Consider the following statements regarding the Indian squirrels : 1. They build nests by making burrows in the ground. 2. They store their food materials like nuts and seeds in the ground. 3. They are omnivorous. How many of the above statements are correct?

Lists 'giant squirrel' and 'flying squirrel' as main fauna of several Indian reserves, implying these squirrel species are present and known as distinct types.

A student could combine this with the basic fact that giant and flying squirrels are typically arboreal to suspect Indian squirrels often nest above ground rather than as ground burrows.

Describes the Kondana rat as a 'nocturnal burrowing rodent' that 'is sometimes known to build nests', showing that some small mammals in India do nest in burrows.

A student could use this pattern (some rodents burrow) to note that burrowing is known among Indian small mammals, so ground burrowing is biologically plausible for some species — but not automatic for squirrels.

Gives an example of a mammal (platypus) that constructs a burrow for nesting, illustrating that mammals sometimes use ground burrows for reproduction.

One could generalize that burrowing for nests occurs across mammal groups, so testing whether squirrels are among those groups is reasonable using species-specific natural history.

Notes that the Forest Owlet's 'roosting and nesting trees' are important, providing an example where nesting is tree-based and vulnerable to loss of trees.

This supports the pattern that many forest animals (including some squirrels) rely on trees for nesting, so a student might check whether Indian squirrel species are tree-nesters rather than ground-burrowers.

Describes how different species choose nest heights (crows build high or low nests) as a behavioral/ecological adaptation, showing nesting site varies by species and can be inferred from habitat.

A student could apply this rule: determine typical habitat/behavior of Indian squirrel species (arboreal vs. terrestrial) to predict whether they are likely to burrow for nests.

Gives a clear definition and examples of 'omnivores' — organisms that consume both plants and animals.

A student can apply this definition to squirrels by checking whether documented squirrel diets include both plant and animal items (e.g., seeds/fruits plus insects/eggs).

Explains trophic categories (primary, secondary consumers) and food chains which help place an animal's diet into context.

Using this, a student can determine whether squirrels act only as primary consumers (plant-only) or also as secondary consumers (eat animals/invertebrates) by examining reported prey items.

Contains an activity table that explicitly lists 'Squirrel' as an organism to classify by diet (plants, animals, or both).

A student could use that exercise framework to collect specific diet records for Indian squirrels and classify them against the omnivore definition.

Notes that animals eat different types of food (nectar, milk, whole prey, filter food), highlighting dietary diversity among animals.

A student can use this principle to look for varied food types in squirrel feeding behaviour (plant parts vs. small animal matter) to infer omnivory.

Mentions a Namdapha flying squirrel in a human-food context (hunted for food), indicating that some squirrels are connected to food webs that include humans and other predators.

While not proving diet, this clue prompts checking specific species accounts (e.g., natural-history notes) for dietary entries that could show plant+animal consumption.