CBSE Class 6 Science Syllabus

CBSE Class 6 Science Syllabus 2023-24

The CBSE Class 6 Science syllabus aims to provide students with a basic understanding of scientific ideas, laws, and observations. The CBSE syllabus is important for the students of Class 6 as they will learn about topics like light, motion, living organisms, and others. The syllabus is made to prepare the students for their studies and gives them the ability to see things and develop practical approaches. Alongside the scientific theories, students are involved in practical and experimental methods, which will encourage their curiosity about Science.

CBSE Class 6 Syllabus for Other Subjects

CBSE Class 6 Syllabus
  • CBSE Class 6 Science Syllabus

CBSE Class 6 Science Syllabus for the 2023 – 2024 Examination

Science is one of the compulsory subjects for the students of Class 6, and therefore, must be studied sincerely by the students to score overall good marks in the academic session. For this reason, students must study the Science syllabus for Class 6 CBSE carefully to get a brief understanding of the chapters. Detailed knowledge of the syllabus will help students to make a proper timetable to study the subject and score better marks in exams. The link for the complete CBSE Class 6 Science syllabus PDF is given below. Students can download the file and store it. They can use it online or offline as required.

The CBSE Class 6 Science syllabus 2023-24 includes 16 chapters because these chapters will help students to understand the basic nature of the world around us, how plants and animals reproduce what an atom is made up of, and we learn through scientific research and experiment. The greatest advancement in Science has made our life easy and comfortable. No wonder Science is one of the core subjects in higher classes. When it comes to learning, Extramarks leaves no stone unturned to provide the best study material to students while combining fun and learning activities through its own repository of resources.

Class 6 Science CBSE Syllabus Chapter Wise

The CBSE Class 6 Science Syllabus is summarised chapter-wise in the table given below. Students can refer to it to get an idea of the syllabus and the chapters therein. The CBSE Class 6 Science syllabus 2023-24 covers the three branches of Science namely Biology, Chemistry, and Physics. The table below gives a good idea of the various branches of Science covered under different topics.

Chapter number Science branch Chapter Name
1 Biology Food: Where Does it Come from?
2 Biology Components of Food
3 Chemistry Fibre to Fabric
4 Chemistry Sorting Materials into Groups
5 Chemistry Separation of Substances
6 Chemistry Changes Around Us
7 Biology Getting to know Plants
8 Biology Body Movements
9 Biology The Living Organisms and their Surrounding
10 Physics Motion and Measurement of Distances
11 Physics Light, Shadows and Reflections
12 Physics Electricity and Circuits
13 Physics Fun with Magnets
14 Biology Water
15 Chemistry Air Around Us
16 Biology Garbage In, Garbage Out

 

The exercise of revising the syllabus for Science – or Science and Technology – has been carried out with “Learning without burden” as a guiding light and the position papers of the National Focus Groups as points of reference. The aim is to make the syllabus an enabling document for the creation of textbooks that are interesting and challenging without being loaded with factual information. Overall, science has to be presented as a live and growing body of knowledge rather than a finished product.

Very often, syllabi – especially those in Science – tend to be at once overspecified and underspecified. They are overspecified in that they attempt to enumerate items of content knowledge which could easily have been left open, e.g., in listing the families of flowering plants that are to be studied. They are underspecified because the listing of ‘topics’ by keywords such as ‘Reflection’ fails to define the intended breadth and depth of coverage. Thus there is a need to change the way in which a syllabus is presented.

The position paper on the Teaching of Science – supported by a large body of research on Science Education – recommends a pedagogy that is hands-on and inquiry-based. While this is widely accepted at the idea level, practice in India has tended to be dominated by chalk and talk methods. To make in any progress in the desired direction, some changes have to be made at the level of the syllabus. In a hands-on way of learning science, we start with things that are directly related to the child’s experience, and are therefore specific. From this we progress to the general. This means that ‘topics’ have to be reordered to reflect this. An example is the notion of electric current. If we think in an abstract way, current consists of charges in motion, so we may feel it should treated at a late stage, only when the child is comfortable with ‘charge’. But once we adopt a hands-on approach, we see that children can easily make simple electrical circuits, and study several aspects of ‘current’, while postponing making the connection with ‘charge’.

Some indication of the activities that could go into the development of a ‘topic’ would make the syllabus a useful document. Importantly, there has to be adequate time for carrying out activities, followed by discussion. The learner also needs time to reflect on the classroom experience. This is possible only if the content load is reduced substantially, say by 20-25%.

Children are naturally curious. Given the freedom, they often interact and experiment with things around them for extended periods. These are valuable learning experiences, which are essential for imbibing the spirit of scientific inquiry, but may not always conform to adult expectations. It is important that any programme of study give children the needed space, and not tie them down with constraints of a long list of ‘topics’ waiting to be ‘covered’. Denying them this opportunity may amount to killing

their spirit of inquiry. To repeat an oft-quoted saying: “It is better to uncover a little than to cover a lot.” Our ultimate aim is to help children learn to become autonomous learners.

Themes and Format

There is general agreement that Science content up to Class X should not be framed along disciplinary lines, but rather organised around themes that are potentially cross-disciplinary in nature. In the present revision exercise, it was decided that the same set of themes would be used, right from Class VI to Class X. The themes finally chosen are: Food, Materials, The World of the Living, How Things Work, Moving Things, People and Ideas, Natural Phenomena and Natural Resources. While these run all through, in the higher classes there is a consolidation of content which leads to some themes being absent, e.g., Food from Class X.

The themes are largely self-explanatory and close to those adopted in the 2000 syllabus for Classes VI-VIII; nevertheless, some comments may be useful. In the primary classes, the ‘science’ content appears as part of EVS, and the themes are largely based on the children’s immediate surroundings and needs: Food, Water, Shelter etc. In order to maintain some continuity between Classes V and VI, these should naturally continue into the seven themes listed above. For example, the Water theme evolves into Natural Resources (in which water continues to be a sub theme) as the child’s horizon gradually expands. Similarly, Shelter evolves into Habitat, which is subsumed in The World of the Living. Such considerations also suggest how the content under specific themes could be structured. Thus clothing, a basic human need, forms the starting point for the study of Materials. It will be noted that this yields a structure which is different from that based on disciplinary considerations, in which materials are viewed purely from the perspective of chemistry, rather than from the viewpoint of the child. Our attempt to put ourselves in the place of the child leads to ‘motion’, ‘transport’ and ‘communication’ being treated together as parts of a single theme: Moving things, people and ideas. More generally, the choice of themes – and sub themes – reflects the thrust towards weakening disciplinary boundaries that is one of the central concerns of NCF 2005.

The format of the syllabus has been evolved to address the underspecification mentioned above. Instead of merely listing ‘topics’, the syllabus is presented in four columns: Questions, Key concepts, Resources and Activities/Processes.

Perhaps the most unusual feature of the syllabus is that it starts with questions rather than concepts. These are key questions, which are meant to provide points of entry for the child to start the process of thinking. A few are actually children’s queries (“How do clouds form?”), but the majority are questions posed by the adult to support and facilitate learning (provide ‘scaffolding’, in the language of social constructivism). It should be clarified here that these questions are not meant to be used for evaluation or even directly used in textbooks.

Along with the questions, key concepts are listed. As the name suggests, these are those concepts which are of a key nature. Once we accept that concept development is a complex process, we must necessarily abandon the notion that acquisition of a specific concept will be the outcome of any single classroom transaction, whether it is a lecture or an activity. A number of concepts may get touched upon in the course of transaction. It is not necessary to list all of them.

The columns of Resources and Activities/Processes are meant to be of a suggestive nature, for both teachers and textbook writers. The Resources column lists not only concrete materials that may be needed in the classroom, but a variety of other resources, including out-of-class experiences of children as well as other people. Historical accounts and other narratives are also listed, in keeping with the current understanding that narratives can play an important role in teaching science. The Activities column lists experiments, as normally understood in the context of science, as well as other classroom processes in which children may be actively engaged, including discussion. Of course, when we teach science in a hands-on way, activities are not add-ons; they are integral to the development of the subject. Most experiments/activities would have to be carried by children in groups. Suggestions for field trips and surveys are also listed here. Although the items in this column are suggestive, they are meant to give an idea of the unfolding of the content. Read together with the questions and key concepts, they delineate the breadth and depth of coverage expected.

The Upper Primary or Middle Stage

When children enter this stage, they have just completed their primary schooling. It is important to start with things that are within the direct experience of the child. The need for continuity within thematic areas, and the effect this has on the structure, has already been mentioned above.

This is the stage where children can and should be provided plentiful opportunities to engage with the processes of science: observing things closely, recording observations, tabulation, drawing, plotting graphs – and, of course, drawing inferences from what they observe. Sufficient time and opportunities have to be provided for this.

During this stage we can expect the beginnings of quantitative understanding of the world. However, laws such as the universal law of gravitation, expressed in mathematical form, involve multiple levels of abstraction and have to be postponed to the next stage.

One of the major structural problems that plagues science education at this level is the lack of experimental facilities. Children of these classes usually have no access to any equipment, even if the school has functional laboratories for higher classes. While many experiments can be performed with ‘zero-cost’ equipment, it is unfair to deny children the opportunities of handling, e.g., magnets, lenses and low-cost microscopes. This syllabus is based on the assumption that a low-cost science kit for the middle classes can and will be designed. The Syllabus Revision Committee recommends that governments and other agencies make enough copies of such kits available to schools, assuming that children will perform the experiments themselves, in groups. Until a kit is designed and provided, specific items that are needed should be identified and procured. Glassware, common chemicals, lenses, slides etc. are items that will be in any such list. Such items are referred to as ‘kit items’ in the resources column of the syllabus.

At this stage, many children enter puberty. They are curious about their own bodies and sexuality, while being subject to social restrictions and taboos. Thus it is important that the topic of human reproduction not be treated merely as a biological process. Thus the syllabus provides space for addressing social taboos, and for making counselling on these matters part of the classroom process.

Questions

Key Concepts

Resources

Activities/

Processes
 

1. Food

Sources of

food

  

(Periods – 20)
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
variety of food? minerals, fibres, their sufferin fro food in India; preparing a menu
sources and significance deficiencies and disabilities. of balance diet i the
fo huma health; context of the diversity of
balanced diet; diseases and foods eaten in different
disabilities due to food parts of the country.
deficiencies. Classifying foods according
to food components; test
for starch, sugars, proteins
and fats.

Cleaning

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

2. Materials

Materials of daily use

(Periods – 26)
What are our clothes Different types of cloth Sharin o prior Whole class discussion.

 

 

Questions

Key Concepts

Resources

Activities/

Processes
mad of Ho did materials – cotton, wool, knowledge with parents Simpl activitie to
people manage when there silk and synthetics. and community. distinguis among
were no clothes? Development of clothing Archaeologica and different types of cloth.
materials. historical accounts.
Are some of our clothes Plant fibre, especially Sharing of prior Whole class discussion.
mad o materials cotto an 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.

Differen

kind

of

materials
What kinds of things do Grouping things on the Materials, kit items. Collecting and grouping
we see around us? basi o common things on the basis of
properties. gross properties e.g.
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. Experiment involving
change on being heated? reverse an 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,
openin o 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 th solubilit of
water? Amount of substance items. commonl available
dissolving varies with substances. Experiments
temperature. on the effect of heating
At the same temperature and cooling on solubility.
amounts of different Compariso of
substances that dissolve solubilities of different
varies. substances using non-
standard units (eg. spoon,
paper cone).

3. The World of the

(Periods – 36)

Living

Things around us
Are all things around us Living/non-living Recollection of diversity Listing of things around
living Wha i 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 observing
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 xerophyti 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 –
function of various parts and function of root, hand lens. types of stems, roots,
of the plants – stem, leaf stem and leaves. Structure leaves, seeds; experiment
and roots Hodo of the flower, differences. to show conduction by
different flowers differ stem, activity to show
from one another? How anchorag b roots,
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 onature; 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.

 

 

Measuring lengths and distances.Observation of different types of moving objects on land, in air, water and space.Identification and discrimination of various types of motion. Demonstrating objects having more than one type of movement (screw motion, bicycle wheel, fan, top etc.)Observing the periodic motion in hands of a clock / watch, sun, moon, earth.(Periods – 28)Activity using a bulb, cell and key and connecting wire to show flow of current and identify closed and open circuits. Making a switch. Opening up a dry cell.Experiment to show that some objects (conductors) allow current to flow and others (insulators) do not.

MovingHow did people travel from one place to another in earlier times? How did they know how far they

Questions

Key Concepts

Resources

Activities/

Processes

4. Movin Things, People and Ideas
Need to measure distance (length). Measurement of length. Motion as change in position with time. Everyday experience; equipment (scale etc.) to measure length.

Stories for developing

(Periods – 12)
had travelled contexts for measuring

How do we know tha distances. something is moving?

How do we know how far it has moved?

5. How things work

Electric

current

and

circuits

How does a torch work?

 Electric current: Electric circuit (current flows only when a cell and other component are connected in an unbroken loop) Torch: cell, bulb or led, wires, key.
Do all materials allow current to flow through them? Conductor, Insulator. Mica, paper, rubber, plastic, wood, glass metal clip, water, pencil (graphite), etc.

 

Questions

Key Concepts

Resources

Activities/

Processes

Magnets
What is a magnet? Magnet. Magnet, iron pieces. Demonstratin 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 freel suspended Bar magnet, stand, thread, Activities with suspended
find direction? magnet always aligns in a compass. bar magnet and with
particular direction. North compass needle.
and South poles.
How do two magnets Like poles repel and Two bar magnets, thread, Activities to show that like
behave when brought unlike poles attract each stand. poles repel and unlike
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 Previou 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
Whe ar 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 blac paper, variou object of
there is no light in the obstructs a source it. coloured objects. different shapes, and of
room, no moonlight or shado i 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.
On what kinds of surfaces Reflectin surfaces; Experience, objects with Observing differences
can we see images? images are different from polished surfaces, mirror between the image and
shadows. etc. the shadow of the same
object.

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 dearthworms 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.

Waste
Do you throw away fruit Waste; recycling of waste Observation and Survey 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. estimatio o 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.

 

 

Questions

Key Concepts

Resources

Activities/

Processes
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1. Food

Food from where

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(Periods – 22)
How do plants get their Autotrophic and Coleus or any other plant Need for light, green
food? heterotrophic nutrition; with variegated leaves, leaf for photosynthesis,
parasites, saprophytes; alcohol, iodine solution, kit looking at any
photosynthesis. materials. saprophyte/parasite and
noting differences from
a green plant.

Utilisation of food
How dplant and Types of nutrition, Model o human teeth, Effect of saliva on starch,
animals utilise their food? nutrition in amoeba and charts of alimentary canal, permanen slid of
human beings, Digestive types of nutrition etc., Amoeba.
system – human, chart and model of Role play with children.
ruminants; types of amoeba. The story of the
teeth; link with transport stomach with a hole.
and respiration.

2. Materials

Materials of daily use

(Periods – 38)
Do some of our clothes Wool, silk – animal fibres. Samples of wool and silk; Collection of different
com fro animal Process of extraction of brie accoun of samples of woollen and
sources? silk; associated health silkworm rearing and silk cloth. Activities to
Which are these animals? problems. sheep breeding. differentiate natural silk
Who rears them? and wool from artificial
Which parts of the animals fibres.
yield the yarn? How is the Discussion.
yarn extracted?
What kinds of clothes help Heat flow; temperature. Potassium permanganate, Experiment to show that
us to keep warm? metal strip or rod, wax, ‘hot’ and ‘cold’ are relative.
What is heat? common pins, spirit lamp, Experiments to show
What is the meaning of matches tumblers, conduction, convection
‘cool’/‘cold’ and ‘warm’ ‘hot’? Thermometer etc. and radiation.

 

 

Questions

Key Concepts

Resources

Activities/

Processes
How does heat flow Reading a thermometer.
from/toourbodyto/
from the surroundings?

Differen

kind

of

materials
Why does turmeric stain Classification of Common substances like Testing solutions of
become red on applying substances into acidic, sugar, salt, vinegar etc, test common substances like
soap? basic and neutral; tubes plasti vials, sugar, salt, vinegar, lime
indicators. droppers, etc. juice etc. with turmeric,
litmus, china rose.
Activity to show
neutralisation.

How things change/

react

with one another
What gets deposited on a Chemical substances; in a Test tubes, droppers, Experiments involving
tawa/khurpi /kudal if left chemical reaction a new common pins, vinegar, chemical reactions like
in a moist state? substance is formed. baking powder, CuSO4, rusting of iron, neutralisation
Why does the exposed etc. (vinegar and baking soda),
surface of a cut brinjal displacement of Cu from
become black? CuSO4 etc.
Introduce chemical formulae
without explaining them.
Why is seawater salty? Is it Substances can be Urea, copper sulphate, Making crystals of easily
possible to separate salt separated by alum etc, beaker, spirit available substances like
from seawater? crystallisation. lamp, watch glass, plate, urea alum copper
petridish etc. sulphat etc using
supersaturated solutions
and evaporation.

 

 

Surroundings affect the livingWhy are nights cooler? How does having winters and summers affect soil? Are all soils similar? Can we make a pot with sand? Is soil similar when you dig into the ground? What happens to water when it falls on the cemented/ bare ground?Thebreathof lifeWhy do we/animals breathe? Do plants also breathe? Do they also respire? How do plants/ animals live in water?Movement of substancesHow does water move in plants? How is food transported in plants?Why do animals drink water? Why do we sweat? Why and how is there blood in all parts of the

Questions

Key Concepts

Resources

Activities/

Processes

3. The World of the Living

(Periods – 42)
Climate, soil types, soil Data on earth, sun – size, Graph for daily changes in
profile, absorption of distance etc, daily changes temperature, day length,
water in soil, suitability for in temperature, humidity humidity etc.; texture of
crops, adaptation of from the newspaper, various soils by wetting
animal t different sunrise, sunset etc. and rolling; absorption /
climates. percolation of water in
different soils, which soil
can hold more water.
Respiration in plants and Lime water, germinating Experiment to show
animals. seeds, kit materials. plants and animals respire;
rate of breathing; what do
we breathe out? What do
plants ‘breathe’ out?
Respiration in seeds; heat
release due to respiration.
Anaerobic respiration,
root respiration.
Herbs, shrubs, trees; Twig, stain; improvised Translocation of water in
Transport of food and stethoscope; plastic bags, stems, demonstration of
water in plants; circulatory plants, egg, sugar, salt, transpiration, measurement
and excretion system in starch, Benedicts solution, of pulse rate, heartbeat;after
animals; sweating. AgNO3 solution. exercise etc.
Discussion on dialysis,
importance; experiment

 

Questions

Key Concepts

Resources

Activities/

Processes
body? Why is blood red? Do all animals have blood? What is there in urine? on dialysis using egg membrane.

Multiplication in plants </Why are some plant parts like potato, onion swollen

– are they of any use to the plants? What is the function of flowers?

How are fruits and seeds formed? How are they dispersed?

Vegetative, asexual and sexual reproduction in plants, pollination – cross, self pollination; pollinators, fertilisation, fruit, seed.

Bryophyllum leaves, potato, onion etc.; yeast powder, sugar.

Study of tuber, corm, bulb etc; budding in yeast; T.S./

L.S. ovaries, w.m.pollen grains; comparison of wind pollinated and insect pollinated flowers; observing fruit and seed development in some plants; collection and discussion of fruits/seeds dispersed by different means.

(Periods – 16)

4. Movin Things, People and Ideas

Moving objects

Why do people feel the need to measure time?

How do we know how fast something is moving?

Appreciation of idea of time and need to measure it.

Measurement of time using periodic events.

Idea of speed of moving objects – slow and fast

motion along a straight line.

Daily-life experience; metre scale, wrist watch/ stop watch, string etc.

Observing and analysing motion (slow or fast) of common objects on land, in air, water and space.

Measuring the distance covered by objects moving on a road in a given time and calculating their speeds. Plotting distance vs. time graphs for uniform motion. Measuring the time taken by moving objects to cover a given distance and calculating their speeds.

Constancy of time period

of a pendulum.

Electriccurrentandcircuits

Questions

Key Concepts

Resources

Activities/

Processes

5. How Things Work
How can we conveniently Electric circuit symbols for Recollection of earlier Drawing circuit diagrams.
represent an electric different elements of activities. Pencil and paper.
circuit? circuit.
Why does a bulb get hot? Heating effect of current. Cells, wire, bulb. Activities to show the
heating effect of electric
current.
How does a fuse work? Principle of fuse. Cells, wire, bulb or LED, Making a fuse.
aluminium foil.
How does the current in A current-carrying wire has Wire, compass, battery. Activity to show that a
a wire affect the direction an effect on a magnet. current-carrying wire has
of a compass needle? an effect on a magnet.
What is an electromagnet? A current-carrying coil Coil, battery, iron nail. Making a simple electro-
behaves like a magnet. magnet.
Identifying situations
i dail lif where
electromagnets are used.
How does an electric bell Working of an electric bell. Electric bell. Demonstration of working
work? of an electric bell.

6. Natural Phenomena

Rain,

thunder

and lightning

(Periods – 24)
What causes storms? What High-speed winds and Experience newspaper Making wind speed and
are the effects of storms? heav rainfal have reports. wind direction indicators.
Why are roofs blown off ? disastrous consequences Narratives/stories. Activity to show “lift” due
for human and other life. to moving air.
Discussion on effects of
storms and possible safety
measures.

Light
Can we see a source of Rectilinear propagation of Rubber/plastic tube/ Observation of the source
light through a bent tube? light. straw, any source of light. of light through a straight
tube, a bent tube.

 

 

Questions

Key Concepts

Resources

Activities/

Processes
How can we throw sunlight on a wall? Reflection, certain surfaces reflect light. Glass/metal sheet/metal foil, white paper. Observing reflection of light on wall or white paper screen.

Open ended activities allowing children to explore images made by different objects, and recording observations. Focussed discussions on real and virtual images.

Making the disc and rotating it.

Discussions.

Case study of people living in conditions of extreme scarcity of water, how they use water in a judicious way.

Projects exploring various kinds of water resources that exist in nature in different regions in India; variations of water availability in different regions.
What things give images that are magnified or diminished in size? Real and virtual images. Convex/concave lenses and mirrors.
How can we make a coloured disc appear white? White light is composed of many colours. Newton’s disc.

7. Natural Resources

Scarcity of water </Where and how do you ge wate fo your domestic needs? Is it enough? Is there enough

 Water exists in various forms in nature.

Scarcity of water and its

effect on life.

 Experience; media reports; case material.
water for agricultural needs? What happens to plants when there is not enough water for plants? Where does a plant go when it dies?

 

 

Questions

Key Concepts

Resources

Activities/

Processes
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Forest products

What are the products we get from forests? Do other animals also benefit from forests? What will happen if forests disappear?

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Interdependence of plants and animals in forests. Forests contribute to purification of air and water.

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Case material on forests.

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Case study of forests.

Waste Management

Where does dirty water from your house go? Have you seen a drain? Does the water stand in it sometimes? Does this have any harmful effect?

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Sewage; need for drainage/sewer systems that are closed.

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Observation and experience; photographs.

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Survey of the neighbourhood, identifying locations with open drains, stagnant water, and possible contaminatio of ground water by sewage. Tracing the route of sewage in your building, and trying to understand whether there are any problems in sewage disposal.

 

 

Crop production

Questions

Key Concepts

Resources

Activities/

Processes

1. Food

(Periods – 22)
Crop production: How Crop production: Soil Interaction and discussion Preparin herbarium
are different food crops preparation, selection of with local men and specimens of some crop
produced? seeds, sowing, applying women farmers about plants; collection of some
What are the various fertilizers irrigation, farmin an farm seeds etc; preparing a
foods we get from animal weeding, harvesting and practices; visit to cold table/chart on different
sources? storage; nitrogen fixation, storage, go- downs; visit irrigation practices and
nitrogen cycle. to any farm/ nursery/ sources of water in
garden. different parts of India;
looking at roots of any
legume crop for nodules,
hand section of nodules.

Micro-organisms
What living organisms do Micro organisms – useful Microscope, kit Making a lens with a bulb;
w se unde a and harmful. materials; information Observation of drop of
microscope in a drop of about techniques of water, curd, other sources,
water? What helps make food preservation. bread mould, orange
curd? How does food go mould under the
bad Ho d we microscope; experiment
preserve food? showing fermentation of
dough – increase in
volume (using yeast) –
collect gas in balloon, test
in lime water.

2. Materials

Materials in daily life

(Periods – 26)
Are some of our clothes Synthetic clothing Sharing of prior Survey on use of synthetic
synthetic? How are they materials. knowledge, source materials.
made? Where do the raw Other synthetic materials, materials on petroleum Discussion.
materials come from? especially plastics; products.

 

Questions

Key Concepts

Resources

Activities/

Processes
Do we use other materials usefulness of plastics and
that are synthetic? problems associated
with their excessive use.
Do we use cloth (fabric) There are a variety of Collection of material Testing various materials –
for purposes other than fibrous materials in use. A from neighbourhood or for action owater,
making clothes to wear? material is chosen based should be part of the kit. reaction on heating, effect
What kind of fabric do on desired property. o flame electrical
we see around us? conductivity, thermal
What are they used for? conductivity tensile
strength.

Different

kinds

of materials and their reactions.
Can a wire be drawn out Metals and non-metals. Kit items. Simpl observations
of wood? relatin t physical
Do copper or aluminium properties of metals and
also rust like iron? non-metals, displacement
What is the black material reactions, experiments
inside a pencil? involving reactions with
Why are electrical wires acids and bases.
made of aluminium or Introduction of word
copper? equations.

How things change/

react with one another
What happens to the wax Combustion, flame “The Chemical History Experiments with candles.
when a candle is burnt? Is of a Candle”, by
it possible to get this wax M. Faraday, 1860.
back?
Wha happen to All fuels release heat on Collecting information Collecting information.
kerosene/natural gas burning. Fuels differ in from home and other Discussions involving
when it is burnt? efficiency, cost etc. Natural sources. whole class.
Which fuel is the best? resources are limited.
Why? Burning of fuels leads to
harmful by products.

 

 

Why conserveWhat are reserve forests/ sanctuaries etc? How do we keep track of our plants and animals? How do we know that some species are in danger of disappearing? What would happen if you continuously cut trees?The cellWhat is the internal structure of a plant – what will we see if we look under the microscope? Which cells from our bodies can be easily seen? Are all cells similar?How babies are formed </How do babies develop inside the mother? Why does our body change when we reach our teens? How is the sex of the child determined? Who looks after the babies in your homes? Do all

Questions

Key Concepts

Resources

Activities/

Processes

3. The World of the Living

(Periods – 44)
Conservatio of Films on wild life, TV Discussion on whether we
biodiversity/wild life/ programmes, visit to zoo/ find as many diverse plants/
plants; zoos, sanctuaries, foresarea/sanctuaries animals in a ‘well kept area’
forest reserves etc. flora, etc.; casstudwith like a park or cultivated land,
fauna endangered species, informatio o dis- as compared to any area left
red data book; endemic appearing tigers; data on alone Discussio on
species, migration. endemic and endangered depletion of wild life, why
species from MEF, Govt. it happens, on poaching,
of India, NGO . economics.
Cell structure, plant and Microscope, onion peels, Use of a microscope,
animal cells, use of stain epidermal peels of any preparation of a slide,
to observe, cell organelles leaves, petals etc, buccal observation of onion peel
nucleus vacuole, cavity cells, Spirogyra; and cheek cells, other cells
chloroplast cell permanen slide of from plants e.g. Hydrilla
membrane, cell wall. animal cells. leaf, permanent slides
showing different cells,
tissues, blood smear;
observation of T.S. stem
to see tissues; observing
diverse types of cells from
plants and animals (some
permanent slides).
Sexual reproduction and Counsellors films, Discussion with
endocrine system in lectures. counsellors on secondary
animals, secondary sexual sexual characters, on
characters, reproductive how sex of the child is
health interna and determined, safe sex,
external fertilisation. reproductive health;
observation on eggs,
young ones, life cycles.

 

Questions

Key Concepts

Resources

Activities/

Processes
animals give birth to Discussion on Gender
young ones? issues and social taboo’s.

4. Movin things,

People and Ideas

Idea of force
What happens when we Idea of force-push or Daily-life experience, kit Observing and analysing
push or pull anything? pull; change in speed, items. the relation between force
How can we change the direction of moving and motion in a variety of
speed, direction of a objects and shape of daily-life situations.
moving object? objects by applying force; Demonstrating change in
How can we shape the contact and non-contact speed of a moving object,
shape of an object? forces. its direction of motion and
shape by applying force.
Measuring the weight of
an object, as a force (pull)
by the earth using a spring
balance.

Friction
What makes a ball rolling Friction – factors affecting Variou roug and Demonstratinfriction
on thground slow friction, sliding and rolling smooth surfaces, ball betweerough/smooth
down? friction moving; bearings. surface o moving
advantage and objects in contact, and
disadvantages of friction wear and tear of moving
for the movemen of objects by rubbing (eraser
automobiles, airplanes on paper, card board,
an boats/ships; sand paper).
increasing and reducing Activities on static, sliding
friction. and rolling friction.
Studying ball bearings.
Discussion on other
methods of reducing
friction and ways of
increasing friction.

 

 

Questions

Key Concepts

Resources

Activities/

Processes

Pressure

Why are needles made pointed? Why does a balloon burst if too much air is blown into it? Why does an inverted glass/ bottle/pitcher resist being pushed down into water? How can air/liquids exert pressure?

 Idea of pressure; pressure exerted by air/liquid; atmospheric pressure. Daily-life experiences; Experimentation- improvised manometer and improvised pressure detector. Observing the dependence of pressure exerted by a force on surface area of an object.

Demonstrating that air exerts pressure in a variety of situations.

Demonstrating that liquids exert pressure.

Designing an improvised manometer and measuring pressure exerted by liquids. Designing improvised pressure detector and demonstrating increase in pressure exerted by a liquid at greater depths.

Sound

How do we communicate through sound? How is sound produced? What characterises different sounds?

 Various types of sound; sources of sound; vibration as a cause of sound; frequency; medium for propagation of sound; idea of noise as unpleasant and unwanted sound and need to minimise noise. Daily-life experiences; kit items; musical instruments. Demonstratin and distinguishing different types (loud and feeble, pleasant/ musical and unpleasant / noise, audible and inaudible) of sound. Producing different types of sounds. using the same source. Making a ‘Jal Tarang’. Demonstrating that vibration is the cause of sound.

Designing a toy telephone. Identifying various sources of noise. (unpleasant and

unwanted sound) in the

 

 

Questions

Key Concepts

Resources

Activities/

Processes
locality and thinking of
measures to minimise
noise and its hazards
(noise-pollution).

5. How Things Work

Electric

current

and

circuits

(Periods – 14)
Why do we get a shock Water conducts electricity Rubber cap, pins, water, Activity to study whether
when we touch an electric depending on presence/ bulb or LEDcells, current flows through
appliance with wet hands? absence of salt in it. Other various liquids. various liquid samples (tap
liquids may or may not water, salt solution, lemon
conduct electricity. juice, kerosene, distilled
water if available).
What happens ta Chemical effects of Carbon rods, beaker, Emission of gases from
conducting solution when current. water, bulb, battery. salt solution. Deposition
electric current flows of Cfro copper
through it? sulphate solution. Electric
pen using KI and starch
solution.
How can we coat an Basic idea of Improvised electrolytical Simple experiment to
object with a layer of electroplating. cell, CuSO4 show electroplating.
metal?

6. Natural Phenomena

Rain,

thunder

and lightning

(Periods – 26)
Wha i lightning? Clouds carry electric Articles on clouds and Discussion on sparks.
What safety measures charge. Positive and lightning; kit items. Experiments with comb
should we tak against negativ charges, an pape t show
lightning strikes? attraction and repulsion. positive and negative
Principle of lightning charge. Discussion on
conductor. lightning conductor.

Light
What are the differences Laws of reflection. Mirror, source of light, Explorin law of

 

 

Questions

Key Concepts

Resources

Activities/

Processes
between the images formed on a new utensil and an old one? Why is there this difference?

When you see your image in the mirror it appears as if the left is on the right – why?

Why don’t we see images on all surfaces around us? What makes things visible?

 Characteristics of image formed with a plane mirror.

Regular and diffused reflection.

Reflection of light from an object to the eye.

 ray source (mirror covered with black paper with a thin slit).

Plane glass, candle, scale.

Experience.

 reflection using ray source and another mirror.

Locating the reflected image using glass sheet and candles.

Discussion with various examples.

Activity of observing an object through an object through a straight and bent tube; and discussion. Observing multiple images formed by mirrors placed at angles to each other.

Making a kaleidoscope. Observin spectrum obtained on a white sheet of paper/wall using a plane mirror inclined on a water surface at an angle of 45°.

Observing reaction of pupil to a shining torch. Demonstration of blind spot.

Descriptio o case historie o visually challenged people who have been doing well in their studies and careers. Activities with Braille sheet.
How do we see images of our back in a mirror? Multiple reflection. Mirrors and objects to be seen.
Why do we sometimes see colours on oil films on water? Dispersion of light. Plane mirror, water.
What is inside our eye that enables us to see? Structure of the eye. Model or chart of the human eye.
Why are some people unable to see? Lens becomes opaque, light not reaching the eye. Visually challenged use other senses to make sense of the world around. Experiences of children; case histories.

Samples of Braille sheets.

 

 

Questions

Key Concepts

Resources

Activities/

Processes
Alternative technology available.

Role of nutrition in relation to blindness

 Observing and identifying the objects moving in the sky during the day and at night.

Observing and identifying some prominent stars and constellations.

Observing and identifying some prominent planets, visible to the naked eye, (Venus, Mars, Jupiter ) in the night sky and their movement.

Design and preparing models and charts of the sola system, constellations, etc. Role- play and games for understanding movement of planets, stars etc.

Looking at structures/ large objects and guessing what will happen to them in the event of an earthquake; activities to explore stable and unstable structures.

Night sky

What do we see in the sky at night? How can we identify stars and planets?

 Idea about heavenly bodies/celestial objects and their classification – moon, planets, stars, constellations.

Motion of celestial objects in space; the solar system.

 Observation of motion of objects in the sky during the day and at night; models, charts, role-play and games, planetarium.

Earthquakes

What happens during an earthquake? What can we do to minimise its effects?

 Phenomena related to earthquakes. Earthquake data; visit to seismographic centre.

 

Questions

Key Concepts

Resources

Activities/

Processes

7. Natural Resources

Man’s intervention in phenomena of nature
What do we do with Consequence of Data and narratives on Narration and discussions.
wood? deforestation: scarcity of deforestation and on Project- Recycling of
What if whano products for humans and movements to protect paper.
wood? othe livin beings, forests.
What will happen it we go chang i physical
on cutting trees/grass propertie o soil,
without limit? reduced rainfall.
Reforestation; recycling
of paper.
What do we do with coal Formation of coal and Background materials, Discussion.
and petroleum? petroleum in nature. charts etc.
Can we create coal and (fossil fuels?).
petroleum artificially? Consequences of over
extraction of coal and
petroleum.

Pollution

of air and water
What are the various Wate an ai are Description of some Case study and discussion.
activities by human beings increasingl getting specific examples of Purification of water by
that make air impure? polluted and therefore extremely polluted rivers. physical and chemical
Does clear, transparent become scarce for use. methods including using
water indicate purity? Biological and chemical sunlight.
contamination of water; Discussion on other
effect of impure water method o water
on soil and living beings; purification.
effect of soil containing
excess of fertilisers and
insecticides on water
resources. Potable water.

 

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CBSE Class 6 Syllabus

CBSE Class 6 Maths Syllabus

CBSE Class 6 English Syllabus

CBSE Class 6 Hindi Syllabus

CBSE Class 6 Social Science Syllabus

CBSE Class 6 English A Pact with the Sun Syllabus

CBSE Class 6 English Honeysuckle Syllabus

FAQs (Frequently Asked Questions)

In the modern world, the application of Science is everywhere. So, the benefits of studying Science E are many. From daily life to advanced space exploration, it is Science that runs the whole universe. So, it is important that the students are familiar with the basic concepts of Science. It also allows students to develop practical and scientific approaches to discover various things like the laws of nature through experiments and observation. These areas of scientific interest can be enhanced further in higher classes.

It is important that the student develop a basic understanding of the Science subject because scientific invention and perspectives run the modern world. Moreover, students need to study the chapters in the Class 6 Science syllabus as stepping stones to building a rewarding career in Science in the future.

Students of Class 6 can learn the basics of various scientific concepts by studying the chapters in CBSE Class 6 Science syllabus 2023-24. The detailed syllabus can be accessed from the link shared above in this article. 

This question is often asked by students to their teachers and on the internet. Although these are not tips, however, students should keep the following things in mind while studying Science:

  1. Ask questions

Studying Science is not about memorising the formulas, rules and laws. It is about grasping a concept enough by asking questions and going through several rounds of discussions with parents, teachers and other students. Studying Science will build curiosity in a student. It is the responsibility of the teachers and the parents to encourage and support the curious mind of a child.

  1. Don’t memorise, understand the concept first

Students often try to memorise things rather than understand the concept behind them. But it is advisable for all the students to understand the concepts as Science is about absorbing its core ideas. Students can even refer to Extramarks resources to study and resolve their doubts and queries.  

  1. Don’t panic:

It is a misconception among students that Science is difficult. However, it is not difficult at all and is a rather fun subject. It will give students the exposure to gain scientific knowledge and increase their curiosity to know more.

Class 6 CBSE students can ensure excellent academic results provided they follow the guidelines given below:

 As the primary source of preparation, Study NCERT Books thoroughly as the CBSE important questions are generally asked from NCERT books and be confident of excellent results.

The CBSE syllabus for every subject is shared on the CBSE website. Moreover, Extramarks shares the syllabus of all subjects for all classes of the CBSE board on its website and app. Students can download the syllabus on their devices for their convenience and start early.

As the students of Class 6 are just beginners in learning Science, there are no such major formulas to be memorised by the students. However, they might need to learn a few scientific laws and principles as these are the basics of Science and will help students develop a scientific mindset for the future.