SCIENCE YEAR 6 YEARLY PLAN

INVESTIGATING LIVING THINGS

1. Interaction among living things
WEEK LEARNING AREA / OBJ LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
1 Pupils should learn Pupils
1.1 to understand that some • State that some animals live Identify Being kind to • Pupils view a video on animals that • Solitary –
animals live in groups and in groups. Observe animals live in groups and in solitary. menyendiri
others lives in solitary • State that some animals live • Pupils gather information and give • Safety –
in solitary. Communicating Being examples of animals that live in group keselamatan
• Give examples of animals cooperative an in solitary. • Coorperation
that live in groups. • Pupils discuss why animals live in – kerjasama
• Give examples of animals groups e.g, to avoid competition for • Competition -
Compare and food or space.
that live in solitary. persaingan
contrasting
• Explain why animals live in
groups.
• State that coorperation is a
form of interaction among
animals
2 Pupils should learn Pupils
1.2 to understand that • State that living things Classifying Being • Pupils view video on interaction • Interaction –
competition is a form of interact with one another in cooperative among living things in various interaksi
interaction among living the environment. Communicating habitats. • Competition
things • State that competition is a • Pupils discuss and give examples of – persaingan
form of interaction. Compare and interaction among living things. • Limited
• List the factors that animals contrasting • Pupils discuss that competition is resources-
compete for. form of interactions sumber
Observing
• Give reasons why animals • Pupils view video or computer terhad
compete. simulation of competition among • Territory –
animals. wilayah
• Pupil discuss and list the factors that • Breeding –
animals compete for such as food, pembiakan
water, mate, shelter or space/ • Mate –
territory. pasangan
• Pupils discuss that animals compete • Space –
because of ruang
a. limited food resources • Shelter –
b. limited water resources tempat
c. trying to get a mate for breeding perlindungan
d. defending or looking for territory
Classifying e. defending or looking for shelter.
• List factor that plants • Pupils view a video or pictures of
compete for. Communicating plants in the forest. Based on the
• Give reasons why plants video or pictures pupils discuss why
compete with each other. plants in the forest have different

1
 Compare and heights.
contrasting • Pupils carry out activities to observe
competition among plants.
observing • Pupils discuss that plants compete for
a. sunlight
b. water
c. space
d. nutrient
• Pupils discuss and conclude that
plants compete because of
a. limited sunlight that can reach them
b. limited water resourses
c. limited space
d. limited nutrient.
3 Pupils should learn
1.3 to understand the
Pupils
• Give examples of extinct
Classifying Being
cooperative
• Pupil view a video or pictures of • Hornbill
burung
–

responsibility of human animals that are extinct. Eg,

animals. enggang
beings in protecting dinosaurs.
• Give examples of • Rafflesia –
endangered species. • Pupils view a video or pictures of
endangered animals. bunga pakma
endangered animals and plants eg,
• Give examples of • Conservation
tiger, turtle, orang utan, panda,
endangered plant. –
rhinoceros and rafflesia and pitcher
• Explain why certain animals plant. pemuliharaan
or plants are facing the • Protection –
• Pupils discuss and conclude that
threat of extinction. certain animals and plants are facing pelindungan
• Suggest ways to prevent the threat of extinction because of • Endangered –
animals and plants from human activities such as illegal or terancam
extinction. excessive logging, hunting and • Excessive –
development. berleluasa
• Discuss ways to prevent animals and • Threat –
plants from extinction ancaman
• Logging-
a. campaign against excessive logging,
pembalakan
b. educating the public about the
• Consume –
importance of protecting and
conserving animals and plants menggunakan
c. avoid consuming or buying products • Enforcement
made from endangered species, –
d. enforcing the law penguatkuasa
an

4 Pupils should learn Pupils • Pupils view video or see pictures of • Balance of
1.4 to know the impact of • Gives examples of environmental destructions caused by nature –
human activities on environmental destruction human activities keseimbanga
environment caused by human. a. erosions n alam
b. landslide • Illegal logging

2
 c. flash- flood – pembalakan
d. water pollution haram
e. air pollution • Illegal hunting
• Explain how human activities • Pupils view a video and discuss – pemburuan
cause environment human activities that cause haram
destruction. destruction to the environment • Landslide –
• Predict what will happen to a. illegal and excessive logging tanah runtuh
the earth if human activities b. illegal and excessive hunting • Flash flood –
are not controlled. c. improper management of banjir kilat
development. • Pollution –
• Pupil discuss what will happen to the pencemaran
earth if human activities that caused • Erosion –
environmental destructions are not hakisan
controlled.
• Disaster –
• Pupils prepare a scrap book on
bencana
environmental destruction caused by
• Destruction -
human activities and steps taken to
kemusnahan
reduce its effects.

INVESTIGATING FORCE AND ENERGY

1. Force
WEEK LEARNING AREA / OBJ LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
5 Pupils should learn Pupils
1.1 to understand that push • State that push and pull are Identify Being care to • Pupils push and pull each other’s • Pull – tarikan
and pull are forces forces. Observe apparatus. palms to feel the effect of forces • Push –
• State that force cannot be • Pupils discuss and conclude that tolakan
seen but its effects can be Communicating Being push and pull are forces. • Force – daya
observed. cooperative • Based on the above activity, pupils • Palm – tapak
discuss and conclude that a force tangan
Compare and cannot be seen but its effects can be
contrasting observed.
6 Pupils should learn Pupils
• •
1.2 to understand the effects
of a force
• State that a force can move
Classifying Being
cooperative
Pupils carry out activities and discuss
the effects of pushing
Speed
kelajuan
–
a stationary object. Communicating a. a stationary ball • Stationary –
• State that a force can b. a moving ball pegun
change the motion of an Compare and
object. contrasting • Pupils press, twist or squeeze objects • Moving –
bergerak
• State that a force can such as plasticine, sponge and spring.
• Pupils observe and discuss the effects • Twist – pulas
change the shape of an Observing
object. of forces. • Press - tekan
• Pupils discuss and conclude that a
force can :
a. move the stationary object
b. stop a moving object

3
 c. change the direction of a moving
object
d. make an object moves faster or
slower.
e. Change the shape of an object.
7 Pupils should learn Pupils • Pupils observed an object such as a • Friction –
1.3 analyzing friction • State that friction is a type of Classifying Being book or a coin sliding on a surface. geseran
force cooperative • Pupils discuss that friction slows • Oppose –
Communicating down a moving object and conclude bertentangan
Taking care of that friction is a force. • Effect –
Compare and self safety • Pupils carry out activities that kesan
contrasting involves friction • Reduce –
a. open the lid of a jar with dry hands kurangkan
Observing
b. open the lid of a jar with oily hands • Increase –
• Pupils discuss and conclude that it is menambahk
easier to open the lid of a jar with dry an
hands • Surfaces in
• Pupils discuss and conclude that oil contact –
reduces friction. permukaan
yang
• Pupils suggest various ways to
• State the advantages of bersentuhan
reduce friction.
friction • Pupils carry out activities to test their
• State the disadvantages of suggestions.
friction • Pupils gather information on the
• Conclude that friction occurs advantages and disadvantages of
when two surfaces are in friction in everyday life.
contact. • Pupils discuss various situations
• Design a fair test to find out where friction occurs and conclude
how different types of that friction is produced when
surfaces affect the distance a surfaces are in contact with one
trolley moves by deciding another.
what to change, what to keep • Pupils plan and carry out an
the same and what to experiment to investigate how
measure. different types of surfaces affects the
distance a trolley moves.

INVESTIGATING FORCE AND ENERGY

2. Movement
WEEK LEARNING AREA / OBJ LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
8 Pupils should learn Pupils
1.1 to understand speed • State that an object which Identify Being care to • Pupils carry out activities to • Pull – tarikan
moves faster travels a Observe apparatus. a. compare the distances traveled in a • Push –
longer distance in a given given time by two moving objects. tolakan
time. Communicating Being b. Compare the time taken by two • Force – daya

4
 • Tate that an object which
moves faster takes a shoter
time to travel a given
distance.
• State what is speed.
• Solve problems using the
formula.
cooperative moving objects to travel a given • Palm – tapak
distance. tangan
Compare and • Pupils discuss and conclude that
contrasting a. an object which moves faster travels
a longer distance in a given time
b. an object which moves faster takes a
shorter time to travel a given distance.
• Pupils conclude that
a.speed is a measurement of how fast an
object movews
b.speed can be calculated by using the
formula
speed = distance / time
• pupils solve problems using the
formula.

INVESTIGATING MATERIALS
1. Food Preservation
WEEK LEARNING AREA / OBJ
9 Pupils should learn
1.1 to understand food
spoilage.
LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
Pupils
• Describe what spoilt food is. Identify • Pupils observe samples of spoilt food. • Medium -
• Identify characteristics of Observe Being • Pupils discuss and conclude that spoilt keadaan
spoilt food. cooperative food is unsafe to eat.
• State that microorganisms Communicating • Pupil conclude that spoilt food has one
can spoilt food. or more of the following characteristics :
• State the conditions for a. unpleasant smell
Compare and b. unpleasant taste
microorganisms to grow.
contrasting c. changed colour
d. changed texture
e. moldy.
• 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

5
10 Pupils should learn Pupils • Drying –
1.2 to synthesizing the • Describe ways to preserve food. • Pupils find information about ways to pengeringan
concept of food preservation • Give example of food for each Making inference Being preserve food and examples of food for • Pickling –
type of food preservation. cooperative each type of preservation penjerukan
Compare and a. drying • Heating –
contrast Careful b. boiling pemanasan
c. cooling • Vacuum
Differentiate d. vacuum packing packing –
e. pickling pembungkusan
Communicating f. freezing vakum
g. bottling / canning
• Cooling –
h. pasteurizing
observation pendinginan
i. salting
j. smoking • Freezing –
• Give reasons why each way of
k. waxing penyejuk
food preservation is used. bekuan
• Pupils discuss and explain why the
above ways are used to preserve food. • Bottling –
• Pupils view a video or visit food factory pembotolan
• State what food preservation is.
to observe how food is processed and • Canning –
preserved. pengetinan
• Design and carry out a project • Pupils discuss that food preservation is • Smoking –
to preserve a given food. a process of slowing down the food salai
from becoming bad. • Salting –
• Pupils carry out a project on food pengasinan
preservation to preserve a given food.
11 Pupils should learn Pupils
1.3 to realizing the • Give reason why we need to Making inference Being • Pupil discuss and give reasons why we
importance of preserving preserve food. cooperative need to preserve food
food Compare and
contrast Careful

Differentiate

Communicating

observation

6
INVESTIGATING MATERIALS
2. Waste Management
WEEK LEARNING AREA / OBJ LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
12 Pupils should learn Pupils
2.1 to understand the effects • Identify types of waste in the Identify • Pupil observe various waste in a • harmful
of improper disposal of environment. Observe Being rubbish bin such as plastic, glass, effects –
waste on the environment. • Identify sources of waste. cooperative chemical waste, organic waste and kesan buruk
• State the improper ways of Communicating metal • waste
waste disposal. • Pupils view a video on various waste disposal –
• State the proper ways of from factories, food stalls and market. pembuangan
Compare and • Pupils gather information on bahan
waste disposal.
contrasting a.sources of waste buangan
• Describe the harmful effects
of improper waste disposal. b.various ways of waste disposal
• Pupils discuss and classify the proper
Classifying
and improper ways of waste disposal
• Pupils discuss the harmful effects of
improper waste disposal
a.air pollution
b.water pollution
c. sickness and diseases
d.acid rain
e.flash flood
• Describe how waste is
disposed in a local area.
• 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.
• Suggest ways to improve • Pupils visit a waste management centre
waste disposal. or listen to a talk to gather information
on how waste is treated.

13 Pupils should learn Pupils • Decay – reput

2.2 to understand that some • state that certain waste can Identify Being • Pupils view videos and timelapse • Harmful –
waste can decay. decay. Observe cooperative clippings about waste that decay and merbahaya
• Give examples of waste that waste that do not decay. • Separate –
can decay. Communicating • Pupils separate waste in a rubbish bin asingkan
• Give examples of waste that do according to the categories such as
not decay. vegetables, paper, glass, plastics and
Compare and wood. Put each type into separate thick
contrasting plastic bags. Place these bags in the
open and observe the changes over a
period of time.
Classifying • Pupils discuss and give examples of
waste that decay and not decay

7
 • State that microorganisms can • Pupils discuss and conclude
cause waste materials to decay. a. some microorganisms caused
waste to decay
b. during the decay process
nutrients are returned to the
soil, in this way they can be
used again.
• State the advantages of waste • Pupils gather information and discuss
decaying. the advantages of decay of waste.
• State the disadvantages of • Pupils discuss and predict what will
waste decaying. happen to human and the environment
• Predict what will happen to if waste do not decay.
human and the environment if
waste do not decay.

INVESTIGATING THE EARTH AND THE UNIVERSE

1. Eclipses
WEEK LEARNING AREA / OBJ LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
14 Pupils should learn Pupils
1.1 to understand the eclipse • State what eclipse of the Identify • Pupil use models to simulate the • Eclipse –
of the moon moon is. Observe Being movement of the Earth, Moon and the gehana
• State the position of the cooperative Sun. • Position –
Moon, Earth and the Sun Communicating • Pupils view a video or computer kedudukan
during the eclipse of the appreciation simulation about partial and total • Partial
moon. eclipse of the moon. eclipse –
15 • Explain why eclipse of the Compare and • Pupils discuss and conclude that gerhana
moon occurs. contrasting eclipse of the moon occurs because separa
a.the earth is between the Moon and • Total eclipse
the Sun, and – gerhana
Classifying b.the Earth, the Moon and the Sun penuh
are positioned in straight line.
• Pupils draw diagrams to show the
position of the moon, the earth and the
sun during the eclipse of the moon.

16 Pupils should learn Pupils • Pupils use models to simulate the

1.2 to understand the eclipse
of the sun
• State what eclipse of the sun is. movement 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
• State the position of the Moon, • Pupils discuss and conclude that

8
17 the Earth and the Sun during eclipse of the sun occurs because
the eclipse of the Sun. a. the moon is between the Earth
and the Sun
b. the Earth, the moon and the
Sun are positioned in a straight
line.
• Explain why eclipse of the sun • Pupils draw diagrams to show the
occurs. position of the moon, the Earth and the
• Predict the scenario on the Sun during the eclipse of the sun.
Earth during the eclipse of the • Pupils discuss and predict the scenario
sun. on the Earth during the eclipse of the
sun.

INVESTIGATING TECHNOLOGY
1. Machine
WEEK LEARNING AREA / OBJ LEARNING OUTCOMES SPS / TS NOBLE VALUE SUGGESTED LEARNING ACTIVITIES VOCABULARY
18 Pupils should learn Pupils
1.1 to understand simple • Explain what simple Identify • Pupils try to remove the lid of a tin • Lid – penutup
machines. machine is. Observe Being using • Wheel and
cooperative a.bare hands axle – roda
Communicating b.spoon dan gander
appreciation
• Pupils compare the difficulty to • Lever – tuas
complete the task and discuss the • Wedge – baji
Compare and
contrasting function of the tool. • Pulley – takal
• Pupils discuss that a simple machine ia • Gear – gear
19 a device that allows us to use less force • Inclined
• State types of simple Classifying to make work easier or faster. plane – satah
machines • Pupils examine and manipulate the condong
Conclusion following simple machines • Screw - skru
a.wheel and axle
• Give an example for each b.lever
type of simple machine. c. wedge
d.pulley
e.gear
f. inclined plane
g.screw
• Pupils discuss that types of simple
machines
• Pupils walk around the school
compound and identify various type of
simple machines.

20 Pupils should learn Pupils Identify • Pupils identify the simple machines in a • Wheel barrow –

9
 1.2 to analyze a complex • Identify simple machines in a Observe Being bicycle or a wheel barrel. kereta sorong
machine complex machine cooperative • Pupils discuss and conclude that a
• Conclude that a complex Communicating complex machine is a machine made
machine is made up of more up of more than one simple machine.
than one simple machine. • Pupils prepare scrap books on
• Give examples of complex Compare and examples of complex machines.
machines. contrasting

Classifying

Conclusion
21 Pupils should learn Pupils Being • Pupils carry out simulation to find out •
1.3 to appreciate the • Predict how life is without Identify cooperative how life would be without machines
invention of machines that machines Observe • Pupils discuss and predict how life
make life easier • Explain how machines can Appreciate the would be without machines
make our lives easier. Communicating invention of • Pupils discuss and explain how
22 • Design a machine to solve a machines machines make our live easier.
problem. • Pupils identify a problem and design a
Compare and
machine to solve the problem.
contrasting

Classifying

Conclusion

10