TAHUN 6 SEMUA

7/28/2019 TAHUN 6 SEMUA

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KELAS : 6A MASA: 10:20 - 11:20 SUBJEK : SCIENCE

THEME : FORCE AND ENERGY L. AREA: FORCE

LEARNING OBJECTIVE ACTIVITIES

1.3 Analysing friction Pupils gather information on the advantages anddisadvantages of friction in everyday life.Discuss the effects of friction that gives advantagesand disadvantages in our daily life.Pupils need to group the items into the table ofadvantages and disadvantages of friction.

Pupils need to identify whether the statements aretrue or false.

LEARNING OUTCOMES

state the advantagesof friction.

state thedisadvantages offriction.

SPS & CCTS MS

Observing, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.

SANVAnalyse the things around usIdentifying relevant contents associated with environment and everydaylife experienceVOCABULARY:Extra force, cooling system, tyres, brake pads, excess friction, extrafuel, highway.

IMPAK :


THEME : FORCE AND ENERGY L. AREA: FORCE


1.3 Analysing friction Teacher gives the situation of cycling a bicycle anddrives a car in differences surfaces - rough surfaceand smooth surface. Which is easier? Which surfacehas more friction?

Ask pupils their common sense on these two videos.Accept their answers. Allow pupils to give someother examples of rough surfaces and smoothsurfaces. Which types of surfaces has more/lessfriction? Guide pupils to understand that differentsurfaces have different effects on movement.Teacher gives the guideline on what to change: type

of surface; what to keep the same: trolley andwooden block; what to measure on this test:distance travelled by the trolley.Teacher needs to prepare three types of surfaces:table top, glass sheet and sandpaper, a trolley, awooden block and plane.Teacher gives the procedures to set up theapparatus. Ask pupils to set up the plane, the trolleywill slide down the table top when the trolley isreleased. The distance travelled by the trolley ismeasured. Repeat with the table top with a glasssheet and sandpaper respectively.Teacher gives the hypotheses of the experiment: the

rougher the surface, the shorter the distancetravelled by the trolley. Guide the pupils to fill in theworksheet. Guide pupils to discuss that whenfriction is small, the trolley can move a longerdistance before it stops. Help pupils to understandthat, when friction is great, the trolley can only move

LEARNING OUTCOMES

conclude that friction occurs when twosurfaces are in contact.design a fair test to

find out how different types ofsurfaces affect the distance a trolley moves by

deciding what tochange, what to keep the same andwhat to measure.


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a short distance. Guide pupils to conclude thatdifferent surfaces have different effects onmovement.Teacher concludes the lesson by playing thiscomponent to further reinforce understanding of thelesson. Teacher asks pupils to understand differentcondition of surface will gives different amount offriction. Prompt pupils to list the rougher a surface,the trolley moves slower than compare to smoothersurface.

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.SANVHaving an interest and curiosity towards the environment.Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationallyVOCABULARYMeasure, applications, nuisance, hinder motion, compromise

TEACHING AID- trolley, toy car, plank, glass, sandpaper, wood.

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THEME : FORCE AND ENERGY L. AREA: MOVEMENT

LEARNING OBJECTIVE ACTIVITIES2.1 Understanding speed Pupils carry out activities to:

a) compare the distances travelled in a given timeby two moving objects,b) compare the time taken by two moving objects totravel a given distance.

LEARNING OUTCOMES

State that an object which moves faster travelsa longer distance in a given time

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.SANVHaving an interest in and curiosity about the environment.

Being diligent and persevering.


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Realising that science is a means to understand nature.Thinking rationally

Analysing the things around usTEACHING AIDLCDVOCABULARYstationary objects, distance, moves, shorter time, time taken, further

IMPAK :

KELAS : 6A MASA: 10:20 - 11:20 SUBJEK : SCIENCETHEME : INVESTIGATING FORCE &ENERGY

L. AREA: MOVEMENT


2.1 Understanding speed Show video on a 100m race.Give examples of two objects that travel for thesame duration of time. Conclude that the fasterobject will travel a longer distance.Ask pupils what is the relation between an objectsmovement with the distance and time. Show theexample of a slow object. Conclude that a slowerobject takes a longer time to complete a givendistance as well as travels a shorter distance in afixed time. Give a real life example of a rabbit andtortoise. The rabbit runs faster compared to thetortoise.Prompt pupils to click a number to get a question.Fill in the answer of the question. Pupils can discusswith their friends for this activity.Pupils need to identify whether the statements aretrue or false.

LEARNING OUTCOMES

state that an object which moves faster takesa shorter time to

travel a given distance.

SPS & CCTS & MS

Observing, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.SANVHaving an interest in and curiosity about the environment.

Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationally

Analysing the things around usTEACHING AIDLCDVOCABULARYstationary objects, distance, moves, shorter time, time taken, further

IMPAK :


THEME : INVESTIGATING FORCE &ENERGY

L. AREA: MOVEMENT



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2.1 Understanding speed Show the animation of two cars travelling the samedistance. One car arrives earlier that the other car.

Ask pupils to think what causes this? Encouragepupils to give their views, and quote some otherexamples to discuss in the class2. Teacher explains that a stationary object does nothave speed and any moving object will have speed.Speed is the rate at which an object moves. It is themeasurement of how fast an object moves.Encourage pupils to give examples of objects thattravel with speed.

3. Teacher explains that speed can be calculated asthe distance an object moves in a unit of time.Explain to pupils that speed can be calculated if weknow the distance travelled and the time taken.4. Teacher shows three examples of calculatingspeed. Encourage pupils to calculate by themselves.Conclude that speed can be calculated by dividingthe distance travelled over time taken. Encouragepupils to give some other examples and discuss theresults in the class.5. Ask pupils to rearrange in ascending order thetransportation that travel from the slowest to thefastest. Pupils need to identify which transportation

is slowest and which the fastest.6. Exercise7. Conclude the lesson. Prompt pupils to think of therelationship of speed with time and distancetravelled. Emphasise the formula for calculating thespeed.

LEARNING OUTCOMES

state what speed is.solve problems using the formula.

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.SANVHaving an interest in and curiosity about the environment.Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationally

Analysing the things around us

TEACHING AID-VOCABULARYspeed, distance, moves, shorter time, time taken, further , faster,

slower, movement, travel

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THEME : INVESTIGATING MATERIALS L. AREA: 1. Food Preservation


1.1 Understanding food spoilage Pupils observe samples of spoilt food.Pupils discuss and conclude that spoilt food is

unsafe to eat.

Pupils conclude that spoilt food has one or more ofthe following characteristics:

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

LEARNING OUTCOMES

describe what spoilt food is.

identify characteristics ofspoilt food.


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TEACHING AID-VOCABULARYdecayed, spoilt food, unpleasant smell, unpleasant taste, mould, spoiltfood, food poisoning

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1.1 Understanding food spoilage 1. Show picture of three examples of food with freshand spoilt conditions. Tell pupils what cause thefood to spoil. Emphasise that microorganisms causefood to spoil. Encourage pupils to suggest some

other possible causes of food spoilage. Discuss it inthe class2. Pupils watch the videos of microorganisms.Teacher explains to pupils that microorganismsrequire a specific condition to live. Ask pupils what isthe effect of microorganisms to food. Teacherexplains that microorganisms cause damages tofood by releasing chemical substances that act onthe food.3. Teacher makes a summary of the different typesof conditions for mircoorganisms to grow.4. Pupils need to fill in the blank of an incompletesentence to complete this activity. Click check to

verify their answer. Pupils can discuss with theirfriends to do this activity.5. Explore the method to measure acidity andalkalinity of a solution. Teacher introduces to pupilsthe use of litmus paper and pH paper. Teacherexplains to pupils the pH scale. pH 1 indicates thatthe solution is acidic. pH 14 indicates that thesolution is alkaline. pH 7 indicates that the solutionis neutral. Emphasise that microorganisms grow wellunder neutral condition. Suggest to pupils to carryout a finding on different types of solutions andpresent their finding in the class.6. Conclude the lesson by helping pupils to identify

what causes food spoilage. Highlight the fiveconditions that enable the microorganisms to grow.

LEARNING OUTCOMES

state that microorganismscan spoil food.

state the conditions for microorganisms togrow.

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, making


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conclusions, comparing and contrasting.SANVHaving an interest in and curiosity about the environment.Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationally

Analysing the things around usTEACHING AIDlcdVOCABULARYfood spoils, microorganisms, food poisoning, vinegar, pH paper,

decayed, food spoilageIMPAK :




1.2 Synthesising the concept of foodpreservation

Pupils find informationabout ways to preservefood and examples of foodfor each type ofpreservation, 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.

LEARNING OUTCOMES

describe ways to preserve food.give examples of food for each type of foodpreservation.

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, making conclusions, comparing andcontrasting.SANVHaving an interest in and curiosity about the environment.Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationally

Analysing the things around usTEACHING AIDlcd

VOCABULARYdecay, food preservation, drying, boiling, cooling, freezing, salting, bottling, canning, vinegar, pHpaper

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1.2 Synthesising the concept of foodpreservation

1. Show video on breads that mould. Ask pupils toobserve what will happen when bread is becomingbad. Explain to pupils that mucor is an example offungi, which is a type of microorganism, Encouragepupils to give the conditions that allowmicroorganisms to grow.2. Ask pupils what is the benefit of preserving food.Teacher explains that food is preserved to ensurethat it lasts longer for future use. Explain thatmicroorganisms cause food spoilage. Ask pupils

why food can last longer when it is preserved.Explain that food preservation prevents or slowsdown microorganism growth.3. Ask pupils what the methods to preserve food andexamples of the types of food are.4. Teacher recaps the methods of preserving foodand the benefits they bring.5. Match the types of food preservation correctly6. Conduct a study on how ancient peoplepreserved and stored their food for future use. Giveways on how ancient people preserved their food.They kept the food in dry place. They used salt,sugar and vinegar to preserve food. They put certain

kinds of dry leaves to absorb the moisture incontainers.7. Conclude the lesson by playing this component tofurther reinforce understanding of the lesson. Helppupils to describe ways to preserve food. Giveexamples of food for each type of food preservation.Emphasise that some methods of food preservationare used because of certain reasons.

LEARNING OUTCOMES

describe ways to preserve food;give examples of food for each type of foodpreservation;give reasons why each way of food

preservation is used.

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.SANV

Having an interest in and curiosity about the environment.Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationally

Analysing the things around usTEACHING AIDlcdVOCABULARYfood spoilage, microorganisms, pickling, pasteurising, smoking, waxing,vacuum packing

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1.3 Realising the importance ofpreserving food

Pupils view a video or visitfood factory to observe howfood is processed andpreserved.

Pupils discuss that foodpreservation is a process of

slowing down the food frombecoming bad.

Pupils carry out a project onfood preservation topreserve a given food.

LEARNING OUTCOMES

state what foodpreservation is.design and carry out a project to preserve agiven

food.

SPS & CCTS & MSObserving, classifying, making inferences, interpreting data, makingconclusions, comparing and contrasting.SANVHaving an interest in and curiosity about the environment.

Being diligent and persevering.Realising that science is a means to understand nature.Thinking rationally

Analysing the things around usTEACHING AIDlcdVOCABULARYfood spoilage, microorganisms, pickling, pasteurising, smoking, waxing,vacuum packing

IMPAK :

KELAS : 6A MASA: 10:20 - 11:20 SUBJEK : SCIENCETHEME : INVESTIGATING MATERIALS L. AREA: 1. Food Preservation


1.3 Realising the importance ofpreserving food

1. Pupils discuss and givereasons why we need topreserve food, e.g.a) the food will last longer,b) the food is easy to store,c) to reduce wastage offood.2. Show pictures of products of food preservation.

Ask pupils to observe the products, Help pupils to

name the products such as pickled food, frozenfood, canned food and smoked banana. Encouragepupils to think what will happen if food preservationdoes not exist.3. Ask pupils how preserved food benefits us. Askpupils what are examples of preserved food.Teacher gives examples like dried, frozen andpickled food. Ask pupils why preserved food is easyto store and transport. Explain that they are light andtake less space. Preserved food also lasts longer.This enables distribution to other places and exportto overseas.4. Ask pupils what they do with left over food.

Teacher explains that it should be refrigerated topreserve them. Explain that food preservation allowsfood to be eaten out of season. Ask pupils to givemore benefits from food preservation. They givevariety and nutrition to our diet and ensurecontinuous supply.

LEARNING OUTCOMES

give reasons why we need to preserve food.


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5. Ask pupils what causes bird virus flu and whataction was taken to prevent the viral spread. Explainthat when there is shortage of food and during rainyor dry seasons, preserved food is used to substitutefresh food. Ask pupils to give examples of food thatcan be found even when it is out of the season.Explain that food preservation is used for seasonalfruits.6. Teacher introduces salting and pickling as waysto change the taste of food. This adds thecommercial value as new food can be produced.

Explain that preserved food can be distributed andmarketed.7. Pupils are given the following types of food:carrots, crabs, corns and chillies.

Ask pupils to work in groups of five.Find out:What are the ways to preserve carrots, crabs, cornsand chillies?How to store the food that has been preserved?How to increase the commercial value of food?How human needs can be fulfilled throughout theyear?Present your findings to the class. Pupils can

discuss with their friends to do this activity.8. Exercise9. Ask pupils to observe food label of pineapple.Pupils can read the label on the food package toidentify:the expiry datethe net weightthe nutrient contentsthe halal symbol for Muslim consumersBy reading the food label, pupils will know whetherthe food is consumable or not before buying it.10. Conclude the lesson by playing this componentto further reinforce understanding of the lesson.

Help pupils to state what food preservation is. Givereasons why we need to preserve food.



TEACHING AIDlcdVOCABULARYfood wastage, flavour, wastage,

IMPAK :

KELAS : 6A MASA: 10:20 - 11:20 SUBJEK : SCIENCETHEME : INVESTIGATING MATERIALS L. AREA: 2 Waste Management



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2.1 Understanding the effects ofimproper disposal of waste onthe environment

Pupils observe various waste in a rubbish bin, e.g.plastic, glass, chemical waste, organic waste andmetal.

Pupils view a video on various waste from factories,food stalls and market.LEARNING OUTCOMES

identify types of waste in the environment.

identify sources ofwaste.

SPS & CCTS & MSTEACHING AIDlcdVOCABULARY

IMPAK :


THEME : INVESTIGATING MATERIALS L. AREA: 2 Waste Management



Pupils gather informationon:a) sources of waste,b) various ways of waste disposal.

LEARNING OUTCOMES

state the improperways of waste

disposal.

state the proper ways of waste disposal.


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Pupils discuss and classify the proper and improperways of waste disposal.Pupils discuss the harmful effects of improper

waste disposal, e.g.a) air pollution,b) water pollution,c) sickness and diseases,d) acid rain,e) flash-flood.disposal.

LEARNING OUTCOMES

describe the harmful effects of improperwaste disposal.

SPS & CCTS & MSTEACHING AIDlcd


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VOCABULARY

IMPAK :





Pupils gather information on how waste in a localarea is disposed.

Pupils discuss and suggest ways to improve wastedisposal in a local area.Pupils visit a waste management centre or listen toa talk to gatherinformation on how waste is treated.

LEARNING OUTCOMES

describe how waste is disposed in a localarea.suggest ways to

improve wastedisposal.


IMPAK :




2.2 Understanding that some waste candecay

Pupils view videos and time-lapse clippings about wastethat decay and waste thatdo not decay.

Pupils separate waste in arubbish bin according to thecategories such asvegetables, paper, glass,plastics and wood.

Put each type into separatethick plastic bags. Placethese bags in the open andobserve the changes over aperiod of time.Pupils discuss and giveexamples of waste that:a) decay,b) do not decay.

LEARNING OUTCOMES

state that certainwaste can decay.

give examples ofwaste that can decay.

give examples ofwaste that do not

decay.


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Pupils discuss and concludea) some microorganisms caused waste todecay,b) during the decaying process nutrients arereturned to the soil, in this way they can be usedagain.LEARNING OUTCOMES

state thatmicroorganisms can cause waste

materials to decay.


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Pupils gather informationand discuss the advantagesand disadvantages of decayof waste.

Pupils discuss and predict what will happen tohuman and the environment if waste do not decay.

LEARNING OUTCOMES

state the advantages of waste decaying.state the

disadvantages ofwaste decaying.

predict what willhappen to human and the

environment ifwaste do not decay.


IMPAK :


THEME : INVESTIGATING EARTHUNIVERSE

L. AREA: 1. Eclipses


1.1 Understandingthe eclipse of the moon

Pupils use models tosimulate the movement ofthe Earth, the Moon and theSun.Pupils view a video or computer simulation about

LEARNING OUTCOMES


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state what eclipse of the moon is.state the position of the Moon, the Earth andthe Sun during the eclipse of the moon.explain why eclipse of the moon occurs

partial and total eclipse of the moon.

Pupils discuss and conclude that eclipse of themoon occurs because:a) the Earth is between the Moon and the Sun, andb) the Earth, the Moon and the Sun are positionedin a straight line.Pupils draw diagrams to show the position of theMoon, the Earth and the Sun during the eclipse ofthe moon

SPS & CCTS & MS

TEACHING AIDlcdVOCABULARY

IMPAK :








Pupils discuss and conclude that eclipse of themoon occurs because:a) the Earth is between the Moon and the Sun, andb) the Earth, the Moon and the Sun are positioned

in a straight line.Pupils draw diagrams to show the position of theMoon, the Earth and the Sun during the eclipse ofthe moon

LEARNING OUTCOMES



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LEARNING OUTCOMES


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Pupils discuss and conclude that eclipse of themoon occurs because:a) the Earth is between the Moon and the Sun, andb) the Earth, the Moon and the Sun are positionedin a straight line.Pupils draw diagrams to show the position of theMoon, the Earth and the Sun during the eclipse ofthe moon

SPS & CCTS & MS

TEACHING AIDlcdVOCABULARY

IMPAK :





1.2 Understandingthe eclipse of the sun

Pupils use models to simulate the movement of theEarth,Moon &Sun.Pupils discuss that the eclipse of the sun occursduring daytime.

Pupils view videos about partial and total eclipse ofthe sun.Pupils discuss and concludethat eclipse of the sunoccurs because:a) the Moon is between theEarth and the Sun,b) the Earth, the Moon andthe Sun are positioned ina straight line.

LEARNING OUTCOMES

state what eclipse of the sun is.

state the position of the Moon, the Earth andthe Sun during the eclipse of the sun.explain why eclipse of the sun occurs.

SPS & CCTS & MSTEACHING AID

lcdVOCABULARY

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1.2 Understanding

the eclipse of the sun

Pupils draw diagrams to show the position of the

Moon, the Earth and the Sun during the eclipse ofthesun.Pupils discuss and predict

LEARNING OUTCOMES


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predict the scenario onthe Earth during theeclipse of the sun.

the scenario on the Earthduring the eclipse of thesun.


VOCABULARY

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THEME : INVESTIGATING TECHNOLOGY L. AREA: 1. Machine


1.1 Understandingsimple machines

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

Pupils compare the difficulty to complete the task

and discuss thefunction of the tool.

Pupils discuss that a simple machine is a device thatallows us to use less force to make work easier orfaster.

LEARNING OUTCOMES

explain what simplemachine is.


IMPAK :




1.1 Understandingsimple machines

Pupils discuss that a simple machine is a device thatallows us to use less force to make work easier orfaster.Pupils examine and manipulate the followingsimple machines:

LEARNING OUTCOMES


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state types of simple machinesgive an example for each type of simplemachine.

a) wheel and axle,b) lever,c) wedge,d) pulley,e) gear,f) inclined plane,g) screw.Pupils discuss types andexamples of simplemachines.Pupils walk around the

school compound andidentify various types ofsimple machines.


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1.3 Appreciating the invention of machinesthat make life easier

Pupils identify the simple machines in a bicycle or awheel barrow.

LEARNING OUTCOMES

identify simple machines in a complex

machine


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1.3 Appreciating the invention of machinesthat make life easier Pupils discuss and conclude that a complex

machine is a machine made up of more than onesimple machine.

LEARNING OUTCOMES


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conclude that a complexmachine is made up of more than one

simple machine.give examples of complex

Pupils prepare scrap books on examples of complexmachines.


VOCABULARY

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THEME : L. AREA:


REVISION FOR UPSR Revision and drilling science examination paper

LEARNING OUTCOMES

REVISION & DRILLING

YEAR 5 :

INVESTIGATING LIVING THINGSINVESTIGATING FORCE & ENERGYINVESTIGATING MATERIALSINVESTIGATING THE EARTH & THEUNIVERSEINVESTIGATING TECHNOLOGY

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THEME : L. AREA:


REVISION FOR UPSR Revision and drilling science examination paper

LEARNING OUTCOMES

REVISION & DRILLINGYEAR 6 :

1. INVESTIGATING LIVING THINGS2. INVESTIGATING FORCE & ENERGY3. INVESTIGATING MATERIALS4. INVESTIGATING THE EARTH & THEUNIVERSE


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5. INVESTIGATING TECHNOLOGY

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THEME : L. AREA:


UPSR DRILLING REVISION & DRILLING ON UPSR SCIENCE

FORMAT / TEST PAPER FROM OTHER STATES

LEARNING OUTCOMES

DRILLING1. INVESTIGATING LIVING THINGS

2. INVESTIGATING FORCE & ENERGY3. INVESTIGATING MATERIALS4. INVESTIGATING THE EARTH & THEUNIVERSE5. INVESTIGATING TECHNOLOGY

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THEME : L. AREA:


UPSR DRILLING REVISION & DRILLING ON UPSR SCIENCEFORMAT / TEST PAPER FROM OTHER STATES

LEARNING OUTCOMES


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DRILLING1. INVESTIGATING LIVING THINGS

2. INVESTIGATING FORCE & ENERGY3. INVESTIGATING MATERIALS4. INVESTIGATING THE EARTH & THEUNIVERSE5. INVESTIGATING TECHNOLOGY

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TAHUN 6 SEMUA