NCERT Solutions for Class 6 Science Chapter 02 Diversity in the Living World

Question 1. Here are two types of seeds. What differences do you find among the roots and leaf venation of their plants?
Answer: Wheat and kidney beans show clear differences in their root and leaf patterns. Wheat has fibrous roots - many thin, branched roots that spread out from the stem base. Its leaves show parallel venation, where veins run side by side along the leaf length. Kidney beans have a taproot system - one main root growing straight down with smaller roots branching off. Their leaves display reticulate venation, forming a network pattern with veins branching from a central midrib across the leaf.
In simple words: Wheat roots spread out like fingers, and its leaf veins run parallel. Kidney bean roots have one thick main root going down, and its leaf veins branch out in a net pattern.

Exam Tip: Always mention both roots and leaf patterns when comparing seed types - examiners look for detailed observation of both features, not just roots alone.

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: The animals should be grouped by where they live - land, water, or both. Aquatic animals (Area A) include Dolphin and Whale, which live only in water. Terrestrial animals (Area B) are Horse, Sheep, Squirrel, Pigeon, and Earthworm, which live only on land. Animals living in both habitats (Area C) are Frog, Crocodile, and Tortoise, as they can survive in water and on land.
In simple words: Dolphins and whales go in Area A - they only live in water. Horses, sheep, squirrels, pigeons, and earthworms go in Area B - they only live on land. Frogs, crocodiles, and tortoises go in Area C - they can live both in water and on land.

Exam Tip: Focus on identifying animals that can live in BOTH places - examiners often test whether you know amphibians and semi-aquatic animals, not just fully aquatic or fully terrestrial ones.

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: A radish is a taproot system, meaning it has one main root that grows downward and is larger than the side roots branching from it. This type of root stores food and nutrients for the plant. Radish leaves show reticulate venation. In this pattern, veins form a network across the leaf, with smaller veins branching off from the main central vein and spreading throughout the leaf.
In simple words: A radish has one thick root going down - that is a taproot. Its leaves have veins that branch out like a net or web pattern.

Exam Tip: Remember - taproot has one main root going down; fibrous roots spread out sideways. Reticulate venation looks like a branching net; parallel venation looks like parallel lines.

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: Mountain goats and plains goats share many traits but are adapted to their different environments. Both belong to the same goat family and are herbivores eating plants. Both have hooves and horns for survival. However, mountain goats have thick, long fur for protection against harsh, cold mountain weather. They are stockier and more muscular, suited for climbing rocky terrain. Their hooves have rough texture for better grip on rocky surfaces. They often have curved, sharp horns for defense in mountains. Plains goats have shorter fur suited to warmer climates and a leaner build good for flat, open areas. Their hooves are more suited for walking on grass. Their horns are usually less pronounced. These differences exist because mountain goats must survive in cold, rocky mountains while plains goats live in warm, flat areas, so each has developed features that help it survive in its own habitat.
In simple words: Both are goats with horns and hooves. Mountain goats have thick fur and strong muscles for climbing rocks in cold places. Plains goats have short fur and lean bodies for running on flat grass in warm places.

Exam Tip: Structure your answer as three parts - similarities, differences, and reasons - to score full marks. Examiners reward clear organization and linking adaptations to habitat.

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: One way to organize these animals is by their habitat - land dwellers and water dwellers. Terrestrial animals include Cow, Cockroach, Pigeon, Bat, Tortoise, Grasshopper, and Lizard - these live on land. Aquatic animals include Whale and Fish - these live in water. Another grouping could be by body covering - animals with fur or hair (Cow, Bat, Whale) versus animals with scales, shells, feathers, or exoskeletons (Cockroach, Pigeon, Tortoise, Fish, Grasshopper, Lizard). A third method could separate animals by how they move - fliers (Pigeon, Bat, Grasshopper) and non-fliers (remaining animals).
In simple words: You can split these animals many ways - by where they live (land or water), what covers their body (fur or shells), or how they move (flying or not flying).

Exam Tip: The question asks for grouping by a feature NOT in the chapter - avoid using the exact classification methods taught in class. Show creative thinking while keeping grouping logical and defensible.

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: Cutting down forests creates major problems for our environment and the creatures that live there. When trees are removed, many species lose their homes, causing a drop in biodiversity. Trees take in carbon dioxide, so removing them increases greenhouse gases and speeds up global warming. Tree roots hold soil together, and without them, soil becomes loose and washes away easily. Trees are critical to the water cycle, and deforestation changes rainfall patterns. Many people depend on forests for their living, and when forests disappear, they lose their way of life. We can tackle this issue through planting new trees to replace those cut down, using logging methods that do not damage ecosystems, creating more protected parks and wildlife reserves, involving local communities in forest protection, making and enforcing strict laws against illegal logging, and teaching people about forests and conservation. Each action matters - from planting trees locally to supporting large-scale protection efforts, we can reduce deforestation and its damage.
In simple words: Cutting forests harms animals, changes weather, and hurts people who depend on them. We can help by planting new trees, protecting forests with laws, and teaching others to care for them.

Exam Tip: Balance your answer between impacts (negative effects) and solutions (ways to address the problem) - do not just list one side. Mention specific solutions like reforestation and legislation for stronger answers.

Question 7. Analyse the flowchart. What can be examples of 'A' and 'B'?
Answer: Looking at the flowchart, 'A' represents plants that have reticulate venation in their leaves. Examples of Group A include Mango, Hibiscus, and Rose. These are dicots - plants with two seed leaves - and they have a taproot system. 'B' represents plants that do not have reticulate venation; they have parallel venation instead. Examples of Group B are Wheat, Maize, and Grass. These are monocots - plants with one seed leaf - and they have fibrous roots. The flowchart helps classify plants based on whether their leaves show a branching network pattern (reticulate) or parallel lines (parallel venation).
In simple words: A plants have net-like leaf veins - think mango and rose. B plants have straight-line leaf veins - think wheat and grass.

Exam Tip: Use the flowchart logic to give examples - if a plant has leaves with reticulate venation, it goes in Group A; if parallel venation, it goes in Group B. Do not just list random plant names.

Question 8. Raj argues with his friend Sanjay that "Gudhal (hibiscus) plant is a shrub". What questions can Sanjay ask for clarification?
Answer: Sanjay can ask several questions to test whether the Gudhal plant truly fits the definition of a shrub. He could ask about the plant's height compared to other plants, since shrubs are usually medium-sized rather than very tall or very short. He could inquire about the stem - whether it is hard but not too thick, which is typical of shrubs. He could ask how the branches appear - shrubs usually have branches starting close to the ground rather than high up. He could question whether the stem is woody, since most shrubs have woody stems. By asking these questions, Sanjay can verify each feature that defines a shrub and confirm or challenge Raj's claim.
In simple words: Sanjay can ask - Is the stem hard and thick? Do branches start low on the plant? Is it medium-sized, not too tall? Does it have woody stems?

Exam Tip: When asked to suggest clarification questions, reference the actual definitions of the category in question (here, shrub characteristics) - do not invent random questions unrelated to plant classification.

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 A includes dicots with taproot systems. Examples are Mango, Rose, and Hibiscus. Plants in Group A share the characteristic of having reticulate venation - their leaves display a branching, net-like pattern of veins. Group B includes monocots with fibrous roots. Examples are Wheat, Maize, and Rice. Plants in Group B share the characteristic of having parallel venation - their leaves show veins running side by side in parallel lines.
In simple words: Group A plants (mango, rose, hibiscus) all have leaves with net-like veins. Group B plants (wheat, maize, rice) all have leaves with straight-line veins running parallel to each other.

Exam Tip: Always link the leaf venation pattern to the plant type - dicots have reticulate, monocots have parallel. This connection is a key exam concept.

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: Ducks have webbed feet, which differ significantly from the feet of other birds like pigeons. Webbed feet have skin stretched between the toes, connecting them together, whereas pigeons and most birds have separate toes with no webbing. This special adaptation allows ducks to excel at swimming - the webbed feet act like paddles, pushing water efficiently. Ducks can also walk on muddy or wet ground without sinking, as the webbing spreads their weight over a larger area. The webbed structure is specifically designed for movement in water, making ducks powerful swimmers. The feet also help ducks stay balanced on slippery surfaces and keep them from sinking into soft mud or water.
In simple words: Duck feet have skin between the toes that other birds do not have. This helps ducks swim fast by pushing water, and helps them walk on muddy ground without sinking.

Exam Tip: When comparing body parts, always describe the structural difference first, then explain what that structure lets the animal DO - adaptation and function go hand in hand in exam answers.