NCERT Solutions Class 6 Science Chapter 10 - Living Creatures: Exploring Their Characteristics

For students in Class 6, embarking on the adventure of investigating living organisms in Science is an exciting endeavor. The NCERT Solutions for Chapter 10: Living Organisms - Characteristics and Habitats are useful resources for enhancing understanding and engaging young learners with the huge variety of life in a simpler and located manner.

Science, at its essence, is understanding the world around us: What is the world comprised of? Why do things happen as they do? Science is based on an empirical process of observation, experimentation, and evidence. Learning science is learning curiosity and how to ask questions and think logically. This is a skillset that extends far beyond the classroom.

The NCERT Solutions for Class 6 Science Chapter 10 support students in developing a solid foundation of understanding the characteristics of living organisms and encourage them to keep their curiosity about how life exists. As students begin to engage with these solutions, they begin to see biology not simply as a subject to learn, but as a lens to view the world with wonder, clarity, and through critical thinking.

1.0NCERT Solutions for Class 6 Chapter 10: Living Creatures - Download PDF

The free PDF of NCERT Solutions for Class 6 Science Chapter 10 - "Living Creatures" can be downloaded from below:

2.0Key Concepts in Chapter 10: Living Creatures - Exploring Their Characteristics

The NCERT book, particularly the Class 6 Science, introduces students to the basic properties that differentiate living things from non-living things (and the variety of forms of living things) in the chapter "Living Creatures - Understanding their Features." 

Introduction to Living Creatures - You would begin with the definition of a living creature and how they differ from non-living creatures, which continues to build their natural curiosity.

Characteristics of Living Beings: It delves into the major characteristics that define life:

• Movement: How living things move from one place to another or show movement in parts.
• Growth: The increase in size and development over time.
• Respiration: The process of taking in oxygen and giving out carbon dioxide to release energy.
• Excretion: The removal of waste products from the body.
• Reproduction: The process by which living things produce more of their own kind.
• Response to Stimuli: How living things react to changes in their surroundings.
• Need for Food: The requirement of living things for energy and growth.

Variation in Living Organisms: This chapter clearly covers the vast diversity of living organisms, from microscopic organisms to animals and green plants, and point out to students that they can be the same or different yet have variability differently.

Habitat: The chapter introduces the concept of "Habitat", or the natural home or environment of an animal, plant, or other organism; and how living things are adapted to their particular habitat.

Characteristics of the Habitat: This chapter discusses the components of the habitat including biotic (living), abiotic (non-living), and how they all depend on each other.

Real World Examples: In this chapter the concept is well supported with a variety of awe real world examples to assist students make sense of the scientific concepts the chapter explores, by using events and situations that students can relate to - from very literal simple day-to-day life examples for Class 6 (such as animals that you see all around you, or plants in your garden).

Here are some common subtopics covered in this chapter:

• What are Living Things?
• Defining characteristics
• Distinguishing living from non-living things
• Movement in Living Things
• Animals and their various movements
• Plant movements (e.g., bending towards light)
• Growth and Development
• How living things grow
• Life cycles of different organisms
• Respiration
• Importance of breathing
• Different ways organisms breathe
• Excretion
• Removing waste products
• Reproduction
• How living things produce offspring
• Response to Stimuli
• Sensitivity and reactions to changes
• Need for Food
• Different feeding habits (herbivores, carnivores, omnivores)
• Photosynthesis in plants
• Habitats
• Types of habitats (terrestrial, aquatic)
• Adaptations of living things to their habitats
• Biotic and Abiotic Components
• Interdependence of living and non-living factors

3.0NCERT Solutions Class 6 Science Chapter 10 : Detailed Solutions

• List the similarities and differences in life cycles of plants and animals. Ans. Similarities and differences in life cycles of plants and animals -

Differences -

• The table 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?

Ans.

• You have learnt that different conditions are required for seed germination. How can we use this knowledge for proper storage of grains and pulses? Ans. To ensure proper storage of grains and pulses and prevent germination. 1.Store them in dry place: Since seeds need water to germinate hence, seeds should be stored in a dry place where there is no moisture. 2.Airtight: Seeds also need air to germinate, keeping them in airtight container preventing spoilage for a longer time. 3.Cool storage: Seeds need the right temperature to germinate by storing grains and pulses in cool places.
• You have learnt that a tail is present in a tadpole, it disappears as it grows into a frog. What is the advantage of having a tail in the tadpole stage? Ans. Advantage of having a tail in the tadpole stage 1.The tail is a primary means of locomotion (swimming) in tadpoles. 2.It helps them to navigate their aquatic environment. 3.It helps in maintaining balance during swimming.
• Charan says that a wooden log is nonliving 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. Ans. Charan's statement - A wooden log is non-living as it cannot move. Argument 1: While movement is only associated with living things, it is not the only criteria to determine whether something is living. Many living organisms (like plants) do not move in the same way animals do. Argument 2: Living organisms show several characteristics, including growth, reproduction, metabolism and response to stimuli, not just movement. Charu's statement - It is living because it is made of wood obtained from trees Argument 1. While it is true that wood comes from living trees, once the wood is cut and formed into a log, it no longer exhibits the characteristics of living organisms. Argument 2. Wood as a material does not undergo metabolic processes or grow after being cut from the tree, which are key indicator of living organisms.
• What are the similarities and distinguishing features in the life cycles of a mosquito and a frog? Ans. Similarities - 1.Aquatic egg stage/larval stage: Both have an aquatic larval stage, mosquito hatch from eggs into larvae, and frog eggs hatch into tadpoles which are both adapted to living in water. 2.Metamorphosis: Both undergo a process of metamorphosis where they change from one form to another. This transformation is essential for their development from larvae to adults. Distinguishing feature - 1.The transformation from larva to pupa occurs in water followed by emergence as an adult mosquito.
  
  Life cycle of mosquito Tadpole undergoes significant changes, including the development of legs, and the disappearance of tail.
  
  Life cycle of frog 2.Adult mosquitoes are small, flying insects that feed on nectar and females usually feed on, blood. Adult frogs are typically terrestrial and are known for their jumping ability. Aquatic larva and pupae, terrestrial adult.
• 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.
  
  Observations

• Shoot: Growth upwards, towards the light source.
• Root: Growth downwards, into the soil for stability and nutrient absorption. Reasons:
• Shoots grow towards light (phototropism) for photosynthesis.
• Roots grow downwards (geotropism) for nutrient absorption.

• Tara and Vijay set up the experiment shown in the picture. What do you think they want to find out? How will they know if they are correct?
  
  Experimental set-up Ans. Tara and Vijay are likely trying to understand how the orientation of a seed affects the growth direction of the shoot (the green part above ground) and the root (the part below ground). Observation: The shoot always grows upwards (towards the light) and the root always grows downwards (into the soil), regardless of how the seed is placed, this shows that plants have natural mechanisms (like phototropism and geotropism) that guide their growth direction.
• Design an experiment to check if temperature has an effect on seed germination. Ans. AIM: Experiment to Check the Effect of Temperature on Seed Germination. Materials: Identical pots, soil, seeds, thermometers, and different temperaturecontrolled environments (e.g., refrigerator, room temperature, heated environment). Procedure-(i): Fill each pot with the same type of soil. Procedure-(ii): Plant seeds in each pot. Procedure-(iii): Place each pot in a different environment with controlled temperatures (e.g., cold, room temperature, warm). For example, keep one pot outside in balcony to get sunlight. Put another in shade in the room. Keep the third one in basement or at coldest part of the house. Procedure-(iv): Water each pot equally. Procedure-(v): Record the number of seeds germinated in each environment daily for two weeks. Observation: Measure and compare the rate of germination and growth in different temperatures. Conclusion: The conclusion based on the observations is that optimal temperature is required for seed germination.

4.0Key Features of NCERT Solutions Class 6 Science Chapter 10: Living Creatures - Exploring Their Characteristics

• Strong Foundation in the Subject Matter: The solutions provide a detailed explanation and structured answers to help students understand the subject matter and solidify their understanding of basic principles and concepts to help explain science relating to living organisms in 6th (and 5th) grade.
• Improved Understanding of Concepts: They do not just provide clear solutions, but explain the "why and how" they can explain the scientific phenomena, relating to Science Chapter 10 - Matter, in 6th grade. This helps develop the students' understanding of concepts.
• Improved Problem Solving Skills: When regularly used, these solutions guide students to have a systemic approach to solving problems; an important skill to obtain in the subject of Science.
• Improved Examination Inputs: It provides students the opportunity to practice and go through a variety of questions including multiple choice, short answer, long answer, and case study questions, helping them perform better and answer confidence when facing examination questions.
• Improved Confidence in Subject Matter: Students' confidence in the subject is greatly improved when they can understand and successfully solve their text book questions correctly.