Class 6 Science Chapter 10, Living Creatures Exploring Their Characteristics, explains the main traits of living beings. It covers growth, nutrition, respiration, reproduction, and responses to surroundings with clear notes and questions.
Class 6 Science – Chapter 10
Living Creatures: Exploring their Characteristics
Curiosity – New NCERT Science Textbook
Easy Notes, Concepts and Book Solutions
Chapter Overview
Living beings are different from non-living things because they show important life processes such as movement, nutrition, growth, respiration, excretion, response to stimuli, reproduction and death.
In this chapter, we learn how to identify living beings, why plants are living even though they do not move from one place to another, how seeds germinate, how plants grow and respond to sunlight, and how plants and animals complete their life cycles.
Main Topics
- Living and non-living things
- Characteristics of living beings
- Movement in plants
- Growth and nutrition
- Respiration
- Excretion
- Response to stimuli
- Reproduction
- Death
- Conditions required for seed germination
- Growth and movement in plants
- Life cycle of a plant
- Life cycle of a mosquito
- Life cycle of a frog
10.1 What Sets the Living Apart from the Non-living?
Easy Concept
We can identify living beings by looking for several life processes. A living being does not need to show every process visibly at every moment, but living beings have the ability to carry out these processes.
Eight important characteristics of living beings:
- Movement
- Nutrition
- Growth
- Respiration
- Excretion
- Response to stimuli
- Reproduction
- Death
Activity 10.1: Let us record
We are surrounded by numerous things. Just look around in your classroom and you may find many examples—the pencil that you are holding, the book that you are reading or the pigeon near the window.
List them in Table 10.1 and identify each of them as living or non-living on the basis of your understanding in column II.
Answer: We can classify the objects by checking whether they show the characteristics of living beings.
| Name | My guess | Reason/Remarks | Correct answer | Reason/Remarks for the correct answer |
|---|---|---|---|---|
| Pencil | Non-living | It does not carry out life processes. | Non-living | It does not grow, respire, reproduce or respond to stimuli. |
| Book | Non-living | It does not carry out life processes. | Non-living | It does not perform life processes. |
| Pigeon | Living | It moves and needs food. | Living | It grows, respires, excretes, responds and reproduces. |
| Car | Non-living | It moves but does not show life processes. | Non-living | It cannot grow, respire or reproduce. |
| Plant | Living | It grows. | Living | It grows, respires, responds and reproduces. |
Why do you think a pencil is non-living but a pigeon is living?
Answer: A pigeon carries out life processes such as nutrition, growth, respiration and reproduction. A pencil does not.
What do you think are the differences between living beings and non-living things according to you?
Answer: Living beings need food, grow, respire, excrete, respond to stimuli and reproduce. Non-living things do not carry out these life processes.
What similarities do the identified living beings share with each other?
Answer: They need food, grow, respire, respond to stimuli, excrete and reproduce.
You may have identified movement as one of the similarities among living beings. You have also seen cars moving on a road. Does it mean that a car is living?
Answer: No. A car moves because its engine makes it move. It does not perform life processes.
List the tasks that you can do but a car cannot.
Answer: I can eat food, breathe, grow, reproduce, feel and respond to stimuli. A car cannot do these things.
Which characteristics help you in differentiating yourself from a car?
Answer: Nutrition, growth, respiration, excretion, response to stimuli and reproduction help differentiate me from a car.
For instance, a car does not grow. Does it mean it is non-living?
Answer: No. We should not decide only by one characteristic. A car is non-living because it does not carry out the complete set of life processes.
Now, which characteristics have you used to classify a car as non-living?
Answer: A car does not respire, eat, grow as a living body, excrete, reproduce or respond to stimuli as living beings do.
Can we consider movement as one of the characteristics to differentiate between the living and the non-living?
Answer: Movement alone cannot be used because some non-living things such as cars can move.
List five things around you that can move on their own.
Answer: A dog, cat, bird, ant and human being.
Do you think that all five things that you have listed can be considered as living just because they can move on their own?
Answer: Yes, if they are living organisms. However, movement alone is not enough to identify something as living.
However, unlike animals, plants do not move from one place to another. Do you consider them as living?
Answer: Yes. Plants are living because they grow, respire, need nutrition, respond to stimuli, reproduce and show movements.
Drosera – an insectivorous plant showing movement of its sticky hairs.
Do plants also move?
Answer: Yes. Plants do not usually move from one place to another, but their parts show movements. For example, flowers open and some leaves fold when touched.
Why do the leaves of chhui-mui and amla plants respond in this way? Which stimulus could be responsible for their behaviour?
Answer: They respond to stimuli such as touch or changes in light. The stimulus causes movement in their leaves.
Growth
Compare yourself with the picture of your childhood. Can you wear the dress that you used to wear four years ago?
Answer: No. I have grown larger, so the old dress may not fit me.
This is due to growth in your body. Plants and other living beings also grow. Can we consider growth as a characteristic of living beings?
Answer: Yes. Growth is an important characteristic of living beings.
Living beings need food (nutrition) for their growth and development. List five living beings that require food to grow.
Answer: Human beings, dogs, cats, birds and plants.
Respiration
Now, think of a process without which we cannot live. Count the number of breaths you take per minute after a normal walk, after a run, and after a few dance steps. Record the data and observe. Do you notice any difference in the number of breaths after each situation?
Answer: Yes. The number of breaths usually increases after running or dancing because the body needs more oxygen.
Do you notice the process of breathing in other animals like dogs, cats, cows and buffaloes?
Answer: Yes. These animals also breathe.
Do plants also respire?
Answer: Yes. Plants also respire. Tiny pores called stomata help leaves exchange gases.
Respiration: It is a life process in which living beings use oxygen and release energy from food. Breathing is a part of the process of respiration.
Excretion
Have you noticed white patches forming on shirts around the armpits during summers?
Answer: Yes. They may form because sweat leaves water and salts on the cloth after the water evaporates.
Do you know that plants also excrete?
Answer: Yes. Plants can remove excess water and minerals, sometimes as small droplets on leaves.
Excretion: Removal of waste products from the body is called excretion.
Response to Stimuli
What is your reaction if you unexpectedly step on a sharp object, such as a thorn, while walking without shoes, or you accidentally touch a hot cup of tea?
Answer: I quickly move my foot or hand away because my body responds to the stimulus.
Stepping on a thorn and touching a hot object are stimuli. Any thing or any event that prompts living beings to respond is called a stimulus. List three stimuli (plural of stimulus) and your body’s instant response to them.
Answer:
- Hot object – quickly withdraw the hand.
- Loud sound – close or cover the ears.
- Bright light – blink or close the eyes.
Do plants also respond to stimuli?
Answer: Yes. For example, touch-me-not plants fold their leaves when touched.
Find a few more plants in your neighbourhood which fold their leaves after sunset.
Answer: Students may observe plants such as amla and some leguminous plants. Their leaves may fold or change position after sunset.
Reproduction
Have you seen young ones of cats, dogs or other animals? List young ones of five different animals.
Answer:
- Cat – kitten
- Dog – puppy
- Cow – calf
- Goat – kid
- Hen – chick
Have you seen young ones of any non-living things such as a pencil, a chair or an electric bulb?
Answer: No. Non-living things do not produce young ones of their own kind.
Reproduction: Reproduction is the process of producing new ones of one’s own kind. It helps continue life from one generation to the next.
When a living being is not able to exhibit all of the above mentioned characteristics, despite the availability of all resources (like food, air and water) needed for being alive, it is said to be dead.
Answer: A living being that has permanently stopped carrying out life processes is considered dead.
In which category would you place a seed—living or non-living? Why?
Answer: A viable seed is living. It may appear inactive, but it can germinate and grow into a new plant when suitable conditions are available.
Characteristics of Living Beings – Quick Notes
| Characteristic | Easy Meaning | Example |
|---|---|---|
| Movement | Living beings or their parts can show movement. | Animal walking; flower opening |
| Nutrition | Living beings need food/nutrients. | Humans eat food; plants make food |
| Growth | Living beings increase and develop. | Child becoming an adult |
| Respiration | Living beings carry out respiration to release energy. | Humans and plants respire |
| Excretion | Waste products are removed. | Urine; water droplets in some plants |
| Response | Living beings respond to stimuli. | Touch-me-not folds leaves |
| Reproduction | Living beings produce new individuals of their kind. | Animals produce young ones |
| Death | Life processes eventually stop permanently. | Old plant or animal dies |
10.2 Essential Conditions for Germination of a Seed
For bean seeds, suitable water and air are necessary for germination. Light is generally not essential for the germination of most seeds, although some seeds have special light requirements.
Stages of bean seed germination.
Activity 10.2: Let us experiment
Take four identical pots filled with garden soil. Sow four bean seeds in each pot. Now, keep these pots in the following conditions for 15 days.
Easy idea: Keep the pots under different conditions of water, air and light, then compare germination.
| Pot | Condition | Air | Water | Sunlight | Prediction | Observation / Reason |
|---|---|---|---|---|---|---|
| A | Direct sunlight, no water | Available | Not available | Available | No germination | Seeds need water for germination. |
| B | Direct sunlight, excess water | Very little available in waterlogged soil | Excess | Available | Little or no healthy germination | Too much water fills spaces between soil particles and reduces air availability. |
| C | Dark, moist soil | Available | Available | Not available | Germination possible | Most bean seeds do not require sunlight for germination. |
| D | Direct sunlight, moist soil | Available | Available | Available | Germination expected | Suitable water and air are available. |
Do you think sunlight is necessary for germination of seeds?
Answer: For most seeds, sunlight is not necessary for germination. Bean seeds can germinate without sunlight.
Do the seeds in all the pots receive air, water and sunlight?
Answer: No. The conditions are different in each pot.
Is there any pot in which air is not available to the seeds? If so, why is it not available?
Answer: In Pot B, excess water fills the spaces between soil particles and reduces the availability of air.
What happens to the seeds in the pot where water is provided in excess?
Answer: They may not germinate properly because excess water reduces air availability.
Which seeds receive both air and water?
Answer: The seeds in Pots C and D receive suitable amounts of both air and water.
Identify the pots where you can notice the germination of seeds.
Answer: Germination is expected mainly in Pots C and D.
Do your observations match with your predictions?
Answer: They should broadly match if the experiment is performed correctly.
Write possible reasons in favour of your observations in Table 10.2.
Answer: Seeds require suitable moisture and air. Excess water reduces air spaces, while lack of water prevents germination.
Based on your observations, state the conditions which favour seed germination.
Answer: Suitable moisture and air favour seed germination. Most seeds do not need sunlight for germination.
Which of the following are essential for seed germination–air, water and sunlight?
Answer: Air and suitable water are essential for bean seed germination. Sunlight is generally not essential for bean seed germination.
Why do seeds require these conditions for germination?
Answer: Water softens the seed coat and activates growth processes. Air provides oxygen needed for respiration.
Do you think that the absence of one or more of these conditions will affect seed germination?
Answer: Yes. Lack of suitable water or air can stop or reduce germination.
Important Terms
Seed coat: The outer covering of a seed.
Embryo: The tiny developing plant present inside a seed.
Germination: The process by which a seed develops into a sprout.
Embryo: The tiny developing plant present inside a seed.
Germination: The process by which a seed develops into a sprout.
Water: Seeds require water for germination. Water enables the seeds to carry out the processes necessary for their growth. The outer covering of the seed is called seed coat. Water softens the seed coat and helps the tiny embryo inside it to develop into a plant.
Easy explanation: Water softens the seed coat and helps the embryo start growing.
Air and Soil: Seeds need air for germination. They use the air available in the spaces between soil particles. Moreover, spaces between the soil particles allow roots to grow easily.
Easy explanation: Seeds need air for respiration. Spaces in soil also give roots room to grow.
Light and/or dark conditions: We have learnt that for the bean seeds, presence of light is not essential for their germination.
Easy explanation: Bean seeds can germinate in darkness. After germination, sunlight is needed for further healthy growth.
Some seeds of flowering plants, like Coleus and Petunia, require light to germinate. Covering these seeds with soil inhibits their sprouting. Seeds of flowering plants, like Calendula and Zinnia, need darkness to germinate. These seeds should be covered with sufficient soil.
Answer: Different seeds may have different light requirements. Therefore, light is not equally necessary for all seeds.
How would you now categorise a seed, as living or non-living?
Answer: A viable seed is living because it can germinate and grow into a new plant under suitable conditions.
10.3 Growth and Movement in Plants
How do plants respond to sunlight?
Answer: Shoots generally grow towards sunlight.
Does sunlight affect the direction of growth of different parts of plants?
Answer: Yes. Shoots can bend and grow towards light. Roots generally grow downwards.
In which direction would the root and shoot of a plant grow and move if the plant is placed inverted?
Answer: The root bends and grows downwards, while the shoot bends and grows upwards.
Activity 10.3: Let us design
How would you design an activity to find answers to these questions?
Answer: Grow seedlings and place them upright, inverted and in light coming from only one direction. Observe the direction of root and shoot growth.
What is the direction of growth of root and shoot in beakers A, B and C based on your observations?
Answer:
- Beaker A: Root grows downwards; shoot grows upwards.
- Beaker B: Root bends and grows downwards; shoot bends and grows upwards.
- Beaker C: Root grows downwards; shoot bends towards the light.
Do your predictions match your observations?
Answer: They should match if the activity is performed properly.
What do you conclude from this activity?
Answer: Roots generally grow downwards, while shoots grow upwards. Shoots also show movement towards sunlight.
A bean seed developing into a young seedling.
Result of Activity 10.3
- When the plant is kept upright, the root grows downwards and the shoot grows upwards.
- When the plant is kept inverted, the root bends and grows downwards. Also, the shoot bends and grows upwards.
- When the plant gets sunlight only from one direction, the shoot grows in the direction of light while the root continues to grow downwards.
Remember: Shoots grow upward and show movement towards sunlight. Roots generally grow downwards.
Know a Scientist – Jagadish Chandra Bose
Jagadish Chandra Bose (1858–1937) was an Indian scientist. He used a machine called a crescograph to study and record plant growth and responses to stimuli.
10.4 Life Cycle of a Plant
Plant life cycle: seed → germination → plant → flower → fruit and seeds.
Activity 10.4: Let us explore
How long does it take for any change to occur? Make sketches of various changes that you observe in Table 10.4.
Answer: The exact time depends on the plant and conditions. Students should record the date of each visible change and draw the stages.
After how many days does the first flower appear?
Answer: The exact number of days depends on growing conditions and the variety of bean plant. Record the actual observation from the experiment.
After some parts of the flower have dried, can you see any further growth?
Answer: Yes. The flower develops into a fruit or pod containing seeds.
Which structure do the remaining parts of flower develop into?
Answer: The ovary develops into the fruit or pod, while ovules develop into seeds.
Can you notice a pod or a fruit with seeds develop from a flower?
Answer: Yes. In a bean plant, the flower develops into a pod containing seeds.
What happens to the plant after the fruits containing seeds are formed?
Answer: The plant eventually becomes old, stops growing and dies. The seeds can produce a new generation.
Does the plant become yellow and dry even when you continue watering it?
Answer: Yes. At the end of its life cycle, a plant gradually becomes yellow and dry even if suitable conditions are provided.
Sow the seeds obtained from your bean plant. Watch how the seeds give rise to a new generation of bean plants.
Answer: The seeds can germinate under suitable conditions and grow into new bean plants.
Life cycle of a plant:
Seed → Germination → Young plant → Mature plant → Flowers → Fruit/pod with seeds → New generation
Stage I
Seed
Seed
Stage II
Seed germination
Seed germination
Stage III
Leaves appear
Leaves appear
Stage IV
Flowers appear
Flowers appear
Stage V
Fruits and seeds
Fruits and seeds
10.5 Life Cycle of Animals
Have you ever observed how animals grow over time?
Answer: Yes. Young animals grow and develop into adults. Their body size and features may change as they grow.
Draw sketches of their young ones and name them.
Answer: Examples: kitten–cat, puppy–dog, calf–cow, tadpole–frog, chick–hen.
10.5.1 Life cycle of a mosquito
A mosquito passes through four main stages:
Egg → Larva → Pupa → Adult
Life cycle of a mosquito: egg → larva → pupa → adult.
Why is stagnant water related to mosquitoes laying eggs?
Answer: Mosquitoes commonly lay eggs in or near water, and their larvae and pupae develop in water.
What differences do you observe in the shape of larvae and pupae?
Answer: Larvae are elongated and worm-like, while pupae have a different, comma-like body shape.
Mosquito larvae and pupae live in water and require air to respire. They move to the surface of the water for air. What can be the reason for this?
Answer: They need air for respiration, so they come near the water surface to obtain air.
How can the life cycle of a mosquito be disrupted?
Answer: Prevent stagnant water from collecting and remove places where mosquitoes can breed.
I have seen my mother spraying kerosene oil on stagnant water. Why does she do so?
Answer: Kerosene can form a thin layer on water that interferes with air reaching mosquito larvae and pupae.
Safety note: Do not handle stagnant water or use chemicals such as kerosene yourself. Such control measures should be handled safely by responsible adults or appropriate authorities.
Activity 10.5: Let us analyse
How will you decide which stage (larva or pupa) comes immediately after the egg stage?
Answer: Observe larvae and pupae over several days and record which stage changes into the next stage. Larva changes into pupa, so the larval stage comes after the egg.
Now, suppose you are given a container filled with water from a puddle which contains larvae and pupae. Without separating them from the container, how would you design an activity to decide which stage, out of the two, gives way to the next?
Answer: Mark or photograph the larvae and pupae without disturbing them. Observe the same container every day. Record which form changes into the other. The larvae changing into pupae will show the sequence.
Mosquito life cycle:
Stage I – Egg
↓
Stage II – Larva
↓
Stage III – Pupa
↓
Stage IV – Adult mosquito
Stage I – Egg
↓
Stage II – Larva
↓
Stage III – Pupa
↓
Stage IV – Adult mosquito
Is it easy to imagine that a mosquito emerges from a pupa?
Answer: It may seem surprising because the pupa looks very different from the adult mosquito. This is an example of major changes during a life cycle.
The silk moth also passes through four life stages—egg, larva, pupa and adult. Eggs hatch into larvae, which then grow in size. Larvae secrete thread-like material which they wrap around themselves, before changing to pupae. These are the fibres that are used to make silk fabric. Do you know?
Answer: Yes. The silk fibres are obtained from the cocoons made by silkworm larvae.
10.5.2 Life cycle of a frog
How will you decide the sequence of the given stages (A, B, C, D, E, F)?
Answer: Compare the body features of each stage. Look for changes such as appearance of legs, reduction of tail and development of the adult body.
Frog development from egg and tadpole stages to a young frog.
Based on the observations listed in Table 10.5, draw the life cycle of a frog.
Answer:
Spawn → Embryo → Tadpole with tail → Tadpole with hind legs → Froglet → Adult frog
Spawn → Embryo → Tadpole with tail → Tadpole with hind legs → Froglet → Adult frog
Life cycle of a frog:
Spawn → Embryo → Tadpole → Tadpole with legs → Froglet → Adult frog
Spawn → Embryo → Tadpole → Tadpole with legs → Froglet → Adult frog
How are these eggs of a frog different from the other eggs that you may have seen?
Answer: Frog eggs are usually found together in a jelly-like mass called spawn and are laid in water.
Which stage has the shortest duration?
Answer: The exact duration can vary. In the textbook life cycle shown, the embryo stage is very short, about Day 3–4.
Is there a change in the habitat during the various stages in the life cycle of a frog?
Answer: Yes. Tadpoles live in water. Froglets begin spending some time on land, while adult frogs live both in water and on land.
How do the special features support that stage?
Answer: A tadpole’s tail helps it swim. Legs help froglets and adult frogs move on land and in water.
Frog stages:
- Stage IA – Spawn
- Stage IB – Embryo
- Stage IIA – Tadpole with tail
- Stage IIB – Tadpole with legs
- Stage III – Froglet
- Stage IV – Adult frog
Tadpoles develop legs but still have tails. Tails help them swim in water. Tadpoles grow gradually and start looking like little frogs called froglets. They still live in water but begin to spend some time on land. They continue to grow and lose their tails completely. Their legs become strong to help them jump and land. They become fully developed adult frogs who live both in water and on land.
Easy explanation: A tadpole is adapted for swimming. As it changes into a froglet and then an adult frog, its legs become stronger and its tail disappears.
Life Cycle Comparison
| Plant | Mosquito | Frog |
|---|---|---|
| Seed | Egg | Spawn / Egg |
| Germinating seed | Larva | Embryo |
| Young plant | Pupa | Tadpole |
| Mature plant | Adult | Froglet |
| Flower and fruit | Adult reproduces | Adult frog reproduces |
Common point: All living organisms pass through different stages of life and eventually produce the next generation.
Important difference: Mosquitoes and frogs show large changes in body form during their life cycles. Plants also pass through stages, but their stages are different from those of animals.
Keywords – Easy Meanings
Breathing Excretion Germination Larva Life cycle Living Movement Non-living Nutrition Reproduction Response Stimulus Death Growth Respiration Froglet Pupa Tadpole| Word | Easy Meaning |
|---|---|
| Stimulus | Anything that causes a living being to respond. |
| Response | The reaction of a living being to a stimulus. |
| Germination | Growth of a seed into a sprout. |
| Larva | An early stage in the life cycle of some animals such as mosquitoes. |
| Pupa | A stage between larva and adult in mosquitoes and some other insects. |
| Froglet | A young frog that develops from a tadpole. |
| Life cycle | The series of stages through which a living organism passes during its life. |
Summary – Chapter 10
- Objects around us can be classified as living and non-living.
- Living beings show movement, nutrition, growth, respiration, excretion, response to stimuli, reproduction and eventually death.
- Movement alone cannot decide whether something is living.
- Plants are living beings even though they do not normally move from one place to another.
- Seeds require suitable water and air for germination.
- Most seeds do not need sunlight for germination.
- Roots generally grow downwards and shoots grow upwards.
- Shoots can grow towards sunlight.
- A plant’s life cycle begins with a seed and continues through germination, growth, flowering, fruit formation and production of new seeds.
- Mosquitoes pass through egg, larva, pupa and adult stages.
- Frogs pass through spawn, embryo, tadpole, froglet and adult stages.
- Life cycles help living organisms continue their kind.
Let us enhance our learning
1. List the similarities and differences in life cycles of plants and animals.
Answer:
Similarities: Both plants and animals are born, grow, reproduce and eventually die. Their life cycles have different stages.
Differences: Plants generally begin from seeds, while animals may begin from eggs or young ones. Plants develop roots, shoots, flowers and fruits, whereas animals develop body structures suitable for their adult stage.
Similarities: Both plants and animals are born, grow, reproduce and eventually die. Their life cycles have different stages.
Differences: Plants generally begin from seeds, while animals may begin from eggs or young ones. Plants develop roots, shoots, flowers and fruits, whereas animals develop body structures suitable for their adult stage.
2. The table on the next page shows some data. Study the data and try to find out examples appropriate for the conditions given in the second and third columns. If you think that an example for any of the conditions given below is not possible, explain why.
| S. no. | Does it grow? | Does it respire? | Example | Remarks |
|---|---|---|---|---|
| 1 | No | No | Pencil | Non-living; it neither grows nor respires. |
| 2 | No | Yes | No normal living example | A living organism carries out growth and respiration as part of its life processes. An apparently non-growing organism may still be alive for a particular period, but the simple condition given is not a suitable normal example. |
| 3 | Yes | No | No normal living example | Growth requires life processes, including respiration. A normal living organism cannot grow without respiration. |
| 4 | Yes | Yes | Young plant | A growing plant is living and respires. |
3. You have learnt that different conditions are required for seed germination. How can we use this knowledge for proper storage of grains and pulses?
Answer: Grains and pulses should be stored in dry conditions with low moisture. This prevents germination and reduces spoilage by microorganisms.
4. You have learnt that a tail is present in a tadpole but it disappears as it grows into a frog. What is the advantage of having a tail in the tadpole stage?
Answer: The tail helps the tadpole swim efficiently in water.
5. Charan says that a wooden log is non-living as it cannot move. Charu counters it by saying that it is living because it is made of wood obtained from trees. Give your arguments in favour or against the two statements given by Charan and Charu.
Answer: Charan’s conclusion is correct, but his reason is incomplete. A wooden log is non-living because it no longer carries out life processes. Charu is correct that wood came from a living tree, but the wooden log itself is no longer a living organism.
6. What are the similarities and distinguishing features in the life cycles of a mosquito and a frog?
Answer:
Similarities: Both begin life as eggs and pass through several stages before becoming adults. Their young stages live in water.
Differences: A mosquito passes through egg → larva → pupa → adult. A frog passes through spawn → embryo → tadpole → froglet → adult. A mosquito has a pupa stage, while a frog does not.
Similarities: Both begin life as eggs and pass through several stages before becoming adults. Their young stages live in water.
Differences: A mosquito passes through egg → larva → pupa → adult. A frog passes through spawn → embryo → tadpole → froglet → adult. A mosquito has a pupa stage, while a frog does not.
7. A plant is provided with all the conditions suitable for its growth (Fig. 10.9). Draw what you expect to see in the shoot and the root of the plant after one week. Write down the reasons.
Answer: The root is expected to grow downwards and the shoot upwards. If light comes from one side, the shoot may bend towards the light. This happens because roots and shoots show directional growth.
8. Tara and Vijay set up the experiment shown in the picture (Fig. 10.10). What do you think they want to find out? How will they know if they are correct?
Answer: They want to investigate how a particular condition affects seed germination. They can compare the experimental setup with a suitable control setup and observe whether the seeds germinate differently.
9. Design an experiment to check if temperature has an effect on seed germination.
Answer:
- Take three identical containers with equal numbers of similar seeds.
- Give all containers the same suitable amount of water and air.
- Keep one container at a low temperature, one at normal room temperature and one at a warmer suitable temperature.
- Observe the seeds every day for several days.
- Record the number of seeds that germinate in each container.
- Compare the results to see whether temperature affects germination.
Learning Further
Make a field trip to a local garden. Interact with a gardener to learn about various conditions and the time required for the growth of various plants.
Suggested work: Record the plant name, amount of water, sunlight, soil condition, temperature and approximate time needed for growth.
Can we grow plants without germinating their seeds? Explore and cite some examples.
Answer: Yes. Some plants can be grown using vegetative parts such as stems, leaves or roots. Examples include potato from tubers, rose from stem cuttings and Bryophyllum from leaves.
Observe the life cycle of five plants grown at home, school, or in a nearby garden. Create a picture book containing pictures of various stages of their growth.
Suggested work: Choose five plants and record their stages from seed/young plant to mature plant, flowering and seed or fruit formation.
Try to observe some of the stages in the life cycle of a butterfly or a moth. Are these stages similar to the stages in the life cycle of a mosquito?
Answer: Both show major changes during their life cycles and have egg, larval and pupal stages. However, the names and appearance of the stages are different. A butterfly has egg → larva/caterpillar → pupa/chrysalis → adult.
In your opinion, would the environment affect the life cycles of insects? Explore and list the factors that affect the life cycles of insects.
Answer: Yes. Factors include temperature, water availability, food, humidity, sunlight and suitable shelter.
Let us create
Add more lines to the incomplete poem given below. Include information on the different stages in development of a frog. You may also draw and paint each stage as it appears in your poem.
One possible continuation:
From eggs came embryos in water so clear,
Then tadpoles appeared, swimming without fear.
With tails they moved through the water all day,
Then tiny hind legs grew on their way.
More legs appeared as the tadpoles grew,
A little froglet emerged from view.
The tail slowly vanished as time went by,
A young frog appeared beneath the sky.
Soon it became an adult frog so strong,
Living on land and in water all along.
From eggs came embryos in water so clear,
Then tadpoles appeared, swimming without fear.
With tails they moved through the water all day,
Then tiny hind legs grew on their way.
More legs appeared as the tadpoles grew,
A little froglet emerged from view.
The tail slowly vanished as time went by,
A young frog appeared beneath the sky.
Soon it became an adult frog so strong,
Living on land and in water all along.
Exam-Oriented Quick Revision
| Question | One-line answer |
|---|---|
| What is a stimulus? | Anything that causes a living being to respond. |
| What is germination? | Development of a seed into a sprout. |
| What does a seed need for germination? | Suitable water and air; light requirements vary among seeds. |
| Do plants respire? | Yes. |
| Do plants respond to stimuli? | Yes. |
| Why is a car non-living? | It does not carry out life processes. |
| Why is a seed living? | A viable seed can germinate and grow. |
| Direction of root growth | Generally downward. |
| Direction of shoot growth | Generally upward. |
| What is a mosquito’s first stage? | Egg. |
| What comes after larva in mosquito? | Pupa. |
| What is a frog’s young swimming stage? | Tadpole. |
| Why does a tadpole have a tail? | It helps the tadpole swim. |
| What happens to the frog’s tail? | It gradually disappears during development. |
Important Diagrams to Practise
- Seed germination
- Growth of root and shoot
- Life cycle of a bean plant
- Life cycle of a mosquito
- Life cycle of a frog
Practise drawing the frog life cycle and label each stage.
Practise the four stages: Egg → Larva → Pupa → Adult.
Looking for extra practice?
Additionally, use the worksheet below to revise Chapter 10 with questions and revision exercises. Class 6 Science Chapter 10, Living Creatures Exploring Their Characteristics, Class 6 Science notes.
Download Class 6 Science Chapter 10 WorksheetClass 6 Science Chapter 10, Living Creatures Exploring Their Characteristics, Class 6 Science notes, Class 6 Science solutions, NCERT Class 6 Science Chapter 10, Class 6 Science worksheet, characteristics of living organisms, living and non-living things, respiration, nutrition, growth, reproduction, Class 6 Science questions and answers.