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.


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



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.



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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


Learning Objective: 1.3 Understanding the responsibility of human

beings in protecting endangered species.


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.


Preparation1 Picture and notes (L5/APP1).

2 Worksheets (L5/WS1, L5/WS2, L5/WS3)

Teachers

briefing


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


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


Learning Objective: 1.3 Understanding the responsibility of human

beings in protecting endangered species.


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.


Preparation

1 Pictures of endangered plants (L6/APP1).

2 Notes (L6/APP2).


Teachers

briefing


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: _________________


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.


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


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


Learning Objectives: 1.3 Analysing Friction


state that friction is a type of force.

describe the effects of friction.

SPS : Observing, communicating and measuring and using numbers.


Preparation 1. A rubber ball and some chalks.2. Worksheets (L11/WS1, L11/WS2).

Teachers

briefing



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


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


Learning Objectives: 1.3 Analysing Friction


describe ways to reduce friction.

SPS : Observing, communicating and measuring and using numbers.

Approaches Activ ities

Preparation1 Some wooden blocks, oil and rulers.


Teachers

briefing



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.


State that microorganism can spoil food.

State the conditions for microorganisms to

grow.

SPS : Observing, communicating, predicting


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


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.



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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 : ___________


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


Learning objective: 1.2 Synthesizing the concept of food preservation.


Give reasons why each form of food

preservation is used.

SPS: Interpreting, making inferencesand communicating


Preparation

1 A word puzzle (L21/APP1).

2 A mind map (L21/APP2).


Teachers

briefing

1 Explains the objectives of the lesson and the task


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


various ways of food preservation provides various

situation unsuitable for bacteria to grow.



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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


Learning objective: 1.2 Synthesising the concept of food preservation.


State what food preservation is.

SPS: Interpreting, making inferences and communicating


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


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


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


Learning objective: 2.1 Understanding the effects of improper

disposal of waste on the environment.


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


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


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


Learning objective: 2.1 Understanding the effects of improper

disposal of waste on the environment.


state the improper ways of waste disposal.

describe the harmful effects of improper waste

disposal.

SPS : Observing, classifying and communicating


Preparation1 Pictures (L25/APP1, L25/APP2)

2 Worksheet (L25/WS1, L25/WS2, L25/WS3)

Teachers

briefing



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


Learning objective: 2.2 Understanding that some waste can decay.


give examples of waste that do not decay.

give examples of waste that can decay.

state that microorganism can cause waste

materials to decay.



Preparation

1 Pictures (L26/APP1, L26/APP2)

2 Worksheets (L26/WS1, L26/WS2, L26/WS3,

L26/WS4)

Teachersbriefing



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


Learning objective: 2.2 Understanding that some waste can decay.


State the advantages of waste decaying.

State the disadvantages of waste decaying.



Preparation

1 Text (L28/APP1)

2 Worksheets (L28/WS1, L28/WS2, L28/WS3)

Teachers

Briefing



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.


Preparation

1 Picture with text (L29/APP1).


Teachers

briefing


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



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


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


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

modul sains th 6

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