Class 6 · 6th standard · 2026-27

Class 6 Science worksheets, free, with every answer on the page

Three free Class 6 Science worksheets, with every question and every answer printed on this page rather than behind a download. Science becomes a named subject at Class 6, and the difficulty is rarely the content - it is that answers are now marked on reasoning. A child arriving from EVS names the method, or the feature, or the nutrient, and stops one step before the mark. These sheets practise the step that is missing, and every exercise opens with one question worked through in full.

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3 worksheets · 92 questions · every answer on the page · no sign-up · aligned to NCERT's Class 6 Science book is Curiosity. Schools also use their own texts, so these sheets are written to the reasoning rather than to one book's chapter order.

What these practise

Separation methods, and the property difference each one depends on
Why a given separation method would not work
Characteristics of living things, taken as a set rather than one at a time
Adaptation - the feature, the condition, and how it helps survival
Predicting what would happen if an organism's surroundings changed
Nutrients and what each does for the body
Deficiency: the nutrient, the disease and a symptom
Judging whether a meal is balanced, and naming what is missing

Last updated 2026-07-28

Free, with answers

The worksheets themselves

Every question is on this page, and so is every answer. Nothing is behind a sign-up, and there is no file to download unless you want one - use the print button on any sheet to save it as a PDF.

practice · medium · 25 min

Separation of substances

Class 6 Science · Separation methods · 30 questions with answers

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Every question in this chapter has the same shape: which method, and why that one. The 'why' is the mark, and it always comes down to a difference between the two things being separated - size, weight, or whether something dissolves.

Chooses the right separation method for a given mixture
States the property difference the method depends on
Explains why a different method would not work

Exercise 1 of 3 · 12 questions

Which method would you use, and why?

Write the answer · Warm-up

Here’s one done for you

Stones from rice → handpicking, because the stones are few, large enough to see and a different colour. The method is the easy half. The mark is for naming the difference the method uses - size, weight, colour, or whether it dissolves. If your child's answer does not name a difference, it has not answered the question.

1)Stones from rice
2)Husk from wheat grains
3)Sand from water
4)Salt from sea water
5)Tea leaves from tea
6)Cream from milk
7)Iron nails from sawdust
8)Pebbles from sand
9)Butter from curd
10)Chalk powder from water
11)Oil from water
12)Camphor from salt

Answers

1) Handpicking, because the stones are few, large enough to see and different in colour.
2) Winnowing, because the husk is much lighter and is carried away by the wind.
3) Filtration or sedimentation, because sand does not dissolve and is heavier than water.
4) Evaporation, because salt dissolves in water but does not evaporate with it.
5) Filtration, because the leaves are solid and do not pass through the strainer.
6) Churning, because cream is lighter than the rest of the milk and collects on top.
7) A magnet, because iron is attracted to it and sawdust is not.
8) Sieving, because the pebbles are larger and will not pass through the holes.
9) Churning, because butter is lighter and separates out when the curd is churned.
10) Filtration or sedimentation, because chalk powder does not dissolve in water.
11) A separating funnel or decantation, because oil does not mix with water and floats on top.
12) Sublimation, because camphor turns straight into vapour on heating and salt does not.

Exercise 2 of 3 · 11 questions

Why would this method NOT work? One sentence.

Write the answer · Guided

Here’s one done for you

Filtration for salt water → it would not work because salt dissolves, so it goes through the filter with the water. Questions asking why something fails are asking the same thing from the other side - name the property that makes the method unsuitable. These are the questions that separate a child who has learned the methods from one who has understood them.

1)Using filtration to get salt out of salt water
2)Using a sieve to separate sugar from water
3)Using winnowing to separate stones from rice
4)Using evaporation to get sand out of water
5)Using a magnet to separate copper wire from sawdust
6)Using handpicking to separate sand from sugar
7)Using sieving to separate cream from milk
8)Using decantation to separate salt from salt water
9)Using winnowing indoors with the fan switched off
10)Using filtration to separate two liquids that mix together
11)Using a sieve with large holes to separate flour from bran

Answers

1) Because salt dissolves, so it passes through the filter with the water.
2) Because sugar dissolves in water, so it is not left behind on the sieve.
3) Because stones are heavier than rice, so the wind would not carry them away.
4) Because it wastes the water and takes a long time, when filtration would do it at once.
5) Because copper is not magnetic, so the magnet would not attract it.
6) Because the grains are far too small and too alike to pick out one by one.
7) Because cream is not a solid lump - it is spread through the milk and would pass through with it.
8) Because salt is dissolved, so pouring off the liquid takes the salt with it.
9) Because winnowing needs moving air; with still air the husk falls straight back onto the grain.
10) Because both liquids pass through the filter paper, so nothing is held back.
11) Because both flour and bran would fall through holes that large.

Exercise 3 of 3 · 7 questions

Answer in two or three sentences.

Write the answer · Practice

Here’s one done for you

Muddy water → sedimentation, then decantation, then filtration. Notice the answer names each step in order and says what it achieves. A three-mark answer usually wants three things - counting the marks before writing is a habit worth building now, because it decides a great deal from here to Class 10.

1)Describe how you would get pure water from muddy water.
2)Why is winnowing done on a windy day?
3)How would you separate a mixture of sand, salt and water?
4)Why is filtration better than decantation for getting clear water?
5)Explain how salt is obtained from sea water in coastal India.
6)Why does a mixture of oil and water separate on standing, but a mixture of salt and water does not?
7)How would you separate iron filings, sand and salt from one another?

Answers

1) First let the mud settle to the bottom (sedimentation) and pour off the clear water (decantation). Then filter it to remove the fine particles left in it.
2) Because winnowing needs moving air to carry the lighter husk away from the heavier grain. On a still day the husk would simply fall back with the grain.
3) Filter the mixture to remove the sand, since sand does not dissolve. Then evaporate the water from the filtered liquid, which leaves the salt behind.
4) Decantation only pours off the liquid and leaves the fine particles still floating in it. Filtration traps those fine particles in the filter paper, so the water that comes through is clear.
5) Sea water is let into shallow pans and left in the sun. The water evaporates, and the salt, which does not evaporate, is left behind and is then collected.
6) Oil does not dissolve in water, so it stays as a separate layer and floats. Salt dissolves, so its particles spread out between the water particles and cannot settle out on standing.
7) First use a magnet to pull out the iron filings. Then add water to dissolve the salt and filter it, which leaves the sand on the paper. Finally evaporate the filtered water to get the salt back.

While your child works

The reason is the answer. If your child names the method and stops, ask 'what is the difference between the two things?' - that is the missing half.
The 'why would this not work' questions are the best predictor of real understanding. A child who can do those has genuinely got the chapter.
Count the marks before writing. A three-mark question wants three things, and this is the year to start noticing that.

Open the Separation methods worksheet on its own page

practice · medium · 25 min

Living things and their surroundings

Class 6 Science · Living organisms and habitat · 31 questions with answers

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Adaptation questions are the heart of this chapter, and they all have the same structure: a feature, the place it suits, and how it helps survival there. Missing the third part is the most common way marks go.

Lists the characteristics that make something living
Links a feature of an organism to the habitat it suits
Explains how an adaptation helps survival, not just what it is

Exercise 1 of 3 · 12 questions

Living or non-living? Give the characteristic that decides it.

Write the answer · Warm-up

Here’s one done for you

A moving car → non-living. Movement alone does not make something living, and this is the trap in the question - a river moves too. The test is the set of characteristics together: growth from within, nutrition, respiration, response, reproduction and excretion. One characteristic is never enough on its own.

1)a growing plant
2)a moving car
3)a mushroom
4)a river
5)a seed in a packet
6)a piece of coral
7)a cloud
8)an earthworm
9)a wooden table
10)a bacterium
11)a burning candle
12)a fallen leaf

Answers

1) Living - it grows, needs water and food, and reproduces.
2) Non-living - it moves only because fuel and a driver make it, and it does not grow or reproduce.
3) Living - it grows, takes in nutrition and reproduces by spores.
4) Non-living - it moves, but it does not grow from within, feed or reproduce.
5) Living - it is dormant, but it will grow and respire when given water and warmth.
6) Living - coral is made by tiny animals that feed, grow and reproduce.
7) Non-living - it changes shape and moves, but it does not feed, grow from within or reproduce.
8) Living - it moves, feeds on soil, respires and reproduces.
9) Non-living - it was once part of a living tree, but it no longer grows, feeds or responds.
10) Living - it feeds, grows and reproduces, even though it is far too small to see.
11) Non-living - it gives out heat and light and gets smaller, but it does not feed, grow or reproduce.
12) Non-living now - it was part of a living plant, but it no longer feeds, grows or responds.

Exercise 2 of 3 · 11 questions

How does each feature help the animal survive where it lives?

Write the answer · Guided

Here’s one done for you

A camel's long legs → they keep its body away from the hot sand. The three parts of every adaptation answer are the feature, the condition it deals with, and how that helps it survive. A child who writes 'so it can walk in the desert' has named the place but not said what the feature actually does about it.

1)A camel has long legs and wide feet.
2)A fish has a streamlined body.
3)A polar bear has thick white fur.
4)A cactus has spines instead of leaves.
5)A desert rat stays in a burrow during the day.
6)A duck has webbed feet.
7)An eagle has very sharp eyesight.
8)A deer has eyes on the sides of its head.
9)A lotus has broad, flat leaves that float.
10)A mountain goat has hooves that grip.
11)A frog has moist skin.

Answers

1) The long legs keep its body away from the hot sand and the wide feet stop it sinking into it.
2) It lets the fish move through water easily, because water offers less resistance to that shape.
3) The thick fur keeps in body heat in the cold, and the white colour hides it against the snow.
4) Spines lose much less water than leaves would, which matters where water is scarce.
5) It avoids the heat of the day, so it loses less water and does not overheat.
6) The webbing pushes more water back with each stroke, so it swims faster.
7) It can spot small prey from a great height while flying.
8) It can see danger coming from almost all round without turning its head.
9) They float on the surface, so they get sunlight to make food even though the plant is in water.
10) They grip the rock so it does not slip on steep, uneven ground.
11) It can take in some oxygen through the skin, which helps when it is under water.

Exercise 3 of 3 · 8 questions

Answer in two sentences.

Write the answer · Practice

Here’s one done for you

Why would a fish not survive on land? → because it takes oxygen from water through gills, and on land the gills dry out. Two sentences, and the second one does the work. This is the shape almost every Class 6 Science 'explain' question takes, and practising it is worth more than memorising extra facts.

1)Why would a fish not survive on land?
2)Why do plants in a pond have hollow, light stems?
3)What might happen to a polar bear moved to a desert?
4)Why do desert plants often have very long roots?
5)Why would a cactus rot if it were watered every day?
6)Why do birds that fly long distances have hollow bones?
7)Why is it harder for a fish to breathe in warm water than in cold water?
8)Why do plants kept in a dark room turn pale and leggy?

Answers

1) A fish takes in oxygen dissolved in water through its gills. On land its gills dry out and it cannot take in oxygen from the air.
2) The hollow stems are filled with air, which makes them light so they float and stay upright in the water.
3) Its thick fur would trap heat it does not need, so it would overheat, and its white colour would not hide it.
4) Water in a desert is deep underground, so long roots are needed to reach it. Shallow roots would find nothing for most of the year.
5) A cactus stores water in its stem and is adapted to very little of it. Too much water makes its roots rot, because the soil never dries out and the roots cannot get air.
6) Hollow bones are much lighter but still strong. That means less weight to lift, so the bird uses less energy over a long flight.
7) Warm water holds less dissolved oxygen than cold water. So the fish has to pass much more water over its gills to get the same amount of oxygen.
8) Without light the leaves cannot make food, so the plant grows tall and thin searching for light. It stays pale because it cannot make the green colouring it needs.

While your child works

Every adaptation answer needs three things: the feature, the condition, and how it helps. Ask 'and how does that help it?' when your child stops after two.
Movement alone does not make something living - a river moves. The characteristics work as a set, not one at a time.
The 'what would happen if' questions are the Class 7 and 8 shape. Practising them now is the best preparation available.

Open the Living organisms and habitat worksheet on its own page

practice · easy · 20 min

Food and its components

Class 6 Science · Nutrition · 31 questions with answers

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This chapter looks like Class 5 EVS and is marked quite differently: the deficiency questions want the nutrient, the disease and the symptom, and dropping any one of the three costs the mark.

Names the main nutrients and what each does for the body
Links a deficiency to its disease and its symptom
Explains why a diet is or is not balanced

Exercise 1 of 3 · 12 questions

Which nutrient is each food mainly rich in?

Write the answer · Warm-up

Here’s one done for you

rice → carbohydrates. 'Mainly' matters - most foods contain several nutrients, and the question asks which one dominates. Milk is the useful exception on this list, since it is genuinely rich in more than one, and a good answer says so.

1)rice
2)eggs
3)butter
4)orange
5)milk
6)spinach
7)groundnuts
8)carrot
9)fish
10)jaggery
11)ghee
12)whole wheat chapati

Answers

1) Carbohydrates
2) Proteins
3) Fats
4) Vitamin C
5) Proteins and calcium
6) Iron and vitamins
7) Proteins and fats
8) Vitamin A
9) Proteins
10) Carbohydrates and iron
11) Fats
12) Carbohydrates and roughage

Exercise 2 of 3 · 11 questions

Complete: nutrient missing, disease caused, and one symptom.

Write the answer · Guided

Here’s one done for you

Scurvy → vitamin C missing, and the symptom is bleeding gums. Three parts: what is missing, what it is called, what you would notice. Children commonly give two and lose the third mark, so writing all three in one line as a habit is worth more than knowing extra diseases.

1)Scurvy
2)Rickets
3)Anaemia
4)Goitre
5)Night blindness
6)Beriberi
7)Kwashiorkor
8)Marasmus
9)Bleeding under the skin from vitamin deficiency
10)Weak, brittle bones in an adult
11)Constipation from a diet with no roughage

Answers

1) Vitamin C - scurvy - bleeding gums and slow healing of wounds.
2) Vitamin D or calcium - rickets - weak and bent bones.
3) Iron - anaemia - weakness and tiredness, and pale skin.
4) Iodine - goitre - swelling of the neck.
5) Vitamin A - night blindness - difficulty seeing in dim light.
6) Vitamin B1 - beriberi - weak muscles and very little energy.
7) Protein - kwashiorkor - swelling of the face and body, and stunted growth.
8) Protein and carbohydrate together - marasmus - extreme thinness and wasted muscles.
9) Vitamin C - scurvy - bleeding under the skin and swollen, painful joints.
10) Calcium and vitamin D - the bones weaken and break easily.
11) Roughage - the food does not move easily through the intestine.

Exercise 3 of 3 · 8 questions

Is this meal balanced? Say what is missing or in excess, and why.

Write the answer · Practice

Here’s one done for you

Rice, chapati and potato curry → not balanced, because all three are mainly carbohydrate. The answer has to name what is missing rather than just say 'not balanced'. A useful check for your child: go through the nutrient list and tick off which ones the meal actually supplies.

1)Rice, chapati and potato curry
2)Rice, dal, vegetables and curd
3)Only fruit juice for a whole day
4)Chapati, dal, palak sabzi and a glass of milk
5)Two samosas and a soft drink
6)Idli with sambar and coconut chutney
7)Boiled eggs and butter only
8)Rice, fish curry, vegetables and curd

Answers

1) Not balanced - it is nearly all carbohydrate, with very little protein and few vitamins or minerals from vegetables.
2) Balanced - the rice and chapati give carbohydrate, the dal and curd give protein, and the vegetables give vitamins and minerals.
3) Not balanced - it provides some vitamins and sugar but almost no protein, fat or roughage, so the body cannot grow or repair itself.
4) Balanced - the chapati gives carbohydrate, the dal and milk give protein and calcium, and the palak gives iron and vitamins.
5) Not balanced - it is mostly fat, refined carbohydrate and sugar, with almost no protein, vitamins or roughage.
6) Nearly balanced - the idli gives carbohydrate and the sambar gives protein and vegetables. Adding curd or a vegetable would improve the vitamins.
7) Not balanced - it is protein and fat with no carbohydrate for energy, and no vitamins, minerals or roughage.
8) Balanced - rice gives carbohydrate, fish and curd give protein, and the vegetables give vitamins, minerals and roughage.

While your child works

Deficiency answers need three parts. Writing them as one line - nutrient, disease, symptom - makes the missing part obvious.
For the balanced diet questions, tick off the nutrients one at a time. 'Not balanced' on its own is never the full answer.
This chapter overlaps with Class 5 EVS, so it can feel easy. The marking is stricter, which is exactly where marks quietly go.

Open the Nutrition worksheet on its own page

What changes when EVS becomes Science?

Not the content, mostly. A Class 6 child meeting food components or living things has met a version of both in Class 5 EVS. What changes is how the answer is marked.

EVS accepted the name. Science wants the reasoning. Which separation method - and the difference between the two substances that makes it work. Which adaptation - and how it helps the animal survive. Which nutrient is missing - and the disease, and a symptom. In every case the child who knows the material perfectly well can write half an answer and lose half the marks, which is why a strong EVS student can have a disappointing first Science term.

Answer length starts being matched to marks. A three-mark question wants three things. Nobody tells most children this, and it is one of the cheapest things to fix - see why marks drop in Class 6.

How should we use these at home?

Twenty to twenty-five minutes each, once or twice a week. Every exercise opens with a worked example showing one answer in full, because the shape of the answer is what is being practised here rather than the facts.

Ask 'and how does that help?' or 'and why does that work?' whenever an answer stops early. This single prompt recovers most of the lost marks in Class 6 Science.
Count the marks before writing. Three marks, three things.
Do the 'why would this not work' questions properly. They are the best test of whether a chapter has been understood rather than memorised.
Let your child mark their own work. Every answer is on the page for exactly that.

Where do Class 6 children usually stall in Science?

Three places, and all three are about the answer rather than the knowledge.

Naming without explaining. 'Filtration' rather than 'filtration, because sand does not dissolve'. The EVS habit in a Science year.
Adaptation answers that name the place. 'So it can live in the desert' says where, not what the feature does about the heat.
Two-part answers where three are wanted. Deficiency questions want the nutrient, the disease and the symptom, and children reliably give two.

What comes next is Class 7, where these same topics return as assumptions rather than as new material - which is why the habits built here matter more than the chapters. Our Science tuition page sets out the whole Class 6 to 10 chain.

Questions parents ask

Class 6 Science worksheets - your questions

Are these Class 6 Science worksheets free?

Yes. Every question and every answer is on this page, with no sign-up, no email wall and no account. The printable version puts the answers on a separate final sheet.

Do these include an answer key?

Yes, written out in full sentences rather than as one-word answers, because the shape of the answer is what Class 6 Science marks.

My child did well in EVS but is struggling in Class 6 Science. Why?

Almost always because the marking changed rather than the content. EVS accepted the name; Science wants the reasoning behind it. A child who writes 'filtration' rather than 'filtration, because sand does not dissolve' knows the answer and is writing half of it.

What do adaptation questions actually want?

Three things: the feature, the condition it deals with, and how that helps the organism survive. 'So it can live in the desert' names the place but not what the feature does about the heat, which is where the mark is.

How long should a Class 6 answer be?

Matched to the marks. A three-mark question wants three things. Counting the marks before writing is a habit worth building in Class 6 because it decides a great deal from here to Class 10.

Are these matched to NCERT?

They are written to the reasoning Class 6 Science expects rather than to one book's chapter order, so they work whether your school uses NCERT's Curiosity or its own text.

How long should a Class 6 child spend on one sheet?

Twenty to twenty-five minutes. If it runs much longer, work through the worked examples together first - the difficulty is usually the answer format rather than the science.

Can I print these worksheets?

Yes. They print cleanly on A4 with the answers on a separate final page, and nothing needs to be downloaded or signed up for.

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Class 6 Science worksheets, free, with every answer on the page

The worksheets themselves

Separation of substances

Living things and their surroundings

Food and its components

Class 6 Science - the guide

What changes when EVS becomes Science?

How should we use these at home?

Where do Class 6 children usually stall in Science?

Class 6 Science worksheets - your questions

Worksheets are free. So is the first class.

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