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8/8/2019 SCIENCE YEAR 6
1/15
YEARLY SCHEME OF WORKSCIENCE YEAR SIX 2011
THEME: A. INVESTIGATING LIVING THINGS
Learning Area: 1 . Interaction Among Living Things
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
11.1 Understanding thatsome animals live in groupsand others live in solitary.
Pupils- State that some animals live
in groups
- State that some animals livein solitary.
- Give examples of animalsthat live in groups.
- Give examples of animalsthat live in solitary.
- Explain why animals live ingroups.
- Explain why animals live insolitary.
- State that cooperation is aform of interaction amonganimals.
Pupils view a video on animals that live inlive in groups and in solitary.
Pupils gather information and give examplesof animals that live in group and in solitary.
Pupils discuss why animals live in group, e.ga) for safetyb) for food
Pupils observe how ants live together in avivarium.
Pupils discuss why animals live in solitary,e.g
a) to avoid competition for food.b) To avoid competition for space
ClassifyingCommunicating
ObservingSpace- time relationshipMaking inferences
Solitary-menyendiri
Safety- keselamatan
Cooperation-
bekerjasama
Competition-
persaingan
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8/8/2019 SCIENCE YEAR 6
2/15
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
21.2 Understanding thatcompetition is a form ofinteraction among livingthings.
Pupils
-State that living things interact withone another in the environment.
-State the competition is a form ofinteraction .
-List the factors that animalscompete for.
- Give reasons why animals compete.
- List factors that plants compete for
-Give reasons why plants competewith each other.
Pupils view video on interaction amongliving things in various habitats.
Pupils discuss and give examples ofinteraction among living things.
Pupils discuss that competition is a form ofinteraction
Pupils view video or computer simulation ofcompetition among animals.
Pupils discuss and list the factors thatanimals compete for:
a) foodb) water c) mate
d) shelter e) territory/space
Pupils carry out activities to observe animalscompete ,e.g fish or bird
Pupils discuss that animals competebecause of :
a) limited food resourcesb) limited water resourcesc) trying to get a mate for breedingd) defending or looking for territorye) defending or looking for shelter.
.
ObservingCommunicatingMaking inferences
Interaction-interaksi
Competition-persaingan
Limited resources-
sumber terhad
Territory- wilayah
Breeding- pembiakan
Mate pasangan
Defend
mempertahankan
Space-ruang
Shlelter tempat
perlindungan
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8/8/2019 SCIENCE YEAR 6
3/15
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
3/4 Pupils view a video or pictures of plants inthe forest based on the video or pictures
pupils discuss why plants in the forest havedifferent heights.
Pupils carry out activities to observecompetition among plants
Pupils discuss that plants compete for:a) sunlightb) water c) spaced) nutrient
Pupils discuss and conclude that plantscompete because of:
a) limited sunlight that can reach themb) limited water resourcesc) l imited spaced) limited nutrient
5
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8/8/2019 SCIENCE YEAR 6
4/15
THEME: B. INVESTIGATING FORCE AND ENERGY
Learning Area: 1. Force
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes /vocabulary/Materials
6Pupils should learn :
1.1 Understanding thatpush and pull areforces.
Pupils
State that push and pull areforces.
State that force cannot be seenbut its effects can be observed.
Pupils push and pull each others palms tofeel the effect of forces.
Pupils discuss and conclude that push andpull are forces.
Based on the above activity pupils discussand conclude that a force cannot be seenbut its effects can be observed.
Observing
Communicating
Making inferences
Pull-tarikanPush-tolakanForce-dayaPalm-tapak tangan
71.2 Understanding the
effects of a forcePupils :
State that a force can move astationary objects.
State that a force can change themotion of an objects.
State that a force can change theshape of an objects.
Pupils carry out activities and discuss theeffects of pushing:a) a stationary ballb) a moving ball
Pupils press, twist or squeeze objects suchas plasticine, sponge and spring.
Pupils observe and discuss the effects offorces.
Observing
Making inferences
Communicating
Use and handle scienceapparatus and
subtances
Speed-kelajuanStationary-pegunMoving-bergerakTwist-pulasPress-tekan
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
5/15
Weeks/Dates Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
Pupils discuss and conclude that a forcecan:
a) move the stationary objectsb) stop a moving objectc) change the direction of a moving
objectd) make an object move faster or
slowere) change the shape of an object
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
8 1.3 Analysing friction Pupils
State that fiction is a type offorce
Describe the effect of friction
Describe ways to reducefriction
Describe ways to increasefriction
State the advantages of frictionState the disadvantages of friction
Conclude that friction occurswhen two surfaces are incontact
Design a fair test to find outhow different types ofsurfaces affect the distancea trolley moves by decidingwhat to keep change, whatto keep the same and whatto measure.
Pupils observe an object such as book or acoin sliding on a surface
Pupils discuss that friction slows down a
moving object an conclude that friction is aforce
Pupils carry out activities that involve friction, e.g:
a) open the lid of a jar with dry handsb) open the lid of a jar with oily hands
Pupils discuss and conclude that it is easierto open the lid of jar with dry hands becauseof greater friction
Pupils carry out activities that ivolvefriction,e.g.:
a) rubbing their palms
b) pulling a heavy objectc) rubbing an eraser against the
surface
- Observing
- Comunicating
- Interpreting data
- Making hypotheses
- Experimenting
- Classifying
- Controlling variables
Friction-geseranAerodynamic-aerodinamikOppose-bertentangan
Effect-kesanReduce-kurangkanIncrease-menambahkanSurfaces in contact-permukaan yangbersentuhan
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8/8/2019 SCIENCE YEAR 6
6/15
Based on the above activities pupils explainthe effects of friction:
a) their palms become warmerbecause friction produce heat,
b) it is difficult to move the objectbecause friction opposes motion,
c) the eraser becomes smallerbecause friction causes wear andtear.
Pupils discuss and compare the effects offriction in everyday life
Pupils compare the effects of friction byrubbing their palms
Pupils compare the effects of friction byrubbing their palms
Pupils discuss and conclude that oil reducesfriction
Pupils suggest various ways to reduce
friction.
Pupils carry out activities to test theirsuggestions
Pupils gather information on the advantagesand disadvantages of friction in everydaylife
Pupils discuss various situations wherefriction occurs and conclude that friction isproduced when surfaces are in contact withone another
Pupils plan and carry out an experiment toinvestigate how different types of surfacesaffects the distance a trolley moves.
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
7/15
THEME : B. INVESTIGATING FORCE AND ENERGY
Learning Area : 2. Movement
Weeks / Dates Learning Objectives Learning Outcomes Suggested Learning Activities Scientific SkillNotes /
Vocabulary/Materials
9 2.1 Understanding
speed
Pupils
State that an objectwhich moves fastertravels a longerdistance in a giventime
State that an objectwhich moves fastertakes a shortertime to travel a
given distance
State what speedis
Solve problemusing the formula
Pupils carry out activities to :
a) compare the distances traveled in agiven time by two moving objects,
b) compare the time taken by two movingobjects to travel a given distance
Pupils discuss and conclude that:
a) an object which moves faster travels alonger distance in a given time,
b) an object which moves faster takes ashorter time to travel a given distance.
Pupils conclude that:a) speed is a measurement of how fast
an object moves,b) speed can be calculated by using the
formula speed = distance / time
Pupils solve problems using the formula.
Scientific skills
Observing
Communicating
Using space-timerelationship
Measuring angusing numbers
Controllingvariables
Manipulative skills
Use andhandle scienceapparatus andsubstances
Store scienceapparatus
Noble values
Being honestand accuratein recordingand validating
data Being
respectful andwell-mannered
Beingsystematic
Beingcooperative
Materials needed:-
Measuringtape
Stop watch
Toy car
Choppingblock/track
Brick
Speed-rate at whichsomething moves or isdone
Distance-space fromone point to another
Time_Period betweentwo moments.
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
8/15
THEME: C. INVESTIGATING MATERIALS
Learning Area: 1 . Food Preservation
Weeks/
Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
10
1.1 Understanding foodspoilage
Pupils
Describe what spoilt foodis
Identify characteristics ofspoilt food
State thatmicroorganisms canspoilt food
State the conditions formicroorganisms to grow.
Pupils observe samples of spoilt food
Pupils discuss and conclude that spoiltfood is unsafe to eat.
Pupils conclude that spoilt food has oneor more of the following characteristics:
a) unpleasant smellb) unpleasant tastec) changed colourd) changed texture
e) mouldy
Pupils carry out an activity to observethat food turns bad by leaving a slice ofbread in the open for a few days.
Pupils discuss and conclude thatmicroorganisms can spoil food
Pupils gather information and concludethat microorganisms need certainconditions to grow.
a) air b) water c) nutr ientd) suitable temperaturee) suitable acidity
Observing
Communicating
Making inferences
Experimenting
Observing
Interpreting data
Making inferences
Making Hypotheses
Notes :Food used in theactivity should not betasted.
Medium-keadaan
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
9/15
THEME: C. INVESTIGATING MATERIALS
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific SkillsNotes /
Vocabulary/Materials
Learning Area : 1. Food Preservation
11
1.2 Synthesising theconcept of foodpreservation
Pupils should able to:
Describe ways to preserve food
Give examples of food for eachtype of food preservation
Give reasons why each way offood preservation is used
Pupils find information about ways to preservefood and examples of food for each type ofpreservation, i.e:
a) drying
b) boiling
c) cooling
d) vacuum packing
e) pickling
f) freezing
g) bottling/canning
h) pasteurizing
i) salting
j) smoking
k) waxing
Pupils discuss and explain why the above waysare used to preserve food.
Pupils view a video or visit food factory toobserve how food is processed and preserved.
Communicating
Making inference
Interpreting data
Observing
Drying- pengeringan
Pickling-penjerukan
Heating-pemanasa
Vacuum packing-pembungkusan vakum
Cooling-pendinginan
Freezing-penyejukbekuan
Bottling-pembotolan
Canning-pengetinan
Smoking-pengasapan
Salting-pengasinan
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
10/15
Learning Area: 2 . Waste management
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
142.1 Understanding the
effects of improperdisposal of waste on theenvironment
Pupils Identify types of waste in
the environment.
Identify sources of waste
State the improper ways ofwaste disposal
State the proper ways ofwaste disposal.
Describe the harmful effectsof improper waste disposal
Describe how waste isdisposed in a local area
Pupils observe various waste in a rubbishbin, e.g plastic, glass, chemical waste,organic waste, and metal
Pupils view video on various waste fromfactories, food stalls and market.
Pupils gather information on:a) source of wasteb) various wastes of waste disposal
Observing.Classifying.Communicating
Harmful effects -kesan buruk
Waste disposal-
pembuangan bahan
buangan
Rubbish bin
CD
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
11/15
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
15 Suggest ways to improvewaste disposal
Pupils discuss and classify the proper andimproper ways of waste disposal
Pupils discuss the harmful effects ofimproper waste disposal:
a) air pollut ionb) water pollutionc) sickness and diseasesd) acid raine) f lash-f lood
Pupils gather information on how waste in alocal area is disposed
Pupils discuss and suggest ways toimproper waste disposal in a local area.
Pupils visit a waste management centreor listen to a to gather information on howwaste is treated
16 2.2 Understanding thatsome waste can decay.
Pupils
State that certain waste candecay
Give examples of waste thatcan decay
Give examples of waste thatdo not decay
State that microorganismscan cause waste materials
to decay State the advantages of
waste decaying
State the disadvantages ofwaste decaying
Predict what will happen tohuman and the environmentif waste do not decay
Pupils view videos and time-lapse clippingsabout waste that decay and waste that donot decay
Pupils separate waste in a rubbish binaccording to the categories such asvegetables, paper, glass, plastic and wood.Put each type into separate thick plasticbags. Place these bags in the open andobserve the changes over a period of time.
Pupils discuss and give examples of wastethat :
a) decayb) do not decay
Observing.Classifying.Predicting.
Biodegradable material
are materials that can
be decayed by
microorganisms.
Certain plastics are
biodegradable.
Decay reput
Harmful merbahaya
Separate asingkan.
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8/8/2019 SCIENCE YEAR 6
12/15
Pupils discuss and concludea) some microorganisms caused
waste to decayb) during the decaying process
nutrients are returned to the soil, inthis way they ca be used again
Pupils gather information and discuss theadvantages and disadvantages of decay ofwaste.
Pupils discuss and predict what will happento a human and the environment if waste donot decay.
CD
Vegetables.
Paper.
Glass.
Plastic.
Wood.
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
13/15
THEME D: INVESTIGATING THE EARTH AND THE UNIVERSE
Learning Area: 1.Eclipses
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
17 1.1 Understanding theeclipse of the moon
Pupils
State that eclipse of themoon is
State the position of theMoon, the Earth ad the Sunduring the eclipse of themoon
Explain why eclipse of theMoon occurs
Pupil use models to simulate the movementof the Earth, the Moon and the Sun
Pupils view video or computer simulationabout partial and total eclipse of the moon
Pupils discuss and conclude that eclipse ofthe moon occurs because :
a) the Earth is between the Moon andthe Sun, and
b) the Earth , the Moon and the Suare positioned in a straight line
Pupils draw diagrams to show the position ofthe Moon , The Earth and the Sun during theeclipse of the Moon
Observing
Making Inferences.
Predicting.
Communicating.
Interpreting data
Definingoperationally.
Experimenting.
Eclipse-gerhanaPosition-kedudukanPartial eclipse-gerhanaseparaTotal eclipse gerhanapenuh
18 1.2 Understanding theeclipse of the sun
Pupils
State what eclipse of thesun is
State the position of theMoon, the Earth and the Sunduring the eclipse of the sun
Predict the scenario on theEarth during the eclipse ofthe sun
Pupils use models to stimulate themovement of the Earth , the Moon and theSunPupils discuss that the eclipse of the sunoccurs during daytimePupils discuss and conclude that eclipse ofthe sun occurs because:
a) the Moon is between the Earth andthe Su
b) the Earth, the Moon and the Sunare positioned in a straight line
Pupils draw diagrams to show the position ofthe Moon, the Earth and the Sun during theeclipse of the sun
Pupils discuss and predict the scenario onthe Earth during the eclipse of the Sun
azhar71_skkks@yahoo.com.my
8/8/2019 SCIENCE YEAR 6
14/15
THEME: E. INVESTIGATING TECHNOLOGY
Learning Area: 1 . Machine
Weeks/Dates
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/vocabulary/Materials
19 1.1 Understanding simplemachine
Pupils
Explain what simplemachine is
State types of simplemachines
Give an example for eachtype of simple machine
Pupils try to remove the lid of a tin using
a) bare handsb) spoon
Pupils compare the difficulty to complete thetask and discuss the function of the tool
Pupils discuss that a simple machine is adevice that allows us to use less force tomake work easier or faster
Pupils examine and manipulate the followingsimple machine
a) wheel and axleb) lever c) wedged) puller e) gear f) inclined planeg) screw
Pupils discuss that types of simple machines
Pupils walk around the school compound
and identify various type of simple machine
Observing
Classifying
Comunicating
lid-penutupwheel and axle- rodadan gandarlever-tuaswedge-bajipulley-takalgear-gearinclined plane-satahcondongscrew-skru
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8/8/2019 SCIENCE YEAR 6
15/15
20 1.2 Analysing a complexmachine
Pupils
Identify simple machines ina complex machine
Conclude that a complexmachine is made up of morethan one simple machine
Give examples of complex
machines
Pupils identify the simple machines in abicycle or a wheel barrow
Pupils discuss and conclude that a complexmachine is a machine made up of more thanone simple machine
Pupils prepare scrap books on examples ofcomplex machines
Observing
Comunicating
Classifying
Wheel barrow- keretasorong
21 1.3 Appreciating theinvention of machines thatmake life easier
Pupils
Predict how life is withoutmachines
Explain how machines canmake our lives easier
Design a machine to solve a
problem
Pupils carry out simulation to find out howlife would be without machines
Pupils discuss and predict how life would bewithout machines.
Pupils discuss and explain how machinesmake our lives easier
Pupils identify a problem and design amachine to solve the problem.
Encourage pupils toreuse materials andrecycle materials
Predicting
Making Inferences
Communicating
Defining operationally
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