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    SCIENCEYEAR 6 2012

    YEARLY PLAN 2012SCIENCE YEAR 6

    WEEK/DATE

    LEARNINGOBJECTIVES

    LEARNING OUTCOMESSCIENCE PROCESS

    SKILLSMANIPULATIVE SKILLS SUGGESTED LEARNING ACTIVITIES VOCABULARY

    Investigating Living Things: 1.0 Interaction Among Living Things

    W 104-06.01.12

    1.1 Understanding thatsome animals live ingroups and others livein solitary.

    i. State that some animals livein groups.

    ii. State that some animals livein solitary.

    iii. Give examples of animalsthat live in group.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimenting

    Communicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils view a video on animal that livein group or in solitary.

    Pupils gather information and giveexamples of animal that live in groupand solitary.

    Solitary-menyendiriSafety-keselamatanCooperation-bekerjasamaCompetition-persiangan

    i. Give examples of animalsthat live in solitary.

    ii. Explain why animals live ingroup.

    iii. Explain why animals live insolitary.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils gather information and giveexamples of animal that live in groupand solitary.

    Pupils discuss why animals live ingroups, e.g.a) for safetyb) for food

    Pupils observe how ants live togather ina vivarium.

    Pupils discuss why animals live insolitary, e.g.

    a) to avoid competition for foodb) to avoid competition for space.

    W 209-13.01.12

    1.2 Understanding thatcompeition is a form ofinteraction amongliving things.

    i. State that cooperation is aform of interaction amonganimals.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting Data

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus

    Pupils discuss why animalscooperation, e.g.a) easier to get foodb) easier to get or find shelter

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    SCIENCEYEAR 6 2012

    Defining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Store scientificapparatus

    i. State that living thingsinteract with one another inthe environment.

    ii. State that competition is a

    form of interaction.iii.

    ObservingClassifyingMeasuring and UsingNumbers

    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimen

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils view video on interaction amonglivng things in various habitats.

    Pupils discuss and give examples of

    interaction among living things.

    W 316-20.01.12

    i. List the factors that animalscompete for.

    ii. Give reasons why animalscompete.

    iii. List factors that plants

    compete for.

    ObservingClassifyingMeasuring and UsingNumbersMaking Inferences

    PredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully

    -Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss that competition is aform of interaction.

    Pupils view video or computersimulation of competition among

    animals.

    Pupils discuss and list the factors thatanimals compete for:a) foodb) waterc) mated) shelterd) territory/ space

    Pupils carry out activities to observeanimals competing for food.e.g. fish orbird.

    Pupils discuss that animals compete

    because 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

    Pupils view a video or pictures of plantsin the forest. Based on the video orpictures pupils discuss why plants in theforest have different heights.

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    SCIENCEYEAR 6 2012

    Pupils carry out activities to observecompetition among plants.

    Pupils discuss that plants compete for:a) sunlightb) waterc) spaced) nutrient

    W 423-27.01.12

    ChineseNew Year

    i. Give reasons why plantscompete with each other.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss and conclude that plantscompete because of:a) limited sunlight that can reach themb) limited water resourcesc) limited spaced) limited nutrient.

    1.3 Understanding theresponsibility of humanbeings in protectingendangered species.

    i. Give examples of extinctanimals.

    ii. Give exmples ofendangered animals.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils view a video or pictures of efanimals that are extinct, e.g. dinosaurs.

    Pupils view a video or pictures ofendangered animals and plants, e.g.tiger turtle, orang utan, panda,rhinoceros and rafflesia and pitcherplant.

    Rafflesia-bunga pakmaHornbill-burung enggangConservation-pemuliharaanProtection-perlindunganEndangered-terancamExtinct-pupusExcessive-berleluasaThreat-ancamanLogging-pembalakanConsume-menggunakanEnforcement-penguatkuasaan

    i. Give examples of

    endangered plants.ii. Explain why certain animals

    or plants are facing thethreat of extinction.

    i. Suggest ways to preventanimals from extinction.

    Observing

    ClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking Hypotheses

    -Use and handle

    scientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss and conclude that

    certain animals and plants are facingthe threat of extinctionbecauseofhuman activities such as illegal orexcessive:a) loggingb) huntingc) development

    Discuss ways to prevent animals anfplants from extinction, e.g.a) campaign againstexcessive logging

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    SCIENCEYEAR 6 2012

    ExperimentingCommunicating

    b) educating the public about theimportance of protecting andconserving animals and plantsc) avoid consuming or buying productsmade from endangered speciesd) enforcing the law

    W 530.01.12-03.02.12

    1.4 Knowing the impactof human activities onenvironment

    i. Give examples ofenvironmental destructioncaused by human.

    ii. Explain how humanactivities causeenvironmental destruction.

    iii. Predicting what will happento the earth if humanactivities are not controlled.

    ObservingClassifyingMeasuring and Using

    NumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances

    -Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils view video on or see pictures ofenvironmental destruction caused byhuman activities, e.g.

    a) erosionb) lanslidec) flash-floodd) water pollutione) air pollution

    Pupils view video and discuss humanactivities that caused destruction to theenvironment, e.g.a) illegal and excessive loggingb) illegal and excessive huntingc) improper management ofdevelopment.

    Pupils discuss what will happen to the

    earth if human activities that causedenvironmental destructions are notcontrolled.

    Pupils prepare a scrap book onenvironmental destructions caused byhuman activities and steps taken toreduce its effects.

    Balance of nature-keseimbangan alamIllegal logging-pembalakan

    haramIllegeal hunting-pemburuanharamLanslide-tanah runtuhFlash-flood-banjir kilatPollution-pencemaranErosion-hakisanDisaster-bencanaDestruction-kemusnahan

    Investigating Force and Energy: 1.0 Force

    1.1 Understanding thatpush and pull areforces

    i. State that push and pull areforces.

    ii. State that force cannot beseen but its effects can be

    observed.

    ObservingClassifyingMeasuring and UsingNumbers

    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimen

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils push and pull each others palmsto feel the effect of forces.

    Pupils discuss and conclude that push

    and pull are forces.

    Based on the above activity pupilsdiscuss and conclude that a forcecannot be seen but its effects can beobserved.

    Pull-tarikanPush-tolakanForce-dayaPalm-tapak tangan

    W 606-10.02.12

    1.2 Understanding theeffects of a force

    i. State that a force can movea stationary object.

    ObservingClassifying

    -Use and handlescientific apparatus and

    Pupils carry out activities and discussthe effects of pushing.

    Speed-kelajuanStationary-pegun

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    SCIENCEYEAR 6 2012

    ProphetMuhammads Birthday

    ii. State that a force canchange a motion of anobject.

    iii. State that a force canchange a shape of anobject.

    Measuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling Variables

    Making HypothesesExperimentingCommunicating

    substances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    a) stationary objectb) a moving ball

    Pupils press, twist or squeez objectssuch as plasticine, sponge and spring.

    Pupils observe and discuss the effectsof forces.

    Pupils discuss and conclude that aforce can:a) move the stationary objectb) stop a moving objectc) change the direction of a movingobjectd) make an object move faster orslowere) change the shape of an object

    Moving-bergerakTwist-pulasPress-tekan

    W 713-17.02.12

    1.3 Analysing frict ion. i. State that fr iction is a typeof force.

    ii. Describe the effects offriction

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPrediciting

    Using Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens and

    appratus-Clean scientificapparatus-Store scientificapparatus

    Pupils observe an object such as abook or a coin sliding on a surface.

    Pupils discuss that friction slows downa moving object an conclude thatfriction os a force.

    Pupils carry out activities that involvefriciton, e.g.a) open the lid of a jar with dry hands,b) open the lid of a jar with oily hans.

    Pupils discuss and conclude that it iseasier to open the lid of a jar with dryhands because of a greater friction.

    Pupils carry out activities that involvefricition, e.g.a) rubbing their palms,b) pulling a heavy object,c) rubbing an eraser against a surface.

    Based on the above activities pupilsexplain that the effects of fricition:a) their palms become warmerbecause friction produces heat,b) it is difficult to move the objectbecause friction oppose motion,c) the eraser becomes smaller becausefriciton causes wear and tear.

    Pupils list and discuss the effects of

    Friction-geseranAerodynamic-aerodinamikOppose-bertentanganWffect-kesanReduce-kurangkanIncrease-menambahkan

    Surface in contact-permukaan yang bersentuhan

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    SCIENCEYEAR 6 2012

    friction in everyday life.

    i. Describe ways to reducefriction.

    ii. Describe ways to increasefriction.

    iii. State the advantages ffriction.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-Time

    RelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus

    -Clean scientificapparatus-Store scientificapparatus

    Pupils compare the effects of friction byrubbing their palms:a) with oil,b) without oil.

    Pupils discuss and conclude that oilreduces friction.

    Pupils suggest various ways to reducefriciton.

    Pupils carry out activities to test theirsuggestions.

    Pupils gather rinformation on theadvantages anf disadvantages of fricitinon everyday life.

    W 820-24.02.12

    Monthly

    Test

    i. State the advantages offriciton.

    ii. Conclude that frictionoccurs when two surfaces

    are in contact.iii. Design a fair test to find out

    how different types ofsurfaces affect the distancea trolley moves by decidingwhat to keept he same andwhat to measure.

    ObservingClassifyingMeasuring and UsingNumbers

    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimen

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss varous situasion wherefriciton occurs and conclude that frictionis produced when surfaces are incontact with one another.

    Pupils plan and carry out an experimentt investigate how different types ofsurfaces affect the distance a trolleymoves.

    Learning about the World around Us: Movement

    2.1 Understandingspeed.

    i. State than an object whichmoves faster travels alonger distance in a giventime.

    ii. State that an object thatmoves faster takes ashorter time to travel agiven distance.

    iii. State what speed is.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils carry out activities to:a) compare the distance travelled inagiven time by two moving objects,b) compare the tima taken by twomoving objects to travel a givendistance.

    Pupils discuss and conclude that:a) an object which moves faster travelsa longer distance in a given time,b) an object which moves faster takes ashorter time to travel a given distance.

    Pupils conclude that:

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    SCIENCEYEAR 6 2012

    a) speed is a measuremet of how fastan object moves,b) speed can be calculated by using theformula speed = distance/ time.

    W 927.02.12-02.03.12

    i. Solve problem using theformula.

    ObservingClassifyingMeasuring and UsingNumbers

    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimen

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils solve problems using theformula.

    Learning about the World around Us: Food preservation

    1.1 Understanding foodspoilage.

    i. Describe what spoit food is.ii. Identify characteristic of

    spoilt food.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    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 followig characterisrics:a) unpleasant smell,b) unpleasant taste,c) changed colour,d) changed texture,e) mouldy.

    i. State that microorganismcan spoil food.

    ii. State the conditions formicroorganisms to grow.

    ObservingClassifyingMeasuring and UsingNumbers

    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimen

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils carry out activity to observe thatfood turns bad by leaving a slice ofbread in the open for a few days.

    Pupils discuss and conclud thatmicroorganisms need certain conditionto grow:a) air,b) water,c) nutrient,d) suitable temperature,e) suitable acidity.

    W 10 MID SEMESTER I EXAMINATION

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    05-09.03.12

    10-18.03.12 MID SEMESTER I BREAK

    W 1119-23.03.12

    1.2 Sythesizing theconcept of foodpreservation.

    i. Describe ways to preservefood.

    ii. Give examples of food foreach type of foodpreservation.

    iii. Give reasons why each way

    of food preservation is used.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPrediciting

    Using Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens and

    appratus-Clean scientificapparatus-Store scientificapparatus

    Pupils find information about ways topreserve food and examples of food foreach type of preservation, i.e.a) drying,b) boiling,c) cooling,

    d) vacuum packing,e) pickling,f) freezing,g) bottling/canning,h) pasteurising,i) salting,

    j) smoking,k) waxing.

    Pupils discuss and explain why theabove ways are used to preserve food.

    Drying-pengeringanPicking-penjerukanHeating-pemanasanVacuum packing-pembungkusan vakumCooling-pendinginan

    Freezing-penyejukbekuanBottling-pembotolanCanning-pengetinanSmoking-salaiSalting-pengasinan

    i. State what foodpreservation is.

    ii. Design an carry out aproject to preserve a given

    food.

    ObservingClassifyingMeasuring and UsingNumbers

    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimen

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils view video or visit food factory toobserve how food is processed andpreserved.

    Pupils discuss that food preservation isa process of slowing down the foodfrom becoming bad.

    Pupils carry out a project on foodpreservation to preserve a given food.

    W 1226.03.12-30.03.12

    Monthly

    Test

    1.3 Realising theimportance ofpreserving food.

    i. Give reasons why we needto preserve food.

    ii.

    ObservingClassifyingMeasuring and UsingNumbersMaking Inferences

    PredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully

    -Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss and give reasons whywe need to preserve food, e.g.a) the food will last longer,b) the food is easy to store,c) to reduce wastage of food.

    Learning about the World around Us: 2.0 Waste Management

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    2.1 Understanding theeffects of improperdisposal of waste onthe environment.

    i. Identify types of waste inthe environment.

    ii. Identify sources of waste.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting Data

    Defining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus

    -Store scientificapparatus

    Pupils observe various waste in arubbish bin, e.g. plastic, glass, chemicalwaste, organic waste and metal.

    Pupils view video on various wastesfrom factories, food stalls and market.

    Harmful effects-kesan burukWaste disposal-pembuanganbahan buangan

    W 1302-06.04.12

    Good Friday

    i. State the improper ways ofwaste disposal.

    ii. State the proper ways ofwaste disposal.

    iii. Describe the harmful effectsof improper waste disposal.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining Operationally

    Controlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientific

    apparatus

    Pupils view videos on various wastesfrom factories, food stalls and market.

    Pupils gather information on:a) sources of waste,b) various ways of waste disposal

    Pupils discuss and classify the properand improper ways of waste disposal.

    Pupils discuss the harmful effects ofimproper waste disposal, e.g.a) air pollution,b) water pollution,c) sickness and diseases,d) acid rain,e) flash flood.

    i. Describe how waste isdisposed in a local area.

    ii. Suggest ways to improvewaste disposal.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-Time

    RelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus

    -Clean scientificapparatus-Store scientificapparatus

    Pupils gather information on how wastein a local area is disposed.

    Pupils discuss and suggest ways toimprove waste disposal in a local area.

    Pupils visit a waste mangement centre

    or listen to a talk to gather informationon how waste is treated.

    W 1409-13.04.12

    2.2 Understanding thatsome waste can decay.

    i. State that certain waste candecay.

    ObservingClassifyingMeasuring and UsingNumbers

    -Use and handlescientific apparatus andsubstances-Handle specimen

    Pupils view videos and time-lapseclippings about waste that decay andwaste that do not decay.

    Decay-reputHarmful-berbahayaSeparate-asingkan

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    Making InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimenting

    Communicating

    correctly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    i. Give examples of waste thatcan decay.

    ii. Give examples of waste thatdo not decay.

    iii. State that microorganismscan cause waste materialsto decay.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils separate waste in a rubbish dinaccording to the categories such asvegetables, paper, glass, palstics andwood.

    Put each type into separate thick plasticbags. Place these bags in the open andobserve the changes over a period otime.

    Pupils discuss and give examples ofwaste that:a) decayb) do not decay.

    Pupils discuss and concludea)some microorganisms caused wasteto decay,b) during the decaying processnutrients are returned to the soil, in thisway they can be used again.

    W 1516-20.04.12

    i. State the advantages ofwaste decaying.

    ii. State the disadvantages ofwaste decaying.

    iii. Predict what will happen tohuman and the environmentif waste do not decay.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-Time

    RelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus

    -Clean scientificapparatus-Store scientificapparatus

    Pupils gather information and discussthe advantages and disadvantages ofdecay o waste.

    Pupils discuss and predict what willhappen to human and the environmentif waste do not decay.

    Learning about the World around Us:1.0 Eclipses

    1.1 Understanding theeclipse of the moon.

    i. State what eclipse of themoon is.

    ObservingClassifying

    -Use and handlescientific apparatus and

    Pupils use modles to simulate themovement of the Earth, the Moon and

    Eclipse-gerhanaPosition-kedudukan

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    SCIENCEYEAR 6 2012

    ii. State the position of theMoon, the Earth and theSun during the eclipse ofthe Moon.

    iii. Explain why eclipse of theMoon occurs.

    Measuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling Variables

    Making HypothesesExperimentingCommunicating

    substances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    the Sun.

    Pupils view a video or computersimulation about partial and totaleclipse of the Moon.

    Pupils discuss and conclude thateclipse of the Moon occurs because:a) the Earth is between the Moon and

    the Sun, andb) the Earth, the Moon and the Sun arepositioned in a straight line.

    Pupils draw diagrams to show theposition of the Moon, the Earth and theSun during the eclipse of the Moon.

    Partial eclipse-gerhanaseparaTotal eclipse-gerhana penuh

    W 1623-27.04.12

    MonthlyTest

    1.2 Understanding theeclipse of the Sun.

    i. State what the eclipse of theSun is.

    ii. State the positio n of theMoon, the Earth and theSun during the eclipse ofthe Sun.

    iii. Explain why eclipse of Sun

    occurs.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-Time

    RelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus

    -Clean scientificapparatus-Store scientificapparatus

    Pupils discuss that the eclipse of theSun occurs during day time.

    Pupils view video or computersimulation about partial and totaleclipse of the Sun.

    Pupils discuss and conclude thateclipse of the Sun occurs because:a) the Moon is between the Earth andthe Sun,b) the Earth, the Moon and the Sun arepositioned in a straight line.

    Pupils draw diagrams to show thepositionof the Moon, the Earth and theSun during during the eclipse o theSun.

    i. Predict the scenario on theEarth during the eclipse ofthe Sun.

    ObservingClassifyingMeasuring and Using

    NumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances

    -Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss and predict the scenarioon the Earth during the eclipse of theSun.

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    Learning about the World around Us: 1.0 Machine

    W 1730.04.12-04.05.12

    Labour Day

    1.1 Understadingsimple machine.

    i. Explain what simplemachine is.

    ii. State types of simplemachine.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-Time

    RelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus

    -Clean scientificapparatus-Store scientificapparatus

    Pupils try to remove the lid of a tin using:a) bare hands,b) spoon.

    Pupils compare the difficulty to completethe task and discuss the function of thetool.

    Pupils discuss that simple machine is adevice that allows us to use less force tomake work easier or faster.

    Pupils examine and manipulate thefollowing simple machines:a) wheel and axle,b) lever,c) wedge,d) pulley,e) gear,f) inclined plane,g) screw.

    Lid-penutupWheel and axle-roda dangandarLever-tuasWedge-bajiPulley-takalGear-gear

    Inclined plane-satahcondongScrew-skru

    i. Give an example for eachtype of simple machine. ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils discuss types and examples ofsimple machines.

    Pupils walk a round the school compoundand identify various types of simplemachines.

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    1.2 Analysing a

    complex machine.

    i. Identify simple machines in

    a complex machine.ii. Conclude that a complexmachine is made up ofmore than one simplemachine.

    Observing

    ClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimenting

    -Use and handle

    scientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus-Store scientificapparatus

    Pupils identify the simple machines in a

    bicycle or a wheel barrow.

    Pupils discuss and conclude that acomplex machine is a machine made upof more than one simple machine.

    Wheel-barrow-kereta

    sorong.

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    SCIENCEYEAR 6 2012

    Communicating

    i. Give examples of complexmachines

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationship

    Interpreting DataDefining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientific

    apparatus-Store scientificapparatus

    Pupils prepare scrap books on examplesof complex machines.

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    1.3 Appreciating theenvention of machinethat make life easier.

    i. Predicts how life is withoutmachines.

    ii. Expalin how machine canmake our lifes easier.

    iii. Design a machine to solve aproblem.

    ObservingClassifyingMeasuring and UsingNumbersMaking InferencesPredicitingUsing Space-TimeRelationshipInterpreting Data

    Defining OperationallyControlling VariablesMaking HypothesesExperimentingCommunicating

    -Use and handlescientific apparatus andsubstances-Handle specimencorrectly and carefully-Draw specimens andappratus-Clean scientificapparatus

    -Store scientificapparatus

    Pupils carry out simulation to find out howlife would be without machines.

    Pupils discuss and predict how life wouldbe without machines.

    Pupils discuss and explain how machinesmake our lifes easier.

    Pupils identify a problem and design amachine to solve the problem.

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    SEMESTER I EXAMINATION

    26.05.12-10.06.12

    SEMESTER I BREAK

    SEMESTER II

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    REVISION THEME 1

    W 325.06.12-29.06.12W 402-06.07.12

    REVISION THEME 2

    W 509-13.07.12W 616-20.07.12

    REVISION THEME 3

    W 7 REVISION THEME 4

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    SCIENCEYEAR 6 2012

    23-27.07.12W 830.07.12-03.08.12

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    REVISION THEME 5

    W 10

    13-17.08.12W 1127-31.08.12NationalDay

    MOCK UPSR EXAMINATION & MID SEMESTER II EXAMINATION

    27.08.12-04.09.12

    MID SEMESTER II BREAK

    W 1203-07.09.12W 1310-14.09.12

    MOCK UPSR EXAMINATION

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    UPSR EXAMINATION

    Lau Faang ChyiS. K. Sengayan, Kanowit. 14