Diversity in the Living World Class 6 Questions and Answers NCERT Solutions
Class 6 Science Chapter 2 Diversity in the Living World Question Answer
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Question 1.
Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants?
Answer:
(a) Wheat & Root: Fibrous
Leaf venation: Parallel
(b) Kidney & Root: Tap roots
Leaf venation: Reticulate
Question 2.
Names of some animals are given below. Group them based on their habitats. Write the names of aquatic animals in the area marked. ‘ A ‘ and terrestrial animals in area marked ‘B’. Enter the names of animals living in both habitats in part ‘C’.
Horse, Dolphin, Frog, Sheer Crocodile, Squirrel, Whale, Earthworm, Pigeon, Tortoise.
Answer:
‘A’ Aquatic animals: Dolphin, Tortoise.
‘B’ Terrestrial animals: Horse, Sheep, Squirrel, Earthworm, Pigeon.
‘C’ Animals living in both habitats : Frog, crocodile, whale.
Question 3.
Manu’s mother maintains a kitchen garden. One day, she was digging out radish from the soil. She told Manu that radish is a kind of root. Examine a radish and write what type of root is. What type of venation would you observe in the leaves of radish plant?
Answer:
Tap of Root : Tap root
Type of venation : Reticulate.
Question 4.
Look at the image of a mountain goat and a goat found in the plains. Point out the similarities and differences between them. What are the reasons for these differences?
Answer:
Similarities: Both have terrestrial habitats.
Differences :
- The mountain goat has long hair to protect it from cold and keep it. Goat found in the plains has short hair.
- The mountain goat has strong hooves for running up the rocky sloe of mountains for gracing. The hooves of the goat found in the plains are weak.
Question 5.
Group the following animals into two groups based on any feature other than those discussed in the chapter-cow, cockroach, pigeon, bat, tortoise, whale, fish, grasshopper, lizard.
Answer:
Herbivores (plant eaters) : Cow, grasshopper, pigeons.
Carnivores (meat eaters) : Lizards, bat, tortoise, whale, fish.
Omnivores (both plant and meat eaters) : Cockroach.
Question 6.
As the population grows and people want more comfortable lives, forests, are being cut down to meet various needs. How can this affect our surroundings? How do you think we can address this challenge
Answer:
Consequences of Cutting trees :
- Damage to wild life.
- Increased air pollution.
- Imbalance between the oxygen-carbon dioxide cycle in the atmosphere.
- Lesser rain fall.
We can address this challenge by adopting following method:
- More trees should be planted in the forest in place of cut down trees.
- Paper products (such as old newspapers) should be recycled to conserve forests.
Question 7.
Analyse the flow chart. What can be examples of ‘A’ and ‘B’.
Answer:
(A) – The plants having leaves with reticulate venation have tap roots.
(B) – The plants not having leaves with reticulate venation have fibrous roots.
Question 8.
Raj argues with his friend Sanjay that “Gudhal (hibicus) plant is a shrub”. What questions can Sanjay ask for clarification?
Answer:
Sanjay can ask following questions?
- What is the size (height) of the plant?
- Is the stem hard or soft?
- Is the stem thin or thick?
Question 9.
Based on the information in the table, find out examples of these plants for each group.
| Group | Type of seed | Type of mot | Examples |
| A | Dicot | Tap root | |
| B | Monocot | Fibrous roots |
Answer:
| Group | Type of seed | Type of root | Examples |
| A | Dicot | Tap root | Marigold, China Rose, Peepal |
| B | Monocot | Fibrous roots | Wheat, Maize, Grass |
Question 10.
Observe the labelled part of a duck in the picture given below. What differences do you observe in the feet of the duck compared to the other birds? Which activity would the duck be able to perform using this part?
Answer:
Their webbed feet help them to swim in water. Duck have webbed feet other birds have two pairs of limbs. The forelimbs are modified into wings for flight. The hind limbs alone support the body.
Activities :
Activity 1 (a) :
Aim: To explore diversity in plants.
Material Required: A park or a nearby forest.
Procedure:
- Plan for a nature walk with your teacher to a park or a nearby object.
- Observe different plants. Also, note the weather conditions, whether it is hot, cold,windy and so on.
- Collect different types of fallen leaves or flowers and create a scrapbook.
Observation :
Inference: Plants have a variety of features such as:
- Tall / short, hard / short stem.
- Different shapes of leaves and their arrangement on the stem or branches.
- Flowers varying in colour, shape and scrub.
Precautions:
- Take care of the plants in nature.
- Do not plunck leaves and flowers in the park.
Activity 1(b) :
Aim : To explore diversity in animals around us.
Material Required: A park or a nearby forest.
Procedure :
- Plan for a nature walk with your teacher to a park or a nearby forest.
- Observe different plants. Also, note the weather conditions, whether it is hot, cold, windy and so on.
Observation :
Inference :
- Some animals live or land while some others live or trees. Birds live on trees: Fish live in water.
- Animals have a variety of foods they consume and movements they consume.
Precautions:
- Take care of animals in nature.
- Do not disturb the animals in the sark.
Activity 2(a)
Aim: To show that variety of plants are found in a particular region.
Procedure:
1. Close your eyes for 30 minutes and think one plant that you have, closely observed and have appreciated much.
Observations: The entire class draws many varieties of plants, such as mustard plant, mango tree, sugarcane plant etc.
Conclusion: The variety of plants found in particular region contributes the biodiversity of that region.
Activity 2(b)
Aim: To show that variety of animals are found in a particular region.
Procedure : Close your eyes for 30 seconds and think of one animal that you have closely observed and have appreciated very much.
Observations: The entire close draw many varieties of animals such as cat, pigeon, house sparrow.
Conclusion: The variety of animals found in particular region contributes the bio-diversity of that region.
Activity 3 :
Aim : To group plants and animals based on similarities and differences among them.
Materials Required: Pictures of various plants and animals.
Procedure:
- Collect pictures of various other plants and animals. Cut their pictures from old magazines newspapers, charts and other sources.
- Paste each of these pictures on different card.
- Pool the cards prepared by the students in your group.
- Observe various features of plants and animals shown on the card.
- Group them on the basis of common features.
- Share and discuss the basis of grouping you have made with other group in your class.
Conclusion:
Basis used by different groups may vary. Different students might have chosen different common features for the grouping (some students may have chosen presence or absence of flowers as the basis for grouping of plants. Some have grouped animals on varied features, such as what they eat, where they live, what colour they are and how they move.
Activity 4 :
Aim: To group plants.
Procedure:
-
- Plan for a nature walk with your teacher to a park or a nearby forest.
- Look closely at the heights of different plants (Are these plants shorter than you, as tall as you or taller than you ?)
- Is the stem brown or green? Touch and feel their stems and try to bend them gently.
- Observe from where the branches of the plants arise. Whether they arise close to the ground or higher up on the stem ?
Activity 5:
Aim : To observe and compare leaf venation patterns in different plants
Material Required: Leaves collected during the nature walk, Magnifying glass (optional)
Procedure:
- Visit a park to collect different kinds of leaves.
- Observe the variation in the shape and structure of these leaves.
- Identify which leaves have a net-like pattern (reticulate venation) and which have parallel veins (parallel venation).
Observation:
Leaves of hibiscus exhibit reticulate venation [Fig. 6 (a)]. The leaves of banana plants and grasses exhibit parallel, venation [Fig. 6(b) and Fig. 6(c)].
Activity 6.
Aim: To explore roots of the plants.
Material Required: Park of a nearby forest.
Procedure:
- Visit a park or a nearby forest where wild herbs and grasses are growing.
- Using a Khurpi (trowel), carefully dig out a few different herbs without damaging the roots. To do this, you may wet the soil and loosen it.
- Wash the roots with water and observe stem.
Observation:
- The plant in Fig. 7 (a) is a mustard plant. The roots of mustard plant consist of one root and small side roots arising from it. The main root is called taproot.
- The plant in Fig. 7 (b) is a common grass plant. The roots of this plant appear as a bunch of similar-sized thin roots arising from the base of the stem. Such roots are called fibrous roots.
Activity 7.
Aim : To find a relation between the type of leaf venation and the type of root of the same plant.
Materials Required: Saplings of five common plant such as lemon grass, marigold, sadabahar (priwinkle and others).
Procedure :
- Collect saplings of five common plants from your school nursery or any other nurseries.
- Before planting them, observe their roots and the venation in their leaves.
Observation :
| S.No. | Name of the plant | Type of leaf venation (reticulate/ parallel) |
Type of roots (fibrous/ tap) |
| 1. | Lemon grass | Parallel | Fibrous |
| 2. | Marigold | Reticulate | Tap root |
| 3. | Mustard | Reticulate | Tap root |
| 4. | Sadabahar | Reticulate | Tap root |
| 5. | Chick pea (Chana) | Reticulate | Tap root |
Inference: Generally, plants with reticulate venation have tap roots while those with parallel venation has fibrous roots.
Activity 8.
Aim: To compare the seeds of chickpea and maize.
Materials Required: Soaked chickpea seeds and maize seeds
Procedure :
- Soak some chickpea and maize seeds in water for two or three days.
- Remove the seed coat of a chickpea.
- Observe the structure of the chickpea and maize seeds.
Observation :
Chickpea seeds are split into two parts Fig. 8 (a). Each part is called a cotyledon. Maize has a single thin cotyledon Fig. 8 (b). Plants with such seeds are called monocotyledons (monocots).
Activity 9.
Aim: To explore diversity in animals.
Materials Required: Pictures of various animals.
Procedure :
- Observe the animals shown in Fig. 9 (a).
- Add more animals that you may have observed and create a poster on the variety of animals.
- Observe which body parts are used by the animals in the poster you created and those in Fig. 9 (a) movement.
- List these animals in table below.
- Name the ways in which animals move and name the body used for movement.
Observation :
| S.No. | Name of the Animal | Type of movement | Body parts used for movement |
| 1. | Ant | Leg | |
| 2. | Goat | Walk and jumps | Legs |
| 3. | Pigeon | Flies | Wings |
| 4. | Housefly | Walks and flies | Legs and wings |
| 5. | Fish | Frogs | |
| 6. | Cockroach | Moves (or walks) | Legs |
| 7. | Snake | Moves (slithers) | Loops on its sides. |
| 8. | Earthworms | Moves | Projections called setae. |
Inference :
- Different animals have different types of movement. Animals can fly, run, crowd, walk, hop or jump.
- Animals use different parts for moving from one place to another. They may use wings, legs and other parts.
Activity 10.
Aim : To observe plants and animals found in different surrondings.
Procedure : List the names of plants and animals found in nearby regions or already known about.
Observations:
| S.No. | In the desert | On mountains | In the ocean | In the forest | Any other (on trees) |
| 1. | Camel | Deodar tree | Fish | Lion | Squirrels |
| 2. | Cacta | Pine | Dolphin | Elephant | Monkeys |
| 3. | Opuntia | Yaks | Whales | Deer | |
| 4. | Agave | Mountain goat | Crabs | Leopards | |
| 5. | Asparagus | Snow leopard | — | — |
The plants and animals found in one region are different from those found in another kind of region.