Chapter 5: Organisms and Their Habitat 🌍
A Comprehensive Guide for PSTET Paper-2 (Science)
Chapter Overview
| Section | Topic | PSTET Weightage | Page No. |
|:---:|:---|::---:|:---:|
| 5.1 | Living and Non-Living Things: Characteristics | High | 2 |
| 5.2 | Habitat and Adaptation (Terrestrial, Aquatic, Desert, Mountain) | High | 8 |
| 5.3 | A Journey Through Different Ecosystems (Forest, Grassland, Pond, Sea) | Medium | 16 |
| Practice Zone | MCQs & Pedagogical Questions | - | 24 |
Learning Objectives 🎯
After studying this chapter, you will be able to:
✅ Distinguish between living and non-living things based on seven key characteristics of life
✅ Define habitat and explain the various types of habitats with examples
✅ Describe specific adaptations of plants and animals to different habitats
✅ Identify different ecosystems and their components
✅ Explain the interrelationships between organisms and their environment
✅ Apply pedagogical strategies to teach ecological concepts effectively to upper primary students
Pedagogical Link 🔗
For Teachers: This chapter directly aligns with:
Class 6 Science NCERT Chapter 9: "The Living Organisms and Their Surroundings"
Class 7 Science NCERT Chapter 7: "Weather, Climate and Adaptations of Animals to Climate"
Class 8 Science NCERT Chapter 7: "Conservation of Plants and Animals"
Teaching Tips:
Take students for a nature walk around the school to observe living and non-living things
Create a "Habitat Corner" in the classroom with pictures and information about different habitats
Use videos and documentaries to show animals in their natural habitats
Encourage students to observe and record adaptations in plants and animals in their local environment
Connect with Environmental Studies to discuss conservation of habitats
Section 5.1: Living and Non-Living Things: Characteristics 🌱
Introduction
Look around you—you'll see a variety of objects: some are living (plants, animals, insects) and some are non-living (tables, rocks, water). But what exactly makes something "living"? Living things share certain characteristics that distinguish them from non-living things .
5.1.1 Quick Reference: Living vs. Non-Living at a Glance
Table 5.1: Comparison of Living and Non-Living Things
| Characteristic | Living Things | Non-Living Things |
|---|---|---|
| Growth | Grow from inside by cell division | Grow from outside by addition of material |
| Movement | Show internal and external movement | Move only when external force is applied |
| Respiration | Take in oxygen and release energy | No respiration |
| Nutrition | Need food for energy and growth | No nutrition |
| Excretion | Remove waste products | No excretion |
| Reproduction | Produce offspring of their kind | Cannot reproduce |
| Response to Stimuli | Respond to changes in environment | No response |
| Life Span | Have definite lifespan | No life span |
| Cellular Organization | Made of cells | Not made of cells |
5.1.2 Detailed Explanation of Life Processes
A. Growth 📈
Living Things:
Grow from inside by adding more cells
Growth is permanent and irreversible
Different organisms grow at different rates
Growth stops after reaching maturity in some organisms (animals), while continues throughout life in others (plants)
Non-Living Things:
Grow from outside by accumulation of material
Examples: A crystal growing in solution, a mountain growing by deposition of soil
This is not true growth—it's just addition of material
🧪 Example: A seed grows into a plant by cell division (living growth). A sandcastle grows when you add more sand (non-living accumulation).
B. Movement 🏃
Living Things:
Show two types of movement:
Locomotion: Change of place (animals move from one place to another)
Internal movement: Movement inside the body (blood flows, food moves through digestive tract)
Plants also show movement—though they don't move from place to place:
Sunflower turns towards the sun
Roots grow downwards, stems grow upwards
Touch-me-not plant (Mimosa pudica) folds its leaves when touched
Non-Living Things:
Move only when an external force is applied
Examples: A ball moves when kicked, a car moves when engine runs
📝 PSTET Point: Movement is not a definitive characteristic of life—some non-living things also move (clouds, cars). However, internal movement and voluntary movement are characteristics of living things .
C. Respiration 🌬️
Definition: Respiration is the process of taking in oxygen, using it to release energy from food, and giving out carbon dioxide .
Key Points:
All living things respire
Energy released is used for all life activities
Respiration occurs continuously—day and night
Types of Respiration:
| Type | Process | Examples |
|---|---|---|
| Aerobic Respiration | Uses oxygen to break down food | Most plants and animals |
| Anaerobic Respiration | Breaks down food without oxygen | Some bacteria, yeast |
Different Breathing Organs in Animals:
| Organ | Animals |
|---|---|
| Lungs | Humans, mammals, birds, reptiles |
| Gills | Fish, tadpoles, crabs |
| Skin | Earthworms, frogs (partly) |
| Spiracles and Tracheae | Insects (cockroach, grasshopper) |
D. Nutrition 🍽️
Definition: Nutrition is the process of obtaining and utilizing food for growth, energy, and maintenance .
Types of Nutrition:
| Type | Definition | Examples |
|---|---|---|
| Autotrophic | Can prepare their own food | Green plants (photosynthesis) |
| Heterotrophic | Depend on others for food | Animals, fungi, some bacteria |
Heterotrophic Nutrition Sub-types:
| Sub-type | Definition | Examples |
|---|---|---|
| Holozoic | Ingest solid food and digest internally | Humans, animals |
| Parasitic | Live on or inside host and derive nutrition | Tapeworm, lice, Cuscuta plant |
| Saprophytic | Feed on dead and decaying matter | Fungi (mushrooms), bacteria |
E. Excretion 🚽
Definition: Excretion is the process of removing waste products produced during metabolic activities .
Key Points:
Waste products can be toxic if accumulated
Different organisms excrete different wastes
| Organism | Waste Product | Excretory Organ |
|---|---|---|
| Humans | Urea | Kidneys (urine) |
| Fish | Ammonia | Gills |
| Birds | Uric acid | Cloaca |
| Plants | Oxygen, CO₂, excess water | Stomata, leaves |
F. Reproduction 👶
Definition: Reproduction is the process by which living organisms produce offspring of their own kind .
Types of Reproduction:
| Type | Definition | Examples |
|---|---|---|
| Asexual Reproduction | Single parent produces offspring | Amoeba (binary fission), Hydra (budding), Plants (vegetative propagation) |
| Sexual Reproduction | Two parents (male and female) produce offspring | Humans, animals, most plants |
Importance of Reproduction:
Ensures continuity of species
Maintains population
Brings genetic variations (in sexual reproduction)
G. Response to Stimuli 🎯
Definition: The ability of living organisms to respond to changes in their environment (stimuli) .
Types of Stimuli:
| Stimulus | Definition | Example of Response |
|---|---|---|
| Light | Response to light | Sunflower turns towards sun; moths attracted to light |
| Touch | Response to contact | Touch-me-not plant folds leaves |
| Temperature | Response to heat/cold | Migratory birds fly to warmer regions |
| Water | Response to water/moisture | Roots grow towards water source |
| Chemicals | Response to chemical signals | Ants follow pheromone trails |
5.1.3 Characteristics of Non-Living Things
| Characteristic | Description |
|---|---|
| No metabolism | No chemical reactions for energy production |
| No reproduction | Cannot produce offspring |
| No growth from inside | Grow only by addition of material |
| No response to stimuli | Do not respond to environmental changes |
| No excretion | No waste removal process |
| No respiration | No gas exchange for energy |
5.1.4 Exceptions and Confusing Cases for PSTET
Some things blur the line between living and non-living:
| Example | Why Confusing | Classification | Explanation |
|---|---|---|---|
| Viruses | Show characteristics of life only inside host; can be crystallized outside | Between living and non-living | Considered non-living outside host, living inside |
| Seeds | Dormant, no visible life processes | Living | Alive but in dormant state; germinate when conditions favorable |
| Frozen Bacteria | No activity at freezing temperatures | Living | Metabolic activity stops but resumes when thawed |
| Clouds | Move, change shape | Non-living | Movement due to wind; no life processes |
5.1.5 Pedagogical Implications
| Teaching Strategy | Description | PSTET Focus |
|---|---|---|
| Observation Activity | Students observe and list living and non-living things around them | Develops observation skills |
| Comparison Charts | Create charts comparing characteristics | Visual learning |
| Group Discussion | Discuss "Is a seed living?" | Develops critical thinking |
| Nature Walk | Take students outside to observe life processes | Experiential learning |
Section 5.2: Habitat and Adaptation 🏞️
Introduction
Different plants and animals live in different surroundings. The place where an organism lives, which provides everything it needs to survive—food, water, shelter, and suitable climate—is called its habitat .
Organisms develop special features that help them survive in their habitat. These features are called adaptations .
5.2.1 Types of Habitats
Table 5.2: Major Types of Habitats
| Habitat Type | Category | Description | Examples |
|---|---|---|---|
| Terrestrial | Land-based | Habitats on land | Forests, Grasslands, Deserts, Mountains |
| Aquatic | Water-based | Habitats in water | Ponds, Lakes, Rivers, Oceans, Seas |
| Aerial | Air-based | Habitats in air | Open sky (birds, insects) |
5.2.2 Detailed Study of Habitats and Adaptations
A. Terrestrial Habitats 🌲
1. Forest Habitat
| Feature | Description |
|---|---|
| Climate | Moderate rainfall, varied temperatures |
| Vegetation | Dense trees, shrubs, herbs |
| Examples | Tropical rainforests, temperate forests, deciduous forests |
Adaptations of Forest Animals:
| Animal | Adaptation | Purpose |
|---|---|---|
| Monkey | Long tail for balancing, strong limbs for swinging | Moving through trees |
| Lion/Tiger | Camouflage (stripes/tawny color), strong teeth and claws | Hunting prey, hiding |
| Deer | Long legs for running, ears that can hear soft sounds | Escape from predators |
| Snake | Camouflage, no legs for moving through undergrowth | Hide from predators and prey |
Adaptations of Forest Plants:
| Plant | Adaptation | Purpose |
|---|---|---|
| Tall trees | Grow very tall | Reach sunlight above canopy |
| Vines/Climbers | Use other trees for support | Reach sunlight without growing strong trunk |
| Broad leaves | Large surface area | Capture maximum sunlight |
2. Grassland Habitat 🌾
| Feature | Description |
|---|---|
| Climate | Moderate rainfall (less than forests), hot summers, cold winters |
| Vegetation | Mostly grasses, few trees |
| Examples | Prairies (North America), Steppes (Europe/Asia), Savannas (Africa), Pampas (South America) |
Adaptations of Grassland Animals:
| Animal | Adaptation | Purpose |
|---|---|---|
| Zebra | Stripes for camouflage in tall grass | Hide from predators |
| Giraffe | Long neck to reach leaves on tall trees | Access food unavailable to others |
| Kangaroo | Strong hind legs for hopping | Move quickly across open land |
| Bison | Herd living, strong body | Protection from predators |
| Prairie dog | Burrowing lifestyle | Protection from predators and weather |
Adaptations of Grassland Plants:
| Plant | Adaptation | Purpose |
|---|---|---|
| Grasses | Grow from base, not tip | Can regrow after being grazed |
| Deep roots | Roots go deep into soil | Access water during dry periods |
| Narrow leaves | Reduce water loss | Survive in dry conditions |
3. Desert Habitat 🏜️
| Feature | Description |
|---|---|
| Climate | Extremely hot days, cold nights, very little rainfall (<25 cm/year) |
| Vegetation | Sparse, specialized plants |
| Examples | Sahara (Africa), Thar (India), Arabian, Gobi (Asia) |
Adaptations of Desert Animals:
| Animal | Adaptation | Purpose |
|---|---|---|
| Camel | • Long eyelashes keep sand out • Nostrils can close • Hump stores fat (not water!) • Wide feet prevent sinking in sand • Can drink large amount at once | Called "Ship of the Desert"—all adaptations for desert survival |
| Kangaroo Rat | • Doesn't need to drink water • Gets water from metabolic processes • Nocturnal (active at night) | Survives without drinking water |
| Fennec Fox | • Large ears radiate heat • Nocturnal | Keep cool, avoid daytime heat |
| Desert Snake/Lizard | • Burrow in sand • Scales prevent water loss | Escape heat, conserve water |
Adaptations of Desert Plants (Xerophytes):
| Plant | Adaptation | Purpose |
|---|---|---|
| Cactus | • Leaves modified into spines • Stem stores water and does photosynthesis • Deep root system | Reduce water loss, store water, absorb deep water |
| Opuntia | • Flat, fleshy stems (cladodes) • Spines instead of leaves | Photosynthesis by stem, reduce water loss |
| Acacia | • Long roots reach deep water • Small leaves reduce water loss | Access groundwater, conserve water |
4. Mountain Habitat ⛰️
| Feature | Description |
|---|---|
| Climate | Very cold, snowfall, strong winds, low oxygen at high altitudes |
| Vegetation | Coniferous forests at lower slopes, alpine meadows, no trees at very high altitude |
| Examples | Himalayas, Alps, Andes, Rockies |
Adaptations of Mountain Animals:
| Animal | Adaptation | Purpose |
|---|---|---|
| Yak | • Long, thick hair (shaggy coat) • Strong, sturdy body | Insulation against cold, walking on steep slopes |
| Snow Leopard | • Thick fur with spots for camouflage • Long tail for balance • Wide paws | Camouflage in snow, balance on rocks, walk on snow |
| Mountain Goat | • Split hooves for grip • Strong legs for jumping | Climb steep, rocky slopes |
| Red Panda | • Thick, woolly coat • Fur on soles of feet | Warmth, grip on icy surfaces |
| Birds (like pheasants) | • Thick feathers • Can fly to lower altitudes in winter | Insulation, seasonal migration |
Adaptations of Mountain Plants:
| Plant | Adaptation | Purpose |
|---|---|---|
| Coniferous trees (Pine, Fir) | • Needle-shaped leaves • Thick waxy coating on leaves | Reduce water loss, prevent snow accumulation |
| Rhododendron | • Thick leathery leaves | Withstand cold and wind |
| Alpine plants | • Grow close to ground • Small leaves | Protection from wind |
B. Aquatic Habitats 💧
1. Freshwater Habitats (Ponds, Lakes, Rivers)
| Feature | Description |
|---|---|
| Water type | Fresh water (low salt content) |
| Examples | Ponds, lakes, rivers, streams |
Adaptations of Freshwater Animals:
| Animal | Adaptation | Purpose |
|---|---|---|
| Fish | • Streamlined body • Gills for breathing underwater • Fins for swimming • Scales covering body | Move easily in water, extract oxygen, swim, protect body |
| Frog | • Webbed feet for swimming • Moist skin for breathing in water • Can live on land and water | Amphibious lifestyle |
| Turtle | • Streamlined shell • Webbed feet | Protection, swimming |
| Water insects | • Water-repellent legs • Air bubbles trapped on body | Walk on water, breathe underwater |
Adaptations of Freshwater Plants:
| Plant | Adaptation | Purpose |
|---|---|---|
| Hydrilla | • Long, thin, flexible stems • No strong supporting tissue | Move with water current |
| Water Lily | • Broad leaves float on water • Long stem reaches bottom • Stomata on upper leaf surface | Float, access air for gas exchange |
| Lotus | • Leaves above water surface • Air spaces in stems for buoyancy | Float, access air |
2. Marine Habitats 🌊 (Oceans, Seas)
| Feature | Description |
|---|---|
| Water type | Salty water (high salt content) |
| Examples | Oceans, seas, coral reefs |
Adaptations of Marine Animals:
| Animal | Adaptation | Purpose |
|---|---|---|
| Fish | • Streamlined body • Gills for breathing • Fins for swimming | Movement and survival in water |
| Whale/Dolphin | • Streamlined body • Blowhole on top for breathing • Thick blubber layer • Not fish—they are mammals! | Swim efficiently, breathe at surface, insulation in cold water |
| Shark | • Multiple rows of teeth • Streamlined body • Cartilaginous skeleton | Hunting, swimming efficiently |
| Octopus | • Can change color • Ink release for defense • Soft body can squeeze through gaps | Camouflage, escape predators |
| Sea anemone | • Tentacles with stinging cells | Capture prey |
Adaptations of Marine Plants:
| Plant | Adaptation | Purpose |
|---|---|---|
| Seaweed | • Flexible stems • Air bladders for floating | Move with waves, stay near surface for light |
| Phytoplankton | • Microscopic size • Float near surface | Drift in water column, access sunlight |
5.2.3 Adaptation Summary Table
| Habitat | Challenge | Animal Adaptation Example | Plant Adaptation Example |
|---|---|---|---|
| Desert | Water scarcity, heat | Camel (stores fat, long eyelashes) | Cactus (spines, fleshy stem) |
| Mountain | Cold, low oxygen | Yak (thick fur) | Pine (needle leaves) |
| Forest | Competition, predators | Monkey (long tail) | Tall trees, climbers |
| Grassland | Open land, predators | Zebra (camouflage stripes) | Grasses (grow from base) |
| Pond | Water environment | Frog (webbed feet) | Water lily (floating leaves) |
| Sea | Salt water, pressure | Fish (gills, streamlined) | Seaweed (air bladders) |
5.2.4 Pedagogical Implications
| Teaching Strategy | Description | PSTET Focus |
|---|---|---|
| Picture Cards | Show animals and ask students to identify habitat and adaptations | Visual learning |
| Match the Adaptation | Match animal to its adaptation | Reinforcement |
| Design an Animal | Students design an imaginary animal for a specific habitat | Creative application |
| Video Clips | Show documentaries of animals in different habitats | Engaging multiple senses |
Section 5.3: A Journey Through Different Ecosystems 🌎
Introduction
An ecosystem is a community of living organisms (plants, animals, microorganisms) interacting with each other and with their non-living environment (air, water, soil, sunlight) . It is a self-sustaining unit where energy flows and nutrients cycle.
5.3.1 Components of an Ecosystem
| Component | Type | Examples |
|---|---|---|
| Biotic Components | Living things | Plants, animals, bacteria, fungi |
| Abiotic Components | Non-living things | Sunlight, water, soil, air, temperature, minerals |
5.3.2 Types of Ecosystems
Ecosystems can be broadly classified into :
Natural Ecosystems: Created by nature (forests, grasslands, ponds, oceans)
Artificial/Man-made Ecosystems: Created by humans (gardens, aquariums, crop fields)
Table 5.3: Major Types of Ecosystems
| Ecosystem Type | Category | Examples |
|---|---|---|
| Terrestrial Ecosystems | Land-based | Forest, Grassland, Desert, Tundra |
| Aquatic Ecosystems | Water-based | Freshwater (ponds, lakes, rivers), Marine (oceans, seas) |
5.3.3 Detailed Journey Through Four Ecosystems
A. Forest Ecosystem 🌳
Definition: A forest ecosystem is a natural unit that includes animals, plants, and microorganisms interacting with the abiotic components of the environment .
Types of Forests:
Tropical Rainforests: Near equator, high rainfall, high biodiversity
Temperate Forests: Moderate climate, deciduous trees
Boreal Forests/Taiga: Cold regions, coniferous trees
Components of Forest Ecosystem:
| Biotic Components | Abiotic Components |
|---|---|
| Trees (oak, pine, teak, sal) | Sunlight |
| Shrubs and herbs | Soil (rich in humus) |
| Animals (tiger, deer, monkey, elephant, birds) | Water (rain, streams) |
| Insects and worms | Air |
| Fungi and bacteria (decomposers) | Temperature (varies with season) |
Food Chain in Forest:
Producers (Trees/Plants) → Primary Consumers (Deer/Rabbit) → Secondary Consumers (Snake) → Tertiary Consumers (Tiger/Eagle) → Decomposers (Fungi/Bacteria)
Importance of Forest Ecosystem:
Provides habitat for wildlife
Maintains oxygen-carbon dioxide balance
Prevents soil erosion
Regulates climate
Provides resources (wood, fruits, medicines)
B. Grassland Ecosystem 🌾
Definition: Grassland ecosystems are areas dominated by grasses with few trees, found in regions with moderate rainfall .
Types of Grasslands:
| Name | Location |
|---|---|
| Prairies | North America |
| Steppes | Europe and Asia |
| Savannas | Africa |
| Pampas | South America |
| Velds | Africa |
Components of Grassland Ecosystem:
| Biotic Components | Abiotic Components |
|---|---|
| Grasses (main producers) | Moderate rainfall |
| Few scattered trees (acacia) | Hot summers, cold winters |
| Herbivores (zebra, bison, giraffe, kangaroo) | Fertile soil |
| Carnivores (lion, cheetah, wolf) | Sunlight |
| Insects and birds | Wind |
| Decomposers (bacteria, fungi) | - |
Adaptations in Grassland:
Animals live in herds for protection
Burrowing animals to escape predators and heat
Grasses can regrow after grazing
C. Pond Ecosystem 🏞️
Definition: A pond is a small body of freshwater that supports a variety of life forms.
Zones of Pond Ecosystem:
| Zone | Description | Organisms Found |
|---|---|---|
| Surface Zone | Top layer with sunlight | Floating plants (duckweed), insects |
| Shallow Zone | Near edges, rooted plants | Cattails, water lilies, frogs, snails |
| Deep Water Zone | Open water, sunlight penetrates | Phytoplankton, fish |
| Bottom Zone | Muddy bottom, no light | Decomposers, bottom-feeding fish |
Components of Pond Ecosystem:
| Biotic Components | Abiotic Components |
|---|---|
| Producers: Aquatic plants (hydrilla, lotus, algae, phytoplankton) | Sunlight |
| Primary Consumers: Zooplankton, insects, snails, small fish | Water |
| Secondary Consumers: Large fish, frogs, turtles | Dissolved oxygen |
| Tertiary Consumers: Kingfisher, heron, snakes | Minerals and nutrients |
| Decomposers: Bacteria, fungi | Mud/sediment |
Food Chain in Pond:
Phytoplankton (Producer) → Zooplankton (Primary Consumer) → Small Fish (Secondary Consumer) → Large Fish (Tertiary Consumer) → Kingfisher (Top Carnivore) → Decomposers
D. Sea/Ocean Ecosystem 🌊
Definition: Marine ecosystems are the largest aquatic ecosystems on Earth, characterized by high salt content .
Zones of Ocean:
| Zone | Depth | Characteristics | Organisms |
|---|---|---|---|
| Sunlight Zone | 0-200 m | Sunlight penetrates, photosynthesis possible | Phytoplankton, fish, whales, turtles |
| Twilight Zone | 200-1000 m | Dim light, no photosynthesis | Squid, some fish |
| Midnight Zone | 1000-4000 m | Complete darkness, high pressure | Bioluminescent fish |
| Abyssal Zone | 4000-6000 m | Near freezing, very high pressure | Deep-sea creatures |
| Trenches | Below 6000 m | Extreme pressure | Specialized bacteria, rare fish |
Components of Marine Ecosystem:
| Biotic Components | Abiotic Components |
|---|---|
| Producers: Phytoplankton, seaweeds, algae | Sunlight (in upper zones) |
| Primary Consumers: Zooplankton, small fish | Salt water |
| Secondary Consumers: Larger fish, squid | High pressure (deep zones) |
| Tertiary Consumers: Sharks, dolphins, seals | Temperature (varies with depth) |
| Decomposers: Bacteria | Minerals and nutrients |
Coral Reefs: "Rainforests of the Sea" — diverse ecosystems built by tiny animals called coral polyps.
5.3.4 Comparison of Different Ecosystems
| Feature | Forest | Grassland | Pond | Sea |
|---|---|---|---|---|
| Water | Moderate rainfall | Moderate rainfall | Fresh water | Salt water |
| Vegetation | Dense trees | Mostly grasses | Aquatic plants | Algae, seaweeds |
| Animals | Diverse wildlife | Herd animals | Fish, frogs, insects | Marine animals |
| Size | Large | Large | Small | Largest ecosystem |
| Location | Land | Land | Inland water bodies | Oceans and seas |
5.3.5 Pedagogical Implications
| Teaching Strategy | Description | PSTET Focus |
|---|---|---|
| Ecosystem Model | Create a diorama of an ecosystem | Hands-on learning |
| Nature Study | Visit a nearby pond or garden | Real-world observation |
| Food Web Activity | Connect organisms in a food web | Understanding interrelationships |
| Compare and Contrast | Compare different ecosystems | Analytical thinking |
Chapter Summary: Key Points for Revision 📝
Quick Revision Table
Practice Zone: PSTET-Style Questions 🎯
Content-Based MCQs
Q1. Which of the following is NOT a characteristic of living things?
a) Growth
b) Reproduction
c) Movement from one place to another
d) Respiration
Q2. The place where an organism lives is called its:
a) Ecosystem
b) Habitat
c) Community
d) Environment
Q3. Which adaptation helps a camel survive in the desert?
a) Long neck
b) Webbed feet
c) Hump storing fat
d) Thick fur
Q4. A pond is an example of:
a) Terrestrial habitat
b) Freshwater habitat
c) Marine habitat
d) Desert habitat
Q5. Which of the following is an abiotic component of an ecosystem?
a) Trees
b) Fish
c) Sunlight
d) Bacteria
Q6. The process by which living things produce offspring of their own kind is called:
a) Respiration
b) Excretion
c) Reproduction
d) Nutrition
Q7. Which animal is adapted to live in mountain habitats?
a) Camel
b) Yak
c) Fish
d) Zebra
Q8. Grasses in grasslands can regrow after being grazed because they:
a) Have deep roots
b) Grow from the base
c) Store water in stems
d) Have narrow leaves
Q9. Which of the following is a type of ecosystem?
a) Forest ecosystem
b) Grassland ecosystem
c) Marine ecosystem
d) All of the above
Q10. The largest aquatic ecosystem on Earth is:
a) Pond ecosystem
b) River ecosystem
c) Marine ecosystem
d) Lake ecosystem
Pedagogical MCQs
Q11. A teacher takes students to a nearby pond to observe plants and animals. This teaching method is called:
a) Lecture method
b) Field trip/Excursion method
c) Textbook method
d) Demonstration method
Q12. To teach adaptations effectively, the best approach would be:
a) Give students a list to memorize
b) Show pictures of animals and discuss their adaptations
c) Only read from textbook
d) Write definitions on board
Q13. A student asks, "Why do fish have gills?" The teacher should explain that:
a) "That's how they are made"
b) Gills help fish extract oxygen from water
c) "Fish don't need to breathe"
d) Ignore the question
Q14. While teaching about habitats, a teacher should emphasize:
a) Memorizing all habitat names
b) Understanding the relationship between organisms and their environment
c) Writing long answers
d) Copying from textbook
Q15. The most effective way to teach the concept of ecosystem is:
a) Lecture only
b) Creating a small classroom aquarium/terrarium
c) Reading textbook silently
d) Memorizing definitions
Answer Key with Explanations
Pedagogical Reflection for Teachers 🤔
Think-Pair-Share Activity:
Think: How would you explain to your students why a camel can live in the desert without drinking water for many days?
Pair: Discuss with a colleague how you would set up a small aquarium or terrarium in your classroom to demonstrate an ecosystem.
Share: Design a 15-minute activity to teach the difference between habitat and ecosystem using local examples.
NCERT Textbook Linkages 📚
| Class | Chapter | Topic |
|---|---|---|
| Class 6 | Chapter 9 | The Living Organisms and Their Surroundings |
| Class 7 | Chapter 7 | Weather, Climate and Adaptations of Animals to Climate |
| Class 8 | Chapter 7 | Conservation of Plants and Animals |
| Class 10 | Chapter 15 | Our Environment |
Chapter End Notes
Key Terminology Glossary
Quick Tips for PSTET Aspirants ⚡
✅ Memorize with Mnemonics:
Life Processes: "God Made Rabbits Nice Except Really Stupid"
Growth, Movement, Respiration, Nutrition, Excretion, Reproduction, Stimuli response
Terrestrial Habitats: "Four Great Dogs March" = Forest, Grassland, Desert, Mountain
Aquatic Habitats: "Fresh Milk" = Freshwater, Marine
✅ Common Exam Traps:
Camel's hump stores FAT, not water
Fish have gills for breathing, not lungs
Desert plants have spines (modified leaves), not regular leaves
Grassland animals often live in herds for protection
✅ Important Facts:
Coral reefs are called "rainforests of the sea"
Phytoplankton are major producers in aquatic ecosystems
Yak is adapted to cold mountain climate with thick fur
Answers to "Check Your Understanding"
[To be filled by student]
📝 Note for Self-Study: After completing this chapter, ensure you can:
List and explain 7 characteristics of living things
Differentiate between living and non-living with examples
Define habitat and name 5 different habitats
Describe adaptations of camel, cactus, fish, yak, and water lily
Explain the difference between terrestrial and aquatic habitats
Describe forest, grassland, pond, and marine ecosystems
Draw a simple food chain from any ecosystem
Give examples of biotic and abiotic components
End of Chapter 5
Next Chapter: Chapter 6 - Structure and Functions of Living Beings - Plants
Topics Covered: Parts of a Plant, Photosynthesis, Transpiration, Reproduction in Plants
