yearly plan y6 sc 2014

YEARLY PLAN SCIENCE YEAR 6

2013

MR.SUDHEEP RAMASAMYSCIENCE TEACHER YEAR 62013

Week Learning Objectives

Suggested Learning Activities

Learning Outcomes Notes Vocabulary

1. Interaction among living things

1 1.1 Understandingthat someanimals live ingroups and others live insolitary

Pupils view a video onanimals that live in groupsand in solitary.Pupils gather informationand give examples ofanimals that live in group and in solitary.Pupils discuss why animals live in groups, e.g.a) for safety, b) for food.Pupils observe how ants live together in a vivarium.Pupils discuss why animals live in solitary, e.g. a) to avoid competition for food,b) to avoid competition for space.

Pupils• state that some animalslive in groups.• state that some animalslive in solitary.• give examples of animals that live in groups.• give examples of animals that live in solitary.• explain why animals live in groups.• explain why animals live in solitary.• state that cooperation is a form of interaction amonganimals.

Teacher can prepare a vivarium of an ant colony two weeksbefore the lesson.

solitary –menyendirisafety-keselamatancooperation-bekerjasamacompetition-persaingan

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012 Page 1

2 1.2 Understandingthat competitionis a form of interactionamong livingthings

Pupils view video oninteraction among livingthings in various habitats.Pupils discuss and giveexamples of interactionamong living things.Pupils discuss that competition is a form of interaction.Pupils view video orcomputer simulation ofcompetition among animals.Pupils discuss and list thefactors that animals compete for:a) food,b) water,c) mate,d) shelter,e) territory/space.

Pupils carry out activities toobserve animals competingfor food, e.g. fish or bird.Pupils discuss that animalscompete because of:a) limited food

Pupils_· state that living thingsinteract with one anotherin the environment·

state that competition is aform of interaction.·

list the factors thatanimals compete for.·

give reasons why animalscompete.

The video shouldinclude various typesof interaction such as competition andcoorperation.

interaction-interaksicompetition-persaingan limited resources-sumber terhadterritory-wilayahbreedingpembiakanmate-pasangan defend-mempertahankanspace-ruangshelter-tempatperlindungan


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resources,b) limited water resources,c) trying to get a mate forbreeding,d) defending or looking forterritory,e) defending or looking forshelter.Pupils view a video orpictures of plants in theforest. Based on the videoor pictures pupils discusswhy plants in the forest havedifferent heights.Pupils carry out activities toobserve competition amongplants.Pupils discuss that plantscompete for:a) sunlight,b) water,c) space,d) nutrient.Pupils discuss andconclude that plantscompete because of:

· list factors that plantscompete for.

· give reasons why plantscompete with each other.

These activities can beprepared earlierbecause they maytake some time toshow results.Suggestion:a) green beans,b) maize.


limited sunlight that can reach them,b) limited water resources,c) limited space,d) limited nutrient.

3 1.3 Understandingthe responsibilityof human beingsin protectingendangeredspecies

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

Pupils view a video orpictures of endangeredanimals and plants, e.g.tiger, turtle, orang utan,panda, rhinoceros andrafflesia and pitcher plant.

Pupils discuss and concludethat certain animals andplants are facing the threatof extinction because ofhuman activities such asillegal or excessive:a) logging,b) hunting,c) development.

Pupils_

· give examples ofextinct animal.

· give examples ofendangered animal.

· give examples ofendangered plant.

· explain why certainanimals or plants arefacing the threat ofextinction.

· suggest ways toprevent animals andplants from extinction.

rafflesia- bunga pakma hornbill-burung enggang conservation-pemuliharaanprotection-pelindunganendangeredterancam extinct-pupus excessive-berleluasa threat- ancaman logging-pembalakan consume-menggunakan enforcement-penguatkuasaan


Discuss ways to preventanimals and plants fromextinction, e.g.a) campaign against excessive logging,b) educating the publicabout the importance ofprotecting and conservinganimals and plants,c) avoid consuming orbuying products madefrom endangeredspecies,d) enforcing the law.

4CNY 23,24/2

1.4 Knowing theimpact of humanactivities onenvironment

Pupils view video or seepictures of environmentaldestructions caused byhuman activities, e.g.a) erosion,b) landslide,c) flash-flood,d) water pollution,e) air pollution.

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

Pupils

· give examples ofenvironmental destructioncaused by human.

· explain how humanactivities causeenvironmentaldestruction.

balance of nature-keseimbangan alam illegal logging-pembalakan haram illegal hunting-pemburuan haram landslide-tanah runtuh flash-flood-banjir kilat pollution-pencemaran erosion-


a) illegal and excessivelogging,b) illegal and excessivehunting,c) improper management ofdevelopment.

Pupils discuss what willhappen to the Earth ifhuman activities that causedenvironmental destructionsare not controlled.Pupils prepare a scrap bookon environmentaldestruction caused byhuman activities and stepstaken to reduce its effects.

· predict what will happento the Earth if humanactivities are notcontrolled.

hakisan disaster-bencana destruction-kemusnahan

1. FORCE

5 1.1 Understandingthat push and pullare forces

Pupils push and pull eachother.s palms to feel theeffect of forces.

Pupils discuss andconclude that push and pullare forces.

Pupils

· state that push andpull are forces.

· state that force cannotbe seen but its effectscan be observed.

pull-tarikanpush-tolakanforce-dayapalm-tapak tangan


Based on the above activitypupils discuss andconclude that a forcecannot be seen but itseffects can be observed.

6 UJIAN BULANAN MAC 1-5 & INTERVENSI THN 6

7 1.2 Understandingthe effects of aforce

Pupils carry out activitiesand discuss the effects ofpushinga) a stationary ball,b) a moving ball.Pupils press, twist orsqueeze objects such asplasticine, sponge andspring.Pupils observe and discussthe effects of forces.

Pupils discuss andconclude that a force can:a) move the stationaryobject,b) stop a moving object,c) change the direction

Pupils

· state that a force canmove a stationaryobject.

· state that a force canchange the motion ofan object.

· state that a force canchange the shape ofan object.

speed . kelajuanstationary.pegunmoving .bergerak twist-pulaspress- tekan


ofa moving object,d) make an object movefaster or slower,e) change the shape of anobject.

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1.3 Analysingfriction

Pupils observe an objectsuch as a book or a coinsliding on a surface.Pupils discuss that frictionslows down a moving objectand conclude that friction isa force.

Pupils carry out activitiesthat involve friction, e.g.a) open the lid of a jar withdry hands,b) open the lid of a jar withoily hands.

Pupils discuss and concludethat it is easier to open the

Pupils

· state that friction is atype of force.

· describe the effects offriction.


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lid of a jar with dry handsbecause of greater friction.Pupils carry out activitiesthat involve friction, e.g.a) rubbing their palms,b) pulling a heavy object,c) rubbing an eraseragainst a surface.

Based on the aboveactivities pupils explain theeffects of friction:a) their palms becomewarmer because frictionproduces heat,b) it is difficult to move theobject because frictionopposes motion,c) the eraser becomessmaller because frictioncauses wear and tear.Pupils list and discuss theeffects of friction in everydaylife.

Pupils compare the

describe ways toreduce friction.· describe ways toincrease friction.

state the advantagesof friction.· state thedisadvantages offriction.· conclude that frictionoccurs when twosurfaces are incontact.

Friction can bereduced by using:a) using roller, marblesb) using talcumpowder, oil, wax,grease, air cushion,c) smoothening thesurfaces in contact.


effectsof friction by rubbing theirpalms:a) without oil,b) with oil.

Pupils discuss and concludethat oil reduces friction.Pupils suggest various waysto reduce friction.

Pupils carry out activities totest their suggestions.

Pupils gather information onthe advantages anddisadvantages of friction ineveryday life.

Pupils discuss varioussituations where frictionoccurs and conclude thatfriction is produced whensurfaces are in contact withone another.

· design a fair test tofind out how differenttypes of surfacesaffect the distance atrolley moves bydeciding what tochange, what to keepthe same and what tomeasure.


Pupils plan and carry out anexperiment to investigatehow different types ofsurfaces affects the distancea trolley moves.

2. MOVEMENT

9 2.1 Understandingspeed

Pupils carry out activitiesto:a) compare the distancestravelled in a given timeby two moving objects,b) compare the time takenby two moving objects totravel a given distance.

Pupils discuss and concludethat:a) an object which movesfaster travels a longerdistance in a given time,b) an object which movesfaster takes a shortertime to travel a given

Pupils_· state that an objectwhich moves fastertravels a longerdistance in a giventime.

· state that an objectwhich moves fastertakes a shorter time totravel a given distance.

· state what speed is.

· solve problems usingthe formula.


distance.

Pupils conclude that:a) speed is a measurementof how fast an objectmoves,b) speed can be calculatedby using the formulaspeed = distance/time.

Pupils solve problems usingthe formula.

1. FOOD PRESERVATION

10 1.1 Understanding food spoilage

Pupils observe samples of spoilt food. Pupils discuss and conclude that spoilt food is unsafe to eat. Pupils conclude that spoilt food has one or more of the following characteristics: a) unpleasant smell, b) unpleasant taste, c) changed colour,

Pupils · describe what spoilt food is. · identify characteristics of spoilt food.

· state that

Food used in the activity should not be tasted.

medium - keadaan


d) changed texture, e) mouldy. Pupils carry out an activity to observe that food turns bad by leaving a slice of bread in the open for a few days. Pupils discuss and conclude that microorganisms can spoil food. Pupils gather information and conclude that microorganisms need certain conditions to grow:a) air, b) water, c) nutrient, d) suitable temperature, e) suitable acidity.

microorganisms can spoil food. · state the conditions for microorganisms to grow.

11 CUTI SEKOLAH PENGGAL SATU

12 1.2 Synthesisng the concept of food

Pupils find information about ways to preserve food and examples of

Pupils _

drying- pengeringan


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preservation food for each type of preservation, i.e. a) drying, b) boiling, c) cooling, d) vacuum packing, e) pickling, f) freezing, g) bottling/canning, h) pasteurising, i) salting, j) smoking, k) waxing. Pupils discuss and explain why the above ways are used to preserve food.

Pupils view a video or visit food factory to observe how food is processed and preserved. Pupils discuss that food preservation is a process of slowing down the food from becoming bad. Pupils carry out a

· describe ways to preserve food.

· give examples of food for each type of food preservation. · give reasons why each way of food preservation is used.

· state what food preservation is. · design and carry out a project to preserve a given food.

Food given can be: a) tapioca, b) banana, c) egg, d) mango, e) chili.

pickling- penjerukan heating - pemanasan vacuum packing- pembungkusan vakum cooling-pendinginan freezing-penyejuk bekuan bottling-pembotolan canning- pengetinan smoking- salai salting- pengasinan


project on food preservation to preserve a given food.

13 1.3 Realising the importance of preserving food

Pupils discuss and give reasons why we need to preserve food, e.g. a) the food will last longer, b) the food is easy to store, c) to reduce wastage of food.

Pupils _· give reasons why we need to preserve food.

2. WASTE MANAGEMENT

14 Understanding the effects of improper disposal of waste on the environment

Pupils observe various waste in a rubbish bin, e.g. plastic, glass, chemical waste, organic waste and metal. Pupils view a video on various waste from factories, food stalls and market. Pupils gather information on: a) sources of waste, b) various ways of waste disposal.

Pupils _· identify types of waste in the environment. · identify sources of waste. · state the improper ways of waste disposal. · state the proper ways of waste disposal. · describe the harmful effects of improper waste disposal.

harmful effects- kesan buruk waste disposal -pembuangan bahan buangan


Pupils discuss and classify the proper and improper ways of waste disposal. Pupils discuss the harmful effects of improper waste disposal, e.g. a) air pollution, b) water pollution, c) sickness and diseases, d) acid rain, e) flash-flood.Pupils gather information on how waste in a local area is disposed. Pupils discuss and suggest ways to improve waste disposal in a local area. Pupils visit a waste management centre or listen to a talk to gather information on how waste is treated.

· describe how waste is disposed in a local area. · suggest ways to improve waste disposal.


15 2.2 Understanding that some waste can decay

Pupils view videos and time-lapse clippings about waste that decay and waste that do not decay. Pupils separate waste in a rubbish bin according to the categories such as vegetables, paper, glass, plastics and wood. Put each type into separate thick plastic bags. Place these bags in the open and observe the changes over a period of time.

Pupils discuss and give examples of waste that: a) decay, b) do not decay. Pupils discuss and

Pupils _· state that certain waste can decay. · give examples of waste that can decay. · give examples of waste that do not decay.

· state that microorganisms can cause waste materials to decay. · state the advantages of waste decaying. · state the disadvantages of waste decaying.

Biodegradable materials are materials that can be decayed by microorganisms. Certain plastics are biodegradable.

decay-reput harmful-merbahaya separate- asingkan


conclude a) some microorganisms caused waste to decay, b) during the decaying process nutrients are returned to the soil, in this way they can be used again. Pupils gather information and discuss the advantages and disadvantages of decay of waste. Pupils discuss and predict what will happen to human and the environment if waste do not decay.

· predict what will happen to human and the environment if waste do not decay.

1. ECLIPSES

16 1.1 Understanding the eclipse of the moon

Pupils use models to simulate the movement of the Earth, the Moon and the Sun.

Pupils _· state what eclipse of the moon is. · state the position of the

eclipse-gerhana position-kedudukan partial eclipse-gerhana


Pupils view a video or computer simulation about partial and total eclipse of the moon. Pupils discuss and conclude that eclipse of the moon occurs because: a) the Earth is between the Moon and the Sun, and b) the Earth, the Moon and the Sun are positioned in a straight line. Pupils draw diagrams to show the position of the Moon, the Earth and the Sun during the eclipse of the moon.

Moon, the Earth and the Sun during the eclipse of the moon. · explain why eclipse of the moon occurs

separa total eclipse-gerhana penuh

17 1.2 Understanding

Pupils use models to simulate the movement

Pupils _


the eclipse of the sun

of the Earth, the Moon and the Sun.

Pupils discuss that the eclipse of the sun occurs during daytime. Pupils view videos or computer simulations about partial and total eclipse of the sun. Pupils discuss and conclude that eclipse of the sun occurs because: a) the Moon is between the Earth and the Sun, b) the Earth, the Moon and the Sun are positioned in a straight line. Pupils draw diagrams to show the position of the Moon, the Earth and the

· state what eclipse of the sun is.

· state the position of the Moon, the Earth and the Sun during the eclipse of the sun. · explain why eclipse of the sun occurs. · predict the scenario on the Earth during the eclipse of the sun.


Sun during the eclipse of the sun. Pupils discuss and predict the scenario on the Earth during the eclipse of the sun.

1. MACHINES

18 1.1 Understanding simple machines

Pupils try to remove the lid of a tin using a) bare hands, b) spoon. Pupils compare the difficulty to complete the task and discuss the function of the tool. Pupils discuss that a simple machine is a device that allows us to use less force to make work easier or faster. Pupils examine and manipulate the following

Pupils _· explain what simple machine is. · state types of simple machines · give an example for each type of simple machine.

lid- penutup wheel and axle- roda dan gandar lever-tuas wedge-baji pulley-takal gear-gear inclined plane-satah condong screw-skru


simple machines: a) wheel and axle, b) lever, c) wedge, d) pulley, e) gear, f) inclined plane, g) screw. Pupils discuss types and examples of simple machines.

Pupils walk around the school compound and identify various types of simple machines.

19 1.2 Analysing a complex machine

Pupils identify the simple machines in a bicycle or a wheel barrow. Pupils discuss and conclude that a complex machine is a machine made up of more than one simple machine. Pupils prepare scrap

Pupils _· identify simple machines in a complex machine. · conclude that a complex machine is made up of more than one simple machine. · give examples of complex machines.

wheel barrow-kereta sorong


books on examples of complex machines.

20 1.3 Appreciating the invention of machines that make life easier

Pupils carry out simulation to find out how life would be without machines. Pupils discuss and predict how life would be without machines.

Pupils discuss and explain how machines make our lives easier. Pupils identify a problem and design a machine to solve the problem.

Pupils _· predict how life is without machines.

· explain how machines can make our lives easier. _· design a machine to solve a problem.

Encourage pupils to reuse materials and recycle materials.

21 PKSR 1 THN 1-6

22 - 23 CUTI SEKOLAH

24 UPSR REVISION THEME 1: INVESTIGATING LIVING THINGS

TOPIC 1 : INTERACTION AMONG LIVING THINGS


LIVING TOGETHER OR IN SOLIDARY ANIMALS INTERACTION PLANTS COMPETITION

25 UPSR REVISION THEME 1: INVESTIGATING LIVING THINGS

TOPIC 1 : INTERACTION AMONG LIVING THINGS

VANISHED AND ENDANGERED ENVIRONMENTAL DESTRUCTION

26 UPSR REVISION

THEME 2: INVESTIGATING FORCE AND ENERGY

TOPIC 1 : FORCE WHAT IS FORCE FORCE TO DO FRICTION IN ACTION

27 UPSR REVISION

THEME 1: INVESTIGATING FORCE AND ENERGY

TOPIC 1 : FORCE REDUCING AND INCREASING FRICTION

TOPIC 2 : MOVEMENT WATCH YOUR SPEED

28 UPSR REVISION


THEME 3: INVESTIGATING MATERIALS

TOPIC 1 : FOOD PRESERVATION MIGHTY MICROBES MAKE IT LASTS

29 UPSR REVISION

THEME 3: INVESTIGATING MATERIALS

TOPIC 2: WASTE MANAGEMENT WASTE WASTE EFFECTS WASTE DECAY

30 PEPERIKSAAN PERCUBAAN UPSR 2011

31 UPSR REVISION

THEME 4: INVESTIGATING THE EARTH AND THE UNIVERSE

TOPIC 1: ECLIPSES THE VANISHING MOON THE DARKENING SUN

32 UPSR REVISION

THEME 5: INVESTIGATING TECHNOLOGY

TOPIC 1: MACHINES SIMPLE MACHINES COMPLEX MACHINES APPRECIATING THE INVENTION OF MACHINES


33 UPSR REVISION

UPSR QUESTIONS BANK34 CUTI SEKOLAH

35 UPSR REVISION

UPSR QUESTIONS BANK36 UPSR REVISION

UPSR QUESTIONS BANK37 UPSR REVISION

UPSR QUESTIONS BANK38 PEPERIKSAAN UPSR 2012

39 PASCA – UPSR PROGRAMS





44 REVISION FOR PKSR 2

45 PKSR 2

46 PKSR 2


yearly plan y6 sc 2014

Documents

examples of animals

pupils state

pictures pupils

form of interaction

examples of interaction

b limited water resources

b water

limited food resources