SCIENCE

YEAR 6 2014

YEARLY PLAN 2015

SCIENCE YEAR 6
WEEK/
DATE

LEARNING
OBJECTIVES

LEARNING OUTCOMES

SCIENCE PROCESS
SKILLS

MANIPULATIVE
SKILLS

SUGGESTED LEARNING ACTIVITIES

VOCABULARY

Investigating Living Things: 1.0 Interaction Among Living Things

W1
5 9 Jan
2015

1.1 Understanding that

some animals live in
groups and others live
in solitary.

i. Explain why animals live in

group.
ii. Explain why animals live in
solitary.

PEKA 1

W2
12 -16 Jan
2015

i. State that some animals

live in groups.
ii. State that some animals
live in solitary.
iii. Give examples of animals
that live in group.
iv. Give examples of animals
that live in solitary.

1.2 Understanding that

competition is a form
of interaction among
living things.

i. State that cooperation is a

form of interaction among
animals.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils view a video on animal that live

in group or in solitary.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss why animals live in

groups, e.g.
a) for safety
b) for food

-Use and handle

scientific apparatus and
substances
-Handle specimen

Pupils discuss why animals

cooperation, e.g.
a) easier to get food
b) easier to get or find shelter

Pupils gather information and give

examples of animal that live in group
and solitary.

Solitary-menyendiri
Safety-keselamatan
Cooperation-bekerjasama
Competition-persiangan

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.

SCIENCE
YEAR 6 2014

i. State that living things

interact with one another in
the environment.

W3
19 23 Jan
2015

i. State that competition is a

form of interaction.
ii. List the factors that animals
compete for.
iii. Give reasons why animals
compete.
iv. List factors that plants
compete for.

Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

correctly and carefully

-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils view video on interaction among

living things in various habitats.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss that competition is a

form of interaction.

Pupils discuss and give examples of

interaction among living things.

Pupils view video or computer

simulation of competition among
animals.
Pupils discuss and list the factors that
animals compete for:
a) food
b) water
c) mate
d) shelter
d) territory/ space
Pupils carry out activities to observe

SCIENCE
YEAR 6 2014

animals competing for food. E.g. fish

or bird.
Pupils discuss that animals compete
because of:
a) limited food resources
b) limited water resources
c) trying to get a mate for breeding
d)defending or looking for territory
e)defending or looking for shelter
Pupils view a video or pictures of
plants in the forest. Based on the video
or pictures pupils discuss why plants in
the forest have different heights.
Pupils carry out activities to observe
competition among plants.
Pupils discuss that plants compete for:
a) sunlight
b) water
c) space
d) nutrient
i. Give reasons why plants
compete with each other.

W4
26 30 Jan
2015
PEKA 2

1.3 Understanding the

i. Give examples of extinct

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss and conclude that

plants compete because of:
a) limited sunlight that can reach them
b) limited water resources
c) limited space
d) limited nutrient.

-Use and handle

Pupils view a video or pictures of ef

Rafflesia-bunga pakma

SCIENCE
YEAR 6 2014

responsibility of
human beings in
protecting endangered
species.

animals.
ii. Give exmples of
endangered animals.

i. Give examples of
endangered plants.
ii. Explain why certain
animals or plants are facing
the threat of extinction.
i. Suggest ways to prevent
animals from extinction.

W5
2 6 Feb
2015

1.4 Knowing the

impact of human
activities on
environment

i. Give examples of
environmental destruction
caused by human.
ii. Explain how human
activities cause
environmental destruction.
iii. Predicting what will happen
to the earth if human
activities are not controlled.

Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

scientific apparatus and

substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

animals that are extinct, e.g.

dinosaurs.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss and conclude that

certain animals and plants are facing
the threat of extinction because of
human activities such as illegal or
excessive:
a) logging
b) hunting
c) development

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus

Pupils view a video or pictures of

endangered animals and plants, e.g.
tiger turtle, orang utan, panda,
rhinoceros and rafflesia and pitcher
plant.

Discuss ways to prevent animals and

plants from extinction, e.g.
a) campaign against excessive logging
b) educating the public about the
importance of protecting and
conserving animals and plants
c) avoid consuming or buying products
made from endangered species
d) enforcing the law
Pupils view video on or see pictures of
environmental destruction caused by
human activities, e.g.
a) erosion
b) lanslide
c) flash-flood
d) water pollution
e) air pollution

Hornbill-burung enggang
Conservation-pemuliharaan
Protection-perlindungan
Endangered-terancam
Extinct-pupus
Excessive-berleluasa
Threat-ancaman
Logging-pembalakan
Consume-menggunakan
Enforcementpenguatkuasaan

Balance of naturekeseimbangan alam

Illegal logging-pembalakan
haram
Illegeal hunting-pemburuan
haram
Lanslide-tanah runtuh
Flash-flood-banjir kilat
Pollution-pencemaran

SCIENCE
YEAR 6 2014

Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Store scientific
apparatus

Pupils view video and discuss human

activities that caused destruction to the
environment, e.g.
a) illegal and excessive logging
b) illegal and excessive hunting
c) improper management of
development.

Erosion-hakisan
Disaster-bencana
Destruction-kemusnahan

Pupils discuss what will happen to the

earth if human activities that caused
environmental destructions are not
controlled.
Pupils prepare a scrap book on
environmental destructions caused by
human activities and steps taken to
reduce its effects.
Investigating Force and Energy: 1.0 Force
1.1 Understanding that
push and pull are
forces

W6
9 13 Feb
2015
PEKA 3

1.2 Understanding the

effects of a force

i. State that push and pull are

forces.
ii. State that force cannot be
seen but its effects can be
observed.

i. State that a force can move

a stationary object.
ii. State that a force can
change a motion of an
object.
iii. State that a force can

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils push and pull each others

palms to feel the effect of forces.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and

Pupils carry out activities and discuss

the effects of pushing.
a) stationary object
b) a moving ball

Pupils discuss and conclude that push

and pull are forces.

Pull-tarikan
Push-tolakan
Force-daya
Palm-tapak tangan

Based on the above activity pupils

discuss and conclude that a force
cannot be seen but its effects can be
observed.

Speed-kelajuan
Stationary-pegun
Moving-bergerak
Twist-pulas
Press-tekan

Pupils press, twist or squeez objects

SCIENCE
YEAR 6 2014

change a shape of an
object.

1.3 Analysing friction.

W7
16 20 Feb
2015
19 & 22
Feb 2015
CUTI
UMUM
TAHUN
BAHARU
CINA

i. State that friction is a type

of force.
ii. Describe the effects of
friction

Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

such as plasticine, sponge and spring.

Pupils observe and discuss the effects
of forces.
Pupils discuss and conclude that a
force can:
a) move the stationary object
b) stop a moving object
c) change the direction of a moving
object
d) make an object move faster or
slower
e) change the shape of an object
Pupils observe an object such as a
book or a coin sliding on a surface.
Pupils discuss that friction slows down
a moving object an conclude that
friction os a force.
Pupils carry out activities that involve
friciton, e.g.
a) open the lid of a jar with dry hands,
b) open the lid of a jar with oily hans.

Friction-geseran
Aerodynamic-aerodinamik
Oppose-bertentangan
Wffect-kesan
Reduce-kurangkan
Increase-menambahkan
Surface in contactpermukaan yang
bersentuhan

Pupils discuss and conclude that it is

easier to open the lid of a jar with dry
hands because of a greater friction.
Pupils carry out activities that involve
fricition, e.g.
a) rubbing their palms,
b) pulling a heavy object,
c) rubbing an eraser against a surface.
Based on the above activities pupils
explain that the effects of fricition:
a) their palms become warmer
because friction produces heat,

SCIENCE
YEAR 6 2014

b) it is difficult to move the object

because friction oppose motion,
c) the eraser becomes smaller
because friciton causes wear and tear.
Pupils list and discuss the effects of
friction in everyday life.
i. Describe ways to reduce
friction.
ii. Describe ways to increase
friction.
iii. State the advantages
ffriction.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils compare the effects of friction

by rubbing their palms:
a) with oil,
b) without oil.
Pupils discuss and conclude that oil
reduces friction.
Pupils suggest various ways to reduce
friciton.
Pupils carry out activities to test their
suggestions.
Pupils gather rinformation on the
advantages anf disadvantages of
fricitin on everyday life.

W8
23 27 Feb
2015
PEKA 4

i. State the advantages of

friciton.
ii. Conclude that friction
occurs when two surfaces
are in contact.
iii. Design a fair test to find
out how different types of
surfaces affect the distance
a trolley moves by deciding
what to keept he same and
what to measure.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss varous situasion where

friciton occurs and conclude that
friction is produced when surfaces are
in contact with one another.
Pupils plan and carry out an
experiment t investigate how different
types of surfaces affect the distance a
trolley moves.

SCIENCE
YEAR 6 2014

Learning about the World around Us: Movement

2.1 Understanding
speed.

i. State than an object which

moves faster travels a
longer distance in a given
time.
ii. State that an object that
moves faster takes a
shorter time to travel a
given distance.
iii. State what speed is.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils carry out activities to:

a) compare the distance travelled in
agiven time by two moving objects,
b) compare the tima taken by two
moving objects to travel a given
distance.
Pupils discuss and conclude that:
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 measuremet of how fast
an object moves,
b) speed can be calculated by using
the formula speed = distance/ time.

i. Solve problem using the

formula.

W9
2 6 Mar
2015
PEKA 5

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils solve problems using the

formula.

Learning about the World around Us: Food preservation

1.1 Understanding
food spoilage.

i. Describe what spoit food is.

ii. Identify characteristic of

Observing
Classifying

-Use and handle

scientific apparatus and

Pupils observe samples of spoilt food.

SCIENCE
YEAR 6 2014

spoilt food.

i. State that microorganism

can spoil food.
ii. State the conditions for
microorganisms to grow.

PEKA 6

W 10
9 13 Mar
2015
14 22 Mar
2015
W 11
23 -27 Mar
2015

Measuring and Using

Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss and conclude that spoilt

food is unsafe to eat.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils carry out activity to observe that

food turns bad by leaving a slice of
bread in the open for a few days.

Pupils conclude that spoilt food has

one or more of the followig
characterisrics:
a) unpleasant smell,
b) unpleasant taste,
c) changed colour,
d) changed texture,
e) mouldy.

Pupils discuss and conclud that

microorganisms need certain condition
to grow:
a) air,
b) water,
c) nutrient,
d) suitable temperature,
e) suitable acidity.

FIRST TERM MID TERM EXAMINATION

1.2 Sythesizing the

concept of food
preservation.

i. Describe ways to preserve

food.
ii. Give examples of food for
each type of food
preservation.
iii. Give reasons why each
way of food preservation is

FIRST TERM MID TERM BREAK

Observing
-Use and handle
Classifying
scientific apparatus and
Measuring and Using
substances
Numbers
-Handle specimen
Making Inferences
correctly and carefully
Predicting
-Draw specimens and
Using Space-Time
apparatus

Pupils find information about ways to

preserve food and examples of food
for each type of preservation, i.e.
a) drying,
b) boiling,
c) cooling,
d) vacuum packing,

Drying-pengeringan
Picking-penjerukan
Heating-pemanasan
Vacuum packingpembungkusan vakum
Cooling-pendinginan
Freezing-penyejukbekuan

SCIENCE
YEAR 6 2014

used.

i. State what food

preservation is.
ii. Design an carry out a
project to preserve a given
food.

PEKA 7

W 12
30 Mar 3
Apr 2015
3 Apr 2015
Good
Friday

Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

1.3 Realising the

importance of
preserving food.

i. Give reasons why we need

to preserve food.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Clean scientific
apparatus
-Store scientific
apparatus

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

e) pickling,
f) freezing,
g) bottling/canning,
h) pasteurising,
i) salting,
j) smoking,
k) waxing.

Bottling-pembotolan
Canning-pengetinan
Smoking-salai
Salting-pengasinan

Pupils discuss and explain why the

above ways are used to preserve food.
Pupils view 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 project on food
preservation to preserve a given 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.

Learning about the World around Us: 2.0 Waste Management

10

SCIENCE
YEAR 6 2014

2.1 Understanding the

effects of improper
disposal of waste on
the environment.

W 13
6 10 Apr
2015

i. Identify types of waste in

the environment.
ii. Identify sources of waste.

i. State the improper ways of

waste disposal.
ii. State the proper ways of
waste disposal.
iii. Describe the harmful
effects of improper waste
disposal.

i. Describe how waste is

disposed in a local area.
ii. Suggest ways to improve
waste disposal.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils observe various waste in a

rubbish bin, e.g. plastic, glass,
chemical waste, organic waste and
metal.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils view videos on various wastes

from factories, food stalls and market.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific

Pupils gather information on how

waste in a local area is disposed.

Harmful effects-kesan buruk

Waste disposal-pembuangan
bahan buangan

Pupils view video on various wastes

from factories, food stalls and market.

Pupils gather information on:

a) sources of waste,
b) various ways of waste disposal
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 discuss and suggest ways to

improve waste disposal in a local area.
Pupils visit a waste mangement centre
or listen to a talk to gather information

11

SCIENCE
YEAR 6 2014

W 14
13 17 Apr
2015

2.2 Understanding that

some waste can
decay.

i. State that certain waste

can decay.

i. Give examples of waste

that can decay.
ii. Give examples of waste
that do not decay.
iii. State that microorganisms
can cause waste materials
to decay.

Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

apparatus
-Store scientific
apparatus

on how waste is treated.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils view videos and time-lapse

clippings about waste that decay and
waste that do not decay.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils separate waste in a rubbish din

according to the categories such as
vegetables, paper, glass, palstics and
wood.

Decay-reput
Harmful-berbahaya
Separate-asingkan

Put each type into separate thick

plastic bags. Place these bags in the
open and observe the changes over a
period o time.
Pupils discuss and give examples of
waste that:
a) decay
b) do not decay.
Pupils discuss and conclude
a)some microorganisms caused waste
to decay,
b) during the decaying process
nutrients are returned to the soil, in this

12

SCIENCE
YEAR 6 2014

way they can be used again.

i. State the advantages of
waste decaying.
ii. State the disadvantages of
waste decaying.
iii. Predict what will happen to
human and the
environment if waste do not
decay.

W 15
20 24 Apr
2015

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils gather information and discuss

the advantages and disadvantages of
decay o waste.
Pupils discuss and predict what will
happen to human and the environment
if waste do not decay.

Learning about the World around Us:1.0 Eclipses

1.1 Understanding the
eclipse of the moon.

i. State what eclipse of the

moon is.
ii. State the position of the
Moon, the Earth and the
Sun during the eclipse of
the Moon.
iii. Explain why eclipse of the
Moon occurs.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils use modles to simulate the

movement of the Earth, the Moon and
the Sun.
Pupils view a video or computer
simulation about partial and total
eclipse of the Moon.

Eclipse-gerhana
Position-kedudukan
Partial eclipse-gerhana
separa
Total eclipse-gerhana penuh

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.

W 16
27 Apr 1

1.2 Understanding the

eclipse of the Sun.

i. State what the eclipse of

the Sun is.
ii. State the positio n of the

Observing
Classifying
Measuring and Using

-Use and handle

scientific apparatus and
substances

Pupils discuss that the eclipse of the

Sun occurs during day time.

13

SCIENCE
YEAR 6 2014

May 2015
1 May 2015
CUTI
UMUM
HARI
PEKERJA

Moon, the Earth and the

Sun during the eclipse of
the Sun.
iii. Explain why eclipse of Sun
occurs.

Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils view video or computer

simulation 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
positionof the Moon, the Earth and the
Sun during during the eclipse o the
Sun.

i. Predict the scenario on the

Earth during the eclipse of
the Sun.

W 17
4 8 Mayi
2015

1.1 Understading
simple machine.

i. Explain what simple

machine is.
ii. State types of simple
machine.

Observing
-Use and handle
Classifying
scientific apparatus and
Measuring and Using
substances
Numbers
-Handle specimen
Making Inferences
correctly and carefully
Predicting
-Draw specimens and
Using Space-Time
apparatus
Relationship
-Clean scientific
Interpreting Data
apparatus
Defining Operationally
-Store scientific
Controlling Variables
apparatus
Making Hypotheses
Experimenting
Communicating
Learning about the World around Us: 1.0 Machine
Observing
-Use and handle
Classifying
scientific apparatus and
Measuring and Using
substances
Numbers
-Handle specimen
Making Inferences
correctly and carefully
Predicting
-Draw specimens and
Using Space-Time
apparatus
Relationship
-Clean scientific
Interpreting Data
apparatus

Pupils discuss and predict the scenario

on the Earth during the eclipse of the
Sun.

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 simple machine is a

Lid-penutup
Wheel and axle-roda dan
gandar
Lever-tuas
Wedge-baji
Pulley-takal
Gear-gear
Inclined plane-satah
condong

14

SCIENCE
YEAR 6 2014

i. Give an example for each

type of simple machine.

W 18
11 15
May 2015

1.2 Analyzing a
complex machine.

i. Identify simple machines in

a complex machine.
ii. Conclude that a complex
machine is made up of
more than one simple
machine.

Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Store scientific
apparatus

device that allows us to use less force to

make work easier or faster.

Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils discuss types and examples of

simple machines.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils identify the simple machines in a

bicycle or a wheel barrow.

Screw-skru

Pupils examine and manipulate the

following simple machines:
a) wheel and axle,
b) lever,
c) wedge,
d) pulley,
e) gear,
f) inclined plane,
g) screw.

Pupils walk a round the school

compound and identify various types of
simple machines.

Wheel-barrow-kereta
sorong.

Pupils discuss and conclude that a

complex machine is a machine made up
of more than one simple machine.

15

SCIENCE
YEAR 6 2014

i. Give examples of complex

machines

W 19
18 22
May 2015

W 20
25 29
May 2015
30 May
14 Jun
2015

1.3 Appreciating the

invention of machine
that makes life easier.

i. Predicts how life is without

machines.
ii. Explain how machine can
make our life easier.
iii. Design a machine to solve
a problem.

Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating
Observing
Classifying
Measuring and Using
Numbers
Making Inferences
Predicting
Using Space-Time
Relationship
Interpreting Data
Defining Operationally
Controlling Variables
Making Hypotheses
Experimenting
Communicating

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

Pupils prepare scrap books on examples

of complex machines.

-Use and handle

scientific apparatus and
substances
-Handle specimen
correctly and carefully
-Draw specimens and
apparatus
-Clean scientific
apparatus
-Store scientific
apparatus

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 lifes easier.
Pupils identify a problem and design a
machine to solve the problem.

END OF FIRST TERMS EXAMINATION

FIRST TERM BREAK

SECOND TERM

16

SCIENCE
YEAR 6 2014

W 21
15 19 Jun
2015
REVISION THEME 1
W 22
22 26 Jun
2015
W 23
29 Jun 3
Jul 2015

REVISION THEME 2

W24
6 10 Jul
2015
W 25
13 17 Jul
2015
17 Jul 2015
CUTI
UMUM
AIDILFITRI

REVISION THEME 3

W26
20 24 Jul
2015
W 27
27 31 Jul
2015

REVISION THEME 4

W 28
3 7 Ogo
2015

17

SCIENCE
YEAR 6 2014

W 29
10 14
Ogo 2015

REVISION THEME 5

W30
17 21
Ogo 2015

W 31
24 28
Ogo 2015

MOCK UPSR EXAMINATION 1

W 32
31 Ogo 4
Sep 2015
31 Ogo
2015 CUTI
UMUM
HARI
KEBANGS
AAN

MOCK UPSR EXAMINATION 2

W 33
25 29 Aug
2014

MOCK UPSR EXAMINATION 3

REVISION / STUDY WEEK

W 33
7 11 Sep
2015

18

SCIENCE
YEAR 6 2014

W 34
14 18
Sep 2015
16 Sep
2015

REVISION / STUDY WEEK / UPSR

CUTI
UMUM
HARI
MALAYSIA
19 27
Sep 2015
W 35
28 Sep 2
Okt 2015

SECOND TERM MID TERM BREAK

SCIENCE PROJECT: THEME 1

W 36
5 9 Oct
2015

SCIENCE PROJECT: THEME 2

W 37
12 16 Oct
2015
14 Oct
2015 Awal
Muharram

SCIENCE PROJECT: THEME 3

SCIENCE PROJECT: THEME 4

W 38
19 23 Oct
2015

19

SCIENCE
YEAR 6 2014

W 39
26 30 Oct
2015

W 40
2 6 Nov
2015

SCIENCE PROJECT: THEME 5

END OF SECOND TERM EXAMINATION

W 41
03 - 07 Nov
2014

DISCUSSION

W 42
10 -14 Nov
2014

PREPARATION FOR FORM 1 & PRIZE GIVING CEREMONY

21 Nov
2015 -

SECOND TERM SCHOOL HOLIDAY

20