Show model answer and explanation
root cap
The root cap protects the growing region.
Class 6 · English Version · General science
2026 Class 6 Science · English Version · Chapter 4 · Chapter companion part
Relate roots, stems and leaves to support, transport and food production.
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.
Open this topic in Skills Lab →
Roots usually anchor the plant and absorb water and mineral ions. The shoot includes stems, leaves, buds, flowers and fruits. Nodes are positions where leaves or buds attach; an internode is the length between nodes. A bud can develop into a shoot or flower.
A root cap protects the growing tip. Root hairs increase the area available for absorption. A tap-root system has a main root with side roots; fibrous root systems have many roots of similar size. Adventitious roots arise from structures other than the embryonic root. Some roots store food, as in carrot.
A stem supports above-ground parts and carries water, mineral ions and sugars through transport tissues. Strong stems can stand upright; weak stems may trail or climb with support. A potato tuber is a modified stem with buds, whereas a carrot is a modified root. Identify the plant structure, not merely its position underground.
A typical leaf has a base, stalk (petiole) and blade (lamina) with veins. A simple leaf has one blade; a compound leaf has separate leaflets. Photosynthesis, gas exchange and transpiration are important leaf functions. Use fallen leaves or photographs for observation instead of uprooting plants unnecessarily.
A root cap protects the tip, and the growing region behind it produces new tissue. Root hairs occur further back and increase absorption area. A tap-root system has a prominent main root; many grasses have fibrous systems. Adventitious roots originate from a stem or another non-embryonic-root structure. The categories describe origin and form, so they should not be treated as interchangeable names for every root.
The stem’s nodes bear leaves or buds; internodes separate nodes. An axillary bud is found in the angle between a leaf and stem, while an apical bud is at a shoot tip. Some stems stand upright; others trail or climb. Ginger rhizomes and potato tubers are modified stems with buds; a carrot’s swollen storage structure is a root. A stem may be underground, so location alone is insufficient.
A leaf base joins the stem, a petiole is its stalk, and a lamina is the blade. Veins contain transport tissues. A simple leaf has one blade that may be lobed; a compound leaf is divided into leaflets. The axillary bud helps identify the whole leaf rather than one leaflet. Leaves exchange gases, make food in photosynthetic cells and lose water vapour by transpiration.
People use roots, stems and leaves as food, materials and sources of useful substances. Spinach is a leaf food; ginger is a stem example and carrot a root example. Root absorption, stem transport and leaf processes work as a connected system. Use fallen leaves, photographs or ordinary food specimens where possible. During observations, leave plants in place and avoid disturbing animals, nests or feeding sites.
A seedling wilts when it loses more water than it replaces. Roots absorb water and the stem transports it to leaves; these parts work together rather than acting independently.
Mineral ions from soil are not a plant’s complete food. Green plants make sugars through photosynthesis; roots supply water and mineral nutrients.
A neem leaf contains several leaflets on one stalk. It is compound; the separate leaflets are not each whole leaves with their own axillary bud.
Water enters through roots, moves along stem transport tissues and reaches leaves. Leaves make sugars that can move to other plant parts. A drawing with arrows shows the connection more clearly than three unrelated labels.
Show your working on paper and enter your answer here. If it does not match, compare the model and try again.
root cap
The root cap protects the growing region.
root hairs
Numerous root hairs provide a larger surface.
lamina
Lamina means the expanded blade.
internode
An internode separates neighbouring nodes.
stem
Its buds can form new shoots.
Write in your own words. A guardian or teacher should review this response.
Roots anchor the plant and absorb water/mineral ions. Anchoring supports it; absorption supplies materials for growth.
Link each structure to a function.
Write in your own words. A guardian or teacher should review this response.
Look for one continuous blade versus separate leaflets; use the position of the axillary bud to distinguish a leaflet from a whole leaf.
Describe evidence in the drawing rather than counting green shapes only.
Write in your own words. A guardian or teacher should review this response.
Photographs, fallen leaves and non-destructive observations can show the structures while keeping the plants alive.
Propose an observation that answers the learning question without damage.
Apply the idea in a new situation and explain your method. Open writing needs a guardian or teacher to review it.
petiole
A petiole joins the blade to the stem.
node
A node bears leaves or buds.
apical bud
An apical bud is at the shoot tip.
adventitious
Adventitious roots arise away from the embryonic root.
compound
One whole leaf contains several leaflets.
stem
A rhizome is a modified stem with nodes and buds.
Write in your own words. A guardian or teacher should review this response.
Look for one dominant main root with side roots versus many similarly sized roots arising near the base.
Use the visible root pattern rather than only the plant name.
Write in your own words. A guardian or teacher should review this response.
The cap protects the growing tip; root hairs increase the area for absorbing water and mineral ions.
Name both locations and functions.
Write in your own words. A guardian or teacher should review this response.
A simple leaf still has one continuous blade, even if it has lobes; a compound leaf has separate leaflets.
Distinguish a cut or lobe from separate leaflets.
Write in your own words. A guardian or teacher should review this response.
Carrot as a root food, ginger as a stem used in food, and spinach as a leaf food.
Accept other accurately identified examples; do not infer a part from being underground.
Write in your own words. A guardian or teacher should review this response.
A leaf can photosynthesise, exchange gases and lose water vapour through transpiration.
Explain any two distinct processes.
Write in your own words. A guardian or teacher should review this response.
Observe photographs or plants in place, noting support, stem position and attachment structures. Do not uproot plants or disturb nearby animals, nests or feeding sites.
Record actual features and explain care for both plants and animals.
Make a plant-parts field page or use supplied photographs. Label a root system, stem nodes/buds and a whole leaf. Add three part/use examples and explain a root–stem–leaf connection. Ask a teacher to check a compound-leaf identification.
Keep your work on paper or in a local file. This page does not upload it or automatically grade the project.
This original Kidemy practice follows the topic order of 2026 Class 6 Science · English Version, chapter 4, printed pages 32–43. It does not replace the complete chapter or its practical teaching.
Official book catalogue and source →
Teacher-led lessons, schedules and prices for this outline are upcoming. You can use any starter practice above now without booking.
Solo practice works without an account. Sign in to save a practice record to your learner profile.
Exact lesson links and related activities are labelled separately. Return-to-course links retain your selected learning path.