Yearly Scheme of Work Science Six 2011

7/29/2019 Yearly Scheme of Work Science Six 2011

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YEARLY SCHEME OF WORKSCIENCE YEAR SIX 2011

THEME: A. Investigating Living Things

Learning Area:

Weeks/Dates

Learning Objectives Learning Outcomes Suggested LearningActivities

Scientific Skills Notes/ vocabulary

3.1.11

14.1.11

1.1 Understandingthat someanimals live ingroups and

others live insolitary

Pupils

State that some animals live

in groups .

State that some animals live

in solitary Give examples of animals

that live in groups

Give example of animals that

live in solitary.

Explain why animals live in

groups.

Explain why animals live in

solitary

State that cooperation is a

form of interaction amonganimals.

Pupils view video onanimals that live in groupsand solitary

Pupils gather informationand give examples ofanimals that live in groupand in solitary

Pupils discuss why animalslive in group.

Pupils observe how antslive together in a vivarium.

Pupils discuss why animalslive in solitary.

a) to avoid competitionfor food

Groups a number

of living things that

live together.

Solitary existing

alone/ not social or

colonial

Cooperation work

jointly

Competition-

interaction between

species or

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b) to avoid competitionfor space

organisms which

share a limited

environmental

resource./ strive to

gain

17.1.11-

28.1.11

1.2 Understandingthat competitionis a form ofinteractionamong livingthings.

Pupils

State that living things interact

with one another in theenvironment.

List the factors that animals

compete for.

Pupils view video oninteraction among livingthings in various habitats.

Pupils discuss and giveexamples of interactionamong living things.

Pupils discuss thatcompetition is a form ofinteraction.

Pupils view video orcomputer simulation ofcompetition among animals.

Pupils discuss and list thefactors that animalscompete for.

a) Foodb) Waterc) Mated) Sheltere) Territory/space

The videoshould includevarious types ofinteraction suchas competitionandcooperation.

The video shouldinclude varioustypes of interactionsuch as competitionand cooperation.

Interaction interaksibreeding-pembiakanCompetition-persainganLimited resources sumber terhadTerritory-wilayahMate-pasanganDefend-

mempertahankanSpace-ruangShelter-tempatperlindungan

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Give reasons why animals

compete.

Pupils carry out activities toobserve animals competingfor food, e.g . fish or bird.

Pupils carry out activities toobserve animals compete

because of :a) Limited food

resourcesb) Limited water

resourcesc) Trying to get a mate

for breedingd) Defending or looking

for shelter

31.1.11-

11.2.11

Pupils List factors that plant

compete for

Pupils view a video orpictures of plants in theforest. Based on the videoor pictures pupils discusswhy plants in the foresthave different height.

Pupils carry out activities toobserve competition amongplants.

Pupils discuss that plantscompete for :-

a) sunlightb) waterc) spaced) nutrient.

These activities canbe prepared earlierbecause they maytake some time toshow results.

Suggestion:a) Green beansb) maize

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Give reasons why plants

compete with each other.

Pupils discuss and concludethat plants completebecause of:

a) limited sunlight thatcan reach them

b) limited water

resourcesc) limited spaced) limited nutrient

14.2.11-

25.2.11

1.3 Understandingthe responsibility ofhuman beings inprotectingendangeredspecies.

Pupils

give examples of extinct

animal.

Give examples of

endangered animals

Give examples ofendangered plant

Explain why certain

animals or plants arefacing the threat ofextinction

Suggest ways to prevent

animals and plants fromextinction.

Pupils view video orpictures of animals that areextinct, e.g dinosaurs.

Pupils view video orpictures of endangeredanimals and plants , e.g

tiger, turtle, orang utan,panda, rhinoceros andrafflesia and pitcher plant.

Pupils discuss andconclude that certainanimals and plants arefacing the threat ofextinction because ofhuman activities such as

illegal or excessive :a) loggingb) huntingc) development

Discuss ways to preventanimals and plants fromextinction , e.g.

Rafflesia-bungapakmaHornbill-burungenggangConservation-pemuliharaanProtection-

perlindunganEndangered-terancamExtinct-pupusExcessive-berleluasaThreat-ancamaLogging-pembalakanConsume-

menggunakanEnforcement-penguatkuasaan

.

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a) campaign againstexcessive logging

b) educating the publicabout the importanceof protecting andconserving animalsand plants

c) avoid consuming orbuying productsmade fromendangered species

d) enforcing the law

28.2.11-

11.3.11

1.4 Knowing theimpact of humanactivities onenvironment

Pupils

Give examples of

environmental destructioncaused by humans.

Explain how human

activities causeenvironmental destruction

Predict what will happen

to the Earth if humanactivities that causedenvironmentaldestructions are notcontrolled.

Pupils view video or seepictures of environmentaldestructions caused byhuman activities ,e.g

a) erosion

b) landslidec) flash-floodd) water pollutione) air pollution

Pupils view a video anddiscuss human activitiesthat cause human activitiesthat cause destruction to theenvironment, e.g.

a) illegal and excessiveloggingb) illegal and excessive

huntingc) improper

management ofdevelopment

Balance of nature-keseimbanganalamIllegal logging-pembalakan haram

Landslide-tanahruntuhFlash-flood-banjirkilatPollution-pencemaranErosion-hakisanDisaster-bencanaDestruction-kemusnahan

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Pupil discuss what willhappen to the Earth ifhuman activities thatcaused environmentaldestructions are notcontrolled

Pupils prepare a scrapbookon environmentaldestructions are notcontrolled

Pupils prepare a scrap bookon environmentaldestruction caused byhuman activities and stepstaken the reduce its effects.

Learning Area:

Weeks/Dates



21.3.11-

25.3.11

1.1Understandingthat push andpull are forces

Pupils

State that push and pull

are forces

State that force cannot

be seen but its effectcan be observed.

Pupils push and pull eachothers palms to feel theeffect of forces.

Pupils discuss and concludethat push and pull areforces

Based on the above activitypupils discuss and concludethat a force cannot be seen

Pull-tarikanPush-tolakanForce-dayapalm-tapak

tangan

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but its effect can beobserved

28.3.11-

1.4.11

1.2Understandingthe effects of aforce

Pupils

State that a force can

move a stationary object


change the motion of anobject


change the shape of anobject

Pupils carry out activitiesand discuss the effects ofpushing

a) a stationary ball

b) a moving ball

Pupils press , twist orsqueeze objects such asplasticine, sponge andspring

Pupils observe and discussthe effect of forces

Pupils discuss and concludethat a force can :

a) move the stationaryobject

b) stop a moving carc) change the direction

of a moving objectd) make an object move

faster or slowere) change the shape of

an object

Speed-kelajuanStationary-pegunMoving-bergerakTwist-pulas

Press-tekan

4.4.11-

22.4.11

Pupils

State that fiction is a

type of force

Describe the effect of

Pupils observe an objectsuch as book or a coinsliding on a surface

Friction-geseranAerodynamic-aerodinamikOppose-bertentangan

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friction

Describe ways to reduce

friction

Describe ways to

increase friction

State the advantages of

friction

State the disadvantages

of friction

Conclude that friction

occurs when twosurfaces are in contact

Design a fair test to find

out how different typesof surfaces affect

the distance a trolley moves

by deciding what to keepchange, what to keep thesame and what to measure.

Pupils discuss that frictionslows down a moving objectan conclude that friction is aforce

Pupils carry out activitiesthat involve friction , e.g:

a) open the lid of a jarwith dry hands

b) open the lid of a jarwith oily hands

Pupils discuss and concludethat it is easier to open thelid of jar with dry handsbecause of greater friction

Pupils carry out activities

that ivolve friction,e.g.:a) rubbing their palmsb) pulling a heavy

objectc) rubbing an eraser

against the surface

Based on the aboveactivities pupils explain theeffects of friction:

a) their palms becomewarmer becausefriction produce heat,

b) it is difficult to movethe object becausefriction opposesmotion,

Effect-kesanReduce-kurangkanIncrease-menambahkanSurfaces incontact-

permukaan yangbersentuhan

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c) the eraser becomessmaller becausefriction causes wearand tear.

Pupils discuss and compare

the effects of friction ineveryday life

Pupils compare the effectsof friction by rubbing theirpalms

Pupils compare the effectsof friction by rubbing theirpalms

Pupils discuss and concludethat oil reduces friction

Pupils suggest various waysto reduce friction.

Pupils carry out activities totest their suggestions

Pupils gather information onthe advantages anddisadvantages of friction ineveryday life

Pupils discuss varioussituations where frictionoccurs and conclude

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that friction is producedwhen surfaces are incontact with one another

Pupils plan and carry out anexperient to investigate how

different types of surfacesaffects the distance a trolleymoves.

25.4.11-

6.5.11

Pupils s

State that an object

which moves fastertravels a long distance ina given time

State that an object

which move faster takesa shorter time to travel agiven distance

State what speed is

Solve problems using

the formula

Pupils carry out activitiesto :

a) compare thedistances traveledina given time bytwo moving objects,

b) compare the timetaken by two movingobjects to travel agiven distance .

Pupils discuss and concludethat :

a) an object whichmoves faster travelsa longer distance in agiven time

b) an object whichmoves faster takes ashorter to travel agiven distance

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Pupils conclude that :a) speed is a

measurement of howfast an object moves

b) speed can becalculated by using

the formulaspeed=distance/ time

Pupils solve problems usingthe formula

Learning Area:

Weeks/Dates



9.5.11-

20.5.11

Pupils

Describe what spoilt

food is

Identify characteristics of

spoilt food

State that

microorganisms canspoilt food

State the conditions formicroorganisms to grow.

Pupils obesrve samples ofspoilt food

Pupils discuss and concludethat

spoilt food is unsafe to eat.

Pupils conclude that spoiltfood has one or more of the

following characteristics:a) unpleasant smellb) unpleasant tastec) changed colourd) changed texturee) mouldy

Notes :Food used in theactivity should notbe tasted.

Medium-keadaan

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Pupils carry out an activityto observe that food turnsbad by leaving a slice ofbread in the open for a fewdays.

Pupils discuss and conclude

that microorganisms canspoil food

Pupils gather informationand conclude thatmicroorganisms needcertain conditions to grow.

a) air b) waterc) nutrientd) suitable temperature

e) suitable acidity

23.5.11-

1.7.11

Pupils

Describe ways to

preserve food

Give examples of food

for each type of foodpreservation

Give reasons why each

way of food preservationis used

State what food

preservation is

Design and carry out a

project to preserve agiven food

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

a) dryingb) boilingc) cooligd) vacuum packinge) icklingf) freezingg) bottling/canningh) pasteursiingi) salting

j) smokingk) waxing

Drying-pengeringanPickling-penjerukanHeating-pemanasaVacuum packing-pembungkusanvakumCooling-pendinginanFreezing-penyejukbekuanBottling-pembotolanCanning-

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Pupils discuss and explainwhy the above ways areused to preserve food.

Pupils view a video or visitfood factory to observe how

food is processed andpreserved.

Pupils discuss that foodpreservation is a process ofslowing down the food frombecoming bad

Pupils carry out a project onfood preserve a given food

pengetinanSmoking-pengasapanSalting-pengasinan

Food given canbe

a) tapiocab) bananac) eggd) mangoe) chilli

4.7.11-

8.7.11

1.3Realising theimportance ofpreservingfood

Pupils

Give reasons why we

need to preserve food

Pupils discuss and givereasons why we need topreserve food.

a) the food will lastlonger

b) the food is easy tostore

c) to reduce wastage offood

11.7.11-

29.7.112.1 Understandingthe effects ofimproper disposal

Pupils

Identify types of waste

in the environment.

Pupils observe variouswaste in a rubbish bin,e.g plastic, glass, chemicalwaste, organic waste, andmetal

Harmful effects-kesan burukWaste disposal-pembuanganbahan buangan

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of waste on theenvironment

Identify sources of waste

State the improper ways

of waste disposal

Desribe the harmful

effects of improperwaste disposal

Describe how waste is

disposed in a local area

Suggest ways to

improve waste disposal

Pupils view video on variouswaste from factories, foodstalls and market.

Pupils gather informationon:

a) source of wasteb) various wastes of

waste disposal

Pupils discuss and classifythe proper and improperways of waste disposal

Pupils discuss the harmfuleffects of improper wastedisposal:

a) air pollutionb) water pollutionc) sickness and

diseasesd) acid raine) flash-flood

Pupils gather information onhow waste in alocal area isdisposed.

Pupils discuss and suggestways to improe wastedisposal in a local area.

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Pupils visit a wastemanagemet cetre orlisten to a to gatherinformation onhow waste istreated.

2.8.11-

26.8.11

2.2 Understandingthat some wastecan decay.

Pupils State that certain waste

can decay

Give examples of waste

that can decay

Give examples of waste

that do not decay

State that

microorganisms cancause waste materials to

decay State the advantages of

waste decaying

State the disadvantages

of waste decaying

Predict what will happen

to human and theenvironment if waste donot decay

Describe how waste is

disposed in a local area.

Suggest ways to

improve waste disposal.

Pupils view videos andtime-lapse clippings aboutwaste that decay and wastethat do not decay

Pupils separate waste in arubbish bin accordingn tothe categories such asvegetables, paper, glass,plastic and wood. Put eachtype into separate thick

plastic bags. Place thesebags in the open andobserve the changes over aperiod of time.

Pupils discuss and giveexamples of waste that :

a) decayb) do not decay

Pupils discuss and concludea) some

microorganismscaused waste todecay

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b) during the decayingprocess nutrients arereturned to the soil,in this way they ca beused again

Pupils gather informationand discuss the advantagesand disadvantages of decayof waste.

Pupils discuss and predictwhat will happen to ahuman and the environmentif waste do not decay.

Learning Area:

Weeks/Dates



5.9.11-

15.9.11

1.1 Understandingthe eclipse of themoon

Pupils

State that eclipse of the

moon is

State the position of the

Moon, the Earth ad theSun during the eclipse ofthe moon

Explain why eclipse of

the Moon occurs

Pupil use models tosimulate the movement ofthe Earth, the Moon and theSun

Pupils view video orcomputer simulation aboutpartial and total eclipse ofthe moon

Eclipse-gerhanaPosition-kedudukanPartial eclipse-gerhana separaTotal eclipse gerhana penuh

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Pupils discuss and concludethat eclipse of the moonoccurs because :

a) the Earth is betweenthe Moon and theSun, and

b) the Earth , the Moonand the Su arepositioned in astraight line

Pupils draw diagrams toshow the position of theMoon , The Earth and theSun during the eclipse ofthe Moon

19.9.11-

30.9.11

1.2 Understandingthe eclipse of thesun

Pupils State what eclipse of

the sun is

State the position of the

Moon, the Earth and theSun during the eclipse ofthe sun

Predict the scenario on

the Earth dring te eclipsef the sun

Pupils use models tostimulate the movement ofthe Earth , the Moon andthe Sun

Pupils discuss that theeclipse of the sun occursduring daytime

Pupils discuss and concludethat eclipse of the sunoccurs because:

a) the Moon is betweenthe Earth and the Su

b) the Earth, the Moonand the Sun arepositioned in astraight line

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Pupils draw diagrams toshow the position of theMoon, the Earth and theSun during the eclipse ofthe sun

Pupils discuss and predictthe scenario on the Earthduring the eclipse of theSun

Learning Area:

Weeks/Dates



3.10.11-

14.10.11

1.2 Understandingsimple machine

Pupils Explain what simple

machine is

State types of simple

machines

Give an example for

each type of simplemachine

Pupils try to remove the lidof a tin using

a) bare handsb) spoon

Pupils compare the difficultyto complete the task anddiscuss the function of thetool

Pupils discuss that a simplemachine is a device thatallows us to use less forceto make work easier orfaster

lid-penutupwheel and axle-roda dan gandarlever-tuaswedge-bajipulley-takalgear-gearinclined plane-satah condongscrew-skru

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Pupils examine andmanipulate the followingsimple machine

a) wheel and axleb) lever

c) wedged) pullere) gear f) inclined planeg) screw

Pupils discuss that types ofsimplae machines

Pupils walk around theschool compound and

identify various type ofsimple machine

17.10.11-

4.11.11

1.2 Analysing acomplex machine

Pupils

Identify simple machines

in a complex machine

Conclude that a complex

machine is made up ofmore than one simple

machine Give examples of

complex machines

Pupils identify the simplemachines in a bicycle or awheel barrow

Pupils discuss and concludethat a complex machine is amachine made up of morethan one simple machine

Pupils prepare scrap bookson examples of complexmachines

Wheel barrow-kereta sorong

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8.11.11-

18.11.11

Pupils

Predict how life is

without machines

Explain how machines

can make our liveseasier

Design a machine tosolve a problem

Pupils carry out simulationto find out how life wouldbe without machines

Pupils discuss and predicthow ife would be without

machines.

Pupils discuss ad explainhow machines make ourlives easier

Pupils identify a problemand design a machine tosolve the problem.

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Yearly Scheme of Work Science Six 2011

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