participation in nature conservation:

A group of people who belong to the same or different ethnic groups inhabiting a certain environment or area and interacting with each other is called a community. The community participation is broadly used to reflect community involvement of taking part in the management of resources. It is a process in which community participates in conservation of resources, because the local people have been the users of these resources over the countries years. However, it has been observed that the utilization of these resources is mostly unsustainable, as the number of users is increasing rapidly while the resources base remains the same and everyone is trying to get a maximum share of it. Mostly community does not realize that if these resources are not utilized in a sustainable manner, they will be depleted soon. Sometimes a lack of alternatives pushes unsustainable use of resources. Through community awareness and participation in natural resources management, we can encourage them to use these natural resources wisely and help them to identify possible alternatives. This could only be possible, if communities are made aware of the values of natural resources and volunteer themselves in conservation efforts.

In order to ensure community participation it is important to involve them in the entire process from the planning to the implementation. This will help towards better planning and develop a sense of ownership among them.

Each natural resource may have different class or group of communities living in the vicinity with different resource use patterns. This may require assessment of distinct socio-economic situation in each natural resource. Therefore, it is necessary to understand the socio-economic and cultural factors operating in the area to design community involvement approaches.

9. Youth and Environment

Environmental concerns present some of the most profound and complex challenge requiring attention today and in the coming decades. One foundation-building step in enhancing local, regional, national and global capacities to respond to those challenge is increasing environmental awareness among all segments of the society. Young people constitute a large part of the world’s population. They have both special concerns and responsibilities in relation to the environment bequeathed to them by earlier generations. Young people will be effective responses to ecological challenges. Youth involvement with nature and environment processes is an important part of maturing with capable skills for modern living.

Environmental awareness is one way of equipping young people with the necessary. Knowledge to recognize and with stand the pressure of environmental realities. Young people are especially well placed to promote environmental awareness simply because they often have better access to information, can introduce fresh ideas and outlook to environment than do their elders. The energy and the endurance of the youth is an asset to meet the challenges of the day and proposed solutions on the harsh realities of environment and development than do their elders. The energy proposed solutions on the harsh realities of environment and development. Here the role of youth is central, for it is in the rising generations that heightened awareness can most easily be achieved.

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