Scheme of Work for Class 6

In order to implement the Science curriculum effectively the attainment targets are clubbed under smaller
units of work. Each unit of work is to be planned around a content strand and the over- arching strand of
scientific enquiry.  When writing the learning outcomes for a unit plan consider the level of skills your
students need to develop from the ‘Scientific Enquiry’ strand and the content knowledge from the
‘Content’ strands. The thinking levels given in Bloom’s revised taxonomy may be helpful in writing the
learning outcomes for overall unit planning and detailed lesson planning. Once the level of skills is
determined, ensure keeping a logical progression from low to high levels of skills.

Other points to consider while planning a unit of work are:

 How to create a classroom environment for active and constructive learning. For example: Putting
up a Trigger Question or Entry Cards with a Question;
 Specify the essential questions that need to be addressed in the unit. These are derived from the
attainment targets;
 Decide on the teaching approaches/ methodologies from your repertoire of strategies;
 Specify the periodic assessment tasks to be used for the unit;
 Outline what activities students will be doing;
 Identify cross curricular links across subjects to reinforce the concepts taught in different subjects;
 Plan AFL (Assessment for learning) strategies to monitor, give feedback to students, keep
records and inform own teaching;
 Determine lab activities;
 Determine whether any outdoor activity is required;
 Decide on the key scientific vocabulary to be introduced or reinforced;
 Arrange resources required including any digital resources;
 Follow e-safety guidelines;
 Prepare a timeline for the completion of the unit;
 Ensure all safety precautions are taken and regular procedures are followed for out-door activities
and lab activities;
 Plan how students will share and communicate their learning;
 Plan homework assignments.

Term wise Breakup

Term 1 Term 2
15 weeks 16 weeks
Introduction (1 week)

Unit 1: Plants and humans as organisms (4 weeks) Unit 4: Forces and motion                   (4 weeks)

Unit 2: Cells and organisms                (6 weeks) Unit 5: Material properties                   (3 weeks)

Unit 3: States of matter                          (4 weeks) Unit 6: Material changes                      (3 weeks)

Unit 7: Energy                                      (6 weeks)

 Scientific Enquiry
Students should be able to:
A. Ideas and evidence
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real
world, prior knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to
address the key questions
B. Investigative Skills - Planning
B.1. Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different
investigations.
B.3. Present the prototype of their ideas to solve a problem using models and drawings
B.4. Choose appropriate apparatus, materials and methods 
C. Investigative Skills - Obtaining and Presenting Evidence 
C.1. Use appropriate techniques, apparatus, and materials during field work and laboratory work,
paying attention to health and safety. 
C.2. Understand and use SI units.
C.3. Use information from secondary sources.
C.4. Make observations and record these in drawings, tables and graphs.
C.5. Pay attention to objectivity and concern for accuracy, precision, repeatability and reproductivity.
C.6. Carry out fieldwork/ surveys in the local area/ online.
D.  Investigative skills -Analysis and Evaluation
D.1. Use and derive simple equations, apply mathematical concepts and calculate results.
D.2. Interpret observations and data to draw conclusions.
D.3. Present observations and data using appropriate methods, including tables and graphs.
D.4. Present reasoned explanations, including explaining data in relation to predictions and
hypotheses.
D.5. Evaluate data, show awareness of potential sources of error.
D.6. Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.

Unit 1: Plants and humans as organisms

Time: 3 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world, prior
knowledge and experience.
B.1. Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
C.1. Use appropriate techniques, apparatus, and materials during field work and laboratory work, paying
attention to health and safety.
C.3. Use information from secondary sources.
C.4. Make observations and record these in drawings, tables and graphs.
C.5. Pay attention to objectivity and concern for accuracy, precision, repeatability and reproductivity.
C.6. Carry out fieldwork/ surveys in the local area/ online. 
Attainment Targets Suggested strategies Suggested resources
1. Know the structure of a KWHL sheet https://www.khanacademy.org/science/biol
plant and functions of its ogy/crash-course-bio-
major organs. Concept mapping ecology/crash-course-biology-
2. Know the functions of the science/v/crash-course-biology-126
digestive, circulatory, nervous Discussion
and respiratory systems, and https://www.nasa.gov/pdf/582597main_Livi
their major organs. Opportunity to ask questions ngBonesStrongBones
3. Know the structure and _Cobranded_Eng_Educator082511.pdf
function of the skeleton; Model making
investigating relationship https://www.heart.org/idc/groups/heart-
between length and strength Watching simulations of the body public/@wcm/@
of bones systems fc/documents/downloadable/ucm_306500.
4. Know the structure and pdf
function of different types of Research about the work of any
joints; fixed and moveable physiologist, neuroscientist,
https://www.ducksters.com/science/muscle
joints nutritionist, osteologist, geneticist
s.php
5. Know how the muscles
work and the function of Invite any one of the above
Materials for model making.
Antagonistic muscles in the specialists in your online class.
upper arm.
6. Know about the nature of
work of anatomists - scientists
who study the human body;
physiologist, neuroscientist,
nutritionist, osteologist,
geneticist.
Vocabulary: chlorophyll, chloroplast, food factories, reproductive, minerals, oxygen, carbon dioxide, digestive
system, digestion, mouth, liver, stomach, pancreas, small intestine, large intestine, colon, rectum, circulatory
system, blood vessel, artery/arteries, lungs, veins,  nervous system, brain, spinal cord, nerves, sense organs,
respiratory system, respire, waste product, trachea/windpipe, bronchus/bronchi, ribs, diaphragm, skeleton,
cranium, sternum, humerus, ulna, radius, pelvic girdle, carpals, femur, tibia, fibula, rib, scapula, clavicle,
vertebral column, joints, fixed joints, movable joints jawbone, hinge joints, ball and socket joints, friction in joints,
cartilage, synovial fluid, lubricate, ligaments/joint capsule, fat tissue, synovial membrane, muscles, tendons,
contract, relax, biceps, triceps, antagonistic muscles, anatomist, physiologist, neuroscience, osteologist,
geneticist, nutritionist  

Unit 2: Cells and organisms

Time: 5 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world, prior
knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to address the key
questions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
C.1. Use appropriate techniques, apparatus, and materials during field work and laboratory work, paying attention
to health and safety.
C.3. Use information from secondary sources.
C.4. Make observations and record these in drawings, tables and graphs.
D.3. Present observations and data using appropriate methods, including tables and graphs.
D.4. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.
D.5. Evaluate data, show awareness of potential sources of error.
D.6. Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.
Attainment Targets Suggested strategies Suggested resources
1. Recognise the characteristics Think-pair-share Graph papers to show magnification
common to all living things and
their importance for the survival of KWHL Microscopes and prepared slides (onion
organisms. and cheek cell)
2. Recognise what are micro- Presentations
organisms and identify some http://www.cpalms.org/Public/PreviewRes
common microorganisms. Guided/ structured Investigation/ ourceLesson/Preview/75372
3. Understand that Experimentation  
microorganisms cause decay http://www.uen.org/core/science/sciber/T
which can be harmful (spoilage of Problem solving activities RB6/V.shtml
food) or beneficial (recycling of  
nutrients). Case Study Videos and pictures of magnified plant
4. Recognise the use of and animal cells.
microorganisms to make cheese, Research on the contributions of
yoghurt, bread and vinegar. scientists  Microscopes and prepared slides showing
5. Know that micro-organisms human cheek cells and a range of human
grow and reproduce on food and Find out about the history of the and plant cells including onion, tomato
that this can cause food microscope and learn how cells etc. and  pollen grains to show
poisoning. observations made with developing pollen tubes.
6. Identify the factors that affect microscope helped ideas about
the rate of growth of the structure of living things: Materials for model making.
microorganisms to prevent food Work of Louis Pasteur
decay and poisoning.
7. Recognise that infectious Use the internet to examine
diseases are caused by images of cells:
microorganisms.(e.g., www.cellsalive.com
tuberculosis, covid-19, diarrhea,
typhoid)
8. Research the work of Louis
Pasteur and Alexander Fleming
on disease causing
microorganisms and the cure of
infectious diseases.
9. Describe the consequences if
things do not decay (e.g. plastic)
10. Describe that cells are the
basic units of life – all living things
are made of cells.
11. Identify the structures present
 in a typical animal cell as seen
with a simple light microscope.
12. Identify the structures present
in a typical plant cell as seen with
a simple light microscope.
13. Relate the structures of some
common cells to their functions.
14. Describe different levels of
cellular organization-cells to
tissues, organs and organisms.
Vocabulary: organism, microorganisms, unicellular organisms, protozoa, multi cellular organism, algae, bacteria,
fungi, yeast, sterile, infectious diseases, viruses, fungi, decay, decomposition, mold, organic matter, toxins,
antibiotics, antiseptics, cell membrane, organelles, cellulose, cell wall, cytoplasm, nucleus, chromosomes, vacuole,
chloroplast, chlorophyll, red blood cells, nerve cells, hemoglobin, root hair cells, cell sap and tissues 

Unit 3: States of matter

Time: 4 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world, prior
knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to address the key
questions.
B.1. Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
B.3. Present the prototype of their ideas to solve a problem using models and drawings.
B.4. Choose appropriate apparatus, materials and methods.
C.1.Use appropriate techniques, apparatus, and materials during field work and laboratory work, paying attention to
health and safety.
C.4. Make observations and record these in drawings, tables and graphs.
C.5. Pay attention to objectivity and concern for accuracy, precision, repeatability and reproductivity.
D.2. Interpret observations and data to draw conclusions.
D.3. Present observations and data using appropriate methods, including tables and graphs.
D.5. Evaluate data, show awareness of potential sources of error. 
D.6.  Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.
Attainment Targets Suggested strategies Suggested resources
1. Explain the properties of KLEWS chart ( What I think I know-What http://www.youtube.com/watch?
the three states of matter; I have learnt-Evidence-Wonderings- v=_pxd56nzPl0&feature=relmfu
solids, liquids and gases Scientific Vocabulary)
using the particle model. http://www.youtube.com/watch?
2. Explain the changes in KWHL v=cjvGQmZFM24&feature=relmfu
state using the particle model
of matter. Concept-Evidence -Reasoning (C-E-R)
3. Describe an atom as an
electrically neutral entity made Students will perform an experiment of
up of a positively charged changing state of water and later relate it
nucleus and negatively with particle model by watching
charged electrons. (Modern simulations
 atomic model)
4. Know that atoms of the
same element have the same
number of protons and atoms
of different elements have
different numbers of protons
(oxygen, carbon, nitrogen,
hydrogen, helium, sodium,
chlorine, calcium)
5. Know the symbols of the
first 10 elements of the
periodic table.
6. Distinguish between atoms
and molecules.
AFL (think-pair-share, entry/exit slip, 3-2-
1 response, quiz, one sentence
summary)
Build 3D models for atoms and
molecules
Study photos of the elements of the
Periodic Table.
Describe each element in a sentence
e.g. Nitrogen is a gas.
Word search and crossword puzzles to
become familiar with the names of the
common elements.

Draw the atomic structure of some

common elements (oxygen, carbon,
nitrogen, hydrogen, helium, sodium,
chlorine and calcium)
Vocabulary: particle, arrangement, atomic theory, element, compound, atom, molecule, scientific model, atomic
model, subatomic particle, electrons, nucleus, proton, neutron, atomic number

Unit 4: Forces and motion

Time:  4 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world, prior
knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to address the    
key questions.
B.1. Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
B.3. Present the prototype of their ideas to solve a problem using models and drawings.
B.4. Choose appropriate apparatus, materials and methods. 
C.2. Understand and use SI units.
D.1. Use and derive simple equations, apply mathematical concepts and calculate results.
D.2. Interpret observations and data to draw conclusions.
D.4. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.
D.5. Evaluate data, show awareness of potential sources of error.
D.6. Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.
Attainment Targets Suggested strategies Suggested resources
1. Recognise that several KWHL.   Android Apps e.g., Air Resistance Calculator,
forces may act on an object Badminton 3D,
which may or may not balance Questioning Loopy Dash etc. 
each other.
2. Understand the effect of Concept cartoon as a http://www.fizzicseducation.com.au/Free+experim
an unbalanced force on an discussion strategy for ents/force+and
 object. different concepts.  +movement.html
3. Know that forces cannot
be seen and can be Comic strips to present http://www.myphysicslab.com/roller/roller-
represented by force arrows their understanding of single/roller-single-en.html
which represent the direction forces. 
and magnitude of the force. http://science.unctv.org/content/riding-wind-
4. Know that the SI unit of Concept maps to organize lesson-plan
force is Newton and different ideas of different
understand the use of force concepts. 
meter (newton meters) to
measure force. Simulations to show the
5. Recognise that Earth’s effects of different forces. 
gravity pulls every object
downwards and it causes the Demonstrate through
weight of that object.  models and explain what
6. Know the difference forces are acting on the
between mass and weight. moving object e.g., roller
7. Understand the coaster.
relationship between mass
and weight and determine the
value of one quantity when the
value of another quantity is
missing.     
8. Understand the effects of
friction and air resistance on
motion.
9. Know the factors that can
increase or decrease friction.
10. Understand the pattern of
falling bodies with or without
air resistance.
Vocabulary: force, push, pull, stretch, turn, force arrow, interact, balance, direction, magnitude, upward,
downward, attract, repel, force meter, newton meter, Newton (N), weight, gravity, mass, matter, contact force,
non-contact force, gravitational force, friction, air resistance, balanced forces, unbalanced forces, streamline, SI
(System International)

Unit 5: Material properties

Time:  3 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world, prior
knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to address the key
questions.
B.1.  Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
B.4. Choose appropriate apparatus, materials and methods 
C.4. Make observations and record these in drawings, tables and graphs.
C.5. Pay attention to objectivity and concern for accuracy, precision, repeatability and reproductivity.
D.2. Interpret observations and data to draw conclusions.
D.3. Present observations and data using appropriate methods, including tables and graphs.
D.4. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.
D.5. Evaluate data, show awareness of potential sources of error.
D.6. Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.
Attainment Targets Suggested strategies Suggested resources
1. Know that different everyday KLEWS chart https://www.eco-schoolsni.org/eco-
materials have different schoolsni/documents/007474.pdf
properties. Quizzes on Kahoot!
2. Explain the way a material is
used depending on Think-pair-share
its properties.
3. Describe and explain the Formative assessments
differences between metals and such as: 3-2-1 response
non-metals on the basis of their
properties. Entry and Exit tickets
4. Know the uses of some
common metals and non- List names of 10 metals
metals. using the periodic table
5. Explore disposable plastic
as a health and environmental Survey and presentations
hazard.
Vocabulary: metals and non-metals, property, shiny, ductile, synthetic, shatter, malleable, magnetic, conductor, brittle,
melting point, boiling point, transparent, translucent, opaque, flexible, lightweight, density

Unit 6: Material changes

Time: 3 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world, prior
knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to address the key
questions.
B.1. Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
B.3. Present the prototype of their ideas to solve a problem using models and drawings
B.4. Choose appropriate apparatus, materials and methods 
C.3. Use information from secondary sources.
C.5. Pay attention to objectivity and concern for accuracy, precision, repeatability and reproductivity.
D.2. Interpret observations and data to draw conclusions.
D.3. Present observations and data using appropriate methods, including tables and graphs.
D.4. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.
D.5. Evaluate data, show awareness of potential sources of error.
D.6. Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.
Attainment Targets Suggested strategies Suggested resources
1. Classify materials as acids and KWHL https://teachers.net/lessons/posts/1883.html
alkalis on the basis of their chemical
properties. Case study http://www.fp.utm.my/projek/psm/webtlr/Neutralisati
2. Know about hazardous chemicals on/learning2b.html
by recognizing their symbols and take Planning and carrying
precautionary measures for safety. out investigations https://www.labmanager.com/lab-health-and-
3. Investigate some substances which safety/science-laboratory-safety-and-hazard-signs-
can be used as indicators to
 determine whether a substance is meanings-6644
acidic, alkaline or neutral.
4. Use pH scale to measure how
acidic, alkaline or neutral a substance
is. 
5. Investigate how acids and alkalis
react to produce a neutral solution
during neutralisation reaction.
6. Know how the neutralisation
reaction is useful in our daily life,
farming and places where rain
becomes acidic due to air pollution.
Vocabulary: alkali, acid, neutral, hydrochloric acid, nitric acid, sulfuric acid, sodium hydroxide, potassium hydroxide,
universal indicator, pH scale, neutralisation, acid rain

Unit 7: Energy
Time:  5 weeks
Focus of scientific enquiry skills:
A.1. Ask questions, make predictions and develop lines of enquiry based on observations of the real world,    prior
knowledge and experience.
A.2. Be able to talk about the importance of evidence, explanations and use creative thinking to address the key
questions.
B.1. Plan and carry out the most appropriate types of scientific enquiries to test predictions.
B.2. Plan how to record observations and measurements using a range of methods for different investigations.
B.3. Present the prototype of their ideas to solve a problem using models and drawings
B.4. Choose appropriate apparatus, materials and methods 
C.2. Understand and use SI units.
C.3. Use information from secondary sources.
C.4. Make observations and record these in drawings, tables and graphs.
C.5. Pay attention to objectivity and concern for accuracy, precision, repeatability and reproductivity.
D.3. Present observations and data using appropriate methods, including tables and graphs.
D.4. Present reasoned explanations, including explaining data in relation to predictions and hypotheses.
D.5. Evaluate data, show awareness of potential sources of error.
D.6. Identify further questions arising from their results.
D.7. Evaluate the reliability of methods and suggest possible improvements.
Attainment Targets Suggested strategies Suggested resources
1. Know that energy is required KWHL  https://www.teachengineering.org/lessons/view/
to make things happen. cub_energy_lesson01
2. Recognize that Potential Hands-on  https://www.youtube.com/watch?v=xbwliZJiHe8
Energy and Kinetic Energy are Experimentation by  https://www.youtube.com/watch?v=KOd6-
the two major types of energy. making models e.g., PFkEy8
3. Explore various forms of roller coaster, catapult.   
potential energy:  Examining the working
o chemical energy of different objects
o gravitational potential especially toys
energy
o elastic potential Project on designing a
 energy solar oven using
 Relate heat loss and renewable solar energy.
heat gain with change in Project on designing a
thermal energy. wind turbine.
 Know that moving
objects have kinetic energy.
 Explore how mass
and speed relate to kinetic
energy of a moving object.
 Explore how friction
impacts kinetic energy of a
moving object.
 Understand that
energy can change its form
when it is transferred from one
object to another.
 Plan investigations to
know how energy can change
its form when transferred from
one object to another by: 
o electricity
o thermal
o light
o elastic potential
energy
o sound
o gravitational potential
energy

10. Know that energy cannot be

created or destroyed. It can only be
conserved by changing its form.
(Principle of conservation of energy).
11. Know joules as the unit of
measuring energy.
12. Recognise that coal, natural gas
and crude oil are fossil fuels and are
non-renewable.
13. Recognize the renewable energy
resources like wind, water, Sun and
plants.
Vocabulary: energy, chemical stores of energy, fuel, energy supplies, joules, chemical energy, elastic energy, potential
energy, mass, electrical energy, gravitational potential energy, heat - thermal energy, kinetic energy, light energy,
sound energy, friction, principle of conservation of energy, speed, fossil fuel, renewable energy,