Science Year 6-2013

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YEARLY SCHEME OF WORK 2013SCIENCE YEAR SIX

FIRST TERM

Investigating Living Things

1. Interaction among living things

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

W1

(2 - 4 Jan)

1.1. Understandingthat some animalslive in groups andothers live insolitary.

Pupils

State that some animals live ingroups.

State that some animals live insolitary.

Give examples of animals thatlive in groups.

Give examples of animals that

live in solitary.

Explain why animals live insolitary.

Explain why animals live ingroups.

Explain why animals live insolitary.

State that cooperation is a formof interaction among animals.

Pupils view a video on animals thatlive in groups and in solitary.Pupils gather information and giveexamples of animals that live in group

and in solitary.Pupils discuss why animals live ingroups, e.g

a) for safety,b) for food.

Pupils discuss why animals live insolitary, e.g.

a) to avoid competition forfood,

b) to avoid competition forspace.

Observing

Communicating

Teacher can prepare a

vivarium of an ant colony

two weeks before the

lesson.

Solitary menyendiri

Safety keselamatan

Cooperation

bekerjasama

Competition - persaingan

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W2

(7 - 11 Jan)

1.2 Understanding thatcompetition is aform of interaction

among living things

State that living things interactwith one another in theenvironment.

State that competition is a formof interaction.

List the factors that animalscompete for.

Give reasons why animalscompete

List factors that plants competefor.

Give reasons why plantscompete with each other.

Pupils view video on interactionamong living things in varioushabitats.Pupils discuss and give examples ofinteraction among living things.Pupils discuss that competition is aform of interaction.Pupils view video or computersimulation of competition amonganimals.Pupils discuss and list the factors thatanimals compete for;

a) food,b) water,c) mate,d) shelter,e) territory / space.

Pupils carry out activities to observeanimals competing for food, e.g. fishor bird.

Pupils discuss that animals competebecause of:

a) limited food resources,b) limited water resources,c) trying to get a mate for

breeding,d) defending or looking for

shelter.

Pupils view a video or pictures ofplants in the forest. Based on thevideo or pictures pupils discuss whyplants in the forest have differentheights.

Pupils carry out activities to observecompetition among plants.

Observing The video should include

various types of

interaction such as

competition and

coorperation.

Interaction interaksi

Competition

persaingan

Limited resources

sumber terhad

Territory wilayah

Breeding pembiakan

Mate pasangan

Defend

mempertahankan

Space ruang

Shelter tempat

perlindungan

These activities can beprepared earlier becausethey may take some timeto show results.Suggestion:

a) green beans,b) Maize.

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W3

(14 - 18Jan)

W4

(21 - 25Jan)

1.3 Understanding theresponsibility ofhuman beings inprotectingendangered

species

Pupils

give examples of extinct animal.

Give examples of endangeredanimal.

Give examples of endangered

plant. Explain why certain animals or

plants are facing the threat ofextinction.

Suggest ways to prevent animalsand plants from extinction.

Pupils discuss that plants competefor;

a) sunlight,b) water,c) space,d) nutr ient .

Pupil discuss and conclude thatplants compete because of:

a) limited sunlight that canreach them,

b) limited water resources,c) l imited space,d) limited nutrient.

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

endangered animals and plants, e.g.tiger, turtle, orang utan, panda,rhinoceros and rafflesia and pitcherplant.Pupils discuss and conclude thatcertain animals and plants are facingthe threat of extinction because ofhuman activites such as illegal orexcessive:

a) logging,b) hunting,c) development.

Discuss ways to prevent animals andplants from extinction, e.g.

a) campaign against excessivelogging,

b) educating the public aboutthe importance of protectingand conserving animals andplants,

c) avoid consuming or buyingproducts made fromendangered species,enforcing the law.

ObservingRafflesia bunga pakmaHornbill burungenggangConservation pemuliharaanProtection pelindunganEndangered terancamExtinct pupusExcessive berleluasaThreat ancamanLogging pembalakanConsume menggunakanEnforcement -penguatkuasaan

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W5

(29 - 31Jan)

**1 Feb**Cuti HariWlayah

W6

(4 - 8 Feb)

1.4 Knowing the impact ofhuman activities onenvironment

Pupils

Give examples of environmentaldestruction caused by human.

Explain how human activities

cause environmental destruction. Predict what will happen to the

Earth if human activities are notcontrolled.

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

a) erosion,b) landsl ide,c) f lash-f lood,d) water pollution,e) air pollution.

Pupils view a video and discusshuman activi ties that causedestruction to environment, e.g.

a) illegal and excessivelogging,

b) illegal and excessivehunting,

c) improper management ofdevelopment.

Pupils discuss what will happen to the

Earth if human activities that causedenvironment destructions are notcontrolled.

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

Observing Balance of nature kesimbangan alamIllegal logging pembalakan haramIllegal hunting pemburuan haramLandslide tanah runtuhFlash-flood banjir kilatPollution pencemaranErosion hakisanDisaster bencanaDestruction -kemusnahan

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Learning Area: B. Investigating Force and Energy


W7

(13 15Feb)

W8

(18 22Feb)

1. Force

1.1 Understanding thatpush and pull areforces.

1.2 Understanding theeffects of a force

Pupils

State that push and pull areforces.

State the force cannot be seenbut its effect can be observed.

Pupils

State that a force can move astationary object.

State that a force can change the

motion of an object. State that a force can change the

shape of an object.

Pupils push and pull each others palm

to feel the effect of forces.

Pupils discuss and conclude that pushand pull are forces.

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

Pupils carry out activities and discussthe effects of pushing

a stationary ball,a moving ball.

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

Pupils observe and discuss the effectsof forces.Pupils discuss and conclude that aforce can:a) move the stationary object,b) stop a moving object,c) change the direction of a moving

object,d) make an object move faster or

slower,e) change the shape of an object

Observing

Communicating

Making inferences

Observing

Making inferences

Communicating

Classifying

Handle specimenscorrectly and carefully

Pull tarikan

Push tolakan

Force daya

Palm tapak tangan

Speed kelajuan

Stationary pegun

Moving bergerak

Twist pulas

Press - tekan

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W9

(25 Feb 01 Mac)

W10

(4 - 8 Mac)

1.3 Analysing friction Pupils :

State that friction is a type offorce.

Describe ways to reduce friction.

Describe ways to increasefriction.

State the advantages of friction

State the disadvantages offriction

Conclude that friction occurswhen two surfaces are incontact.

Design a fair test to find out howdifferent types of surfaces affectthe distance a trolley moves bydeciding what to change, what tokeep the same and what tomeasure.

Pupils observe an object such as abook or a coin sliding on a surface.Pupils discuss that friction slows down amoving object and conclude that frictionis a force.

Pupils carry out activities that involvefriction, e.g.

a) open the lid of a jar with dryhands,

b) open the lid of a jar with oilyhands.

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

Pupils carry out activities that involvefriction, e.g.

a) rubbing their palms,b) pulling a heavy object,

c) rubbing an eraser against asurface.

Based on the above activities, pupilsexplain the effects of friction:

a) their palms become warmerbecause friction producesheat,

b) it is difficult to move the objectbecause friction opposesmotion,

c) the eraser becomes smallerbecause friction causes wearand tear.

Pupils list and discuss the effects offriction in everyday life.Pupils compare the effects of friction byrubbing their palms:

a) without oi l,b) with oil.

Observing

Communicating

Predicting

friction geseranaerodynamic-aerodinamikoppose-bertentanganeffect-kesanreduce-kurangkanincrease-menambahkansurfaces in contact permukaan yangbersentuhan

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Pupils discuss and conclude that oilreduces friction.

Pupils suggest various ways to reducefriction.

Pupils gather information on theadvantages and disadvantages offriction in everyday life.

Pupils discuss various situations wherefriction occurs and conclude that frictionis produced when surfaces are incontact with one another.

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

W11

(11 15Mac)

W12

(18 - 22Mac)

UJIANFORMATIF1

2. Movement

2.1 Understanding speed

Pupils :

State that an object which movesfaster travels a longer distance ina given time.

State that an object which movesfaster takes a shorter time totravel a given distance.

state what is speed.

Solve problem using the formula.

Pupils carry out activities to:

a) compare the distance traveled in agiven time by two moving objects,

b) compare the time taken by twomoving objects to travel a givendistance.

Pupils discuss and conclude that:a) an object which moves faster

travels a longer distance in agiven time,

b) an object which moves fastertakes a shorter time to travel agiven 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 theformula.

Observing

Communicating

Classifying

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Investigating Materials

1. Food preservation


W13

(1 5 Apr)

W14

(8 12 Apr)

1.1 Understanding foodspoilage

Pupils

Describe what spoilt food is.

Identify characteristics ofspoilt food.

State that microorganismscan spoil food.

State the conditions formicroorganisms to grow.

Pupils observe sample of spoilt food.

Pupils discuss and conclude thatspoilt food is unsafe to eat.

Pupils conclude that spoilt has one orMore of the following characteristics:a) unpleasant smell,b) unpleasant taste,c) changed colour,d) changed texture,

e) mouldy.

Pupils carry out an activity to observethat food turns bad by leaving a slideof bread in the open for a few days.

Pupils discuss and conclude thatmicroorganisms can spoil food.

Pupils gather information andconclude that microorganisms needcertain conditions to grow.a) air,b) water,

c) nutrientd) suitable temperaturee) suitable acidity.

Observing

Communicating

medium-keadaan

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W15

(15 19Apr)

W16

(22 26Apr)

1.2 Synthesisng theconcept of foodpreservation

1.3 Realising the importanceof preserving food

Pupils

describe ways to preserve food.

give examples of food for eachtype of food preservation

give reasons why each way offood preservation is used

state what food preservation is.

design and carry out a projectto preserve a given food.

Pupils

give reasons why we need topreserve food

Pupils find information about ways topreserve food and examples of foodfor each type of preservation,i.e.

a) drying ,b) boiling,c) cooling,d) vacuum packing,e) pickling,

f) freezing,g) bottling/canning,h) pasteurizing,i) sailting,

j) smoking,k) waxing

Pupils discuss and explain why theabove ways are used to preservefood.

Pupils discuss and explain why theabove ways are used to preservefood.

Pupils view a video or visit foodfactory to observe how food isProcessed and preserved.

Pupils discuss that food preservationis a process of slowing down the foodfrom becoming bad.

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

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

Observing

Measuring and usingnumbers

Making inferences

Draw specimens andapparatus

drying-pengeringanpickling-penjerukanheating-pemanasanvacuum packing-pembungkusan vakumcooling-pendinginanfreezing-penyejukbekuanbottling-pembotolancanning-pengetinansmoking-pengasapan/salaisalting-pengasinan

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2. Waste management


W17

(29 3 Mei)

2.1 Understanding theeffects of improperdisposal of waste on theenvironment.

Pupils

Identify types of waste in the

environment.

Identify sources of waste.

State the improper ways of

waste disposal.

State the proper ways of

waste disposal.

describe the harmful effects

of improper waste disposal.

describe how waste isdisposed in a local area.

Suggest ways to improvewaste disposal.

Pupils observe various waste in arubbish bin ,e.g. plastic, glasschemical waste, organic waste andmetal.

Pupils view a video on various wastefrom 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.ga) air pollution,b) water pollution,c) sickness and diseases,d) acid rain,e) flash-flood.

Pupils gather information on howwaste in a local area is disposed.

Pupils discuss and suggest ways toimprove waste disposal in a localarea.

Pupils visit a waste managementcentre or listen to a talk to gatherinformation on how waste is treated.

Observing

Communicating

Harmful effects-

kesan buruk

waste disposal-

pembuangan bahan

buangan

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W18

(6 10 Mei)

2.2 Understanding thatsome waste can decay .

Pupils

state that certain waste can

decay.

give examples of waste that can

decay.

give examples of waste that donot decay

State that microorganisms cancause waste materials to decay.

State the advantages of wastedecaying.

State the disadvantages of wastedecaying.

Predict what will happen tohuman and the environment ifwaste do not decay.

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

Pupils separate waste in a rubbishbin according to the categories suchas vegetables, paper, glass, plasticsand wood. Put each type intoseparate thick plastic bags. Placethese bags in the open and observethe changes over a period of time.

Pupils discuss and give examples ofwaste that

a) decay,b) do not decay.

Pupils discuss and concludea) some microorganisms

caused waste to decay,

b) during the decaying processnutrients are returned to thesoil, in this way they can beused again.

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

Pupils discuss and predict what willhappen to human and theenvironment if waste do not decay.

Observing

Measuring and usingnumbers

Making inferences


drying-pengeringanpickling-penjerukanheating-pemanasanvacuum packing-pembungkusan vakumcooling-pendinginanfreezing-penyejukbekuanbottling-pembotolancanning-pengetinansmoking-pengasapan/salaisalting-pengasinan

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Investigating The Earth and The Universe

1. Eclipses


W19

(13 17Mei)

W20(20 22

Mei)

REVISIONFOR

SUMMATIVE TEST

1.1 Understanding theeclipse of the moon

Pupils

. state what eclipse of the moon is

. state the position of the Moon, theEarth and the Sun during the eclipseof the moon.

. explain why eclipse of the moonoccurs

Pupils use models to stimulate themovement of the Earth, the Moon andthe 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 theMoon and the Sun , and

b) the Earth, the Moon and theSun are positioned in astraight line

Pupils draw diagrams to show theposition of the Moon, the Earth andthe Sun during the eclipse of themoon.

Observing

Making inferences

Making conclusion

eclipse gerhana

positon kedudukan

partial eclipse gerhana

separa

total eclipse gerhana

penuh

W20

(23 27Mei)

UJIAN SUMATIF 1

(28 Mei 9Jun)

Cuti Persekolahan Penggal 1

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Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

W21

(10 14Jun)

1.2 Understanding theeclipse of the sun

Pupils

state what eclipse of the sun is.

state the position of the Moon,the Earth and the Sun during theeclipse of the sun.

explain why eclipse of the sunoccurs.

predict the scenario on the Earthduring the eclipse of the sun

Pupils use models to stimulate themovement of the Earth, the Moon andthe Sun.

Pupils discuss that the eclipse of thesun occurs during daytime.

Pupils view videos or computersimulations about partial and totaleclipse of the sun

Pupils discuss and conclude thateclipse of the sun occurs because:

a) the Moon is between theEarth and the Sun,

b) the Earth, the Moon and theSun are positioned in astraight line

Pupils draw diagrams to show theposition of the Moon, the Earth andthe Sun during the eclipse of the sun.

Pupils discuss and predict thescenario on the Earth during theeclipse of the sun.

Observing

Making inferences

Making conclusion

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Investigating Technology

1. Machine

Weeks Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

W22

(17 21Jun)

1.1 Understanding simplemachines

Pupils

explain what simple machine is.

state types of simple machine

give an example for each type ofsimple machine

.

Pupils try to remove the lid of a tinusing

a) bare hands,b) spoon

Pupils compare the difficulty tocomplete the task and discuss thefunction of the tool.

Pupils discuss that a simple machineis a device that allows us to use lessforce to make 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 planeg) screw.

Pupils discuss that types of simplemachines.

Pupils walk around the schoolcompound and identify various typeof simple machines.

Observing

Making inferences

Making conclusion


lid penutupwheel and axle rodaand gandarlever tuaswedge bajipulley takalgear gearinclined plane satahcondongscrew - skru

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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary

W23

(24 - 28Jun)

1.2 Analysing acomplex machine

Pupils

identify simple machines in acomplex machine

conclude that a complexmachine is made up of morethan one simple machine.

give examples of complexmachines

Pupils identify the simple machines ina bicycle or a wheel barrow.

Pupils discuss and conclude that a

complex machine is a machine madeup of more than one simple machine.

Pupils prepare scrap books onexamples of complex machines.

Making conc lusion. Wheel barrow keretasorong

W24

(1 5 Jul)

1.3 Appreciating theinvention of machinesthat make life easier

Pupils

predict how life is withoutmachines

explain how machines can makeour lives easier.

design a machine to solve a

problem.

Pupils carry out simulation to find outhow life would be without machines.

Pupils discuss and predict how lifewould be without machines.

Pupils discuss and explain howmachines make our lives easier.

Pupils identify a problem and designa machine to solve the problem.

PredictionEncourage pupils to

reuse materials and

recycle materials.

W25 W32

(8 Jul 6Sept)

Program Gerak Gempur

W33(9 11Sept)

UPSR

17 Sept 15 Nov

Aktiviti Tahun 6 ( Rujuk Jadual pada lampiran)

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Science Year 6-2013