Modul Sains Th 6
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Lesson 1
Theme: Investigating Living Things.
Learning objective: 1.1 Understanding that some animals live in
groups and others live in solitary.
Learning outcomes: At the end of the lesson, pupils should be able to:
state that some animals live in groups;
state that some animals live in solitary;
give examples of animals that live in groups;
give examples of animals that live in solitary.
SPS: Observing, making inferences and communicating.
STEPS Activities
Preparation1 Picture (L1/APP1).
2 Worksheets (L1/WS1, L1WS2).
Teachers
briefing
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Distributes the pictures and asks pupils to name
the animals.(L1/APP1)
Pupils
action
1 Pupils name the animals.(L1/APP1)
2 Pupils discuss the ways animals live.
3 Pupils group the animals according to the way of
living.
4 Pupils present the result of their discussion to the
class.
5 Pupils work individually to complete the worksheet
given.(L1/WS1)
ConclusionTeacher guides pupils to make conclusion that some
animals live in groups and some live in solitary.
Follow up Pupils complete the worksheet given. (L1/WS2)
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LI/APP1Animals
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L1/WS1Name: __________________________________________________
Class: __________________________ Date: ____________
Fill in the blanks with the correct answer.
1.
A tiger __________________________.
2
An elephant _____________________.3.
A polar bear _____________________.4.
A fruit bat _______________________.
5.
A zebra _________________________.
live in solitary live in groups
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LI/WS2Name: __________________________________________________
Class: _______________________________ Date: _________
Group the animals according to the way they live.
Tiger OrangUtan Fox
Leopard Ant Zebra
Elephant Eagle Cow
Goat Bat Bear
Live In Groups Live In Solitary
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Lesson 2
Theme: Investigating Living Things.
Learning objective: 1.1 Understanding that some animals live in
groups and others live in solitary.
Learning outcomes: At the end of the lesson, pupils should be able to:
explain why animals live in groups;
explain why animals live in solitary;
state that cooperation is a form of interaction
among animals.
SPS: Observing, classifying and predicting.
Steps Activities
Preparation1 Picture (L2/APP1).
2 Worksheets (L2/WS1, L2/WS2, L2/WS3).
Teachers
briefing
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Distributes the pictures and explains about the
animals. (L2/APP1)
Pupils
action
1 Name the animals that live in solitary and the
animals that live in groups.
2 Give reasons why some animals live in groups
and some live in solitary.
3 Complete the worksheet. (L2/WS1)
Conclusion
Teacher guides the pupils to make conclusion that
some animals live in groups for safety and food and
some animals live in solitary to avoid competition for
food and space.
Follow up Pupils complete the worksheet given. (LP/WS2)
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L2/APP1
Animals That Live In Sol itary Animals That L ive In Groups
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L2/APP2
Reasons For Animals To Live In Solitary And In Groups.
A bobcat lives in solitary to avoid competition for food and space.
A tiger lives in solitary to avoid competition for food and space.
Deer live in groups for safety.
Lions live in groups to search for food.
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L2/WS1Name: __________________________________________________
Class: _______________________ Date: _______________
Choose the correct word to f ill in the blank.
1.
A tiger lives in solitary to avoid competition for
_______________________.
2.
Elephants live in groups for ____________________.
3.
A polar bear lives in solitary to avoid competition for
____________________.
4.
A zebra lives in groups for ______________________.
safety food space
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L2/WS2
Name: __________________________________________________
Class: ________________________ Date: ____________
Group the animals according to the way they live.
Fox Deer Leopard
Zebra Cow Ant
Goat Tiger Bear
Fill in the blanks with the correct answers.
(i) Deer live in groups for _____________________________.
(ii) A leopard lives in solitary to avoid competition for
__________________________.
Live In SolitaryLive In Groups
food and safety food and space
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L3 /APP1
Factors That Animals Compete For.
a) Competition for food and water.
Food and water are the basic needs of animals. Competition
occurs when the food and water resources are limited. If the food and
water resources are abundant, animals do not need to compete for
them.
b) Competition for mate.
Competition for mate occurs among the same species of
animals. Animals need to mate to ensure the survival of their
species. Competition occurs when two male animals fight for a
mate.
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L3 /APP2
c) Competition for space and shelter
Competition occurs when animals are looking for shelter or
defending their own shelter. Animals also need to be in control
of certain space that provides them with food, water and
shelter.
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L3 /WS1
Name : __________________________________________________Class :_______________________ Date:__________________
Based on the picture, list the animals that compete for :
a) food (grass) b) shelter (trees)
(i) __________ (i) ____________
(ii) __________ (ii) ____________
(iii) __________
Squirrel
Tiger
Deer
Ducklive in ro
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L3 / WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
Choose the correct answer.
1 The picture shows animal X and animal Y.
X Y
Which of the factors above that animals X and Y compete for ?A R only
B T only
C R and S
D S and T
2 Diagram 2 shows the inter-relationship between living things in a
habitat.
Diagram 2
R - Shelter
S - Food
T - Water
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Which of the following factors increases the competition among
carnivores in a habitat?
A The amount of grass increases
B The number of deer decreases
C The number of tiger decreases
D The number of zebra increases
3 The diagram shows animal M and animal N
M N
Diagram 3
Based on the statements above, choose the correct statements
for animal M and N.
A R and S
B S and T
C T and U
D R and U
R - M competes with N to get fo od
S - Both animals are carnivores
T - M and N are living in the same habitat.
U - Both animals give birth.
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4 The animals above are competing for ___________________.
A food chain
B life cycle
C a mate
D the survival of their species
5 The factors that animals compete for are __________________.
A I and II
B II and III
C II, II and IV
D I, II, III and IV
I sunlight
II shelter
III water
IV food
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Lesson 4
Theme: Investigating Living Things
Learning Objectives: 1.2 Understanding that competition is a form of
Interaction among living things.
Learning Outcomes: At the end of the lesson, pupils should be able to:
state that living things interact with one
another in the environment;
state that competition is a form of
interaction;
list the factors that plants compete for;
give the reasons why plants compete.
SPS : Observing, making inferences and communicating.
Approaches Activi ties
Preparation1 Picture and text (L4/APP1).
2 Worksheets (L4/WS1, L4/WS2).
Teachers
briefing
1 Distributes picture and text and explains why
plants compete with each other. (L4/APP1)
2 Guides pupils to complete the worksheet given.
(L4/WS1)
Pupils
actionPupils complete the worksheet. (L4/WS1)
Conclusion
Teacher guides the pupils to make conclusion
that plants compete with each other to get enough
sunlight, water, space and nutrients.
Follow up Pupils complete the worksheet given. (L4/WS2)
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L4/WS1
Name: __________________________________________________
Class: __________________________ Date: ____________
Fill in the missing letters to form the correct words.
1
C P E T N
2
N E R C T N
3
L M I T D
4
N T R N S
5
I N E S C E
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L4/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
1 Plants in a habitat compete for _________________.
I nutrients
II water
III sunlight
IV space
A I and III
B II and III
C II, III, and IV
D I, II, III and IV
2 Plants will not compete for _______________.
A water
B space
C mate
D sunlight
3 Diagram 1 shows some seedlings planted in a pot.
Diagram 1
pot
Seedlings
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There is competition among the seedlings for _____________
I water
II light
III space
IV air
A I, II and III
B I, II and IV
C I, III and IV
D I, II, III and IV
4 Diagram 2 shows the competition of plants for water and
nutrients.
Which container shows there is competition of plants for water
and nutrients ?
A II only
B I and II only
C II and III only
D I, II and III
5 Which of the following is the effect of competition among
plants in a habitat?
A Growth of plants is retarded
B Growth of plants gets better
C New species start to form
D Plants migrate to a new habitat
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Lesson 5
Theme: Investigating Living Things
Learning Objective: 1.3 Understanding the responsibility of human
beings in protecting endangered species.
Learning Outcomes: At the end of the lesson, pupils should be able to:
give examples of extinct animals;
give examples of endangered animals;
explain why certain animals are facing the
threat of extinction;
suggest ways to prevent animals from
extinction.
SPS : Observing, communicating, classifying and predicting.
Approaches Activi ties
Preparation1 Picture and notes (L5/APP1).
2 Worksheets (L5/WS1, L5/WS2, L5/WS3)
Teachers
briefing
1 Explains the objective of the lesson and the tasks
given to the pupils.
2 Explains to the pupils how to classify the animals
in the picture. (L5/APP1)
3 Guides the pupils to complete the worksheets
given. (L5/WS1, L5/WS2)
Pupils
action
Work in groups to name the animals in the picture and
classify the animals according to endangered and non-
endangered species. (L5/WS1, L5/WS2)
Conclusion
Teacher guides the pupils to make conclusion that
certain species of animals are endangered and are
also facing the threat of extinction.
Follow-up Pupils complete the worksheet given. (L5/WS3)
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L5/APP1
Animals That Are Ext inct
Dinosaur Dodo bird Tasmanian tiger
Animals that are facing the threat of ext inct ion
Animals Cause for threat
Rhinoceros
Tapir
Orang utan
Tiger
Hornbill
Panda bear
Elephant
Logging and hunting
Dolphin
Whale
Turtle
Manatee
Dugong
Water pollution
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L5/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
Classify these animals into groups of endangered and non-endangered
animals.
Panda Sea turtle Gorilla Snake
Whale Elephant Rhinoceros Frog
Monkey Dolphin Hornbill Tapir
Praying Mantis Cat Rat Hen
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Endangered Animals Non-endangered
1 1
2 2
3 3
4 4
5 5
6 6
7 7
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L5/WS3
Name: __________________________________________________
Class: __________________________ Date: ____________
Circle the correct answer.
1 Which of the following animals is facing the threat of extinction?
A B
C D
2
Which of the following animals are facing the threat of extinction?
A P and Q
B P and R
C P, Q and R
D Q, R and S
P - ElephantQ - HenR - RhinocerosS - Frog
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3 The diagram shows animal P.
P
Which of the following activities cause the extinction of animal
P?
A Burning
B Fishing
C Pollution
D Hunting
4 These animals are extinct except
A dodo bird
B dinosaur
C tasmanian tiger
D elephant
5 The statement below is about X.
What is X?
A Tiger
B Tapir
C Elephant
D Rhinoceros
Facing extinction
Live in the jungle
Hunted for its tusks
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Lesson 6
Theme: Investigating Living Things
Learning Objective: 1.3 Understanding the responsibility of human
beings in protecting endangered species.
Learning Outcomes: At the end of the lesson, pupils should be able to:
give example of endangered plants;
explain why certain plants are facing the
threat of extinction;
suggest ways to prevent plants from
extinction.
SPS: Observing, making inferences, communicating and classifying.
Approaches Activi ties
Preparation
1 Pictures of endangered plants (L6/APP1).
2 Notes (L6/APP2).
3 Worksheets (L6/WS1, L6/WS2).
Teachers
briefing
1 Explains the objective of the lesson and the tasks
assigned for the pupils.
2 Distributes pictures and notes and explains about
what will happen to the plants if human beings do
not protect them.
Pupils
action
1 Identify the endangered species of plants and
discuss ways of preventing them from extinction.
(L6/APP1, L6/APP2)
2 Name the endangered species of plants in the
picture. (L6/WS1)
Conclusion
Teacher guides pupils to make conclusion that humans
are responsible in protecting the endangered species
of plants.
Follow Up Pupils complete the worksheet given. (L6/WS2)
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L6/APP2
Ways of preventing endangered animals and plants from
extinction.
Ways of preventing Agencies
1 Organizing campaigns
against excessive logging.
2 Educating the public about
the importance of protecting
and conserving animals and
plants.
3 Avoid consuming or buying
products made from
endangered animals and
plants species.
4 Enforcing law to protect the
endangered plant species.
The Government and NGO
bodies.
Parents, schools and universities.
The community, parents and NGO
bodies.
The Government.
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L7/APP1
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L7/APP2
Environmental Destruction Caused By Human
Erosion
Cutting down too many trees willlead to soil erosion.
Landslide
Erosion of the soil can causelandslides.
Flash-flood
Throwing rubbish into drains andrivers can block the flow of waterand can cause flashfloods
during heavy rain.
Water Pollution
Throwing rubbish and toxicwastes from factories into riverscan cause water pollution.
Air Pollution
Smoking, open burning andfume from vehicles and factoriesgive out poisonous gases whichcan cause air pollution.
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L7/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
Circle the correct answer.
1 Water pollution is caused by _______________.
A smokeB acid rainC burning of fuelsD domestic waste
2 The figure below shows open burning of waste.
What is the effect of this activity?
A Water pollutionB Air pollutionC LandslideD Erosion
3 Refer to the pictures below.
Before Af ter
The situation above is caused by _____________________.
A burningB loggingC huntingD conserving
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4 What will happen to the Earth if human activities are notcontrolled?
A The number of trees increasesB The number of animals increasesC Acid rain will not happenD Environmental destruction will occur
5 Match the pictures to the phrases.
air pollution
flash-flood
landslide
erosion
water pollution
A
B
C
D
E
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Lesson 8
Theme: Investigating Force and Energy
Learning Objective: 1.1 Pupils should learn that pushing and pulling
can change the shape of an object.
Learning Outcomes: At the end of the lesson pupils should be able to:
state that push and pull are force.
SPS: Observing, inferring and classifying.
Approaches Activi ties
Preparation
1 Spring, rubber band, tin can and a piece of
dough.
2 Worksheet (L8/WS1).
Teachers
briefing
1 Asks the pupils to use force upon the objects
given so that their shape changes.
2 Discusses with the pupils the type of force used.
3 Distributes and guides the pupils to complete the
worksheet (L8/WS1).
Pupils
action
Pupils work in groups to do the activities and to
complete the worksheet given. (L8/WS1)
Conclusion
Teacher guides the pupils to make conclusion that
pushing and pulling is a force.
Follow-up Pupils complete the worksheet given. (L8/WS2)
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L8/WS1
Name : ________________________________________________
Class: ___________________________ Date: ________________
Do the activities below and state the type of force used.
1. Compress a spring.
2. Squeeze a sponge.
3. Kick a ball.
4. Stretch a rubber band.
5. Open the drawer.
6. Lift a pencil.
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L8/WS2
Name: _________________________________________________
Class: ___________________________ Date: ________________
Match the activities in the picture to the correct forces.
PUSH
PULL
A
B
C
D
E
F
G
H
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L9/WS1
Name : _________________________________________________
Class: ___________________________ Date: _________________
ACTIVITY 1.
1 Teacher gives a toy car to each group.
2 Pupils push the toy car in their groups.
3 Pupils make an observation.
Observation :
The toy car ___________________ when pushed.
(moves, does not move )
Conclusion :
A force __________________ a stationary object.
( can move, cannot move)
ACTIVITY 2.
1 Pupils push the toy car and then stop it with their hands.
2 Pupils make an observation.
Observation:
The toy car ______________________________ when pushed.
(moves, stops)
Conclusion :
A force can ____________________ a moving object.
(move, stop)
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L9/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
A Match the activities to the correct effect of force.
1
2
3
4
5
A force can move astationary object.
A force can stop amoving object.
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L10/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
Find and colour the given words in the word maze.
EFFECT FORCE MOVE STOP
SLOWER FASTER CHANGE SHAPE
DIRECTION STATIONARY
A E F F E C T H I L
C X V R G F O R C E
D I R E C T I O N G
E H S L O W E R Q M
G D C M C H A N G E
H S H A P E J T R I
I X G F A S T E R I
S T O P O P M O V E
S T A T I O N A R Y
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Lesson 11
Theme: Investigating Force and Energy
Learning Objectives: 1.3 Analysing Friction
Learning Outcomes: At the end of the lesson, pupils should be able to:
state that friction is a type of force.
describe the effects of friction.
SPS : Observing, communicating and measuring and using numbers.
Approaches Activi ties
Preparation 1. A rubber ball and some chalks.2. Worksheets (L11/WS1, L11/WS2).
Teachers
briefing
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Guides pupils to do activities based on worksheet
(L11/WS1).
Pupilsaction
1 Pupils do the activities and complete the worksheet
given. (L11/WS1)2 Pupils present the answers to the class.
Conclusion
Teacher guides the pupils to make conclusion that
friction can change the size of an object and slows
down the movement of an object.
Follow upPupils complete the worksheet given. (L11/WS2)
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L11/APP1
Notes for the teacher:
Possible question :
What is the purpose / aim of this investigation?
Possible answers:
To know / show / investigate / test / find out the relationship
between the (manipulated variable) and the (responding
variable).
Possible question :
State the relationship between the two variables in this
investigation?
Possible answers:
(can be used for answering hypothesis)
Possible questions and answers:
State
i What to keep the same
(constant / controlled / fixed variable)
ii What to change
(manipulated variable)
iii What to measure
(responding variable)
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L11/WS1
Name : _________________________________________________
Class: ___________________________ Date: _________________
A. Chalk Dance
Procedure
1. Measure the length of the chalk.
2. Rub the chalk vertically on a rough surface.
3. Measure the length of the chalk after rubbing.
Before AfterLength of the chalk
(cm)
Conclusion:
Friction can _____________________ the size of an object.
B. Rolling Ball
Procedure
1. Roll a ball on the cement floor and measure the distance
travelled.
2. Roll the ball on the grass and measure the distance travelled.
Cement floor GrassDistance travelled by
the ball (cm)
Observation:
i. Cement floor: (Longer / Shorter) distance.
ii. Grass: (Longer / Shorter) distance.
Inference:
i. Cement floor has (lesser / more) friction.
ii. Grass has (lesser / more) friction.
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Marble surfaceBall
L11/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
Answer the questions.
Fahrin carried out an investigation to study the distance travelled by a
ball on different surfaces. He used three different types of surface.
200 cm
BallCement surface
Ball Grass
200 cm
200 cm
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He recorded the distance the ball moved on each surface.
Type of surfaceDistance travelled by the ball
(cm)
Marble 100
Cement 50
Grass 30
a What is the aim of this investigation?
To investigate the relationship between ___________________
and the ___________________________________________ .
b State:
i What to keep the same (controlled variable)
Size of ________________________
ii What to change (manipulated variable)
Type of ________________________
iii What to measure (responding variable)
________________ travelled by the ball.
c State the relationship between the two variables in this
investigation.
The ( rougher / smoother ) the type of surface, the ( shorter /
longer) the distance the ball moves.
d Why do you think that the distance of the ball moving on the
marble surface is the furthest? Give one reason.The surface of the marble has the (least / most) friction.
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Lesson 12
Theme: Investigating Force and Energy
Learning Objectives: 1.3 Analysing Friction
Learning Outcomes: At the end of the lesson, pupils should be able to:
describe ways to reduce friction.
SPS : Observing, communicating and measuring and using numbers.
Approaches Activ ities
Preparation1 Some wooden blocks, oil and rulers.
2 Worksheets (L12/WS1, L12/WS2).
Teachers
briefing
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Guides the pupils how to do the activities in the
worksheet (L12/WS1).
Pupils action
1 Do the activities and complete the activity form.
(L12/WS1)
2 Discuss the answers with the teacher.
ConclusionTeacher guides the pupils to make conclusion about
the ways to reduce friction.
Follow up Pupils complete the worksheet given (L12/WS2)
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L12/WS1Name : _________________________________________________
Class: ___________________________ Date: ________________
Procedure
1. Push the wooden block on the non-oily surface. Measure and
record the distance of the block moving.
2. Push the wooden block on the oily surface. Measure and record
the distance of the block moving.Observation
Type of surfaceDistance travelled by block
(cm)
Non-oily surface
Oily surface
Inference
The distance travelled by the block on the oily surface is
____________ (farther, shorter) because it has ___________ (less,
more) friction.
Conclusion:
Oil can _________________ friction.
Non-oily surface
Oily surface
Woodenblock
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L12/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
In this experiment, Daneena pushes a block on a non-oily surface.
Then she pushes the same block on an oily surface. The result is as
follows:
The block moves further on the oily surface.
a) The block moves further on the oily surface. Give one reason.__________________________________________________
b) State the following:
i) What to keep the same (controlled variable)?__________________________________________
ii) What to change (manipulated variable)?__________________________________________
iii) What to measure (responding variable)?___________________________________________
c) State one conclusion that can be made from the experiment on
the oily surface.
_________________________________ can reduce friction.
Non-oily surface
Oily surface
Blocks
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L13/WS1Name : _________________________________________________
Class: ___________________________ Date: _________________
Activity
Observe two different soles of shoes.
A - New shoes
B - Worn-out shoes
Answer the following questions:
1 What will happen when we use shoes A on a wet floor?
Answer: ______________________________________
2 What will happen when we use shoes B on a wet floor?
Answer: ______________________________________
3 Give a reason to your observation on shoes A.
Answer: ______________________________________
4 Give another way to increase friction.
Answer: ______________________________________
Conclusion:
We can increase friction by using ______________________
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L14/APP1
Advantages and Disadvantages of Frict ion
Al lowvehicles to
travel on theroad safely
Slowdown or
stopsmovingvehicles
Enable usto holdthings
Al low us towalk or run
withoutslipping
Enable usto sharpen
a knife ADVANTAGES
Wasteenergy
Produce heatthat damages
parts ofmachines
Cause surfacesto wear-out
e.g. Tyres, Soleof shoes
DISADVANTAGES
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L14/WS1
Name : _________________________________________________
Class: ___________________________ Date: _________________
Read the following text and then carry out the task below.
Friction is a force that opposes the movement of an object.
Friction only occurs when two surfaces are in contact.
Friction is useful in our everyday life. Friction allows us to walk
or run without slipping. Without friction, we will not be able to walk or
run on the ground. Friction also allows vehicles to travel on the road
safely. The brake system in the vehicles makes use of friction to slow
down or stop the vehicles. A friction enables us to hold things because
it prevents the objects from slipping. Friction enables us to sharpen
knives and other tools.
Despite all these benefits of friction, it can also cause problems
in our everyday life. Friction makes objects move slower. We need
more energy to make them move faster. Friction can also cause
surfaces to wear out, for examples tyres and sole of shoes. Friction
produces heat that damages surfaces or parts of machines.
Use the coloured pencils to underline the answers for the
following questions:
1 What is friction? (blue)
2 What are the advantages of friction? (green)
3 What are the disadvantages of friction? (red)
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L14/WS2
Name : _________________________________________________
Class: ___________________________ Date: ________________
Write True or False.
1. Friction only occurs when two surfaces are in contact. ( )
2. The direction of the frictional force is always opposite
to the direction of movement of an object. ( )
3. Friction allows us to walk or run without slipping. ( )
4. Friction allows vehicles to travel on the road safely. ( )
5. The brake system in the vehicles makes use of friction to
enable the vehicles to move faster. ( )
6. Friction enables us to hold a pen when writing. ( )
7. Friction enables us to sharpen a pencil. ( )
8. Friction makes objects move faster. ( )
9. Friction does not cause surfaces to wear out. ( )
10. Friction produces heat that damages some part of
machines. ( )
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L15/WS1
Name: _________________________________________________
Class: ___________________________ Date: ________________
An investigation is carried out to study the factors that affect the
distance a trolley moves by using different types of surface. The results
are recorded in the table below.
Types of surface The distance a trolley moves (cm)
Glass 50
Cement 40
Wood 30
Tar road 10
a State the following
i) What to keep the same (controlled variable)?__________________________________________
ii) What to change (manipulated variable)?__________________________________________
iii) What to measure (responding variable)?___________________________________________
b Observation :
i The trolley moves ____________ (farther, nearer) on a glass
surface than on the other surfaces.
ii The trolley moves_____________ (farther, nearer) on a tar
road than on the other surfaces.c Conclusion:
i The __________the surface, the longer the distance a trolley
moves. (rougher, smoother)
ii The __________the surface is, the shorter is the distance a
trolley moves. (rougher, smoother ).
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L15/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
a What do you want to find out from this investigation?
To investigate the relationship between the_________________ and the ________________________.
b Based on this investigation, match the following answerscorrectly.
c State the relationship between the type of surface and thedistance the trolley moves.
The ____________ (smoother, rougher) the surface, the
_________(shorter, longer) the distance the trolley moves.
Size of the trolleyWhat to change
(manipulated variable)
What to measure(responding variable) Different types of
surface
What to keep the same(fixed variable)
The distance a trolleymoves
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Lesson 16
Theme : Investigating Force and Energy
Learning Objective : 2.1 Understanding Speed
Learning Outcomes: At the end of the lesson pupils should be able to:
state that an object which moves faster
travels a longer distance in a given time
state that an object which moves faster takes
a shorter time to travel a given distance.
SPS :Observing, measuring and using numbers and making
inferences.Approaches Activi ties
Preparation1 Notes (L16 /APP1)
2 Worksheets (L16 /WS1, L16 /WS2)
Teachers
briefing
1 Explains the objective of the lesson.
2 Distributes notes to the pupils and explains
about the relationship between speed and
distance. (L16/APP1).
3 Distributes worksheets to the pupils (L16/WS1)
Pupilsaction
Complete the worksheet with teachers guidance.
(L16/WS1)
ConclusionTeacher guides the pupils to make conclusion that
the relationship between speed and distance of an
object.
Follow Up Pupils answer the worksheets given. (L16 /WS2)
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L16 /APP1
Speed :
1) Speed is a measurement of how fast an object moves.2) Every moving object has speed.3) An object that moves faster can travel farther at a given
time.
Situation I
A black cat runs 10metres in 20 seconds.
A brown cat runs 30
metres in 20seconds.
Which cat is faster?The brown cat.
Give your reason :The brown cat is able to run farther than the black cat
within 20 seconds.
Situation II
Car X travels 40km in 1hour.
Car Y travels 30km in1 hour.
Which car is faster?Car X
Give your reason:Car X moves farther than car Y in one hour.
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4) An object that moves faster takes less time to travel ata given distance.
Situation I
Siti takes 10 seconds torun a distance of 50metres.
Fatimah takes 15seconds to run adistance of 50 metres.
Who is faster?Siti
Give your reasonSiti takes less time than Fatimah to run at the samedistance.
5) How to calculate speed.
Speed = Distance travelledTime taken
Situation I
In a race, an athletecan run a distance of100 metres in 20seconds.
Calculate his speed.
Speed = Distance travelledTime taken
= 100 metres20 seconds
= 5 m/s
Situation II
A train takes 3 hours to travel a distance of 180 km.Calculate the speed of the train.
Speed = Distance travelled = 180 km = 60 km/hrTime taken 3 hours
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L16/WS 2Name : __________________________________________________
Class : ________________________________ Date : ____________
Which moves faster? Tick ( ) the correct answer.
A B
1.
Distance : 10 metres Distance : 10 metres
Time taken : 7 seconds Time taken : 5 seconds
2.
Distance : 100 metres Distance : 100 metres
Time taken :14 seconds Time taken : 15 seconds
3.Distance : 800 metres Distance : 800 metres
Time taken : 5 minutes Time taken : 7 minutes
4.
Distance : 10 kilometres Distance : 10 kilometres
Time taken : 45 minutes Time taken : 40 minutes
5.
Distance : 100 kilometres Distance : 100 kilometres
Time taken : 1 hour Time taken : 2 hours
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L17/WS1Name : __________________________________________________
Class : ____________________________________Date :________
Tick ( / ) the action that involves speed .
1. Zikry is walking to school.
2. The leaves are falling from the tree.
3. Sofian is sleeping on his bed.
4. They are playing kites in the field.
5. A car is parked near the hospital.
6. The children are standing on the staircase.
7. Zulaikha is sitting on her chair.
8. Zul and Zamri are swimming in the pool.
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L17/WS 2
Name :__________________________________________________
Class : ______________________________Date : ______________
Calculate the speed and match with the correct answer.
Distance : 20 metres,Time taken : 4 seconds 6 m/s
10 m/s
5 m/s
2 m/s
12 m/s
Distance :10 metres,Time taken : 5 seconds
Distance : 30 metres,Time taken : 5 seconds
Distance : 60 metres,Time taken : 5 seconds
Distance : 100 metresTime taken : 10 seconds
1
2
3
4
5
A
B
C
D
E
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L17/WS3Name : __________________________________________________
Class : ___________________________________Date : __________Answer all questions.
The table below shows the time taken by five objects to travel at adistance of 100 metres.
Object Distance (m) Time taken (s)
A 100 14
B 100 12
C 100 11D 100 16
E 100 15
1. Which object is the fastest ?
________________________________________________
2. Which object is the slowest?
________________________________________________
3. Arrange the objects from the fastest to the slowest.
________________________________________________
4. What to keep the same (fixed variable)?
________________________________________________
5. Underline the correct answer for the conclusion below.
The object which moves faster takes a (longer time / shortertime) to travel at a given distance.
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L18/WS1
Name : ________________________________________________
Class : ___________________________ Date: ___________
Observe two different conditions of milk and answer the following
questions.
a)
Conditions of milkCharacteristics
A B
Surface layer
Smell
Taste
b) Which milk is spoiled?
________________________________________________________
c) List other characteristics of spoilt food.
I ______________________________________________________
Il ______________________________________________________
Ill ______________________________________________________
IV ______________________________________________________
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L18/WS2
Underline the correct answers.
1 When food is spoiled, it usually (changes, does not change) in
appearance.
2 Food (will, will not) stay fresh if we keep properly for a long time.
3 (Milk, Bread) contains mould when it is spoiled.
4 Spoilt bread has (curd, mould) on its surface.
5 Spoilt food has (pleasant , unpleasant ) taste.
6 (Prawns, Green peas) will turn bad faster than (prawns, green
peas) if they are left at room temperature for a few days.
7 Spoilt porridge tastes (sweet, sour).
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Lesson 19
Theme: Investigating Materials
Learning objective: 1.1 Understanding food spoilage.
Learning outcomes: At the end of the lesson, pupils should be able to:
State that microorganism can spoil food.
State the conditions for microorganisms to
grow.
SPS : Observing, communicating, predicting
Approaches Activi ties
Preparation
1 Mouldy bread.
2 Mind map (L19/APP1).
3 Worksheets (L19/WS, L19/WS2).
Teachers
briefing
1 Explains the objective of the lesson and the task
assigned to the pupils.
2 Discusses with the pupils pertaining to spoilt
bread as shown. (L19/APP1).
Pupils
action
1 Observe mouldy bread under the magnifying
glass or microscope and state its characteristics
verbally. (L19/APP1).
2 Complete the worksheet given. (L19/WS1)
Conclusion
Teacher guides pupils to make conclusion that
microorganisms cause food spoilage and they need
special conditions to grow.
Follow up Pupils complete the worksheet given. (L19/WS2)
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L19/WS1Name : __________________________________________________
Class : ____________________ Date : ___________
A. Observe the bread given to you. Write your observation in the
table below.
Characteris tics Observation on the surface of bread
Appearance
Smell
Touch
B. Draw the microorganisms that you see under the magnifying glass
or microscope.
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1 Name the microorganisms that was observed on the bread.
____________________________________________________
2 The bread turns bad because ___________________________.
3 List the conditions suitable for the microorganisms to grow.
a _______________________________________________
b _______________________________________________
c _______________________________________________
d _______________________________________________
e _______________________________________________
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L19/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________
Circle the correct answer.
1 What causes bread to spoil?
A Air
B Insects
C Microorganisms
D Water
2 The diagram below shows different types of food.
I II III IV
Which of these food cannot last long if we leave them at room
temperature for a few days?
A I and II
B I and IV
C II and III
D II and IV
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L20/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________
Write the suitable food in the table below :
Type Of Food Preservation Food
1 Waxing1.
2.
2 Smoking
1.
2.
3 Salting1.
2.
4 Pasteurising1.
2.
5 Drying1.
2.
6 Vacuum packing1.
2.
7 Pickling1.
2.
8 Freezing1.
2.
9 Cooling1.
2.
10 Boilling1.
2.
11 Bottling / Canning1.
2.
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L20/WS2
Name: __________________________________________________
Class: ____________________ Date : ___________
Name the type of food preservation for each of these food.
Food Type Of Preservation
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Lesson 21
Theme: Investigating Materials
Learning objective: 1.2 Synthesizing the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
Give reasons why each form of food
preservation is used.
SPS: Interpreting, making inferencesand communicating
Approaches Activi ties
Preparation
1 A word puzzle (L21/APP1).
2 A mind map (L21/APP2).
3 Worksheets (L21/WS1, L21/WS2).
Teachers
briefing
1 Explains the objectives of the lesson and the task
assigned to the pupils.
2 Asks pupils to complete the word puzzle.
(L21/APP1), then explains the contents of mind
map to pupils.
3 Guides pupils to complete the worksheet.
(L21/WS1)
Pupils
action
1 Complete the word puzzle and discuss about the
relationship between food preservation and the
condition for bacteria to grow. (L21/APP,
L21/APP2).
2 Present the outcome of their discussion to the
class.
3 Complete the worksheet given. (L21/WS1)
Conclusion
Teacher guides the pupils to make conclusion that
various ways of food preservation provides various
situation unsuitable for bacteria to grow.
Follow up Pupils complete the worksheet given. (L21/WS2)
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L21/APP1Complete the word puzzle below :
B C T R I
Clue:
1. It is a living thing.2. It is a type of microorganism.3. It cannot be seen with naked eyes.
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L21/APP2
Bacteria needs water, air and food to grow.
Too hotToo cold
No water
Too salt
No air
CONDITION THAT
ARE NOT SUITABLEFOR
BACTERIA
Dry place
Too acidic
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L21/WS1
Name: __________________________________________________
Class: ____________________ Date : ___________
Fill in the table with suitable answers :
Type Of Food Preservation Why Microorganism Cannot Grow
1.Salting
2. Drying
3. Pickling
4. Vacuum Packing
5. Bottling and Canning
6. Freezing
Too hotToo coldNo water
No air
Dry place
Too salty
Too acidic
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L21/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________
Fill in the blanks with the correct answers:
a. Bacteria needs ______________ and ______________ to grow.
b. Bacteria cannot grow on dry food because there is no
________________
c. Bacteria is not active in _______________________ place.
d. Vacuum packing will prevent food from turning bad because there
is no ______________________.
e. Bacteria cannot grow in salted fish because the condition is too
___________.
.
air salty water cold
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Lesson 22
Theme: Investigating Materials
Learning objective: 1.2 Synthesising the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
State what food preservation is.
SPS: Interpreting, making inferences and communicating
Approaches Activi ties
Preparation1 A mind map (L22/APP1).
2 Worksheets (L22/WS1, L22/WS2, L22/WS3).
Teachers
briefing
1 Explains the objectives of the lesson and the tasks
assigned to the pupils.
2 Explains to the pupils about food preservation
based on the mind map given. (L22/APP1).
3 Guides the pupils to complete the worksheets.
(L22/WS1, L22/WS2)
Pupils
action
1 Complete the worksheets given. (L22/WS1,
L22/WS2)
2 Present their answers to the class.
Conclusion
Teacher guides pupils to make conclusion about the
meaning of food preservation.
Follow up Pupils complete the worksheet L22/WS3
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L22/APP1
Food Preservation
Food preservation is a process ofslowing down the food from becoming
bad
Pickling
Salting
Freezing
Drying
Vacuum packing
Bottling
Cooling
SmokingWaxing
PasteurisingBoling
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L22/WS1Name : __________________________________________________
Class : ____________________ Date : ___________
Match the types of preservation and the food correctly:
Bottling
Vacuumpacking
Drying
Freezing
Salting
Pickling
Type Of Preservation
Mushroom
Fish
Mango
Tomato
Egg
Meat
Food
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L22/WS2Name : __________________________________________________
Class : ____________________ Date : ___________
Tick ()the food that can last long:
Canned MeatMeat
Dried fish Fresh fish
Diagram 1
Fresh mangoesPickled Mango
Fresh eggsSalted eggs
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L22/WS3
Name : __________________________________________________Class : ____________________ Date : ___________
P QDiagram 1
Diagram 1 shows two conditions of milk.
a. Write one observation based on the investigation above.
____________________________________________________
____________________________________________________
b. Based on your answer in (a), give one inference.
____________________________________________________
____________________________________________________
c. State another observation that can support your inference in (b).
____________________________________________________
____________________________________________________
d. Write one controlled variable based on the investigation.
____________________________________________________
____________________________________________________
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Lesson 23
Theme : Investigating Materials
Learning objective : 1.3 Realising the importance of preserving food
Learning outcomes : At the end of the lesson, pupils should be able to:
Give reasons why we need to preserve
food.
SPS : Communicating, interpreting data
Approaches Activi ties
Preparation 1 Reading text (3/APP1).
2 Worksheet (L23/W1).
Teachers
briefing
1 Distributes the passage to the pupils.
(L23/APP1).
2 Guides pupils to read the passage and
underline the importance of preserving food.
Pupils
action
1 Read the text aloud and underline the
importance of preserving food. (L23/APP1)
2 Complete the worksheet given. (L23/W1).
ConclusionTeacher guides the pupils to make conclusion that
preserving food has many advantages.
Follow up Pupils list the importance of preserving food.
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L23/APP1
The Importance of Preserving Food
Food can last longer if it is preserved. Examples of food
preservations are bottling or canning, cooling, drying, freezing, heating,
pickling, salting, smoking, vacuum-packing, pasteurizing, and waxing.
We can enjoy the food for a longer time even the growing
season is over if the fruits and vegetables are preserved. It is useful for
the people in extreme weather where they cannot go out for hunting,
fishing or farming at certain period. They use preserved food as their
food supply.
Preserved food is easy to store as they become smaller when
dried. So the dried foods need smaller container for storing them.
Preserved food has a long shelf life. It is easier for the soldiers
to carry and take it as a food supply when they are in combat for a long
period.
Preservation also helps prevent wastage. During harvesting
there are plenty of fruits or grain in the market and make the price goesdown. By preserving them, it can avoid the food from destroy.
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Lesson 24
Theme: Investigating Materials
Learning objective: 2.1 Understanding the effects of improper
disposal of waste on the environment.
Learning outcomes: At the end of the lesson, pupils should be able to:
identify the types of waste in the environment.
identify the sources of waste.
state the proper ways of waste disposal.
SPS: Observing, classifying and communicating
Approaches Activi ties
Preparation
1 Pictures (L24/APP1, L24/APP2)
2 Pictures and text (L24/APP3)
3 Worksheets (L24/WS1, L24/WS2, L24/WS3, L24/WS4)
Teachersbriefing
1 Explains the objectives of the lesson and the tasks
assigned to the pupils.
2 Explains about the different types and sources of waste
and the text regarding the proper disposal of waste
(L24/APP1, L24/APP2, L24/APP3).
3 Guides the pupils to complete the task in the
worksheets. (L24/WS1)
Pupils
action
1 Label the pictures of different types of waste (L24/WS1)
2 Match the sources to the types of waste (L24/WS2)
3 Match pictures to the correct statements (L24/WS3).
ConclusionTeacher guides pupils to conclude that there are various
types and sources of waste and ways to dispose them.
Follow up Pupils complete the worksheet given. (L24/WS4).
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L24/APP1
Types Of Waste
Type Example
Plastic
Plastic bottle
Glass
Glass bottle
Chemical
Toxic material
Metal
Tin can
OrganicWaste
Food waste
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L24/APP2
Sources Of Waste
Housing area
Rubbish (Plastic, left-over food,paper, solid waste) and sewage.
Agricu ltural area
Pesticides and organic fertilizer;insecticides
Factories
Poisonous gas and smoke, toxicchemicals, radioactive materialsand organic waste
Motor vehicles
Poisonous gas and smoke;
Oil spills
Shipping
Oil spills and sludge dumping
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L24/APP3Proper Waste Disposal
A Fit chimneys with cleaning devices.
B Throw rubbish into dustbins.
C Burn waste in incinerators.
D Bury waste in sanitary landfills.
E Sewage is treated before disposal.
F Throw rubbish into waste paper baskets.
G Recycle suitable waste materials.
H Do not litter.
A B C D
HGFE
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L24/WS1
Name : __________________________________________________
Class : _______________________ Date : __________________
Fill in the blank boxes with suitable types of waste.
Types of waste
Plastic Glass Metal
Organic waste Chemical waste
1 2 3
4 5
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L24/WS2
Name : ________________________________________________
Class : ___________________ Date : _______
Match the following waste to its correct sources.
Types of waste Sources of waste
Rubbish(Plastic, left-over food,
paper, solid waste)
Smoke
Pesticide and organicfertilizer
Sewage
Factories
Agriculture
Motorvehicles
Homes
Openburning
Toxic materials(Smoke, dust,
radioactive materials,hazardous waste)
A
B
C
D
E
I
II
III
IV
V
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L24/WS3
Group : ______________________________________
Class : _______________ Date : ____________
Match the pictures to the correct statements about the proper disposalof waste.
Throw rubbishinto dustbins.
Bury waste insanitarylandfills.
Sewage istreated before
disposal.
Do not litter.
Recyclesuitable waste
materials.
A
B
C
D
E V
IV
III
II
I
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Lesson 25
Theme: Investigating Materials
Learning objective: 2.1 Understanding the effects of improper
disposal of waste on the environment.
Learning outcomes: At the end of the lesson, pupils should be able to:
state the improper ways of waste disposal.
describe the harmful effects of improper waste
disposal.
SPS : Observing, classifying and communicating
Approaches Activi ties
Preparation1 Pictures (L25/APP1, L25/APP2)
2 Worksheet (L25/WS1, L25/WS2, L25/WS3)
Teachers
briefing
1 Explains the objective of the lesson and the task
assigned to the pupils.
2 Displays and explains pictures pertaining to
improper disposal of waste and its impact to
humans and the environment.
3 Guides the pupils to complete the task in the
worksheets.
Pupils
action
1 Work individually to label the pictures of improper
disposal of waste. (L25/WS1)
2 Work in pairs to find given words from the word
maze. (L25/WS2)
Conclusion
Teacher guides pupils to make conclusion that
improper disposal of waste have impacts to humans
and the environment.
Follow up Pupils complete the worksheet (L25/WS3).
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L25/APP1
Improper Disposal Of Waste
Releasing ofwaste intorivers
Releasing ofsmoke into air
Littering
Open burning
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L25/WS1
Name : _____________________________________________Class : _______________________ Date : _______________
Label the following pictures of improper waste disposal.
Littering Releasing of smoke into air
Releasing of waste into rivers Open burning
1. 2.
3. 4.
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L25/WS2
Name : _____________________________________________Class : _______________________ Date : _______________
Find and colour the following words in the word maze below.
SICKNESS WATER POLLUTION AIR POLLUTION
ACID RAIN DISEASES FLASH FLOOD
D E G D V Z M J I Q F B N X U K B
S I C K N E S S G Y K L A O L A C
R V C G K B R M C A H Q C Y V S T
H W L K B K D I S E A S E S Y D B
B G A H L I S C U M J I M A W H O
F E I C A J L U J K H G A D H Y U
M R W A T E R P O L L U T I O N L
Z R H H S W M B U Z W S I C A B R
I A N I N F H O M N A N B D C N M
L C K Q K I J K G B U K S M A C B
A I L L U K D F L A S H F L O O D
G D O X G U K S W R K A D J P Q C
N R W M A I R P O L L U T I O N I
V A E B M L U E K A P U L A N C F
D I O H A T K T H L J G P J V Q V
Q N L A L C L I U K P Q H L A V AK H K U A U R P O R L U M I D N M
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L25/WS3
Name : _____________________________________________
Class : ____________________ Date : __________________
1 Which of the following activities shows improper disposal ofwaste?
A Open burning
B Throw rubbish into dustbins
C Recycle suitable waste materials
D Do not throw rubbish every where
2 The diagram below shows a situation.
What is the cause of the above situation?
A Typhoid B Air pollution
C Flash floods D Water pollution
3 The diagram below shows a situation.
What is the effect of the above situation?
A Typhoid B Air pollution
C Flash floods D Water pollution
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Lesson 26
Theme: Investigating Materials
Learning objective: 2.2 Understanding that some waste can decay.
Learning outcomes: At the end of the lesson, pupils should be able to:
give examples of waste that do not decay.
give examples of waste that can decay.
state that microorganism can cause waste
materials to decay.
SPS: Observing, classifying and communicating
Approaches Activi ties
Preparation
1 Pictures (L26/APP1, L26/APP2)
2 Worksheets (L26/WS1, L26/WS2, L26/WS3,
L26/WS4)
Teachersbriefing
1 Explains the objective of the lesson and the task
assigned to the pupils.
2 Distributes and explains pictures of different types
of waste materials (L26/APP1).
3 Distributes and explains a poster on waste
decaying process (L26/APP2).
Pupils
action
1 Work individually to identify groups of waste
(L26/WS1).
2 Work in pairs to categorize types of waste
(L25/WS2); to find the words from word maze and
to label parts of a picture on waste decaying
process (L26/WS3).
Conclusion
Teacher guides pupils to conclude that some waste
can decay and are caused by certain microorganisms.
Follow up Pupils complete worksheet (L26/WS4).
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L26/WS3
Name : _________________________________________________
Class : ___________________ Date : ____________
Find and circle the words that are listed below.
A F S F Z X K L Q D W E R T
W O O D L C A C P E O I U Y
E O A G W V T B A G H T Y S
R D E C A Y A T I R J R U T
T M P H T B O P L A S T I C
Y N O J S N D O R D K E S A
U B I M E T A L Y A L W D E
I V U K K M S Y U B A Q I L
O C Y G L A S S I L S M F E
P X T L J Q O T L E D N G S
A Z R A H A T Y D F G B H OS L E P A P E R M D H V K E
D K W S G E L E N A J C L U
F J C O T T O N E S K X C W
G H Q D F U P E R A L Z O N
PLASTIC METAL DECAY COTTON
GLASS WOOD FOOD POLYSTYRENE
DEGRADABLE PAPER WASTE
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L27/APP1Microorganisms That Cause Waste Decay
Bacteria Fungi
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L27/APP2
Decaying Process
Organic Waste
Decomposers
v
Nutrients In The Soil
The n
Nutrients make the soil healthy. Plants absorb nutrients in the soil.Plants are then eaten by animals.
Dead lant Dead animal Waste
Certain microorganisms make dead plants,dead animals and waste materials to decay.They are called decomposers.
The decomposers break down theorganic substances into nutrientsthat goes back to the soil.
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L27/WS1
Name : __________________________________________________
Class : _________________________ Date : __________________
Label the pictures as (B) if they are bacteria and and (F) if they arefungi.
1. 4.
2. 5.
3. 6.
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L27/WS2
Label the pictures with the words given below.
Healthy soil Bacteria Dead animal
Healthy plants Fungi Dead plant
1 2
3 4
5 6
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Lesson 28
Theme: Investigating Materials
Learning objective: 2.2 Understanding that some waste can decay.
Learning outcomes: At the end of the lesson, pupils should be able to:
State the advantages of waste decaying.
State the disadvantages of waste decaying.
SPS: Observing, classifying and communicating
Approaches Activi ties
Preparation
1 Text (L28/APP1)
2 Worksheets (L28/WS1, L28/WS2, L28/WS3)
Teachers
Briefing
1 Explains the objective of the lesson and the task
assigned to the pupils.
2 Distributes and explains text (L28/APP1) on the
advantages and disadvantages of waste decaying.
3 Guides pupils to read and identify the keywords
from the text given.
Pupils
action
Work individually or in groups to complete the activities
in worksheets (L28/WS1, L28/WS2).
Conclusion
Teacher guides pupils to make conclusion that waste
decaying has advantages and disadvantages and there
are many effects to the environment if waste does not
decay.
Follow up Pupils complete worksheet (L28/WS3).
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Burntmethane
L28/APP1
Advantages Of Waste Decay
Decomposers prevents wasteaccumulation.
Decayed plants and animalsbecomes nutrient for soil
Decomposers helps to turn organicwaste into fertilisers
Disadvantages Of Waste Decay
Decaying waste gives outunpleasant smell
Decaying waste also gives outpoisonous gas(e.g. methane)
Decaying waste attracts pests.
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L28/WS1
Name : _______________________________________________
Class : ______________ Date : _________________________
Classify these pictures into groups of advantages and disadvantages of
waste decay.
L28/WS2
ADVANTAGES DISADVANTAGES
1. 2.
3. 4.
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L28/WS2
Name : ________________________________________________
Class : ____________________________Date : __________
Write the advantage of waste decay given below to the correct picture.
As fertilizers. Becomes nutrient for soil.
Prevents waste accumulation.
1
2
3
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Lesson 29
Theme : Investigating the Earth and the Universe.
Learning Objective : 1.1 Understanding the eclipse of Moon.
Learning Outcomes :The pupils should be able to:
state what eclipse of the Moon is.
state the position of the Moon, the Earth and
the Sun during the eclipse of the Moon.
explain why eclipse of the Moon occurs.
SPS : Observing, inferring and communicating.
Approaches Activi ties
Preparation
1 Picture with text (L29/APP1).
2 Worksheets (L29/WS1, L29/WS2).
Teachers
briefing
1 Explains the objective of the lesson and the tasks
assigned to the pupils .
2 Shows the picture and explains how the eclipse of
the Moon occur (L29/APP1).
3 Guides pupils to read the passage and under line
the keyword .
Pupils
actionPupils complete the worksheet (L29/WS1)
Conclusion
Teacher guides the pupils to make conclusion that the
eclipse of the Moon occurs when the Earth is between
the Sun and the Moon in a straight line.
Follow up Pupils complete the worksheet (L29 /WS 2).
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L29 / AAP1
Lunar Eclipse
1. The eclipse of the Moon occurs when the Earth is
between the Sun and the Moon in a straight line.
2. Sunlight cannot pass through the Earth because the
Earth is opaque.
3. The Earth blocks sunlight from reaching the Moon.
4. The shadow of the Earth will cover the surface of the
Moon and cause the eclipse of the Moon to occur.
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Lesson 30
Theme : Learning Outcomes Investigating the Earth and the
Universe.
Learning objectives : 1.2 Understanding the eclipse of the Sun.
Learning outcome : Pupils should be able to:
state what eclipse of the Sun is
state the position of the Moon , the Earth and the
Sun during the eclipse of the Sun
SPS : observing, communicating, making inferences.
Approaches Activ it ies
Preparation
1 Picture and notes (L30/APP1)
2 Worksheets (L30/WS1, L30/WS2)
Teache;s
briefing
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Distributes and explains the notes to
the pupils . ( L30 / AAP1)
3 Guides the pupils to read the passage and colour
the keywords.
Pupils action
1 Demonstrate a simple simulation on the eclipse
of the Sun .
2 Complete the worksheets. ( L30 /WS 1)
Conclusion
Teacher guides pupils to conclude that eclipse of the S
occurs when the Moon is between the Sun and the Earth
straight line.
Follow up
Pupils sketch the position of the Moon, the Sun and the
Earth during the eclipse of the Sun .(L30 /WS 2)
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L30/APP1
1. The eclipse of the Sun occurs when the Moon is between
the Sun and the Earth in a straight line.
2. Sunlight is blocked by the Moon from reaching the Earth .
3. The shadow of the Moon is formed on the surface of the
Earth.
4. Solar eclipse can only be observed during the day .
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L30/ WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Fill in the blanks with the correct words.
day shadow straight Earth Sun
1. Solar eclipse occurs when the Moon lies between the Sun and the
Earth in a ______________ line.
2. During a solar eclipse , the ____________ of the Moon is formed on the surface
the Earth.
3.The Moon blocks sunlight from reaching the _____________ .
4. Solar eclipse occurs be during the _________________________.
5.The Moon revolves around the______________________________.
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L30/WS2
Draw the position of the Moon, the Sun and the Earth during the eclipse
of the Sun.
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L31/APP2
Read the following text.
1. A machine is a tool which helps us to do our work easier and
faster. There are seven types of simple machine such as a
wedge, wheel and axle, lever, pulley, gear, inclined plane and
screw.
2. A gear can move objects forward or backward easily. Gears are
used to change the speed or directions of movement.
3. A pulley consists of a wheel and a rope. It is used to lift objects
to a higher place.
4. A wheel and axle is made up of a wheel connected to a rod
named an axle. It helps us to carry or move heavy objects
easily.
5. A screw is cylindrical and has a thread around it. It has a
pointed end. We use screws to fix two pieces of objects
together.
6. An inclined plane is a flat plane in a slanting position. It is used
to push heavy load up or down easily. It can lessen the effort
needed to move objects.
7. A lever has three parts such as effort, load and fulcrum. We use
a lever to carry or move over heavy objects easily.
8. A wedge has two inclined surfaces. It is sharp at one end. The
wedges are used to cut objects into two parts
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L31/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Fill in the boxes the correct name of simple machines.
Wedge Lever Inclined plane
Screw Gear Wheel and axle Pulley
1
7
654
32
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L31/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Choose and write the uses of each type of simple machine from the
answers given below.
1
65
43
2
To lift or lowerobjects
To cut an object into two parts
To change the speed anddirection of movement
To help to moves heavyobjects
To fi x two object together
To carry or move overheavyloads
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Lesson 32
Theme : Investigating technology
Learning objective : 1.1 Understanding simple machine
Learning outcomes : By the end of the lesson, pupils should be able to
give examples for each type of simple
machine.
SPS: Observing and communicating
Approaches Activi ties
Preparation
1 Pictures of different examples of simple machines.
(L32/APP1)
2 Worksheets (L32/WS1, L32WS2) .
Teachers
briefing
1 Asks pupils the name of different types of simple
machines.
2 Explains further that a simple machine is a device
which can help to make our work easier and faster.
3 Introduces the different examples of each type of
simple machines. (L32/APP1)
Pupils
action
Pupils answer worksheet L32/WS1 and then complete
worksheet L32/WS2 by referring to L32/WS1.
Conclusions
1 Pupils read out the answers and teacher explains
any misconception.
2 Teacher guides pupils to conclude that there are
many examples of simple machine which they have
used in their daily lives.
Follow-up
1 Teacher explains that the different tools or examples
of the simple machine are tools that help them to do
the work in the daily life easier and faster (efficiently).
2 Pupils complete worksheets (L32/WS3 and L32/WS4).
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L32/APP1
Examples of simple machine.
L32/APP1
Wedge
Wheel and axle
A water tap A pencil sharpener
Lever
A broom A wheelbarrow
Screw
,
A spanner A tap
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L32/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Read the following text and then carry out the task below.
Tools that use simple machines in our daily life:
1 Wedges : an axe, a knife, a needle, a pair of scissors, a chisel, a
saw and a door wedge.
2 Levers : a hammer, a see-saw, pliers, a fishing rod and a nail
clipper.
3 Pulleys : a crane, flag post.
4 Gears : a bicycle, a wrist watch, a drill and an egg beater.
5 Inclined planes : the staircase, a slide, driving up the hill slope and
pushing a box up the lorry.
6 Screws : a bolt and nut, a G-clamp, a spanner and a water tap.
7 Wheels and axles : the door knob, water tap, car steering and
roller skates.
Use the colour pencils for the following.
1 What are the types of simple machines? (Colour them in red).
2 Identify two examples of tools for each simple machines listed in
question 1. (Colour the examples in green).
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L32/WS2
Name:___________________________________________________
Class : _________________________________ Date____________
Name two tools in the space provided for each type of simple machine.
1. WEDGE
3. PULLEY
4. GEAR5. INCLINED PLANE
6. SCREW
7. WHEEL ANDAXLE
SIMPLEMACHINE
2. LEVER
e.g
12
e.g12
e.g12
e.g12
e.g
1
2
e.g12
e.g12
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L32/WS3
Name:___________________________________________________
Class : _________________________________ Date____________
Name the simple machine used in these devices.
TYPES OF DEVICES
L32/WS4
Wedge Lever Inclined plane
Screw Gear Wheel and axle Pulley
1
987
654
32
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L33/APP1
Simple machines in a complex machine
COMPLEX MACHINE SIMPLE MACHINE
Hand dr ill
Screw, wheel and axle, wedge
Wheelbarrow
Lever, Wheel and axle
Egg beater
Wheel and axle, gear
Scissors
Lever and wedge
Bicycle
Lever, Wheel and axle, gears
Crane
Lever, pulley and gear
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L33/WS2
Name:___________________________________________________
Class : _________________________________ Date____________
List the simple machines found in these complex machines in the
space provided.
Fishing rod
12
12
A hand-drill
BicycleCrane
Egg beater
Wheelbarrow A pair of scissors
123
1
2
12
123
123
COMPLEXMACHINE
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Lesson: 34
Theme : Investigating technology
Learning objective : 1.2 Analysing a complex machine
Learning outcomes: By the end of the lesson, pupils should be able to:
identify simple machine in a complex
machine;
conclude that a complex machine is made
of more than one simple machine;
give examples of complex machine.
SPS : Observing and communicating
Approaches Activi ties
Preparation
1 Previous note about simple machines and complex
machines.
2 Worksheet (L34/WS1)
Teachers
briefing
1 Reflects the meaning of simple machine and complex
machine.
2 Guides pupils to answer structured questions.
(L34/WS1)
Pupils
action
1 Pupils complete the worksheet given in groups.
(L34/WS1)
2 Pupils present their answers.
Conclusion
1 Teacher emphasises the importance of knowing how
to answer structured questions (answering section B
in UPSR examination).
2 Teacher explains the correct answer and pupils write
the correct answer in their worksheet.
Follow-up Pupils do worksheet (L34/WS2)
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Lesson 35
Theme : Investigating Technology
Learning area : Machine
Learning objective : 1.3 Appreciating the invention of machines that
make life easier.
Learning outcomes : By the end of the lesson, pupils should be able to:
predict how life is without machines
explain how machines can make our lives
easier.
Science process skil ls: Observing, predicting and communicating
Approaches Activities
Preparation
1 A piece of wood.
2 Names of machine which we use to do our daily
work. (L35/APP1)
Teachersbriefing
1 Asks pupils to split a piece of firewood without
using any tools.
2 Pupils respond to this situation.3 Teacher asks pupils to predict how life would
be without machine.
4 Teacher further explains the importance of
tools/machines in our daily life.
Pupilsaction
1 Pupils work in groups.
2 Pupils discuss and explain how machine make
our lives easier. (L35/WS1)
Conclusion
A representative from each group read out their
answers. Teacher explains on any misconception
by the pupils.
Follow-upPupils do worksheet given with the teachers
guidance. (L35/WS2)
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L35/WS1
Name:_________________________________________________
Class : ______________________________ Date:______________
Match these devices to the correct uses.
Devices Use
People can movevery far and veryfast.
An egg beater
A tractor
An aeroplane
A knife
A washingmachine
A crane
A staircase
Work in the field iseasier and havegood agricultural
roductivit .
Helps us to moveup or down easily.
Enables us toopen the lid of atin can.
Enable thehousewives tobake better cakes
Fast and easy indoing laundry
Construction workis made easier
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L35/WS2
Name:________________________________________________
Class:________________________________ Date:____________
Tick (/) the correct statements and cross (X) the wrong statements.
1. Machines such as cars, trains, and aeroplanes help us travel slowly.
2. We use the clock to know the time accurately.
3. Machines can do more harm if we do not use them correctly.
4. We will live a prehistoric life without machines.
5. Human beings can do everything easily without machines.
6. In our daily lives, machines help to do most of our work.
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L36/APP2
CLASSROOM ACTIVITY
Material needed:
A small box, scissor, wire, glue, plasticine, 4 thread holders.
Instructions:
Follow the steps below.
1. Use the scissors to poke 4 holes near the base of the box.
2. Cut two pieces of wire of 10 cm.
3. Push each of the two pieces of wire through the holes
which are opposite to each other.
4. Fix each thread holder to each end of the wire which sticks
out of the box. Fix with glue and plasticine.
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L36/WS1
Name: ___________________________________________________
Class: _______________________________Date:________________
Match the pictures to the correct answers.
Types of machines
Transportation
Education
Communication
1
A
2
B
3
C
Construction
4
D
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3 What are the factors that cause competition among animals?
I food
II space
III mate
IV shelter
A I only
B I and II only
C I, II and III only
D I,II, III and IV
4 The picture below shows 3 types of plants in the same habitat.
These plants compete for
I air
II water
III food
IV sunlight
A I and IV
B II and IV
C I, II and III
D I, III and IV
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5 The pictures below shows 2 animals.
A goat and a horse will compete for
I water
II air
III food
IV mate
A I and II
B I and III
C I, II and IV
D I, III and IV
6 Which of following animals live in groups?
A B
C D
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5 The list below shows four actions.
R - Pressing a dough
S - Blowing a balloon
T - Opening a door
U- Cycling
Which actions involve a pushing force?
A R and S
B T and U
C R, S and T
D U, R and S
6 Which actions use a pulling force?
I II
III IV
A I and II
B I and III
C II and III
D III and IV
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7 The diagram shows a moving ping pong ball that is being hit by
a player.
What is the affect of the force shown in the picture?
A The force slows down the moving object.
B The force changes the shape of the object.
C The force causes the stationary object to move.
D The force changes the direction of the moving object.
8 Which shows the effect of force?
I Move stationary objects.
II Stops moving objects.
III Change direction of mov