Science Year 6 Yearly Plan
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Transcript of Science Year 6 Yearly Plan
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8/3/2019 Science Year 6 Yearly Plan
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Science Year 6 Yearly Plan ujang1
Yearly PlanSCIENCE
Year 6
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Week Learningobjectives
Suggested activities Learning Outcomes SPS Notes Vocabulary
1. Interaction among living things
11.1Understanding that someanimals livein groups andothers live insolitary.
Pupils view a video onanimals that live ingroupsand in solitary.Pupils gather informati onand give examples ofanimals that live in groupand in solitary.Pupils discuss whyanimalslive in groups, e.g.a) for safety,b) for food.Pupils observe how antslivetogether in a vivarium.Pupils discuss why
animalslive in solitary, e.g.a) to avoid competitionforfood,b) to avoid competitionforspaces
Pupils
state that someanimalslive in groups. state that someanimalslive in solitary. give examples ofanimalsthat live ingroups. give examples ofanimalsthat live insolitary. explain why
animals livein groups. explain whyanimals livein solitary.
state thatcooperation is a
Observing
Communicating
Predicting
Teacher canprepare avivarium of anantcolony twoweeksbefore thelesson.
solitary .menyendirisafety -keselamatancooperation-bekerjasamacompetition-persaingan
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Investigating Living
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form ofinteraction amonganimals.
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1.2Understandingthatcompetitionis a form ofinteractionamong livingthings
Pupils view video oninteraction among livingthings in various habitats.Pupils discuss and giveexamples of interactionamong living things.Pupils discuss thatcompetition is a form ofinteraction.Pupils view video orcomputer simulation ofcompetition amonganimals.Pupils discuss and list thefactors that animalscompete for:a) food,b) water,c) mate,d) shelter,e) territory/space.Pupils carry out activitiestoobserve animalscompetingfor food, e.g. fish or bird.Pupils discuss that animalsCompete because of.
Pupils
_
state thatliving thingsinteract withone anotherin theenvironment state thatcompetition isaform ofinteraction. list the factorsthatanimalscompete for.give reasonswhy animalscompete.
Observing
Communicating
Predicting
Interpretingdata
The videoshouldinclude varioustypesof interactionsuch ascompetitionand
coorperation.
interaction -interaksicompetition -persainganlimitedresources -sumberterhad
territory -wilayahbreeding -pembiakanmate -pasangandefend -mempertahankanspace-ruangshelter-tempatperlindungan
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Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1.2Understandingthat competitionis a form of
interactionamong livingthings
a) limited foodresources,b) l imited waterresources,
c) trying to get a mateforbreeding,d) defending or lookingforterritory,e) defending or lookingforshelter.Pupils view a video orpictures of plants in theforest. Based on the
videoor pictures pupils discusswhy plants in the foresthavedifferent heights.Pupils carry out activitiestoobserve competitio namong
list factorsthat plantscompete for. give reasonswhy plantscompete witheach other.
Theseactivities canbeprepared
earlierbecause theymaytake sometime toshow results.Suggestion:a) greenbeans,b) maize.
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plants.Pupils discuss thatplantscompete for:
a) sunlight,b) water,c) space,d) nutrient.Pupils discuss andconclude that plantscompete because of:l imited sunlight that can
reach them,b) limited waterresources,
c) limited space,d) limited nutrient.
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1.3Understandingthe
responsibilityof humanbeingsin protectingendangeredspecies
Pupils view a video orpictures of animals that areextinct, e.g. dinosaurs.Pupils view a video or
pictures of endangeredanimals and plants, e.g.tiger, turtle, orang utan,panda, rhinoceros andrafflesia and pitcher plant.Pupils discuss and concludethat certain animals andplants are facing the threat
Pupils_
give examplesof
extinct animal. give examplesofendangeredanimal. give examplesofendangered
Communicating
Predicting
rafflesia-bungapakmahornbill-
burungenggangconservation-pemuliharaanprotection-pelindungan
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of extinction because ofhuman activities such asillegal or excessive:
a) logging,b) hunting,c) development.Discuss ways to preventanimals and plants fromextinction, e.g.a)campaign againstexcessive logging,b) educating the publicabout the importance ofprotecting and conserving
animals and plants,c) avoid consuming orbuying products madefrom endangeredspecies,d) enforcing the law.
plant. explain whycertain
animals orplants arefacing thethreat ofextinction. suggest waystopreventanimals andplants fromextinction
Interpreting data
endangeredterancamextinct -
pupusexcessive-berleluasathreat -ancamanlogging-pembalakanconsume-menggunakanenforcement-
penguatkuasaan
Week Learning
objectives
Sunggested activities Learning Outcomes SPS Notes Vocabulary
1.4 Knowing theimpact of humanactivities onenvironment
Pupils view video orsee
pictures ofenvironmentaldestructions causedbyhuman activities, e.g.a) erosion,b) landslide,c) flash-flood,
Pupils give examples of
environmentaldestructioncaused by human. explain howhumanactivities causeenvironmentaldestruction.
Observing
Communicating
balance ofnature -
keseimbanganalamillegallogging -pembalakanharamillegal
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d) water pollution,e) air pollution.Pupils view a video
anddiscuss humanactivitiesthat cause destructionto theenvironment, e.g.a) illegal andexcessivelogging,b) illegal andexcessive
hunting,c) impropermanagementdevelopment.
Pupils discuss whatwillhappen to the Earth ifhuman activities thatcausedenvironmental
destructionsare not controlled.Pupils prepare a scrapbookon environmentaldestruction caused byhuman activities andsteps
predict what willhappento the Earth if
humanactivities are notcontrolled.
predicting
hunting -pemburuanharam
landslide -tanahruntuhflash-flood-banjirkilatpollution -pencemaranerosion -hakisandisaster -
bencanadestruction-kemusnahan
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taken to reduce itseffects.
Week Learning
objectives
Sunggested activities Learning Outcomes SPS Notes Vocabulary
1. Force
1.1Understandingthat push andpullare forces
Pupils push and pulleachother.s palms to feeltheeffect of forces.Pupils discuss andconclude that push andpull
are forces.Based on the aboveactivitypupils discuss andconclude that a forcecannot be seen but itseffects can beobserved.
Pupils state that pushandpull are forces. state that forcecannotbe seen but itseffects
can be observed.
Experimenting
Observing
Communicating
Controlling
variables
predicting
pull-tarikanpush- tolakanforce- dayapalm- tapaktangan
1.2Understandingthe effects of aforce.
Pupils carry out activitiesand discuss the effects of
pushinga) a stationary ball,b) a moving ball.Pupils press, twist orsqueeze objects such asplasticine, sponge andspring.Pupils observe anddiscuss the effects of
Pupils state that a forcecanmove a stationaryobject. state that a forcecanchange the motionofan object.
Experimenting
Communicating
Predicting
Controllingvariables
speed .kelajuanstationary.pegunmoving .bergeraktwist-pulaspress- tekan
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Investigating Force and
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forces.Pupils discuss andconclude that a force can:a) move the stationaryobject,
b) stop a moving object,c) change the direction ofa moving object,d) make an object movefaster or slower,e) change the shape of anobject.
state that a forcecanchange the shape
ofan object.
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1.3Analysing
friction
Pupils observe an object suchas a book or a coin sliding on a
surface.Pupils discuss that frictionslows down a moving objectand conclude that friction is aforce.Pupils carry out activities thatinvolve friction, e.g.a) open the lid of a jar withdry hands,b) open the lid of a jar withoily hands.Pupils discuss and conclude
that it is easier to open the lidof a jar with dry hands becauseof greater friction.Pupils carry out activities thatinvolve friction, e.g.a) rubbing their palms,b) pulling a heavy object,c) rubbing an eraseragainst a surface.
Pupils state that
friction is atype of force.
Friction can bereduced by
using:a) using roller,marblesb) using talcumpowder, oil, wax,grease, aircushion,c) smootheningthesurfaces incontact.
friction .geseran
aerodynamic-aerodinamikoppose .bertentanganeffect .kesanreduce .kurangkanincrease .
menambahkansurfaces incontact.permukaanyangBersentuhan
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Based on the above activitiespupils explain the effects offriction:a) their palms become warmer
because friction produces heat,b) it is difficult to move theobject because friction opposesmotion,c) the eraser becomes smallerbecause friction causes wearand tear.Pupils list and discuss theeffects of friction in everydaylife.Pupils compare the effectsof friction by rubbing their
a) without oil,b) with oil.
describe the
effects offriction. describe waystoreduce friction. describe waystoincreasefriction.
Week Learning
objectives
Sunggested activities Learning Outcomes SPS Notes Vocabulary
1.3Analysingfriction
Pupils discuss andconcludethat oil reduces friction.Pupils suggest various
waysto reduce friction.Pupils carry outactivities totest their suggestions.Pupils gatherinformation onthe advantages and
state theadvantages
of friction. state thedisadvantages offriction. conclude thatfrictionoccurs when twosurfaces are in
Communicating
Predicting
friction .geseranaerodynamic-
aerodinamikoppose .bertentanganeffect .kesanreduce .kurangkan
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disadvantages offriction ineveryday life.
Pupils discuss varioussituations wherefrictionoccurs and concludethatfriction is producedwhensurfaces are in contactwithone another.Pupils plan and carry
out anexperiment toinvestigatehow different types ofsurfaces affects thedistancea trolley moves.
contact. design a fair test tofind out how different
types of surfacesaffect the distance atrolley moves bydeciding what tochange, what to keepthe same and what to
increase .menambahkan
surfaces incontact.permukaanyangBersentuhan
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
2. Movement2.1 Pupils carry out ac tivi ties Pupils Experimenting
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Understandingspeed
to:a) compare the distancestravelled in a given time
by two moving objects,b) compare the time takenby two moving objects totravel a given distance.Pupils discuss andconcludethat:a) an object which movesfaster travels a longerdistance in a given time,b) an object which moves
faster takes a shortertime to travel a givendistance.Pupils conclude that:a) speed is ameasurementof how fast an objectmoves,b) speed can becalculatedby using the formula
speed = distance/time.Pupils solve problemsusingThe formula.
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state that anobject
which movesfastertravels a longerdistance in agiventime. state that anobjectwhich movesfastertakes a shorter
t ime totravel a givendistance. state whatspeed is. solveproblems usingthe formula.
Communicating
Controllingvariables
Making
inferences
Interpreting data
Making
hypotheses
Using space t-
timerelationship
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Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1. Food preservation1.1Understandingfood spoilage
Pupils observe samples ofspoilt food.Pupils discuss and
concludethat spoilt food is unsafetoeat.Pupils conclude that spoilt
food has one or more ofthe following
characteristics:a) unpleasant smell,b) unpleasant taste,c) changed colour,d) changed texture,e) mouldy.Pupils carry out an
activity to observe thatfood turns bad by leavinga slice of bread in theopen for a few days.
Pupils discuss andconcludethat microorganisms canspoil food.Pupils gather informationand conclude thatmicroorganisms needcertain conditions to grow:
Pupils
describe whatspoilt food is.
identifycharacteristicsof
spoilt food.
state thatmicroorganismscan spoil food.
state theconditions for
Observing
Communicating
Experimenting
Observing
Communicating
Predicting
Controlling
variables
Making
hyphotheses
Food used intheactivity shouldnot be tasted.
medium -keadaan
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Investigating
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a) air,b) water,c) nutrient,
d) suitable temperature,e) suitable acidity.
microorganismsto grow.
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1.2Synthesisngtheconcept offoodpreservation
1.3 Realizingthe
Pupils find information aboutways to preserve food andexamples of foodfor each type of preservation,i.e.a) drying,b) boiling,c) cooling,d) vacuum packing,
e) pickling,f) freezing,g) bottling/canning,h) pasteurising,i) salting, j) smoking,k) waxing.Pupils discuss and explain why
the above ways are used topreserve foods.Pupils view a video or visit foodfactory to observe how food isprocessed and
preserved.Pupils discuss that food
preservation is a process ofslowing down the food frombecoming bad.
Pupils carry out a project onfood preservation topreserve a given food.
Pupils
_
describeways topreservefood. give
examples offood foreach type offoodpreservation.
give reasonswhy each wayof foodpreservation is
used. state whatfoodpreservation is. design and
carry out aproject topreserve a
Observing
Communicating
experimenting
Predicting Food givencan be:
drying-pengeringanpickling-penjerukanheating -pemanasanvacuum
packing-pembungkusanvakumcooling-pendinginanfreezing-penyejukbekuanbottling-pembotolan
canning-pengetinansmoking-salaisalting-pengasinan
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importance ofpreservingfood.
Pupils discuss and givereasons why we need topreserve food, e.g.a) the food will last longer,
b) the food is easy to store,c) to reduce wastage of food.
given foods.
Pupils
give reasonswhy we need topreserve food.
communicating a) tapioca,b) banana,c) egg,
d) mango,e) chili.
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
2. Waste management2.1Understandingthe effects of
improperdisposal ofwaste on theenvironment
Pupils observe various waste ina rubbish bin, e.g. plastic, glass,chemical waste, organic wasteand metal.Pupils view a video on various
waste from factories, food stallsand market.Pupils gather informationon:a) sources of waste,b) various ways of wastedisposal.Pupils discuss and classify
the proper and improperways of waste disposal.Pupils discuss the harmful
effects of improper wastedisposal, e.g.
a) air pollution,b) water pollution,c) sickness and diseases,d) acid rain,e) flash-flood.
Pupils gather information onhow waste in a local area isdisposed.Pupils discuss and suggest
Pupils identifytypes of wastein the
environment. identify
sources ofwaste. state the
improper waysof wastedisposal. state the
proper ways ofwaste disposal. describe the
harmful effectsof improperwasre disposal. describe howwaste isdisposed in alocal
Observing
Communicating
Classifying
Interpreting data
harmfuleffects-kesan burukwaste
disposal -pembuanganbahanbuangan
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ways to improve wastedisposal in a local area.
Pupils visit a waste
management centre or listento a talk to gatherinformation on how waste istreated.
area.
suggest
ways toimprove wastedisposal.
communicating
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
2.2Understandin
gthat somewastecan decay
Pupils view videos and time -lapse clippings about waste
that decay and waste thatdo not decay.
Pupils separate waste in arubbish bin according to thecategories such asvegetables, paper, glass,plastics and wood.
Put each type into separatethick plastic bags. Placethese bags in the open andobserve the changes over aperiod of time.Pupils discuss and giveexamples of waste that:a) decay,b) do not decay.
Pupils discuss and concludea) some microorganismscaused waste to decay,b) during the decaying
Pupils
_
state thatcertainwaste candecay.
giveexamples ofwaste that candecay.
giveexamples ofwaste that donot decay.
Observing
Communicating
PredictingInterpreting data
Biodegradablematerials are
materialsthat can bedecayedbymicroorganisms.
Certainplastics arebiodegradable.
decay- reputharmful-
merbahayaseparate-asingkan
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process nutrients arereturned to the soil, in thisway they can be usedagain.
Pupils gather informationand discuss the advantagesand disadvantages of decayof waste.Pupils discuss and predict
what will happen to humanand the environment i fwaste do not decay.
state thatmicroorganismscancause wastematerialsto decay.
state theadvantagesof waste decaying. state thedisadvantages ofwaste decaying. predict what will
happen to humanand
the environment i fwaste do notdecay.
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1. Eclipses1.1Understanding
the eclipse ofthemoon
Pupils use models tosimulate the movement ofthe Earth, the Moon and
theSun.
Pupils view a video orcomputer simulationaboutpartial and total eclipse ofthe moon.
state whateclipse of the
moon is.
state theposition of theMoon, the Earthand theSun during theeclipse of
Communicating
observing
eclipse-gerhanaposition-
kedudukanpartialeclipse-gerhanaseparatotal eclipse-gerhanapenuh
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Investigating The Earth and The
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Pupils discuss andconcludethat eclipse of the moonoccurs because:a) the Earth is betweentheMoon and the Sun, andb) the Earth, the Moonandthe Sun are positioned ina straight line.
Pupils draw diagrams to
show the position of theMoon, the Earth and theSun during the eclipse ofthe moon.
the moon.
explain whyeclipse of themoon occurs
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1.2Understandingthe eclipse ofthe moon.
Pupils use models tosimulate the movement ofthe Earth, the Moon andthe sun.
Pupils discuss that theeclipse of the sun occursduring daytime.
Pupils
state whateclipse of thesun is.
Communicating
Observing
Predicting
eclipse-gerhanaposition-kedudukanpartialeclipse-gerhanaseparatotal eclipse-
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Pupils view videos orcomputer simulationsaboutpartial and total eclipse ofthe sun.
Pupils discuss andconcludethat eclipse of the sunoccurs because:a) the Moon is betweentheEarth and the Sun,b) the Earth, the Moon
andthe Sun are positioned ina straight line.
Pupils draw diagrams toshow the position of theMoon, the Earth and theSun during the eclipse ofthesun.Pupils discuss and predict
the scenario on the Earthduring the eclipse of thesun.
state theposition of theMoon, the Earthand theSun during theeclipse ofthe sun.
explain whyeclipse of thesun occurs.
predict thescenario onthe Earthduring theeclipse of thesun.
Observing
predicting
gerhanapenuh
Week Learning
objectives
Sunggested activities Learning
Outcomes
SPS Notes Vocabulary
1. Machine
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Investigating
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1.1Understandingsimplemachines
Pupils try to remove the lidof a tin usinga) bare hands,b) spoon.
Pupils compare thedifficulty to complete thetask and discuss thefunction of the tool.
Pupils discuss that a simplemachine is a device thatallows us to use less forceto make work easier orfaster.Pupils examine and
manipulate the followingsimple machines:a) wheel and axle,b) lever,c) wedge,d) pulley,e) gear,f) inclined plane,g) screw.Pupils discuss types and
examples of simplemachines.
Pupils walk around theschool compound andidentify various types ofsimple machines.
Pupils
_
explain what
simplemachine is.
state types ofsimplemachines
give anexample foreachtype of simple
machine.
Observing
Classifying
Communicating
experimenting
lid- penutupwheel andaxle-roda dangandarlever- tuaswedge-bajipulley- takalgear- gearinclinedplane-satahcondongscrew-skru
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Week Learning
objectives
Sunggested activities Learning Outcomes SPPS Notes Vocabulary
1.2
Analysing acomplexmachine
Pupils identify the simple
machines in a bicycle orawheel barrow.
Pupils discuss andconcludethat a complex machineis amachine made up ofmorethan one simple
machine.
Pupils prepare scrapbookson examples of complexmachines.
Pupils
_ identify simplemachinesin a complexmachine.
conclude that acomplexmachine is madeup ofmore than one
simplemachine.
give examples ofcomplex machine.
Observing
communicating
wheel
barrow-keretasorong
1.3Appreciatingtheinvention of
machinesthatmake lifeeasier
Pupils carry outsimulationto find out how life wouldbe
without machines.
Pupils discuss andpredicthow life would be withoutmachines.Pupils discuss andexplain
Pupils
_
predict how lifeis without
machines.
explain howmachinescan make ourliveseasier.
Predicting
Communicating
observing
Encouragepupils toreusematerials and
recyclematerials.
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how machines make ourlives easier.
Pupils identify a problemand design a machine tosolve the problem.
design amachine to solvea problem.
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