Chapter 2 Diversity in the Living World Class 6 Science Curiosity NCERT Solutions
Chapter 2 Diversity in the Living World NCERT Solutions Class 6 Science
Let us enhance our learning
Question 1. Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants?
Wheat is monocot while kidney beans are dicot.
|
Features |
Wheat (Monocot) |
Kidney Beans (Dicots) |
|
(i) Root |
Fibrous root system |
Taproot system |
|
(ii) Root characteristics |
Dense network of thin roots |
Central thick taproot with lateral branches |
|
(iii) Leaf venation |
Parallel venation |
Reticulate venation , |
|
(iv) Leaf venation characteristics. |
Veins run parallel along the length of the leaf. |
Network of branching veins with a permanent midrib. |
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 the area marked ‘B’. Enter the names of animals living in both habitats in part ‘C’.
Horse, Dolphin, Frog, Sheep, Crocodile, Squirrel, Whale, Earthworm, Pigeon, Tortoise
Answer
A. Aquatic: Dolphin, Whale
B. Terrestrial: Horse, Sheep, Squirrel, Pigeon, Earthworm
C. Both aquatic and terrestrial: Frog, Crocodile, Tortoise
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 it is. What type of venation would you observe in the leaves of radish plant?
Answer
Root type and leaf venation of radish is given below:
- Type of root: Taproot (thick, fleshy taproot)
- Leaf venation: Reticulate venation (because radish is a dicot plant)
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 between mountain goat and goats found in plains:
- Both are goats and belong to same family.
- Both have horns and hooves.
- Both are herbivore animal.
Difference between mountain goat and goats found in plains:
|
Mountain goat |
Goats found in plain |
|
Mountain goat has thick and long fur to protect themselves from cold climate. |
They have shorter and thin fur. |
|
They have shorter legs. |
They have longer legs. |
|
Muscular body and specialised hooves to climb mountains. |
Lean body and flat hooves specialised for plain area. |
Reasons for differences: These differences are adaptations to their habitats. Mountain goats need thick fur for warmth and shorter legs for better balance on steep slopes. Plains goats have longer legs for running in open areas.
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
|
Group 1: Animals with backbone (Vertebrates) |
Group 2: Animals without backbone (Invertebrates) |
|
Cow, pigeon, bat, tortoise, whale, fish, lizard |
Cockroach, grasshopper |
Or,
Group 1: Animals which can fly
- Pigeon
- Bat
- Cockroach
- Grasshopper
Group 2: Animals which cannot fly
- Cow
- Tortoise
- Whale
- Fish
- Lizard
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
Effects of deforestation:
- Loss of habitats for animals and plants.
- Reduction in biodiversity.
- Climate change due to fewer trees absorbing carbon dioxide.
- Soil erosion
Addressing the challenge:
- Plant more trees (afforestation).
- Create protected areas for wildlife.
- Use resources wisely and reduce waste.
- Public awareness which means educating people about the importance of forests.
Question 7. Analyse the flowchart. What can be examples of ‘A’ and ‘B’?
Answer
A. Plants with reticulate venation: Examples include mango, rose, or any other dicot plant
B. Plants with parallel venation: Examples include grass, wheat, or any other monocot plant
Question 8. Raj argues with his friend Sanjay that “Gudhal (hibiscus) plant is a shrub”. What questions can Sanjay ask for clarification?
Answer
Sanjay could ask following questions for clarificatio:
- How tall is the gudhal (hibiscus) plant?
- Does it have a single main stem or multiple stems?
- Are the stems of Gudhal plant woody or soft?
- Do the branches start near the ground or higher?
Question 9. Based on the information in the table, find out examples of these plants for each group.
(a) What other similarity do plants of group A have?
(b) What other similarity do plants of group B have?
Answer
Group | Type of seed | Type of root | Examples |
A | Dicot | Taproot | Mango, rose, hibiscus, or any other dicot plant |
B | Monocot | Fibrous root | Wheat, rice, grass, or any other monocot plant |
(a) Plants in group A have reticulate venation in their leaves.
(b) Plants in group B have parallel venation in their leaves.
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
Difference: The duck has webbed feet, while the pigeon has separate toes.
Activity: The webbed feet help the duck swim in water. They act like paddles, making it easier for the duck to move through water.
Learning further
1. Read about one Indian scientist or a wildlife biologist who is working towards protection of India’s biodiversity. Prepare a brief report.
Answer
Report on Dr. Kamaljit S. Bawa: Protecting India's Biodiversity
Introduction
Dr. Kamaljit S. Bawa is a famous Indian scientist who has spent his life studying and protecting the plants and animals of India, especially in the Western Ghats.
Early Life and Education
- Born in Punjab, India
- Studied botany at Punjab University
- Got his Ph.D. from the University of Washington, USA
Work in Biodiversity
Founded ATREE (Ashoka Trust for Research in Ecology and the Environment) in 1996- ATREE is a group that works to protect nature in India
- Looks at how climate change affects plants and animals
- Tries to find ways to save endangered species
- Teaches people about the importance of protecting nature
- Helps communities use natural resources wisely
Achievements
- Won the Gunnerus Award in Sustainability Science in 2012. This is like a Nobel Prize for studying nature!
- Elected to the U.S. National Academy of Sciences in 2012
- One of the highest honours for a scientist
Why His Work Matters
- Dr. Bawa's work helps us understand:
- How to protect forests and the animals living in them
- How to balance using nature's resources and protecting them
- Why it's important for everyone to care about biodiversity
Conclusion
Dr. Kamaljit S. Bawa is a role model for young scientists. His work shows us how one person can make a big difference in protecting our planet's biodiversity.
2. Explore the contributions of Divya Mudappa, Usha Lachunga, Ghazala Shahabuddin, Nandini Velho, Vidya Athreya, Uma Ramakrishnan and Divya Karnad towards biodiversity in India. Prepare a report of the work done by any three of them.
Answer
Area of Work: Rainforest Restoration
Dr. Divya Mudappa is a scientist who works to restore rainforests in the Western Ghats of India.
Key Contributions:
- Started the Rainforest Restoration Research Station in Valparai, Tamil Nadu
- Plants native tree species to bring back lost forests
- Studies how animals like hornbills help in forest growth by spreading seeds
- Works with local communities to protect forests and wildlife
Why It's Important:
Dr. Mudappa's work helps bring back lost forests, which are homes to many plants and animals. This increases biodiversity and helps fight climate change.
Area of Work: Human-Wildlife Conflict Resolution
Dr. Vidya Athreya is a wildlife biologist who studies big cats like leopards, especially in areas where they live close to humans.
Key Contributions:
- Researches how leopards live in human-dominated landscapes
- Develops ways to reduce conflicts between humans and leopards
- Educates people about leopard behaviour to reduce fear and misunderstanding
- Promotes better ways of managing wildlife in cities and villages
Why It's Important:
Dr. Athreya's work helps both people and animals live safely together. This is crucial for protecting biodiversity in areas where humans and wildlife share space.
Area of Work: Conservation Genetics
Dr. Uma Ramakrishnan is a scientist who uses genetics to study and protect endangered animals, especially tigers.
Key Contributions:
- Uses DNA to study tiger populations across India
- Investigates how isolation affects tiger health and survival
- Develops new methods to count tigers using their poop (scat)
- Studies how human activities affect tiger movement between forests
Why It's Important:
Dr. Ramakrishnan's work helps us understand how to better protect tigers and their habitats. Her genetic studies provide crucial information for conservation efforts.
Conclusion
These three scientists show us different ways to protect biodiversity:
- Dr. Mudappa restores entire ecosystems
- Dr. Athreya helps wildlife and humans coexist
- Dr. Ramakrishnan uses advanced science to understand and save endangered species
Their work is crucial for protecting India's rich biodiversity and ensuring that future generations can enjoy the variety of life on our planet.
3. Label the plants in your school with their local names with the help of your teacher or the gardener. List them in your notebook.
Answer
Students need to do these themselves.
4. With the help of your teacher, plan a field visit or a nature walk. Record your observations. Prepare a class biodiversity register by consolidating the observations and notes of all the students taken during the field visit or nature walk.
Answer
Students need to do these themselves.
5. Find out about ‘Project Tiger’ and other similar projects initiated in India to protect our biodiversity. Prepare a presentation for your class.
Answer
Students need to do these themselves.
6. Divide your class into groups of six students each. Initiate a discussion in the class on how you can protect biodiversity around you. Prepare a group-wise report that includes suggestions given by members of each group.
Answer
Group Activity: Protecting Local Biodiversity
Activity Structure
- Divide the class into groups of six students each.
- Each group should discuss ways to protect biodiversity in their local area.
- Groups should consider different aspects: at home, in school, in the neighbourhood, and in local parks or forests.
- After discussion, each group prepares a report with their suggestions.
- Groups present their reports to the class.
Sample Group Report
Group Name: Green Guardians
Members: List six student names here.
Our group discussed several ways to protect biodiversity around us. Here are our suggestions:
At Home:
- Plant a variety of flowers in our gardens to attract bees and butterflies.
- Use natural l pesticides instead of chemical ones to protect helpful insects.
- Keep water in a shallow dish for birds and insects, especially in summer.
In School:
- Start a school garden with different types of local plants.
- Create a compost bin to reduce waste and help plants grow.
- Put up bird feeders and bird houses in the school compound.
In the Neighbourhood:
- Organize a neighbourhood clean-up drive to remove litter from parks and streets.
- Encourage neighbours to avoid using plastic bags and to recycle.
- Start a community awareness program about local plants and animals.
In Local Parks or Forests:
- Work with local authorities to put up information boards about local wildlife.
- Organize nature walks to teach people about different plants and animals.
- Participate in or organize tree-planting events.
Other Ideas:
- Create a social media page to share information about local biodiversity.
- Make a short video about protecting local animals and plants.
- Write letters to local leaders asking for better protection of green spaces.
Conclusion:
Our group believes that protecting biodiversity starts with small actions at home and in our community. By working together and spreading awareness, we can make a big difference in protecting the plants and animals around us.
7. Interact with elders in your family or neighbourhood to find out various plants and animals that they see now but were not seen earlier and vice-versa. Collect pictures of these plants and animals and paste them in a scrapbook. Find out more about them from your teacher.
Answer
Activity: Biodiversity Changes Scrapbook
Activity Structure
- Interview Process:
- Talk to at least 3 elders (grandparents, elderly neighbours, etc.)
- Ask about plants and animals they see now that weren't common before
- Ask about plants and animals that were common before but are rare now
- Take notes during the interviews
- Research:
- Find pictures of the plants and animals mentioned
- Research basic information about each species
- Create Scrapbook:
- Paste pictures in the scrapbook
- Write down information gathered from interviews and research
- Ask your teacher for more information about each species
- Reflection:
- Think about why these changes might have happened
- Write a short reflection at the end of your scrapbook
Reflection
After creating this scrapbook, I've learned that our local biodiversity is always changing. Some changes happen because of things humans do, like building cities or planting different trees.
Other changes might be because of bigger issues like climate change. It's interesting to see how the plants and animals around us can be different from what our grandparents saw.
This makes me want to pay more attention to nature around me and do what I can to protect it.