VI

CLASS VI
SCIENCE

Questions Key Concepts Resources Activities/

Processes

1. Food (Periods - 20)

Sources of food
What are the various Plant parts and animal Examples of food from Germination of seeds
sources of our food? products as sources of different parts of plants such as mung, chick pea
What do other animals food; herbivores, and of food from animals etc.; preparing a chart on
eat? carnivores, omnivores. sources. food habits of animals
and food culture of
different regions of India.

Components of food
What is our food made Carbohydrates, fats, Mid Day Meal; Charts, Studying the variety of
up of ? Why do we eat a proteins, vitamins, pictures/films of children food in different regions
Syllabus
variety of food? minerals, fibres, their suffering from food in India; preparing a menu
for
Classes sources and significance deficiencies and disabilities. of balanced diet in the
at the for human health; context of the diversity of
Elementary balanced diet; diseases and foods eaten in different
Level
disabilities due to food parts of the country.
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deficiencies. Classifying foods according
to food components; test
for starch, sugars, proteins
and fats.

Cleaning food
How do we separate the Threshing, winnowing, Talking to some elders Discussion on threshing,
grains after harvesting the hand picking, about practices after winnowing, handpicking;
wheat /rice crop? sedimentation, filtration. harvesting the crop; kit experiments on
materials. sedimentation, filtration.
Separating mixture of salt
and sand.

2. Materials (Periods - 26)

Materials of daily use
What are our clothes Different types of cloth Sharing of prior Whole class discussion.
 Questions Key Concepts Resources Activities/
Processes

made of ? How did materials – cotton, wool, knowledge with parents Simple activities to
people manage when there silk and synthetics. and community. distinguish among
were no clothes? Development of clothing Archaeological and different types of cloth.
materials. historical accounts.

Are some of our clothes Plant fibre, especially Sharing of prior Whole class discussion.
made of materials cotton and jute; knowledge with parents Field survey/ collecting
obtained from plants? production of cotton, jute and community. information on locally
In what kinds of places and other locally available available plant fibres
do these plants grow? plant fibres; types of soil (coconut, silk cotton, etc.)
Which parts of the plants required for the growth of
are used for making clothes? different fibrous plants.

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Different kinds of
Syllabus
materials for
What kinds of things do Grouping things on the Materials, kit items. Collecting and grouping Classes
we see around us? basis of common things on the basis of at the
properties. gross properties e.g. Elementary
Level
roughness, lustre,
transparency, solubility,
sinking/floating using
prior knowledge, through
experiments.

How things change/

react with one another
In what ways do things Some changes can be Prior knowledge, kit items. Experiments involving
change on being heated? reversed and others heating of air, wax, paper,
Do they change back on cannot be reversed. metal, water to highlight
being cooled? Why does effects like burning,
a burning candle get expansion/compression,
shorter? change of state.
Discussion on other
changes which cannot be
reversed – growing up,
opening of a bud,
 Questions Key Concepts Resources Activities/
Processes

ripening of fruit, curdling

of milk.

How much salt can be Solubility, saturated Salt, sugar and other Experiments for testing
dissolved in a cup of solutions. common substances, kit the solubility of
water? Amount of substance items. commonly available
dissolving varies with substances. Experiments
temperature. on the effect of heating
At the same temperature and cooling on solubility.
amounts of different Comparison of
substances that dissolve solubilities of different
varies. substances using non-
standard units (eg. spoon,
paper cone).
Syllabus
for 3. The World of the (Periods - 36)
Classes Living
at the
Things around us
Elementary
Level Are all things around us L i v i n g / n o n - l i v i n g Recollection of diversity Listing of things around
140 living? What is the characteristics; habitat; of living organisms and us, listing of characteristics
difference between living biotic, abiotic (light, the habitat where they live. after making observations
and non-living? Are all temperature, water, air, say on size, colour, shape
living things similar? Do all soil, fire) etc., categorisation;
living things move? observations on habitat;
Where do plants and observing germination of
animals live? Can we seeds, also obser ving
grow plants in the dark? under dark conditions;
growth and development
of domestic animals,
hatching of birds’ eggs
etc., developing drawing
skills.

The habitat of the living

How does habitat affect Habitat varies – aquatic, Potted plants or seeds, Listing the diverse set of
plants and animals? How deserts, mountains etc. – pots, etc; thermometer, living organisms around
 Questions Key Concepts Resources Activities/
Processes

do fish live in water? plants and animals show any water plants, any us; prepare herbarium
adaptation; other plant xerophytic plants, specimens of different
part modifications like Information on desert and leaves, plants; studying
tendrils, thorns etc. aquatic plants and animals. modifications in plants and
Animals in deserts and animals; observing how
water. different environmental
factors (water availability,
temperature) affect living
organisms;

Plants – form and

function
What is the structure and Morphological structure Plants, flowers, blade, Studying plant parts –
141
function of various parts and function of root, hand lens. types of stems, roots,
Syllabus
of the plants - stem, leaf stem and leaves. Structure leaves, seeds; experiment for
and roots? How do of the flower, differences. to show conduction by Classes
different flowers differ stem, activity to show at the
from one another? How anchorage by roots, Elementary
Level
does one study flowers? absorption by roots.
Study of any flower,
counting number of parts,
names of parts, cutting
sections of ovary to
observe ovules.

Animals – form and

function
What is inside our bodies? Structure and functions of Observation of nature; Activities to study X-rays,
How do animals move? the animal body; Human model of skeleton, X-rays find out the direction in
Do all animals have bones skeletal system, some of arms or legs, chest, which joints bend, feel the
in their bodies? How do other animals e.g. fish, hips, jaws, vertebral ribs, backbone etc.
fishes move? And birds bird, cockroach, snail. column (could be given in Observation/ discussion
fly? What about snakes, the textbook). on movement and skeletal
snails, earthworms? system in other animals.
 Questions Key Concepts Resources Activities/
Processes

4. Moving Things, (Periods - 12)

People and Ideas
Moving
How did people travel Need to measure distance Everyday experience; Measuring lengths and
from one place to another (length). Measurement of equipment (scale etc.) to distances.
in earlier times? How did length. Motion as change measure length. Observation of different
they know how far they in position with time. Stories for developing types of moving objects
had travelled? contexts for measuring on land, in air, water and
How do we know that distances. space.
something is moving? Identification and
How do we know how discrimination of various
far it has moved? types of motion.
Demonstrating objects
having more than one type
Syllabus of movement (screw
for motion, bicycle wheel,
Classes fan, top etc.)
at the
Observing the periodic
Elementary
Level motion in hands of a
142 clock / watch, sun, moon,
earth.

5. How things work (Periods - 28)

Electric current and
circuits
How does a torch work? Electric current: Electric Torch: cell, bulb or led, Activity using a bulb, cell and
circuit (current flows only wires, key. key and connecting wire to
when a cell and other show flow of current and
components are identify closed and open
connected in an unbroken circuits. Making a switch.
loop) Opening up a dry cell.

Do all materials allow Conductor, Insulator. Mica, paper, rubber, Experiment to show that
current to flow through plastic, wood, glass metal some objects (conductors)
them? clip, water, pencil allow current to flow and
(graphite), etc. others (insulators) do not.
 Questions Key Concepts Resources Activities/
Processes

Magnets
What is a magnet? Magnet. Magnet, iron pieces. Demonstrating how
things are attracted by a
magnet. Classification of
objects into magnetic/
non-magnetic classes.

Where on a magnet do Poles of a magnet. Magnet, iron pieces, iron Activity to locate poles of
things stick? filings, paper. a magnet; activity with iron
filings and paper.

How is a magnet used to A freely suspended Bar magnet, stand, thread, Activities with suspended
find direction? magnet always aligns in a compass. bar magnet and with
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particular direction. North compass needle.
Syllabus
and South poles. for
Classes
How do two magnets Like poles repel and Two bar magnets, thread, Activities to show that like at the
behave when brought unlike poles attract each stand. poles repel and unlike Elementary
Level
close to each other? other. poles attract.

6. Natural Phenomena
Rain, thunder and
lightning
Where does rain come Evaporation and Everyday experience; kit Condensation on outside of
from? How do clouds condensation, water in items. a glass containing cold water;
form? different states. Water activity of boiling water and
cycle. condensation of steam on
a spoon. Simple model of
water cycle. Discussion on
three states of water.

Light (Periods - 26)

Which are the things we Classification of various Previous experience, Discussion, observation;
can see through? materials in terms of candle/torch/lamp, white looking across different
transparent, translucent paper, cardboard box, materials at a source of
and opaque. black paper. light.
 Questions Key Concepts Resources Activities/
Processes

When are shadows A shadow is formed only Child’s own experience, Discussion; observing
formed? Do you get a when there is a source of candle/torch/lamp, white shadow formation of
shadow at night – when light and an opaque material paper, black paper, various objects of
there is no light in the obstructs a source it. coloured objects. different shapes, and of
room, no moonlight or A shadow is black same shape and different
other source of light? irrespective of the colour colours; playing and
What colour is a shadow? of the object. forming shadows with
the hands in sunlight, in
candle light, and in a well
lit region during daytime;
making a pinhole camera
and observing static and
moving objects.

Syllabus On what kinds of surfaces Reflecting surfaces; Experience, objects with Observing differences
for can we see images? images are different from polished surfaces, mirror between the image and
Classes shadows. etc. the shadow of the same
at the
object.
Elementary
Level
144 7. Natural Resources
Importance of water
What will happen to soil, Importance of water, Experience, newspaper Estimation of water used
people, domestic animals, dependence of the living reports. by a family in one day, one
rivers, ponds and plants on water. month, one year.
and animals if it does not Droughts and floods. Difference between need
rain this year? and availability.
What will happen to soil, Discussion.
people, domestic animals, Activity: plant growth in
plants and animals living normal, deficient and
in rivers and ponds, if it excess water conditions.
rains heavily?

Importance of air
Why do earthwor ms Some animals and plants Experience. Discussion.
come out of the soil when live in water; some live on
it rains? land and some live in
 Questions Key Concepts Resources Activities/
Processes

upper layers of soil; but

all need air to breath/to
respire.

145
Syllabus
for
Classes
at the
Elementary
Level
Waste
Do you throw away fruit Waste; recycling of waste Observation and Sur vey of solid waste
and vegetable peels and products; things that rot experience. generation by households;
cuttings? Can these be re- and things that don’t. estimation of waste
used? If we dump them Rotting is supported by accumulated (by a house/
anywhere, will it harm the animals/animal and plant village/colony etc.) in a
surroundings? What if we products. day, in a year; discussion
throw them in plastic on ‘what is waste’; Activity
bags? to show that materials rot
in soil, this is affected by
wrapping in plastics.