Yearly Scheme of Work Science Year 6

8/3/2019 Yearly Scheme of Work Science Year 6

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YEARLY SCHEME OF WORKSCIENCE YEAR SIX

THEME: A. INVESTIGATING LIVING THINGS

Learning Area: 1 . Interaction Among Living Things

Weeks/Dates

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

WEEK1 & 2

1.1 Understanding thatsome animals live ingroups and others livein solitary.

Pupils6/1/1.1/1 State that some animals live

in groups

6/1/1.1/2 State that some animalslive in solitary.

6/1/1.1/3 Give examples of animalsthat live in groups.

6/1/1.1/4 Give examples of animalsthat live in solitary.

6/1/1.1/5 Explain why animals live ingroups.

6/1/1.1/6 Explain why animals live insolitary.

6/1/1.1/7State that cooperation is aform of interaction amonganimals.

Pupils view a video on animals thatlive in live in groups and in solitary.

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

Pupils discuss why animals live ingroup, e.g

a) for safety

b) for food

Pupils observe how ants live togetherin a vivarium.

Pupils discuss why animals live insolitary ,e.g

a) to avoid competition forfood.

b) To avoid competition forspace

ClassifyingCommunicatingObservingSpace- time relationshipMaking inferences

Solitary-menyendiri

Safety- keselamatan

Cooperation-

bekerjasama

Competition- persaingan

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2/18

Weeks/Dates


WEEK 3AND 4

1.2 Understanding thatcompetition is a form of

interaction among livingthings.

Pupils

6/1/1.2/1 State that living thingsinteract with one another inthe environment.

6/1/1.2/2 State the competition is aform of interaction .

6/1/1.2/3 List the factors that animalscompete for.

6/1/1.2/4 Give reasons why animalscompete.

6/1/1.2/5 List factors that plants

compete for

6/1/1.2/6 Give reasons why plantscompete with each other.

Pupils view video on interactionamong living things in various

habitats.

Pupils discuss and give examples ofinteraction among living things.

Pupils discuss that competition is aform of interaction

Pupils view video or computersimulation of competition amonganimals.

Pupils discuss and list the factorsthat animals compete for:

a) foodb) water c) mated) shelter e) territory/space

Pupils carry out activities to observeanimals compete ,e.g fish or bird

Pupils discuss that animals competebecause of :

a) limited food resourcesb) limited water resourcesc) trying to get a mate for

breedingd) defending or looking forterritory

e) defending or looking forshelter.

Observing

CommunicatingMaking inferences

Interaction-interaksi

Competition-persainganLimited resources-

sumber terhad

Territory- wilayah

Breeding- pembiakan

Mate pasangan

Defend

mempertahankan

Space-ruang

Shlelter tempat

perlindungan

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3/18

Weeks/Dates


Pupils view a video or pictures ofplants in the forest based on thevideo or pictures pupils discuss why

plants in the forest have differentheights.

Pupils carry out activities to observecompetition among plants

4 Pupils discuss that plants competefor:

a) sunlightb) water c) spaced) nutrient

Pupils discuss and conclude thatplants compete because of:

a) limited sunlight that canreach them

b) limited water resourcesc) l imited spaced) limited nutrient

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4/18

THEME: B. INVESTIGATING FORCE AND ENERGY

Learning Area: 1. Force

Weeks/Dates

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

5 Pupils should learn:

1.3 Understanding theresponsibility ofhuman beings inprotectingendangered species

Pupils could

6/2/1.3/1 Give examples of extinctanimals

6/2/1.3/2 Give examples ofendangered animals

6/2/1.3/3 give examples ofendangered plants

6/2/1.3/4 Explain why certain animalsor plants are facing the

threat of extinction6/2/1.3/5 Suggest ways to prevent

animals and plants fromextinction

Pupils view video or pictures ofanimals that are extinct :-eg.Dinosaurs.

Pupils view video or pictures ofendangered animals and plants, e.g.tiger, turtle, orang utan, panda,rhinoceros, and pitcher plant

Pupils discuss and conclude thatcertain animals and plants are facingthe threat of extinction because of

humans activities such as illegal orexcessive

a) huntingb) loggingc) development

Discuss ways to prevent animals andplants from extinction.

a) Campaign against excessivelogging

b) Educating the public aboutthe importance of protecting

and conserving animals andplantsc) Avoid consuming or buying

products made fromendangered species

d) Enforcing the law

ObservingMaking inferences

CommunicatingSpace time relationship

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5/18


6/18

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

vocabulary/Materials

6 Pupils should learn :

1.1 Understandingthat push andpull are forces.

Pupils

6/2/1.1/1State that push and pull areforces.

6/2/1.1/2State that force cannot beseen but its effects can beobserved.

Pupils push and pull each otherspalms to feel the effect of forces.

Pupils discuss and conclude thatpush and pull are forces.

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

Observing

Communicating

Making inferences

Pull-tarikanPush-tolakanForce-dayaPalm-tapak tangan

7

1.2 Understanding

the effects of aforce

Pupils :

6/2/1.2/1 State that a force can movea stationary objects.

6/2/1.2/2 State that a force canchange the motion of anobjects.

6/2/1.2/3 State that a force canchange the shape of anobjects.

Pupils carry out activities and discussthe effects of pushing:a) a stationary ballb) a moving ball

Pupils press, twist or squeeze objectssuch as plasticine, sponge andspring.

Pupils observe and discuss theeffects of forces.

Observing

Making inferences

Communicating

Use and handle scienceapparatus and subtances

Speed-kelajuanStationary-pegunMoving-bergerakTwist-pulasPress-tekan

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7/18

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


7 Pupils discuss and conclude that a forcecan:

a) move the stationary objectsb) stop a moving object

c) change the direction of a movingobject

d) make an object move faster orslower

e) change the shape of an object

8 and 9 1.3 Analysing friction Pupils6/2/1.3/1 State that fiction is a type of

force6/2/1.3/1Describe the effect of friction6/2/1.3/1Describe ways to reduce

friction6/2/1.3/1Describe ways to increase

friction6/2/1.3/1 State the advantages of

friction6/2/1.3/1 State the disadvantages of

friction6/2/1.3/1 Conclude that friction occurs

when two surfaces are incontact

6/2/1.3/1 Design a fair test to find outhow different types ofsurfaces affect the distancea trolley moves by decidingwhat to keep change, whatto keep the same and what

to measure.

Pupils observe an object such as book or acoin sliding on a surface

Pupils discuss that friction slows down amoving object an conclude that friction is aforce

Pupils carry out activities that involve friction, e.g:

a) open the lid of a jar with dry handsb) open the lid of a jar with oily hands

Pupils discuss and conclude that it is easierto open the lid of jar with dry hands becauseof greater friction

Pupils carry out activities that ivolvefriction,e.g.:

a) rubbing their palmsb) pulling a heavy object

c) rubbing an eraser against thesurface

Based on the above activities pupils explainthe effects of friction:

a) their palms become warmerbecause friction produce heat,

b) it is difficult to move the object

- Observing

- Comunicating

- Interpreting data

- Making

hypotheses

- Experimenting

- Classifying

- Controllingvariables

Friction-geseranAerodynamic-aerodinamikOppose-bertentanganEffect-kesanReduce-kurangkanIncrease-menambahkan

Surfaces in contact-permukaan yangbersentuhan

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8/18

because friction opposes motion,c) the eraser becomes smaller

because friction causes wear andtear.

Pupils discuss and compare the effects offriction in everyday life

Pupils compare the effects of friction by

rubbing their palms

Pupils compare the effects of friction byrubbing their palms

Pupils discuss and conclude that oil reducesfriction

Pupils suggest various ways to reducefriction.

Pupils carry out activities to test theirsuggestions

Pupils gather information on the advantagesand disadvantages of friction in everydaylife

Pupils discuss various situations wherefriction occurs and conclude that friction isproduced when surfaces are in contact withone another

Pupils plan and carry out an experient toinvestigate how different types of surfacesaffects the distance a trolley moves.

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9/18

THEME : B. INVESTIGATING FORCE AND ENERGY

Learning Area : 2. Movement

Weeks / Dates Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skill Notes /Vocabulary/Materials

10 2.1 Understanding

speed

Pupils

6/2/2.1/1 State that anobject whichmoves fastertravels a longerdistance in agiven time

6/2/2.1/2 State that anobject whichmoves fastertakes a shortertime to travel a

given distance

6/2/2.1/3 State what speedis

6/2/2.1/4 Solve problemusing theformula

Pupils carry out activities to :

a) compare the distancestraveled in a given time bytwo moving objects,

b) compare the time taken bytwo moving objects to travela given distance

Pupils discuss and conclude that:

a) an object which moves fastertravels a longer distance in a

given time,b) an object which moves faster

takes a shorter time to travela given distance.

Pupils conclude that:a) speed is a measurement of

how fast an object moves,b) speed can be calculated by

using the formula speed =distance / time

Pupils solve problems using theformula.

Scientific skills

Observing

Communicating

Using space-timerelationship

Measuring angusing numbers

Controllingvariables

Manipulative skills

Use and handlescience apparatusand substances

Store scienceapparatus

Noble values

Being honest andaccurate inrecording andvalidating data

Being respectfuland well-mannered

Being systematic

Being cooperative

Materials needed:-

Measuring tape

Stop watch

Toy car

Choppingblock/track

Brick

Speed-rate at whichsomething moves or is done

Distance-space from onepoint to another

Time_Period between twomoments.

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10/18

THEME: C. INVESTIGATING MATERIALS

Learning Area: 1 . Food Preservation

Weeks/Dates


111.1 Understanding foodspoilage

Pupils

6/3/1.1/1 Describe what spoilt food is6/3/1.1/2 Identify characteristics of

spoilt food6/3/1.1/3 State that microorganisms

can spoilt food6/3/1.2/4 State the conditions for

microorganisms to grow.

Pupils observe samples of spoilt food

Pupils discuss and conclude thatspoilt food is unsafe to eat.

Pupils conclude that spoilt food hasone or more of the followingcharacteristics:

a) unpleasant smellb) unpleasant tastec) changed colourd) changed texturee) mouldy

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

Pupils discuss and conclude thatmicroorganisms can spoil food

Pupils gather information andconclude that microorganisms needcertain conditions to grow.

a) air b) water c) nutrientd) suitable temperaturee) suitable acidity

Observing

Communicating

Making inferences

Experimenting

Observing

Interpreting data

Making inferences

Making Hypotheses

Notes :Food used in the activityshould not be tasted.

Medium-keadaan

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11/18

THEME: C. INVESTIGATING MATERIALS

Weeks/Dates

Learning Objectives Learning Outcomes Suggested Learning Activities Scientific SkillsNotes /

Vocabulary/Materials

Learning Area : 1. Food Preservation

121.2 Synthesising the

concept of foodpreservation

Pupils should able to:

6/3/1.2/1 Describe ways to preserve food

6/3/1.2/2 Give examples of food for eachtype of food preservation

6/3/1.2/3 Give reasons why each way offood preservation is used

Pupils find information about ways to

preserve food and examples of food foreach type of preservation, i.e:

a) drying

b) boiling

c) cooling

d) vacuum packing

e) pickling

f) freezing

g) bottling/canning

h) pasteurizing

i) salting

j) smoking

k) waxing

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

Pupils view a video or visit food factoryto observe how food is processed andpreserved.

Communicating

Making inference

Interpreting data

Observing

Drying- pengeringan

Pickling-penjerukan

Heating-pemanasa

Vacuum packing-pembungkusan vakum

Cooling-pendinginan

Freezing-penyejukbekuan

Bottling-pembotolan

Canning-pengetinan

Smoking-pengasapan

Salting-pengasinan

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12/18

Weeks/Dates


13 6/3/1.2/4 State what food preservation is

6/3/1.2/5 Design and carry out a project

to preserve a given food

Pupils discuss that food preservation is aprocess of slowing down the food frombecoming bad

Pupils carry out a project on foodpreserve a given food

Defining operationallyObservingHandle specimens

correctly and carefully

Food given can bea) tapiocab) banana

c) eggd) mangoe) chili

14 1.3 Realising theimportance ofpreserving food

Pupils should able to:

6/3/1.3/1 Give reasons why we need topreserve food

Pupils discuss and give reasons why weneed to preserve food.

a) the food will last longerb) the food is easy to storec) to reduce wastage of food

Observing

Communicating

Making inference

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13/18

Learning Area: 2 . Waste management

Weeks/Dates


15 2.1 Understanding the

effects of improperdisposal of waste on theenvironment

Pupils

6/3/2.1/1 Identify types of waste inthe environment.

6/3/2.1/2 Identify sources of waste

6/3/2.1/3 State the improper ways ofwaste disposal

6/3/2.1/4 State the proper ways ofwaste disposal.

6/3/2.1/5Describe the harmful effectsof improper waste disposal

6/3/2.1/7 Describe how waste isdisposed in a local area

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

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

Pupils gather information on:a) source of wasteb) various wastes of waste

disposal

Observing.Classifying.Communicating

Harmful effects -kesan buruk

Waste disposal-

pembuangan bahan

buangan

Rubbish bin

CD

Weeks/Dates


166/3/2.1/6 Suggest ways to improve

waste disposal

Pupils discuss and classify the properand improper ways of waste disposal

Pupils discuss the harmful effects ofimproper waste disposal:

a) air pollut ionb) water pollutionc) sickness and diseasesd) acid raine) f lash-f lood

Pupils gather information on howwaste in a local area is disposed

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

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

17 and 18 2.2 Understanding thatsome waste can decay.

Pupils6/3/2.2/1 State that certain waste can

decay6/3/2.2/2 Give examples of waste that

can decay6/3/2.2/3 Give examples of waste that

do not decay6/3/2.2/4 State that microorganisms

can cause waste materialsto decay

6/3/2.2/5 State the advantages ofwaste decaying

6/3/2.2/6 State the disadvantages ofwaste decaying

6/3/2.2/6 Predict what will happen tohuman and theenvironment if waste do notdecay

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

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

Pupils discuss and give examples ofwaste that :

a) decayb) do not decay

Pupils discuss and concludea) some microorganisms

caused waste to decayb) during the decaying process

nutrients are returned to thesoil, in this way they ca beused again

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

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

Observing.Classifying.Predicting.

Biodegradable material

are materials that can be

decayed by

microorganisms.

Certain plastics are

biodegradable.

Decay reput

Harmful merbahayaSeparate asingkan.

CD

Vegetables.

Paper.

Glass.

Plastic.

Wood.

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15/18

THEME D: INVESTIGATING THE EARTH AND THE UNIVERSE

Learning Area: 1.Eclipses

Weeks/

Dates

Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/


19 1.1 Understanding theeclipse of the moon

Pupils6/4/1.1/1 State that eclipse of the

moon is6/4/1.1/1 State the position of the

Moon, the Earth ad the Sunduring the eclipse of themoon

6/4/1.1/3 Explain why eclipse of theMoon occurs

Pupil use models to simulate themovement of the Earth, the Moon andthe Sun

Pupils view video or computersimulation about partial and totaleclipse of the moon

Pupils discuss and conclude thateclipse of the moon occurs because :

a) the Earth is between the

Moon and the Sun, andb) the Earth , the Moon and theSu are positioned in astraight line

Pupils draw diagrams to show theposition of the Moon , The Earth andthe Sun during the eclipse of theMoon

Observing

MakingInferences.

Predicting.

Communicating.

Interpreting data

Definingoperationally.

Experimenting.

Eclipse-gerhanaPosition-kedudukanPartial eclipse-gerhanaseparaTotal eclipse gerhanapenuh

20 1.2 Understanding theeclipse of the sun

Pupils6/4/1.2/1State what eclipse of the

sun is6/4/1.2/2 State the position of the

Moon, the Earth and theSun during the eclipse ofthe sun

6/4/1.2/3 Predict the scenario on theEarth during the eclipse ofthe sun

Pupils use models to stimulate themovement of the Earth , the Moonand the Sun

Pupils discuss that the eclipse of thesun occurs during daytime

Pupils discuss and conclude thateclipse of the sun occurs because:

a) the Moon is between theEarth and the Su

b) the Earth, the Moon and the

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Sun are positioned in astraight line

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

Pupils discuss and predict thescenario on the Earth during the

eclipse of the Sun

THEME: E. INVESTIGATING TECHNOLOGY

Learning Area: 1 . Machine

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

21 and 22 1.1 Understanding simplemachine

Pupils6/5/1.1/2 Explain what simple

machine is6/5/1.1/2State types of simple

machines6/5/1.1/3Give an example for each

type of simple machine

Pupils try to remove the lid of a tinusing

a) bare handsb) spoon

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

Pupils discuss that a simple machineis a device that allows us to use lessforce to make work easier or faster

Pupils examine and manipulate thefollowing simple machine

a) wheel and axleb) lever

Observing

Classifying

Comunicating

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

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c) wedged) puller e) gear f) inclined planeg) screw

Pupils discuss that types of simplemachines

Pupils walk around the schoolcompound and identify various typeof simple machine

23 1.2 Analysing a complexmachine

Pupils6/5/1.2/1 Identify simple machines in

a complex machine6/5/1.2/2 Conclude that a complex

machine is made up ofmore than one simplemachine

6/5/1.2/3Give examples of complexmachines

Pupils identify the simple machines ina bicycle or a wheel barrow

Pupils discuss and conclude that a

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

Pupils prepare scrap books onexamples of complex machines

Observing

Comunicating

Classifying

Wheel barrow- keretasorong

241.3 Appreciating theinvention of machines thatmake life easier

Pupils6/5/1.3/1 Predict how life is without

machines6/5/1.3/2 Explain how machines can

make our lives easier6/5/1.3/3 Design a machine to solve a

problem

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

Pupils discuss and predict how lifewould be without machines.

Pupils discuss and explain howmachines make our lives easier

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

Encourage pupils to reusematerials and recyclematerials

Predicting

Making Inferences

Communicating

Defining operationally

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18/18

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Yearly Scheme of Work Science Year 6

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