Beaconhouse School System

Academic Year 2021-22

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

Total weeks in the

term 18
Term 1
Estimated weeks
available for
teaching 16
Unit 1: Plants and humans as organisms 2
Unit 2: Cells and organisms               5
Unit 3: States of matter                          4
Unit 4: Variation and Classification 4
Forces and motion - STEM challenge    1
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Key: The attainment targets that are highlighted and appear in italics are for revision of primary science classes
4 and 5.

Unit 1: Plants and humans as organisms

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 plant KWHL sheet https://www.khanacademy.org/science/biolog

and functions of its major y/crash-course-bio-
organs. Concept mapping ecology/crash-course-biology-science/v/crash-
2. Know the functions of the course-biology-126
digestive, circulatory, nervous Discussion
and respiratory systems, and https://www.nasa.gov/pdf/582597main_Living
their major organs. Opportunity to ask questions BonesStrongBones
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 of Watching simulations of the body public/@wcm/@
bones. systems fc/documents/downloadable/ucm_306500.pdf
4. Know the structure and
function of different types of Research about the work of any https://www.ducksters.com/science/muscles.p
joints; fixed and moveable joints physiologist, neuroscientist, hp
5. Know how the muscles work nutritionist, osteologist, geneticist
and the function of Antagonistic Materials for model making.
muscles in the upper arm. Invite any one of the above
6. Know about the nature of specialists in your online class.
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,
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Academic Year 2021-22

neuroscience, osteologist, geneticist, nutritionist  

Unit 2: Cells and organisms

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 and
organisms. cheek cell)
2. Recognise what are micro- Presentations
organisms and identify some http://www.cpalms.org/Public/PreviewResou
common microorganisms. Guided/ structured Investigation/ rceLesson/Preview/75372
3. Understand that microorganisms Experimentation  
cause decay which can be harmful http://www.uen.org/core/science/sciber/TRB
(spoilage of food) or beneficial Problem solving activities 6/V.shtml
(recycling of nutrients).  
4. Recognise the use of Case Study Videos and pictures of magnified plant and
microorganisms to make cheese, animal cells.
yoghurt, bread and vinegar. Research on the contributions of
5. Know that micro-organisms grow scientists  Microscopes and prepared slides showing
and reproduce on food and that this human cheek cells and a range of human and
can cause food poisoning. Find out about the history of the plant cells including onion, tomato cells etc.
6. Identify the factors that affect the microscope and learn how and  pollen grains to show developing pollen
rate of growth of microorganisms to observations made with microscope tubes.
prevent food decay and poisoning. helped ideas about the structure of
7. Recognise that infectious living things: Work of Louis Pasteur Materials for model making.
diseases are caused by
microorganisms.(e.g., tuberculosis, Use the internet to examine images
covid-19, diarrhea, typhoid) of cells: www.cellsalive.com
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
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Academic Year 2021-22

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

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 the KLEWS chart ( What I think I know-What I http://www.youtube.com/watch?
three states of matter; solids, have learnt-Evidence-Wonderings-Scientific v=_pxd56nzPl0&feature=relmfu
liquids and gases using the Vocabulary)
particle model. http://www.youtube.com/watch?
2. Explain the changes in state KWHL v=cjvGQmZFM24&feature=relmfu
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 charged with particle model by watching simulations
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Academic Year 2021-22

electrons. (Modern atomic

model) AFL (think-pair-share, entry/exit slip, 3-2-1
4. Know that atoms of the same response, quiz, one sentence summary)
element have the same number
of protons and atoms of Build 3D models for atoms and molecules
different elements have
different numbers of protons Study photos of the elements of the Periodic
(oxygen, carbon, nitrogen, Table.
hydrogen, helium, sodium,
chlorine, calcium) Describe each element in a sentence e.g.
5. Know the symbols of the first Nitrogen is a gas.
10 elements of the periodic
table. Word search and crossword puzzles to
6. Distinguish between atoms become familiar with the names of the
and molecules. 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
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Academic Year 2021-22
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Academic Year 2021-22

Unit 4: Variation and classification

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/ activities Suggested resources
1. Explore variation within and between Provide pictures of a range of https://www.calacademy.org/educators/l
species. animals for pupils to classify into esson-plans/observing-variation
these groups, and ask them to
2. Understand why classification is present their work as a branching https://www.pbs.org/wgbh/nova/labs//l
important and know the scientific diagram. ab/evolution/research#/evo/buildatree/1
classification of animals and plants
Observe animals found in the www.nhm.ac.uk/
3. Investigate patterns of variation in living garden or home, including pets
things and ways of representing
occurrence of variation. Visit a library to find out more
about different groups of living
4. Explain the reasons/ factors that lead to things, as well as extinct groups
the occurrence of variations in a such as the dinosaurs
species.
Visit a museum, zoo, botanical
5. Understand that scientific classification garden or fishery to observe a
is important because it is a worldwide wider selection of living things
labelling system, and provides a means
for systematic study of living things. Use the internet to find out and
illustrate invertebrates using a
6. Explain the hierarchical nature of range of resources, e.g.
classification by introducing the notion photographs, videos, live animals.
that large groups can be subdivided into Follow safety rules while dealing
smaller subgroups of both plants and with invertebrates.
animals. Present classification in branching
diagrams
7. Describe some features of animals and
plants in each sub-group.

Vocabulary: species, hybrid, infertile, variation, frequency diagram, range, mean, median, mode, kingdom, mosses, ferns,
cornifers, fronds, spores, needles, seeds, vertebrates, invertebrates, molluscs, annelids, arthropods, crustaceans, antennae,
exoskeleton
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Academic Year 2021-22

Forces and motion (Reinforcement unit)

STEM challenge
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 Review what pupils know about forces by presenting Android Apps e.g., Air
forces may act on an object them with a number of quick Resistance Calculator,
which may or may not balance activities, eg Badminton 3D
each other. – weighing objects with a forcemeter
2. Understand the effect of an – pushing an ice cube and a wooden block across a http://www.fizzicseducation.co
unbalanced force on an object. smooth surface m.au/Free+experiments/force+
3. Know that forces cannot be – tying or untying a knot in plastic and natural string and
seen and can be represented by – explaining how the time taken for a piece of paper +movement.html
force arrows which represent to fall varies with the amount
the direction and magnitude of it is crumpled up http://www.myphysicslab.com
the force. – pulling strong magnets apart /roller/roller-single/roller-
4. Know that the SI unit of – stretching a spring single-en.html
force is Newton and understand and questions, eg
the use of force meter (newton – What force is acting here? http://science.unctv.org/conte
meters) to measure force. – What is its direction? nt/riding-wind-lesson-plan
5. Recognise that Earth’s – Why are the forces changing?
gravity pulls every object • Discuss observations and answers
downwards and it causes the
weight of that object.  Ask students:
6. Know the difference -Why do things float in water?
between mass and weight.
7. Understand the relationship Investigate:
between mass and weight and Is it easier to float in sea water or fresh water?
determine the value of one – What force would be needed to stop the
quantity when the value of object sinking?
another quantity is missing.      - Are the forces acting on the object balanced
8. Understand the effects of when it is floating?
friction and air resistance on Strategy:
motion. Concept-Evidence -Reasoning (C-E-R)
9. Know the factors that can
increase or decrease friction.
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10. Understand the pattern of

falling bodies with or without
air resistance.
STEM challenge
Demonstrate through models and explain what
forces are acting on the moving object e.g.,
designing a roller coaster.
Vocabulary: force, push, pull, stretch, turn, force arrow, interact, balance, direction, magnitude, upward, upthrust,
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)