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abiotic
Sunlight is a non-living environmental factor.
Class 6 · English Version · General science
2026 Class 6 Science · English Version · Chapter 14 · Chapter companion part
Chapter 14: Environmental Balance and Our Life
Explain relationships between living and non-living components and propose evidence-based care.
Class 6 English Version chapter companion with expanded teaching, 20 written tasks and a notebook challenge. Further independent assessment and teacher-reviewed practical work remain; this is not complete textbook coverage.
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Learn the idea
Biotic components are living organisms; abiotic components include light, temperature, water and non-living physical conditions. An ecosystem includes organisms and their interactions with each other and the environment. A habitat is where an organism lives; different habitats provide different conditions.
Feeding and recycling
Producers make organic food, usually through photosynthesis. Consumers feed on organisms or their products. Decomposers break down dead material and release nutrients. A food-chain arrow points from food to feeder, showing transfer; a food web contains connected chains. Energy flows through the system while materials can cycle.
Interdependence and change
Plants, animals and microorganisms can depend on each other and on non-living conditions. Changing one population or a resource can affect others, but the exact outcome needs evidence. Environmental balance is not a promise that every population stays constant; ecosystems change with seasons and disturbances.
Care and investigation
Reduce litter, protect habitats, conserve resources and use school-approved ways to report pollution. Compare observations from a safe place and record what you actually see. Do not enter polluted water, collect hazardous waste or handle unknown organisms. A proposed action should state the problem, intended effect and a way to check the result.
Describe more than one kind of component
An environment can include living organisms, non-living physical conditions and human-made structures. A school garden contains plants and soil as well as paths or containers. “Natural/human-modified” and “living/non-living” are different ways of describing it. Biodiversity means the variety of life; one short observation list records only what was seen, not every species present or a complete judgement of ecosystem health.
Trace materials and energy
Food webs connect producers, consumers and decomposers. Arrows run from food to feeder. Photosynthesis and respiration link organisms with carbon dioxide and oxygen, while water also moves through physical and biological processes. Materials can cycle; energy transfers through food webs and is eventually dispersed as heat. Organisms depend on abiotic conditions as well as on other organisms.
Explain change with evidence
Environmental balance does not mean populations never change. Seasons, habitat disturbance, pollution and other events can affect organisms. A major asteroid impact is linked to the extinction of many groups, including non-avian dinosaurs—the dinosaur groups other than birds. Such events show how climate and food-web disruption can spread. One observed decline does not identify its cause; compare relevant evidence and alternatives.
Choose a practical conservation action
Conservation protects habitats, organisms and resources. Use school-approved actions such as reducing litter, protecting existing vegetation and conserving water. Record a starting observation and repeat a comparable observation after the action. Do not release unfamiliar organisms, enter polluted water or handle hazardous waste. Supplied photographs/data can replace fieldwork, and a guardian or teacher should review real activities.
Worked example
Grass → grasshopper → frog shows food moving from producer to consumers. If grass decreases, less food may be available for grasshoppers, but weather, predators and other food sources can also affect their numbers.
- Identify the evidence, quantity or structure in the question.
- Write a labelled method or explanation; include units where needed.
- Check the model, explain one correction, then attempt the independent task.
Check a common mistake
Energy does not cycle through a food web in the same way as nutrients. Also, a changing population is evidence of change, not automatic proof of one cause.
Classify two different ways
A potted tree is living, while its manufactured pot is non-living. The planting arrangement is human-modified, but that does not make the tree non-living. Each classification answers a different question.
Interpret a small change honestly
A supplied survey counts 14 litter items before an action and 7 afterwards in the same defined area. There were 7 fewer recorded items. That is encouraging evidence for this observation; visitor numbers, weather or other cleaning could also affect the difference.
Your written practice
Show your working on paper and enter your answer here. If it does not match, compare the model and try again.
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producer
Grass produces organic food using light.
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decomposers
Decomposers help recycle materials.
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feeder
The arrow shows transfer from the grass to the rabbit.
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habitat
A habitat provides conditions and resources.
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A plant needs water and light; its roots and leaf cover can affect soil water loss and erosion.
Use an accurate interaction, distinguishing need from effect.
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Habitat loss, disease, rainfall or sampling changes may also affect observations. More evidence is needed to identify a cause.
Name an alternative and information that could help distinguish it.
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Place labelled bins with school approval, record litter in the same safe area before and after, and compare across several days.
State action, evidence and safe observation; do not handle hazardous waste.
Take it further
Apply the idea in a new situation and explain your method. Open writing needs a guardian or teacher to review it.
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food web
A food web shows several feeding relationships.
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biodiversity
Biodiversity concerns variety of living organisms, not merely how many individuals are seen.
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conservation
Conservation aims to protect living systems and resources.
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non-living
The pot is non-living even though the tree is alive.
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7
14 − 7 = 7 fewer recorded items; this observation alone does not establish the sole cause.
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transpiration
Plants contribute water vapour through transpiration.
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Human modification describes how a place or arrangement was made; living/non-living describes its components. A planted tree remains living.
Keep the two classifications separate.
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Nutrients/materials can return through decomposition and other processes, while energy transfers and is dispersed as heat rather than being recycled through the same path.
Describe what happens to both materials and energy.
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Reduced light can reduce photosynthesis and producer growth, affecting organisms that feed on producers and their predators.
Trace linked effects instead of listing unrelated harms.
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Other cleaning, visitor numbers, weather or differences in observation could affect counts. Repeat comparable observations and record those factors.
Explain the number’s meaning and the remaining uncertainty.
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Define the same safe area, observation duration and counting method, record relevant conditions and repeat observations before/after the approved action.
State what is observed, what is kept comparable and a limitation.
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It could disturb local relationships or spread disease; use school-approved habitat care instead.
Choose an action with appropriate guidance rather than assuming adding any organism is beneficial.
Your science notebook challenge
Create a local-environment map or analyse supplied photographs. Label living/non-living components and a food web, propose an approved care action, and design a comparable follow-up. Explain one possible alternative cause of any observed change.
Review with a guardian or teacher
- Use an observation, labelled diagram or stated data.
- Explain how the evidence supports your answer.
- Record one limitation or correction with a guardian or teacher.
Keep your work on paper or in a local file. This page does not upload it or automatically grade the project.
Chapter companion and further study
This original Kidemy practice follows the topic order of 2026 Class 6 Science · English Version, chapter 14, printed pages 143–153. It does not replace the complete chapter or its practical teaching.
Official book catalogue and source →
Continue with your book or teacher
- Independent ecosystem-change reasoning and evidence interpretation
- Teacher-reviewed field observations and follow-up on an approved conservation action
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