SCIENCE YEAR 6

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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2/15

Weeks/Dates


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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3/15

Weeks/Dates


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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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

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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


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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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.

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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.

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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

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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

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10/15

Learning Area: 2 . Waste management

Weeks/Dates


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

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11/15

Weeks/Dates


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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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.

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13/15

THEME D: INVESTIGATING THE EARTH AND THE UNIVERSE

Learning Area: 1.Eclipses

Weeks/Dates


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

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14/15

THEME: E. INVESTIGATING TECHNOLOGY

Learning Area: 1 . Machine

Weeks/Dates


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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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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Documents

SCIENCE YEAR 6