SAS - Science Class 6

Curriculum Aligned
Competency Based Test Items

Science
Class - 6
Central Board of Secondary Education
Patrons
Ÿ Shri Dharmendra Pradhan, Minister of Education, Government of India.
Ÿ Dr. Rajkumar Ranjan Singh, Minister of State for Education, Government of India.
Ÿ Smt. Annpurna Devi, Minister of State for Education, Government of India.
Ÿ Dr. Subhas Sarkar, Minister of State for Education, Government of India.
Ÿ Ms. Anita Karwal, IAS, Secretary, Department of School Education and Literacy, Ministry of
Education, Government of India.
Advisory Inputs
Ÿ Sh. Manoj Ahuja, IAS – We express our gratitude for his guidance in the development of this resource
material during his tenure as Chairman, Central Board of Secondary Education.
Ÿ Dr. Vineet Joshi, IAS, Chairman, Central Board of Secondary Education.
Guidance and Support

Ÿ Dr. Joseph Emmanuel, Director (Academics), Central Board of Secondary Education.
Co-ordination
Ÿ Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.
Content Development
Ÿ Sri Aurobindo Society, New Delhi
Ÿ Australian Council for Educational Research (ACER), New Delhi.
Content Review
Ÿ Dr. Sweta Singh, Joint Secretary (Academics), Central Board of Secondary Education.
Ÿ Ms. Anjali Chhabra, Deputy Secretary, Central Board of Secondary Education.
Ÿ Teachers of:
¡ Delhi Public School, Sector 40, Chandigarh
¡ St John's High School, Sector 26, Chandigarh
¡ DAV Model School, Sector 15, Chandigarh
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved
Curriculum Aligned Competency Based Test Items
Class 6
Foreword
The National Education Policy (2020), Government of India, envisions transforming school education
by equipping students with 21st century skills. The endeavour is to shift focus from rote-learning to
acquisition of competencies with a resolve to make education more meaningful and relevant.
The Central Board of Secondary Education (CBSE) in its continuous endeavour to improve the quality of
education has already introduced some initiatives in this direction. Strengthening these efforts, the
Board had signed an MoU with Sri Aurobindo Society (SAS), Pondicherry in November 2019. As a part of
this initiative, SAS is supporting CBSE to develop resource materials, train teachers and take other
measures that would facilitate adoption of Competency Based Education in schools. SAS has engaged
with Australian Council for Educational Research (ACER) as its knowledge partner for this project.
CBSE, in collaboration with SAS and ACER, has prepared this resource material- Curriculum Aligned
Competency Based Test Items (Class 6) in February, 2022 which is a compilation of assessment items
in Science that are aligned to the NCERT/CBSE curriculum. These tasks based on authentic real life
situations focus on developing critical understanding among learners in the discipline. Each test covers
about 10 questions from a chapter. The assessments, useful for students’ practice, are also exemplars
for teachers who with their ingenuity can develop many similar items.
— Team CBSE
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved
About CBSE
The Central Board of Secondary Education (CBSE) is a national Board under the Ministry of Education,
Government of India. The Board has more than 27,000 schools af iliated to it in India and overseas, in 25
countries. These include the Kendriya Vidyalayas, the Jawahar Navodaya Vidyalayas, Central Tibetan
Schools, schools run/aided by the State Governments and private schools. The Board’s mission is to
encourage quality of education focussed on holistic development of learners. It motivates schools and
teachers to adopt learner centric enquiry-based pedagogies and use innovative methods to achieve
academic excellence. The Board is committed to providing a stress-free learning environment to
develop competent and con ident students who emerge as enterprising citizens of tomorrow,
promoting harmony and peace in the world.
About SAS
Sri Aurobindo Society (SAS) is an international, spiritual, and cultural, not-for-pro it NGO. SAS has been
recognised by the Government of India as a Charitable Organisation, a research institute and an
institute of national importance. Sri Aurobindo Society has more than 300 centres and branches across
the country, with its head of ice in Puducherry. SAS is setting up models, centers of excellence and
training institutions that are sustainable, scalable and replicable in the country.
About ACER
Australian Council for Educational Research (ACER) is a leading and pioneer international organization
working in the ield of competency based learning. ACER has been instrumental in coordinating a
consortium of international organizations for the implementation of the Programme for International
Students Assessment survey in 2000, 2003, 2006, 2009 and 2012.
Copyright (c) 2021 CBSE and Sri Aurobindo Society All Rights Reserved Page 01
Table of Contents
Test Item
1 Food: Where Does It Come From? .....................................................................................03
2 Components Of Food ..........................................................................................................07
3 Fibre To Fabric ....................................................................................................................10
4 Sorting Materials Into Groups ............................................................................................14
5 Separation Of Substances ...................................................................................................18
6 Changes Around Us ............................................................................................................22
7 Getting To Know Plants ......................................................................................................26
8 Body Movements ................................................................................................................30
9 The Living Organisms — Characteristics And Habitats .....................................................34
10 Motion And Measurement Of Distances ............................................................................39
11 Light, Shadows And Reflections .........................................................................................43
12 Electricity And Circuits ......................................................................................................47
13 Fun With Magnets ...............................................................................................................50
14 Water ...................................................................................................................................54
15 Air Around Us .....................................................................................................................58
16 Garbage In, Garbage Out ....................................................................................................62
Scoring Key
1 Food: Where Does It Come From? .....................................................................................65
2 Components Of Food .........................................................................................................68
3 Fibre To Fabric ....................................................................................................................71
4 Sorting Materials Into Groups ............................................................................................74
5 Separation Of Substances ...................................................................................................77
6 Changes Around Us ............................................................................................................80
7 Getting To Know Plants ......................................................................................................84
8 Body Movements ................................................................................................................87
9 The Living Organisms — Characteristics And Habitats .....................................................90
10 Motion And Measurement Of Distances ............................................................................93
11 Light, Shadows And Reflections .........................................................................................96
12 Electricity And Circuits ......................................................................................................99
13 Fun With Magnets .............................................................................................................103
14 Water .................................................................................................................................107
15 Air Around Us ...................................................................................................................110
16 Garbage In, Garbage Out ..................................................................................................113
क ीय मा यिमक िश ा बोड
CENTRAL BOARD OF SECONDARY EDUCATION

Science
Class 6 – Chapter 1
Food: Where Does It Come From?
SAS21S060101
1 What is common to the animals in the picture above?
A. They eat only plants.

B. They need food for energy.
C. They use sunlight to make food.
D. They give birth to their babies.
SAS21S060102
2 Different parts of plants are used as food.
Which of these foods correctly match with its plant part?
Select the correct row.
Root Stem Fruit
A. Drumstick Radish Sugarcane

B. Sugarcane Drumstick Radish
C. Radish Sugarcane Drumstick
D. Radish Drumstick Sugarcane
Curriculum Aligned Competency Based Test Items Science
Class 6 − Chapter 1
SAS21S060103
3 Which difference was used to put the foods into two groups?
A. Colourful / White
B. Plant source /Animal source
C. More nutritious / Less nutritious
D. Needs cooking / Does not need cooking
SAS21S060104
4 Which animal eats only the food from Group A?
A. Cat
B. Frog
C. Eagle
D. Deer
SAS21S060105
5 Which animal is an omnivore?
A. Crow
B. Eagle
C. Rabbit
D. Honey bee
The table below shows what four students ate for lunch.
Student Food eaten for lunch
Neha Rice, roti, vegetable curry radish
Amit Rice, ish curry, fried vegetablesdrumstick
Anu Roti, vegetable curry, curdsugarcane
Ritesh Bread, jam, moong sproutsdrumstick
SAS21S060106
6 Which student ate food from both plant and animal sources?
A. Only Neha
B. Only Amit
C. Amit and Anu
D. Neha and Ritesh
SAS21S060107
7 Who ate food that contains seeds?
A. Neha
B. Amit
C. Anu
D. Ritesh
Parts of a carrot plant are shown below.
SAS21S060108
8 Label the parts ‘X’ and ‘Y’.
X ________________________ Y __________________________
__________________________________________________________________________________________________________________
Sudha places two bowls near a window.

One bowl is full of water and the other bowl contains a piece of wet cotton.
She puts two seeds in each bowl and checks how they grow.
SAS21S060109
9 What is Sudha testing?
A. Do seeds need air to grow?

B. Do seeds need water to grow?
C. Do seeds need sunlight to grow?
D. Do seeds need a warm room to grow?
Idhant wanted to ind out which type of food his rabbit likes the most.
He offered different kinds of food to his rabbit for ive days.
Idhant noted the food item that his rabbit chose to eat every day.
Day Food given to the rabbit Food item chosen by the rabbit
Day 1 Spinach and carrot Carrot
Day 2 Grass and carrot Grass
Day 3 Carrot and pineapple Carrot
Day 4 Grass and carrot Grass
Day 5 Pineapple and strawberry Pineapple
SAS21S060110
10 Which food item did the rabbit like the most?
A. Carrot
B. Grass
C. Spinach
D. Pineapple

Science
Components of Food
The table below shows the food items in the meals of four students.
Student Food items in lunch Food items in dinner
Sanjay Wheat roti and dal Wheat roti and mixed vegetables
Anjum Rice and ish curry Rice and chicken
Raghu Rice and chicken Rice and ish curry
Jenny Wheat bread and meat Wheat bread and chicken
SAS21S060201
1 Which student ate meals that contain plant proteins only?
A. Sanjay
B. Anjum
C. Raghu
D. Jenny
SAS21S060202
2 Which two students ate the most similar food items?
A. Sanjay and Anjum

B. Anjum and Raghu
C. Raghu and Jenny
D. Jenny and Sanjay
SAS21S060203
3 Why is it necessary to have a variety of food items in meals?
A. More food items make the meal tasty.

B. More food items make the meal look good.
C. A single food item cannot make our stomach full.
D. A single food item does not contain all the nutrients.
Aditi squeezed a piece of lemon.

She noted a few drops of liquid fall down.
SAS21S060204
4 What does the result of Aditi’s activity show?
A. Lemon contains water

B. Lemon contains vitamin
C. Lemon contains minerals
D. Lemon contains protein
SAS21S060205
5 Which type of vitamin is found in plenty in lemon?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
The table below shows some common symptoms of nutrient de iciency.
Type of nutrient Symptoms due to its de iciency

Vitamin A Poor vision, loss of vision at night
Calcium Weak bones, tooth decay
Vitamin C Bleeding gums, wounds take longer to heal
Iodine Glands in the neck appear swollen
SAS21S060206
6 Pankaj is suffering from tooth decay and bleeding gums.
Which of the following nutrients in food would help him recover?
A. Vitamin A and calcium

B. Calcium and vitamin C
C. Vitamin C and iodine
D. Iodine and vitamin A
SAS21S060207
7 Doctors advise not to boil fruits before eating.
What could be the likely reason for this? Circle ‘Yes’ or ‘No’ for each statement.
Why should fruits not be boiled before eating? Yes or No?

Heating changes the colour of the fruit. Yes/No
Heating makes the fruit become soft. Yes/No
Heating destroys the vitamins present in the fruit. Yes/No
Fat-rich foods leave an oily patch on paper when smashed or rubbed on it.
Raju wanted to check this through an activity.
He performed the following steps.
Step 1: Placed a fat-rich food item on a piece of white paper

Step 2: Smashed the food gently with a hammer
Step 3: Removed the smashed food from the paper
Step 4: Dried the paper and then checked for any patch on it
SAS21S060208
8 In Step 4, Raju dried the paper before checking for patches.
What could be the most likely reason for this?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060209
9 Raju performed the same activity with four types of food.
Which of the following will decide the amount of fat in each food item?
A. The shape of the paper

B. Time taken for the paper to dry
C. The size of the oily patch on the paper
D. Ease of smashing the food with hammer
Vitamin D helps our body to use calcium for bones and teeth.
Human body produces vitamin D when exposed to both sunlight and high temperatures.
SAS21S060210
10 Which type of climate is most likely to cause vitamin D de iciency in humans?
A. Cold and Cloudy

B. Warm and Cloudy
C. Cold and Sunny
D. Warm and Sunny

Science
Fibre to Fabric
SAS21S060301
1 Which ibre comes from an animal?
A. Silk
B. Nylon
C. Cotton
D. Polyester
Tina buys a wool ball to make a sweater.
SAS21S060302
2 How was the wool ball made?
A. By weaving wool ibres

B. By spinning wool ibres
C. By knitting wool ibres
D. By ginning wool ibres
The table shows two groups of objects made of different fabrics.

Group A Group B
Jute bag Cotton Shirt Nylon Socks Acrylic Jacket
SAS21S060303
3 Which feature was used to group the fabrics?
A. Shiny/Dull
B. Rough/Smooth
C. Natural/Synthetic
D. Animal ibre/Plant ibre
SAS21S060304
4 What is the correct sequence for making cotton shirt from cotton balls?
A. Fabric spun into ibres Fibres woven into yarn

B. Fibres spun into yarn Yarn woven into fabric
C. Yarn woven into fabric Fabric spun into ibres
D. Yarn knitted into ibres Fibres woven into fabric
SAS21S060305
5 Which part of a cotton plant is used to obtain cotton balls?
A. Fruit
B. Stem
C. Flowers
D. Leaves
Rohan wants to ind out which type of fabric best absorbs water.
He soaks four different types of fabrics in water for 15 minutes.
He places each fabric on a sieve and allows the water to drain.
He then measured the mass of the wet fabrics.
Fabric type Mass of the wet fabric

Cotton 120 g
Silk 100 g
Polyester 85 g
Wool 110 g
SAS21S060306
6 What extra information does Rohan need to ind out which fabric best absorbs water?
A. The time each fabric took to dry completely

B. The mass of each fabric before soaking in water
C. The amount of water in which the fabrics were soaked
D. The temperature of the water in which the fabrics were soaked
SAS21S060307
7 What does Rohan need to keep the same for all the four fabrics?
Circle ‘Yes’ or ‘No’ for each row.
Should this be kept same for all the four fabrics? Yes or No
The colour of the fabrics Yes/No
The size of the fabrics Yes/No
The thickness of the fabrics Yes/No
The picture shows a piece of fabric.
Four friends discuss ways to ind out if the fabric is made of natural or synthetic ibres.
The table lists their suggestions.
Friend Suggestion
Tina Colour the fabric and check how well it retains colour
Amit Burn the fabric and check if it melts or burns
Sania Soak the fabric in water and check if it absorbs water
Mahesh Tear the fabric and check how strong the fabric is
SAS21S060308
8 Who made the correct suggestion?
A. Tina
B. Amit
C. Sania
D. Mahesh
SAS21S060309
9 What is the woman in the picture doing?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Atul has four different fabrics.

He pours one spoon of dye on each fabric.
He then washes the fabrics with the same detergent.
The table shows what he inds after the wash.
Silk Acrylic Nylon Cotton

Light stain No stain No stain Light stain
SAS21S060310
10 Which question can be answered through Atul’s activity?
A. Which detergent best removes stains?

B. Which type of fabric best retains dye?
C. Which is the best dye to colour fabrics?
D. Which fabric is most comfortable to wear in summers?

Science
Sorting Materials into Groups
The table shows objects sorted into two groups.
gold coin silver spoon paper bag sponge bar
glass bowl aluminium foil
SAS21S060401
1 Which property was used to sort the objects in two groups?
A. Hard/Soft
B. Shiny/Dull
C. Transparent/Opaque
D. Water soluble/Water insoluble
Rajiv dropped a silver and a gold coin each in a jar of water.

The picture below shows what happened.
water
silver coin gold coin

settled settled
at the bottom at the bottom
SAS21S060402
2 Which question can be answered from the activity?
A. Do gold and silver coins loat in water?

B. Is the gold coin harder than the silver coin?
C. Is the gold coin heavier than the silver coin?
D. Do gold and silver coins change size in water?
Aqeel poured liquid 1 and liquid 2, each to a jar of water.

He stirred the mixture in each jar with a spoon.
He allowed the mixtures to rest for 10 mins.
liquid 1 liquid 2
water
mixture stirred with spoon

and then allowed to rest
SAS21S060403
3 Are liquid 1 and liquid 2 soluble in water?

Write Yes or No in the space given in the table below.
Type of liquid added to water Is it soluble in water?
Liquid 1
Liquid 2
SAS21S060404
4 Which of the following must Aqeel keep the same in his activity?
Circle ‘Yes’ or ‘No’ for the correct response.
Should this be kept the same in the activity? Yes or No?

Amount of the two liquids added to water Yes/No
Amount of water in both the jars Yes/No
Amount of time the two mixtures were stirred Yes/No
The picture shows two hollow pipes.

One pipe is made of copper and the other is made of plastic.
Pipe 1 Pipe 2
SAS21S060405
5 Which of the following will help to identify the pipe made of copper?
A. Place the pipes in water and check if they absorb water.

B. Rub the pipes with sandpaper and check if they appear shiny.
C. Hold the pipes under a glowing bulb and check if they produce shadows.
D. Bring the pipes near a magnet and check if they are attracted by the magnet.
SAS21S060406
6 Which of these is a translucent object?
A. An iron plate
B. A glass sheet
C. A concrete slab
D. A sheet of tissue paper
Namita has three boxes with the same thickness.

She places a burning candle inside each box.
The images show how Namita was able to view the candle through each box.
Box 1 Box 2 Box 3
SAS21S060407
7 Which box is made of an opaque material?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060408
8 Namita replaces box 1 with a thicker box made of the same material and repeats the activity.
Will there be any change in the results of the activity? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060409
9 Which object is commonly made of plastic?
A. House gate
B. Sleeping cot
C. Cooking vessel
D. Water bottle
SAS21S060410
10 Neeraj spilled some water on the loor. He cleaned the loor using a mop. Which material is best suited
for making the mop?
A. Iron scrubber
B. Cotton cloth
C. Plastic sheet
D. Copper sheet

Science
Separation of Substances
Saroj collected muddy water from a pond.

He separated the water from the mud in three steps as shown in the pictures below.
SAS21S060501
1 Which separation method did Saroj use at each step?
Select the correct row.
Step 1 Step 2 Step 3

A. Evaporation Sedimentation Decantation
B. Sedimentation Decantation Filtration
C. Decantation Sedimentation Condensation
D. Sedimentation Filtration Decantation
SAS21S060502
2 Did Which of these properties did Saroj use to separate mud from water?
A. Mud loats on water.

B. Mud dissolves in water.
C. Mud turns water cloudy.
D. Mud is heavier than water.
Anu adds sugar and salt to two separate glasses of water.

She stirs the mixture in each glass every time she adds salt or sugar to it.
She notes her indings in a table.
Number of spoons Did the substance dissolve in water?

added
Sugar 1 yes
2 yes
3 yes
Salt 1 yes
2 yes
3 no
SAS21S060503
3 What can Anu conclude from her activity?
A. Sugar and salt dissolve equally in water.

B. Sugar is more soluble than salt in water.
C. Stirring helps in dissolving all substances in a liquid.
D. Sugar forms a saturated solution in water but salt does not.
SAS21S060504
4 Anu used two spoons of the same size to add sugar and salt to water.
What else did Anu need to keep the same for her activity?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060505
5 Anu repeats the activity using hot water.
Will the results in the table remain the same? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060506
6 Which of these processes could be used to separate the salt dissolved in the glass of water?
A. Filtration
B. Evaporation
C. Condensation
D. Sedimentation
Tea leaves are separated with a strainer while pouring tea.
SAS21S060507
7 What property of tea leaves is used to separate them from the tea?
A. Size
B. Mass
C. Shape
D. Thickness
A beaker contains a mixture of salt, sand and water.

The mixture is iltered using ilter paper.
SAS21S060508
8 What is substance X?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060509
9 Write a single separation method by which water can be separated from a mixture of salt, sand and
water.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
1 kg wheat grains are mixed with 1 kg mustard seeds.
SAS21S060510
10 Write a suitable method to separate the mustard seeds from wheat grains.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

Science
Changes Around Us
The pictures show two types of change in objects.
SAS21S060601
1 Which statement about the two changes is true?
Circle 'Yes' or 'No' for the correct response.
Is the statement true? Yes or No

Change 1 can be reversed. Yes/No
A new substance is formed in change 2. Yes/No
Change 1 requires cooling but change 2 requires heating. Yes/No
A chick hatches out from an egg by breaking the eggshell.
SAS21S060602
2 Is the breaking of the eggshell a permanent change or a temporary change?

Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Mary lit an incense stick.

She sensed a pleasant smell for as long as the stick was burning.
The incense stick burned up completely, leaving some ash behind.
SAS21S060603
3 What can be concluded from Mary’s activity?
Circle ‘Yes’ or ‘No’ to mark your response.
Can this be concluded from the activity? Yes or No

Incense sticks contain chemicals that produce smell when burnt. Yes/No
Burning of incense sticks produces light. Yes/No
A new substance is formed by the burning of incense sticks. Yes/No
SAS21S060604
4 Which of these changes can be reversed?
A. Boiling of egg
B. Burning of wood
C. Melting of ice cream
D. Making curd from milk
Leena had a glass container with butter cubes in it.

She could not open the metal cover as it was too tight.
Leena placed the container in a tumbler of hot water.
Leena took the container out of the hot water after 15 minutes.
She was then able to remove the metal cover.
SAS21S060605
5 How did hot water help in removing the metal cover?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060606
6 What is Leena likely to ind after taking the container out of hot water?
A. Butter cubes have melted.

B. Butter cubes have got larger.
C. Butter cubes have got harder.
D. Butter cubes have changed to a new substance.
SAS21S060607
7 Which of the following changes can be reversed?
Circle ‘Yes’ or ‘No’ to mark your response.
Can this change be reversed? Yes or No

Melting of wax Yes/No
Shredding of paper Yes/No
Bending of rubber pipe Yes/No
SAS21S060608
8 Which condition must be true for a permanent change?
A. Change in shape
B. Change in volume
C. Loss or gain of heat
D. New substance is formed
Shilpa wanted to ind out which dye creates a permanent stain on clothes.
She poured one drop each of four different dyes on separate pieces of cloth.
Shilpa then washes each piece of cloth with a detergent.
The table below shows what happened after the clothes were washed.
Dye Was the stain removed after washing?

Dye 1 yes
Dye 2 no
Dye 3 yes
Dye 4 yes
SAS21S060609
9 Which dye produced a permanent stain on the cloth?
A. Dye 1
B. Dye 2
C. Dye 3
D. Dye 4
SAS21S060610
10 What must Shilpa keep the same for all the four clothes in her activity?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

Science
Getting to Know Plants
The picture shows different parts of a lower.
SAS21S060701
1 How many petals can be seen in the picture?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060702
2 What is label X?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Sudha ills two beakers with equal amounts of water.

She places a plant in beaker 1 with the roots of the plant dipped in water.
She tightly covers the mouths of both the beakers with plastic sheets.
She leaves the beakers in sunlight and notes the amount of water in each beaker after 3 days.
Amount of water in the beaker at Amount of water in the beaker

the start of the activity. after 3 days
Beaker 1 20 ml 17 ml
Beaker 2 20 ml 20 ml
SAS21S060703
3 What is Sudha trying to ind out?
A. Do plants need water to live?

B. Do plant roots absorb water?
C. Does water help plants to stand straight?
D. Does water evaporate faster in sunlight?
SAS21S060704
4 Suppose the beakers are not covered with the plastic sheets.
Will the amount of water in the beakers remain the same as shown in the table?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
The pictures show four different plants.
SAS21S060705
5 Which plants have the same type of roots?
A. Only plant 1 and plant 2

B. Only plant 2 and plant 3
C. Plant 1, plant 2 and plant 3
D. Plant 2, plant 3 and plant 4
SAS21S060706
6 Why is the root of plant 1 thick and round?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
The table lists four different groups of plants and their features.
Plant group Height Stem
Group 1 Short Green and very weak
Group 2 Short Green and soft
Group 3 Medium Brown and hard
Group 4 Tall Brown and very hard
The picture shows a garden plant.
A garden plant
SAS21S060707
7 Which group does the garden plant belong to?
A. Group 1
B. Group 2
C. Group 3
D. Group 4
SAS21S060708
8 Which group of plants most likely needs support to grow?
A. Group 1
B. Group 2
C. Group 3
D. Group 4
Ajit wants to test if plants need sunlight to make food.

He keeps a potted plant in sunlight.
After ive days, he tests for the presence of starch in the leaves.
SAS21S060709
9 How can Ajit improve his test?
A. He should choose a plant with larger green leaves.

B. He should test another plant without leaves under the sun.
C. He should test a similar plant kept in the dark for ive days.
D. He should cover the plant with a transparent glass box to keep it warm.
SAS21S060710
10 Which of the following statements is true?
Circle ‘Yes’ or ‘No’ to mark your responses.
Is this statement true? Yes or No

Leaves supply food and water in plants. Yes/No
Leaves lose water through tiny pores on them. Yes/No
Leaves give out oxygen while making food. Yes/No

Science
Body Movements
The table shows how different animals move.
Animal How does the animal move?

Frog Hop
Mouse Falk
Dragon ly Fly
Earthworm Crawl
SAS21S060801
1 Which animal uses all of its body parts to move?
A. Frog
B. Mouse
C. Dragon ly
D. Earthworm
SAS21S060702
2 What helps a frog hop?
A. Strong leg muscles

B. Short body length
C. Two pairs of legs
D. Absence of a tail
Joints are the locations in the human body where two bones are connected.
The picture shows three types of joints.
The arrows show the movement of the bones in each joint.
SAS21S060803
3 In which joint can the pair of bones move in all directions?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060804
4 Which two joints shown in the picture are of the same type?
Mention the name for that type of joint.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060805
5 Some bone joints are ixed and the bones at those joints cannot move.
Which of these are ixed joints?
A. Joints in the toe

B. Joints in the neck
C. Joints in the wrist
D. Joints in the skull
Cartilages are human body parts that are attached to the skeleton.
They are not as hard as bones but have a de inite shape.
Cartilages can bend easily but they break when hit badly.
SAS21S060806
6 Which of these human body parts is made of cartilages?
A. Nail
B. Hair
C. Nose
D. Eyelid
SAS21S060807
7 In which position are the biceps most contracted?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S060808
Which of these statements is true?
8
A. The largest muscles of the human body are located in the arms.
B. Bending of arms is controlled by muscles only.
C. The muscles located in the arm have a ixed shape.
D. Bending of arms involves the contraction and relaxation of a pair of muscles.
The table describes the body shape of four animals.

Animal Shape of the body
Animal P Large body with pillar-shaped legs
Animal Q Slim body tapered at both ends
Animal R Round body with large claws
Animal S Star-shaped body with tiny legs
SAS21S060809
9 Which animal is likely to swim the fastest in water?
A. Animal P
B. Animal Q
C. Animal R
D. Animal S
SAS21S060810
10 Which of these statements is true about yoga?
Circle ‘Yes’ or ‘No’ to mark your responses.
Is the statement true about yoga? Yes or No

Yoga helps to make the backbone lexible. Yes/No
Yoga helps adults grow taller. Yes/No
Yoga helps in treating breathing problems. Yes/No

Science
The Living Organisms – Characteristics and Habitats
SAS21S060901
1 Which of these adaptations helps to keep animals cool?
A. Big thin ears

B. Thick eye-lashes
C. Scales on the body
D. Thick fur on the body
SAS21S060902
2 Which of the following labels shows the correct function of a plant part?
A.
B.
C.
D.
Moong seeds were placed on four different plates to germinate.

Ÿ Plate 1 and Plate 2 were kept in sunlight.
Ÿ Plate 3 and Plate 4 were kept in a dark room.
The seeds were observed after a week. The table shows the average root length of the germinated
seeds after a week.
What did the seeds have? Average root length of the germinated
seed
Plate 1 Soil, water, air and sunlight 3.5 cm
Plate 2 Water, air and sunlight 3.0 cm
Plate 3 Soil, water and air 2.5 cm
Plate 4 Water and air 2.0 cm
SAS21S060903
3 What does the activity show?
A. Seeds germinate only on soil.

B. Seeds need only sunlight to germinate.
C. Seeds grow better in soil and sunlight.
D. Seeds need air, water and sunlight to germinate.
SAS21S060904
4 Which graph correctly shows the average root length of the seeds in each plate after a week?
A. B.
C. D.
A caterpillar coils when touched.
SAS21S060905
5 Which feature of the caterpillar is shown in the picture?
A. It grows.
B. It reproduces.
C. It breathes through tiny pores on its bodies.
D. It responds to changes in the environment.
SAS21S060906
The green colour of a caterpillar helps it to blend with the green leaves.
6 Explain how this helps the caterpillar.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Sea lions are mammals that live in the seas.
Some common features of sea lions are:

Ÿ A streamlined body
Ÿ Whiskers on the face
Ÿ Short fur on the body
Ÿ Limbs shaped like lippers
Ÿ A layer of fat under the belly
SAS21S060907
7 What does the picture show about sea lions?
A. They feed mainly on ish.

B. They enjoy resting on rocks.
C. They can clearly see underwater.
D. They produce babies that look similar to adults.
SAS21S060908
8 Which two features of sea lions listed above help them swim in water?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
The picture shows different animals.
SAS21S060909
9 Which animals in the picture live in the same habitat?
A. Star ish and snail

B. Earthworm and snail
C. Earthworm, ant and snail
D. Snail, star ish and earthworm
SAS21S060910
10 What is common to all the animals in the picture
Is this Statement True? Yes or No

They all are insects. Yes/No
They all lay eggs. Yes/No
They all respond to stimuli. Yes/No

Science
Motion and Measurement of Distance
A student measures the length of his classroom four times using a stick.
Measurement Length of the assroom
1st time 9 sticks
2nd time 9 sticks
3th time 11 sticks
4th time 9 sticks
SAS21S061001
1 Which measurement is likely to be wrong?
A. 1st time
B. 2nd time
C. 3rd time
D. 4th time
SAS21S061002
2 Anil and his friend measured the length of the same classroom using their feet. Will their
measurements be the same? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061003
3 Which of these is a standard unit of length?
A. Leg
B. Stick
C. Hand
D. Meter
SAS21S061004
4 Jenny wants to measure the height of her son.She asks her son to stand against a wall. Which
picture shows the correct way of marking his height?
A. B.
C. D.
SAS21S061005
5 Which of these could Jenny use to measure her son’s height?
Can this be used? Yes or No
Yes/No
Yes/No
Yes/No
SAS21S061006
6 Can the length of the pipe be measured correctly with a ruler?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061007
7 Which of these is an example of periodic motion?
A. The Earth revolving around the Sun.

B. The movement of a lag due to wind.
C. A bus moving forward on a curved road.
D. A ball bouncing after being dropped on the loor.
SAS21S061008
8 Which of these conditions is necessary for rectilinear motion?
A. Moving on a curved line.

B. Moving on a straight line.
C. Moving with a uniform speed.
D. Moving with a non-uniform speed.
The picture shows the minute arm of a clock rotating.
SAS21S061009
9 Which type of motion does the rotation of the minute arm involve?
Type of motion Yes or No

Con-uniform motio Yes/No
Circular motion Yes/No
Periodic motion Yes/No
SAS21S061010
10 What type of motion does a spinning top show?
A. Periodic
B. Circular
C. Rectilinear
D. Rotational

Science
Light, Shadows and Re lections
Kabir has four sheets made of different materials.

He tries to see a burning candle through each of the four sheets.
The table shows Kabir’s indings.
Sheet What dose kabir ine?

Sheet 1 Can see the candle clearly
Sheet 2 Can see the candle hazy
Sheet 3 Can see the nothing
Sheet 4 Can see the candle clearly
SAS21S061101
1 What can be concluded from Kabir’s activity?
A. Sheet 2 is made of a transparent material.

B. Sheet 4 is made of a translucent material.
C. Sheet 2 and Sheet 3 are made of opaque materials.
D. Sheet 1 and Sheet 4 are made of transparent materials.
SAS21S061102
2 Which of these should Kabir keep the same for the activity?
A. Size of the sheets

B. Size of the candle
C. Thickness of the sheets
D. Distance of the eye from the sheet
SAS21S061103
3 A burning candle emits light.

Which of these objects can also emit light?
A. Led
B. Gold
C. Water
D. Mirror
SAS21S061104
4 Which of these work on the principle of re lection of light?
A. Television
B. Periscope
C. Traf ic signal
D. Electric torch
A mug was placed between a torch and a screen.

The picture shows the shadows of the cup at different positions of the cup.
SAS21S061105
5 What does the picture show?

What does the picture show? Yes or No
The size of a shadow depends on the distance of the object from the light Yes/No
source.
The shape of a shadow depends on the distance of the object from the Yes/No
screen.
The size of a shadow depends on the screen size. Yes/No
The diagram shows a light source, an opaque object and a screen.
SAS21S061106
6 What will be the shape of the shadow on the screen?
A. B. C. D.
SAS21S061107
7 Why does a rubber ball cast a shadow but a glass ball does not? r.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S61108
8 What makes us see ourselves when we stand in front of a mirror?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Abha keeps a potted plant in front of a mirror.
SAS21S061109
9 From which point can Abha see the image of the plant in the mirror?
A. Point 1
B. Point 2
C. Point 3
D. Point 4
SAS21S061110
10 Which of these questions can be answered by a scienti ic study?

Can this question be answered? Yes or No
Can water re lect light? Yes/No
Does light travel in a straight line? Yes/No
Is sunlight more pleasant at dusk than at dawn? Yes/No

Science
Electricity and Circuits
SAS21S061201
1 Which device needs an electric cell to work?
A. Water heater
B. Mobile phone
C. Mixer grinder
D. Microwave oven
SAS21S061202
2 The picture shows an electric cell.

Fill in the blank boxes with the correct symbol (+ / -) to show the terminals.
Sanjay saw a sign on an electric pole.
SAS21S061203
3 What should Sanjay never do?
A. Play in a park near the pole

B. Touch the pole with bare hands
C. Park a bicycle in front of the pole
D. Walk on the footpath near the pole
SAS21S061204
4 What makes the human body conduct electricity?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061205
5 What is the advantage of using a switch in a circuit?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Neeraj designed an electric circuit as shown below.
He illed the gap in the circuit with four different objects, one at a time.
The table shows Neeraj’s indings.
Object used to ill in the gap
Steel pin Iron nail Plastic clip Wooden stick
Did the bulb glow? yes yes no no
SAS21S061206
6 Which question can be answered through Neeraj’s activity?

Circle ‘Yes’ or ‘No’ for the correct response
Can this question be answered? Yes or No

Are metals good conductors of electricity? Yes/No
Are non-metals bad conductors of electricity? Yes/No
Do all electric circuits contain an electric bulb? Yes/No
SAS21S061207
7 Which safety measure must Neeraj follow during the activity?
A. Wear an apron
B. Wear a face mask
C. Wear a pair of goggles
D. Wear a pair of rubber gloves
SAS21S061208
8 CNeeraj repeated the activity using the same four objects.
This time the bulb did not glow for any of the four objects.
What could be the most likely reason for this?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
The diagram shows an electric circuit.
SAS21S061209
9 What will happen if another battery is added to the circuit?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061210
10 What is the direction of the low of electric current in the circuit?
Use small arrows to show the direction in the picture.

Science
Fun with Magnets
SAS21S061301
1 What does Sudhir’s activity show?
A. Bar 1 is made of iron

B. Bar 2 is made of nickel
C. Bar 3 is made of silver
D. Bar 4 is made of cobalt
Sudhir repeats the activity using metal wires in the place of metal bars.
SAS21S061302
2 Will the results remain the same as before? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061303
3 A mixture contains sand and iron dust.

How can the iron dust be separated from sand?
A. Blow air over the mixture.

B. Sieve the mixture using a strainer.
C. Pour water in the mixture and then ilter it.
D. Spread the mixture and run a magnet all over it.
Pair 1
Pair 2
Pair 3
Pair 4
SAS21S061304
4 Which pair of cars will repel each other?
A. Pair 3 only
B. Pair 4 only
C. Both pair 1 and pair 3
D. Both pair 2 and pair 4
SAS21S061305
5 Which of these will convert an iron rod into a magnet?
A. Bury the iron rod in soil for a week.

B. Hit the iron rod with a hammer ten times.
C. Place the iron rod in a stack of iron bars for a month.
D. Rub the iron rod against a permanent magnet ifty times.
SAS21S061306
6 Which of these arrangements is best for storing a pair of bar magnets?
A. B
C. D.
SAS21S061307
7 Label the north pole (N) and the south pole (S) on the horse-shoe magnet.
SAS21S061308
8 Which of these will make a magnet weak?

Will this make a magnet weak? Yes or No
Heating the magnet on ire Yes/No
Placing the magnet underwater Yes/No
Dropping the magnet from a tall building Yes/No
The picture shows a magnetic compass and the Sun to its east.
The four arrows point towards different directions.
SAS21S061309
9 Which arrow is pointing towards the south?
A. Arrow 1
B. Arrow 2
C. Arrow 3
D. Arrow 4
SAS21S061310
10 A magnetic compass is placed just beside a bar magnet.
Will the compass now show directions correctly? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

Science
Water
The table shows the amount of water required for different activities in a house.
Activity Amount of water used daily

Drinking 15 litres
Washing clothes 35 litres
Flushing toilets 60 litres
Mopping loor 20 litres
SAS21S061401
1 Which graph correctly shows the data in the table?
A.
B.
C.
D.
SAS21S061402
2 Which activity in the house requires the most water?
A. Drinking
B. Washing clothes
C. Flushing toilets
D. Mopping loor
SAS21S061403
3 Which of these activities helps to prevent wastage of water?
A. Water plants with drinking water

B. Wash vegetables in running tap water
C. Pour water with buckets to clean a cycle
D. Close shower when applying shampoo on hair
SAS21S061404
4 Which of these are the effects of loods?

Is this an effect of lood? Yes or No

Heavy damage to crops Yes/No
Loss of domestic animals Yes/No
Decrease in groundwater level Yes/No
The picture shows the four different stages of the water cycle.
SAS21S061405
5 Which stage shows the process of transpiration?
A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 4
SAS21S061406
6 In which stage does water vapour condense to form water droplets?
A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 4
SAS21S061407
7 On which day will stage 1 of the water cycle progress the slowest?
A. A hot and sunny day

B. A cold and sunny day
C. A hot and cloudy day
D. A cold and cloudy day
SAS21S061408
8 Which of the following statements about the water cycle is true?

Is the statement about the water cycle true? Yes or No
Some water is lost to the space during the water cycle. Yes/No
Water from the ocean and land goes into air as vapour. Yes/No
Water cycle is a continuous process. Yes/No
The picture shows how rainwater is stored in tanks for home use.
SAS21S061409
9 Is the water collected in the water tank safe for drinking? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061410
10 Why is rainwater harvesting important?
A. To help plants grow better

B. To reduce water pollution
C. To collect water that is rich in minerals
D. To reduce the demand for water supply

Science
Air around us
Sumit wants to find out if burning takes place only in the presence of air.
He places a burning candle inside each of the four inverted glasses.
SAS21S061501
1 Inside which glass will the candle stop burning last?
A. Glass 1
B. Glass 2
C. Glass 3
D. Glass 4
SAS21S061502
2 What should Sumit keep the same for the activity?

Should this be kept the same? Yes or No

Size of the candles Yes / No
Thickness of the glass walls Yes / No
Thickness of the glass walls Yes / No
SAS21S061503
3 Which of these shows that air contains water vapour?
A. Steam is produced when water is heated.

B. Road surfaces shine on hot summer days.
C. Dew appears on plant leaves on winter nights.
D. Tiny particles shine in a narrow beam of sunlight.
Roja blows air through a straw into a glass of water.

She sees bubbles coming out from the straw in the water.
SAS21S061504
4 What does this show?
A. Air has mass.

B. Air takes up space.
C. Air can exert pressure.
D. Air contains water vapour.
Ravi ills a steel vessel with water and starts heating it on an oven.
He notices small bubbles at the bottom of the vessel after some time.
SAS21S061505
5 Where do the bubbles come from?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
The picture shows trekkers at four different locations on a mountain.

P, Q, R and S are the four different locations.
SAS21S061506
6 At which location will a trekker need maximum oxygen from the cylinder?
A. P
B. Q
C. R
D. S
SAS21S061507
7 Why is it safer to breathe through the nose than through the mouth?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061508
8 Wearing a face mask prevents germs present in the air from entering our body.
What is another bene it of wearing a face mask?
A. It prevents the drying of lips.

B. It helps to reduce bad breath.
C. It helps to keep the face warm.
D. It prevents dust from entering the body.
SAS21S061509
9 Which of these actions can cause air pollution?

Can this cause air pollution? Yes or No

Using solar water heaters Yes/No
Burning plastic wastes Yes/No
Driving electric vehicles Yes/No
SAS21S061510
10 Which is the largest component of air?
A. Oxygen
B. Nitrogen
C. Water vapour
D. Carbon dioxide

Science
Garbage In, Garbage Out
The table shows different bins used to collect different types of wastes.
SAS21S061601
1 The waste from which bin is suitable for composting?
A. Orange
B. Red
C. Green
D. Blue
SAS21S061602
2 A children’s park has only green and blue bins.
In which bin should empty juice cans be dumped? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061603
3 Why should we recycle materials?

Why do we recycle materials? Yes or No
To save natural resources Yes/No
To make products stronger Yes/No
To create beautiful products Yes/No
SAS21S061604
4 Why is burning of crop residue harmful?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061605
5 WWhich of these is an example of reducing waste at home?

Will this reduce waste? Yes or No

Buying use-and-throw pens Yes/No
Using old cloth to make grocery bags Yes/No
Reusing cookie jars to store sugar Yes/No
SAS21S061606
6 Why should plastic waste not be dumped in land ills?
A. It has a low melting point.

B. It does not degrade over time.
C. It reacts with some vegetable wastes.
D. It produces harmful gases on burning.
SAS21S061607
7 Should plastic waste be dumped in water bodies? Explain your answer.
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
Vermicomposting is a process of recycling degradable waste.

Earthworms breakdown the waste into compost that can be use as manure.
The diagram shows the details of the process.
SAS21S061608
8 Which of these statements is true about vermicomposting?
A. It breaks down waste naturally.

B. It produces harmful substances.
C. It requires the presence of light.
D. It takes place in the absence of oxygen.
SAS21S061609
9 Why does vermicomposting require moist condition and moderate temperatures?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
SAS21S061610
10 Which of these is true for the excess water obtained from vermicomposting?
A. It contains earthworms.
B. It is rich in mineral nutrients.
C. It contains vegetable waste.
D. It does not contain microorganisms.
Item Number Question 1

Question Code SAS21S060101
Grade & Chapter Name Grade 6 | Food: Where Does it Come From?
Concept | Sub-concept Life Science | Nutrition in Animals
Competency Explaining Phenomena Scienti ically
Item Type Multiple Choice Question
Full Credit (Full Score) B. They need food for energy.
No Credit (No Score) Any other response or missing response

Concept | Sub-concept Life Science | Plants as Food
Full Credit (Full Score) C. Radish/Sugarcane/Drumstick

Concept | Sub-concept Life Science | Plants and Animals as Food
Full Credit (Full Score) B. Plant source/Animal source

Concept | Sub-concept Life Science | What do animals eat?
Full Credit (Full Score) D. Deer

Concept | Sub-concept Life Science | What do Animals Eat?
Full Credit (Full Score) A. Crow
Concept | Sub-concept Life Science | Plants and Animals as Food
Competency Interpreting Data & Evidence Scienti ically
Full Credit (Full Score) C. Amit and Anu
Full Credit (Full Score) D. Ritesh
Item Type Constructed Response
Full Credit (Full Score) Mentions ‘X’ as stem and ‘Y’ as root.
Ÿ X – Stem
Ÿ Y – Root

Concept | Sub-concept Life Science | Plant as Food
Competency Evaluating & Designing Scienti ic Enquiry
Full Credit (Full Score) A. Do seeds need air to grow?

Full Credit (Full Score) B. Grass

Grade & Chapter Name Grade 6 | Components of Food
Concept | Sub-concept Life Science | Nutrition in Plants and Animals
Full Credit (Full Score) A. Sanjay

Full Credit (Full Score) B. Anjum and Raghu

Full Credit (Full Score) D. A single food item does not contain all the nutrients.

Full Credit (Full Score) A. Lemon contains water

Concept | Sub-concept Life Science | Nutrients in Plants
Full Credit (Full Score) Mentions that lemons contain Vitamin C.
For example:
Ÿ Vitamin C

Concept | Sub-concept Life Science | De iciency Diseases
Full Credit (Full Score) B. Calcium and Vitamin C

Concept | Sub-concept Life Science | Nutrients in Plants
Item Type Complex Multiple Choice Question
Full Credit (Full Score) No
No
Yes

Concept | Sub-concept Life Science | Nutrients in Plants and Animals
Full Credit (Full Score) Mentions that foods may also contain water that can leave a wet patch
on the paper.
For example
Ÿ Some food items contain moisture. Moisture can make a wet patch on
a piece of paper.
Or
Ÿ Not to confuse water marks with fat marks

Concept | Sub-concept Life Science | Nutrients in Plants and Animals
Full Credit (Full Score) C. The size of the oily patch on the paper

Concept | Sub-concept Life Science | De iciency Diseases
Full Credit (Full Score) A. Cold and cloudy

Grade & Chapter Name Grade 6 | Fibre to Fabric
Concept | Sub-concept Physical Science | Fibre
Full Credit (Full Score) A. Silk

Concept | Sub-concept Physical Science | Yarn to Fabric
Full Credit (Full Score) B. By spinning the wool ibres

Concept | Sub-concept Physical Science | Fibre
Full Credit (Full Score) C. Natural/Synthetic

Concept | Sub-concept Physical Science | Spinning of yarn/Yarn to Fabric
Full Credit (Full Score) B. Fibre spun into yarn yarn woven into fabric

Concept | Sub-concept Physical Science | Some Plant Fibre (Cotton)
Full Credit (Full Score) A. Fruit

Concept | Sub-concept Physical Science | Characteristics of Fibre
Full Credit (Full Score) B. The mass of each fabric before soaking in water.

Yes
Yes

Full Credit (Full Score) B. Amit

Concept | Sub-concept Physical Science | Spinning Cotton Yarn
Full Credit (Full Score) Mentions that the woman is spinning ibres to make yarn.
For example:
Ÿ The woman is spinning ibres.
Or
Ÿ The woman is making a yarn.

Full Credit (Full Score) B. Which type of fabric best retains dye?

Grade & Chapter Name Grade 6 | Sorting Materials into Groups
Concept | Sub-concept Physical Science | Properties of Materials (Hardness)
Full Credit (Full Score) A. Hard/Soft

Concept | Sub-concept Physical Science | Objects May Float or Sink in Water
Full Credit (Full Score) A. Do gold and silver coins loat in water?

Concept | Sub-concept Physical Science | Properties of Materials (Soluble or Insoluble?)
Full Credit (Full Score) Mentions that Liquid 1 mixes well in water and Liquid 2 does not mix
well in water.
For example
Ÿ Liquid 1: Yes
Ÿ Liquid 2: No

Concept | Sub-concept Physical Science | Properties of Materials (Soluble or Insoluble?)
Full Credit (Full Score) Yes
Yes
Yes
Concept | Sub-concept Physical Science | Properties of Materials (Appearance)
Full Credit (Full Score) B. Rub the pipes with sandpaper and check if they appear shiny.
Concept | Sub-concept Physical Science | Properties of Materials (Transparency)
Full Credit (Full Score) D. A sheet of tissue paper
Full Credit (Full Score) Mentions that Box 3 is made of an opaque material.
Ÿ Box 3

Full Credit (Full Score) Mentions that there will be no change in the results of the activity
because the material of both the boxes is the same.
Ÿ There will be no change in the results because the thicker box is also
made of a transparent material like Box 1.

Concept | Sub-concept Physical Science | Objects Around us
Full Credit (Full Score) D. Water bottle

Concept | Sub-concept Physical Science | Objects Around us
Full Credit (Full Score) B. Cotton cloth

Grade & Chapter Name Grade 6 | Separation of Substances
Concept | Sub-concept Physical Science | Method of Separation (Sedimentation, Decantation
and Filtration)
Competency Evaluating and Designing Scienti ic Enquiry
Full Credit (Full Score) B. Sedimentation Decantation Filtration

Concept | Sub-concept Physical Science | Method of Separation (Properties of substances to be
separated)
Full Credit (Full Score) D. Mud is heavier than water.

Concept | Sub-concept Physical Science | Can Water Dissolve any Amount of a Substance?
Competency Interpreting Data and Evidence Scienti ically
Full Credit (Full Score) B. Sugar is more soluble than salt in water.

Full Credit (Full Score) Mentions that the amount of water in the glasses must be same
For example
Ÿ The two glasses must have the same amount of water.

Full Credit (Full Score) Mentions that all three spoons of salt would dissolve in water because
larger quantities of salt can be dissolved in water on heating it

Concept | Sub-concept Physical Science | Evaporation
Full Credit (Full Score) B. Evaporation

Concept | Sub-concept Physical Science | Method of Separation( Filtration)
Full Credit (Full Score) A. size

Concept | Sub-concept Physical Science | Method of Separation( Filtration)
Full Credit (Full Score) Mentions that substance X is sand

Concept | Sub-concept Physical Science | Evaporation
Full Credit (Full Score) Mentions the process of evaporation

Concept | Sub-concept Physical Science | Method of Separation (Sieving)
Full Credit (Full Score) Mentions sieving as a suitable method

Grade & Chapter Name Grade 6 | Changes Around Us
Concept | Sub-concept Physical Science | Can All Changes be Reversed?
Yes
No

Full Credit (Full Score) Mentions that breaking of an eggshell is a permanent change as the
process cannot be reversed
For example:
Ÿ The breaking of the eggshell is a permanent change because it cannot
be reverse.

Concept | Sub-concept Physical Science | Could There be Other Ways to Bring Changes?
Yes
Yes

Full Credit (Full Score) C. Melting of ice cream

Concept | Sub-concept Physical Science | Expansion
Full Credit (Full Score) Mentions that the metal cover expanded as it absorbed heat and this is
why it could be easily removed
For example
Ÿ The metal cover expands as it absorbs heat.

Concept | Sub-concept Physical Science | Melting
Full Credit (Full Score) A. Butter cubes have melted.

Concept | Sub-concept Physical Science | Reversible Changes/Irreversible Changes
No
Yes

Concept | Sub-concept Physical Science | Permanent Change
Full Credit (Full Score) D. New substance is formed

Full Credit (Full Score) B. Dye 2

Full Credit (Full Score) Mentions that Shilpa must keep the material of the clothes same for the
activity.
Ÿ Shilpa must keep the material of the pieces of cloth same for the
activity.

Grade & Chapter Name Grade 6 | Getting to Know Plants
Concept | Sub-concept Life Science | Flower
Full Credit (Full Score) Mentions that 3 petals can be seen in the picture

Concept | Sub-concept Life Science | Flower
Full Credit (Full Score) Mentions that label X is the ilament.
For example
Ÿ Filament

Concept | Sub-concept Life Science | Function of Roots
Full Credit (Full Score) B. Do plant roots absorb water?

Concept | Sub-concept Life Science | Roots
Full Credit (Full Score) Mentions that the amount of water in the beakers will not remain the
same and will reduce AND further explains why the amount of water
reduces
For example
Ÿ The amount/level of water in both beakers will not remain the same
and will reduce because of the sun’s heat or evaporation.

Concept | Sub-concept Life Science | Types of Roots
Full Credit (Full Score) C. Plant 1, plant 2 and plant 3

Concept | Sub-concept Life Science | Types of Roots
Full Credit (Full Score) Mentions that the roots store food for the plant.

Concept | Sub-concept Life Science | Herbs, Shrubs and Trees
Full Credit (Full Score) B. Group 2

Concept | Sub-concept Life Science | Herbs, Shrubs and Trees
Full Credit (Full Score) A. Group 1

Concept | Sub-concept Life Science | Leaf
Full Credit (Full Score) C. He should test a similar plant kept in the dark for ive days.

Concept | Sub-concept Life Science | Leaf
Yes
Yes

Grade & Chapter Name Grade 6 | Body Movements
Concept | Sub-concept Life Science | Gait of Animals
Full Credit (Full Score) D. Earthworm
Full Credit (Full Score) A. Strong leg muscles
Concept | Sub-concept Life Science | Joints
Full Credit (Full Score) Mentions that the pair of bones can move in all directions in joint 3
Full Credit (Full Score) Mentions that joint 1 and joint 2 are of the same type AND that they are
called hinge joints.
For example:
Ÿ Joint 1 and Joint 2 are of the same type. They are called hinge Joints.

Full Credit (Full Score) D. Joints in the skull

Concept | Sub-concept Life Science | Cartilage
Full Credit (Full Score) C. Nose

Concept | Sub-concept Life Science | Muscles
Full Credit (Full Score) Mentions that the biceps are most contracted at Position 3

Concept | Sub-concept Life Science | Muscles
Full Credit (Full Score) D. Bending of arms involves the contraction and relaxation of a pair of
muscles.

Full Credit (Full Score) B. Animal Q

Concept | Sub-concept Life Science | Yoga — For Better Health
No
Yes

Grade & Chapter Name Grade 6 | The Living Organisms – Characteristics and Habitats
Concept | Sub-concept Life Science | Habitat and Adaptations
Full Credit (Full Score) A. Big thin ears

Concept | Sub-concept Life Science | Habitat and Adaptations
Full Credit (Full Score) B. Needle-like leaves – help in shedding snow and rainwater

Concept | Sub-concept Life Science | Germination
Full Credit (Full Score) C. Seeds grow better in soil and sunlight.

Concept | Sub-concept Life Science | Germination
Full Credit (Full Score) B. Image

Concept | Sub-concept Life Science | Do All Living Things Respond to Stimuli?
Full Credit (Full Score) D. It responds to changes in the environment.
Concept | Sub-concept Life Science | Do All Living Things Respond to Stimuli?
Full Credit (Full Score) Mentions that the blending of colour helps a caterpillar to avoid its
predators/helps to camou lage.
Concept | Sub-concept Life Science | Some Aquatic Habitats (Oceans)
Full Credit (Full Score) D. They produce babies that look similar to adults.
Concept | Sub-concept Life Science | Some Aquatic Habitats (Oceans)
Full Credit (Full Score) Identi ies the following two features:
Ÿ Limbs shaped like lippers
Ÿ A streamlined body

Concept | Sub-concept Life Science | Living Things Around us
Full Credit (Full Score) C. Earthworm, ant and snail

Concept | Sub-concept Life Science | Living Things Around us
Yes
Yes

Grade & Chapter Name Grade 6 | Motion and Measurement of Distance
Concept | Sub-concept Physical Science | Measurement
Full Credit (Full Score) C. 3rd time
Full Credit (Full Score) Mentions that their measurements will not be the same as their feet size
will vary.
For example
Ÿ The measurements will not be the same as their feet size are different.
Concept | Sub-concept Physical Science | Standard Unit of Measurement
Competency Explaining phenomena scienti ically
Full Credit (Full Score) D. Meter
Full Credit (Full Score) B. Image

No
Yes

Full Credit (Full Score) Mentions that the length of the pipe cannot be measured correctly with
a ruler because the pipe is not straight.
For example
Ÿ No. The pipe is not straight.

Concept | Sub-concept Physical Science | Types of Motion
Full Credit (Full Score) A. The Earth revolving around the Sun.

Full Credit (Full Score) B. Moving on a straight line

Yes
Yes

Full Credit (Full Score) D. Rotational

Grade & Chapter Name Grade 6 | Light, Shadows and Re lections
Concept | Sub-concept Physical Science | Transparent, Translucent and Opaque Objects
Full Credit (Full Score) D. Sheet 1 and Sheet 4 are made of transparent materials.

Concept | Sub-concept Physical Science | Transparent, Translucent and Opaque Objects
Full Credit (Full Score) C. Thickness of the sheets

Concept | Sub-concept Physical Science | Luminous and Non Luminous Objects
Full Credit (Full Score) A. LED

Concept | Sub-concept Physical Science | Mirrors and Re lections
Full Credit (Full Score) B. Periscope

Concept | Sub-concept Physical Science | What Exactly are Shadows?
No
No

Full Credit (Full Score) C. Image

Full Credit (Full Score) Mentions that a rubber ball is opaque but a glass ball is transparent.

Full Credit (Full Score) Mentions that light coming from our body is re lected by the mirror.

Full Credit (Full Score) C. Point 3

Yes
No

Grade & Chapter Name Grade 6 | Electricity and Circuits
Concept | Sub-concept Physical Science | Electric Cell
Full Credit (Full Score) B. Mobile phone

Full Credit (Full Score)
+

Full Credit (Full Score) B. Touch the pole with bare hands

Concept | Sub-concept Physical Science | Electric Conductors and Insulators
Full Credit (Full Score) Mentions that the salt present in human body makes it conduct
electricity.
For example
Ÿ Salt present in human body

Concept | Sub-concept Physical Science | Electric Switch
Full Credit (Full Score) Mentions that a switch breaks or completes a circuit.
For example
Ÿ A switch turns a circuit ON or OFF.

Yes
No

Full Credit (Full Score) D. wear a pair of rubber gloves

Full Credit (Full Score) Mentions any one of the following responses.
Ÿ The battery was exhausted.

Or
Ÿ The bulb was fused.

Concept | Sub-concept Physical Science | An Electric Circuit
Full Credit (Full Score) Mentions that the bulb will glow brighter.

Concept | Sub-concept Physical Science | An Electric Circuit
Full Credit (Full Score)

Grade & Chapter Name Grade 6 | Fun with Magnets
Concept | Sub-concept Physical Science | Magnetic and Non Magnetic Objects
Full Credit (Full Score) B. Bar 2 is made of nickel.

Full Credit (Full Score) Mentions that the results will remain the same because the materials are
unchanged.
For example
Ÿ The results will remain the same. The materials used are unchanged.

Full Credit (Full Score) D. Spread the mixture and run a magnet all over it.

Concept | Sub-concept Physical Science | Attraction and Repulsion between Magnets
Full Credit (Full Score) C. Both pair 1 and pair 3

Concept | Sub-concept Physical Science | Making of Magnets
Full Credit (Full Score) D. Rub the iron rod against a permanent magnet ifty times.

Concept | Sub-concept Physical Science | Storing Magnets
Full Credit (Full Score) A. Image

Concept | Sub-concept Physical Science | Poles of Magnets
Full Credit (Full Score) OR
N

Concept | Sub-concept Physical Science | Storing Magnets
No
Yes

Concept | Sub-concept Physical Science | Finding Directions
Full Credit (Full Score) A. Arrow 1

Concept | Sub-concept Physical Science | Finding Directions
Full Credit (Full Score) Mentions that the compass will not work properly due the interference
of the magnetic ield of the bar magnet.
For example
Ÿ No. The magnetic ield of the bar magnet will interfere.

Grade & Chapter Name Grade 6 | Water
Concept | Sub-concept Earth Science | How Much Water Do We Use?
Full Credit (Full Score) C. Graph

Concept | Sub-concept Earth Science | How Much Water Do We Use?
Full Credit (Full Score) C. Flushing toilets

Concept | Sub-concept Earth Science | Conservation of Water
Full Credit (Full Score) D. Close shower when applying shampoo on hair

Concept | Sub-concept Earth Science | What If It Rains Heavily?
Yes
No

Concept | Sub-concept Earth Science | Water Cycle
Full Credit (Full Score) B. Stage 2

Full Credit (Full Score) C. Stage 3

Full Credit (Full Score) D. A cold and cloudy day

Grade & Chapter Name Grade 6 | Water Cycle
Concept | Sub-concept Earth Science | What If It Rains Heavily?
Yes
No

Concept | Sub-concept Earth Science | Rainwater Harvesting
Full Credit (Full Score) Mentions that rainwater is not safe for drinking as it contains impurities
like dusts and germs.
For example
Ÿ No. Rainwater contains impurities like dust, germs/microbes.

Concept | Sub-concept Earth Science | Rainwater Harvesting
Full Credit (Full Score) D. To reduce the demand for water supply

Grade & Chapter Name Grade 6 | Air Around us
Concept | Sub-concept Earth Science | Composition of Air
Full Credit (Full Score) A. Glass 3

No
No

Full Credit (Full Score) C. Dew appears on plant leaves on winter nights.

Concept | Sub-concept Earth Science | Is Air Present Everywhere Around us ?
Full Credit (Full Score) B. Air takes up space.

Concept | Sub-concept Earth Science | How does Oxygen become Available to Animals and
Plants Living in Water and Soil ?
Full Credit (Full Score) Mentions from the air dissolved in water as the response.
For example
Ÿ From the air dissolved in water.

Concept | Sub-concept Earth Science | Is Air Present Everywhere Around us ?
Full Credit (Full Score) D. S

Concept | Sub-concept Earth Science | Dust and Smoke
Full Credit (Full Score) Mentions that hairs inside the nose trap dust and germs but there are no
hairs inside the mouth.

Concept | Sub-concept Earth Science | Dust and Smoke
Full Credit (Full Score) D. It prevents dust from entering the body.

Concept | Sub-concept Earth Science | Air Pollution
Yes
No

Full Credit (Full Score) B. Nitrogen

Grade & Chapter Name Grade 6 | Garbage In, Garbage Out
Concept | Sub-concept Earth Science | Dealing with Garbage
Full Credit (Full Score) C. Green

Full Credit (Full Score) Mentions that the used juice cans should be dumped in the blue bin as
the cans can be recycled.
For example
Ÿ Blue bin. Used juice cans can be recycled.

Concept | Sub-concept Earth Science | Recycling
No
No

Full Credit (Full Score) Mentions that burning of crop residues produce dust and smoke that
pollute the air.

Concept | Sub-concept Earth Science | Reducing Waste
Yes
Yes

Concept | Sub-concept Earth Science | Plastics- Boon or a Curse?
Full Credit (Full Score) B. It does not degrade over time.

Concept | Sub-concept Earth Science | Plastics- Boon or a Curse?
Full Credit (Full Score) Mentions that plastic wastes should not be dumped in water bodies as
aquatic animals can eat the waste and fall sick.

Concept | Sub-concept Earth Science | Vermicomposting
Full Credit (Full Score) A. It breaks down waste naturally.

Full Credit (Full Score) Mentions that earthworms are most active in moist condition and
moderate temperatures.

Full Credit (Full Score) B. It is rich in mineral nutrients.

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Curriculum Aligned

Competency Based Test Items

Guidance and Support

Curriculum Aligned Competency Based Test Items

A. They eat only plants.

A. Drumstick Radish Sugarcane

Parts of a carrot plant are shown below.

Sudha places two bowls near a window.

A. Do seeds need air to grow?

Curriculum Aligned Competency Based Test Items

A. Sanjay and Anjum

A. More food items make the meal tasty.

Aditi squeezed a piece of lemon.

A. Lemon contains water

The table below shows some common symptoms of nutrient de iciency.

Type of nutrient Symptoms due to its de iciency

A. Vitamin A and calcium

Why should fruits not be boiled before eating? Yes or No?

Step 1: Placed a fat-rich food item on a piece of white paper

A. The shape of the paper

A. Cold and Cloudy

Curriculum Aligned Competency Based Test Items

Tina buys a wool ball to make a sweater.

A. By weaving wool ibres

The table shows two groups of objects made of diﬀerent fabrics.

Jute bag Cotton Shirt Nylon Socks Acrylic Jacket

A. Fabric spun into ibres Fibres woven into yarn

Fabric type Mass of the wet fabric

A. The time each fabric took to dry completely

The picture shows a piece of fabric.

Atul has four diﬀerent fabrics.

Silk Acrylic Nylon Cotton

A. Which detergent best removes stains?

Curriculum Aligned Competency Based Test Items

The table shows objects sorted into two groups.

gold coin silver spoon paper bag sponge bar

glass bowl aluminium foil

Rajiv dropped a silver and a gold coin each in a jar of water.

silver coin gold coin

2 Which question can be answered from the activity?

A. Do gold and silver coins loat in water?

Aqeel poured liquid 1 and liquid 2, each to a jar of water.

mixture stirred with spoon

3 Are liquid 1 and liquid 2 soluble in water?

Should this be kept the same in the activity? Yes or No?

The picture shows two hollow pipes.

A. Place the pipes in water and check if they absorb water.

Namita has three boxes with the same thickness.

Box 1 Box 2 Box 3

Curriculum Aligned Competency Based Test Items

Saroj collected muddy water from a pond.

Step 1 Step 2 Step 3

A. Mud loats on water.

Anu adds sugar and salt to two separate glasses of water.

She notes her indings in a table.

Number of spoons Did the substance dissolve in water?

A. Sugar and salt dissolve equally in water.

Tea leaves are separated with a strainer while pouring tea.

A beaker contains a mixture of salt, sand and water.