How to learn the EEEF Way: Sixth Grade
 

(c) Yogesh Pathak

 

We can think of the following 7 main clusters for Sixth Grade.
 

Teachers and parent volunteers should meet at the beginning of the year and plan an activity schedule, based on community resources, school calendar, community calendar and events, and seasons.

These are just guiding examples. Teachers/parents/schools should feel free to modify these as desired or create new grade-appropriate activities.

 

Cluster 1: Earth, Climate, and Ocean Science

​

• Weather Watchers Journal: The objective is to observe, document, and analyze local weather elements (especially seasons) and their impact on species over time. Students will create a personalized "Weather Watchers" journal. Each week, they will measure and record temperature, wind direction, cloud cover, and precipitation at a specific location on campus or in their neighbourhood. Observe changes in local water bodies and flows based on seasonal precipitation and dryness/heat. Related ecosystem health and water flows. Also note how local plants and animals (e.g., birds, insects, specific trees) are responding to these changes. Over several months, students will collect and analyze data to identify patterns and discuss how these patterns relate to the seasons – which in turn is due to inclination of earth’s axis and it’s orbital motion.

• Class discussion on national climate and seasons – How is spring, summer, winter, and possibly a rainy season experienced across different parts of the country? How do natural systems like rivers, forests, grasslands, and mountains change during these seasons? What are some prominent examples of species adjusting to seasons? Migration of humans (related to natural resources and farming), and animal and bird species.

• Atmosphere in a Jar: This will model the greenhouse effect and understand the role of gases in trapping heat. Working in small groups, students will use two identical jars, thermometers, and a light source. One jar is a control. To the second jar, they add a small amount of a gas that simulates a greenhouse gas (e.g., carbon dioxide from vinegar and baking soda). They seal both jars and place them under a lamp, recording the temperature change in both jars over a set period. They use the data to construct their own understanding of how gases like CO2 trap heat, leading to discussions about natural and human-caused imbalances.

• Local Climate & Biome Mapping: This activity will connect local weather patterns and geography to a broader understanding of global climate zones and biomes. Using a local or national map, students first identify different habitats or ecosystems. They research the average temperature, rainfall, and dominant plant/animal life for each. Then, using world maps with temperature zones and precipitation data, they try to match their local findings to a global biome. This activity helps them see their own environment as part of a larger, interconnected system and introduces them to the use of maps and data for environmental analysis.

• Ocean Ecosystems Report: Students will make groups to understand the ocean better: ecosystems at the coast, mangroves, surface and near-surface, middle depth, and deep ocean. They will read material and interview experts to understand their part of the ocean better. Temperature, pressure of water column, availability of sunlight, plants and animals, their life cycle, age, food chains, adaptations, interdependence will be discussed. Understand the formation of ocean currents due to global temperature zones and relate it to marine life. Migration of aquatic animals could also be studied. Research newspaper and magazine articles to understand the current state of our oceans due to pollution and global warming. Summarize parts of this in a project report, 3D model, drawings, etc and explain to class.  

 

Cluster 2: Resources: Materials and Energy

​

• Energy Scavenger Hunt: Students should be able to classify different sources of energy and their uses in a school or community setting. Students will be given a list of energy sources (e.g., oil from natural sources, fossil fuels, natural gas, solar, electrical, muscle power, mechanical, chemical, hydro-electric). They will move around the school building, farms, local community, parts of the town, identifying and documenting where each type of energy is being used and how it’s being converted. For instance, a solar panel on the roof, a light switch, a bicycle chain, or a battery in a flashlight. In the class, they will discuss what they found, and also discuss the "footprint" of each source and it’s technology, including the materials and energy input used to create the technology and the waste produced.

• Water Audit of Our School: Students will measure and analyze water consumption in a real-world context and propose conservation solutions. Students will form teams to conduct a water audit. They measure water flow from faucets, count toilet flushes, and estimate water use in different areas like the common areas or sports grounds. They create a visual map or chart showing where the most water is consumed. Based on their findings, they develop a presentation proposing simple, actionable changes to reduce water waste, connecting their work to the concepts of water as a shared, finite resource.

• “Does it get recycled (or not)?”: The objective here is to understand the journey of recycled materials and the energy/matter involved in the process. Students will collect a variety of recyclable materials (paper, plastic bottles, other plastic packaging, cans, cardboard boxes, wrappers, organic waste, clothes). They will interview local government officials (in the waste handling department), and recycling workers/entrepreneurs in the area, to trace the "life story" of one material, from its origin as a raw resource to a finished product, its use, its collection, and finally, its transformation at a recycling plant. They will document the energy and water used at each step, creating a flow chart that illustrates the complexities of the recycling process. This will be discussed in class.

• Understanding Soil: This series of activities will be an introduction to soil and it’s role in sustaining life. Students will analyze different soil samples and understand the components and processes of soil formation and erosion. In a field visit exclusively to study soil, students will collect soil samples from different locations (e.g., a nearby hill, wetland, forest, garden, a playground, a construction site, a farm, etc). They should use a jar and water to separate the samples into layers of sand, silt, and clay. They should also examine the organic matter present. Through this hands-on work, they can compare the samples and discuss how natural and human activities (like removing vegetation) can change soil composition and lead to erosion. A second set of activities will be about observing soil erosion due to natural causes (e.g. heavy rainfall) and due to human activities like construction and roads. 

 

Cluster 3: Our Food Systems

​

These activities explore the connections between human needs, food systems, and society through an ecological lens.

• From Farm to Plate: A Local Food Web: Here we will understand the journey of food from its source to the consumer and the various ecological and economic linkages. Students select a common local food item (e.g., foodgrains, milk, a vegetable, local types of bread, meat, eggs, etc). They research or interview local farmers, sellers, and family members to trace the food’s journey. They map out the "web" of resources and labor involved: water for irrigation, energy for transportation, fertilizer, and the roles of farmers, transporters, and grocers. This activity directly connects to the concepts of agriculture, energy use, and human occupations.

• Junk Food vs. Real Food Investigation: Students should analyze the composition of different foods and understand the ecological and health implications of processed and ultra-processed diets. Students bring in food labels or measures of various ingredients used, from home, including processed and unprocessed items. They categorize the ingredients and discuss their origins (e.g., corn syrup from corn fields, palm oil from plantations). They create a visual chart comparing the ingredients, nutritional value, and estimated ecological footprint of a processed food item versus a whole food item, leading to a discussion on nutrition, biodiversity, and sustainable food choices. This should include discussing what is a balanced diet including minerals and vitamins, using mostly locally grown, and if possible organic food.

• A play about the history of agriculture: The play, ideally written by teachers in consultations with agriculture historians, scientists, and farmers, should cover snippets of key phases in agriculture: discovery of planting food plants and growing them during the hunter-gatherer phase, stable agricultural civilizations like Mesopotamia, Egypt and Indus (and role of rivers in them), the global spread of agriculture, key technologies as they evolved, intertwining of social structure and culture with agriculture, spread of key food species around the globe, land ownership regulation and taxation of farmers through history, modern agriculture and it’s distribution, challenges of farmers, challenges for the environment, etc.

• The Human Occupation Inventory: The objective is to connect various human jobs to their dependence on natural resources and ecosystems. Students are given a list of occupations (or they can develop one by talking to adults around them). e.g., farmer, software developer, construction worker, teacher, baker, doctor, janitor, maid, nurse, driver, executive, call center agent, construction worker, shepherd, cobbler, carpenter, electrician, priest, etc. In groups, they research and create a "natural resource-dependence" chart for each job. They identify what natural resources (water, wood, metal, etc.) are needed, what land use is required, mobility requirements, technology and tools used, and what waste or pollution is generated. This activity helps them see the interconnectedness of society and the environment beyond just primary occupations. Optionally, in the class they could have a session where each student plays an adult in a given occupation and talks about it. Students should be encouraged to discuss what instabilities and inequities they see in the current occupation, and their impact on nature and land. This should be an opening to think about how we could transform our occupations to reduce these impacts and anomalies.

 

Cluster 4: Hands-on Biodiversity & Fieldwork

​

This cluster provides structured opportunities for formal observation, documentation, and classification of local species.

• Campus Biodiversity Survey & Classification: This activity is about formally documenting and classifying the species found in a specific area, fostering a sense of scientific fieldwork. Working in small teams, students are assigned a specific area of the school grounds or surroundings (e.g., a garden bed, a patch of grass, a tree, other natural habitats). Using simple tools like magnifying glasses and provided identification keys, they search for, photograph, and document as many species of plants and animals as they can. They use a journal to record their findings, including scientific names (helped by the teacher or local biologists).

• Observing growth, food absorption, respiration, and excretion in plants: There are classic experiments here including need of a plat for water, the rate of growth of a plant with and without organic nutrients, the respiration of plants, etc. Teachers should locate detailed notes on these experiments and help students conduct those.

• Observing growth, food absorption, respiration, and excretion in mammals: Over the course of the term students could observe and document the above details in a human baby, a human child (school going), a human adult, a puppy/kitten/calf, dogs/cats/cows, etc.  

• Observing growth, food absorption, respiration, and excretion in birds: Locate bird nests and observe them from a distance to see the features, behavior, and food needs of the babies. Look for the food brought in by their parents and the frequency of feeding.

• Life cycle of frogs: In the rainy season, observe, draw, and document the various stages in the life cycle of frogs. Observe grown frogs feeding on insects.

• Observing reproduction & childbirth: If possible, watch the events of birds’ eggs hatching or a mammal like a cow/horse/elephant/cat giving birth. Participate in the post-natal care of pets like cats and dogs.

• Experiments related to parts of a plant: Examples include (the material for such experiments are widely available)

  • Observing how the stem transports water and nutrients from the roots to the leaves and flowers using colored water

  • Observing germination and the initial growth of a plant, focusing on the seed and the emergence of the roots.

  • Leaf Chromatography Experiment to reveal the different pigments, like chlorophyll, that are present in a plant's leaves

  • An experiment to demonstrate phototropism, which is a plant's tendency to grow and bend towards a light source.

• Ecosystem Health Check: This will be an introduction to indicator species and simple tests to assess the health of a local ecosystem, such as a water body. If a nearby pond or stream is accessible, students can conduct a simple water quality test. They can collect water samples and use test strips to measure pH, dissolved oxygen, and other parameters. They can also look for macroinvertebrates, which are key indicators of water quality. Students then compare their findings to a provided chart to determine the "health score" of the water body, linking human actions to ecosystem health.

 

Cluster 5: Historical & Systems Thinking

​

These activities encourage students to think holistically about the relationship between human civilizations and the environment.

• Civilization Decline Role-Play. This activity will help understand how environmental factors like climate, water, and soil can contribute to the decline of civilizations. Students are divided into groups, each representing a historical civilization (e.g., the Maya, the Indus Valley). They are given a brief on their civilization's rise, location, ecological aspects, resources, technological and resource constraints, and other key features. The teacher then introduces a challenge or an environmental crisis (e.g., a prolonged drought, soil salinization). Each group must use their knowledge to devise a strategy for their civilization to survive. This role-play encourages critical thinking about how societies rely on and impact their environment. The role play should be followed by a discussion on

  • Rise and decline of past civilizations

  • Dependence of civilizations on ecosystem health and balance

  • Climate, water, and soil challenges to a civilization

  • A discussion on our current civilization based on the above

• The Story of a (Local) River: The class should trace the historical and ecological journey of a local (if not available, then regional or national) river, connecting its past, present, and future. Students choose a river and research its history: its natural course, the civilizations that settled along it, and how human activities (dams, pollution, etc.) have changed it over time. They create a visual timeline or a detailed map showing key historical events alongside ecological changes. This activity integrates geography, history, and environmental science to show how a single natural feature can be a mirror of human civilization.

• Garbage Archaeology: This is about analyzing personal or household waste to understand consumption patterns and resource use. Students are asked to collect and categorize their household waste for a single day or a week. They sort the waste into different types (plastic, paper, organic, metal) and weigh each category. They then use the data to calculate their family's "garbage footprint" and brainstorm ways to reduce waste and a discussion on a more sustainable consumption lifestyle .

 

Cluster 6: Art & Beauty in Nature

​

• Nature’s Patterns & Textures: Continue the activity in Grade 5 to observe and replicate patterns, textures, and forms found in nature but this time try using a variety of art mediums. On a nature walk, students can try to find and document at least five different patterns (e.g., the veins of a leaf, the bark of a tree, the spiraling of a shell) and textures (rough, smooth, bumpy). Back in the classroom, they choose one pattern and one texture to recreate using art materials like charcoal, watercolor, or clay. This exercise encourages close observation and appreciation for the intricate details of the natural world.

• "Life of a Drop of Water" Story: This activity can creatively illustrate the water cycle and the journey of water through an ecosystem. Each student is given a large piece of paper divided into a storyboard. They must imagine themselves as a single drop of water and illustrate its journey through different parts of the ecosystem—from a cloud to a river, to a plant, and back into the atmosphere. They use drawings and short sentences to tell the story, which helps them appreciate the interconnectedness of the water cycle.

• Botanical Art Journal: This activity is to document the details and beauty of local plant life through formal observation and detailed drawing. Students are introduced to the practice of botanical illustration. They are each given a plant specimen (e.g., a leaf, a flower) and a magnifying glass. They spend time observing every detail—veins, edges, colors, and textures. Using pencil and colored pencils, they create a detailed drawing of the specimen in a journal, noting key features. This activity combines scientific observation (classification) with artistic expression.

• “Nature in Literature” activity mentioned in Grade 5 should also continue this year.

 

Cluster 7: Integrated Projects

​

This final cluster includes large-scale projects that synthesize learning from multiple areas.

• The “Sustainable City” Design Challenge

  • Objective: To apply knowledge of energy, matter, water, and biodiversity to design a sustainable community.

  • Description: Working in teams, students are given a hypothetical piece of land and a list of natural resources available. Their task is to design a small, sustainable city. They must create a blueprint that includes a renewable energy system, a plan for water conservation and management, a waste-management system, and green spaces for biodiversity. They present their designs, explaining their choices and the ecological principles behind them.

• The School Garden as year-long lab

  • Objective: To experience the process of sustainable agriculture and a local food system firsthand.

  • Description: The school garden serves as an ongoing, year-round project. Students are involved in every step: preparing the soil, planting different crops, monitoring water use, and observing the insects and birds that visit. They can track the energy and materials used (e.g., water from the tap, compost from cafeteria waste) and calculate the yield. This project seamlessly integrates soil, water, agriculture, energy, and biodiversity concepts.