CBSE Class 6 Science Syllabus
Class 6 Science Syllabus for CBSE
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 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|
|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|
|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.
|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.
|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
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.|
|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.|
|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,|
– 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
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.
|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.|
|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.|
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.|
|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|
|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.|
FAQs (Frequently Asked Questions)
1. What are the benefits of studying CBSE Class 6 Science?
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.
2. What is the importance of Class 6 syllabus for students?
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.
3. What can a student learn from CBSE Class 6 Science?
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.
4. What are the tips for studying Science?
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:
- 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.
- 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.
- 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.
5. How to prepare for Class 6 CBSE Science exams?
Class 6 CBSE students can ensure excellent academic results provided they follow the guidelines given below:
- Start your preparation as soon as the new academic session begins. .
- Make CBSE revision notes for the exam and solve the CBSE previous year question papers before taking the actual exam.
- Understand the concepts of each chapter before moving on to the next one.
- Solve CBSE extra questions and CBSE sample papers available on the Extramarks website and app to get an idea about the exam pattern and to check your preparedness for the exam.
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.
6. Where can I get the syllabus for other subjects?
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.
7. What kind of concepts are included in the Class 6 CBSE Science syllabus?
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.