Last Updated on November 29, 2024 by XAM CONTENT
New book for CBSE Class 6 Curiosity, Textbook of Science for Grade 6 learners has been published by NCERT as per National Education
Policy (NEP) 2020. Curiosity, Textbook of Science for Grade 6, comprises twelve chapters. Through the chapters, learners will embark on a journey that will connect them to the world around and spark curiosity for further exploration.
We are providing case study questions for class 6 science. Case study questions are the new question format that is introduced in CBSE board. The resources for case study questions are very less. So, to help students we have created chapterwise case study questions for class 6 science. In this article, you will find case study questions for cbse class 6 science chapter 10 Living Creatures.
| Chapter | Living Creatures: Exploring their characteristics |
| Textbook Name | Curiosity |
| Publication Date | July 2024 |
| Type of Questions | Case Study Questions |
| Nature of Questions | Competency Based Questions |
| Board | CBSE |
| Class | 6 |
| Subject | Science |
| Useful for | Class 6 Studying Students |
| Answers provided | Yes |
| Difficulty level | Mentioned |
| Important Link | Class 6 Science Chapterwise Case Study |
Case Study Questions on Living Creatures
Questions
Passage 1:
Read the given passage below and answer the questions:
The life cycle of a frog is a fascinating process that showcases a series of distinct developmental stages. It begins with the egg stage, where frog eggs, often found in clusters on the water’s surface, develop into embryos. These embryos hatch into tadpoles, which initially have a tail and lack legs. As they grow, the tadpoles develop hind legs and gradually undergo metamorphosis, becoming froglets. Froglets resemble adult frogs but are still not fully developed.
Q. 1. What is the jelly-like substance found on the surface of the pond during the rainy season?
(a) Frog spawn
(b) Algae
(c) Duckweed
(d) Insect larvae
Difficulty Level: Easy
Ans. Option (a) is correct.
Explanation: The jelly-like substance is frog spawn, which is a cluster of frog eggs found in ponds.
Q. 2. In which stage do frog develop hind legs?
(a) Egg stage
(b) Tadpole stage (late)
(c) Froglet stage
(d) Adult stage
Difficulty Level: Easy
Ans. Option (b) is correct.
Explanation: Frog develop hind legs during the late tadpole stage as they undergo metamorphosis.
Q. 3. Which stage of the frog’s life cycle is characterised by the absence of legs and the presence of a tail?
(a) Egg
(b) Tadpole (early)
(c) Froglet
(d) Adult frog
Difficulty Level: Medium
Ans. Option (b) is correct.
Explanation: The early tadpole stage is characterised by the presence of a tail and the absence of legs.
Q.4. Describe the changes observed from the tadpole stage to the froglet stage in the life cycle of a frog.
Difficulty Level: Hard
Ans. In the transition from the tadpole stage to the froglet
stage, tadpoles develop hind legs and their tails gradually shrink. The body undergoes significant changes, including the development of lungs for breathing air. The froglet stage closely resembles an adult frog but is not fully developed.
Q. 5. Explain the significance of each stage in the frog’s life cycle.
Difficulty Level: Medium
Ans. Each stage in the frog’s life cycle serves a unique role:
- Egg stage: Ensures reproduction and provides the initial development environment.
- Tadpole stage: Focuses on growth and transformation; the tadpole’s adaptation to an aquatic environment supports its early development.
- Froglet stage: Represents a transitional phase where the frog develops further towards full maturity and gains the ability to live on land.
- Adult frog stage: Completes the life cycle by reproducing and laying eggs, thereby continuing the cycle.
Also check:
- Beyond Earth Class 6 Case Study Questions Science Curiosity Chapter 12
- Nature’s Treasures Class 6 Case Study Questions Science Curiosity Chapter 11
- Living Creatures Class 6 Case Study Questions Science Curiosity Chapter 10
- Methods of Separation in Everyday Life Class 6 Case Study Questions Science Curiosity Chapter 9
- A Journey Through States of Water Class 6 Case Study Questions Science Curiosity Chapter 8
- Temperature and Its Measurement Class 6 Case Study Questions Science Curiosity Chapter 7
- Materials Around Us Class 6 Case Study Questions Science Curiosity Chapter 6
- Measurement of Length and Motion Class 6 Case Study Questions Science Curiosity Chapter 5
- Exploring Magnets Class 6 Case Study Questions Science Curiosity Chapter 4
- Mindful Eating Class 6 Case Study Questions Science Curiosity Chapter 3
- Diversity in the Living World Class 6 Case Study Questions Science Curiosity Chapter 2
- The Wonderful World of Science Class 6 Case Study Questions Science Curiosity Chapter 1
Learning Objectives
- To understand the essential features of living beings.
- To discuss the life cycle of plants, including conditions for germination.
- To compare the life cycles of animals and plants.
- To describe the characteristics and functions of different developmental stages in organisms.
Living beings and non-living things are all around us. We can easily differentiate them based on their characteristics. Living beings show signs of life, such as growth, respiration, reproduction and movement. Non-living things do not show these signs.
Living beings exhibit movement, growth, nutrition, respiration, excretion, response to stimuli and reproduction.
Keywords Related to Living Creatures
- Breathing: The process of inhaling oxygen and exhaling carbon dioxide, essential for respiration in organisms.
- Excretion: The removal of waste products from the body to maintain internal balance and health.
- Germination: The process by which a seed develops into a new plant, starting with sprouting.
- Life Cycle: The series of stages an organism undergoes from birth to reproduction and eventually death.
- Living: Having life; exhibiting characteristics such as growth, reproduction and response to stimuli.
- Non-living: Objects or substances that do not possess the characteristics of life, such as growth or response.
- Nutrition: The process by which organisms obtain and use food for energy, growth and maintenance.
- Movement: The change in position or location of an organism or part of it in response to stimuli.
- Reproduction: The biological process through which new individual organisms are produced from their parents.
- Response: The reaction of an organism to a stimulus, indicating its ability to perceive and react to changes.
- Stimulus: An external factor or change that elicits a response from an organism or system.
- Death: The cessation of all biological functions that sustain life, marking the end of an organism’s life.
- Growth: The process of increase in size or complexity of an organism or its parts.
- Respiration: A chemical process used by organisms to extract energy from food, typically involving the intake of oxygen and the release of carbon dioxide.
- Larva: An immature stage in some animals’ life cycles, distinct from the adult form, often aquatic.
- Tadpole: The aquatic larval stage of a frog, characterised by a tail and lack of legs.
- Froglet: The juvenile stage in a frog’s life cycle, between tadpole and adult, with developing legs and less tail.
- Pupa: A developmental stage in some insects, where the larva undergoes transformation into an adult.
Frequently Asked Questions (FAQs) on Living Creatures Case Study Questions
Q1: What is the new Science textbook “Curiosity” for Grade 6 about?
A1: he new textbook “Curiosity” for Grade 6 Science introduces students to the world of scientific exploration and discovery. It focuses on fostering curiosity and encouraging students to ask questions, observe the world around them, and engage in hands-on activities to understand scientific concepts.
Q2: How is the “Curiosity” textbook different from previous Science textbooks?
A2: “Curiosity” is designed to be more engaging and interactive than previous Science textbooks. It emphasizes inquiry-based learning, where students are encouraged to explore and discover through experiments, observations, and critical thinking rather than just memorizing facts. The textbook is structured around real-world phenomena and everyday experiences to make learning more relevant and exciting for students.
Q3: What are the key themes covered in the “Curiosity” textbook?
A3: The “Curiosity” textbook covers a wide range of themes, including the natural world, physical processes, and basic principles of life sciences. It explores topics such as the properties of materials, the functioning of living organisms, energy, forces, and environmental studies, all while emphasizing the importance of curiosity and inquiry in the learning process.
Q4: How does “Curiosity” support the development of scientific thinking in students?
A4: “Curiosity” supports the development of scientific thinking by encouraging students to ask questions, make observations, conduct experiments, and analyze their findings. The textbook includes activities and projects that help students apply the scientific method, fostering critical thinking, problem-solving, and a deeper understanding of scientific concepts.
Q5: How does “Curiosity” prepare students for higher grades in Science?
A5: “Curiosity” lays a strong foundation for higher grades by introducing students to key scientific concepts and developing their inquiry-based learning skills. By fostering curiosity, critical thinking, and problem-solving abilities, the textbook prepares students for more advanced scientific studies in the middle and high school levels.
Q6: Why do you think a pencil is non-living, but a pigeon is living? What do you think are the differences between living beings and non-living things according to you?
A6: A pencil is non-living because it does not exhibit the essential characteristics of life, such as growth, reproduction, respiration, excretion, response to stimuli or movement on its own. A pigeon, however, is living because it grows, reproduces, breathes (respiration), excretes waste, responds to stimuli (such as danger or food) and can move independently. The differences between living beings and non-living things are based on these essential characteristics.
Q7: You may have identified movement as one of the similarities among living beings. You have also seen cars moving on the road. Does it mean that a car is living?
A7: No, a car is not living even though it moves. The movement in a car is mechanical and powered by fuel or electricity, not by biological processes like those in living beings. Living organisms move due to internal processes, such as muscle movement in animals or growth in plants.
Q8: Do plants also excrete?
A8: Yes, plants excrete. They remove excess water and minerals through tiny droplets, especially seen on the leaves of plants like grass or roses. This process helps in eliminating waste materials.
Q9: Why do the leaves of chhui-mui (Mimosa) and amla plants respond in this way?
A9: The response is triggered by stimuli. In the case of Mimosa, physical touch acts as a stimulus, causing the leaves to fold. For amla plants, the absence of sunlight (a stimulus) triggers the folding of leaves. This behaviour helps protect the plant and conserve energy.
Q10: Are there any online resources or tools available for practicing class 6 science “Living Creatures” case study questions?
A10: We provide case study questions for CBSE Class 6 Science on our website. Students can visit the website and practice sufficient case study questions and prepare for their exams. If you need more case study questions, then you can visit Physics Gurukul website. they are having a large collection of case study questions for all classes.
