NCERT Solutions for Class 6 Science Chapter 10 Living Creatures

 

Question 1. List the similarities and differences in life cycles of plants and animals.
Answer: Plants and animals both start life from a tiny initial form (a seed for plants, an embryo for animals) and grow into a mature organism. Both reproduce to create offspring - seeds develop in plants while young ones are born in animals. Each goes through clear stages of development, such as germination and flowering in plants, or egg, larva, and adult stages in animals. However, animals can usually move around freely from place to place, whereas plants stay fixed in one spot. The way they breathe is also different - animals use lungs or gills to respire, while plants breathe through small pores called stomata and special root structures called lenticels. For reproduction, animals have specialized body parts for this purpose, but plants use flowers, cones, or spores instead. Additionally, plants never stop growing throughout their entire life, but animals reach a certain size and then stop growing after they mature.
In simple words: Plants and animals both grow and have babies, but animals can move and plants cannot. They breathe in different ways and grow in different ways too.

Exam Tip: List at least two similarities and two differences clearly - examiners look for specific examples like "seeds for plants" and "eggs for animals" rather than general statements.

 

Question 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.

Answer: The table shows that different things have different combinations of the two properties - growth and respiration. Row 1 shows something that neither grows nor breathes, like a rock. Row 2 shows something that breathes but does not grow on its own, such as a virus. Row 3 shows something that grows but does not breathe, like a salt crystal that gets larger as more salt is added. Row 4 shows living things that both grow and respire, such as humans and plants.
In simple words: Some things grow but do not breathe, some breathe but do not grow, and some do both. This helps us tell the difference between living and non-living things.

Exam Tip: When filling the table, give clear real-world examples for each combination - rocks, viruses, salt crystals, and living organisms are the most common answers expected.

 

Question 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: To keep grains and pulses fresh and prevent them from sprouting during storage, we need to remove or control the conditions that seeds need to grow. First, keep them dry by storing in a dry place so moisture cannot start the germination process. Second, store them in a cool location to slow down any biological activity and growth. Third, use sealed containers that limit air exposure, since seeds need air to germinate. By managing these three factors - removing moisture, lowering temperature, and limiting air contact - we can stop seeds from sprouting and keep the grains and pulses in good condition for a long time.
In simple words: Keep grains dry, cold, and in closed containers. This stops them from growing and keeps them fresh for a long time.

Exam Tip: Name all three storage methods (dry, cool, airtight) and explain briefly why each one works - linking back to seed germination conditions shows deep understanding.

 

Question 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 of a tadpole serves two main purposes for survival in water. First, it helps the tadpole move through water quickly and easily so it can hunt for food and get away from danger. Second, the tail helps keep the tadpole balanced and steady while it swims, making its movements more controlled and smooth. As the tadpole develops into an adult frog, the tail is no longer needed because the frog develops four strong legs that become much better for moving on land and in water, so the tail gradually disappears.
In simple words: The tadpole's tail helps it swim fast and stay balanced in water. When it turns into a frog with legs, it does not need the tail anymore.

Exam Tip: Always mention both swimming ability and balance - examiners want to see you understand multiple functions of the tail, not just one.

 

Question 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 Argument (Wooden log is non-living):
For this view - A wooden log cannot move, grow, reproduce, or respond to its surroundings, so it fits the definition of non-living things. Against this view - While a wooden log comes from a tree that was once living, that alone does not automatically make the log itself living because the log no longer carries out any life processes.
Charu's Argument (Wooden log is living):
For this view - The log was made from wood that came from a living tree, and it retains some features of life, such as a cellular structure similar to what living things have. Against this view - Even though the log was once part of a living tree, after being cut from the tree, the log loses the power to perform life functions and cannot be thought of as a living thing anymore.
The correct conclusion is that a wooden log is non-living. Although it came from a living organism, once separated, it no longer displays the key characteristics of life such as growth, reproduction, or response to stimuli.
In simple words: A wooden log is not living because it cannot grow, make babies, or move on its own. It came from a tree, but once cut down, it is no longer alive.

Exam Tip: For this type of question, evaluate both sides fairly but explain which view is correct by using the definition of living things - movement, growth, reproduction, and response to stimuli are key markers.

 

Question 6. What are the similarities and distinguishing features in the life cycles of a mosquito and a frog?
Answer:
Similarities: Both mosquitoes and frogs start their lives as eggs. Both animals also pass through a larval stage - tadpoles in frogs and larvae in mosquitoes - that lives in water before becoming adults.
Distinguishing Features:
Mosquito: The stages are egg, larva, pupa, then adult. Mosquito larvae and pupae live in water while adults can live both in water and on land. Larvae and pupae breathe using special tubes called siphons.
Frog: The stages are egg, tadpole, froglet, then adult. The tadpole is aquatic but the adult frog can live both in water and on land. Tadpoles have gills for breathing in water, while adult frogs have lungs and can also breathe through their skin.
In simple words: Both start as eggs and have a water stage, but mosquitoes go through four stages while frogs go through four stages too. They breathe differently at each stage and look very different when they grow up.

Exam Tip: List the exact stages for each animal and mention the key difference in respiration - siphons for mosquitoes versus gills for tadpoles - this specific detail often earns full marks.

 

Question 7. A plant is provided with all the conditions suitable for its growth (Figure). Draw what you expect to see in the shoot and the root of the plant after one week. Write down the reasons.
Answer:
Expected Growth of the Plant After One Week:
Shoot Growth: The green part of the plant (the shoot) will grow upwards and reach towards light. The leaves will spread out and new leaves may form to help the plant capture more sunlight for making food.
Root Growth: The roots will grow downwards deep into the soil to help the plant stay firmly in place and gather water and minerals. New fine roots (root hairs) will grow to help the plant take in more water and nutrients.
Reasons: The shoot grows towards light because plants need light to produce food and survive. Roots pull downwards because of the force of gravity, which keeps them in the soil where they can find water and nutrients. This way, the plant can get everything it needs from its surroundings to grow healthy and strong.
In simple words: The shoot goes up to catch sunlight. The roots go down to find water and stay strong. The plant does this naturally because it needs light from above and water from below.

Exam Tip: Mention both light attraction (phototropism) and gravity pull (gravitropism) as the reasons - naming these terms shows better understanding than just saying "it needs light and water."

 

Question 8. During the COVID-19 pandemic, all of us wore masks. Generally, what material are they Tara and Vijay set up the experiment shown in the picture (Figure). What do you think they want to find out? How will they know if they are correct?
Answer: Tara and Vijay are trying to understand how the way a seed is placed affects which direction the shoot grows (the green part above ground) and which direction the root grows (the part below ground).
Observation: If the shoot always grows upwards (towards light) and the root always grows downwards (into the soil), no matter how the seed is positioned, this shows that plants have natural mechanisms like phototropism and gravitropism that guide their growth in the right directions.
Experimental Setup:
Left Pot - The seed is placed flat (horizontally). Expected result - The shoot will bend and grow upwards, and the root will curve and grow downwards.
Middle Pot - The seed is placed with the shoot pointing downwards. Expected result - The shoot will bend and grow upwards, and the root will bend and grow downwards.
Right Pot - The seed is placed with the shoot pointing upwards. Expected result - The shoot will continue to grow straight upwards, and the root will continue to grow straight downwards.
Checking of Results: After one week, they can observe the direction in which shoots and roots have grown in each pot. In all cases, shoots should have grown upwards and roots downwards, regardless of how the seed was initially placed. This experiment shows that plants are naturally programmed to grow in the correct directions for survival and good health.
In simple words: No matter which way you plant a seed, the green shoot always goes up towards light and the roots always go down into the dirt. The plant knows which way to grow all by itself.

Exam Tip: Explain all three pot setups and what happens in each - showing that shoots and roots respond the same way regardless of seed placement demonstrates complete understanding of the concept.

 

Question 9. Design an experiment to check if temperature has an effect on seed germination.
Answer:
Experiment to Check the Effect of Temperature on Seed Germination
Materials: Identical pots, soil, seeds, thermometers, and different temperature-controlled environments (such as a refrigerator for cold, room temperature for medium, and a heated space for warm conditions).
Procedure: Fill each pot with the same type of soil. Plant seeds in each pot. Place each pot in a different temperature environment - some in cold, some at room temperature, and some in warm conditions. Water each pot equally. Keep track of how many seeds sprout in each environment every day for two weeks.
Observation: Measure and compare how quickly seeds sprout and how well they grow in each temperature setting.
Conclusion: Based on what you observe, figure out which temperature works best for seeds to sprout and grow well.
In simple words: Put seeds in the same soil in different warm and cold places. Watch which ones grow fastest. This shows if heat or cold matters for making seeds grow.

Exam Tip: Include all five parts - materials, procedure, observation, and conclusion - examiners mark experiments based on whether all steps are clearly stated and logically connected.