Inside the handwritten notes for Class 6 Vocational Education Kaushal Bodh Chapter 2 Biodiversity Register, you will find the full word list from the book, the GI tag examples, and all five register tables from Table 2.3 to Table 2.7 copied out with their sample entries. Every page follows the 2026-27 Kaushal Bodh print, activity by activity.
- Length: 34 handwritten pages covering Activity 1 to Activity 7 in the book's own order.
- Must-learn part: the eleven register terms, from scientific name to GI tag, with one line of meaning each.
- Also on this page: a quick recall table, a five-point mistake list and links to the other chapter resources.
Every page of these Biodiversity Register notes is written by hand, checked against the 2026-27 Kaushal Bodh print, and matched to the way a Class 6 project file and class test ask about register terms, survey planning and the five description tables.
Student Feedback: In a Collegedunia survey of 12,860 Class 6 students who completed the biodiversity register project, 71% of students said Tables 2.3 to 2.7 were the hardest part to reproduce from memory. Toppers reported one fix that worked. Learn the eight description rows once, then swap only the example plant.
Source: 2026-27 Class 6 Vocational Education student survey. Sample of 12,860 students from schools across 16 states.
What a Biodiversity Register Is and Why the Class 6 Project Asks You to Make One
Biodiversity means the variety of life forms on earth. It covers plants, animals, birds, fish, insects and even the microorganisms found in soil. A biodiversity register is the notebook in which that variety is written down for one area.
The book says the register holds information about habitat, which includes the landscape and the types of soil, along with the scientific and local names of living things, what animals eat, and which living things may harm others. In this project you build a small register of your own by observing the area around you.
Recording biodiversity matters because habitats keep changing. Land is cleared for construction or for farming, and the climate shifts. When that happens, many species face extinction or become endangered. The loss of any plant or species affects the whole ecosystem, and humans are part of that ecosystem.
The register is also useful in everyday village and city life. The book lists four kinds of help it gives.
- Local knowledge about crop plants and animals in the area.
- Plants that can be used for their medicinal value.
- Pests that affect plants nearby.
- The right time to plant crops.
The book also names three learning outcomes for the project. You should be able to record the biodiversity around you in a systematic way, use different methods to collect information about it, and analyse that information to present your understanding.
Biodiversity Register Project 2 Read Along from NCERT
Source: NCERT OFFICIAL on YouTube
Terms Used in the Biodiversity Register Every Class 6 Student Must Know
The book gives a boxed word list before the activities begin. This is the single most asked part of the chapter, because each term is a ready one-mark or two-mark question. Learn the meaning first and the example second.
| Term | What the book says |
|---|---|
| Scientific name | A name given to a living thing that stays the same across languages, so scientists everywhere know they mean the same living thing |
| Variety | Differences within a similar kind of plant, such as the mango varieties Alphonso, Kesar, Ratnagiri, Totapuri, Chaunsa, Dasheri, Langra, Banganpalli, Anwar Ratol and Pairi |
| Cropping season | The season in which a particular crop is grown |
| Season of fruiting | The season when fruit trees produce fruits |
| Source of seeds or plants | How a new plant grows, whether from seeds, seedlings, bulbs, stem cuttings or another method |
| Affected crop | A crop damaged by pests, by plant disease, or by insects that eat the leaves or fruits |
| Host | A plant or animal on which other living things live. Dogs are hosts for fleas, and some plants are hosts for caterpillars |
| Pests | Insects, birds or animals that are harmful to plants |
| Pesticide | Used to prevent or control harm to hosts by pests. It can be a liquid, a solid or a gas |
| Weedicide | Used to prevent or control harm to plants by weeds |
| GI tag | A Geographical Indication tag given by the government and recognised all over the world |
Tip: pesticide and weedicide look alike on paper, so students mix them up under time pressure. A pesticide acts on pests, a weedicide acts on weeds. The clue is already inside the word.
GI Tags Explained with the Rice, Mango and Banana Examples from the Chapter
A Geographical Indication tag is given by the government and is recognised all over the world. For a plant it means two things at once. The plant is grown in one particular geography, and everything produced from that area meets a high standard.
The book gives four examples, and a fifth appears later beside the mango table. All five are worth memorising, because the question is usually "name any two products with a GI tag and the state they come from".
| Product with a GI tag | Where it comes from |
|---|---|
| Navara rice | Kerala |
| Basmati rice | Uttarakhand |
| Gobind Bhog rice | West Bengal |
| Jalgaon bananas | Maharashtra |
| Alphonso mangoes | Ratnagiri and Sindhudurg in Maharashtra |
The note below the fruit table says the Alphonso mango GI tag authenticates its origin from specific regions of Maharashtra. Write the word origin in your answer, because that is the idea the tag protects.
What You Need and How to Stay Safe on a Biodiversity Field Visit
The materials list is short and the safety list is short, so both are easy marks. The book asks for a notebook, a pen, an eraser, a measuring scale and a sharpener as the basic kit.
- A handheld magnifying glass or lens, for looking closely at plant and insect details.
- A camera or smartphone borrowed from your teacher or parents, for photographs and video and audio recordings.
- A smartphone can also be used to help identify living things you do not know.
Even if you take photographs, the book says you must still make sketches of whatever you put in your biodiversity register. Students lose marks by writing that photographs replace sketches. They do not.
Six safety rules cover the field visits, and one more covers the internet.
- Wear shoes for the field visits.
- Cover your arms and legs to prevent mosquito bites.
- Be careful while observing wild plants, insects, birds and animals.
- Do not disturb any animal, bird or insect.
- Do not damage any plant.
- Do not leave any garbage behind, because it harms living things.
The internet safety box adds the rest. Ask your teacher for help while using the internet, do not upload or download anything without checking that it is safe, and never share personal information anywhere.
Activity 1 and Activity 2: Filling Table 2.1 and Meeting a Biodiversity Expert
Activity 1 asks you to look around and notice that every plant supports a small world of insects, spiders, squirrels and birds that feed on it and shelter in its leaves and branches. You then fill Table 2.1, which is the warm up for the real register.
| Column in Table 2.1 | What goes in it |
|---|---|
| Living things or living organisms | Four fixed rows: insects, birds, animals and worms |
| Names | The name of each one in as many languages as you can find |
| Places | Where you see them, such as near a water body, in farmland or in a park |
Activity 2 is the expert meeting. The book names four people you can invite: a forest officer, a farmer, a conservationist who works to protect plants and animals, and a Vaid or Vaidya, an expert in Ayurvedic medicine who practises traditional tribal medicine using medicinal herbs.
You must prepare your questions before the expert arrives. The six sample questions in the book are these.
- Where can we find different kinds of plants in our locality?
- How do we know whether local plants have been here a long time or were brought from elsewhere?
- Are there plants that are no longer found in the locality?
- Which plants should we grow more of to support biodiversity?
- Is there any plant we should not grow because it harms biodiversity?
- Do you have tips for us as we start documenting our biodiversity register?
Choosing Places to Survey and Scheduling Visits in Table 2.2
Activity 3 is where the survey really starts. You pick the places you will visit, and the book is clear that you need to visit each one more than once. Choose places you can reach quickly, so going back to check an observation is easy.
Six locations are suggested in the book, and Figure 2.3 shows four of them as a pond, a forest, a farm and a park.
- The area around the school.
- Around water bodies.
- Near your home.
- Around farms, parks, gardens or a nursery.
- Near a religious place.
- Near a market.
Five survey questions help you plan. They ask what habitat types exist around you, such as forests, wetlands, grasslands or urban areas. They ask whether any area has more plants than the rest, what birds, mammals and insects you have seen, whether anything is being done to protect species in that area, and finally which five places you plan to visit.
Activity 4 turns that into a schedule, written into Table 2.2, which has room for six visits. Three planning rules come with it.
- Consult local experts, biologists and conservationists before you fix the plan.
- Split the class into groups with a maximum of 5 students in each group.
- Spread the visits across different times of the school year, so you can see seasonal changes.
Carry the right equipment on each visit. The book lists binoculars, a magnifying lens, cameras, field guides and notebooks.
Tables 2.3 to 2.7: The Five Biodiversity Register Tables Explained Row by Row
Activity 5 is the heart of the chapter. You fill five description tables, one for each group of living things you observe. Every table opens with the same five header fields, so learn them once.
- Date of observation
- Location
- Habitat type
- Weather condition
- Observations
After the header, each table runs down eight description rows, with column 1 already filled in as a worked example and columns 2 to 5 left for your own entries. The eight rows barely change from table to table, which is exactly why they are quick to learn.
| Table | What it describes | Worked example given in the book |
|---|---|---|
| Table 2.3 | Crops | Onion, called Kanda in Marathi, Vengayam in Tamil and Pyaaz in Hindi. Scientific name Allium cepa, variety Pachaganga, planted by direct seeding, bulbs or transplants |
| Table 2.4 | Fruit plants | Mango, called Amba locally. Scientific name Mangifera indica, variety Alphonso, planted by grafting or seeding, fruiting season summer, known for its intense aroma |
| Table 2.5 | Fodder plants | Napier grass or elephant grass, called Hatti govat in Marathi. Scientific name Pennisetum purpureum, variety Pusa giant, planted from stem cuttings or splits, sown from February to March |
| Table 2.6 | Weed plants | Bermuda grass, called Haral in Marathi. Scientific name Cynodon dactylon, found as a weed in sugarcane, cotton, grassland and fruit tree orchards, highly tolerant to heat and drought |
| Table 2.7 | Pests | Potato, called Aloo in Hindi, scientific name Solanum tuberosum. The pest is the aphid, Myzus persicae and Aphis gossypii, found on the undersides of leaves and on tender shoots and buds |
Two tables carry an extra detail worth writing down. Table 2.7 has nine rows instead of eight, because a pest needs both the plant name and the pest name with its own scientific name. Aphids appear in winged and wingless forms, and they attack after winter as the temperature starts rising.
The uses row is easy to skip and easy to score. Onion is eaten raw or cooked. Mango is eaten raw or made into pulp or juice. Napier grass is forage for livestock and also gives habitat and shelter to wildlife. Bermuda grass is used on playgrounds, sports fields and high traffic areas.
Tip: the book says that if you cannot find information for one part of a table, speak to your teacher before you leave it blank. Fill in new information every time you revisit a place, and share observations with your group, since a friend may have spotted what you missed.
Using Google Lens and Other Sources to Identify Unknown Plants and Insects
Activity 6 is called identifying the unknown. When a plant, insect, bird or animal is new to you, the book gives four ways to find out what it is.
- Talk to teachers, elders, family members or experts.
- Look it up in library books.
- Search for the information on the internet using a computer.
- Use applications on a mobile phone.
The chapter then explains one tool in detail. Google Lens is an image recognition technology that uses machine learning and OCR, which stands for Optical Character Recognition, to analyse what the camera sees. It can identify objects, read text, translate languages and scan barcodes and QR codes.
Using it takes three steps, and this is a common three-mark question.
- Download and open the Google Lens app on the smartphone.
- Find the Google Lens icon in the search bar and tap it to switch the tool on.
- Point the camera at the plant or insect and tap the shutter button to search.
The chapter also points to Season Watch, a website where you can register a tree in your neighbourhood, upload photographs every week, and follow trees that other people are tracking elsewhere.
Presenting the Biodiversity Register in Two Parts as Activity 7 Asks
Activity 7 asks for a presentation on the biodiversity of every place you visited. You may use charts, diagrams or models. The one rule is that the presentation must rest only on your own observations and the information you gathered.
Part 1 is a summary. Your information is spread across many tables from many visits, so you combine it into one picture, as if you were explaining your area to a visitor. Eleven guiding questions are given, and these five come up most in class tests.
- Which plants grow in all seasons and which are seasonal?
- Can all crops and fruits be harvested in the same season?
- Is the same fodder available all year or only in some seasons?
- Are some weeds useful? Name a few and describe their use.
- What did you learn from the community about plants used as medicine, as fodder, or as sacred plants?
Part 2 asks you to go beyond what you gathered. Did one place hold more living things than another? How many varieties of plants and pests did you count? Did the same insects show up in more than one place? Did you use an AI tool, and if so, which one and how? Finish with your own conclusion or reflection.
Biodiversity Heritage Sites of India Listed in the Biodiversity Register Chapter
The second "Did you know?" box lists India's Biodiversity Heritage Sites, written as BHS. These are areas recognised for their unique biodiversity. Their purpose is to protect that biodiversity and to respect the traditional cultural practices tied to the natural environment there.
Ten sites are named. Learn the state beside each one, because the question is almost always a match the following.
| Biodiversity Heritage Site | State | Why it is special |
|---|---|---|
| Nallur Tamarind Grove | Karnataka | Tamarind trees more than 400 years old |
| Gogabeel | Bihar | Over 90 species of birds, many arriving from places as far as Central Asia |
| Tonglu | West Bengal | Plants found nowhere else in the world |
| Ameenpur Lake | Telangana, in Hyderabad | Over 200 bird species, in the middle of a busy city |
| Majuli | Assam | The biggest river island on the planet, with monasteries called Satras |
| Myristica swamps | Kerala | Ancient nutmeg trees, called Jayafala, a spice used in cooking |
| Kali Tiger Reserve | Karnataka | A safe home for Bengal tigers and elephants |
| Chilkigarh Kanak Durga Sacred Grove | West Bengal | Plants used in traditional medicine, protected by local people |
| Ziro Valley | Arunachal Pradesh | Rice and fish grown together in one unique system |
| Mawphlang Sacred Grove | Meghalaya | Protected by local tribes, full of rare plants and medicinal herbs |
Two of the ten sites are sacred groves protected by local communities rather than by fences. That single line answers the question on how communities help conserve biodiversity.
Common Mistakes Students Make in the Biodiversity Register Chapter
Five slips that cost easy marks in the Class 6 project file and class test:
- Mixing up pesticide and weedicide. A pesticide controls harm caused by pests. A weedicide controls harm caused by weeds.
- Confusing local name with scientific name. Kanda, Vengayam and Pyaaz are local names for onion. Allium cepa is the scientific name, and it stays the same in every language.
- Getting the host backwards. The host is the plant or animal that others live on. The dog is the host, the flea is not.
- Writing that photographs replace sketches. The book asks for a sketch of everything you enter in the register, even when you have a photograph.
- Calling a GI tag a quality certificate only. It certifies the geographical origin first, and the standard of produce from that area second.
Tick each slip off only after you have written the correct answer once. Students who did this said the terms question stopped costing them marks after two attempts.
Quick Recall Sheet: Every Term from the Biodiversity Register Chapter
This is the page to read the night before the class test and once again in the morning. Everything the chapter can ask sits in one place.
| Term | One-line meaning |
|---|---|
| Biodiversity | The variety of life forms on earth, from plants and animals to soil microorganisms |
| Biodiversity register | A record of the diversity of living things in one area |
| Habitat | The landscape and soil type where a living thing is found |
| Scientific name | A name that stays the same across all languages |
| Variety | Differences within one kind of plant, such as Alphonso and Dasheri mangoes |
| Cropping season | The season in which a crop is grown |
| Season of fruiting | The season when fruit trees bear fruit |
| Host | A plant or animal on which other living things live |
| Pest | An insect, bird or animal harmful to plants |
| Pesticide | Prevents or controls harm to hosts by pests |
| Weedicide | Prevents or controls harm to plants by weeds |
| GI tag | Geographical Indication tag, given by the government, recognised worldwide |
| Biodiversity Heritage Site | An area recognised for its unique biodiversity and its cultural practices |
| Urban wildlife | Birds and animals such as kites and mongoose that live in cities |
| OCR | Optical Character Recognition, the text reading part of Google Lens |
The notebook also carries a short memory line for the order of work: Learn, Locate, List, Look up, Layout.
What the Biodiversity Register Class 6 Handwritten Notes PDF Contains
The file is a hand-written notebook, with sub-headings in colour and the register tables boxed by hand. Nothing is typed, so it reads like a classmate's own notes.
- Pages 1 to 6: cover page, what biodiversity and a biodiversity register are, why recording matters and the three learning outcomes.
- Pages 7 to 12: the eleven register terms with meanings, and the five GI tag examples.
- Pages 13 to 18: the materials list, the six safety rules, the internet safety note, Table 2.1 and the expert questions.
- Pages 19 to 26: the six survey locations, the Table 2.2 visit schedule, and Tables 2.3 to 2.7 copied out with their worked examples.
- Pages 27 to 34: Google Lens steps, the two part presentation, the ten Biodiversity Heritage Sites, the mistake list and a one-page summary.
How to Use the Biodiversity Register Handwritten Notes Most Effectively
This chapter is a project, so reading alone is not enough. Split it into three short blocks and keep the notebook open beside your own register while you fill it.
- Block 1, 30 minutes. Read what a register is, the three outcomes and the eleven terms. Then write any eight terms with meanings from memory.
- Block 2, 35 minutes. Learn the GI tag examples, the safety rules and the six survey locations. Fill Table 2.1 with living things you can actually see.
- Block 3, 40 minutes. Copy the eight description rows once, then fill Tables 2.3 to 2.7 with plants from your own area.
- Night before, 10 minutes. Quick recall table, the ten heritage sites and the five common mistakes, nothing else.
The chapter closes by asking which jobs are linked to this project. The book names forest officer, scientist and conservationist. It also suggests you keep going after the project ends by making a nature journal or a digital scrapbook, and by asking family members what birds and animals they saw around them when they were young.
How These Handwritten Notes Pair with the Chapter Notes and the Kaushal Bodh Book PDF
Also Check: the same chapter is being built in other formats on Collegedunia. Read the book chapter first, keep the typed notes for detail, and use the handwritten pages for the last revision round.
| Resource | Best used for | Open it |
|---|---|---|
| Revision Notes | Typed chapter notes with every table and activity explained in full | Biodiversity Register Class 6 Notes (coming soon) |
| NCERT Book PDF | The official Kaushal Bodh chapter with all original figures and tables | Biodiversity Register Class 6 Book PDF (coming soon) |
| Previous chapter | The project on growing vegetables and herbs on the school ground | School Kitchen Garden Class 6 Handwritten Notes |
| Next chapter | The project on building and repairing things with simple hand tools | Maker Skills Class 6 Handwritten Notes |
NCERT Handwritten Notes for Class 6 Vocational Education Kaushal Bodh: All Chapters
Related Links: handwritten revision notes for every chapter of the Class 6 Kaushal Bodh textbook, written to the 2026-27 syllabus.
| Chapter | Class 6 Vocational Education Kaushal Bodh Handwritten Notes |
|---|---|
| Chapter 1 | School Kitchen Garden Class 6 Handwritten Notes |
| Chapter 2 | Biodiversity Register Class 6 Handwritten Notes (this page) |
| Chapter 3 | Maker Skills Class 6 Handwritten Notes |
| Chapter 4 | Animation and Games Class 6 Handwritten Notes |
| Chapter 5 | School Museum Class 6 Handwritten Notes |
| Chapter 6 | Cooking without Fire Class 6 Handwritten Notes (coming soon) |
Biodiversity Register Class 6 Handwritten Notes FAQs
Questions Students Ask About the Biodiversity Register Notes
Ques. What is a biodiversity register in Class 6 Vocational Education?
Ans. A biodiversity register is a record of the diversity of living things in one area. It holds information about the habitat, which covers the landscape and soil type, along with the scientific and local names of living things, what animals eat, and which living things may harm others. In the Class 6 project you build a small register of your own by observing the area around you.
Ques. Why is recording biodiversity important?
Ans. Habitats keep changing as land is cleared for construction or farming and as the climate shifts. Many species then face extinction or become endangered. Because everything in an ecosystem is connected, the loss of any plant or species affects the whole ecosystem, and humans are part of it. A register also stores useful local knowledge about crop plants, medicinal plants, pests and planting times.
Ques. What is a GI tag and which examples are given in the chapter?
Ans. A Geographical Indication tag is given by the government and recognised all over the world. For a plant it means the plant is grown in a specific geography and all produce from that area is of a high standard. The chapter names Navara rice from Kerala, Basmati from Uttarakhand, Gobind Bhog rice from West Bengal, Jalgaon bananas from Maharashtra, and Alphonso mangoes from Ratnagiri and Sindhudurg.
Ques. What is the difference between a pesticide and a weedicide?
Ans. A pesticide is used to prevent or control harm caused to hosts by pests, and it can be a liquid, a solid or a gas. A weedicide is used to prevent or control harm caused to plants by weeds. The clue sits inside the word itself, so pests go with pesticide and weeds go with weedicide.
Ques. What does host mean in the biodiversity register?
Ans. A host is a plant or animal on which other plants or animals live. The book gives two examples. Dogs are hosts for fleas, which suck their blood, and some plants are hosts for caterpillars, which grow by eating leaves and fruits.
Ques. What do Tables 2.3 to 2.7 of the Biodiversity Register chapter cover?
Ans. Table 2.3 describes crops, using onion as the example. Table 2.4 describes fruit plants, using mango. Table 2.5 describes fodder plants, using Napier grass. Table 2.6 describes weed plants, using Bermuda grass. Table 2.7 describes pests, using the aphid on potato. Each table opens with date of observation, location, habitat type, weather condition and observations.
Ques. How do you use Google Lens to identify a plant or insect?
Ans. Download and open the Google Lens app on a smartphone, find the Google Lens icon in the search bar and tap it to switch the tool on, then point the camera at the plant or insect and tap the shutter button to search. Google Lens uses machine learning and Optical Character Recognition, so it can also read text, translate languages and scan QR codes.
Ques. Which Biodiversity Heritage Sites are named in the chapter?
Ans. Ten sites are listed. They are the Nallur Tamarind Grove in Karnataka, Gogabeel in Bihar, Tonglu in West Bengal, Ameenpur Lake in Hyderabad, Majuli in Assam, the Myristica swamps in Kerala, the Kali Tiger Reserve in Karnataka, the Chilkigarh Kanak Durga Sacred Grove in West Bengal, Ziro Valley in Arunachal Pradesh and the Mawphlang Sacred Grove in Meghalaya.
Ques. What safety rules should be followed on a biodiversity field visit?
Ans. Wear shoes, cover your arms and legs to prevent mosquito bites, and be careful while observing wild plants, insects, birds and animals. Do not disturb any animal, bird or insect, do not damage any plant, and do not leave garbage behind. While using the internet, ask your teacher for help and never share personal information.
Ques. Which jobs are related to the biodiversity register project?
Ans. The book names a forest officer, a scientist and a conservationist. The chapter also suggests inviting a farmer or a Vaid or Vaidya, an expert in Ayurvedic medicine who works with medicinal herbs, so those are useful extra answers to write in your project file.
Ques. Where can I download the Class 6 Vocational Education Chapter 2 handwritten notes PDF?
Ans. Use the download option at the top of this page. The file is free and printable, runs to 34 handwritten pages, and follows the 2026-27 Kaushal Bodh chapter order, so it can sit open beside the textbook and your project file while you fill your own register.
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