Ontario · Grade 6
Science and Technology, Grade 6
Ontario’s Grade 6 science course, from STEM Skills and Connections to Space.
- Units
- 5
- Lessons
- 12
- Skills
- 39
- Provincial exam
- None
- Official curriculum
- Ontario Ministry of Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 4 skills
STEM Skills and Connections
Coding: Obtaining Input
Coding to obtain input
I can write code that obtains input in different ways.
Official code: A2.1
Coding, New Technology, and Skilled Trades
How coding and new technology affect life and skilled trades
I can describe how coding and new technology affect everyday life and skilled trades.
Official code: A2.2
Science and Technology in Jobs and Trades
Science and technology in occupations and skilled trades
I can describe how occupations and skilled trades use science and technology.
Official code: A3.1
People Who Help Science Grow
Learning about contributions from many communities
I can analyse how people from many communities help science and technology.
Official code: A3.3
The official wording · 4 outcomes
- A2.1
- write and execute code in investigations and when modelling concepts, with a focus on obtaining input in different ways for a variety of purposes
- A2.2
- identify and describe impacts of coding and of emerging technologies on everyday life, including skilled trades
- A3.1
- describe practical applications of science and technology concepts in various occupations, including skilled trades, and how these applications address real-world problems
- A3.3
- analyse contributions to science and technology from various communities
Key ideas
Input is information a program takes in as it runs — from a keyboard, a sensor, or a click.
Different purposes call for different ways of obtaining input.
Watch out for
- Thinking a program can only work with values written into the code.
- Confusing input (what comes in) with output (what the program produces).
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 11 skills
Biodiversity
Life Systems
Why Biodiversity Matters and How to Protect It
Benefits and loss of biodiversity
I can assess the benefits of biodiversity and the consequences of losing it.
Official code: B1.1
Analysing a local biodiversity issue
I can analyse a local biodiversity issue from different perspectives.
Official code: B1.2
Planning and acting on a biodiversity issue
I can plan a course of action for a biodiversity issue and act on it.
Official code: B1.2
Exploring Biodiversity
Classifying organisms
I can classify organisms using their distinguishing characteristics.
Official code: B2.1
What biodiversity is
I can explain what biodiversity is at different levels.
Official code: B2.2
Biodiversity within species and survival
I can describe why biodiversity within a species helps it survive.
Official code: B2.3
Biodiversity and community resilience
I can describe how biodiversity keeps communities resilient.
Official code: B2.4
Interrelationships that sustain biodiversity
I can describe interrelationships that sustain biodiversity.
Official code: B2.5
Invasive species and biodiversity
I can explain how invasive species reduce biodiversity.
Official code: B2.6
Climate change and biodiversity loss
I can explain how climate change causes biodiversity loss and describe its impact.
Official code: B2.7
Biodiversity and agriculture
I can describe how biodiversity supports agriculture, including Indigenous agriculture.
Official code: B2.8
The official wording · 11 outcomes
- B1.1
- assess the benefits of biodiversity and the consequences of the diminishing of biodiversity
- B1.2
- analyse a local issue related to biodiversity while considering different perspectives
- B1.2
- plan a course of action in response to the issue; and act on their plan
- B2.1
- describe the distinguishing characteristics of different groups of organisms, and use these characteristics to further classify these organisms using a classification system
- B2.2
- demonstrate an understanding of biodiversity as the diversity of life on Earth, including the diversity of organisms within species, among species in a community, and among communities and the habitats that support them
- B2.3
- describe ways in which biodiversity within species is essential for their survival
- B2.4
- describe ways in which biodiversity within and among communities is essential for maintaining the resilience of these communities
- B2.5
- describe interrelationships within species, between species, and between species and their natural environment, and explain how these interrelationships sustain biodiversity
- B2.6
- explain how invasive species reduce biodiversity in local environments
- B2.7
- explain how climate change contributes to a loss of biodiversity, and describe the impact of this loss
- B2.8
- describe the importance of biodiversity in supporting agriculture, including Indigenous agriculture around the world
Key ideas
Biodiversity — the variety of life — brings benefits like healthy ecosystems, food, and medicines.
Organisms are grouped by distinguishing characteristics they share.
Losing biodiversity has serious consequences for nature and for people.
A classification system uses these characteristics to sort organisms into groups.
A local biodiversity issue is a real problem affecting the variety of life nearby.
Watch out for
- Thinking biodiversity does not affect people.
- Thinking organisms are classified by size or colour alone.
- Not connecting the loss of species to consequences for the whole ecosystem.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 9 skills
Electricity and Electrical Devices
Matter and Energy
Electricity, Society, and the Environment
Impacts of generating electrical energy
I can assess the impacts of generating electrical energy in Canada.
Official code: C1.1
Using electrical energy responsibly
I can assess ways to reduce electricity use and advocate for responsible use.
Official code: C1.2
Exploring Electricity
Static electricity
I can explain everyday static electricity using its principles.
Official code: C2.1
Current electricity vs static electricity
I can describe current electricity and compare it with static electricity.
Official code: C2.2
Conductors and insulators
I can identify conductors and insulators.
Official code: C2.3
Transforming energy into electrical energy
I can describe how technologies make electrical energy from other forms.
Official code: C2.4
Transforming electrical energy into other forms
I can describe how electrical energy becomes other forms of energy.
Official code: C2.5
Components of a circuit
I can explain what each part of a simple circuit does.
Official code: C2.6
Series and parallel circuits
I can distinguish series and parallel circuits and their uses.
Official code: C2.7
The official wording · 9 outcomes
- C1.1
- assess the short- and long-term impacts of electrical energy generation technologies in Canada on society and the environment, including impacts on First Nations, Métis, and Inuit communities, and on climate change
- C1.2
- assess choices that reduce personal use of electrical energy from both renewable and non-renewable sources, and advocate for the responsible use of electrical energy by the school community
- C2.1
- explain commonly observed electrostatic phenomena, using the principles of static electricity
- C2.2
- describe current electricity, and compare and contrast current electricity with static electricity
- C2.3
- identify materials that are good conductors of electric current and materials that are good insulators
- C2.4
- describe how technologies transform various forms of energy into electrical energy
- C2.5
- describe ways in which electrical energy is transformed into other forms of energy
- C2.6
- explain the functions of the components of a simple electrical circuit
- C2.7
- distinguish between series and parallel circuits, and identify common uses of each type of circuit
Key ideas
Canada generates electricity in several ways — hydro, nuclear, wind, and fossil fuels.
Static electricity is a build-up of electric charge on an object.
Each has short- and long-term impacts on society and the environment, including on First Nations, Métis, and Inuit communities and on climate change.
Like charges repel and opposite charges attract, which explains sparks, clinging, and shocks.
Personal choices can reduce how much electrical energy we use.
Watch out for
- Thinking electricity has no environmental cost.
- Thinking static electricity is the same as current electricity.
- Ignoring impacts on communities and on climate change.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Flight
Structures and Mechanisms
Aviation and Its Impacts
Impacts of aviation technologies
I can assess the impacts of aviation technologies on society.
Official code: D1.1
Exploring Flight
Properties of air used for flight
I can identify how the properties of air are used for flight.
Official code: D2.1
The four forces of flight
I can describe the four forces of flight and how they relate.
Official code: D2.2
Balanced and unbalanced forces in flight
I can describe how balanced and unbalanced forces control flight.
Official code: D2.3
Altering the forces of flight
I can describe ways to alter the four forces of flight.
Official code: D2.4
Flight adaptations in organisms
I can describe adaptations that let organisms fly.
Official code: D2.5
The official wording · 6 outcomes
- D1.1
- assess the impacts on society of aviation technologies, while considering both local and global perspectives
- D2.1
- identify flight-related applications of the properties of air
- D2.2
- describe the relationships between the four forces of flight – lift, weight, thrust, and drag – that make flight possible
- D2.3
- describe ways in which flying machines and various organisms use balanced and unbalanced forces to control their flight
- D2.4
- describe ways in which the four forces of flight can be altered
- D2.5
- describe characteristics and adaptations that enable organisms to fly
Key ideas
Aviation technologies affect society in many ways — travel, trade, and jobs, but also noise and pollution.
Air has properties — it takes up space, has mass, and can be moved to create force.
Impacts can be seen from local and global perspectives.
Flight uses these properties, like moving air over a wing to create lift.
The four forces of flight are lift, weight, thrust, and drag.
Watch out for
- Thinking aviation has only benefits or only drawbacks.
- Thinking air is empty and does nothing.
- Considering only a local or only a global view.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 9 skills
Space
Earth and Space Systems
Humans and Space Exploration
Conditions in space and human needs
I can analyse how space conditions affect humans and how they meet their needs.
Official code: E1.1
Space technology and understanding Earth
I can assess how space technology helps us observe and understand Earth.
Official code: E1.2
Impacts of space exploration
I can evaluate the social and environmental impacts of space exploration.
Official code: E1.3
Exploring Space
Components of the solar system
I can identify the components of the solar system and their characteristics.
Official code: E2.1
Mass versus weight
I can distinguish between mass and weight.
Official code: E2.2
Gravity and weight
I can describe how gravity determines a body's weight.
Official code: E2.3
Bodies that emit or reflect light
I can identify space bodies that emit light and those that reflect it.
Official code: E2.4
Motions of Earth, the Moon, and the Sun
I can describe effects of the motions of Earth, the Moon, and the Sun.
Official code: E2.5
Technologies for space exploration
I can identify space technologies and how they advanced our understanding of space.
Official code: E2.6
The official wording · 9 outcomes
- E1.1
- analyse the impact that conditions in space have on humans engaged in space exploration, and explain how humans meet their social, emotional, and physiological needs in space
- E1.2
- assess the role of space exploration technology in observing and understanding environmental changes on Earth, including climate change
- E1.3
- evaluate the social and environmental impacts of space exploration, while taking various perspectives into consideration
- E2.1
- identify components of the solar system, including the Sun, Earth and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their main physical characteristics
- E2.2
- distinguish between the concepts of mass and weight
- E2.3
- describe the relationship between the force of gravity and the weight of a body
- E2.4
- identify the types of bodies in space that emit light and those that reflect light
- E2.5
- describe various effects of the relative positions and motions of Earth, the Moon, and the Sun
- E2.6
- identify various technologies used in space exploration, and describe how technological innovations have contributed to our understanding of space
Key ideas
Space has harsh conditions — no air, microgravity, radiation — that affect humans.
The solar system includes the Sun, the planets, natural satellites (moons), comets, asteroids, and meteoroids.
Astronauts meet their social, emotional, and physiological needs with special technology and routines.
Each has main physical characteristics — size, composition, and orbit.
Satellites and other space technologies observe Earth from above.
Watch out for
- Thinking humans can live in space without special support.
- Thinking the solar system is only the Sun and planets.
- Overlooking social and emotional needs, not just physical ones.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Ontario’s own curriculum for Science and Technology, Grade 6.
Textbooks
The textbooks Ontario Ministry of Education lists for Science and Technology, Grade 6:
- STEM NOW Grade 6
From the Trillium List, read October 27, 2026. ontario.ca
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| ASTEM Skills and Connections | Outcomes 4 | Taught in Unit 1 |
| BLife Systems | Outcomes 10 | Taught in Unit 2Biodiversity |
| CMatter and Energy | Outcomes 9 | Taught in Unit 3Electricity and Electrical Devices |
| DStructures and Mechanisms | Outcomes 6 | Taught in Unit 4Flight |
| EEarth and Space Systems | Outcomes 9 | Taught in Unit 5Space |
Study it in MapleMind
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Course Companion
Your year in one workbook
A fun way to keep Science and Technology, Grade 6 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
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Questions about Science and Technology, Grade 6
What is Science and Technology, Grade 6?
Ontario’s Grade 6 science course: 5 units and 39 skills, from STEM Skills and Connections to Space.
What units are in Science and Technology, Grade 6?
1. STEM Skills and Connections, 2. Biodiversity, 3. Electricity and Electrical Devices, 4. Flight and 5. Space.
Is there a provincial exam for Science and Technology, Grade 6?
No. Ontario gives no provincial exam for Science and Technology, Grade 6.
What textbook does Science and Technology, Grade 6 use?
The textbooks Ontario Ministry of Education lists for Science and Technology, Grade 6: STEM NOW Grade 6, GTK Press.
What comes after Science and Technology, Grade 6?
Science and Technology, Grade 7.
Can MapleMind help with Science and Technology, Grade 6?
Yes. MapleMind teaches every skill of Science and Technology, Grade 6, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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