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Q1. In the chapter, Dr Raghu and Maniram chacha take students on a nature walk. The main objective of the walk is to
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Q2. A peepul tree produces small fruits eaten by birds, which then drop seeds far from the parent tree. This is an example of
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Q3. Maniram chacha mimics the calls of different birds. The fact that each bird has its own distinct call shows that diversity exists
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Q4. On a kitchen-garden walk, Priya describes a plant as having a hard but thin stem, pairs of opposite leaves and pinkish purple flowers. The plant she is describing is most likely
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Q5. In Table 2.1, neem is recorded as having
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Q6. While filling Table 2.1, Ravi writes the colour of the flower under the column ‘Stem’. The most appropriate teacher response is to
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Q7. Consider a banyan plant: very tall, hard and thick brown stem, branches starting higher up on the trunk. It should be classified as a
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Q8. Two plants A and B both have stems that are not as tall as a tree. Plant A's stem is soft and green; plant B's stem is hard and woody with many branches near the ground. The best classification is
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Q9. In Table 2.3, a plant is recorded as having medium height, brown hard thin stem, and branches arising close to the ground. It belongs to the group
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Q10. Group A in the Q9 table shows: seed type — dicot, root type — taproot. A suitable example for group A is
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Q11. Group B in the Q9 table shows: seed type — monocot, root type — fibrous. A suitable example for group B is
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Q12. Kidney beans (rajma) split easily into two halves when soaked. Compared to wheat, kidney beans are most likely to have
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Q13. Reshma sorts leaves from her school garden into two piles — one with net-like vein patterns, the other with parallel patterns. The basis of her grouping is
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Q14. If a student observes parallel venation in a leaf, what type of root system would she expect in that plant?
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Q15. In Activity 2.6, students are told to use a khurpi (trowel) to dig out herbs. The textbook also instructs them to
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Q16. The chapter gives hibiscus (gudhal) as an example of a plant with
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Q17. In Table 2.4, lemongrass is recorded as having parallel venation and
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Q18. According to Table 2.5, a pigeon walks and flies. The body parts it uses for these two movements are
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Q19. A housefly and a pigeon are grouped together for one reason in Table 2.5. The shared feature is that they
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Q20. In Table 2.5, the goat is recorded as walking and jumping. The body parts it uses are
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Q21. Across Table 2.5, ‘legs’ appears as the body part used by all of the following animals EXCEPT
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Q22. A teacher tells the class that animals can only be grouped on the basis of movement. From the chapter's standpoint, this claim is
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Q23. Why does damage to the habitats of plants and animals usually lead to a loss of biodiversity?
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Q24. The chapter states that many types of plants and animals may share the same habitat. In a forest near Rampur, this would mean
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Q25. Kashi from Rajasthan tells the class that camels excrete small amounts of urine, their dung is dry and they do not sweat. The most likely benefit of these features is that the camel can
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Q26. Compared to a pigeon, a duck has webbed feet. This adaptation most likely helps the duck to
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Q27. The habitats of the Great Indian Bustard have been declared as Protected Areas in
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Q28. Janaki Ammal (1897–1984) is introduced in this chapter as an Indian
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Q29. During Activity 2.3, a student says, “Only flowering plants should be considered plants.” The teacher should respond by
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Q30. Raj argues with his friend Sanjay, “Gudhal (hibiscus) is a shrub.” To check Raj's claim using the chapter's own criteria, the most useful question Sanjay can ask is
