Biology ICSE Class Biology Syllabus 2020-21 - Class VI - Byjus
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ICSE Class Biology Syllabus
2020-21
Biology
The core concepts of Biology for Class VI are as follows:
Class VI
Plant Life
The Cell
Human Body
Health and Hygiene
15Theme 1: Plant Life
Plants play an important role in our lives. As learnt in the previous classes, there exists
a great variety of plant life on the planet Earth. Plants vary in size from minute
microscopic forms to complex tall trees. Most of the tall trees belong to higher plants.
Herbs and shrubs also constitute a large proportion of higher plants. In previous classes,
children have already been familiarised with parts of a plant body (root, stem, leaf,
flower, fruit and seed) and their functions. This topic aims at enabling children to know
and learn more about the leaf, flower and fruit, including the arrangement, characteristics
and functions of the parts of a leaf and flower. Modifications of leaves for performing
special functions will also be covered in this topic.
Learning Outcomes:
Children will be able to:
distinguish between leaves (reticulate vs parallel venation /simple vs compound leaves);
recognize, identify and draw figures of leaf modifications for support, protection, reduction in
water loss and vegetative propagation in leaf;
recognize that flowers are of various shapes, sizes and colours and are an important part of the
plant;
collect and preserve various types of flowers;
explain the structure and function of each whorl of flower (complete flower);
list the agents of cross pollination;
learn the process of seed germination and list the conditions required for germination;
list common names of locally available plants;
list the various types of modifications for special functions such as vegetative propagation and
storage.
Plant Life
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
THE LEAF
External structure (parts of Revisiting previous concepts and PPTs Videos
a leaf in detail). building on past learning.
Kinds of leaves (simple & Promoting children’s observation of
compound). plants in their surroundings, and
Types of venation drawing pictures with the common
(reticulate and parallel). names of the plants written below the
Functions of leaf (main pictures.
functions). Asking children to draw different types
Modifications (tendrils, of leaves, their structure and kinds and
spines, scale leaves). types of venation and modifications.
Insectivorous plants. Need Observing a pea plant, noting the
for modification with an tendril which is a modified leaf.
example. Discussing the function of a tendril.
Vegetative propagation in Conducting activities which may be
leaf (example carried out at home to demonstrate
bryophyllum). photosynthesis and transpiration in
leaves.
16Plant Life
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Observing spines in the picture of a Flowers – Petunia, China
Cactus plant and stating their function. rose ; (any common flower)
Drawing a diagram of the Cactus plant Fruits such as, pea, bean,
and labelling it. mango, tomato, coconut.
Germinated seeds.
THE FLOWER
Parts (4 whorls), structure Asking children to observe a flower
and function of each whorl. (such as china rose ) and studying its
Pollination (self and cross): different parts and whorls.
An idea about agents of Encouraging children to draw pictures
cross pollination (wind, of different flowers and labelling the
water and insects – their parts observed (only complete flowers
examples). showing all 4 whorls).
Fertilization: process in Studying and drawing pictures of
simple terms. different fruits (like pea, bean, mango,
Formation of fruit – fate of tomato, coconut); and seeds of maize,
each part (whorl) of flower wheat/paddy (rice).
after fertilization. Asking children to sow seeds in a petri
Parts of fruits: dry and dish containing a wet blotting paper to
fleshy, examples of dry and observe germination phenomenon.
fleshy parts; parts of the Asking learners to classify fruits as dry
pericarp of fleshy fruits and fleshy.
(epicarp, mesocarp, Developing a herbarium of flowers /
endocarp) and function of leaves.
each part. Conducting simple activities to
Seed- parts (cotyledon, identify: cotyledon, monocot seeds,
embryo: Radicle, plumule) dicot seeds.
and types (monocot, dicot) Setting up experiments for seed
Germination – conditions germination in different seeds.
required for germination
(moisture, warmth), seed
germination of different
seeds.
Integration: Geography, Languages
Life Skill: Sensitivity towards environment
17Theme 2: The Cell
In this theme children will be introduced to the Cell. All living things consist of cells. A
few organisms are single- celled (unicellular), while majority of the organisms are many–
celled (multicellular). In structure, cells in plants and animals are quite similar, except
for a few differences. Cells contain organelles which perform important functions for the
sustenance of life. Plant cells are characterized by presence of a cell wall, plastids and
a large vacuole whereas animal cells do not possess cell wall and plastids.
Learning Outcomes:
Children will be able to:
identify difference in unicellular and multicellular organisms and cite examples;
identify the different cell organelles (cell wall, cell membrane, nucleus, chloroplast, vacuole) and
learn about their primary functions;
distinguish and draw diagrams of a plant cell and an animal cell.
The Cell
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
Plant cell: Cell organelles and Drawing a diagram of plant Videos, E.M. photographs and
their functions. and animal cell with labels PPTs of plant and animal cells,
Animal cell: Cell organelles and nucleus, vacuoles, plastid, cell listed cell organelles.
their functions. membrane and cell wall.
Diagrams of plant and animal Asking children to differentiate
cell. between plant and animal cells.
Only the following to be Showing videos and PPTs on
included: Cell wall, Cell structure of the Cell.
membrane, Plastids, Nucleus, Assigning projects and
Vacuole, Cytoplasm – their preparation of models
structure and functions (individually or in groups)on
Differences between plant and plant and animal cell;
animal cells. Discussing the structure and
functions of cell organelles;
18Theme 3: Human Body
The human body consists of a number of organ systems. Some of the major organ systems
are the digestive, respiratory, circulatory, excretory, nervous and skeletal system. Each
of these systems consists of organs, which help them perform specific functions. The
expectation of this theme is to develop an understanding in children of the functioning of
the digestive and respiratory systems in the human body.
Learning Outcomes:
Children will be able to:
name the organs of the digestive system;
state functions of the organs of the digestive system;
list the main parts and functions of each part of the respiratory system;
distinguish between respiration and breathing;
outline the mechanism of breathing and the role of diaphragm in inhalation and exhalation.
Human Body
Suggested Learning
Key Concepts Suggested Transactional Processes
Resources
Digestive System Discussing with children about their Picture of Digestive system
Revisit previous learning. own experiences. Children’s drawings.
Organs of the digestive Providing opportunities to: Interview.
system; function of each label its parts. Report on project work.
organ. describe functions of each organ. PPTs and videos.
Discussing and finding out: Family doctor/Other
causes of indigestion. Doctors.
healthy and unhealthy food habits.
ways to keep on oneself healthy.
Assigning Projects individually to
interview three people and find out
about their food habits. Sharing the
same in class.
Respiratory System Asking children to: Models and charts
Main parts (nose, pharynx, observe through diagram/images PPTs and videos
larynx, trachea, bronchi, different parts of the human
lungs); functions of each respiratory system;
part of the respiratory draw pictures of respiratory
system. system and label its parts;
Difference between discuss the process of respiration;
respiration and breathing. discuss the effects of increased
Mechanism of breathing physical activity on breathing.
(physical process with
respect to diaphragm and
ribs-inhalation and
exhalation).
Integration: Chemistry, Health and Physical Education
19Theme 4: Health and Hygiene
Health is defined as a state of complete physical, mental and social well-being. When
diseases occur, the normal functioning of the body is disturbed. Hygiene includes all
factors that contribute to healthy living. Three factors that are important for maintaining
good health are balanced diet, personal cleanliness and public sanitation. This theme
focuses on enabling children to know and understand that diseases are broadly classified
into communicable (or infectious) diseases, and non-communicable (non-infectious) diseases
and also how diseases are transmitted and why it is essential to control them.
Learning Outcomes:
Children will be able to:
explain the meaning of terms such as ‘health’, ‘hygiene’ and ‘disease’;
relate the knowledge acquired to the personal experiences of diseases suffered, if any.
relate the types of diseases on the basis of their transmission as infectious and non-infectious.
spread awareness regarding diseases to friends and family.
Health and Hygiene
Suggested Transactional Suggested Learning
Key Concepts
Processes Resources
Types of diseases Building on previous learning PPTs.
(communicable and non- and concepts. Videos.
communicable). Discussing with children: Discussion on disposal
Communicable diseases: names of some diseases and practices
bacterial and viral (common their symptoms;
examples of each). prevention of diseases while
Modes of transmission of sharing their experiences.
diseases (air, water, food, Asking children to relate their
insects). experiences when they had a
Ways to prevent particular disease/ seen patient
communicable diseases. in the family.
Hygiene – ways to keep the Organizing brainstorming
surroundings clean, safe sessions to discuss:
disposal of garbage, healthy disposal of garbage, its
practices for hygiene. segregation
healthy practices for hygiene
ways to keep the
surroundings clean
Integration: Health and Physical Education
Life Skill: Health awareness, concern for environmental cleanliness
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