Chapter 3: Mindful Eating: A Path to a Healthy Body Class 6th Science (CURIOSITY) NCERT Solution

Chapter 3 — Mindful Eating: A Path to a Healthy Body | Solutions
Curiosity · Textbook of Science · Grade 6
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Mindful Eating: A Path to a Healthy Body — Solutions

All 9 in-text Activities, key standalone questions, and all 13 “Let us enhance our learning” exercise questions — answered in detail with the textbook’s own figures.

“Annena jātāni jīvanti” — food gives life to living beings. Medu and Mishti’s journey through the Traditional Food Festival teaches us what’s really in our food, why it matters, and how to test for it ourselves. Every activity and question below is worked through step by step.

Students at a Traditional Food Festival with stalls of Rajasthani, Gujarati and Assamese food, from the textbook
Part 1 — In-Text Activities

Activity Solutions (3.1 – 3.9)

Model answers, completed sample tables and explanations for every activity in the chapter.

Activity 3.1 · Pg. 35–36

Let us record

You were asked to list the food items you ate over a week in Table 3.1, then compare with friends.

Sample Answer — Table 3.1
DayFood items
MondayPoha, dal-rice, chapati-sabzi, milk
TuesdayIdli-sambhar, rajma-rice, chapati-paneer
WednesdayParatha-curd, khichdi, chapati-dal
ThursdayUpma, chole-rice, chapati-mixed veg
FridayBread-omelette, rice-fish curry, chapati-sabzi
SaturdayDosa-chutney, pulao, chapati-paneer
SundayPuri-sabzi, biryani, khichdi-papad

Observations: the food does not repeat exactly every day — cereals (rice, wheat) appear daily, but the accompanying dal, vegetable or curry keeps changing. Comparing lists with friends usually shows some common items (rice, chapati, dal) but also differences based on regional and family preferences (e.g. some friends may eat idli-dosa often, others may eat parathas).

Yes — this kind of diversity in daily food exists across every state of India too, which is explored next in Activity 3.2.
Activity 3.2 · Pg. 36–37

Let us explore

You were asked to find traditionally consumed foods and locally grown crops in various Indian states, and fill Table 3.2.

Sample Answer — Table 3.2 (extra rows)
StateLocally grown cropsTraditional food itemsBeverages
PunjabMaize, wheat, chickpea, pulsesMakki di roti, sarson da saag, chhole bhatureLassi, chhach, tea
KarnatakaRice, ragi, urad, coconutIdli, dosa, sambhar, ragi muddeButtermilk, coffee, tea
ManipurRice, bamboo, soya beanEromba, utti, singju, kangsoiBlack tea
West BengalRice, jute, fish farmingMachher jhol (fish curry), rice, shukto, rosogollaTea (cha)
MaharashtraJowar, bajra, sugarcane, groundnutBhakri, puran poli, misal pav, varan bhaatSol kadhi, tea
KeralaRice, coconut, spices, tapiocaAppam, puttu, sambar, avial, fish curryCoconut water, tea

Common food items across states: rice, dal/pulses, and tea/buttermilk-type beverages appear in most states.

Relation between traditional food and local crops: the traditional food of a state is almost always built around whatever crop grows well there — e.g. Punjab (wheat belt) eats wheat-based roti/parantha, Karnataka and Kerala (rice/coconut belt) eat rice- and coconut-based dishes, Manipur (bamboo/rice region) uses bamboo shoots and rice.

Why the diversity? India’s soil types and climate vary widely region to region, so different crops are cultivated in each region; food choices are also shaped by taste preferences, culture and tradition.

Activity 3.3 · Pg. 38–39

Let us interact and find out

You were asked to prepare interview questions for elders about their food habits and cooking practices, and conduct the interviews.

A chulha (traditional stove) with fire and a modern gas stove, from the textbook
Fig. 3.1(a,b) — Chulha vs Modern gas stove
A sil-batta (stone grinder) and an electrical grinder, from the textbook
Fig. 3.1(c,d) — Sil-batta vs Electrical grinder
Sample Answer

Sample interview findings (from a grandparent): “We still eat the same dals and seasonal vegetables, but earlier we cooked on a chulha using wood, which took much longer and needed constant attention. We ground spices and batter by hand using a sil-batta, which was hard work. Today’s gas stove and electric grinder save a lot of time and effort.”

What has caused these changes? Technological development (gas stoves, electric appliances), improved transportation (ingredients from other regions now easily available) and better communication (recipes and information spreading faster) have all driven this shift from traditional to modern culinary practices.

Activity 3.4 · Pg. 43–47

Let us conduct a survey

You were asked to study the vitamins/minerals chart (Fig. 3.5), then survey your neighbourhood for deficiency symptoms, correlate with diet, and suggest changes (under a teacher’s guidance).

Reference — Fig. 3.5: Vitamins, Minerals, Deficiency Diseases
ComponentFunctionSome sourcesDeficiency diseaseSymptoms
Vitamin AKeeps eyes & skin healthyPapaya, carrot, mango, milkLoss of visionPoor/night vision, blindness
Vitamin B₁Keeps heart healthyLegumes, nuts, whole grains, milkBeriberiSwelling, tingling, breathing trouble
Vitamin CHelps fight diseasesAmla, guava, green chilli, orange, lemonScurvyBleeding gums, slow wound healing
Vitamin DHelps absorb calciumSunlight, milk, butter, fish, eggsRicketsSoft, bent bones
CalciumKeeps bones/teeth healthyMilk, curd, cheese, paneerBone/tooth decayWeak bones, tooth decay
IodinePhysical/mental activitySeaweed, singhada, iodised saltGoitreSwelling at front of neck
IronComponent of bloodGreen leafy veg, beetroot, pomegranateAnaemiaWeakness, shortness of breath
Papaya, mango and carrot, sources of Vitamin A, from the textbook
Fig. 3.6(a) — Vitamin A sources
Wheat, rice, paneer, flax seeds and pumpkin seeds, sources of Vitamin B1, from the textbook
Fig. 3.6(b) — Vitamin B₁ sources
Orange, tomato, amla, guava, green chilli and lemon, sources of Vitamin C, from the textbook
Fig. 3.6(c) — Vitamin C sources
Fish, eggs, butter and edible mushroom, sources of Vitamin D, from the textbook
Fig. 3.6(d) — Vitamin D sources
Sample Answer

Sample survey finding: a neighbour frequently complains of tiredness and shortness of breath. Correlating this with the chart suggests a possible iron deficiency (anaemia), especially if their diet lacks green leafy vegetables, beetroot or pomegranate.

Suggested change: include more iron-rich foods like spinach, beetroot and pomegranate in the diet — and, most importantly, advise them to visit a doctor for proper diagnosis and confirmation before self-treating.

Activity 3.5 · Pg. 48

Let us investigate — Test for starch

You were asked to put 2–3 drops of diluted iodine solution on various food items and observe whether they turn blue-black.

Two students testing food items like bread and potato with iodine solution, from the textbook
Fig. 3.7 — Testing for starch using iodine solution
Answer

A blue-black colour after adding iodine confirms the presence of starch. Items like potato, boiled rice, boiled gram, and bread/chapati typically turn blue-black (starch present), while items like cucumber, oil, butter, and crushed coconut do not change colour (little to no starch).

Activity 3.6 · Pg. 49

Let us investigate — Test for fats

You were asked to wrap each food item in paper, press it, let it dry, then hold the paper against light to check for an oily, translucent patch.

Answer

If the food item contains fat, it leaves a translucent oily patch on the paper — light shines faintly through this patch. Items such as peanuts, butter, and crushed coconut leave a clear oily patch (fat present), while items like boiled rice or cucumber generally leave little or no patch.

Activity 3.7 · Pg. 49–50

Let us investigate — Test for proteins

Teacher-demonstrated: a paste of each food item is treated with copper sulfate and caustic soda solutions in test tubes.

A teacher demonstrating the protein test on bread, rice, peanuts, peas and soya bean using copper sulfate and caustic soda, from the textbook
Fig. 3.8 — Testing for protein
Answer

A violet colour appearing in the test tube indicates the presence of protein. Peanuts and soya bean/gram typically turn violet (protein present); plain rice or oil generally do not.

Sample Answer — Table 3.3 (combined results)
Food itemStarch (Yes/No)Fat (Yes/No)Protein (Yes/No)
PotatoYesNoNo
CucumberNoNoNo
Boiled riceYesNoNo
Boiled gramYesNoYes
PeanutsNoYesYes
Bread/ChapatiYesNoNo
ButterNoYesNo
CoconutNoYesNo
Conclusion: peanuts show the presence of both proteins and fats — proving that a single food item can contain more than one nutrient. No single food item here contains all three (starch, fat and protein) — which is exactly why we need a variety of foods for a balanced diet.
Activity 3.8 · Pg. 51

Let us find out — Balanced diet

You were asked to check your Activity 3.1 weekly food list against all the essential nutrients and other food components.

Sample Answer

Checking my Table 3.1 list: it has good carbohydrates (rice, chapati) and some protein (dal, paneer, fish) — but it is a little short on fresh fruit and green leafy vegetables (vitamins, minerals and roughage) through the week.

Changes to make it balanced: add a fruit serving daily, include a green vegetable in at least one meal every day, include nuts/seeds a few times a week, and drink enough water throughout the day.

A balanced diet is one with all essential nutrients, roughage and water in the right amounts for proper growth and development.
Activity 3.9 · Pg. 52

Let us compare — Wafers vs Roasted chana

You were asked to study the nutritional information of potato wafers and roasted chana, and decide which food you’d choose.

A packet of potato wafers, from the textbook
(a) Potato wafers
A packet of roasted chana, from the textbook
(b) Roasted chana
Nutrient (per 100 g)Potato wafersRoasted chana
Energy536 kcal355 kcal
Fats35.0 g6.26 g
Carbohydrates53.0 g58.58 g
Proteins7.0 g18.64 g
Dietary Fibre4.8 g16.8 g
Answer

I would choose roasted chana. It has far less fat, nearly three times more protein, and over three times more dietary fibre than potato wafers, while also providing fewer empty calories. Potato wafers are high in fat and calories but comparatively low in protein and fibre — making them a typical junk food.

Bonus — Standalone in-text questions

Quick answers to the chapter’s other “?” questions

These questions appear in the running text (outside the numbered activities) — answered briefly below.

What are the food sources that provide water to our body? (Pg. 47)
Plain drinking water itself, plus water-rich foods like watermelon, cucumber, oranges, milk, soups, curd, and most fruits and vegetables.
Which of the two foods studied in Activity 3.9 could be labelled as junk food? (Pg. 53)
Potato wafers — high in fat and calories, low in protein and fibre.
Do we obtain all nutrients from plants and animals? (Pg. 46)
No. Some nutrients don’t come from plants or animals at all — for example, iodine and other salts can come from seawater or rocks, and our own body can produce Vitamin D when skin is exposed to sunlight.
How would eating local food help reduce food miles? (Pg. 55)
Local food travels a much shorter distance from farm to plate, so it needs less transport. This cuts transport cost and pollution, keeps the food fresher, and directly supports local farmers — all of which reduce the food’s “food miles”.
Story of chapati from farm to plate: farmer growing wheat, threshing and winnowing, storage, grinding and packing, transport to retail shop, and food on our plate, from the textbook
Fig. 3.10 — From farm to plate: the story of chapati (illustrates “food miles”)
Sanwa (Barnyard millet) crop, from the textbook
Fig. 3.9 — Sanwa (Barnyard millet), one of India’s native nutri-cereals
Part 2 — Let us enhance our learning

Exercise Question Solutions (Q1 – Q13)

Direct, detailed answers to every question from the end-of-chapter exercise.

Question 1

Pick the odd one out

(i) Jowar, Bajra, Ragi, Chana    (ii) Kidney beans, Green gram, Soya bean, Rice
Answer

(i) Odd one out: Chana. Jowar, bajra and ragi are all millets/cereals — mainly carbohydrate-rich energy foods. Chana (chickpea) is a pulse/legume — a protein-rich, body-building food.

(ii) Odd one out: Rice. Kidney beans, green gram and soya bean are all pulses/legumes — protein-rich sources. Rice is a cereal — mainly a carbohydrate (energy-giving) source.

Question 2

Traditional vs modern culinary practices

Discuss traditional versus modern culinary practices in India.
Answer
AspectTraditional practiceModern practice
Cooking fuel/stoveChulha (wood/cow-dung fire)Gas stove, induction, microwave
GrindingSil-batta (stone grinder), hand-poundingElectric mixer-grinder
StorageEarthen pots, sun-drying, picklingRefrigerators, airtight packaging
Time takenLonger, more manual effortMuch faster, less physical effort
IngredientsLocal, seasonal produce onlyIngredients from anywhere, any season

These changes came about due to technological development, improved transportation, and better communication — though many families today still combine both, keeping some traditional methods (like using a sil-batta for chutney) alongside modern convenience appliances.

Question 3

Ravi’s questions about “food as medicine”

A teacher says good food may act as medicine. List at least two questions Ravi could ask his teacher.
Answer
  • “Can eating the right foods actually cure a disease that has already started, or does it only prevent one from starting?”
  • “If good food is like medicine, which foods should I eat to protect myself from common problems like colds or weak eyesight?”
  • “Is there a specific amount or timing in which these foods work best, like actual medicine doses?”
Question 4

Delicious vs healthy food

Not all delicious foods are necessarily healthy, while not all nutritious foods are always enjoyable. Share your thoughts with examples.
Answer

This is true. Delicious but not very healthy: potato wafers, candy, fried snacks, ice cream — tasty, but high in sugar/fat and low in other nutrients if eaten often.

Healthy but not always enjoyable: bitter gourd (karela), plain boiled vegetables, methi (fenugreek) leaves — packed with vitamins/minerals but not everyone’s favourite taste.

This is exactly why a balanced diet matters — we should not choose foods only for taste, and not avoid healthy foods only because they aren’t our favourite; a mindful balance of both is ideal.

Question 5

Medu’s stomach ache and constipation

Medu avoids vegetables but eats biscuits, noodles and white bread, and often has stomach ache and constipation. What changes should he make?
Answer

Medu’s diet is very low in roughage (dietary fibre), since biscuits, noodles and white bread are refined, low-fibre foods, while he is avoiding vegetables — the main source of roughage. Roughage is what helps the smooth passage of stools; without enough of it, undigested waste moves slowly, causing constipation and stomach ache.

Changes to make: add green leafy vegetables, fresh fruits, wholegrains and pulses to his meals, reduce refined/processed foods, and drink enough water daily (water also helps roughage do its job).

Question 6

Reshma’s night vision problem

Reshma had trouble seeing in dim light; the doctor prescribed a vitamin supplement and diet changes. (i) Which deficiency disease? (ii) Which food component is lacking? (iii) Suggest four food items.
Answer

(i) She is suffering from night blindness — an early symptom of loss of vision caused by Vitamin A deficiency.

(ii) Vitamin A is lacking in her diet.

(iii) She should include: papaya, carrot, mango, and milk (all good sources of Vitamin A).

Question 7

Canned juice vs fresh juice vs fresh fruit

You are given: (i) Canned fruit juice (ii) Fresh fruit juice (iii) Fresh fruit. Which would you prefer, and why?
Answer

I would prefer fresh fruit (iii). Whole fresh fruit retains its full dietary fibre (roughage) along with its vitamins, whereas juicing removes most of the fibre, and canned juice often loses vitamins during processing and may contain added sugar and preservatives. Eating the whole fruit gives the most complete and unprocessed nutrition.

Question 8

Gourav’s fracture treatment

Gourav’s doctor gave him calcium tablets after a leg fracture, then Vitamin D syrup along with calcium on the second visit. (i) Why calcium? (ii) Why Vitamin D too? (iii) What question arises?
Answer

(i) Calcium keeps bones (and teeth) healthy and strong — it is needed to help heal and rebuild the fractured bone.

(ii) Vitamin D helps the body absorb calcium. Without enough Vitamin D, the calcium tablets alone may not be used effectively by the body, so the doctor added it to make the calcium work better.

(iii) A natural question: “Since Vitamin D helps absorb calcium, why weren’t both given together from the very first visit?” — this shows how understanding what each nutrient does helps us understand medical decisions better.

Question 9

Sugar and the iodine test

Sugar is a carbohydrate, but it does not turn blue-black with iodine solution. What can be a possible reason?
Answer

The iodine test detects specifically the presence of starch, not all carbohydrates. Sugar is a simple carbohydrate (like glucose or sucrose), which has a different chemical structure from starch, so it does not react with iodine to give the blue-black colour — even though it is still a carbohydrate.

Question 10

Raman’s statement on starches

“All starches are carbohydrates but not all carbohydrates are starches.” Do you agree? Describe an activity to test this.
Answer

Yes, this statement is correct. Starch is just one specific type of carbohydrate; sugar and glucose are other types of carbohydrates that are not starches.

Activity design to test this

Take a few known carbohydrate-containing samples — e.g. a potato slice (starch), a spoon of table sugar, and a spoon of glucose powder. Add 2–3 drops of diluted iodine solution to each and observe the colour change. The potato (starch) will turn blue-black, while the sugar and glucose samples will show no colour change — proving that although all three are carbohydrates, only starch reacts with iodine, so not every carbohydrate is a starch.

Question 11

Iodine on saree vs socks

Iodine drops fell on Mishti’s socks and her teacher’s saree. The saree turned blue-black; the socks did not. What can be a possible reason?
Answer

This happens because of what the fabrics are made of. Cotton sarees are often made from starched cotton fibres (cotton fabric is commonly treated/stiffened with starch during finishing), so the iodine reacted with this starch and turned the saree blue-black. The socks were likely made of a synthetic material (like nylon or polyester) that contains no starch, so there was no colour change.

Question 12

Are millets a complete diet?

Why are millets considered a healthy choice of food? Can eating just millets suffice for the nutritional requirements of the body?
Answer

Millets (jowar, bajra, ragi, sanwa) are considered healthy because they are rich in vitamins, minerals (like iron and calcium), and dietary fibre — this is why they’re also called nutri-cereals. They can also be grown in a wide range of climatic conditions, making them a sustainable crop choice.

However, eating just millets is not enough. Our body also needs adequate proteins (from pulses, milk, eggs etc.), fats, other vitamins (like Vitamin C), and enough water — millets alone cannot supply every nutrient our body needs. A truly balanced diet requires a variety of food groups, with millets forming a healthy part of that variety rather than the whole diet.

Question 13

Checking if a solution is iodine

You are given a sample of a solution. How would you check the possibility of it being an iodine solution?
Answer

Take a small piece of a known starchy food, such as a slice of potato or a bit of boiled rice, and add a few drops of the unknown solution to it. If the solution is iodine, the starchy food will turn blue-black. If there is no colour change, the solution is likely not iodine.

Bonus — Learning Further

Quick pointers for the project tasks

These are open-ended, hands-on class projects rather than questions with fixed answers — here’s how to get started.

  • Read fortified food labels — next time you unpack groceries, check three packets (like iodised salt, fortified atta, or baby food) and note which extra nutrients were added during processing.
  • Apatani tribe’s tapyo salt — research how this salt is made from plant ash in Arunachal Pradesh, and why a community would make its own salt rather than buy it — link it back to the chapter’s iodised salt story.
  • Wild/uncultivated foods — look up Maharashtra’s ranbhajis (wild leafy greens) and Himachal Pradesh’s edible wild mushrooms; ask family members if your own region has similar wild foods eaten traditionally.
  • Junk food letter to principal — list the junk foods you and friends eat often, then draft a short, polite letter suggesting these be limited on campus, with 3–4 healthier alternatives (fruits, roasted chana, sprouts, buttermilk).
  • Nutritional needs across people — compare what a growing child, an athlete, an elderly person, and a pregnant woman might need differently (e.g. more protein for athletes, more calcium/iron for certain groups) and note it down.
  • Balanced diet chart for a 12-year-old — plan one day’s meals covering all nutrient groups (cereals for carbs, dal/eggs for protein, seasonal vegetables/fruits for vitamins, milk for calcium) using foods that are affordable and locally available.
Curiosity — Textbook of Science, Grade 6 · Chapter 3 Solutions · Prepared for classroom & self-study use

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