Science, Grade 6

Unit 1: Scientific Skills and Inquiry

The hands-on doing of Grade 6 science - selecting tools to observe and measure, building and evaluating graphs, and constructing a prototype.

• Construct a prototype
• Select and use tools and instruments to observe, measure,
• Estimate and measure accurately using SI and other standard
• Construct graphs to display data, and interpret and evaluate

Unit 2: Diversity of Living Things

Classification systems and keys, the five kingdoms, vertebrates and invertebrates, adaptations, and the fossil record.

• Use appropriate vocabulary related to their investigations of the
• Describe various kinds of classification systems used in everyday
• Develop a system to classify common objects or living
• Identify living things using an existing classification key, and

• Identify advantages and disadvantages of having a common classification
• Identify the five kingdoms commonly used for the classification
• Recognize that many living things are difficult to see
• Observe and describe the diversity of living things within

• Recognize that the animal kingdom is divided into two
• Provide examples of a variety of invertebrates to illustrate
• Compare and contrast adaptations of common arthropods, and describe
• Classify vertebrates as fishes, amphibians, reptiles, birds, and mammals,

• Compare and contrast the adaptations of closely related vertebrates
• Identify, based on evidence gathered by paleontologists, similarities and
• Identify and describe contributions of scientists and naturalists who

Unit 3: Flight

Properties of fluids, the four forces of flight, lift and drag, Bernoulli's Principle, propulsion, and designing a flying prototype.

• Use appropriate vocabulary related to their investigations of flight.
• Describe properties of fluids using air and water as
• Identify adaptations that enable living things to propel themselves
• Recognize that in order for devices or living things

• Describe how “lighter-than-air flying devices” are able to achieve
• Test models of aircraft to observe Bernoulli’s Principle. Include:
• Explain how Bernoulli’s Principle is applied in a device
• Provide examples of design features or adaptations that enhance

• Provide examples of design features or adaptations that enhance
• Identify and diagram the four forces that act on
• Compare a variety of propulsion methods that are used
• Describe how unbalanced forces are used to steer aircraft

• Explain why the design of aircraft and spacecraft differs
• Identify milestones in the history of air travel and
• Use the design process to construct a prototype that

Unit 4: Electricity

Static and current electricity, circuits, conductors and insulators, electromagnets, energy transformations, and renewable sources.

• Use appropriate vocabulary related to their investigations of electricity.
• Explain the attraction and repulsion of electrostatically charged materials.
• Explain current electricity, and compare the characteristics of current
• Identify dangers associated with static and current electricity, and

• List electrical devices used at home, at school, and
• Develop a definition of an electrical circuit, based on
• Experiment to classify a variety of materials as insulators
• Demonstrate and describe the function of switches in electrical

• Construct and diagram simple series circuits and simple parallel
• Explore to determine factors that affect bulb brightness in
• Use the design process to construct an electrical circuit
• Demonstrate, using a simple electromagnet constructed in class, that

• Explore motors and generators to determine that electromagnets transform
• Identify forms of energy that may result from the
• Identify the two major sources of electrical energy, and
• Identify renewable and non-renewable sources of electrical energy, and

• Evaluate an electrical device using the design process
• Describe factors that affect the consumption of electrical energy,
• Describe the ways in which electricity has had an

Unit 5: Exploring the Solar System

Space exploration, the Sun-centred solar system, the planets, day and night and seasons, moon phases and eclipses, and astronomy versus astrology.

• Use appropriate vocabulary related to their investigations of Earth
• Identify technological developments that enable astronauts to meet their
• Identify Canadians who have contributed to space science or
• Investigate past and present space research programs involving astronauts,

• Describe positive and negative impacts arising from space research
• Identify technological devices placed in space that help humans
• Describe how the conception of the Earth and its
• Recognize that the Sun is the centre of the

• Identify the planets in the solar system and describe
• Classify planets as inner or outer planets, based on
• Recognize that mass is the amount of matter in
• Explain, using models and simulations, how the Earth’s rotation

• Use the design process to construct a prototype that
• Explain how the relative positions of the Earth, moon,
• Identify points of reference in the night sky and
• Identify and describe how people from various cultures, past

• Differentiate between astrology and astronomy, and explain why astrology