Professional Documents
Culture Documents
SAINS
TAHUN ENAM
( EDISI BAHASA INGGERIS)
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KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS
TAHUN 6
(Edisi Bahasa Inggeris)
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Cetakan Pertama 2016
Kementerian Pelajaran Malaysia 2016
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam
apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4 -8,
Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.
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FALSAFAH PENDIDIKAN SAINS NEGARA
Source: MOSTI
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CONTENT
INTRODUCTION 1
FOCUS 5
SCIENTIFIC SKILLS 5
STUDENT PROFILE 18
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THEME : INTRODUCTION TO SCIENCE
1.0 Scientific Skills 33
2.0 Science Room Rules 50
3.0 Microorganism 51
4.0 Interactions Among Living Things 55
5.0 Preservation and Conservation 58
6.0 Force 60
7.0 Speed 62
10.0 Eclipse 68
11.0 Constellation 70
10.0 . Machine 71
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KSSR SCIENCE YEAR 6
INTRODUCTION PREFACE enter fields of science. The Elective Science Subjects offer
options to pupils based on their inclinations, interests and
As articulated in the National Education Philosophy, education abilities in the science field to venture into careers specifically
in Malaysia is an on-going effort towards developing the in science and technology fields. This group of pupils will
potential of individuals in a holistic and integrated manner to continually contribute to the development of the nation.
produce individuals who are intellectually, spiritually,
emotionally and physically balanced. The primary and This group of pupils will become the human resources in the
secondary school science curriculum standard is developed field of science and technology that will contribute to the
with the aim of producing such individuals. continuity in the development of the country.
The overall Science Standard Curriculum encompasses three DESIGN OF THE STANDARD-BASED CURRICULUM FOR
core science subjects and four elective science subjects. The PRIMARY SCHOOL
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The The concept of strands introduced in KSSR, is a form of
Elective Science subjects offered in upper secondary are classification of knowledge, skills and values. This concept
Biology, Chemistry, Physics, and Additional Science. focuses on the development of a physically, emotionally,
The Core Science Subjects for primary and lower secondary spiritually and intellectually balanced human capital. Six
school are designed with emphasis on the knowledge and strands are identified to represent the fields of knowledge,
understanding of science to produce science literate pupils so skills and values that form the basis of development of
as to prepare them for science at higher levels. The Core creative and critical thinking, and innovative individuals
Science subjects in upper secondary school aim to develop (Diagram 1). The strands reflect explicit structuring of
pupils’ science literacy, innovative skills and to equip them to
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discipline of knowledge, skills and values that pupils need to appreciation. Knowledge disciplines that develop the physical
acquire. Each strand is interconnected and integrated. aspects are Physical Education and Health Education.
Creativity, talent and appreciation are nurtured through Visual
Communication Art Education and Music Education.
The communication strand emphasises the integration
process of the language skills in the form of verbal and non- Humanity
verbal during interaction. This strand focuses on language The Humanity strand emphasises on the mastery and practice
skills such as listening and speaking, reading and writing, as of knowledge about community and the environment locally,
well as the added value of reasoning. Pupils need to master nationally and globally as well as the appreciation of the spirit
these skills to assist them in the process of acquisition of of patriotism and unity. History is the knowledge discipline in
knowledge, skills and values in the other strands. Language the Humanity strand introduced at Level II of the primary
proficiency prepares pupils to select accurate and systematic school.
language used in social interaction.
The knowledge disciplines within the communication strand
include Bahasa Melayu, English Language, Bahasa Cina,
Bahasa Tamil, Bahasa Arab, Bahasa Iban, Bahasa
Kadazandusun and Bahasa Semai.
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Figure 1: Framework for Curriculum KSPK and KSSR
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Knowledge discipline in Science and Technology Strand are 1. Stimulate pupils’ curiosity and develop their interest
Science, Mathematics, Design and Technology (DT) and about the world around them.
Information and Communication Technology (ICT). 2. Provide pupils with opportunities to develop scientific
skills as well as critical and creative thinking skills.
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Measuring and Making quantitative observations Interpreting Data Giving rational explanations about an
Using Numbers using numbers or tools with standard object, event or pattern derived from
units or tools standardised with collected data.
reference units.
Defining Defining concepts by describing what
Making Making initial conclusions that are Operationally must be done and what should be
Inferences reasonable, that may be true or false observed.
to explain events or observations.
Controlling Identifying manipulated variables,
Predicting Making forecast about events based Variables responding variables and fixed
on observations and previous variables. In an investigation, a variable
experiences or collected data. is manipulated to observe its
relationship with the responding
Communicating Accepting, choosing, arranging, and variable. At the same time, the other
presenting information or ideas in the variables are kept the same.
form of writing, verbal, tables, graphs,
figures or models. Making Making a general statement about the
Hypothesis relationship between the variables that is
Using Space- Describing changes in parameters assumed to be true to explain an
Time such as location, direction, shape, observation or event. The statement can
Relationship size, volume, weight and mass with be tested to determine its validity.
time.
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Experimenting Planning and conducting an investigation SCIENTIFIC ATTITUDES AND NOBLE VALUES
to test a hypothesis, collecting and
interpreting data until a conclusion can be Learning experiences science can foster positive attitudes
obtained. and values in pupils. Positive attitudes and values fostered in
the teaching of science in schools include scientific attitudes
and noble values as the following:
Manipulative Skills Having an interest and curiosity towards the
environment.
In a scientific investigation, manipulative skills are Being honest and accurate in recording and validating
psychomotor skills that enable pupils to: data.
Use and handle science apparatus and substances Being diligent and persevere when carrying out a task.
correctly. Being responsible about the safety of oneself, others
Store science apparatus and substances correctly and and the environment.
safely. Realising that science is a means to understand
Clean science apparatus correctly nature.
Handle specimens correctly and carefully. Appreciating and practising clean and healthy living.
Sketch specimens, apparatus and substances accurately Appreciating the balance of nature.
Being respectful and well-mannered.
Appreciating the contribution of science and
technology.
Being thankful to God.
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Having critical and analytical thinking. scientific attitudes and noble values in teaching and learning
Being flexible and open-minded. need to be integrated continuously. For example, during
Being kind-hearted and caring. science practical work, the teacher should remind pupils the
Being fair and just. scientific attitudes and noble values. Teachers are
encouraged to go through all learning standards related to the
Dare to try
content standard including the learning standard about the
Thinking rationally
inculcation of scientific attitudes and noble values before
Being confident and independent
starting a lesson in the particular learning area.
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Comparing and Finding similarities and differences Analysing Processing information in detail by
Contrasting based on criteria such as breaking it down into smaller parts to
characteristics, features, qualities and understand concepts or events as well
elements of objects or events. as to find the implicit meanings.
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Generating Ideas Producing ideas related to something. Synthesising Combining separate elements to
produce an overall picture in the form
Relating Making connections in certain of writing, drawing or artefact.
situations or events to find a structure
or pattern of relationship. Making Making a general statement about the
Hypotheses relationship between the variables
Making Making initial conclusions that are that is assumed to be true to explain
Inferences reasonable, that may be true or false an observation or event. The
to explain events or observations. statement can be tested to determine
its validity.
Predicting Making forecast about events based
on observations and previous Making Forming an understanding about a
experiences or collected data. Analogies complex or abstract concept by
relating it to simple or concrete
Making Making a general statement about concepts with similar characteristics.
Generalisations certain matter from a group of
observations on samples or some
information from that group.
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Inventing Producing something new or Besides thinking skills and thinking strategies, another skill
modifying something already in emphasised is reasoning. Reasoning is a skill used in making
existence to overcome problems in a logical, rational, fair and just consideration. Mastery of critical
systematic manner. and creative thinking skills and thinking strategies is made
easier if an individual is able to provide reasoning in inductive
Thinking Strategies and deductive manner. Figure 2 gives an overall picture of the
Description of each thinking strategy is as the following: thinking skills and thinking strategies (TSTS).
Mastery of TSTS through the teaching and learning of science critical, creative, analytical and systematic thinking. Mastery of
can be developed through the following stages: Science Process Skills together with knowledge and suitable
attitudes ensure pupils to think effectively.
1. Introducing TSTS. The mastery of Science Process Skills requires pupils to
2. Practising TSTS with teacher’s guidance. master the relevant thinking skills. The main thinking skills that
3. Practising TSTS without teacher’s guidance. are related to each science process skill are as the following:
4. Applying TSTS in new situations and developed with
teacher’s guidance. Science Process Skills Thinking Skills
5. Applying TSTS together with other skills to accomplish Observing Attributing
thinking tasks. Comparing and contrasting
6. Relating
Further information about the stages on the implementation of
TSTS can be referred to the guidebook “Buku Panduan Classifying Attributing
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam Comparing and contrasting
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Science Process Skills Thinking Skills Science Process Skills Thinking Skills
Making Inferences Relating
Predicting Relating Analysing
Visualising Making hypothesis Attributing
Relating
Using Space-Time Sequencing Comparing and contrasting
Relationship Prioritising Generating ideas
Making hypothesis
Interpreting data Comparing and contrasting
Predicting
Analysing
Synthesising
Detecting bias
Making conclusions
Experimenting All thinking skills
Making Generalisations
Evaluating
Communicating All thinking skills
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skills and scientific skills. Thus in teaching and learning, implementation. The following is a description about the new
teachers need to integrate mastery of skills together with elements of EMK in KSSR:
acquisition of knowledge and the inculcation of scientific
attitudes and noble values. Creativity and Innovation
Creativity and Innovation are two related items.
Generally, creativity refers to the act of generating new ideas,
ELEMENTS ACROSS THE CURRICULUM approaches and new actions. Innovation on the other hand, is
the process of generating new ideas and applying creative
The Elements across the Curriculum (EMK) is a value-added ideas in certain contexts.
element applied in the teaching and learning process other
than those specified in the Content Standard. The integration The element of creativity and innovation is an element that is
of these elements is aimed at strengthening the human capital stressed upon in KSSR to prepare students to handle 21st
skills and competency as well as intended to prepare pupils century challenges. Creativity and innovation in students need
for the challenges of the present and the future. The elements to be inculcated and developed to optimum levels so that they
across the curriculum in KBSR i.e. language, science and are capable of generating ideas and inventions that are of
technology, environmental sustainability, values and quality that become practices and cultures in the lives of
patriotism are still relevant to be used in KSSR. Malaysian citizens in the future.
The new elements of EMK, namely creativity and innovation, To reach this aim, the writing of the learning standard for the
entrepreneurship, as well as ICT are identified as a subject of Science that is related to inculcating creativity and
complementary effort to enhance the quality of KSSR innovation is stated clearly. However, teachers are also
encouraged to instil elements of creativity and innovation in
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any topic deemed suitable if these elements are not stated All characteristics and practices are implemented according to
clearly. Teachers should prepare activities that increase primary school children’s abilities.
interest and creativity and students should be equipped with
knowledge, skills and tools that will enable them to develop Information and Communication Technology
creativity and inculcate attitudes and personalities of creative Technology is an effective method to strengthen the learning
individuals. of science. The use of technology like television, radio,
computer, computer internet software, course software, and
Entrepreneurship computer interface makes the learning of science more
In the New Economic Model, among the characteristics of interesting and effective. Animation and computer simulations
Malaysia in 2020 is innovation and entrepreneurship. The are a useful method to learn a difficult and abstract concept
instilling of the element of entrepreneurship in KSSR is aimed and can be presented in the form of course software or
at forming the characteristics and practices of website.
entrepreneurship until it becomes a culture among students.
Entrepreneurship characteristics can be formed by: The element of Information and Communication Technology is
Practicing entrepreneurship one of the elements added to KSSR. There are three
Applying entrepreneurship thinking approaches in using Information and Communication
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Teachers must ensure that EMK are integrated effectively in SKILLS FOR 21ST CENTURY
the teaching and learning process in order to produce
individuals as intended in the National Education Philosophy. Higher Order Thinking Skills (HOTS)
The relationship between EMK and the development of a The national curriculum aims to produce pupils who are well
balanced individual is illustrated in Diagram 3. balanced, resilient, curious, principled, well informed, and
patriotic and posses thinking and communication skills and
LANGUAGE able to work in teams. The 21st century skills are in line with
Entrepreneurship the six aspirations as outlined in the Malaysia Education
Blueprint. The six aspirations are leadership skills, bilingual
BALANCED INDIVIDUAL proficiency, ethics and spirituality, social identity, knowledge
Critical Creative and
SCIENCE AND
VALUES
Innovation Thinking
TECHNOLOGY
and thinking skills intended to be acquired by every pupil to
Creativity and Information and enable them to compete globally.
Innovation Communication
Technology
problems, making decisions, to innovate and to create. HOTs questioning, inside and outside the classroom to encourage
refer to the skills of applying, analysing, evaluating and pupils to think. Pupils are accountable to their own learning.
creating as shown in Table 1.
SKILLS AND VALUE FOR THE 21st CENTURY
Table 1: Description of HOTs
HOTs Description A student must be equipped with skills, knowledge and values
to excel in life and career in the 21st century. The Ministry of
Using knowledge, skills and values to take
Applying Education Malaysia (MOE) has identified skills and values that
actions in different situations.
each pupil needs to have to face the 21st century. Skills and
Breaking down information into smaller parts to
values consist of 3 aspects:
Analizing enhance understanding and make relationship
between the parts.
Thinking skills: Prepares pupils to face life and current
Using knowledge, experience, skills and values
working environment which is becoming more challenging.
Evaluating to consider, make decisions and give
The skills are:
justifications.
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Career and Life Skills: Crucial than thinking skills and Responsibility
knowledge. Pupils develop career and life skills to face a Unity
complex life and current working environment which is
becoming more challenging. These are: STUDENT PROFILE
Communication Skills
Information and Communication Technology The critical factor that contributes towards social growth,
Cooperation culture and economy of a country is the development of
Entrepreneurship innovative and highly skilled human capitals. Hence; each
Leadership pupil must be physically, emotionally, spiritually and
Lifelong learning intellectually balanced as stated in the National Education
Flexibility Philosophy.
Values: Guideline for pupils to become individuals with noble Balanced: Physically, emotionally, spiritually and
character, capable of making decisions and act responsibly intellectually balanced to achieve personal
towards family, society and country which encompass: satisfaction, show empathy, compassion,
Integrity
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Resilient: Able to face and overcome difficulties, respecting and appreciating the
overcome challenges with wisdom, contributions given by team members.
confidence, tolerance and empathy. Become better leader and team mate by
obtaining interpersonal skills through
Thinker: Able to think critically, creatively and collaborative activities.
innovatively; handle complex problems
and make ethical decisions. Think about Curious: Develop natural curiosity to explore
learning and themselves as pupils. strategies and new ideas. Learn skills that
Generate questions and are open to are needed to carry out inquiry and
perspective, values and individual and research, as well as practice independent
societal traditions. Confident and creative learning. Enjoy continuous lifelong
in handling new learning fields. learning experiences.
Skilled in Able to voice out and express their Principled: Honest and have integrity, equality, fair
communication: thoughts, ideas and information with and respect the dignity of individuals,
confidence and creatively in verbal form group and community. Responsible for
and in writing, using various media and their actions, consequences and
technology. decisions.
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Informative: Knowledgeable and form wide activating pupils’ critical and creative thinking skills and not be
understanding which is balanced across confined to routine method. Pupils should be made aware of
various disciplines. Explore knowledge on the thinking skills and thinking strategies that are being used
local and global issues effectively and in their learning. They should be challenged with higher order
efficiently. Understand ethical issues/laws questions and problems and be required to solve problems
related to the information gained. creatively and critically. Pupils should be actively involved in
the teaching and learning that integrate the acquisition of
Caring/ Show empathy, compassion and respect knowledge, mastery of skills and inculcation of scientific
Concern towards needs and feelings of others. attitudes and noble values. Thoughtful learning can take place
Committed to serve the society and through various learning approaches such as inquiry,
ensure sustainability of nature. constructivism, science, technology and society, contextual
Patriotism Portray love, support and respect towards learning and mastery learning.
the country.
Approaches to Teaching and Learning Science
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activities such as experiments, pupils investigate a Pupils have the opportunities to cooperate, share
phenomenon and draw conclusions by themselves. Teachers ideas and experiences and reflect on their learning.
then lead pupils to understand the science concepts through
the results of the inquiry. Thinking skills and scientific skills Science, Technology and Society approach
are thus developed further during the inquiry process. Meaningful learning occurs if pupils can relate what they have
However, the inquiry-discovery approach may not be suitable learnt with their daily life. Meaningful learning happens to
for all teaching and learning situations. Sometimes, it may be various approaches such as contextual learning and the
more appropriate for teachers to present concepts and science, technology and society (STS) approach. The theme
principles directly or through guided inquiry-discovery to and objective of learning that is based on STS is reflected in
pupils. this standard curriculum. The STS approach recommends that
the learning of science is done through investigation and
Constructivism discussions based on science, technology and society issues.
Constructivism is an ideology that suggests pupils learn by Science and technology knowledge can be learnt together
building their own understanding that is meaningful to them. with the application of science and technology and their
The important attributes of constructivism are: implications on the society.
Teachers considered pupils prior knowledge. Meaningful learning occurs if pupils can relate their learning
Learning is the result from pupil’s own effort. with their every day experiences. Meaningful learning can
Learning occurs when pupils restructure their take place in learning approaches such as contextual learning
existing ideas by relating new ideas to old ones. and Science, Technology and Society (STS). Learning
themes and learning objectives that carry elements of STS
are incorporated into the curriculum. STS approach suggests
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that science learning takes place through investigation and METHODS OF TEACHING AND LEARNING SCIENCE
discussion based on science, technology and society issues.
Knowledge of science and technology can be learnt with the Teaching and learning approaches can be implemented
application of science and technology and their impact on through various methods such as experiments, discussions,
society. simulations, projects, the usage of external resources, future
research and problem solving. In this curriculum standard,
Contextual Learning suggestions for these teaching and learning methods are not
Contextual learning is an approach that associates learning explicitly stated. This is to enable teachers to use their own
with pupil’s every day life. This approach involves creativity in teaching and pupils to acquire the intended
investigative learning as in the inquiry-discovery approach. In knowledge, skills, attitudes and values.
contextual learning, the relationship between knowledge The teaching and learning method determined should be
taught and every day life is explicitly demonstrated. In this based on the contents of the curriculum standard, pupils’
context, pupils not only learn in theory but learn to appreciate abilities and pupils’ repertoire of intelligences and the
the relevance of science in their lives. availability of resources and infrastructure. Besides the role of
presenting information and subject matter expert, teachers
Mastery learning also act as facilitators in teaching and learning. Teachers
Mastery learning is an approach that ensures all pupils to should be attentive to the various repertoires of intelligences
acquire and master the intended learning objectives. This among pupils. Different methods and activities should be
approach is based on the principle that pupils are able to planned to cater to pupils with multiple intelligences.
learn if given the opportunities. Pupils should be allowed to The following are brief descriptions of some teaching and
learn at their own pace, with the incorporation of remedial and learning methods.
enrichment activities as part of the teaching-learning process.
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Conducting the experiment topic discussed. Discussions can be conducted during and
Making a conclusion
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Carry out operations to solve the problem encompasses describing, collecting, recording, scoring, and
television, radio, video, computer, internet, computer software, obtaining knowledge, skills and ethics besides assessing the
courseware and computer interfaces make the teaching and activities carried out during T&L. Assessment supports pupils’
learning of science more interesting and effective. Animation learning and provides valuable feedback to stakeholders such
and computer simulation is an effective tool for learning of as administrators, teachers, pupils and parents/guardians
difficult and abstract science concepts and can be presented about pupils’ progress and achievement. The feedback is
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able to identify pupils’ weaknesses and do follow up. The type T&L ASSESSMENT
Formative: Sumative:
The task of assessing is not only limited to teachers. Assessment during T&L Assessment after T&L
Assessment can also be carried out by peers, pupils Process and product Product
PLANNING
Determine learning standard and instrumen Observing Test
Suitable to Can be tested
access the using written,
skills, attitudes sketching, verbal
EXECUTE THE ASSESSMENT and values form and language
Observing/Verbal/Written
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Apply knowledge and scientific skills in Table 5: Value Interpretation of Achievement Level for
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completing the task in a situation Primary Science
Analyzing knowledge and scientific skills PERFORMANCE
INTERPRETATION
4 to be applied in completing the task in a LEVEL
situation systematically 1 Interest
Analyze and synthesize knowledge and
2 Interest and curious
scientific skills to be applied in completing
5 Interests, curious, honest and accurate in
the task or in a new situation persistently, 3
recording data.
systematically and with positive attitude
Interest, curious, honest and accurate in
Analyze and synthesize knowledge and 4
recording data, brave and systematic.
scientific skills to be applied creatively and
6 innovatively in creating, evaluating or Interest, curious, honest and accurate in
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ORGANISATION OF THE SCIENCE STANDARD The Learning Standard is a tangible learning objective. It
CURRICULUM comprises the scope of learning with scientific skills and
thinking skills that require the students to master the intended
The Science Standard Curriculum for Year 1 to Year 6 has six science concepts. Generally, the Learning Standard is
themes; Introduction to Science, Life Science, Physical ordered according to level of difficulty. However, the Learning
Science, Science of Matter, Science of the Earth and The Standard can be modified accordingly. The Content Standard
Universe as well as Technology and Sustainability. However, for the affective domain is written at the end of the relevant
these themes are not present in every year of study. cognitive domain. However not all cognitive domains are
followed by affective domains.
Introduction to Science, Life Science, Physical Science,
Material Science, The Earth and The Universe and Performance Standard is a statement of the level of pupils’
Technology and Sustainability are elaborated according to the learning development measured with Standard Content and
Content Standard and Learning Standard. The Content Learning Standards well as to indicate the position of pupils’
Standard has at least one or more Learning Standards that progress in the learning development.
are conceptualised based on determined fields of study. The Pupils’ developments are explained with one or more
Content Standards are written according to hierarchy in qualifiers using correct words or phrases to describe the
cognitive and affective domains. The Content Standard is a Standards in the form of learning outcomes. Performance
general statement that contains elements of knowledge, Standard is developed as a guide for the teachers to
scientific skills, thinking skills, scientific attitudes and noble implement School Assessment (SA) in line with Standard
values in line with the desired Learning Standard. Reference of Assessment.
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The teaching and learning process should be planned For Level Two, Science is a single subject and the time
holistically and integrally to allow several Learning Standards allocated is 120 minutes per week.
to be achieved. Teachers should analyse all the Learning
Standards and Content Standards before planning teaching
and learning activities. The activities can be varied to achieve
the Content Standard to fulfil leaning objectives. Teachers are
encouraged to shape activities that require the active
participation of students to generate analytical, critical, For Level Two, Science is a single subject and the time
innovative and creative thinking while using technology as a allocated is 120 minutes per week.
means to achieve the Content Standard affectively.
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INTRODUCTION TO SCIENCE
1.0 SCIENCE PROCESS SKILLS
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
1.1 Science Pupils will be able to:
Process Skills 1 State all the senses involved in
1.1.1 Observe making observations about the
phenomena that occurs.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State the characteristics of objects
1.1.2 Classify by observing the/its similarities and
differences.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State more than one appropriate tool
1.1.3 Measure and use numbers to measure a quantity.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State a reasonable interpretation
1.1.4 Make inference of an event or observation.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State a possibility of an event or
1.1.5 Predict data.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 Arrange information obtained in
1.1.6 Communicate a suitable form.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFOR-
STANDARD DESCRIPTOR
MANCE LEVEL
Pupils will be able to:
1 State a parameter that varies with
1.1.7 Use space and time relationship. time based on a situation.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State what is done and what is
1.1.9 Define operationally observed in a situation.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 Identify the variables that affect an
1.1.10 Control variables investigation.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State the variables involved in an
1.1.11 Make hypothesis investigation.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
Pupils will be able to:
1 State the aim of the identified
1.1.12 Carry out experiment. problem.
2
Make a hypothesis based on
identified problem.
3
Specify the appropriate method
and apparatus in planning the
experiment.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFOR-
STANDARD DESCRIPTOR
MANCE LEVEL
1.2 Science Pupils will be able to:
manipula- 1 List science apparatus, substances
tive skills. 1.2.1 Use and handle science apparatus and and specimens required for an
substances correctly. activity.
1.2.2 Handle specimens correctly and carefully. 2 Describe the use of science
apparatus, substances and
Sketch specimens, apparatus and science specimens required for an activity
1.2.3 substances correctly. with the correct method.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFOR-
STANDARD DESCRIPTOR
MANCE LEVEL
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KSSR SCIENCE YEAR 6
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KSSR SCIENCE YEAR 6
LIFE SCIENCE
3.0 MICROORGANISM
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
3.1 Microorganisms Pupils will be able to:
are living things 1 State the types of microorganisms
3.1.1 Identify types of microorganisms through and its examples.
observation by using various media.
Describe microorganisms that
Type Examples 2 undergo life processes based on
the activities carried out.
fungi yeast, mucor
3 Make generalisation that
protozoa Paramecium, Amoeba.
microorganisms are living things
algae Phytoplankton, Spirulina. and most of them cannot be seen
with naked eyes.
E.coli, Basilus, Salmonella,
bacteria
streptococcus. 4 Predict the factors that affect the
growth of microorganisms.
virus HIV, influenza virus
5 Test the factors that affect the
growth of microorganisms.
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
3.1.2 State microorganisms that undergo life pro- 6 Communicate to conclude the
cesses by carrying out investigation on a few factors that affect the growth of
examples of microorganism such as yeast, microorganisms.
mucor and Paramecium using appropriate
tools.
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
3.2 Useful and Pupils will be able to:
harmful 1 State the harmful effects of
microorganisms 3.2.1 Describe the harmful effects of microorganisms.
microorganisms through observation using
various media which cause: 2 Describe the usage of
microorganisms.
• diseases;
• tooth decay; Make generalisation that some
• food poisoning; 3 microorganisms are useful and
• food spoilage. some are harmful.
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
4.2 Interaction Pupils will be able to:
between 1 State the example of plants in an
plants 4.2.1 Describe the factors of competition between identified habitat.
plants through observation using various media:
2 Describe the factors of
• water; competition between plants.
• sunlight;
• nutrient; 3 Carry out investigations to
• space. determine the factors of competi-
tion between plants.
4.2.2 Carry out investigations to determine the factors Explain through examples the
of competition between plants. 4 types of interactions between
plants.
4.2.3 Explain through examples the types of
interactions between plants such as symbiosis: Relate the interactions between
commensalism and parasitism. 5 plants in the photosyntesis
process.
4.2.4 Explain observation using sketches, ICT, in
written or verbal form. 6 Provide reasoning on the effects
of interactions between plants
and other living things in a
habitat.
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KSSR SCIENCE YEAR 6
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
5.2 Importance of Pupils will be able to:
maintaining
the balance of 5.2.1 State the meaning of preservation and
nature conservation of animals and plants.
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KSSR SCIENCE YEAR 6
PHYSICAL SCIENCE
6.0 FORCE
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
6.1 Force and Pupils will be able to:
its effects 1 State the meaning of force.
6.1.1 State that force is a push or a pull that act on an
object by carrying out activities.
2 Describe the effects of force.
6.1.2 Explain with examples the effects of force by
carrying out activities i.e.: Explain with examples the meaning
3
• change the shape of an object; of friction.
• change the direction of a moving object;
• change the speed of an object;
• move the stationery object; 4 Make conclusion about the factors
• stop a moving object. that affect friction.
6.1.3 Explain observation using sketches, ICT, in Generate ideas on the effects of
written or verbal form. 5
friction and how to increase or
reduce friction.
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
6.2 Frictional Pupils will be able to:
Force
6.2.1 State the meaning of friction.
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KSSR SCIENCE YEAR 6
7.0 SPEED
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
7.1 Speed Pupils will be able to:
1 State the units for speed.
7.1.1 Explain the meaning of speed by carrying out
. activity such as race competition. 2 Explain the meaning of speed by
carrying out activities.
7.1.2 State the units for speed i.e. kilometre per hour
(km/h), metre per second (m/s), centimetre per 3 Make conclusion on the relationship
second (cm/s). between speed, distance and time.
7.1.3 Carry out investigation to relate speed, distance
and time. Solve problems to determine the
4 speed, distance and time taken
7.1.4 Solve problems related to speed using the using the formula.
formula:
Interpret the data about space and
5
Speed = Distance time relationship of a moving object
Time by analysing the graph.
7.1.5 Interpret the data about space and time 6 Give reasoning on the importance
relationship of a moving object. of the knowledge about the rela-
tionship between speed, distance
7.1.6 Explain observation using sketches, ICT, in and time for well-being.
written or verbal form.
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KSSR SCIENCE YEAR 6
MATERIAL SCIENCE
8.0 FOOD PRESERVATION
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
8.1 Food Pupils will be able to:
spoilage 1 Characterise the spoilt food.
8.1.1 Explain with examples the characteristic of spoilt
food through observation on real food or using
various media. 2 Explain with examples the methods
of food preservation and relate
8.1.2 State that food spoilage is caused by the action them to the factors of
of microorganisms. microorganisms growth.
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE
STANDARD DESCRIPTOR
LEVEL
8.1.4 Explain with examples the methods of food 5 Provide reasoning on a suitable
preservation and relate them with the factors method of preserving food in
of microorganisms growth such as: maintaining the texture, appearance
or taste.
• drying;
• boiling;
• cooling; 6 Communicate creatively and
• vacuum packing; innovatively about the importance of
• pickling; food preservation technology in
• freezing; national economic development.
• canning and bottling;
• pasteurising;
• salting;
• smoking;
• waxing;
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT LEARNING STANDARD
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT LEARNING STANDARD
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
9.1.3 Classify the waste materials into 6 Communicate creatively and innovatively
biodegradable and non-biodegradable on the human role in managing waste
material. disposal for a sustainable life.
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KSSR SCIENCE YEAR 6
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT LEARNING STANDARD
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
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KSSR SCIENCE YEAR 6
11.0 CONSTELLATION
PERFORMANCE STANDARD
CONTENT LEARNING STANDARD
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
11.1 Constellation Pupils will be able to:
1 State the meaning of constellation.
11.1.1 State that constellation is a group of
stars that form a certain pattern.
2 Identify the constellations.
11.1.2 Identify the shape of constellations
such as Orion, Big Dipper, Southern
Cross and Scorpion. 3 Sketch the shape of constellations that is
easily seen.
11.1.3 Explain the importance of constellation
i.e.:
• to show directions; 4 Explain with examples the usage of
• to indicate seasons; constellation.
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KSSR SCIENCE YEAR 6
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT LEARNING STANDARD
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
12.2 Complex machine Pupils will be able to:
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KSSR SCIENCE YEAR 6
PERFORMANCE STANDARD
CONTENT LEARNING STANDARD
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
12.3 Design a Pupils will be able to:
machine
model 12.3.1 Design a model of a complex machine by
combining science concepts that have been
learned such as:
• elecricity
• magnet
• speed
• light properties.
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This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9
Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk