Grade 6 Science
A free Grade 6 course from the PGAMO Free K–12 School, built on Core Knowledge Science (OpenSciEd). Units: Light and Matter, Thermal Energy, Weather, Climate, and Water Cycling, Plate Tectonics and Rock Cycling, Natural Hazards, Cells and Systems.
Every lesson has the chapter’s pages to read right on screen, the Big Question, words to know, talk-it-over questions with answers for the teacher, and activity pages to print. Each unit ends with a short quiz, and every unit has a printable study pack for learning offline.
CKSci 6–8 was originally developed and authored by OpenSciEd (www.openscied.org), licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Additions marked “Core Knowledge Science Literacy” are the work of the Core Knowledge® Foundation (www.coreknowledge.org), made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that OpenSciEd or the Core Knowledge Foundation endorses this work. PGAMO added the lesson pages, study packs and quizzes layout, and shares them under the same license. CC BY-NC-SA 4.0 · Core Knowledge Science (OpenSciEd). Free for everyone — this course may never be sold.
Features
- 122 lessons in 6 units
- The books’ pages right in each lesson
- Unit quizzes
- Printable offline study packs
Target audiences
- Grade 6 students
- Homeschool families and co-ops
Requirements
- Nothing to buy — every book is included free
- A parent or teacher to read and talk with younger students
Curriculum
- 9 Sections
- 157 Lessons
- 36 Weeks
Expand all sectionsCollapse all sections
- Start here1
- Unit 1: Light and Matter14
- 2.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 2.2Lesson 1: How can something act like a mirror and a window at the same time?4 Days
- 2.3Lesson 2: What happens if we change the light?3 Days
- 2.4Reading: Science Literacy Collection 1: Light and Color1 Week
- 2.5Lesson 3: What happens when light shines on the one-way mirror?3 Days
- 2.6Reading: Science Literacy Collection 2: Reflection and Absorption1 Week
- 2.7Lesson 4: How do similar amounts of light transmit through and reflect off the one-way mirror?1 Day
- 2.8Lesson 5: How do light and the one-way mirror interact to cause the one-way mirror phenomenon?1 Day
- 2.9Lesson 6: Why does the music student not see the adults?2 Days
- 2.10Lesson 7: Why do the music student and the adults see the music student but the music student can’t see the adults?1 Day
- 2.11Reading: Science Literacy Collection 3: Human Vision1 Week
- 2.12Lesson 8: Why do we sometimes see different things when looking at the same object?3 Days
- 2.13Reading: Science Literacy Collection 4: A Closer Look at Light1 Week
- 2.14Unit 1 words quiz: Light and Matter20 Minutes12 Questions
- Unit 2: Thermal Energy27
- 3.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 3.2Lesson 1: Why does the temperature of the liquid in some cup systems change more than in others?3 Days
- 3.3Lesson 2: What cup features seem most important for keeping a drink cold?2 Days
- 3.4Lesson 3: How are the cup features that keep things cold the same or different for keeping things hot?2 Days
- 3.5Reading: Science Literacy Collection 1: People and Temperature1 Week
- 3.6Lesson 4: How does a lid affect what happens to the liquid in the cup?3 Days
- 3.7Lesson 5: Where does the water on the outside of the cold cup system come from?1 Day
- 3.8Reading: Science Literacy Collection 2: Water, Ice, and Temperature Change1 Week
- 3.9Lesson 6: How can we explain the effect of a lid on what happens to the liquid in the cup over time?2 Days
- 3.10Lesson 7: If matter cannot enter or exit a closed system, how does a liquid in the system change temperature?1 Day
- 3.11Lesson 8: How does a cup’s surface affect how light warms up a liquid inside the cup?2 Days
- 3.12Reading: Science Literacy Collection 3: Temperature in Systems1 Week
- 3.13Lesson 9: How does the temperature of a liquid on one side of a cup wall affect the temperature of a liquid on the other side of the wall?1 Day
- 3.14Lesson 10: What is the difference between a hot and a cold liquid?2 Days
- 3.15Lesson 11: Why do particles move more in hot liquids?1 Day
- 3.16Reading: Science Literacy Collection 4: Temperature and Organisms1 Week
- 3.17Lesson 12: How does the motion of particles compare in a sample of matter at a given temperature?2 Days
- 3.18Lesson 13: How could the motion of particles on one side of a solid wall affect the motion of the particles on the other side of that wall?2 Days
- 3.19Lesson 14: Does our evidence support that cold is leaving the system or that heat is entering the system?3 Days
- 3.20Reading: Science Literacy Collection 5: Heat through Conduction1 Week
- 3.21Lesson 15: How do certain design features slow down the transfer of energy into a cup?3 Days
- 3.22Lesson 16: How can we design a cup system to slow energy transfer into the liquid inside it?2 Days
- 3.23Reading: Science Literacy Collection 6: Insulation1 Week
- 3.24Lesson 17: How can we improve our first design to slow energy transfer into the cup system even more?2 Days
- 3.25Lesson 18: How can containers keep stuff from warming up or cooling down?3 Days
- 3.26Reading: Science Literacy Collection 7: Heat in Nature and Design1 Week
- 3.27Unit 2 words quiz: Thermal Energy20 Minutes12 Questions
- Unit 3: Weather, Climate, and Water Cycling31
- 4.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 4.2Lesson 1: What causes this kind of precipitation event to occur?3 Days
- 4.3Lesson 2: What are the conditions like on days when it hails?2 Days
- 4.4Lesson 3: How does the air higher up compare to the air near the ground?2 Days
- 4.5Reading: Science Literacy Collection 1: Weather Concepts1 Week
- 4.6Lesson 4: Why is the air near the ground warmer than the air higher up?3 Days
- 4.7Lesson 5: What happens to the air near the ground when it is warmed up?3 Days
- 4.8Reading: Science Literacy Collection 2: Energy and Surfaces1 Week
- 4.9Lesson 6: How can we explain the movement of air in a hail cloud?3 Days
- 4.10Lesson 7: Where did all that water in the air come from, and how did it get into the air?2 Days
- 4.11Lesson 8: What happens to water vapor in the air if we cool the air down, and why?2 Days
- 4.12Reading: Science Literacy Collection 3: Water in and out of the Air1 Week
- 4.13Lesson 9: Why don’t we see clouds everywhere in the air, and what is a cloud made of?1 Day
- 4.14Lesson 10: Why do clouds or storms form at some times but not others?2 Days
- 4.15Lesson 11: Why don’t water droplets or ice crystals fall from the clouds all the time?2 Days
- 4.16Reading: Science Literacy Collection 4: All About Clouds1 Week
- 4.17Lesson 12: What causes more lift in one cloud versus another?2 Days
- 4.18Lesson 13: Why do some storms produce (really big) hail and others don’t?3 Days
- 4.19Lesson 14: What causes a large-scale precipitation event like this to occur?2 Days
- 4.20Reading: Science Literacy Collection 5: Convection, Hail, and Other Events1 Week
- 4.21Lesson 15: What happens with temperature and humidity of air in large storms?2 Days
- 4.22Lesson 16: How do warm air masses and cold air masses interact along the boundaries between them?2 Days
- 4.23Lesson 17: Is there a relationship between where the air is rising and where precipitation falls?1 Day
- 4.24Lesson 18: How can we explain what is happening across this storm (and other large-scale storms)?2 Days
- 4.25Reading: Science Literacy Collection 6: A Closer Look at Weather1 Week
- 4.26Lesson 19: Are there patterns to how air masses move that can help predict where large storms will form?1 Day
- 4.27Lesson 20: How do oceans affect whether a place gets a lot or a little precipitation?2 Days
- 4.28Lesson 21: Why is there less precipitation further inland in the Pacific Northwest than further inland from the Gulf Coast?2 Days
- 4.29Lesson 22: How can we explain differences in climate in different parts of the world?1 Day
- 4.30Reading: Science Literacy Collection 7: Weather and Climate1 Week
- 4.31Unit 3 words quiz: Weather, Climate, and Water Cycling20 Minutes12 Questions
- Unit 4: Plate Tectonics and Rock Cycling20
- 5.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 5.2Lesson 1: What is causing Mt. Everest and other mountains to move, grow, or shrink?4 Days
- 5.3Lesson 2: How are earthquakes related to where mountains are located?2 Days
- 5.4Reading: Science Literacy Collection 1: The Gorgeous Globe1 Week
- 5.5Lesson 3: How does what we find on and below Earth’s surface compare in different places?2 Days
- 5.6Lesson 4: What is happening to Earth’s surface and the material below it during an earthquake?2 Days
- 5.7Lesson 5: How does plate movement affect the land around mountains such as Mt. Everest?1 Day
- 5.8Reading: Science Literacy Collection 2: A Historical Perspective1 Week
- 5.9Lesson 6: How could plate movement help us explain how Mt. Everest and other locations are changing in elevation?3 Days
- 5.10Lesson 7: What happens at mountains where we see volcanic activity?1 Day
- 5.11Lesson 8: What is occurring at locations where two plates are moving away from each other?2 Days
- 5.12Reading: Science Literacy Collection 3: The Rocking Rock Cycle1 Week
- 5.13Lesson 9: What causes mountains to change?1 Day
- 5.14Lesson 10: Where were Africa and South America in the past?1 Day
- 5.15Lesson 11: Where were the other plates located in the distant past?2 Days
- 5.16Reading: Science Literacy Collection 4: The Mysteries of Earth1 Week
- 5.17Lesson 12: Where did mountains that aren’t at plate boundaries today, like the Applachians and Urals, come from?1 Day
- 5.18Lesson 13: What causes mountains to shrink in elevation?1 Day
- 5.19Lesson 14: How is there an exposed marine fossil on Mt. Everest? And, what other remaining questions from our Driving Question Board can we now answer?2 Days
- 5.20Unit 4 words quiz: Plate Tectonics and Rock Cycling20 Minutes12 Questions
- Unit 5: Natural Hazards16
- 6.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 6.2Lesson 1: What happens to a community when a tsunami occurs?3 Days
- 6.3Lesson 2: Where do tsunamis happen and what causes them?2 Days
- 6.4Reading: Science Literacy Collection 1: Types and Frequencies of Hazards1 Week
- 6.5Lesson 3: What causes a tsunami to form and move?3 Days
- 6.6Lesson 4: How can we forecast where and when tsunamis will happen and which communities are at risk?1 Day
- 6.7Reading: Science Literacy Collection 2: Forecasting the Unpreventable1 Week
- 6.8Lesson 5: How can we reduce damage from a tsunami wave?3 Days
- 6.9Lesson 6: How are tsunamis detected and warning signals sent?1 Day
- 6.10Lesson 7: What are ways we can communicate with people before and during a tsunami?2 Days
- 6.11Reading: Science Literacy Collection 3: Minimizing Damage1 Week
- 6.12Lesson 8: Which emergency communication systems are the most reliable in a hazard?1 Day
- 6.13Lesson 9: How can we model the systems put into place to protect communities?1 Day
- 6.14Lesson 10: How can we effectively prepare our communities for a natural hazard?2 Days
- 6.15Reading: Science Literacy Collection 4: Communities and Cooperation1 Week
- 6.16Unit 5 words quiz: Natural Hazards20 Minutes12 Questions
- Unit 6: Cells and Systems20
- 7.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 7.2Lesson 1: What happened in the student’s foot so they could walk again?4 Days
- 7.3Lesson 2: What do our bones, skin, and muscles do for us?2 Days
- 7.4Reading: Science Literacy Collection 1: Body Parts (and Breaking Them)1 Week
- 7.5Lesson 3: How can medical images and diagrams help us figure out more about the structures in our body?1 Day
- 7.6Lesson 4: Why is there blood in all of these places in the body?3 Days
- 7.7Lesson 5: What do nerves do, and why are they in different parts of the body?2 Days
- 7.8Reading: Science Literacy Collection 2: Inside the Body1 Week
- 7.9Lesson 6: What will we see if we look at skin, bone, and muscle with the microscope, too?1 Day
- 7.10Lesson 7: Are all things made of cells?1 Day
- 7.11Lesson 8: What happened as the skin on top of the foot healed?1 Day
- 7.12Lesson 9: What is happening at the site of an injury to fill the gap?1 Day
- 7.13Lesson 10: What do cells need to grow and make more of themselves?2 Days
- 7.14Reading: Science Literacy Collection 3: Cells, Health, and Healing1 Week
- 7.15Lesson 11: How do cells get what they need to grow?1 Day
- 7.16Lesson 12: How do the structures and systems in the body work together to heal the injury?2 Days
- 7.17Lesson 13: How is the process of growing similar to healing?1 Day
- 7.18Lesson 14: How can shifting our perceptions of ability and disability allow us to be more thoughtful about how we make our environments more accessible?3 Days
- 7.19Reading: Science Literacy Collection 4: Growth, Development, and Difference1 Week
- 7.20Unit 6 words quiz: Cells and Systems20 Minutes12 Questions
- Unit 5: Natural Hazards16
- 8.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 8.2Lesson 1: What happens to a community when a tsunami occurs?3 Days
- 8.3Lesson 2: Where do tsunamis happen and what causes them?2 Days
- 8.4Reading: Science Literacy Collection 1: Types and Frequencies of Hazards1 Week
- 8.5Lesson 3: What causes a tsunami to form and move?3 Days
- 8.6Lesson 4: How can we forecast where and when tsunamis will happen and which communities are at risk?1 Day
- 8.7Reading: Science Literacy Collection 2: Forecasting the Unpreventable1 Week
- 8.8Lesson 5: How can we reduce damage from a tsunami wave?3 Days
- 8.9Lesson 6: How are tsunamis detected and warning signals sent?1 Day
- 8.10Lesson 7: What are ways we can communicate with people before and during a tsunami?2 Days
- 8.11Reading: Science Literacy Collection 3: Minimizing Damage1 Week
- 8.12Lesson 8: Which emergency communication systems are the most reliable in a hazard?1 Day
- 8.13Lesson 9: How can we model the systems put into place to protect communities?1 Day
- 8.14Lesson 10: How can we effectively prepare our communities for a natural hazard?2 Days
- 8.15Reading: Science Literacy Collection 4: Communities and Cooperation1 Week
- 8.16Unit 5 words quiz: Natural Hazards20 Minutes12 Questions
- Unit 6: Cells and Systems20
- 9.1Reading: Science Literacy Preface: Put Yourself in This Scene1 Week
- 9.2Lesson 1: What happened in the student’s foot so they could walk again?4 Days
- 9.3Lesson 2: What do our bones, skin, and muscles do for us?2 Days
- 9.4Reading: Science Literacy Collection 1: Body Parts (and Breaking Them)1 Week
- 9.5Lesson 3: How can medical images and diagrams help us figure out more about the structures in our body?1 Day
- 9.6Lesson 4: Why is there blood in all of these places in the body?3 Days
- 9.7Lesson 5: What do nerves do, and why are they in different parts of the body?2 Days
- 9.8Reading: Science Literacy Collection 2: Inside the Body1 Week
- 9.9Lesson 6: What will we see if we look at skin, bone, and muscle with the microscope, too?1 Day
- 9.10Lesson 7: Are all things made of cells?1 Day
- 9.11Lesson 8: What happened as the skin on top of the foot healed?1 Day
- 9.12Lesson 9: What is happening at the site of an injury to fill the gap?1 Day
- 9.13Lesson 10: What do cells need to grow and make more of themselves?2 Days
- 9.14Reading: Science Literacy Collection 3: Cells, Health, and Healing1 Week
- 9.15Lesson 11: How do cells get what they need to grow?1 Day
- 9.16Lesson 12: How do the structures and systems in the body work together to heal the injury?2 Days
- 9.17Lesson 13: How is the process of growing similar to healing?1 Day
- 9.18Lesson 14: How can shifting our perceptions of ability and disability allow us to be more thoughtful about how we make our environments more accessible?3 Days
- 9.19Reading: Science Literacy Collection 4: Growth, Development, and Difference1 Week
- 9.20Unit 6 words quiz: Cells and Systems20 Minutes12 Questions
Instructor
Bishop King
Founder and Director of Pentecostal Gospel Assemblies
