Grade 6


The purpose of teaching Science in this grade is to promote scientific thinking, scientific aptitude, critical and creative approaches for developing problem solving skills.The learners learn about life science, space science and environmental science.



  • The learner develops critical and scientific thinking skills.
  • The learner gains the importance of matter and energy interaction to create the world around them.
  • The learner discovers uniqueness in Earth that is responsible for making life possible.
  • The learner identifies a variety of habitable ecosystem.
  • The learner studies the atmosphere and weather that has made Earth habitable for humans.


  • The learner communicate scientific ideas, arguments, and practical experiences accurately in a variety of ways.
  • The learner develops skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions.
  • The learner classifies materials, organisms, and processes based on observable  properties.
  • The learner begins  to analyse recorded data, interpret results and draw inference.
  • The learner poses questions and finds answers through reflection, discussion, designing and performing appropriate activities.


  • The learner incorporates components of life science in everyday life.
  • The learner integrates various concepts of Earth and space science and physical science in practical behavior.
  • The learner develops skills necessary to succeed in investigations and engineering labs within the course.
  • The learner understands the idea of sustainable development.
  • The learner analyzes the human impact on nature and its resources.


  • The learner investigates information and result provided.
  • The learner applies the occurrence of the concept in everyday life.
  • The learner draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
  • The learner evaluates the method, commenting on its reliability and/or validity.
  • The learner discusses and evaluates scientific information from different sources (Internet, newspaper articles, television, scientific texts, and publications) and assess its credibility.


  • The learner formulates a hypothesis and explain it using logical scientific reasoning.
  • The learner discusses ways in which science is applied and used to solve local and global problems.
  • The learner presents scientific information in a variety of formats, acknowledging sources as appropriate.
  • The learner draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.
  • The learner constructs models using materials from surroundings and explains their working.


  • The learner makes efforts to protect the environment.
  • The learner works effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
  • The learner shows respect for themselves and others, and deal responsibly with the living and non-living environment.
  • The learner shows concern for the environment.
  • The learner becomes sensitive towards one’s surrounding and develops a sense of responsibility for the welfare of other humans and other living things.


Concept - The learner is able to:

  • identify adaptations that enable living things to propel themselves through air, water, or to be transported by the wind;
  • describe factors that affect the consumption of electrical energy and outline an action plan to reduce electrical energy consumption at home, at school, or in the community;
  • recognize that the Sun is the center of the solar system and it is the source of energy for all life on Earth;
  • measures physical quantities and expresses in standard units;
  • define the problem or research question to be tested by a scientific investigation.

Confidence - The learner is able to:

  • identify materials and organisms;
  • elate processes and phenomenon with causes;
  • explain fundamental scientific processes and phenomenon;
  • reflect on prior knowledge and experiences to construct new understanding and apply this new knowledge in other contexts;
  • identify examples of scientific knowledge that have developed as a result of the gradual accumulation of evidence.

Clarity - The learner is able to:

  • draw labeled diagrams and related flow charts of various processes;
  • review information to determine its usefulness, using predetermined criteria;
  • make observations that are relevant to a specific question;
  • explain and apply scientific information to solve problems in familiar and unfamiliar situations;
  • organize and transform data into numerical and diagrammatic forms.

Application - The learner is able to:

  • use appropriate vocabulary related to their investigations of the diversity of living things;
  • describe the positive and negative effects of scientific and technological endeavors;
  • analyze and interpret information by identifying trends, patterns, and relationships;
  • observe and describe the diversity of living things within the local environment;
  • give appropriate examples for explanation.

Innovation - The learner is able to:

  • create a working and non-working models of the related concept;
  • compare and contrast various attributes of living forms;
  • investigate results explaining patterns in information;
  • create a written plan to answer a specific question;
  • formulate a prediction/hypothesis based on cause and effect relationship.

Compassion - The learner is able to:

  • demonstrate attitudes and values of honesty and respect for themselves, others, and the shared environment;
  • describe and discuss ways in which science is applied and used to solve local and global problems;
  • appreciate the importance of creativity, accuracy, honesty, and perseverance as scientific and technological habits of mind;
  • frequently and thoughtfully evaluate the potential consequences of their actions;
  • sympathize and empathize towards one’s environment.
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