STUDENT CURRICULUM MANUAL

Academic Plan 2015-16

Science

The academic year is divided into two semesters comprising of two Formative Assessments (FA) and one Summative Assessment (SA) each.
FA-I and FA-III will comprise of continuous assessment based on criteria like CW/HW, assignments, Class response, Practical skills, Projects and Seminars.
FA-II, FA-IV, SA-I and SA-II will comprise of written assessment.

SEMESTER - I
FA-1 - 10 % (Continuous Assessment)
FA - 2 - 10% (Written Assessment)
SA - 1 - 30%(Written Assessment)
TOTAL - 50%

SEMESTER - II
FA-3 - 10 % (Continuous Assessment)
FA - 4 - 10% (Written Assessment)
SA - 2 - 30%(Written Assessment)
TOTAL - 50%

FA-I and FA-III will comprise of continuous assessment based on the following criteria:
Sl.no.

I.

II.

Formative Assessment

CLASS WORK/ HOME WORK / ASSIGNMENT/ CLASS

PARTICIPATION AND RESPONSE:

Evaluation criteria

Regularity & Punctuality: Student records the tasks carried out in class as taking
down running notes, drawing diagrams, note down dictated manner and solve
assignments given in the prescribed notebooks in every period.

Completes the home assignment at home and brings into class on the day
instructed.

Neatness: The note books are maintained well and the task in recorded neatly

. Attentiveness.

Taking up responsibility in class and doing the task assigned.

Participation in class discussion.

Response to peers during class room interaction.

PRACTICAL SKILL

Manipulative skills of the student would be evaluated based on:

Students would be carrying out a variety of activities/

experiments during the academic session to facilitate learning by
doing.

Following instructions

Working safe: The students approach to safety during investigations in the

laboratory or in the field must be assessed.

Working with coherence and coordination in groups.

Students to work on various aspects of the practical task as

1

Delhi Public School

Marks

10

15

Class-VI

STUDENT CURRICULUM MANUAL

Sl.no.

Academic Plan 2015-16

Formative Assessment

Evaluation criteria

Marks

designing, data collection, interpretation of results.

Recording the activity, observations and interpretation in appropriate manner

giving appropriate figures.

Content

Communication (Language, Pronunciation, Voice Modulation, gesture and clarity)

Question session

Students will frame their specific research question/ statement

and work on it.

Originality

Creativity

Science teacher will guide the students and the draft of the
project is to be discussed with the subject teachers at various
stages.

Self motivation and self-reflection

Team work

The skills used during these activities will be continuously

evaluated through out the academic session.
SEMINAR

III.

Each student to be assigned a topic either within the scope of text

book or a further extension of the topic exploring knowledge
beyond the scope of the text book.
Each student will be given six minutes to speak; last one minute
would be an open session where the class can pose questions
related to the topic.

15

INTEGRATED PROJECT
Student will be doing an integrated project in groups.

IV.

20

Work to include investigation in form of experimentation or data

collection followed by its evaluation.
FA-II, FA-IV, SA-I and SA-II will comprise of written assessment, the details of which are given below.

What are the skills being evaluated?

This section includes the cognition levels at which the students would be evaluated, marks distribution in terms of percentage for each cognition level and the commonly
used terminology for framing questions under each cognition level.
Cognition Level

Knowledge

20

Understanding

30

Application/skill

50

What does it mean

Has the child assimilated the facts, figures and theories discussed in the class room? This includes questions like define,
Stating Laws, Theories, Expansion of abbreviations etc.
It tests whether the child has comprehended the concepts. This includes questions like describe, differentiate, compare,
justify, reason, derive, classify, illustrate etc.
Can the child apply the concepts learned, in daily life situations? This includes questions like Problem solving, numerical
interpretation of data, reasoning , predicting, analyzing, synthesis, drawing diagrams, application in daily life situation etc.
Delhi Public School

Where is it tested
Section A & B
Section A & C
Section A & D

Class-VI

STUDENT CURRICULUM MANUAL

Academic Plan 2015-16

How will the students be evaluated?

This section includes the structure of question paper and the marks distribution pattern for various types of questions.

FORMATIVE ASSESSMENT
Total = 50 Marks
The question paper has four sections, the details of which are given below.
Section
Section A (MCQ) (Knowledge, understanding, application)
Section B (Knowledge)
Section C (Understanding)
Section D (Application/skill)

No of questions under each section

1 mark
2 marks
3 marks
15
Nil
Nil
4
1
Nil
3
3
1
1
5
2
TOTAL

Total
Marks
15
6
12
17
50

No of questions under each section

1 mark
2 marks
3 marks
5
3
NIL
NIL
6
3
3
6
6
15
NIL
NIL
TOTAL

Total
Marks
11
21
33
15
80

SUMMATIVE ASSESSMENT
Total-80 marks, Duration of Theory Exam: 3 Hrs.
The question paper will have four sections, the details of which are given below:
Section
Section A (Knowledge)
Section B (Understanding)
Section C (Application/skill)
Section D (MCQ) (Knowledge, understanding, application)

Delhi Public School

Class-VI

STUDENT CURRICULUM MANUAL

Academic Plan 2015-16

What you need to know?

This section contains the semester wise details of the syllabus, portion for Formative assessment, Summative exams and the SCM schedule.It gives an overview of the specific
objectives topic wise. The expected outcome, i.e what the students must know after the subtopic is covered is mentioned in the form of learning outcomes.

Semester-I (Science) Class-VI

Month
April

Course Description

Learning Outcome

FOOD: WHERE
DOES IT COME
FROM
Food variety

Food material and

sources
Various sources of
food

List down the food items consumed

in different states of India.
Identify the variation in food habit.
Identify the ingredients of common
food items and their source

List down various sources of food.

Differentiate between plant and
animal sources.
Identify the edible parts of plants.
List down the plants in which more
than one part is edible.
Draw diagram of a typical flowering
plant
Learn to make sprouts using
different kinds of seed.

Activity
CLASS ACTIVITY
Children list down names of common food items
they consume and predict the ingredients, their
sources and the plant parts yielding them.
Discuss the eating habits of people across India
and the ingredients involved in preparing them.
Children are divided into four groups, as east;
west; north and south. They draw/ paste picture
of the special food of the states on a map of India.
Cut out new and innovative recipes from
magazines, or ask your mother. Display on a chart
paper in group of 5 students.
CLASS ACTIVITY
Children list down any five food items eaten in
that particular week and write their source.
CLASS ACTIVITY
Students bring vegetables (as carrot, potato,
spinach, onion, ginger, and tomato), spices, grains
etc and predict the plant parts that are edible in
each.
Students identify and enlist plants and their
products in which more than one part is edible.

No. of
Periods

Portion for FA/SA, dates of

Assessments & SCMs

FA-2 (20.07.15)
Food: where does it
come from
Components of food
Fibre to fabric

SA-1 (14.09.15)
Food: where does it
come from
Components of food
Fibre to fabric
Sorting materials into
groups
Separation of
substances
Getting to know plants
Motion & Measurement
of distances
Light,Shadows &
reflections

HOME ACTIVITY
Students prepare sprouts of moong, gram,
soyabean etc. at home and bring it to school for
lunch .Prepare simple recipes using the sprouts.
Food that animals eat

Differentiate between Herbivores,

Carnivores and Omnivores
Cite examples of Herbivores,
Carnivores and Omnivores

Delhi Public School

CLASS ACTIVITY
Prepare collage of animals and their eating habits
and display it on the class bulletin board.
Game: A student names an animal, second student

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Learning Outcome

COMPONENTS
OF FOOD
Nutrients

Recall the term nutrients.

List down sources of carbohydrates,
proteins, fats, minerals and vitamins
Classify the food based on the
nutrient content.
Demonstrate experimentation skill
by testing various food items for
presence of nutrients

Importance of food
items

Explain the significance of nutrients.

Identify the nutrient present in
given food item.

Activity
tells what it eats, and a third student by which
animal/s it is eaten.
LAB ACTIVITY
Test for presence of carbohydrate/Starch
Test for presence of protein.
Test for presence of fat.

No. of
Periods

Portion for FA/SA, dates of

Assessments & SCMs

2
Distribution dates of
SCMs:
Food: where does it
come from (03.04.2015)
Components of food
(17.04.2015)
Fibre to fabric
(01.05.2015)
Sorting materials into
groups (26.06.2015)
Separation of
substances (03.07.2015)
Getting to know plants
(16.07.2015)
Motion & Measurement
of distances (06.08.2015)
Light,Shadows &
reflections (13.08.2015)

CLASS ACTIVITY Each student lists down the food they have
brought for lunch. Classify the listed food item
based on the nutrients found in them.
Prepare placards naming the major nutrients.
Pictures/names of food items are brought by
students and stuck on the respective placard based
on the major nutrient content of the food item.
Vow to be taken by students to consciously try to
consume balanced diet and cut down on junk
food.
HOME ACTIVITY
Students collect various food items and group
them based on their major nutrient content.
CLASS ACTIVITY
Students will talk about significance of food items
brought in lunch on the day.

Academic Plan 2015-16

HOME ACTIVITY
Students will prepare a food item rich in dietary
fibre and bring it to the class/ Prepare a fruit salad
rich in vitamins and minerals.
Deficiency diseases

Balanced diet
5

Understand the effect of deficiency

of nutrients in our body.
Identify the deficiency diseases and
their symptoms.
Predict the food items to be
consumed to prevent /cure a
particular deficiency disease.
Define balanced diet.

Delhi Public School

CLASS ACTIVITY
Through flash cards mentioning the symptoms of
the deficiency diseases, students will correlate the
nutrient that should be taken to avoid its
occurrence.

HOME ACTIVITY

2
Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Learning Outcome
Apply the knowledge and
understanding in taking a balanced
diet.
Interpret effects of faulty cooking
method.
Avoid consumption of excessive fat
rich food.

May &
June

Activity

Yarn
Fibre
Various plant fibres
- Cotton &
Jute
Spinning of yarns
Weaving

Knitting

SORTING OF
MATERIALS INTO
GROUPS
Object around us
Grouping of objects
6

Differentiate between various

fabrics and list different types of
clothing materials
Define & explain yarn.

HOME ACTIVITY
To collect samples of various fabrics and some
information about them.

Define fibre and differentiate

between fibre and yarn.
Discuss the process of obtaining
cotton and jute fibres from these
plants.
Explain the formation of yarn from
fibres.
Define and explain the process of
weaving with suitable examples and
use of loom.
Define and explain knitting,
recognize the knitted fabrics.

CLASS ACTIVITY
To observe samples of fibres and yarn.

Analyze and classify various things

into different classes.
Identify the materials from which
the objects are made up of.
State the need of grouping objects.

HOME ACTIVITY
To show that all objects around us are made up of
some materials by observing various objects &
make a note of the materials they are made up of.

Delhi Public School

Portion for FA/SA, dates of

Assessments & SCMs

Enquire at home the ways/precautions adopted

while cooking various food items. Students will
analyze in class whether it is a faulty or proper
cooking method.
Prepare a diet chart indicating balanced diet for
students of the age group 12- 14 years.
Consult a dietician and prepare a diet chart for a
growing baby (below one year of age and in the
age group of 1-5 years), Girls and boys in the age
group of ten to twelve years. Compare the
difference.

FIBRE TO FABRIC
Variety in fabrics

No. of
Periods

Academic Plan 2015-16

1
CLASS ACTIVITY
To demonstrate the process of weaving of fabrics
using coloured paper strips.
HOME ACTIVITY
To know the process of knitting using wool and
knitting needles.

1
Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Learning Outcome

Activity

Properties of
materials
(i) Lustre /appearance

Define lustre and group materials on

the basis of lustre (appearance)

(ii) Hardness

Define hardness and group objects

on the basis of hardness

(iii) Solubility

Define and differentiate between

soluble and insoluble substance.
Define and differentiate between
miscible and immiscible liquids.

CLASS ACTIVITY
To show grouping of objects on the basis of their
appearance (lustre) by collecting various objects.
(Sand paper can be used to show lustre on even
some dull metal surfaces.)
CLASS ACTIVITY
To demonstrate the concept of hardness by taking
a metal key & trying to scratch with it, the surface
of a piece of wood, aluminium, a piece of stone, a
nail, candle, chalk, sponge,cotton etc. Moreover,
the ease with which they can be compressed can
be shown by pressing it using hands.
LAB ACTIVITY
To group substances as soluble and insoluble.
LAB ACTIVITY
To identify liquid mixtures as miscible and
immiscible.
CLASS ACTIVITY
To observe the floating & sinking of some objects
in water & then to group them based on this.

(iv) Miscibility/
Immiscibility
(v) Objects that float &
sinks in water
(vi) Transparency

July

Group objects on the basis of its

floating and sinking property in
water.
Define and differentiate between
transparent, translucent and opaque
objects.

CLASS ACTIVITY
To group substance as transparent, translucent
and opaque

SEPARATION OF
SUBSTANCES
Why do we separate
substances?
Methods of
separation

Hand picking
Winnowing
Sieving
Sedimentation,
decantation and
filtration
Evaporation
7

No. of
Periods
1

Academic Plan 2015-16

Portion for FA/SA, dates of
Assessments & SCMs

1
1

1
State the need for separation of
mixtures
List and describe the different
methods of separation with
examples from day to day life.
Apply the various methods learnt to
separate components of mixture
used in our day to day life.

Delhi Public School

CLASS ACTIVITY
To observe the method of hand picking by picking
stones from any sample of grains using hands.
HOME ACTIVITY
To separate some very light objects like husk,
paper bits from a sample of grain using

1
Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Learning Outcome

condensation

winnowing.
To separate bran from flour by sieving.

Solution :
Saturated and
unsaturated solution

Differentiate between saturated and

unsaturated solution and apply this
concept in day to day life.

Effect of heat on
amount of solute
dissolved.
GETTING TO
KNOW PLANTS

Study effect of heat on the solubility

Parts of a plant

Activity

Identify the parts of plant.

LAB ACTIVITY
To separate sand from water by filtration/
sedimentation and decantation.
To separate water from salt by evaporation.
LAB ACTIVITY
To prepare unsaturated solution and saturated
solution of sugar.

1
1

CLASS ACTIVITY
To identify different parts of a plant.
Student read supporing information on
photosynthesis and perform a skit, playing the
roles, of the sun, roots, chlorophyll, H2O, CO2 &
Stomata.

Stem

Explain the structure and function of

stem.

OUTDOOR ACTIVITY
Students take a walk in and around school
campus/nearby villages and identify the herbs,
shrubs, trees, creepers and climbers.
Differentiate between herbs, shrubs and trees.
Pluck some weeds from the field and bring them
to the class.
LAB ACTIVITY
To demonstrate conduction of water through stem.

Leaf

Explain the structure and function of

leaf.
Differentiate between parallel and
reticulate venation
Draw diagram of parallel and
reticulate venation
Recognize various shapes, margins

CLASS ACTIVITY: Compare the shape, size, margin and venation of

the collected leaves
Differentiate between reticulate and parallel
venation.
Make impression of the leaves on the notebook
and study the venation.

Delhi Public School

Categorizes plants into herbs,

shrubs and trees.
Distinguish between creepers and
climbers.

Portion for FA/SA, dates of

Assessments & SCMs

LAB ACTIVITY
To demonstrate the effect of heating on the
solubility of sugar in water.

Herbs, shrubs and

trees

No. of
Periods

Academic Plan 2015-16

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Learning Outcome
and apex of leaves.

Leaf

August

Explain the process of transpiration

and photosynthesis.

Root

Explain the structure and function of

root.
Differentiate between tap and
fibrous root
Correlate the types of venation to
the type of roots.
Draw diagram of types of roots.

Flower

Recognize different parts of a

flower.
Explain the structure of flower.
Correlate the structure to the
function.
Draw the diagram of a typical
flower.

MOTION AND
MEASUREMENT
OF DISTANCES
Story of transport
9

Activity
Draw and label parts of a leaf.
HOME ACTIVITY
Students collect leaves of different types from their
locality.
Take a fresh leaf and put it in hot water. Bubbles
start forming from the lower surface showing
presence of stomata.
LAB ACTIVITY
To demonstrate transpiration using a bell
jar/plastic bag. Take a leafy twig and put it in a
polythene bag. Tie the polythene tightly with a
string. Leave it undisturbed and make
observations after three hours.
To test presence of starch in leaves
HOME ACTIVITY
Two weeds of the same kind are selected. Cut the
roots of one plant and keep the roots of the other
intact. The two plants are planted in pots,
regularly watered and observed. Students will list
the function of the root.
OUTDOOR ACTIVITY
Pluck some weeds from garden and observe the
types of root system (tap and fibrous root).
Students observe the leaves and the roots of some
plant and correlate the type of venation to the root
system.
CLASS ACTIVITY
Pluck flowers of hibiscus/ Petunia or other locally
available flowers and dissect it to study the parts
of the flower.
Collect flowers of 5 different varieties and bring it
to class. Compare the colour of petals, number of
petals, number of sepals, number of stamens, if
they are fused or free, Pistil present or absent in a
tabular form.

No. of
Periods

Academic Plan 2015-16

Portion for FA/SA, dates of
Assessments & SCMs

2
Know different means of transport
from earliest to the most recent

Delhi Public School

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description
Need to measure
length

Learning Outcome
modes.
Explain the importance of
measuring things

Activity

No. of
Periods

CLASS ACTIVITY
To measure length of class room/ table using hand
span or foot.
LAB ACTIVITY
Measuring the lengths of different objects

CLASS ACTIVITY
To measure the length of book in cm and convert it
in metre & mm.

CLASS ACTIVITY
Demonstrate the correct method of placing the
scale & taking reading
Measure curved line using thread.

Develop the concept of motion &

rest

CLASS ACTIVITY
Demonstration of motion & rest taking students as
demo examples.

Types of motion

Identify different types of motion.

CLASS ACTIVITY
Demonstration of different kinds of motion
rectilinear, circular, periodic, rotational.

Objects having more

than one kind of
motion.

Approximation of measurement of
various objects.

CLASS ACTIVITY
Give concept of more than one kind of motion by
involving students depicting the motion of
planetary systems.

Method, units and

instruments to
measure length
Standard units of
measurement

Correct
measurement of
length
Measuring the
length of curved line
Concept of motion

LIGHT, SHADOWS
AND
REFLECTIONS
Concept of light
Transparent,
translucent and
opaque objects.
10

Know various units of length

Discuss methods to measure length
Know the units of measurement
used in ancient time
Understand international system of
units
Learn how to convert one unit into
other
Know the correct method of
measurement
Learn how to measure a curved line

Academic Plan 2015-16

Portion for FA/SA, dates of
Assessments & SCMs

1
Able to define light
Know luminous & non-luminous
object
Understand the basic properties of
transparent, translucent and opaque

Delhi Public School

CLASS ACTIVITY
Categorize given objects as transparent,
translucent & opaque objects.

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description
Shadow-formation

Learning Outcome

September

objects
Understand the principle of shadow
formation
Know that light, an opaque object &
screen is necessary to form shadow.
Know that light travels in a straight
line.
Learn the method to make pinhole
camera & discuss its working
Understand reflection
Know how light is reflected by a
mirror.

Properties of light

A pinhole camera

Mirrors & reflection

REVISION

Apply the concepts learnt in 1st

semester

11

Delhi Public School

Activity

No. of
Periods

LAB ACTIVITY
To demonstrate the dependence of shadow on
distance between source & opaque object
and between opaque object and screen
LAB ACTIVITY
To demonstrate that light travels in a straight line.
HOME ACTIVITY
Make a pin hole camera.
CLASS ACTIVITY
Show that light travels in a straight line & gets
reflected from a mirror.

Oral /class test /diagram test/rapid fire questions/

quiz/teach a concept/activity based test

10

Academic Plan 2015-16

Portion for FA/SA, dates of
Assessments & SCMs

2
2
1

Class-VI

STUDENT CURRICULUM MANUAL

Academic Plan 2015-16

Semester-II (Science) Class-VI

Month
October

Course Description
CHANGES
AROUND US
Introduction to
changes around us
Reversible changes

Irreversible changes

Other ways of
bringing about a
change

BODY
MOVEMENTS
Human body and its
movement.
Joints

12

Learning Outcome
Identify various types of changes
occurring in everyday life.
List the different kinds of changes
State the importance of changes
around us.
Define Reversible changes with
suitable examples.
Define irreversible changes & describe
it with suitable examples.
Identify Reversible and Irreversible
changes and then differentiate between
them.
Identify and observe the various ways
by which changes taking place in
everyday life and list the different
kinds of changes.
Study expansion and contraction.
Recall the parts of body used for
movement in different organisms.
Identify the different ways of
movement in various organisms.
Correlate the function of skeleton and
muscles.
Identify the major joints of body
Classify the joints based on its degree
of movement.
Cite example of joints.
Differentiate between ball and socket,
hinge joint, pivotal joint and fixed
joint.

Delhi Public School

Activity

No. of
Periods
2

CLASS ACTIVITY
To study reversible change by inflating a balloon,
folding a paper etc.
CLASS ACTIVITY
To study irreversible changes by cutting a paper
and making aeroplane out of that, burning a
matchstick, etc.

CLASS ACTIVITY
Make a list of changes taking place around us and
classify them as reversible, irreversible, periodic,
non-periodic, desirable, undesirable, fast, slow,
etc.

FA-4 (21.12.15)
Changes around us
Body movements
Electricity and
circuits

CLASS ACTIVITY
Place a scale length wise on the arm such that the
elbow is in the centre. Tie it on to the arm and try
to bend. This activity will help in understanding
the role of joints.
Ask the students to rotate their hands, bend, and
move their neck, wrist, fingers, and other body
parts. Students make a note of movement
permitted at each of these places. This is followed
by naming and comparing the types of joints
Ask students to locate different types of joints in
their body and demonstrate the movement

Portion for FA/SA, dates

of Assessments & SCMs

SA-2
Changes around us
Body movements
Electricity and
circuits
The living
organisms and
their surroundings
Fun with magnets
Water
Air around us
Garbage in,
garbage out

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Learning Outcome

Activity

Academic Plan 2015-16

No. of
Periods

Portion for FA/SA, dates

of Assessments & SCMs

Distribution dates of
SCMs:
Changes around
us(02.10.2015)
Body movements
(15.10.2012)
Electricity and
circuits(05.11.2015)
The living
organisms and
their surroundings
( 15.11.2015)
Fun with magnets
(10.12.2015)
Water (10.01.2016)
Air around us
(21.01.2016)
Garbage in,
garbage out
(04.02.2016)

allowed at each point. Correlate the movements to

physical fitness.

Human Skeleton and

muscles

Gait of animals

November

Gait of animals

Understand the structure and function

of human skeletal system and joints.
Differentiate between bone and
cartilage.
Cite examples of cartilage in human
body.
Explain the mechanism of movement
caused by bones and muscles.
Draws diagrams of ribcage, pectoral
girdle, pelvic girdle, limbs.
Locate the above in a model skeleton
and explain their function.

Understand the mechanism of

movement in earthworm, cockroach,
snail,
Understand the mechanism of
movement in bird, fish, and snake.

ELECTRICITY
AND CIRCUITS
Electrical cell & bulb

13

Know the structure & working of an

electric cell
Learn to draw electric cell
Know different parts of a torch bulb
Learn and draw inside view of a torch
bulb.

Delhi Public School

HOME ACTIVITY
Make models to demonstrate movements
permitted by different types of joints.
LAB ACTIVITY
To study the parts of skeleton and joints using the
model of human skeleton.
CLASS ACTIVITY
Make a model of the ball and socket joint. Roll a
strip of paper into a cylinder. Make a small hole in
an old rubber or plastic ball and push the paper
cylinder into it.
Show X-ray plate of backbone, ribcage etc.
Tell students to bend forward and backward and
explain them about backbone.
Ask the students to hold their ears and tip of nose
and twist it a little to introduce cartilages.
Ask the students to bend their arms and observe
the muscles which contract and relax.
HOME ACTIVITY
To study movement of snail, earthworm and
cockroach
HOME ACTIVITY
Ask students to observe movement of fish
Visit a zoo and observe movement of snake.
Make a paper boat and allow them to sail holding
in different directions, correlate the movement in
water to significance of streamlined shape.
CLASS ACTIVITY
Demonstrate how a bulb glows by using a cell &
wires.

HOME ACTIVITY
Making a torch using card-board cylinder (core of
the aluminum foil roll), plastic funnel, simple
switch, small bulb and some connecting wires.
Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description
a bulb connected to
an electric cell
An electric circuit

Electric switch

Electic conductors
and insulators.

THE LIVING
ORGANISMS AND
THEIR
SURROUNDINGS:
Organisms and their
surroundings

Habitat and
Adaptations

14

Learning Outcome
Know that a bulb cannot glow if the
circuit is incomplete
Develop concept about electric circuit
and its components.
Understand open & closed circuit.
Know the direction of current flowing
in an electric circuit.
Define switch.
Understand the importance of switch
in a circuit
Know working of a switch
Draw switch in on & off position
Differentiate between conductor and
insulator
Know examples of conductor &
insulator.

Activity
CLASS ACTIVITY
Show different arrangements of electric cell & bulb
LAB ACTIVITY
Demonstrate the flow of current through a close
circuit and identify an open and closed circuit.

No. of
Periods
2

Academic Plan 2015-16

Portion for FA/SA, dates
of Assessments & SCMs

LAB ACTIVITY
Making a simple circuit with the help of a torch
bulb, a switch made of thumb pins & safety pin
and a cell.

CLASS ACTIVITY
Experiment to show that some objects (conductors)
allow current to flow and others (insulators) do
not.
Make a conduction tester.

2
Recognize the diversity in climatic
condition in different parts of the
country.
Recognize the organisms found in
different climatic condition.
Differentiate between structures of
organisms found in different areas.
Summarize the common characteristics
of animals and plants found in a
particular area
Recall the term habitat and adaptation.
Differentiate between biotic and
abiotic.
Correlate the adaptation found in
organisms to their habitat components.
Differentiate between terrestrial and
aquatic habitat.
Understand the importance of abiotic
factors for living organism.

Delhi Public School

HOME ACTIVITY
Visit a local botanical/zoological garden and
observe the plants and animals.

HOME ACTIVITY
Research on animals and plants found in forests,
mountains, desert and in sea.

OUTDOOR ACTIVITY
Visit a local zoo and find out what special
arrangements are made for the animals that have
been brought there from different habitats

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description
Terrestrial habitats

December

Aquatic habitats

Characteristics of
living things.

FUN WITH
MAGNETS
How magnets were
discovered
15

Learning Outcome
Understand the desert, mountain and
grassland adaptations in plants and
animals.
Explain the adaptations found in camel
Differentiate between prey and
predator.
Explain the adaptations in prey and
predator with help of examples.
Draw diagram of cactus.
Explain the mechanism of breathing in
dolphins and whales.
Explain the adaptations found in fish
Explain adaptations in frog and
submerged plants.
Justify the variation in adaptations
between submerged and floating
plants.
Draw diagrams of aquatic plants.
Predict the events leading to evolution.
Explain the characteristics of living
things.
Differentiate between living and non
living things.
Correlate nutrition to respiration.
List down respiratory organs of
different animals.
Cite examples of stimulus and
response in plant and animals.
Explain the term excretion and
reproduction.
Explain the significance of
reproduction.
Draw the steps of germination.
Appreciate life.

Know how natural magnet was

discovered.

Delhi Public School

Activity
CLASS ACTIVITY
A cactus plant is brought to class and its
adaptations to water scarcity are studied.

No. of
Periods
1

Academic Plan 2015-16

Portion for FA/SA, dates
of Assessments & SCMs

HOME ACTIVITY
Compare the rate of transpiration in cactus and a
mesophytic plant.

OUT DOOR ACTIVITY

Visit an aquarium and observe the structure of
fishes and their feeding habits.
Observe water bodies around your locality to
study the various types of aquatic plants.
CLASS ACTIVITY
Hydrilla, Eichhornia, lotus or other locally
available aquatic plants are brought to class and
their adaptation is studied.
HOME ACTIVITY
Take a cutting from rose/chinarose/potato eye/
onion etc. and grow new plants from the
vegetative parts in pots.
To study factors essential for germination.

CLASS ACTIVITY
Hanging paper clip in air by using magnet.

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description
Magnetic and nonmagnetic materials

Learning Outcome
Differentiate between magnetic and
non-magnetic substances.
Know the properties of a magnet

Activity
CLASS ACTIVITY
Demonstrate attractive property of magnet by
using iron filings.

No. of
Periods

Academic Plan 2015-16

Portion for FA/SA, dates
of Assessments & SCMs

Categorizing magnetic & non-magnetic substance.

Poles of a magnet

Understand the directive property of

magnets

The directionpointing property of

a freely suspended
magnet.
Interaction of poles.

Explain use of magnet to find

direction.

Magnetic compass.

January

Making your own

magnet.
Storage of magnet

WATER
Why water is
essential for life
Uses of water

Evaporation and
condensation
Where do we get
water from?
Water cycle

16

Develop concept that like poles attract

each other and unlike poles repel each
other
Draw a compass
Understand construction & working of
a magnetic compass
Know the method of magnetizing a
magnetic material.

LAB ACTIVITY
Demonstrate that poles of magnet have maximum
attraction.
CLASS ACTIVITY
To demonstrate the directive property of a
magnet by using suspended bar magnet.

CLASS ACTIVITY
To show that like poles repel and unlike poles
attract each other.
LAB ACTIVITY
Demonstrate how compass is used to find
direction.
CLASS ACTIVITY
Make a magnet by using a bar magnet & paper
pin.

Know the cautions to be taken while

storing magnet
Learn correct method to store magnet
safely.

1
Know & appreciate the importance of
water in our life
State different uses of water

Know different states of matter

Define and differentiate evaporation &
condensation
Know about sources of water
Draw water cycle
Know the processes involved in water
cycle

Delhi Public School

CLASS ACTIVITY
Prepare list of various uses of water in our daily
life.
LAB ACTIVITY
Demonstration of evaporation and condensation

1
CLASS ACTIVITY
Make a chart on water cycle.

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Drought and flood

Conservation of
water

AIR AROUND US
Wind
Is air present every
where around us?

February

Learning Outcome
Understand transpiration & its
significance
Know the consequences of more or less
rain.
Understand the importance of
conserving water.
Know various ways & methods to
conserve water
Learn to draw the diagram of roof top
rain water harvesting technique.
Define air
State its uses in our lives
To discover whether air is present
everywhere around us

Components of air.

List the components of air and their

percentage

Presence of air in
(i) Water
(ii) Soil
Replacement of
oxygen in the
atmosphere
GARBAGE IN,
GARBAGE OUT

To realize that air is present in water

and soil and state its importance.

Dealing with garbage

17

Describe the exchange of gases taking

place in the atmosphere with the help
of plants and animals
List down the materials found in
garbage.
Classify the components of garbage
into Bio-degradable and Nonbiodegradable.
Realize its importance in waste
management.
Explain the process and significance of
land fills.
Differentiate between useful and non-

Delhi Public School

Activity

No. of
Periods

Academic Plan 2015-16

Portion for FA/SA, dates
of Assessments & SCMs

1
HOME ACTIVITY
Construction of models of rain water harvesting.

CLASS ACTIVITY
To make models of firkis, weather cock, windmill
and analyzing the cause behind their movement.
LAB ACTIVITY
To demonstrate the presence of air by using empty
bottle and a transparent vessel containing water.
HOME ACTIVITY
To show that air contains water vapour.
LAB ACTIVITY
To prove that air contains oxygen
HOME ACTIVITY
To prove that air contains dust particles
LAB ACTIVITY
To show the presence of air in water and soil.

HOME ACTIVITY
Collect the garbage from your house before it is
thrown in the dustbin, separate it into two groups
one containing bio-degradable waste and
another non bio-degradable waste. Bury it in soil
in pots and observe which one gets decayed.
OUTDOOR ACTIVITY
Students manage natural decompositions by
creating their own compost bag
Find creatures that help in making compost.

Class-VI

STUDENT CURRICULUM MANUAL

Month

Course Description

Composting

Learning Outcome
useful components of garbage.
Understand the mechanism of rotting.
Explain the process and significance of
vermicomposting and composting.

Waste recycling

Suggest ways of waste recycling.

Justify the importance of waste
recycling.
Realize importance of recycling of
paper.

Plastics

Realize the hazards of using plastics.

Predict the hazards of burning waste.
Support the environmental concern.

REVISION

Apply the concepts learnt in second

semester

18

Delhi Public School

Activity

HOME ACTIVITY
To prepare Vermicompost
Make worm composting systems in bottles &
observe the transformation of food scraps into soil
amendments for new plant growth.
HOME ACTIVITY
Reuse waste paper/other products to make cards/
decorative items, doormats, wallpapers, etc.
Prepare paper mache.
OUTDOOR ACTIVITY
Visit paper recycling unit at school /outside
CLASS ACTIVITY
Prepare posters, collage, and slogans to spread
awareness regarding hazards of plastic /polybags
and spread awareness to discourage use of
polybags.
Performing a class audit fo waste students use
scales to measure classroom waste over one week
calculate the percentage of each type of waste,
graph their findings & develop a plan to reduce
waste.
HOME ACTIVITY
Students research and collect information on
harmful impacts of plastics on environment.
Students form volunteer groups to spread
awareness to discourage use of polybags.
Oral /class test /diagram test/rapid fire
/quiz/teach a concept/activity based test

No. of
Periods

Academic Plan 2015-16

Portion for FA/SA, dates
of Assessments & SCMs

10

Class-VI