CLASS
VI
CBSE-i
UNIT-5
Science
LIVING ORGANISMS
AND THEIR SURROUNDING
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
The CBSE-International is grateful for permission to reproduce
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prior permission of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
Science
LIVING ORGANISMS
AND THEIR SURROUNDING
CLASS-VI
UNIT - 5
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
Con ten t
Preface
Acknowledgment
v
Syllabus Coverage Living Organisms and Their Surrounding
1
v
Teacher Note (TN)
2
v
Scope Document
12
v
Resources
13
v
Matrix
14
v
Teacher Student Support Material (TSSM)
15
(I)
Introduction
16
Worksheet: 1
17
Activity: 1
18
(II) Habitat
19
(i)
Type of Habitat – Classification
19
Activity: 2 Concept Web
21
(ii) Biotic Components
21
(iii) Abiotic Components
21
(iv) Characteristic Features of Living Organisms
22
(III) Importance of Abiotic Components
23
Activity-3 Relate the Word
24
Formative Assessment
25
(IV) Effect of Change in Surrounding Environment on Living Organisms
Worksheet: 2a, 2b,3 & 4
(i)
26
27 to 31
Related Issues
32
Worksheet: 5
33
Activity: 4
34
(V) Adaptations
Activity: 5
34
36
(VI) Summative Assessment
37
(VII) Rubric: Assessment for Learning
41
CLASS VI - BIOLOGY
S
Y
L
L
A
B
U
Living Organisms and Their Surrounding
a. Identify and compare different habitats.
b. Explore how the environment influences
animals and plants living in a habitat.
c. Discover and describe adaptations in plants
d. Discover and describe adaptations in animals
S
1
Teacher Note
Living organisms and their surroundings is one such unit which could be
unanimously voted as most interesting to each and every learner as they naturally
feel related to their surroundings. Difference in size, shape and colour of living
organisms, that is, plants and animals fascinate our observation. Sometimes their
odour, peculiar features and behavior catches our attention and curiosity. It is a
pandora‟s box to see the wonder that life is.
Let us experience through this unit the amazing variety of forms, co-ordination of
group behavior and special features to survive as shown by different creatures. So,
here we go… There could be uncountable ways in which this unit could be
introduced in the class. One of the ways to present the same is discussed below.
The unit could be introduced by asking learners to list different places where living
organisms are found. Some places can be added by the teacher also. You could make
the learners appreciate the fact that living organisms are present almost everywhere
on this planet earth. Use this unit as an opportunity to enable the learners to get
beyond anthropomorphic mind set of the most powerful species on earth. Inform the
students about the fact that human beings live in very limited surroundings as
compared to the range of places inhabited by other living organisms. Spend time to
share facts like cockroaches multiply much faster than any other animal species.
You could make a web chart of the teaching points, keeping in mind the learning
outcomes at the students level of experience and comprehension. These are as under:
1. Types of habitat
2. Microhabitat of each type of habitat
3. Biotic and Abiotic factors with special reference to living and non-living
4. Living and Non- Living – dynamics and interaction.
5. Adaptations, and how plants and animals adapt themselves to live in
different regions.
2
Ask the learners to list the names of some animals, plants and the places where they
live. From the places listed by the class ask the learners to suggest ways in which
they can be grouped in some categories. This will engage them in searching for
reasonable responses, thus enhancing their logical faculty. It would at the same time
sharpen their sense of observation from their surroundings by putting animals and
plants living in the same environment together in a group.
Your professional ability to organize data could be demonstrated by listing the
living organisms living on land and in water separately. You could reemphasize this
point by showing learners pictures of animals living in different surroundings.
Learners could arrive at at least two distinct surroundings in which living organisms
live, viz., terrestrial and aquatic. Read the concept web in advance, given in TSSM
you could use it to handle the whole unit.
You may organize a group discussion among the students to differentiate between
aquatic life and terrestrial life. The learners could, as a result of brain storming
session, list the features specific to surroundings of terrestrial and aquatic life.
Through guided inquiry approach and dialogical method bring the discussion to the
components of an aquatic life and terrestrial life is a sequential way. In the later step
you may compare them to arrive at the distinctive features that make the two
surroundings comparable with respect to generic question of adaptability and
incomparable with regard to specific response to adapt. Enable the learners of
conclude that surroundings of the place where organisms live are the non-living
components and the organisms living there constitute the living components. From
this discussion help them conclude that interaction between the living and nonliving components form „home for living organisms‟. You could introduce the term
habitat at a point of discussion when the learners are ready to express its meaning in
their own words.
Discussion must be referred to the grouping done in unit on Classification of Materials
and Food & Nutrition. It must be linked to comprehend the meaning of components
and constituents, parts and whole before introducing the term biotic and abiotic. Use
3
the terms biotic and abiotic components for living and non-living components
respectively. This could be emphasized that the biotic and abiotic components
together form a Habitat. It may be called a Home for living beings, ensuring that the
learners have understood the concept. This way vocabulary development would
carry on while dealing with the concept of Habitat and the components of each
habitat.
By allowing time for expression of the conceptual aspects you will be able to assess
and identify the „yet to do‟ tasks to be undertaken by you during the course of
teaching the unit to anchor the understanding of the students to real life of common
man.
Help the learners recapitulate that aquatic life and terrestrial life are two types of
habitat in which different types of plants and animals live. Pictures and video
clippings of animals such as monkeys, elephants, tigers and camels could be shown.
This could be followed by asking the following questions:
These animals live in which part of the land?
What is the difference in the surroundings in which each of them live?
What kind of material would be possible to see in these specific surroundings?
List them in an organized way.
The learners will thus get an opportunity to apply their knowledge to identify
abiotic components of a habitat. Elicit from the learners that monkeys jump from
one tree to the other, camels live on sand or in dry conditions, tigers and elephants
live in forests and earthworms live under the soil. Also camels living in hot & cold
deserts adapt differently to their environment. After eliciting these answers you
could conclude that they all are terrestrial animals and terrestrial habitat also has
different abiotic components. The term habitat is a relative term needs to be conveyed
or else, learners get bombarded with meaningless terminology.
4
The trees on which monkeys live form arboreal microhabitat.
The terrestrial
microhabitat is forests, deserts, burrows etc. The term microhabitat could be given
to the learners as an extended learning. Depending on the readiness of the learner
you may decide to introduce the concept of Niche. Introduce the term „niche‟ with
respect to a specific comfort zone or place a person makes for himself or herself in
the society. There could be some discussion initiated on this topic to get different
view points of the learners. Make it a point to consolidate the point of discussion
without imposing your own personal idea. This requires pedagogical skill
development. Google information about pedagogical skills, guided inquiry and
dialogical method to enrich your professional competence.
Explore about what else students know about cacti garden, flowers and medicinally
importance plants, one humped and two humped camel. Check for their knowledge
about indigenous use of plant and animals. You could go beyond these examples if
only the students are ready. We need to take care to teach as much as is possibly
absorbed by students. They may prepare a practical account of a specific habitat and
its interesting features. You may extend discussion about the desert habitat as
extreme of cold and hot conditions. Learners may be assigned tasks in groups to find
out the life in cold desert (Gobi) and hot desert (Thar). Let them do research, survey,
reference and present it to the class. This is in sync with the CBSE (i) perspective
development component. The possibility of a post-presentation vibrant discussion
will be an experience for you in resource enhancement. Managing the same requires
management skills; you may want to know more about managing collaborative
classes to horne your professional competence. CBSE (i) is an initiative that invites
you to reach you best.
Take discussion to the type of plants that can thrive in deserts such as cactus which
are different from those that live in forests or in grass lands. The learners could be
asked what is special need and characteristic about a camel and a cactus plant that
enables them to live in deserts.
5
Whenever possible include the previous units for specific interconnection and
conceptual anchoring in the learners‟ observation. This would gradually help them
act on their educated beliefs in a logical and authentic way. Through the cross
curriculum hyperlinks you could contribute to strengthen this component in
education of VIth grades. This is what practically makes teaching a noble profession.
Take this discussion further on how fishes are able to live in water. This will help the
students to recapitulate their previous knowledge and list the special features of
fishes that help them to live in water. You may ask and find varied interesting and
informative responses: is there a difference of water in different parts of the globe?
What is the difference? Which factor leads to the difference? Prepare inquiry steps
for this discussion. It would occasion imaginative exploration in the learners. You
could guide their curiosity in a systematic manner.
You could encourage a group discussion during which learners could apply their
knowledge to explain how each of these features help the animals and plants to live
in their surroundings. The terms biotic and abiotic could be further examined by the
students by seeing the pictures of few habitats. (Static or moving)
Specifically, you could enhance the curiosity among the students by asking them the
difference among the animals that live in lakes, ponds, fresh water, swamps etc.
This could be an extended learning as these are the microhabitats of an aquatic life.
Initiate a brainstorming session in eliciting from the students why polar bears cannot
live in deserts while camel cannot live on ice. Delve for sufficient time on the
fundamental issue on diversity and specific need or demand intelligently exhibited
by living organisms.
Facilitate the learners to derive the term adaptation. The learners could be asked to
observe the pictures (visuals) of aquatic, terrestrial arboreal habitat to help them
visualize the living style of the organisms in these habitats. This will not only
enhance their observational skill but also help them to differentiate among the biotic
and abiotic factors of habitats with confidence.
6
You would find an increase in the member of worksheet by the time this unit is
introduced. Rightly so, as by now learners have been adequately prepared to
document their observation.
In TSSM Activity 2 is prepared with an intent to enable the learners to re-enforce the
meaning of habitat and adaptation. In line with Continuous and Comprehensive
Evaluation procedures,
Worksheet 2 could be given to the learners for self-assessment when they would be
asked to match the habitat to their abiotic factors. Such exercises extend and sharpen
the observation as well as involvement with the concept. In such moments the ideas
start brewing, sometimes they get expressed. Expression of ideas may occur at
different time with individuals. Students whose ideas are nurtured systematically
and carefully may become scientists in near future.
You may plan inquiry based queries in advance and encourage the art of reflecting
and responding as a basic feature of your class interaction. Take care that these
questions are framed in a simple and focused expression. Break a major question
into small bits in order to scaffold the learners ability to interact with newly
introduced concepts in the background of their past exposure. For instance, you
could discuss/ ask about the impact of abiotic factors on the living organisms;
further, you may ask the learners how they could prove it in the class-room ? This
will help the students to brain storm and apply their knowledge creatively. While
doing so, some learners could probably come up with an activity that can be
demonstrated in the class room to prove that non-living (abiotic) components have
different kind and degree of effect on the living (biotic) components.
Discuss germination of seeds by supplying required conditions i.e, abiotic factors
such as air, moisture and suitable temperature. Illustration, especially when,
demonstrated, sustain learning far beyond the text books and formal learning. If
done earlier, discussion on the demonstration can be taken up.
7
Q. Ask the learners the effect of streamlined shaped body for the animals that swim
and the animals that fly. This will keep the interest of the learners alive and they will
be able to give many similar examples based on their ignited observations.
Ask the learners why the stem of cactus is thick and fleshy and why their leaves are
reduced to spines? Elicit various answers from the students and consolidate that
plants lose lot of water through their leaves which is known as transpiration. The
plants living in deserts cannot afford to lose this water therefore the loss of water in
them needs to be minimized, hence their leaves are modified to spines. You must
ask; why desert plants cannot afford to lose water and link it to highlight the
importance of water for life to exist. Discuss about water on Mars (planet) and what
all is necessary for life to exist in any planet. This triggers dreams for future space
work.
At this point you may introduce the concept of „Adaptation‟. Explain to the students
about transpiration of water. Explain to the students if water is not available as it
happens in deserts, the loss of water through transpiration must be reduced
otherwise plants will not be able to survive. Explain the dynamics of demand and
supply in different habitats that is responsible for development of adaptive features
in organisms, both, plant and animals at this stage.
Elicit from the students the features of different plants and animals that enable them
to adapt to their habitat. Constantly refer to the concept web as a support material.
The learners thus will be able to appreciate the adaptation of plants and animals
from their surroundings.
Use the question given in „Biotic components‟ to check how plants and often (other)
life- forms are included in the list by the learners.
The concept of adaptation may be preferably arrived at through an inductive
approach. Brain-storm, invite responses, encourage careful observation of generally
„taken for granted‟ attitude for life as deterministic. Thrash out the mis notion that a
pattern or a design is e.g. of an organization rather than determinism or
mechanization.
8
Pen down interesting and informative questions for interactive session in your class.
You may find that resourcefulness is infectious when learners pour in fresh
examples of adaptation. In Research work/ publication etc. the scholars quote from
authentic sources. Many a times they forget to acknowledge the originator of the
idea. For intellectual honesty it is important that ‘adopting’ an idea intact must be
acknowledged, while‟ adapting’ is modifying the same to suit your need. Look how
we can extend the concept of adaptation studied in science through living organism
and use it terms of everyday life.
You could also give the students project work. This could be to arrange some
activities in order to give an evidence of how each structure possessed by plants and
animals adapt to their surroundings. Survey could be conducted, surfing or library
work information about adaptation in extreme environmental conditions. It would
equip the students for self paced lessons in resourcefulness.
Perform activity associated with the web on types of habitat in TSSM „to classify the
structural differences in the plants to suit the changes in the environment‟. The
students could be asked to observe the same which will give them in depth
knowledge of the concept. Concept of flexibility in human interaction can be
conveyed as part of interpersonal interaction.
Learners collect some pictures of plants living in different habitats to show the
differences among their stems, leaves and their shapes and also pictures of some
animals to show the differences among their body parts. Learners could be asked to
observe the pictures of plants / tress found on mountains and compare them with
those found their immediate surroundings.
They would thus be able to find the significance of conical shape of trees found on
the mountains. This conical shape of a tree is an adaptation to enable trees to live on
mountains. Thus, features, such as, fur of Polar beer, feet of camels fins of fishes are
adaptations to help them live in their respective habitats. They could classify
organism according to habitat, refer to unit on classification and extend it in terms of
criteria to classify.
9
Once the learners understand the significance of the structure of parts of the body
vis-à-vis habitat in which animals live, the teacher could ask the learners a questions
as: why do we not find lions living in and around our houses though structurally
they are quite like cats? It would be a good brainstorming session in which the
learners will apply their knowledge to answer.
You need to ensure that each learner is familiar with the special structures of animals
and plants that help them adapt to their surroundings. The learners could be given
please see. to identify and note down the habitat and the adaptations of the given
animals. This worksheet will help them to re-enforce the learning.
Extend learning by asking: why we donot see lizards in our houses during winters.
Is it because they have adapted themselves to hide in winters or is it because they do
not have features that help them to adapt them to come out in winters? The
extended learning could be further enhanced while taking up examples of migratory
birds.
They could be asked how, we, the human beings are able to adapt ourselves to live
as terrestrial animals.
Some learners would say by wearing woollens during
winters. The teachers could ask further if the woollens we wear during winters help
us to adapt to live during cold weather. Are these are the structures of our body that
help us to adapt ourselves. At this point of discussion you could shares an idea
about cold-blooded and warm blooded animals as an extended learning.
You could help the learners to recapitulate the difference between living and nonliving and plants and animals. The plants give out oxygen and animals give out
carbon dioxide. It could be demonstrated through a Lab Activity that the air we
exhale has carbon dioxide.
You may plan a demonstration in the class as the need be. Learners could be given
an activity to recapitulate their previous knowledge on characteristics of living
beings by asking them to soak black grass seeds or any other available seeds and
observe their growth. They could be asked to fill up in worksheet their observations
hence enhancing their observational skills and also the skill for data interpretation.
10
As a reflective exercise you must take time out to observe how you are equipping
yourself to make a worthwhile difference in the lives of the learners. Their
connective performance is your intrinsic reward. Focus on the continuity of
interaction between the surroundings and the organisms and the need to survive
amidst challenges results in adaptive mechanisms. This is seen in terms of structural
and functional modification. We see diversity of adaptations around us every day.
The unit could end by giving them formative and summative assessment.
In this unit the learners will thus learn the significance of surroundings for the plants
and animals.
They will also learn the meaning of habitat, (microhabitat) and
adaptation. More importable about the relationship or interdependence among
living and non living components. The awareness that not only the Living/biotic
relate and influence each others behavior it it also the non living components that
quite strongly impact the behavior adaptation and survival of the living organisms,
be it plant, animals or micro organisms. Though to a small extent in case of the
(micro organisms)
They could be motivated to adapt themselves to the difference of opinion among
different members of the family especially among different generations. You could
help them enhance their social skills through this unit by telling them if we do not
adapt ourselves to opinions at home it could quite disastrous as far our relationship
with other members of the family is concerned. Help the learners enhance their
social skills by emphasizing that adaptation to the surroundings is important for a
healthy living.
11
SCOPE DOCUMENT
Learning outcomes :
At the end of the chapter the learners would be able to:
Describe what is a habitat.
Different types of habitats
Describe how organisms are adapted to their habitats.
Describe that living things (biotic components) are influenced by the non
living things (abiotic components) in a habitat .
Describe that all living things have certain common characteristics.
Develop sense for need of balance and adjustment in response to change
Cross - Curricular links:
LSRW: is used to enrich the observations of the students. Listening to the teacher
and peer discussion, audio visual presentation and web links and different types of
resource material helps students/ learners to recognise others ideas, reorganise their
own ideas, express it orally or in written form to communicate and share with
others. Both loud and silent reading helps to comprehend the concept of living
organism and their surroundings.
Language: Receives and interprets verbal messages. Comprehends written and oral
information and applies it to a task.
Organizes ideas and communicates orals
messages to listeners. Reading provides a comprehension activity. Vocabulary
enrichment
Art and design : Uses tools, materials, and techniques correctly selecting those that
are appropriate for work
ICTechnology: Learns to make power point presentation and animation skills –
develops resourcefulness to access information.
12
Resources
www.pics4learning.com/pics/lessons/lesson/adaptation.html
www.redrockcanyon.blm.gov
www.forestry.uga.edu
www.orst.edu/instruction/for241/mt
www.wikipedia.com
www.answer.com
www.brainpop.com
www.trachersnet.com
Answers to Readers' Questions
www.worldofteaching.com
http://www.youtube.com/watch?v=-PJBBowRO0w
http://www.youtube.com/watch?v=6fOJ6wCGzTc&feature=related
www.ccmuseum.com
Powerpoint Presented Provided by:City of Corpus Christi Museum of Science and
History on adaptation
http://www.teachervision.fen.com/tv/browse.php?lowest_grade=105&highest_gra
de=105&site=TV&tab=Grades
http://www.mbgnet.net/bioplants/adapt.html
http://www.bbc.co.uk/learningzone/clips/adaptation-of-plants-andanimals/5304.html
13
LIVING ORGANISMS AND THEIR SURROUNDING
Matrix
Content/Concept
Introduction
Different kind of Living
Organisms
Habitat
Type of Habitats
Its Biotic components
Its Abiotic Components
Characteristic features
of Living Organisms
Importance of Abiotic
components for living
organisms
Effect of change in
surrounding environment
on living organisms
Adaptations
Intended
learning Skills
Outcome
Living organisms are
Observe
found everywhere on the
diversity of
earth.
plants and
Name different living
animals
organisms
Identification of
Living
Organisms
Different Living
Collaborative
organisms live in different
sharing.
places to get food and
Extended
shelter to survive
observation
Plants, animals and micro
classification
organisms form biotic
Site examples.
components of a
Differentiate
surrounding.
living from non
Are present in natural
living things.
surrounding as air, water,
sunlight & minerals in
soil; they form nutrients
of living organisms;
respond to stimuli
Appreciate
Relate cause to
interdependence of biotic
effect.
on abiotic factors in life.
Organisms respond to
Develop sense
change in their
for need of
environment by
balance and
developing features to
adjustment in
help them survive.
response to
change.
Modification to ability
Identify changes
required to survive in
in bodily shape
changing surroundings.
or body structure
to survive.
14
TEACHER
STUDENT
SUPPORT
MATERIAL
(TSSM)
15
(I)
INTRODUCTION:
There is a vast variety of plants and animals that live on planet earth. Like the
animals, plants are found in mountains, deserts, plains and water. Both plants
and animals show distinct features that help them to survive in cold, hot,
humid and dry places. Not only this, there is another category of living
organisms
which
can
be
seen
only
with
the
help
of
magnifying
aids/instruments. Based on their small size, these are called micro organisms.
Many times micro organisms stay in the body of plants and animals where they
may help to perform some important functions. Sometimes microorganisms
may act as disease causing agents for both plants and animals. In such cases,
they use up the nutrients from the hosts body, thus weakening the host.
Any living organism, be it a plant, an animal or a micro organism, chooses a
place where it can live safely. It may need to modify its structure to adjust to
the surroundings, if required. Most important is the fact that all living
organisms adjust to their surroundings which provide them food to survive
and do work. It is an intelligent way to manage to live. Let us explore, how vast
is the variety of living organisms inhabiting earth.
Discussion: This is the place where you live. It could include your home and
your school. Savita got a magnifying lens as her birthday gift. She started
observing every object with the lens. She could see dust particles of large size.
Select an area in your surrounding which looks interesting from the point of
variety of living organisms. Try to make a list of different living and non living
things that you can observe with a naked eye or with magnifying instruments.
16
Worksheet : 1
Place
Type of organisms
Pond
Tree
Desert
Sea
Forest
Rock
17
Non living things
ACTIVITY : 1
(This exercise can be done on a separate sheet also)
Match the habitat to their features
Paste the habitats with the correct features:
Ocean – cold, salt water,
many predators
Arctic – very cold, snow and
ice, little shelter
Rain forest – very hot, damp
and many plants & trees
Woodland – can be cold
in winter, many plants
and trees
Meadow – little shelter, lots
of grass to eat
Mountains – very cold
higher up, little shelter
Swamp – damp, marshy,
with many different plants
Desert – very dry, hot in the
day, cold at night, little
shelter
Pond/lake – sheltered water
is calm, many places to hide
18
(II) HABITAT
Different kind of living organisms lives in different places. A place where living
organisms stay comfortably is called its surrounding or a habitat. In other
words, it is a place where food, shelter and movement is available for living
organisms to survive and grow. See fig. (i) to identify and classify different kind
of surroundings based on the climate and temperature.
A surroundings is a collection of all things which usually help organism to
perform different functions.
Surroundings include living and non living things. Among living we can find
plants, animals and micro organisms of different kind. Among non living, we
find soil, air, water, light, temperature, minerals, dead animals and plant parts,
hair, hooves, cloth, seeds, excreta of animals etc.
(i)
Types of habitat:
A habitat can vary with changing conditions of temperature, moisture,
humidity, soil type and other geographical features. Depending on these factors
a habitat can be majorly classified as Terrestrial habitats: These include the
habitats found on „land‟. Therefore, grasslands, deserts, forests etc. are all
examples of terrestrial habitats.
19
Aquatic habitats: These include the habitats found in and around „waterbodies‟. Therefore, oceans, rivers, lakes, ponds etc. are all examples of aquatic
habitats.
Many insects, birds and bats are said to inhabit aerial or arborial habitat. They
are tree dwelling organisms i.e. they build their nests on trees, rest most of the
time on trees and carry much of their activity in air or flight.
Also, some organisms inhabit both terrestrial and aquatic habitats. For example,
mosses, liverworts, frogs, crocodiles utilize both water and the surrounding
land or shore-line as their habitat.
You may wonder whether it is the habitat that adjusts to the presence or the
living organisms adjust to existing habitat. Note your views.
Do you think the type of habitat influences the structure or external features of
its inhabitants? Could it also influence the organism‟s behavior or activities?
Visit the following links for interesting information
and captivating pictures of types of habitat and their
inhabitant plants and animals
http://www.biokids.umich.edu/guides/michiga
n_habitat/
http://www.mbgnet.net/bioplants/adapt.html
Why do they need
energy even during
hibernation?
20
Hibernation means
passing the extreme
winter in a dormant
or lethargic state.
Polar bears are one
of the many
organisms that
hibernate. They
store large reserves
of body fat during
their active days.
When there is
extreme winter, they
enter an inactive
state i.e. they
hibernate. During
this period they
utilize the stored fat
for energy.
Types of Habitat
Activity: 2
(ii) Biotic Component:
Habitat represents on environment where different kind of living organisms
stay, eat, work and interact. For example, a garden where butterflies, birds,
earthworm, wood lice, grasshoppers, lizards, spiders can be easily observed.
What living organisms can often be found in a garden? List these.
The biotic components include organisms of varying size, shape and mode of
locomotion.
(iii) Abiotic things:
Non living things are generally present in natural surrounding. These may be
contributed by living organisms as their remains, example, hair, clothes, wood
from furniture, wire, used up battery cells, toys etc. The non living things
present in the natural setting as air, water, minerals in soil and sunlight help to
form the nutrients/raw material as food for living organisms.
21
They act as a natural resource the living organisms to use for their growth and
survival. They play an important role in our life. How could non living things
contribute to promote life on earth?
We need to understand the distinction between living and non living things.
We have already discussed a variety of living organisms. Let us enter the world
of living things and find what they need to keep themselves alive.
(iv) Characteristics of living organisms:
Living organisms perform the following functions:
1. They respond to different stimuli.
2. The stimulus could range from heat, cold, humid and dry conditions.
3. It could be available water, air or soil type.
4. It could be the presence of other living organisms such as neighbouring
plants, animals, insects, birds, reptiles, fishes and micro organisms.
Living organisms are defined as living things that grow, move and reproduce
their kind of organisms.
Growth is a process through which an organism moves from a young stage to
an adult stage. It grows to perform more work. Example, a baby grows to
become independent to walk. A plant grows to bear fruits. Usually growth
refers to increase in size, of an organism.
Animals show movement from one place to another through developed body
structures. For example, limbs, wings, webbed feet, fins etc. However, plants
which are usually anchored to the soil, sand through their roots do not exhibit
movements in a similar way.
Plants move through their seeds. Seeds are taken from one place to another by
wind and air. Fruit eating birds help in dispersal of seeds. Many seeds develop
features as hair, and light weight to move easily through air.
Living organisms exchange gases with their environment. Almost all living
organisms need oxygen gas to breathe in and break down the food to give
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energy. This energy is used to do different works. For example, movement of
food in our body, chewing the food, excretion of waste product as urine and
faeces, circulation of blood/etc. are some of the works.
Plants also need oxygen to break down their food. Interestingly, plants
consume quite less oxygen and in return produce much more quantity of
oxygen. This oxygen is released into the environment for use of other living
organisms. Animals show a different need of oxygen. They use large quantity
of oxygen but return CO2 gas to the environment.
Plants and animals show a beautiful relationship of interdependence. The need
for Oxygen by the animal is supplied by plants and in return the CO 2 produced
by the animals is used by plants. When plants use CO2 for preparation of food,
O2 is produced in the process. See the process in figure below.
(III)
IMPORTANCE OF ABIOTIC COMPONENTS FOR LIVING
ORGANISMS:
Living organisms need food and shelter to survive on earth. This could be
true for land, air and water based surroundings. Let us analyse each factor
one by one.
DISCUSSION: Given below is a set of clouds that represent the abiotic components.
Carefully read these clouds coloured in blue. The adjacent clouds coloured in green,
represent the role each abiotic component plays in the survival of different living
organisms.
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Activity - 3
RELATE THE WORDS WRITTEN IN THE CLOUDS BELOW:
Land,
Earth,
Mud, Soil, sand,
Agriculture …
Mineral, burrows
Animals, food, home,
frog, plant, insect,
cave, den, kennel,
nest …
Gas,
Air;
Warm,
Hot, cold …
MicroorganIsm
temperature, insect,
Oxygen, pollen,
Carbondioxide…
Water
Salt, algae
Plants, shells …
Turtle, fish, scorpion
Pearl ,wood, tadpole,
frog, pollution…
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FORMATIVE ASSESSMENT: 1
1. How would you relate the blue clouds with the green ones? You can frame
sentence using words from the words given above.
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
2. Discuss it with your partner. Write the revised understanding or an extension of
the idea in your own words.
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________
3. Add relevant items to the list of words in each case.
________________________________________________________________________
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___________________________________________________________________
4. You have done on exercise of sprouting the moong seeds in unit on Food and
Nutrition. In what way can you relate the germination of seeds to the role of
abiotic components? Discuss.
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________________________________________________________________________
___________________________________________________________________
5. By now we have developed a better understanding of the role of abiotic
components in our life. We have noticed that the non living components from air,
water and land provide us with shelter and food. The shelter gives us security
and the food gives us energy to grow and do work.
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________________________________________________________________________
___________________________________________________________________
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(IV)
EFFECT OF CHANGE IN SURROUNDING ENVIRONMENT ON
LIVING ORGANISMS
Desert locusts, belonging to the family of grasshoppers, form an interesting
example of change in surrounding environment has effect on behavior of
organisms.
Many a times in the history of Africa, the Middle East and Asia, desert locusts
have been a cause of famines. This is because: 1) they migrate in huge
numbers in swarms. 2) they are voracious eaters. 3) they completely eat up
the crops of their area of visit during migration.
Desert locusts exist in two phases_
In solitary phase, they behave as
individuals, just like grasshoppers.
In gregarious phase, they form huge
groups and migrate long distances in
huge swarms.
http://en.wikipedia.org/wi
ki/Desert_locust
26
WORKSHEET: 2a
What causes them
to change from
solitary to
gregarious form?
What kind of
places do they
select to rest
during their
migration? Why?
How do these two
forms of the same
organism differ in
appearance?
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27
WORKSHEET: 2b
Earthworms normally remain inside the soil. But we often see them moving to the
surface whenever it rains heavily.
What makes them
remain inside the soil
under normal
conditions? Does the
underground
environment provide
them certain
favourable conditions
for survival? How?
How does a
heavy
downpour
disturbs them
making them
come come out
of their usual
habitat?
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___________________________________________________________________________
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Effect of change in surrounding environment can also be observed in plants. For a
few weeks in the autumn season, normally green leaves of deciduous plants acquire
a red to yellow colour.
29
WORK SHEET: 3
How and why
this change in
colour
occurs?
Imagine most part of a forest
turned orange in autumn.
How beautiful it would seem!
Collect autumn pictures, feel
and create a piece of poetry
on this theme. Display the
pictures along with your
'self-composed' poem !
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___________________________________________________________________________
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Gopu used to visit a beautiful area on the outskirts of his village. He loved lying
under the shade of some tree and listen to the sounds of birds. Gradually, over the
years, people started clearing the area utilizing it for growing crops. Gopu thought
the birds would get more grains and he will be able to see a lot of them flocking in
the farms.
But No, Birds Went Missing From The Place Altogether!
30
WORK SHEET: 4
Why do you think birds
didn't continue to stay in
that area? Was the area
now unable to provide
them with something
important? You may
write it in a story form.
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31
(i)
Related issues:
“Habitat destruction” is the process in which natural habitat is disturbed such
that it is no more suitable for fulfilling the basic needs of the inhabiting
organisms.
What are those
‘basic needs’?
Human activities, especially agriculture and mining, are some of the major
causes of habitat destruction.
ahsmediacenter.pbworks.com
32
WORKSHEET: 5
In what other
ways does a
natural habitat
gets destroyed or
altered?
How does such
alteration or
destruction affects
the variety of
organisms living
there?
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33
Activity: 4
With “Endangered species” as theme for the week, organize events like a quiz,
presentations in the morning assembly, display board presentations, slogan writing,
poster presentation or skits.
Over the weekend that follows,
don’t forget to write a review of
your experience over the week!
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___________________________________________________________________________
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(V)
ADAPTATION:
Fish body is developed to swim in water. We notice how human have made
boats & streamers based on shape of fish body.
Had it been any other shape than stream lined, it would have to spend a lot of
unnecessary energy to move in water. Also, fish has gills to exchange gases it
has fins and tail to steer its direction. Fish eye has a developed eye membrane
to open the eye in water. Living organisms develop not only feature but they
modify a few features in their body to help them survive in surroundings. For
example, frog body in slimy, its eyes are bulging, it breathes through moist
34
skin. It has webbed toes to help it swim in water. It lays eggs in water to
reproduce. Tadpoles are the baby frogs Who have a body similar to fish till
they grow up. When their feet develop, they lose their tail. This is how a frog
to develops ability to survive in water and on land.
Birds have wings to fly, their bones are hollow and strong to fly against the
gramtational pull of earth. The beaks of different birds are modified to help
them take their food. Insect eating, fruit eating and seed eating birds have
differently modified beaks. Birds do not have teeth. How would they break
their food? Find out. Visit a bird watches to know more about birds and their
behaviour.
Different animals and plants develop special features to be able to survive in
their surrounding. Thorns, spores, cones, waxy, leaves, hard bark,
deep/shallow roots, thick stems, seed type are some of the features which
plants develop to survive for long period in their environment. This is an
intelligent to survive way to grow through interdependence on the non living
things. The non living things contribute as raw material for food and provide
energy from it. To maintain a balance between living and non living things in
our surroundings it is important for us to live healthy. Pollution is a form of
an imbalance in the amount of non living components that exceed our need.
These exist in the form of toxins and harm us.
Organisms develop special features that enable them to live in a particular
habitat. This phenomenon is called „Adaptation‟. Organisms develop special
features in the process of adapting to the given habitat or alteration in the
existing habitat.
35
Activity: 5
Given in the box below are the names of certain organisms. Match them to the
habitat they occupy. Also find out the various adaptations the exhibit in order to
survive in that particular habitat.
KANGAROO-RAT
GRASSHOPPER
WATER-LILLIES
TIGER
SHARK
1) GARDEN -
______________ : __________________________________________
__________________________________________
2) OCEAN
- ______________ : __________________________________________
__________________________________________
3) FOREST
-
______________ : __________________________________________
__________________________________________
4) DESERT
-
______________ : __________________________________________
__________________________________________
5) POND
-
______________ : __________________________________________
__________________________________________
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(VI) SUMMATIVE ASSESSMENT
1. List three common characteristics of living organisms.
2. How do following animals adapt themselves to the surroundings
(a) Polar Bear
(b) Camel
(c) Fish
3. The following shows a list of adaptations found in animals. Give the function of
each adaptation and name the animal.
Adaptation: Fur turns white during the cold
snowy
Winter months
Function: ____________________________________
_____________________________________________
Animal: _____________________________________
Adaptation: Produces very little sweat and urine
Function: ____________________________________
_____________________________________________
Animal: _____________________________________
37
Adaptation: Long, powerful legs
Function: ________________________________________
_________________________________________________
Animal: _________________________________________
Adaptation: Nostrils (blowholes) located on the top of
their heads
Function: ________________________________________
Animal _________________________________________
Adaptation: Long, muscular neck and long, flexible
tongue
Function: ________________________________________
_________________________________________________
Animal: _________________________________________
Adaptation: Hooves with a soft, spongy, inner pad
surrounded by a hard, outer rim
Function: ________________________________________
_________________________________________________
Animal: _________________________________________
38
Adaptation: Flaps of featherless skin between their
front and back legs
Function: ________________________________________
_________________________________________________
Animal: _________________________________________
Adaptation: Wings that look like flippers
Function: ________________________________________
_________________________________________________
Animal: _________________________________________
Adaptation: Streamlined body shape
Function: _________________________________________
__________________________________________________
Animal: __________________________________________
Adaptation: Oil stored in their livers
Function: ________________________________________
_________________________________________________
Animal: __________________________________________
39
Adaptation: Webbed feet
Function: ______________________________________
_______________________________________________
Animal: _______________________________________
Adaptation: Layer of fat or blubber around their
body
Function: ______________________________________
_______________________________________________
Animal: _______________________________________
4. What is special about the leaves, stems and roots of plants that live in these places?
leaves
stems
roots
pond
forest
40
desert
(VII)
RUBRIC: ASSESSMENT FOR LEARNING
Parameter
Learner is able to
Beginning
(1)
Partially
Proficient (2)
Proficient
(3)
Exemplary
(4)
State what is a
habitat.
Textbook
based
In own words
Uses
synonyms,
terms to
express
Uses related
terms &
examples to
convey the
concept
Tell the meaning
of response to
stimulus
In brief
Uses typical
examples
Uses
observatio
n based
examples
uses specific
and different
examples
Identify different
habitats with
their temperature
and climate
conditions
Incomplete
Near complete
Discuss
major
habitat
types
Uses specific
words,
focussed
Illustrates the
adaptations
found in
particular
organisms
Just names
without
élaboration
Mentions few
examples
Mentions
few
examples
with
explanatio
n
Focussed
and detail
Appreciates inter
dependence of
biotic and abiotic
Barely
Mentions some
names of abiotic
factors
Give
examples
to
highlight it
Suggests
ways to
retain the
interdepend
ence
41
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar,
Delhi-110 092 India