The Chain of Life Notes Questions and Answers Class 5 Basic Science Chapter 1 Kerala Syllabus

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The Chain of Life Class 5 Questions and Answers Notes

Class 5 Basic Science Chapter 1 Question Answer Notes Pdf The Chain of Life

Basic Science Class 5 Chapter 1 Question Answer Kerala Syllabus

Let Us Assess

Question 1.
‘The plants with red-coloured leaves cannot prepare food by themselves’. Do you agree? Why?
Answer:
I agree with the statement. To make food by themselves in plants, it is necessary that they have the pigment chlorophyll. Only in green coloured leaves, chlorophyll is seen.

Question 2.

Question 2.
What will happen to this food web if the number of frogs decrease?
Answer:
If the number of frogs in this food web went down, it would affect other groups of animals. In order of possible outcomes, here they are:

• Increasing the number of insects: Frogs eat insects, mostly mosquitoes, grasshoppers, and cockroaches. Because they wouldn’t be being eaten by frogs, these insect numbers would probably grow if there were fewer of them.
• Effects on Plants: More grasshoppers and bugs, which eat plants, could mean more damage to plants.
  Snake and house lizard populations: Without as many frogs, it would be harder for these animals to find food. Because of this, their numbers might go down.
• Illnesses Spread by Mosquitoes: More mosquitoes could make people and other animals more likely to get illnesses that mosquitoes carry. The balance of this food web would be thrown off by a drop in frogs. It’s possible that the number of insects would grow, but the number of predators and some plants might go down.

Question 3.
Observe the illustration and complete the stages of gaseous exchange in plants.

• Atmospheric air enters the plant.
• Photosynthesis takes place using the carbon dioxide in the atmospheric air.

Answer:

• Atmospheric air enters the plant.
• Photosynthesis takes place using the carbon dioxide in the atmospheric air.
• Oxygen is released.
• Oxygen is absorbed.
• Carbon dioxide is released.

Extended Activities

Question 1.
Wrap the leaf of a plant with a transparent polythene cover. Observe it the next day. What is seen in the polythene cover? What would be the reason?
Answer:
If you wrap a leaf of a plant with a transparent polythene cover and observe it the next day, you will likely see water droplets forming on the inside of the cover.
Reason: This is because of a process in plants called transpiration. Here is what happens:

• Plants take in water through their roots. .
• Some of this water is used for growth and other processes.
• The rest of the water evaporates from tiny pores on the underside of leaves called stomata.
  Since the transparent cover traps the water vapour, it condenses back into liquid water droplets on the cooler surface of the plastic.

Question 2.
Observe a pond in your locality and write the maximum food chains. Find out If there ¡s any human activity that destroys the habitat of a pool.
Answer:

Human Activities that Harm Ponds:

• Pollution: Runoff from fertilisers, pesticides, and litter can harm plants and animals in the pond.
• Habitat Destruction: Draining ponds for development or removing plants disrupts the food chain and shelter for animals.
• Introduction of Invasive Species: Introducing fish or plants not native to the pond can disrupt the ecosystem by outcompeting native species.

The Chain of Life Notes Questions and Answers

Question 1.
Observe the picture.

a) Which bird is in the picture?
Answer:
Kingfisher

b) What is its main food?
Answer:
Fish

c) Where is the bird usually seen?
Answer:
In burrows on the banks of rivers or ponds.

d) What could be the reason for that?
Answer:
Due to the availability of fishing facilities near water sources.
The kingfisher lives in burrows on river banks or near ponds. They mostly choose places near water sources where they can fish.

Question 2.
There are many creatures around us who eat various kinds of food.
What are the different types of food that they eat? What is the main food of goat?
Answer:

• Leaves
• Twigs
• Weeds
• Shrubs
• Vines to grass

Question 3.
Which other Creatures feed on parts of plant? Find and write.
Answer:

• Deer
• Rabbit
• Cow
• Elephant
• Buffalo

Habitat is the environment in which an animal, plant, or any other type of organism lives. For example, a pond, a field, a sea, a meadow, and a tree are examples of different habitats.

Question 4.
Observe the picture.

a) Write down the creatures seen in the picture.
Answer:
Crow, Crane, Dragonfly, Frog, Grasshopper, Tortoise, Snail, Small fish, Crab, Snake

b) Which of these creatures feed on plants?
Answer:

• Small fishes
• Grasshopper
• Snail
• Dragonfly

c) Which creatures feed on small fishes?
Answer:

• Crane
• Crow
• Frog

Take, for example, the field, we can see frogs, grasshoppers, crabs, small fish, big fish, worms, plants, etc. Here, each animal feeds on the other and becomes the food of the other. Every creature in our Earth feeds on some other organism.
Small fishes feed on plants.
Large fishes feed on small fishes.
Cranes feed on fishes.

Question 5.
Complete the illustration by adding other creatures in the field.

Answer:

Habitat
The natural environment in which an organism lives. An ecosystem ¡s an interconnected system of living and non-living elements.

Question 6.
Complete the food relationship by adding other creatures that feed on them.

Answer:

Question 7.
Present the completed food relationship in the class. Expand the food relationship by adding more organisms and illustrating them in the science diary.
Answer:

Living things depend on each other for food. This interrelationship of organisms is the food web.

Animals such as deer, rabbits and grasshoppers are herbivores. Other animals that eat them are tigers, foxes, frogs, etc.

Question 8.
Some sea creatures are shown in the picture.

Look at the information in the table below and draw a food web that includes these organisms.

Organism	Food
Shark	Squid, fishes, sea turtle
Sardine	Small fishes, plankton
Sea turtle	Plant parts, fishes
Small fishes	Plankton

Answer:


Plankton are small plants that flow freely in water bodies. They are the producers in the ocean ecosystem.

Question 9.
Observe a tree in your surroundings, continuously for a few days. Draw a food web in your science diary that includes the organisms you observed.
Answer:

Question 10.
Observe the picture.

a) Did you see the fish in the pool? What components does the fish need to survive?
Answer:

• Sunlight
• Aquatic plants
• Small insects
• Air
• Water
• Worms
• Rocks and gravel (Provide a home for beneficial bacteria, which helps to break down waste products in water. Thus, it can help to add oxygen to the water.)

b) Don’t you think other organisms in the pond also need these components to survive?
Categorise and list the components of the pond.
Answer:
Living things

• Small insects
• Aquatic plants
  Small fishes
• Planktons

Non-living things

• Sunlight
• Air
• Waste products
• Water
• Rocks
• Dissolved oxygen
• Minerals

Question 11.
Are there any other habitats around us?
Answer:
Yes, there are many habitats around us. A habitat is an environment that contains all the elements needed by many organisms.
Example: Field, pond, mangroves, trees.

Question 12.
Observe the biodiversity garden in your school.The biodiversity garden is a habitat for many creatures. Which are they? What are the favourable conditions for the presence of the various organisms found in the biodiversity garden?
Observe and prepare notes.
Answer:
1) Aim of Observation: To identify the creatures present in the biodiversity garden and document the favourable conditions that contribute to their presence.

2) Materials (if required):

• Notebook and pen
• Camera (optional)
• Magnifying glass (optional)
• Field guide (optional)

3) Conditions of Observation:
Where: Biodiversity garden of your school
How: Observe the garden quietly, looking for signs of life on plants, under rocks, in the soil, and the air. Pay attention to sounds and movement. You can gently turn over rocks or leaves. to observe hidden creatures, but be sure to replace them carefully.
When: Choose a time of day when there is likely to be more activity, such as early morning or late afternoon.

4) Findings:

• List of Creatures:
• Identify the different creatures you observe, such as insects (bees, butterflies, ladybugs), birds (hummingbirds, sparrows, finches), reptiles (lizards, snakes), amphibians (frogs, toads), and small mammals (mice, shrews).
• Note the approximate number of each type of creature observed.
• Favorable Conditions:
• Observe and record the following aspects of the garden that might be attracting these creatures:
• Variety of plant life, including flowering plants, shrubs, and trees.
• Presence of water features like ponds.
  Areas of shelter, such as rock piles.
• Minimal use of pesticides and herbicides.

5) Conclusion:

• Based on your observations, discuss the relationship between the variety of plants and features in the biodiversity garden and the presence of different creatures.
• How do these features create a favourable habitat for various organisms?
• Mention any limitations of your observation (e.g., time of day, weather conditions) and how they might have affected your findings.

Question 13.
Present a role play in your class involving living and non-living things in a biodiversity garden.
Answer:
Busy biodiversity garden — A classroom roleplay
Characters:

• Narrator (Teacher)
• Sun (Student 1)
• Butterfly (Student 2)
• Spider (Student 3)
• Worm(Student4)
• Lady Bug (Student 5)
• Rock (Student 6)
• Water droplet (Student 7) . . . . . .. .

Narrator : Today, our classroom transforms into a busy biodiversity garden. We have living things like plants and animals, and non-living things that support them. Let us see how everyone plays their part. (Sun stretches)

Sun : Hello everyone! I am the Sun, and I bring light and warmth to the garden.

Butterfly : (Fluttering wings) Oh, thank you, Sun. Your light helps me find the most delicious nectar from the flowers. (Butterfly flies towards a colourful flower)

Narrator : The butterfly uses its beautiful wings to fly from flower to flower, searching for food.

Spider : (Spinning a web) Hold on a minute, Butterfly. Do not get too close to my web. I might mistake you for a tasty snack.

Butterfly : (Gasps) Oh my God! I would not want to be your lunch. But do not worry, spiders are good for the garden, they help control other insects. (Worm peeks out of the soil)

Worm : (Wiggling) Hello everyone! I am down under the soil, helping to break down fallen leaves and other things into nutrients that plants need to grow.

Lady Bug : (Crawling on a leaf) Hi Worm! You are doing an essential job. And look at me, I am eating aphids (sap-sucking insects) that could harm the plants. We all have a role to play.

Rock : (Sturdy and silent) Don’t forget about me. I may not be alive, but I provide shelter for some creatures and help with drainage in the soil.

Water Droplet: (Sparkling) And I am a tiny water droplet, but I am essential for all of you. Plants need me to grow and all living things need water to survive.

Narrator : See how everyone, living and non-living, plays a part in this beautiful biodiversity garden. The Sun provides energy, the butterfly pollinates flowers, the spider controls insect populations, the worm enriches the soil, the ladybug protects plants, the rock offers shelter, and the water droplet sustains life.

All Characters: (Together) Together, we make this a healthy and thriving biodiversity garden. (The students can bowor wave to the audience)

Narrator :This is just a small example of the amazing diversity of life in a biodiversity garden. Remember, even in your backyards, countless creatures and features contribute to a healthy ecosystem.

Question 14.
Living things can exist only by depending on non-living things. Do you agree with this statement? Why?
Answer:
I agree with the statement. Living things can exist only by depending on non-living things. From water and air for basic functions to sunlight for energy, non-living components provide the foundation for life. Even the habitat itself, with its rocks, soil, and water bodies, is crucial for survival. Living things may interact and depend on each other, but the essentials for life come from the non-living world.

Question 15.
Can you suggest a suitable definition for habitat?
Answer:
A habitat is an environment containing all the elements many organisms need.
Example: Field

Question 16.
Observe your surroundings and find different types of habitats.
Answer:

• Biodiversity garden
• Pond
• Lake
• Tree
• Forest
• River

Question 17.
Observe the figure. Which are the habitats shown here?

Answer:

• Grasslands
• Deserts
• Mangroves
• Polar region

Question 18.
The food cards of two creatures are shown in the picture.
In this way, prepare the food card of two other creatures.

Answer:

Question 19.
Examine the food web.

a) What will happen if tigers disappear from this habitat?
Answer:
Apex animals, like tigers, are at the top of the food chain. Animals that eat plants, like deer, wild boar are what they mostly hunt. Without tigers to keep these groups in check, the number of herbivores would probably go through an increase.

b) Which organisms will increase in number?
Answer:
If the tigers disappear, the number of animals like grasshoppers. chickens, jackals, bison, and deer increases.

c) What will happen ¡f the deer population increases?
Answer:
An increase in the number of deer can lead to a decrease in the number of plants. This will affect the survival of the organisms that feed on the plants. (Example: Grasshopper). It then affects the entire food web.

Question 20.
What will happen to the habitat if an African catfish reaches into a local pond?
Answer:
The African catfish feeds on native fish in the water body. The organisms that feed on them are not found in our water bodies, so the native fish and small fishes in our ponds will disappear and this will affect the ecosystem.

Question 21.
Find out If your locality has any of these invasive organisms. Identify and present what problems they cause to other plants and creatures.
Answer:
One way to think about invasive species is as enemies that live in an environment. They complete native plants by getting resources, eating them for food, or spreading new diseases faster than the native plants can respond. This upsets the balance of the ecosystem, making it hard for local animals to find food and a place to live. When important tasks like pollination are interrupted, they have a bad effect on the whole ecosystem. The health and diversity of our natural surroundings are in danger from invasive species.

Question 22.
Find out more food relationships in a single sequence.
Answer:
Plant → Rabbit → Fox
Plant → Grasshopper → Frog → Snake → Vulture
Plant → Rabbit → Snake
Plant → Rabbit → Tiger →Vulture

Question 23.
Compare food chains you have writen and list them in your science diary.

First link	Last link
Grass	Vulture

Answer:

First link	Last link
Grass	Vulture
Plant	Fox
Plant	Vulture
Plant	Snake
Plant	Vulture

Question 24.
From which organisms do all the food chains begin?
Answer:
From plants

Question 25.
Don’t they also need food for their existence?
Answer:
Yes

Question 26.
Where do they get their food?
Answer:
They make their own food.
Each link in the food chain represents a different energy level.
All food chains begin with plants. Then, some herbivores eat plants, carnivores who eat them, and so on.

Question 27.
Observe the illustration.

Which are the main components that plants need to make their food?
Answer:

• Carbon dioxide
• Water
• Sunlight

Question 28.
Look at the arrangement of the leaves in the following pictures. Do you find any special features?

Answer:
Hibiscus leaves do have a special feature in their arrangement. They exhibit alternate arrangement. This means that each leaf arises at a different point on the stem. This arrangement isn’t necessarily unique in the plant world, but it’s efficient for hibiscus. It helps to prevent leave from shading each other too much, allowing them to capture maximum sunlight for photosynthesi Tulsi leaves might show a special arrangement where leaves grow in opposite pairs, but each pa is at a right angle to the one above and below it. Imagine a cross (+) followed by an X, then another cross, and so on. This helps them pack tightly on the stem and capture sunlight efficiently. Blackboard trees are likely to have a simple, whorled leaf arrangement. This means that two more leaves arise at a single node and form a whorl.

Question 29.
Observe the plants in your surroundings and group them according to the similarity in the arrangements of leaves.

Answer:

• Similar to hibiscus
• Sunflower
• Oak tree
• Apple tree
• Mango tree

Similar to tulsi

• Rose
• Oregano
• Mint leaves
• Ixora(Thechi)

Similar to Ezhilam paala

• Garden thyme
• Coffee
• Natal mahogany
• Arali

Question 30.
The leaves are green in general. But you must also have noticed multi-coloured leaves. Collect different coloured leaves from your surroundings. Rub the collected leaves on a blotting paper Write down your observation in the table.

Answer:

Name of plant	Colour of the leaf	Colour seen on blotting paper
Spinach	Red	Red
Caladium	Pink	Pink
Begonia	Red	Red
Croton	Yellow	Yellow
Crocus	Violet	Violet
Mango leaf	Green	No colour
Jasmine leaves	Green	No colour

Question 31.
Write your findings from the table in the science diary.
Answer:
From the table, we can see that the leaves that are not green in colour when rubbed on a blotting paper, the colour got spread on the blotting paper. In the case of green-coloured leaves the colour is not spreading onto the blotting papertive fish for resources and may not have predators in its new environment, leading to a decline in native fish populations.

Question 32.
Look at the illustration showing the amount of gases in the atmosphere.

a) Which of these gases are used for photosynthesis?
Answer:
Carbon dioxide

b) Which of these gases are used by living organisms for respiration?
Answer:
Oxygen

c) Don’t you think that plants also need energy?
Answer:
Yes, Plants need energy.

d) Shouldn’t respiration take place in plants to obtain energy?
Answer:
Yes, Respiration takes place in plants too.

Carbon dioxide is the gas used for photosynthesis. Oxygen is the gas used by living organisms for respiration. Living things breathe to get energy. Plants also need energy. Respiration takes place in plants, too. All living beings use oxygen for respiration. As a result, carbon dioxide is Animals release carbon dioxide. Carbon dioxide produced as a result of respiration by plants is used for photosynthesis during day time. Carbon dioxide from the atmosphere is also used by plants for photosynthesis.

Question 33.
Observe the leaf layer ¡n a microscope and draw it in the science diary.
Answer:
Given below is the microscopic view of the leaf layer. Try to draw it in the science diary.

The microscopic pores in the leaves are known as stomata.
It is through these pores that atmospheric air enters the plant.
Oxygen produced as a result of photosynthesis is also released through these pores.

Question 34.
Observe the illustration.

Do plants release only oxygen? Discuss.
Answer:
It is in the daytime that photosynthesis happens. During photosynthesis carbon dioxide is absorbed by the plants. Also, oxygen is released.
In the night no photosynthesis happens. So, in the night time, there happens the respiration of plants and oxygen is absorbed. Also, carbon dioxide is released.

Question 35.

a) You have observed the conversation among the Mango Tree, Loranthus, Cuscuta, and Vanda, haven’t you? Which of these plants prepare their own food?
Answer:
Mango tree, Loranthus, Vanda.

b) These plants get the sunlight and carbon dioxide needed for photosynthesis in the same way. But, how do they get water?
Answer:
They do not get water in the same way.

c) Where does the mango tree get its water from?
Ans:
Mango tree gets water from the soil.

d) How about anda and loranthus?
Answer:
Vanda and Loranthus absorb water from other plants.

Question 36.
Observe the picture of vanda.

Answer:
The small roots help the vanda to grow by clinging to the tree. The thick roots absorb moisture from the atmosphere.
Epiphytes: Plants that depend on host plants only for habitat are called epiphytes.
Example: Vanda. Plants such as vanda have two types of roots. Small roots and Thick roots.
Small roots help the vanda to grow by clinging to the tree. The thick roots absorb moisture from
the atmosphere.

Question 37.
Observe the epiphytes and understand the peculiarities of the roots. Can the growth of epiphytes harm the host plant?
Answer:
Unlike plants that root in the soil, epiphytes have special aerial roots that grow in the air and attach to their host plant. These roots are not parasitic and don’t steal nutrients from the host.

Epiphytes absorb less nutrients than ground plants because they are not dependent on soil. They might take up some nutrients from the surface of the host. In general, the host plant is not harmed by the formation of epiphytes. Because of their small weight, they do not really compete for either light or water.

Question 38.
Observe the picture of the roots of Loranthus.

Where do their roots grow to?
What is the benefit for Loranthus with their special roots?
Answer:

• Roots of Loranthus are grown into the host plant. Loranthus makes its own food by absorbing water and minerals from the host plant.
• Semi—parasites: The plants that make their own food by absorbing water and minerals from the host plant are known as Semi—parasites. Example: Loranthus

Question 39.
Observe the Cuscuta spread on the plant.

a) What colour is it? Do you see leaves?
Answer:
It is yellow in colour.

b) Can Cuscuta prepare food? Where do its roots grow to?
Answer:
No, Cuscuta cannot prepare food because it does not have the pigment, chlorophyll in it.
The roots of the Cuscuta are grown into the branches of the host plant. Thus, Cuscuta can absorb nutrients from the host plant.

Total Parasites: The plants that have roots that can absorb nutrients from the host plant are called total parasites.
Example: Cuscuta

Question 40.
Observe the picture.

Look around and find more examples of the interdependence of living beings. Write down your findings in your science diary.
Answer:
i. Pollination: Plants and insects have a vital interdependent relationship. Plants rely on pollinators like bees, butterflies, and hummingbirds to transfer pollen between flowers, enabling reproduction. In return, pollinators receive nectar from the flowers as a food source.

ii. Food Chains and Webs: This classic example highlights how organisms rely on each other for food. Herbivores eat plants (producers), carnivores eat herbivores, and decomposers break down dead organisms, returning nutrients to the soil for plants. Food webs are even more intricate, with multiple feeding relationships existing within an ecosystem.

Basic Science Class 5 Chapter 1 The Chain of Life Question Answer Notes

Question 1.
What is a habitat?
Answer:
A habitat is the natural environment in which an organism lives. It provides everything an organism needs to survive, such as food, water, shelter, and space.

Question 2.
Can you give some examples of different habitats?
Answer:

• Forest
• Grassland
• Desert
• Ocean
• River
• Coral reef
• Tundra (very cold and dry)

Question 3.
What can happen ¡fan organism’s habitat is destroyed?
Answer:
If an organism’s habitat is destroyed, it may not be able to find food, water, or shelter. This can lead to the organism dying or being forced to move to a new habitat, where it may not be able to survive.

Question 4.
What is a food web?
Answer:
Living things depend on each other for food: This interrelationship of organisms is the food web.

Question 5.
What are the biotic and abiotic components of an ecosystem?
Answer:

• Biotic components: Living things in an ecosystem, like plants, animals, fungi, and bacteria.
• Abiotic components: Non-living things ¡n an ecosystem, like soil, water, temperature, sunlight, and air.

Question 6.
How are biotic and abiotic components interrelated?
Answer:
Biotic components depend on abiotic components for survival. Plants need water, sunlight, and soil nutrients to grow. Animals need plants or other animals for food, water, and shelter. Abiotic components can also be influenced by biotic components. Plants can help regulate temperature and prevent soil erosion.

Question 7.
What happens if a species population in the food chain increases or decreases?
Answer:
A decrease in lower levels (herbivores) can affect the food source for higher levels (carnivores).
Conversely, a decrease in top predators can lead to an increase in herbivores, which can then lead to decrease in the number of plants. A healthy ecosystem needs a balance within each level.

Question 8.
What is an invasive species, and how can it harm an ecosystem?
Answer:

• An invasive species is an organism introduced to a new environment where it has no natural predators and can rapidly reproduce, disrupting the existing balance.
• The African catfish, for example, can outcompete native fish for resources and may not have predators in its new environment, leading to a decline in native fish populations.

Question 9.
What is the difference between a food chain and a food web?
Answer:

• Food chain : A single sequence of food relationships from the food web is the food chain.
• Food web : Living beings depend on each other for food. This interrelationship among them is the food web.

Question 10.
Why are plants (producers) at the base of the food chain?
Answer:
Plants capture the sun’s energy through photosynthesis and use it to create their own food. This energy then gets transferred to consumers who eat them.

Question 10
Why do plants have different leaf arrangements?
Answer:
To maximise the amount of sunlight they receive, each and every plant has different leaf arrangements.

Question 11.
What part of the plant plays a major role in food production?
Answer:
Leaves

Question 12.
What is the role of chlorophyll ¡n food production?.
Answer:
Chlorophyll absorbs sunlight and helps convert it into energy for food production.

Question 13.
What is the process called by which plants make their own food?
Answer:
Photosynthesis.

Question 14.
What are the three main ingredients plants need to produce food?
Answer:
Carbon dioxide, Water, Sunlight

Question 15.
What tiny openings on leaves allow plants to take in carbon dioxide?
Answer:
Stomata

Question 16.
Plants play a crucial role ¡n maintaining the balance of gases in the atmosphere. Explain how plants exchange gases with their environment.
Answer:
Plants take in and release gases through tiny pores on their leaves called stomata. These microscopic openings act as gateways for gas exchange. During photosynthesis, plants use carbon dioxide from the atmosphere, which enters through the stomata. At the same time, plants release oxygen, a byproduct of photosynthesis, back into the atmosphere through these same pores.

Interestingly, plants also respire, just like animals. Respiration in plants uses oxygen and releases carbon dioxide. However, respiration typically occurs at a slower rate than photosynthesis during the day. Therefore,plants act as net producers of oxygen, creating a vital balance for alt living organisms that rely on it for respiration.

Question 17.
What are epiphytes?
Answer:
Plants that depend on other plants only for their habitat (place to grow) are called epiphytes.

Question 18.
How do semi-parasites like Loranthus get their food?
Answer:
Semi-parasites like Loranthus make their own food through photosynthesis but also absorb water and minerals from the host plant.

Question 19.
What is the difference between a semi-parasite and a total parasite?
Answer:
Semi-parasites can make some of their own food, while total parasites cannot make any food and rely entirely on the host plant for nutrients.

Question 20.
Match the organism with its habitat:

Organism	Habitat
Frog	Land
Grasshopper	Sea
Crab	Soil
Worm	Pond
Plant	Field

Answer:

Organism	Habitat
Frog	Pond
Grasshopper	Field
Crab	Sea
Worm	Soil
Plant	Land

Question 21.
Fill in the Blanks:
a) A ___________ is the natural environment in which an organism lives.
b) A food chain shows the flow of__________ in an ecosystem.
___________ are small plants that flow freely in water bodies.
___________ are animals that eat plants
are animals that eat other animals.
Answer:
a) Habitat
b) Energy
c) Plankton
d) Herbivores
e) Carnivores

Question 22.
Why is it important for organisms to have a habitat?
Answer:
Imagine your favourite food, a cozy place to sleep, and a place to hide during a storm. That is what a habitat is for animals and plants. It is their special home where they find everything they need to survive:

• Yummy food: Plants get sunshine, and animals find plants or other creatures to eat.
• Cool drinks: Water to keep them going, from ponds.
• Safe haven: A place to hide from dangers and raise their babies.Without the perfect habitats it’s like living in a strange house with no food or bed. Not fun! So habitats are super important for all living things.

Question 23.
Create a poster about the importance of habitat conservation.
Answer:

Question 24.
State True or False.
a) All organisms live in the same habitat.
b) A food chain can only have two organisms.
c) Plants are at the bottom of all food chains.
d) Humans are part of many food chains.
Answer:
a) False
b) False
c) True
d) True

Question 25.
Arrange the organisms given below correctly to form a food chain.
Fox, Hen, Worm, Vulture, Plant ‘
Answer:
Plant → Worm → Hen → Fox → Vulture

Question 26.
a) Write the name of any invader fish.
b) What are the problems and harms caused by these invader species to native creatures and plants?
Answer:
a) African Catfish
b) Invasive species are like sneaky outsiders in an ecosystem. They:

• Steal lunch: They compete with native plants for sunlight, water, and nutrients, making it hard for native plants to grow.
• Become bullies: They might eat native animals or plants, disrupting the food chain.
• Bring sickness: They can carry new diseases that native creatures haven’t seen before.
• Change the neighbourhood: They crowd out native plants, making it difficult for native animals to find food and shelter.
  This throws the whole ecosystem out of balance, hurting the variety of plants and animals that live there.

Question 27.
a) Can you draw a simple food chain?
b) What happens to the other organisms in the food chain if one organism disappears?
Explain with the help of the food chain you have drawn.
Answer:
a)
Plant → Rabbit → Fox
b) Let us say the rabbit disappears from this food chain. Here is what would happen:

• The fox would have no food source and its population would decrease or disappear altogether.
• The grass population might increase due to lack of herbivores eating it. This could lead to competition for resources among the remaining grass plants.
• Other organisms that might have eaten the rabbit, like some tigers could also be affected.

Question 28.
Observe your surroundings for a few minutes.
a) List the living things (biotic components) and non-living things (abiotic components) from your surroundings.

b) Can you give two examples of how living things depend on non-living things for survival.
Answer:
a)

b) Fish and Air (Dissolved in Water): Even though fish live in water, they still need oxygen to breathe. While the air we breathe is not directly accessible to them, oxygen from the air dissolves in water. Fish use gills to extract this dissolved oxygen from the water, allowing them to survive.

Birds and Seeds: Birds rely on seeds from plants for food. These seeds are non-living, but they provide the energy that the birds need to fly, sing, and build nests. Without seeds, birds would not have a readily available food source and their populations would struggle.

Question 29.
Fill in the missing part.
a) Photosynthesis ¡n plants: Chlorophyll
Respiration in plants : ………………

b) During photosynthesis
Taking in : Carbon Dioxide
Releasing : ………………

c) Chlorophyll : Green colour
Carotene : ………………
Answer:
a) Stomata
b) Oxygen
c) Orange colour

Question 30.
a) What are the different types of leaf arrangements you observed?
b) How do you think the different leaf arrangements affect the plant’s ability to capture sunlight?
Answer:
a) There are three main types of leaf arrangements:
Alternate: Leaves are attached to the stem at different heights, alternating sides s you move up the stem. (Imagine a staircase where each step has a leaf on a different side), Example: Mango leaves
Opposite: Leaves grow in pairs at the same level on opposite sides of the stem. (Imagine an X shape formed by leaves at each node). Example: Tulsi
Whorled: Three or more leaves arise at the same node (growth point) on the stem, forming a circle or whorl. (Imagine a crown of leaves around the stem). Example: Arali
b) The leaves of plants are arranged in such a way that they receive maximum sunlight.

Question 31.
Match the following

Colour	Pigment
Red	Chlorophyll
Green	Xanthophyll
Orange	Anthocyanin
Yellow	Carotene

Answer:

Colour	Pigment
Red	Anthocyanin
Green	Chlorophyll
Orange	Carotene
Yellow	Xanthophyll

Question 32.
Match the following

A	B
Epiphyte	Loranthus
Total parasite	Vanda
Semi parasite	Cuscuta

Answer:

A	B
Epiphyte	Vanda
Total parasite	Cuscuta
Semi parasite	Loranthus

Question 33.
Explain the following
a) Food web
b) Food chain
c) Habitat
d) Epiphytes
e) Total parasites
f) Semi – parasites
Answer:
a) Food web — Organisms depend on each other for food, and this interconnection of organisms the food web.

b) Food chain — A single sequence of food relationships from the food web is the food chain.

c) Habitat — Habitat is the environment in which an animal, plant, or any other type of organism lives.
For example, a pond, a field, a sea, a meadow, and a tree are examples of different habitats.

d) Epiphytes — Plants that depend on host plants only for habitat are called epiphytes.
Example: Vanda. Plants such as vanda have two types of roots. Small roots and thick roots.
Small roots help the vanda to grow by clinging to the tree. The thick roots absorb moisture from
the atmosphere.

e) Total parasites — The plants that have roots that can absorb nutrients from the host plant are called total parasites.
Example: Cuscuta

f) Semi – parasites — The plants that make their own food by absorbing water and minerals from the host plant are known as Semi—parasites.
Example: Loranthus

Question 34.
Give examples for the following
a) Epiphytes
b) Semi-parasites
c) Total parasites
Answer:
a) Vanda, Orchid
b) Loranthus
c) Cuscuta

Question 35.
Find the odd one out.
a) Deer, Rabbit, Peacock, Sambar deer
b) Mango tree, Vanda, Loranthus, Cuscuta
c) Carotene, Xanthophyll, Anthocvanin, Stomata
Answer:
a) Peacock. (Others are herbivores. Peacock is an omnivore)
b) Mango tree (Others depend on other plants for their food. Mango tree makes their own food.)
c) Stomata. (others are pigments.)

The Chain of Life Class 6 Notes

Have you ever wondered how a tiny ladybug finds its lunch, or how a giant oak tree gets its dinner? In this chapter, we will explore the fascinating world of plants and animals, diving into how they find food and shelter. We will unravel the intricate web of connections between them, from friendly guests to unwelcome invaders. We will even peek inside plants to see how they make their own food and breathe! Get ready for a delicious journey through the science of food, habitats, and amazing relationships in the natural world!

Food and habitat

• Habitat is the natural environment in which an organism lives.
• Living things depend on each other for food. This interrelationship of organisms is the food web.
• Just like there are different types of food relationships on land, there are also different types of food relationships in the sea.
• Plankton are small plants that flow freely in water bodies. They are the producers in the habitat system of the ocean.

For survival

• Living components of an ecosystem are called biotic components, and non-living components are called abiotic components. These are interrelated.
• A habitat is an environment that contains all the elements needed by many organisms. Example: Field

Food chain

• The food chain is a single sequence of food relationships from the food web.

Food production in plants

• Plants make food using carbon dioxide and water. They use energy from sunlight. Hence, this activity is called photosynthesis.
• Chlorophyll is the green pigment in leaves.

Gaseous exchange in plants

• Carbon dioxide is the gas used by plants for photosynthesis.
• The microscopic pores in the leaves are known as stomata. It is through these pores that atmospheric air enters the plant.
• Oxygen produced as a result of photosynthesis is also released through these pores.

Host and guests

• Epiphytes: Plants that depend on host plants only for habitat are called epiphytes.
  Example: Vanda, Orchid.
• Semi—parasites: The plants that make their own food by absorbing water and minerals from the host plant are known as semi—parasites.
  Example: Loranthus.
• Total Parasites: The plants that have roots that can absorb nutrients from the host plant are called total parasites.
  Example: Cuscuta.
• Habitat is the natural environment in which an organism lives. Ecosystems are systems of living and nonliving things that exist through their interactions.
• Living things depend on each other for food. This interrelationship of organisms is the food web.
• Just like there are different types of food relationships on land, there are also different types of food relationships in the sea.
• Plankton are small plants that flow freely in water bodies. They are the producers in the ocean ecosystem.
• Living components of an ecosystem are called biotic components, and non-living components are called abiotic components. These are interrelated.
• Living things can exist only by depending on non-living elements.
• A habitat is an environment that contains all the eLements needed by many organisms. Example: Field
• A single sequence of food relationships from the food web is the food chain.
• Plants make food using carbon dioxide and water. They use energy from sunlight. Hence, this activity is called photosynthesis.
• Chlorophyll is a green-coloured pigment in the leaves that helps the plants to produce food.
• Even though plants have different leaf arrangements, they are arranged in such a way that the plants receive the maximum amount of sunlight.

• Leaves have different colours other than green. Some other pigments give other colours to leaves. They are tabulated below.
  

  Colour	Pigment
  Red	Anthocyanin
  Orange	Carotene
  Yellow	Xanthophyll

• The microscopic pores in the leaves are known as stomata. It is through these pores that atmospheric air enters the plant. Oxygen produced as a result of photosynthesis is also released through these pores.
• Epiphytes: Plants that depend on host plants only for habitat are called epiphytes. Example: Vanda , Orchid.
• Semi—parasites: The plants that make their own food by absorbing water and minerals from the host plant are known as semi—parasites. Example: Loranthus
• Total Parasites: The plants that have roots that can absorb nutrients from the host plant are called total parasites. Example: Cuscuta