Grade 6 Science experiments

- August 06, 2026

मराठी माध्यमासाठी खालील लिंक वापरा
https://vinayrrgamesandactivities.blogspot.com/2026/08/blog-post.html

New Class 6 Curriculum

In Maharashtra, the Class 6 curriculum has been revised from the academic year 2026–27 in accordance with the National Education Policy (NEP 2020) and the State Curriculum Framework (SCF 2024). New Balbharati textbooks have been prepared for this purpose.

Marathi Vigyan Parishad, Pune Division, can play an important role as an “Out-of-School Education Partner” to support these changes. The new curriculum emphasises activity-based learning, curiosity, projects, skills, and local context.

For some of the Class 6 lessons, short experiments of 10–15 minutes should be designed using low-cost materials. Through the initiative “Shanivari Vigyan Vari”, college student volunteers can visit schools and demonstrate these experiments. Students themselves should perform the experiments. This is the idea.

Through experiments, science games, observation campaigns, science quizzes, and science stories, students should realise that science is not merely a subject — it is an experience.

New Grade 6 Curriculum

Science Experiment Handbook

(Sample – First Five Experiments)

Low-cost • Safe • Can be completed in 10–20 minutes in the classroom • Suitable for students to perform independently

Structure of Each Experiment

Objective
Materials Required
Procedure (Steps)
Observation
Conclusion
Precautions
Concept
Discussion Questions

Note for Teachers: All experiments are low-cost and use easily available household materials. They can be performed individually or in groups under the teacher's guidance.

Experiment No. 1: Science Begins with Observation

Time: 10–15 minutes
Type: Individual / Group
Cost: Nil

Objective

To understand the difference between Observation and Inference, and to realize that science is based on careful observation.

Materials Required

Any simple object (e.g., pencil, fruit, pen, eraser, folded paper, etc.)
Paper and pencil (for each student)

Procedure

The teacher should show a simple object to the class or provide one object to each group.
Students should quietly observe the object for one minute. (Look at its shape, colour, size, texture, weight, etc.)
Hide or remove the object from view.
Students should write a description of the object from memory. (For example: colour, shape, length, weight, surface texture, etc.)
Invite a few students to read their descriptions aloud. Conduct a class discussion comparing the observations.

Observation

Information that students actually saw, touched, or measured is an observation. Statements based on guesses (e.g., "It is heavy, so it must be made of iron.") are inferences.

Conclusion

Science begins with careful observation and then uses logical reasoning to draw conclusions. Observations are based on facts, while inferences are interpretations based on those observations.

Precautions

No special precautions are required. Handle the object carefully to avoid damage.

Concept

Observation = Information gathered through our senses (what we see, feel, hear, smell, or measure).

Inference = A conclusion or explanation drawn from observations.

Scientists always begin their investigations with careful observation.

Discussion Questions

Which parts of your description were observations and which were inferences?
Would your observations change if you looked at the object from a different angle or under different lighting? Why?
Why is observation important in everyday life?

Experiment No. 2: Using the Five Senses

Time: 15–20 minutes
Type: Group Activity
Cost: Very Low

Objective

To develop observation skills by identifying objects using the five senses.

Materials Required

Cloth or scarf for blindfolding
For touch: cotton, rubber, paper, stone, plastic objects, etc.
For smell: soap, lemon, mint leaves, coffee, etc. (safe materials only)
For sound: bell, rubber band, tearing paper, etc.

Procedure

Divide the students into groups of 4–5.
Blindfold one student in each group.
The other group members should give one object at a time to the blindfolded student.
The student should try to identify the object using only touch, smell, or sound.
Use different objects for each sense.
The sense of taste should be used only with safe edible materials provided by the teacher.
Ask each group to share their experiences and discuss which sense was the most helpful.

Observation

Some objects are easily identified by touch, others by smell, and some by sound. Depending on only one sense is often not sufficient.

Conclusion

Our five senses—sight, touch, hearing, smell, and taste—are essential tools for observation. Good observation often requires the combined use of more than one sense.

Precautions

Do not use sharp, poisonous, or hazardous objects.
Use only safe edible materials for taste testing.
Taste activities should always be conducted under the teacher's supervision.

Concept

Observation is the ability to collect information accurately by using our senses effectively.

Observation is the first and one of the most important steps in the scientific method.

Discussion Questions

Which sense was the easiest to use? Why?
If one sense is unavailable, how can the other senses help?
Which senses do we depend on more when moving around in the dark at night?

Experiment No. 3: Air Occupies Space

Time: 10–15 minutes
Type: Group Activity / Demonstration
Cost: Very Low

Objective

To demonstrate that air occupies space and that an "empty" bottle is actually filled with air.

Materials Required

An empty plastic bottle
A balloon
A pin or sharp object (for teacher use only)

Procedure

Stretch the mouth of the balloon tightly over the mouth of the plastic bottle so that the balloon hangs inside the bottle.
Try to inflate the balloon. Observe that it does not inflate easily.
The teacher should make a small hole near the bottom or side of the bottle using a pin.
Now try to inflate the balloon again. Observe that it inflates easily.
Cover the hole with your finger and try inflating the balloon once more. Notice that it again becomes difficult to inflate.

Observation

The balloon does not inflate easily when the bottle has no hole. After making a small hole, the balloon inflates easily because the trapped air inside the bottle can escape.

Conclusion

Although the bottle appears empty, it is filled with air. Air occupies space. The balloon can inflate only when the air inside the bottle has a way to escape.

Precautions

The hole in the bottle should be made only by the teacher.
Students should not handle sharp objects.
Make sure the balloon is tightly fitted over the bottle.

Concept

Air is a form of matter. It occupies space and exerts pressure. Even when a container appears empty, it usually contains air. This experiment demonstrates one of the fundamental properties of air.

Discussion Questions

How did you know that there was air inside the bottle?
Why was it difficult to inflate the balloon before making the hole?
Can you think of other everyday situations where trapped air affects what happens?

Experiment No. 4: Air Exerts Pressure

Time: 10–15 minutes
Type: Demonstration / Group Activity
Cost: Nil

Objective

To demonstrate that air exerts pressure in all directions.

Materials Required

A glass or plastic tumbler with a smooth rim
Water
A stiff card or index card (slightly larger than the mouth of the glass)

Procedure

Fill the glass almost completely with water, leaving as little air as possible.
Place the stiff card firmly over the mouth of the glass.
Hold the card in place with one hand and carefully turn the glass upside down.
Slowly remove your hand supporting the card.
Observe that the card remains in place and the water does not spill out.
After observing the result, carefully turn the glass upright again.

Observation

The card stays attached to the mouth of the upside-down glass, and the water remains inside the glass instead of falling.

Conclusion

The atmospheric pressure acting upward on the card is strong enough to support the water inside the glass. This demonstrates that air exerts pressure in all directions.

Precautions

Perform the experiment over a sink or tray to catch any spilled water.
Use a plastic glass if possible to avoid breakage.
Ensure that the card completely covers the mouth of the glass.

Concept

The air surrounding the Earth exerts atmospheric pressure on all objects. Although we cannot see or feel it directly, this pressure acts continuously in every direction and can produce noticeable effects, as shown in this experiment.

Discussion Questions

Why did the card not fall when you removed your hand?
What would happen if the glass were only half filled with water?
Can you think of other everyday examples where atmospheric pressure plays an important role?

Experiment No. 5: A Candle Needs Oxygen to Burn

Time: 10–15 minutes
Type: Teacher Demonstration / Group Activity
Cost: Very Low

Objective

To demonstrate that oxygen is essential for burning and that air contains oxygen.

Materials Required

A small candle
Matches or a lighter
A transparent glass or jar (large enough to cover the candle)
A plate or tray

Procedure

Place the candle on a plate and light it.
Allow the candle to burn steadily for a few seconds.
Carefully cover the burning candle with a transparent glass or jar.
Observe the flame closely for a few seconds.
Notice that the flame gradually becomes smaller and finally goes out.
Repeat the experiment using a larger glass or jar and compare how long the candle burns.

Observation

After the candle is covered, the flame burns for a short time and then goes out. A larger glass allows the candle to burn for a longer time.

Conclusion

A candle requires oxygen to keep burning. When the limited oxygen inside the glass is used up, combustion stops and the flame goes out. A larger glass contains more air, allowing the candle to burn for a longer period.

Precautions

This experiment should be performed only by the teacher or under close adult supervision.
Keep flammable materials away from the flame.
Do not touch the hot glass or melted wax immediately after the experiment.
Extinguish the candle completely after the activity.

Concept

Air is a mixture of gases, of which about 21% is oxygen. Oxygen supports combustion and is also essential for respiration. When the oxygen available inside the glass is depleted, the candle can no longer continue burning.

Discussion Questions

Why did the candle go out after it was covered with the glass?
Why did the candle burn longer under the larger glass?
Besides burning, what other important process requires oxygen?

Experiment No. 6: Capillary Action of Water

Time: 15–20 minutes
Type: Group Activity / Individual
Cost: Very Low

Objective

To demonstrate that water can move through narrow spaces without the help of external force. This property is called capillary action.

Materials Required

Three transparent glasses
Water
Red and blue food colouring
Paper towels or tissue paper strips

Procedure

Fill two glasses halfway with water and leave the third glass empty.
Add a few drops of red food colouring to one glass and blue food colouring to the other.
Place the empty glass between the two coloured-water glasses.
Fold two strips of paper towel. Place one end of each strip into a coloured-water glass and the other end into the empty glass.
Leave the setup undisturbed for 20–30 minutes.
Observe the movement of coloured water through the paper towels and into the empty glass.

Observation

The coloured water slowly travels upward through the paper towel and then flows down into the empty glass. If two different colours are used, they mix in the middle glass to form a new colour.

Conclusion

Water can move through the tiny spaces between the fibres of paper towels. This movement is known as capillary action.

Precautions

Place the glasses on a stable, level surface.
Ensure that both ends of each paper towel remain in contact with the water.
Handle food colouring carefully to avoid staining clothes or furniture.

Concept

Capillary action occurs because water molecules are attracted to one another (cohesion) and also to the fibres of the paper towel (adhesion). Together, these forces enable water to move upward against gravity through narrow spaces. This is the same process that helps plants transport water from their roots to their leaves.

Discussion Questions

How did the coloured water move into the empty glass?
What would happen if you used a plastic strip instead of a paper towel?
How does capillary action help plants survive?

Experiment No. 7: Surface Tension of Water

Time: 15–20 minutes
Type: Group Activity / Individual
Cost: Very Low

Objective

To demonstrate that water has surface tension, which allows light objects to rest on its surface, and to observe how soap reduces this surface tension.

Materials Required

A shallow bowl or wide-mouthed glass
Clean water
A sewing needle
A small piece of tissue paper
Liquid soap or detergent solution

Procedure

Fill the bowl with clean water.
Carefully place a small piece of tissue paper on the surface of the water.
Gently place the sewing needle horizontally on top of the tissue paper.
Wait until the tissue paper becomes wet and sinks. Observe that the needle remains floating on the water surface.
Add one drop of liquid soap to the water near the needle.
Observe what happens to the floating needle.

Observation

The needle initially floats on the surface of the water. After adding soap, the needle quickly sinks.

Conclusion

Water has surface tension, which acts like a thin elastic film on its surface and supports the needle. Soap reduces the surface tension, causing the needle to sink.

Precautions

Handle the needle carefully to avoid injury.
Place the needle gently on the tissue paper without disturbing the water.
Add only one drop of soap for clear observation.

Concept

Water molecules attract one another through cohesive forces. At the surface, these forces create a thin, stretched layer known as surface tension. This property enables some insects to walk on water and allows very light objects to float. Soap weakens these cohesive forces, reducing the surface tension.

Discussion Questions

Why did the needle float on the water at first?
Why did the needle sink after soap was added?
Can you name any living organisms or everyday situations where surface tension can be observed?

Experiment No. 8: Solubility of Different Substances

Time: 15–20 minutes
Type: Group Activity / Individual
Cost: Very Low

Objective

To compare the solubility of different substances in water and distinguish between soluble and insoluble materials.

Materials Required

Three transparent glasses
Water
Table salt
Sugar
Sand
A spoon for stirring

Procedure

Fill each of the three glasses with an equal amount of water.
Add one spoonful of table salt to the first glass and stir well.
Add one spoonful of sugar to the second glass and stir well.
Add one spoonful of sand to the third glass and stir well.
Allow the mixtures to stand for one or two minutes.
Observe whether each substance dissolves completely, partially, or settles at the bottom.
Record your observations and compare the results.

Observation

Salt and sugar dissolve completely in water and become invisible, forming clear solutions. Sand does not dissolve and settles at the bottom of the glass.

Conclusion

Not all substances dissolve in water. Salt and sugar are soluble substances, while sand is an insoluble substance.

Precautions

Use equal amounts of water and equal quantities of each substance for a fair comparison.
Stir each mixture for approximately the same amount of time.
Do not drink the solutions prepared during the experiment.

Concept

A substance that mixes completely with a liquid to form a uniform solution is called soluble. A substance that does not dissolve and remains separate is called insoluble. Water is an excellent solvent for many substances, but not for all materials.

Discussion Questions

Why did the salt and sugar disappear after stirring?
Why did the sand settle at the bottom instead of dissolving?
Can you name other substances that are soluble or insoluble in water?

Experiment No. 9: Density of Liquids

Time: 15–20 minutes
Type: Group Activity / Individual
Cost: Very Low

Objective

To demonstrate that the density of a liquid affects whether an object floats or sinks.

Materials Required

Two transparent glasses
Two fresh eggs
Water
Table salt
A spoon for stirring

Procedure

Fill both glasses with equal amounts of water.
Gently place one egg into the first glass containing plain water and observe what happens.
Add 4–5 spoonfuls of salt to the second glass and stir until the salt dissolves completely.
Carefully place the second egg into the salt solution.
Compare the position of the eggs in the two glasses.
Record your observations and discuss the difference.

Observation

The egg sinks to the bottom in plain water but floats or remains suspended near the surface in salt water.

Conclusion

Adding salt increases the density of water. When the liquid becomes denser than the egg, the upward buoyant force is sufficient to make the egg float.

Precautions

Use fresh eggs for reliable results.
Ensure that the salt dissolves completely before placing the egg in the salt solution.
Handle the eggs carefully to prevent them from breaking.

Concept

Density is the amount of mass contained in a given volume of a substance. Objects float when they are less dense than the liquid they are placed in, and sink when they are denser. Salt increases the density of water, making it easier for objects such as an egg to float. This is why floating is generally easier in seawater than in freshwater.

Discussion Questions

Why did the egg sink in plain water but float in salt water?
What would happen if even more salt were added to the water?
Why is it easier to float in the sea than in a river or lake?

Experiment No. 10: Simple Water Filtration

Time: 20–25 minutes
Type: Group Activity / Individual
Cost: Very Low

Objective

To demonstrate that filtration can remove large suspended impurities from water using simple filtering materials.

Materials Required

An empty plastic bottle (cut in half)
Cotton
Fine sand
Small gravel or pebbles
Muddy water
A transparent glass or beaker

Procedure

Cut a plastic bottle into two halves. Turn the upper half upside down to make a funnel.
Place a layer of cotton at the neck of the bottle.
Add a layer of fine sand over the cotton.
Add a layer of small gravel on top of the sand.
Place the filter over a clean glass or beaker.
Slowly pour the muddy water into the filter.
Observe and compare the filtered water with the original muddy water.

Observation

The water collected after filtration appears much clearer than the original muddy water. Larger particles of मिट्टी and other suspended impurities remain trapped in the filter layers.

Conclusion

Layers of gravel, sand, and cotton remove many suspended solid particles from water through the process of filtration. However, filtration alone does not make water safe for drinking.

Precautions

The plastic bottle should be cut by the teacher or an adult.
Pour the muddy water slowly to avoid disturbing the filter layers.
Do not drink the filtered water, as it may still contain microorganisms and dissolved impurities.

Concept

Filtration is a physical method of separating insoluble solid particles from a liquid. The filter materials trap larger impurities while allowing water to pass through. Although the filtered water looks cleaner, it may still contain harmful microorganisms and dissolved substances. Therefore, additional treatment such as boiling, chlorination, or purification is required to make water safe for drinking.

Discussion Questions

Why did the filtered water appear cleaner than the muddy water?
Can filtered water always be considered safe to drink? Why or why not?
What methods are used in your home or community to make drinking water safe?

Experiment No. 11: Evaporation

Time: 15–20 minutes (observation can continue for a few hours) | Type: Group / Individual | Cost: Very low

Aim

To understand the process of evaporation and observe how wet clothes dry at different rates in different places.

Materials Required

Two or three identical small pieces of cloth (or handkerchiefs)
Water
Three different places: Sunny and open area, Shady area, Closed room / cupboard
Clothesline or hangers (or just a clean surface)
Notebook and pen for recording observations

Procedure

Wet all the cloth pieces equally with water and squeeze out the extra water so that they are damp but not dripping.
Hang or place one wet cloth in a sunny open place.
Place the second wet cloth in a shady place.
Place the third wet cloth inside a closed room or cupboard.
Observe the cloths after 30 minutes, 1 hour, and 2 hours.
Note which cloth dries the fastest and which remains wet the longest.
Record the conditions (sunlight, air movement, temperature) of each place.

Observation

The cloth kept in the sunny open place dries the fastest. The cloth in the shade dries more slowly. The cloth kept in a closed room remains wet for the longest time.

Conclusion

Water changes into vapour and mixes with air. This process is called evaporation. Evaporation is faster when there is more heat (sunlight), more air movement (wind), and less humidity. That is why clothes dry quickly in the sun and open air.

Precautions

Use clean cloth pieces.
Do not place cloths near fire or electrical appliances.
Ensure the cloths are equally wet at the start for a fair comparison.
Wash hands after handling wet cloths.

Concept

Evaporation is the process by which a liquid changes into vapour at any temperature. It is faster in heat, dry air, and windy conditions. This is why we feel cool when sweat evaporates from our skin and why wet clothes dry faster on a sunny, windy day.

Discussion Questions

Why did the cloth in the sun dry faster than the others?
What role does wind play in drying clothes?
Why do wet clothes take longer to dry during the rainy season?

Experiment No. 11: Evaporation

Time: 15–20 minutes (observation can continue for a few hours) | Type: Group / Individual | Cost: Very low

Aim

To understand the process of evaporation and observe how wet clothes dry at different rates in different places.

Materials Required

Two or three identical small pieces of cloth (or handkerchiefs)
Water
Three different places: Sunny and open area, Shady area, Closed room / cupboard
Clothesline or hangers (or just a clean surface)
Notebook and pen for recording observations

Procedure

Wet all the cloth pieces equally with water and squeeze out the extra water so that they are damp but not dripping.
Hang or place one wet cloth in a sunny open place.
Place the second wet cloth in a shady place.
Place the third wet cloth inside a closed room or cupboard.
Observe the cloths after 30 minutes, 1 hour, and 2 hours.
Note which cloth dries the fastest and which remains wet the longest.
Record the conditions (sunlight, air movement, temperature) of each place.

Observation

The cloth kept in the sunny open place dries the fastest. The cloth in the shade dries more slowly. The cloth kept in a closed room remains wet for the longest time.

Conclusion

Precautions

Use clean cloth pieces.
Do not place cloths near fire or electrical appliances.
Ensure the cloths are equally wet at the start for a fair comparison.
Wash hands after handling wet cloths.

Concept

Discussion Questions

Why did the cloth in the sun dry faster than the others?
What role does wind play in drying clothes?
Why do wet clothes take longer to dry during the rainy season?

Experiment No. 13: What Does a Magnet Attract?

Time: 10–15 minutes | Type: Group / Individual | Cost: Very low

Aim

To find out which materials are attracted by a magnet and understand the difference between magnetic and non-magnetic materials.

Materials Required

A bar magnet or any small magnet
Various objects to test: Iron nail or screw, Steel spoon, Plastic pen / scale, Rubber eraser, Paper, Copper coin or aluminium foil, Wooden pencil, Glass piece (small and safe), Safety pin or paper clip
Notebook and pen for recording

Procedure

Take the magnet in one hand.
Bring the magnet close to each object one by one (do not rub hard).
Observe whether the object is attracted towards the magnet or not.
Make two columns in your notebook: Attracted and Not Attracted.
Write the name of each object in the correct column.
Test at least 8–10 different objects.

Observation

Objects made of iron, steel, and nickel are attracted by the magnet. Objects made of plastic, rubber, wood, paper, glass, copper, and aluminium are not attracted by the magnet.

Conclusion

Magnets attract only certain materials, mainly iron and steel. These materials are called magnetic materials. Materials that are not attracted by magnets are called non-magnetic materials.

Precautions

Do not drop the magnet; it may lose its magnetism.
Keep the magnet away from mobile phones, computers, and credit cards.
Handle glass pieces carefully (if used).
Do not put small objects in the mouth.

Concept

A magnet has the property of attracting certain materials like iron, steel, cobalt, and nickel. This property is called magnetism. Magnetic materials can be picked up by a magnet, while non-magnetic materials cannot.

Discussion Questions

Which objects were attracted by the magnet?
Why was the plastic pen not attracted?
Can we separate iron nails mixed with rice using a magnet? How?

Experiment No. 13: What Does a Magnet Attract?

Time: 10–15 minutes | Type: Group / Individual | Cost: Very low

Aim

To find out which materials are attracted by a magnet and understand the difference between magnetic and non-magnetic materials.

Materials Required

A bar magnet or any small magnet
Various objects to test: Iron nail or screw, Steel spoon, Plastic pen / scale, Rubber eraser, Paper, Copper coin or aluminium foil, Wooden pencil, Glass piece (small and safe), Safety pin or paper clip
Notebook and pen for recording

Procedure

Take the magnet in one hand.
Bring the magnet close to each object one by one (do not rub hard).
Observe whether the object is attracted towards the magnet or not.
Make two columns in your notebook: Attracted and Not Attracted.
Write the name of each object in the correct column.
Test at least 8–10 different objects.

Observation

Objects made of iron, steel, and nickel are attracted by the magnet. Objects made of plastic, rubber, wood, paper, glass, copper, and aluminium are not attracted by the magnet.

Conclusion

Magnets attract only certain materials, mainly iron and steel. These materials are called magnetic materials. Materials that are not attracted by magnets are called non-magnetic materials.

Precautions

Do not drop the magnet; it may lose its magnetism.
Keep the magnet away from mobile phones, computers, and credit cards.
Handle glass pieces carefully (if used).
Do not put small objects in the mouth.

Concept

Discussion Questions

Which objects were attracted by the magnet?
Why was the plastic pen not attracted?
Can we separate iron nails mixed with rice using a magnet? How?

Experiment No. 15: Simple Electric Circuit

Time: 15–20 minutes | Type: Group / Demonstration | Cost: Low

Aim

To understand how a simple electric circuit works and to learn that electricity needs a closed path to flow.

Materials Required

One or two dry cells (1.5 volt battery)
A small torch bulb (or LED)
Two pieces of connecting wire
Battery holder (if available)
Insulation tape or cello tape

Procedure

Take the battery, bulb, and two wires.
Connect one end of the first wire to the positive (+) terminal of the battery and the other end to one terminal of the bulb.
Connect one end of the second wire to the negative (–) terminal of the battery and the other end to the remaining terminal of the bulb.
Observe whether the bulb lights up.
Now disconnect one wire (open the circuit) and observe what happens to the bulb.
Reconnect the wire and check if the bulb lights up again.

Observation

When the circuit is complete (closed), the bulb lights up. When any wire is disconnected (open circuit), the bulb turns off.

Conclusion

Electricity can flow only when there is a complete (closed) path. This closed path is called an electric circuit. When the circuit is broken, the flow of electricity stops and the bulb does not glow.

Precautions

Do not use high voltage batteries or main electricity supply.
Avoid short circuit (direct connection of positive and negative terminals without the bulb).
Handle the wires carefully.
Perform the experiment under the guidance of a teacher.
Do not put batteries in the mouth.

Concept

A simple electric circuit has three main parts: Source of electricity (battery), Load (bulb), and Connecting wires. Electricity flows only in a closed circuit. A switch is used to open or close the circuit as needed.

Discussion Questions

Why did the bulb light up when the wires were connected?
What happened when one wire was removed?
What is the function of a switch in our homes?

Experiment No. 16: Transfer of Heat (Conduction)

Time: 10–15 minutes | Type: Group / Demonstration | Cost: Very low

Aim

To observe how heat travels through a metal and understand that metals are good conductors of heat.

Materials Required

A metal spoon (steel or iron)
Hot water (safely warm, not boiling)
A glass or steel container
A wooden or plastic spoon (for comparison – optional)
A piece of cloth or cotton (to hold the spoon safely)

Procedure

Pour hot water into the glass or container (make sure it is not too hot to avoid burns).
Dip the metal spoon into the hot water, keeping the handle outside.
Wait for 1–2 minutes.
Carefully touch the handle of the metal spoon and observe whether it has become warm.
(Optional) Repeat the same with a wooden or plastic spoon and compare.
Note the difference between the metal spoon and the wooden/plastic spoon.

Observation

The handle of the metal spoon becomes warm or hot after some time. The handle of the wooden or plastic spoon does not become warm quickly.

Conclusion

Heat travels from the hotter part to the colder part through the metal spoon. Metals are good conductors of heat. Wood and plastic are poor conductors (insulators) of heat.

Precautions

Do not use boiling water; use safely warm water.
Hold the spoon with a cloth if it becomes too hot.
Perform the experiment under teacher’s supervision.
Keep children away from hot water.

Concept

Heat can travel through solids by the process of conduction. In metals, particles are closely packed, so heat is transferred quickly from one particle to another. This is why cooking utensils are made of metal, but their handles are often made of wood or plastic.

Discussion Questions

Why did the handle of the metal spoon become hot?
Why are cooking pot handles made of plastic or wood?
Which material is a better conductor of heat – metal or wood?

Experiment No. 17: Changes in Shadow

Time: Throughout the day (observation) + 10–15 minutes discussion | Type: Individual / Group | Cost: Nil

Aim

To observe how the length and direction of a shadow change during the day due to the changing position of the Sun.

Materials Required

A straight stick, pencil, or scale
Measuring scale or ruler
Notebook and pen
An open sunny place

Procedure

Choose an open sunny place in the morning (around 9 a.m.).
Fix a straight stick or pencil upright on the ground.
Measure the length of its shadow using a scale and note the direction of the shadow.
Record the time, length, and direction in your notebook.
Repeat the same observation at noon (around 12 p.m.) and in the afternoon (around 3–4 p.m.).
Compare the length and direction of the shadow at different times.

Observation

In the morning, the shadow is long and falls in one direction. At noon, the shadow becomes the shortest. In the afternoon, the shadow becomes long again and falls in the opposite direction.

Conclusion

The length and direction of a shadow change during the day because the position of the Sun in the sky changes. The shadow is shortest when the Sun is highest in the sky (at noon).

Precautions

Do not look directly at the Sun.
Avoid standing in the hot sun for long periods.
Perform the experiment in a safe open area (school ground or courtyard).

Concept

Shadows are formed when an opaque object blocks the path of light. Since light travels in a straight line, the position of the light source (Sun) decides the length and direction of the shadow. This experiment also helps us understand directions.

Discussion Questions

Why is the shadow shortest at noon?
In which direction does the shadow fall in the morning and in the evening?
How can we find directions using shadows?

Experiment No. 18: Light Travels in a Straight Line

Time: 10–15 minutes | Type: Group / Demonstration | Cost: Very low

Aim

To show that light travels in a straight line.

Materials Required

Three thick cards or pieces of cardboard (of the same size)
A torch
A needle or nail (to make holes)
Cellotape or stands (to keep the cards upright)
Scissors

Procedure

Make a small hole in the centre of each of the three cards. Ensure that all holes are at the same height.
Arrange the three cards in a straight line at short distances from each other so that the holes are in a straight line.
Shine the torch from one side through the holes.
Observe whether the light passes through to the other side.
Now move the middle card slightly sideways so that the holes are no longer in a straight line.
Observe again whether the light reaches the other side.

Observation

When the three holes are in a straight line, light passes through and can be seen on the other side. When the middle card is moved, the light is blocked and does not reach the other side.

Conclusion

Light travels in a straight line. If the path is blocked or the holes are not aligned, light cannot pass through.

Precautions

Do not shine the torch light directly into anyone’s eyes.
Be careful while making holes with a needle or nail.
Keep the cards steady for clear observation.

Concept

Light rays travel in a straight line. This property is called the rectilinear propagation of light. This is the reason why shadows are formed and why we can see objects clearly only when light reaches our eyes in a straight path.

Discussion Questions

Why could we see the light when the holes were in a straight line?
What happened when the middle card was moved?
Why does a torch beam appear straight at night?

Experiment No. 19: Image in a Plane Mirror

Time: 10–15 minutes | Type: Individual / Group | Cost: Very low

Aim

To observe the image formed by a plane mirror and understand its characteristics.

Materials Required

A plane mirror (small hand mirror)
A pencil, pen, or any small object
Notebook and pen
A scale (optional, for measuring)

Procedure

Place the plane mirror upright on the table or hold it straight.
Keep a pencil in front of the mirror and observe its image.
Compare the size of the object and its image.
Move the pencil closer to and farther from the mirror and observe the change in the image.
Hold the pencil in your left hand and observe in which hand the image appears.
Look at your own face in the mirror and note the position of eyes, nose, and ears.

Observation

The image is of the same size as the object. The image appears as far behind the mirror as the object is in front of it. The left side appears as the right side and the right side appears as the left side (lateral inversion). The image is virtual (it cannot be obtained on a screen).

Conclusion

A plane mirror forms an image that is erect, of the same size as the object, virtual, and laterally inverted.

Precautions

Handle the mirror carefully so that it does not break.
Do not touch the sharp edges of the mirror.
Use a clean mirror for clear observation.

Concept

A plane mirror reflects light according to the laws of reflection. The image formed is virtual and shows lateral inversion. This is why the word “AMBULANCE” is written in reverse on the front of ambulances — so that it appears correctly in the rear-view mirror of vehicles in front.

Discussion Questions

Is the image formed by a plane mirror real or virtual?
Why does your left hand appear as the right hand in the mirror?
What is the difference between the image in a plane mirror and the image on the back of a spoon?

Experiment No. 20: Germination of Seeds

Time: 4–7 days (observation) + 10 minutes daily | Type: Individual / Group | Cost: Very low

Aim

To observe how seeds germinate and understand the conditions required for germination.

Materials Required

Chickpea (chana) or green gram (moong) seeds – about 10–15
Cotton, cloth, or tissue paper
A small bowl or dish
Water
Notebook and pen for recording

Procedure

Soak some chickpea or moong seeds in water for 5–6 hours.
Place cotton or tissue paper in a bowl or dish and moisten it with a little water (keep it damp, not soaked).
Spread the soaked seeds on the moist cotton.
Cover the bowl lightly with a lid or paper.
Sprinkle a little water every morning and observe daily.
Note the appearance of roots and shoots after 3–4 days.

Observation

After 2–3 days the seeds swell. White roots start coming out. Later a green shoot appears. Seeds grow well when the cotton is kept moist. Growth stops if it becomes dry.

Conclusion

Seeds need water, air, and suitable temperature to germinate. When these conditions are available, the seed germinates and a new plant begins to grow.

Precautions

Do not make the cotton too wet (seeds may rot).
Keep the bowl clean.
Do not eat the seeds used in the experiment.
Observe regularly.

Concept

Germination is the process by which a seed comes out of its dormant state and starts growing into a new plant. Water helps the seed swell, oxygen is needed for respiration, and a proper temperature is required for growth. Light is not necessary in the early stage of germination.

Discussion Questions

What conditions are necessary for seeds to germinate?
What will happen if the cotton is left dry?
Why do farmers soak seeds before sowing?

Experiment No. 21: Transpiration in Leaves

Time: 2–4 hours (or overnight) + 10 minutes observation | Type: Group / Demonstration | Cost: Very low

Aim

To show that plants lose water in the form of vapour from their leaves (transpiration).

Materials Required

A healthy green plant or a plant with leaves (school garden or potted plant)
A small transparent plastic bag
A string or rubber band
Notebook and pen

Procedure

Select a healthy green leaf on the plant (not too close to the ground).
Cover the leaf with a transparent plastic bag and tie it firmly around the petiole (leaf stalk) with a string or rubber band so that air cannot escape.
Keep the plant in sunlight or a bright place.
Observe the plastic bag after 2–3 hours (or leave it overnight).
Check the inner surface of the bag for water droplets.
Compare with another leaf that is not covered with a bag.

Observation

Tiny water droplets appear on the inner surface of the plastic bag. The bag becomes slightly moist or foggy.

Conclusion

Plants lose water in the form of vapour from their leaves. This process is called transpiration. When the vapour is trapped inside the plastic bag, it condenses into water droplets.

Precautions

Do not damage the leaf while tying the bag.
Do not tie the bag too tightly on the stem.
Remove the bag after the experiment.
Water the plant regularly.

Concept

Transpiration is an important process in plants. It helps in the upward movement of water and minerals from roots to leaves, cools the plant, and maintains the flow of nutrients. Water vapour escapes through tiny openings called stomata, mostly present on the lower surface of leaves.

Discussion Questions

Where did the water droplets inside the bag come from?
How is transpiration useful to plants?
Why do leaves sometimes dry up or turn brown in summer?

Experiment No. 22: Types of Soil

Time: 15–20 minutes | Type: Group | Cost: Very low

Aim

To compare sand, silt, and clay and understand the differences in their properties.

Materials Required

Sand (river sand or construction sand)
Silt (if available)
Clay
Three transparent glasses or bottles
Water
A spoon
Notebook and pen for recording

Procedure

Take three glasses and label them as Sand, Silt, and Clay.
Put about 2–3 spoonfuls of each type of soil into the respective glasses.
Add equal amounts of water to each glass and stir well with a spoon.
Keep the glasses undisturbed for 5–10 minutes.
Observe how the soil settles, how clear the water becomes, and how the soil feels when touched.
Take a little of each soil in your hand and press it — check whether it sticks or forms a thread.

Observation

Sand: Large particles, settles quickly, water becomes clear, feels rough.
Silt: Medium-sized particles, settles at a moderate speed.
Clay: Very fine particles, water remains muddy for a long time, feels sticky, and can form a thin thread when pressed.

Conclusion

There are three main types of soil — sand, silt, and clay. Their particle size is different, which affects water-holding capacity, stickiness, and aeration.

Precautions

Do not put soil in the mouth.
Wash hands after the experiment.
Handle the glasses carefully so they do not break.

Concept

Soil types depend on the size of their particles. Sand has large particles, clay has the smallest. A mixture of sand, silt, and clay (called loam) is considered the best for agriculture because it holds both water and air well.

Discussion Questions

In which type of soil does water drain the fastest?
Why does clay feel sticky?
Which type of soil is most suitable for farming? Why?

Experiment No. 23: Observation of Earthworms

Time: 15–20 minutes | Type: Group | Cost: Very low

Aim

To observe earthworms and understand how they move, live in soil, and why they are important for the soil.

Materials Required

Moist soil rich in organic matter (from garden or pot)
1–2 live earthworms
A transparent plastic container or glass bowl
Notebook, pen, and magnifying glass (if available)
Water (to keep the soil moist)
Gloves (optional)

Procedure

Put some moist soil in the transparent container.
Gently place the earthworms in the soil.
Observe how the earthworm moves (by contracting and expanding its body).
Watch how it burrows into the soil and makes tunnels.
If a magnifying glass is available, observe its body segments and skin closely.
After observation, release the earthworms back into the garden or soil.

Observation

Earthworms have no legs but move by contracting and expanding their body. They make burrows in the soil. Their skin is moist and slimy. They prefer dark, moist places and move away from bright light.

Conclusion

Earthworms improve the soil. They dig tunnels, eat organic matter, and make the soil more fertile. They are very useful living beings in the soil.

Precautions

Keep the earthworms alive and release them back into the soil after the experiment.
Do not harm or handle them roughly.
Wash hands after the experiment.
Do not keep earthworms in dry or very hot places.
Do not put earthworms in the mouth.

Concept

Earthworms are known as “friends of farmers.” They help aerate the soil, improve water movement, help in making compost, and increase soil fertility. The living organisms in soil form an important part of the ecosystem.

Discussion Questions

Why are earthworms useful for the soil?
How does an earthworm move without legs?
What would happen if there were no earthworms in the soil?

Experiment No. 24: How is Sound Produced?

Time: 10–15 minutes | Type: Individual / Group | Cost: Very low

Aim

To understand that sound is produced by vibration and to observe the vibration of a rubber band.

Materials Required

Rubber bands of different thicknesses (2–3)
A small box, tin, paper cup, or plastic container
A pencil or straight stick (optional)
Notebook and pen

Procedure

Stretch a rubber band tightly across the open top of a box or container (like a simple guitar).
Pluck the rubber band with your finger and release it.
Observe the rubber band vibrating (moving quickly to and fro) and listen to the sound.
Repeat the activity with rubber bands of different thicknesses and note the difference in sound.
While plucking, gently touch the rubber band with another finger and feel the vibration.
Change the tightness of the rubber band (make it tighter or looser) and observe how the sound changes.

Observation

When the rubber band is plucked, it vibrates and produces sound. When the vibration stops, the sound also stops. A tighter rubber band produces a higher sound; a looser one produces a lower sound. A thicker rubber band produces a deeper sound, while a thinner one produces a sharper sound.

Conclusion

Sound is produced when an object vibrates. The vibration of the object makes the air vibrate, and these vibrations reach our ears as sound.

Precautions

Do not release the rubber band towards anyone’s eyes.
Do not stretch the rubber band too hard (it may break).
Avoid making very loud sounds near the ears.

Concept

Sound is a form of energy produced by vibrating objects. It travels as a mechanical wave through solids, liquids, and gases. Faster vibration produces a higher pitch. Our ears detect these vibrations and send signals to the brain.

Discussion Questions

Why did we hear sound when the rubber band was plucked?
What happened to the sound when the vibration stopped?
What vibrates when we play a guitar, tabla, or drum?

Experiment No. 25: Simple Weather Station

Time: 5–10 minutes daily (for 1–2 weeks) | Type: Individual / Group | Cost: Very low

Aim

To record daily temperature, rainfall, clouds, and wind, and to understand changes in weather by maintaining a simple weather station.

Materials Required

Thermometer (household or school thermometer)
Rain gauge (a simple bottle or container with a scale) or approximate measurement
Notebook or register for recording
Pencil / pen
A small paper strip or ribbon to observe wind direction
Open space for observation

Procedure

Select an open place in the school ground or outside the house (keep the thermometer in a shaded area).
Every day at the same time (preferably morning), record the following:
- Temperature (using thermometer)
- Cloud condition (clear / partly cloudy / cloudy / dark clouds)
- Whether it rained or not, and approximate amount
- Wind direction and strength (light / moderate / strong)
Continue the recording for one or two weeks.
Make a simple table or chart from the recorded data.
Discuss the changes observed in the weather.

Observation

Temperature changes from day to day. Cloud conditions help us guess the possibility of rain. Wind direction and strength are related to weather changes. Some days are clear while others are cloudy or rainy.

Conclusion

Weather changes every day. By making regular observations and keeping records, we can understand these changes. Even with simple tools, we can create our own small weather station.

Precautions

Handle the thermometer carefully.
Keep the rain-measuring container clean.
Take readings at the same time and place every day for proper comparison.
Do not go outside during storms or heavy rain.

Concept

Weather is the day-to-day condition of temperature, rainfall, humidity, wind speed, and wind direction at a place. Long-term records help us study climate. Weather information is useful for farmers, pilots, and our daily life.

Discussion Questions

Why is the temperature different in the morning and afternoon?
Why does the chance of rain increase when dark clouds are seen?
How are weather records useful to farmers?

Experiments Suitable for Interdisciplinary Approach

Several of the 25 Class 6 science experiments can easily be connected with other subjects such as Mathematics, Language, Art, Geography, Environmental Studies, and Music. This makes learning more meaningful and helps students see the links between different subjects.

1. Experiment 17 – Changes in Shadow

Best connections: Mathematics + Geography + Art

Mathematics: Students measure the length of the shadow at different times and make a table or simple graph.
Geography: They learn about directions (East-West) and the apparent movement of the Sun.
Art: They can draw the stick and its changing shadow.

This experiment beautifully combines observation, measurement, and understanding of the solar system.

2. Experiment 25 – Simple Weather Station

Strongest interdisciplinary experiment

Mathematics: Daily recording of temperature and rainfall → calculating average, making tables and bar graphs.
Geography: Understanding local weather patterns.
Environmental Studies: Awareness of climate and weather changes.
Language: Writing a short weather report or paragraph describing the week’s weather.

Students become real weather observers and data handlers.

3. Experiment 20 – Germination of Seeds

Connections: Mathematics + Art + Language + Environmental Studies

Mathematics: Measuring the length of root and shoot every day and drawing a growth chart.
Art: Drawing different stages of germination.
Language: Writing a short diary or story titled “My Seed’s Journey”.
Environmental Studies: Understanding the importance of water, air, and care for living things.

4. Experiment 22 – Types of Soil

Connections: Geography + Environmental Studies + Mathematics + Art

Students compare water drainage speed (Mathematics/Science).
Learn which soil is found in different regions (Geography).
Discuss soil conservation (Environmental Studies).
Feel and draw different soil textures (Art).

5. Experiment 23 – Observation of Earthworms

Connections: Environmental Studies + Language + Art + Values Education

Importance of earthworms in soil fertility (Environment).
Writing a short paragraph or poem about earthworms (Language).
Drawing the earthworm and its burrows (Art).
Learning respect for small living creatures (Values).

6. Experiment 24 – How is Sound Produced?

Connections: Music + Mathematics + Language

Students create different sounds by changing the tightness of the rubber band (Music).
Relate tightness/thickness to high and low pitch (simple Mathematics concept).
Describe different types of sounds using adjectives (Language).

7. Experiment 19 – Image in a Plane Mirror

Connections: Mathematics (Symmetry) + Art + Language

Understanding lateral inversion and symmetry.
Drawing mirror images.
Writing about “Me in the Mirror”.

8. Experiment 18 – Light Travels in a Straight Line

Connections: Mathematics + Art

Aligning holes in a straight line (concept of straight line).
Drawing the path of light rays.

Most Recommended Experiments (in order of strength)

Experiment 25 – Simple Weather Station
Experiment 17 – Changes in Shadow
Experiment 20 – Germination of Seeds
Experiment 22 – Types of Soil
Experiment 23 – Observation of Earthworms

These five experiments offer the richest opportunities to integrate multiple subjects naturally in the classroom.