Grade 6 Science - Diversity in the Living World | Questions & Answers
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July 06, 2025
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Grade 6 Science - Diversity in the Living World
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UrEducator
Subhash Kumar
Science Educator & Content Creator
Diversity in the Living World
Exploring the Amazing Variety of Plants and Animals
Grade 6 | Chapter 2 | Textbook: Curiosity
Welcome to Biodiversity Exploration!
This interactive learning resource is based on Chapter 2 of your Grade 6 Science textbook. Join Dr. Raghu and Maniram chacha on a nature walk to discover the incredible diversity of plants and animals around us.
You'll learn about:
Plant Classification
How to group plants based on stems, leaves, roots and seeds
Animal Adaptations
Special features that help animals survive in different habitats
Biodiversity Conservation
Why protecting different species is important for our planet
Why Biodiversity Matters
Every plant and animal plays a special role in nature's balance:
1
Food Chains
Each species is connected through feeding relationships
Many species are part of our traditions and heritage
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Scientific Value
Each species helps us understand life's mysteries
Stock Direct Questions (15)
1. What was the main purpose of the nature walk described in the chapter?
The main purpose was to experience the beauty and variety of plants and animals in nature and learn about biodiversity through direct observation.
2. What three items did Madam Sulekha advise students to carry for the nature walk?
Students were advised to carry a notebook, a pen, and a water bottle for the nature walk.
3. What special skill did Maniram chacha have regarding birds?
Maniram chacha was an expert in mimicking bird calls and could identify various birds by their sounds.
4. What are the three main groups of plants based on their height and stem type?
The three main groups are: (1) Herbs - small with soft green stems, (2) Shrubs - medium height with multiple woody stems branching near ground, and (3) Trees - tall with single thick woody stem branching higher up.
5. What are the two types of leaf venation patterns seen in plants?
The two types are: (1) Reticulate venation - net-like pattern of veins (seen in hibiscus), and (2) Parallel venation - veins run parallel to each other (seen in grass and banana leaves).
6. What are the two main types of root systems in plants?
The two main types are: (1) Taproot system - has one main root with smaller side roots (e.g., mustard, hibiscus), and (2) Fibrous root system - has many similar thin roots arising from stem base (e.g., grass, wheat).
7. What is the relationship between leaf venation and root type in plants?
Plants with reticulate venation usually have taproots (dicots), while plants with parallel venation usually have fibrous roots (monocots).
8. What are the differences between monocot and dicot plants?
9. What special features help camels survive in desert habitats?
Desert camels have: (1) Humps to store fat (food reserve), (2) Long legs with wide hooves to walk on sand, (3) Ability to go without water for long periods, (4) Thick eyelashes and closable nostrils to protect from sand, (5) Dry dung and minimal urine to conserve water.
10. How are the camels of Rajasthan different from those in Ladakh?
Rajasthan camels (hot desert): (1) One hump, (2) Longer legs with wider hooves for sandy terrain. Ladakh camels (cold desert): (1) Two humps, (2) Shorter legs for mountainous terrain, (3) Thick fur to withstand cold.
11. What are adaptations in plants and animals?
Adaptations are special features (physical or behavioral) that help plants and animals survive in their particular habitat. Examples: Cactus storing water in stems, fish having streamlined bodies for swimming.
12. What is a habitat? Give examples of terrestrial and aquatic habitats.
A habitat is the natural home or environment where a plant or animal lives. Terrestrial habitats: forests, deserts, grasslands, mountains. Aquatic habitats: ponds, lakes, rivers, oceans. Amphibians (like frogs) live in both.
13. What are sacred groves and why are they important?
Sacred groves are forest patches protected by local communities due to cultural/religious significance. They are important because they: (1) Preserve biodiversity, (2) Protect rare species, (3) Maintain traditional conservation practices, (4) Often contain medicinal plants.
14. Name two Indian scientists mentioned in the chapter and their contributions.
(1) Janaki Ammal - Botanist who documented India's plant diversity and led the 'Save Silent Valley' movement. (2) Salim Ali - Ornithologist known as the 'Birdman of India' who documented bird species and established protected areas.
15. What conservation projects are mentioned in the chapter?
The chapter mentions: (1) Project Tiger (1973) to protect Bengal tigers, (2) Cheetah Reintroduction Project (2022), and (3) Protected areas for Great Indian Bustards in Gujarat, Rajasthan and Maharashtra.
Applied Questions (15)
1. If you found an unknown plant during a nature walk, what features would you observe to identify its group (herb/shrub/tree)?
I would observe: (1) Height compared to me, (2) Stem - color (green/brown), texture (soft/woody), thickness, (3) Branching pattern - where branches start (near ground/higher up), (4) Number of stems (single/multiple). Based on these, I could classify it as herb (short, green soft stem), shrub (medium, multiple woody stems branching near ground), or tree (tall, single thick woody stem with higher branches).
2. Why do you think Dr. Raghu asked students to notice smells during the nature walk? How does this relate to biodiversity?
Noticing smells helps identify: (1) Different plant species (many have distinctive scents), (2) Flowers that attract specific pollinators, (3) Decomposing matter that supports ecosystems. This relates to biodiversity because variety in smells indicates variety in species and ecological roles - each scent is part of nature's complex web.
3. Design an experiment to test whether plants with reticulate venation always have taproots.
Experiment steps: (1) Collect 10 different plants (5 with reticulate venation, 5 with parallel), (2) Carefully dig up each plant keeping roots intact, (3) Wash roots to observe clearly, (4) Record root type for each, (5) Analyze if reticulate venation plants consistently have taproots. Expected result: Most reticulate venation plants will have taproots, confirming the general pattern (though exceptions might exist).
4. Compare the adaptations of mountain rhododendrons (short) vs. Sikkim rhododendrons (taller). What might explain these differences?
Mountain-top rhododendrons are shorter with smaller leaves to: (1) Withstand strong winds, (2) Prevent snow accumulation, (3) Reduce water loss in harsh conditions. Sikkim rhododendrons are taller because: (1) More sheltered environment, (2) More consistent moisture, (3) Less extreme winds. This shows how the same species adapts differently to local conditions.
5. Imagine you're explaining to a younger student why we shouldn't pluck leaves during nature walks. What would you say?
"Plants need their leaves to make food through photosynthesis - it's like their kitchen! When we pluck leaves: (1) The plant gets weaker, (2) It can't make enough food to grow, (3) Animals that eat those leaves lose food, (4) The ecosystem gets disturbed. Instead, let's observe carefully without harming - we can draw or photograph them!"
6. Why do you think the government started Project Tiger? How does protecting tigers help biodiversity?
Project Tiger was started because tiger populations were declining due to habitat loss and hunting. Protecting tigers helps biodiversity because: (1) Tigers are apex predators that maintain ecosystem balance, (2) Protecting tiger habitats automatically protects all species in that area, (3) It preserves genetic diversity, (4) Healthy tiger populations indicate healthy ecosystems. This is called the 'umbrella species' concept.
7. How would you create a school biodiversity register? What information would you include?
To create a biodiversity register: (1) Conduct regular nature walks in school grounds, (2) Record: species name (local & scientific), description, location, date observed, photos/sketches, (3) Note special features (flowers, fruits, animal behaviors), (4) Organize data by plant/animal groups, (5) Include seasonal changes. This creates a valuable long-term record of local biodiversity that can track changes over time.
8. Examine a radish. What type of root is it? What leaf venation would you expect in its leaves and why?
Radish is a modified taproot (stores food). We would expect its leaves to have reticulate venation because: (1) Taproot plants are typically dicots, (2) Dicots generally have reticulate venation, (3) This matches the pattern observed in nature where taproot and reticulate venation are correlated features in dicot plants.
9. Compare how a fish moves in water vs. how a bird moves in air. What adaptations make each movement possible?
Fish movement: (1) Uses fins - tail fin for thrust, others for steering/balance, (2) Streamlined body reduces water resistance, (3) Swim bladder helps control depth. Bird movement: (1) Uses wings - shaped for lift/thrust, (2) Lightweight hollow bones, (3) Strong chest muscles, (4) Tail for steering. Both show how body structures evolve for efficient movement in their medium (water/air).
10. Why do sacred groves often have more biodiversity than surrounding areas? What can we learn from this?
Sacred groves have more biodiversity because: (1) Long-term protection prevents habitat destruction, (2) Traditional knowledge guides sustainable use, (3) Cultural respect prevents overexploitation. We can learn that: (1) Community involvement is crucial for conservation, (2) Traditional practices often contain ecological wisdom, (3) Combining cultural values with conservation is effective.
11. If you were to design a habitat in your schoolyard to attract biodiversity, what features would you include and why?
I would include: (1) Native plants of different heights (herbs, shrubs, trees) - provides food/shelter at all levels, (2) Water feature (small pond/bird bath) - drinking/bathing spot, (3) Flowering plants - attract pollinators, (4) Rock piles/logs - shelter for insects/small animals, (5) No pesticide zone - safe for all species. This creates diverse microhabitats supporting various organisms.
12. How would you explain to a farmer why protecting biodiversity in their fields is important for crops?
"Protecting biodiversity helps your crops because: (1) Bees/butterflies pollinate flowers increasing yields, (2) Birds/bats eat pest insects reducing need for pesticides, (3) Earthworms/microbes improve soil health, (4) Diverse plants prevent soil erosion, (5) Natural predators control pests. This creates a balanced ecosystem where your crops grow better with less chemical input, saving you money long-term."
13. Analyze why the Silent Valley forest was worth saving. What arguments would you use to convince someone of its importance?
Silent Valley was worth saving because: (1) It contained unique biodiversity found nowhere else, (2) As a rainforest, it influenced regional climate/water cycles, (3) Had many undiscovered species potentially useful for medicine/science, (4) Cultural significance for local communities, (5) Once destroyed, such ancient ecosystems cannot be recreated. Arguments: "Losing Silent Valley would mean losing nature's library before we've read all its books - we don't know what invaluable knowledge we might lose forever."
14. Create a classification key to identify if a plant is monocot or dicot using observable features.
Classification key:
1. Look at leaves:
- Parallel veins → likely monocot
- Net-like veins → go to step 2
2. Examine roots:
- Fibrous roots → monocot
- Taproot → dicot
3. Check stem:
- Vascular bundles scattered → monocot
- In a ring → dicot
4. Count flower parts:
- Multiples of 3 → monocot
- Multiples of 4/5 → dicot
(Most plants can be identified using just leaf and root observations)
15. Propose a school project to document disappearing local species based on elders' memories. How would you conduct it?
Project plan: (1) Interview grandparents/elders about species they remember, (2) Record descriptions (appearance, season, habitat), (3) Research to identify species names, (4) Create "Then & Now" comparison posters, (5) Map former habitats, (6) Investigate causes of disappearance, (7) Propose conservation actions. Outcome: Awareness exhibit highlighting lost biodiversity and how to protect remaining species through student-led initiatives.
