YEARLY SCHEME OF WORK

SCIENCE YEAR 6
2010

Week Learning Area Learning Objectives Learning Outcomes SPS/MS/NV Suggested Learning Activities
Theme: 1. Investigating Living Things
SPS
Observing Pupils view a vedio on animals that live in
1-2 1. Interaction among 1.1 Understanding that some  State that some animals live in Making inferences groups and in solitary.
living things animals live in groups and others groups Predicting
live in solitary  State that some animals live in Communicating Pupils gather information and give examples
solitary classifying of animals that live in groups and in solitary.
 Give example of animals that MS
live in group - Pupils discuss why animals live in groups,
 Give examples of animals that NV e.g,
live in solitary Having an interest and curiosity a) for safety
 Explain why animals live in towards the environment. b) for food
groups
Being responsible about the safety Pupils observe how ants live together in
 Explain why animals live in
of oneself, others,and the vivarium.
solitary
environment.
 State that cooperation is a Pupils discuss why animals live in solitary,
form of interaction among Realising that science is a means to e.g,
animals understand nature a) to avoid competition
for food.
Being thankful to god b) to avoid competition
for space.

Being kind-hearted and caring.

1.2 Understanding that
competition is a form of
3–4 interaction among living things
 State that living things interact
with one another in the
environment
 State that competition is a
form of interaction
 List the factors that animals
compete for.
 Give reasons why animals
compete
 List factors that
Plants compete
For.
• Give reasons why plants
compete with each other
SPS Pupils view video on interaction among
Observing living things in various habitats.
Making inferences
Predicting Pupils discuss and give examples of
Communicating interaction among living things.
classifying
MS Pupils discuss that competition is a form of
- interaction.
NV
Having an interest and curiosity Pupils view video or computer simulation of
towards the environment. competition among animals.
Being responsible about the safety Pupils discuss and list the factors that
of oneself, others, and the animals compete for
environment. a) food
b) water

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 Realising that science is a means to c) mate
understand nature d) shelter
e) territory/space
Being thankful to god
Pupils carry out activities to observe animals
Being kind-hearted and caring. competing for food, e.g, fish or bird

Pupils discuss that animals compete because

of
a) limited food resources
b) limited water recources
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) sunglight
b) water
c) space
d) nutrient

Pupils discuss and conclude that plants

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

1. Living things have

basic needs Pupils should learn : Pupils Pupils view a video or pictures of animals
5–6 Observing that are extinct, e.g. dinosaurs.
1.3 Understanding the • Give examples of extinct animal
responsibility of • Give examples of endangered animal Communicating Pupils view a video or pictures of

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 human beings in • Give examples of endangered plant
protecting endangered
species
• explain why certain animals or plants
are facing the threat of extinction
• Suggest ways to prevent animals and
plants from extinction
1.4 Knowing the impact of Pupils
humans activities on
environment • give examples of environmental
7 destruction caused by human
• explain how human activities cause
environmental destruction
• predict what will happen to the earth
if human activities are not controlled
endangered animal and plant, e.g. tiger,
Making inferences turtle, orang utan, panda, rhinoceros and
rafflesia and pitcher plant.
Predicting
Classifying
Pupils discuss and conclude that certain
Interpreting data animals and plants are facing the threat of
extinction because of human activities such
as illegal or excessive:
a) logging
b) hunting
c) development
Be kind-hearted and caring
Appreciating the balance of nature Discuss ways to prevent animals and plants
from extinction, e.g.
Being thankful God a) campaign against excessive
logging
b) educating the public about the
importance of protecting and
conserving animals and plants
c) avoid consuming or buying
product made from endangered
species
d) enforcing the law
Communicating Pupils view video or see pictures of
environmental destruction caused by human
Classifying activities, e.g.
a) erosion
Making hypotheses b) landslide
c) flash-flood
d) water pollution
e) air pollution
Pupils view a video and discuss human
Be kind-hearted and caring activities that cause destruction to the
environment, e.g.
Appreciating the balance of nature a) illegal and excessive logging
b) illegal and excessive hunting
Being thankful God c) improper management of
development
Pupils discuss what will happen to the earth
if human activities that caused environmental
destructions are not controlled.
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 Pupils prepare a scrap book on
environmental destruction caused by human
activities and steps taken to reduce its effects
Theme 2 : Investigating Force and Energy
1.Force 1.1 Understanding that push and Pupils. Observing Pupils push and pull each others palm to feel
8 pull are forces. • State that push and pull are Experimenting the effect of forces.
forces. Communicating Pupils discuss and conclude that pull and
State that force cannot be seen but its push are force.
effects can be observed. Based under above activity pupils discuss
and conclude that a force cannot be seen ats
effect can be observed.
1.2 Understanding the effects of a Pupils. Communicating Pupils carry out activities and discuss the
force. • State that a force can move a Experimenting effect of pushing
9 – 10 stationary object. Observing a. a stationary ball
• State that a force can change b. a moving ball
the motion of an object. Pupils press twist or squeeze objects such as
• State that a force can change plasticine, sponge and spring.
the shape of an object. Pupils observed and discuss the effect of
forces.
Pupila 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 abject move faster and
slower.
e. Change the shape of an object.
1.3 Analysing friction Pupils Communicating Pupils observed an object such as a book or
• State that friction is a type of Experimenting acoin sliding on a surface.
force Observing Pupils discuss that friction slows down a
11 Classify moving object and conclude that a friction is
a force.
Pupils carry out activities that involved
friction,e.g
a. open the lid of a jur with dry
hands.
b. Open the lid of a jar with oily
hands.
Pupils discuss and conclude that it is easier
to open the lid of a jar with dry hands
because of a greater friction.
• Describe the effects of friction Pupils carry out activity that involved
friction.e.g
a. rubbing their palm
b. pulling a heavy object,
c. rubbing and eraser against a
surface.

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• Describe ways to reduce
friction.
• Describe ways to increase
friction.
• State the advantages of
friction.
• State the disadvantages of
friction.
• Conclude that friction occurs
when two surface are in
contact.
• Design a fair test to find out
how different types of surfaces
affect the distance a trolley
moves by deciding what to
change,what to keep the same
and what to measure.
2. Movement Pupils should learn : Pupils;
12 - 14 2.1 Understanding speed • State that an object which moves
faster travels a longer distance in a
given time.
• State that an object which moves
faster takes a shorter time to travel a
given distance.
Base on the above activities pupils explain
the effects of friction:
a. their palm become warmer
because friction produce heat.
b. It is difficult to move the object
because friction a opposes
motion,
c. The eraser become smaller
because friction causes wear and
tear.
Pupils list and discuss the effects of friction
in everyday life.
Pupils compare the effects of friction by
rubbing their palm:
a. without oil
b. with oil
Pupils discuss and conclude that oil reduces
friction.
Pupils suggest various ways to reduce
friction.
Pupils carry out activities to test their
suggestions.
Pupils gather information on the advantages
and disadvantages of friction in everyday
life.
Pupils discuss various situation where fricton
occurs and conclude that friction is
Communicating produced when surface are in contact with
Experimenting one another.
Observing Pupils plan and carry out and experiment to
investigate how different type of surfaces
affect the distance a trolley moves.
Science Process Skill: Pupils carry out an activity to :
• observing a) Compare the distances travelled in a
• predicting given time by two moving objects,
• measuring and using
number b) Compare the time taken by two moving
• using space-time objects to travel a given distance.
relationship
• controlling variables Pupils discuss and conclude that:
a) An object which moves faster travels a
Noble Values: longer distance in a given time.
b) An object which moves faster takes a
• having critical and
shorter time to travel a given distance.
analytical thinking
• being cooperative Pupils conclude that:
a) Speed is a measurement of how fast an
object moves,
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 b) Speed can be calculated by using the
formula

• State what speed is. Speed = distance

time
• Solve problems using the formula.
Pupils solve problems using the formula.

Theme: 3. Investigating Materials

1. Food preservation
Pupils should learn : Pupils Pupils observe samples of spoilt food.
Observing
15 1.1. Understanding food • Describe what spoilt food is. Pupils discuss and conclude that that spoilt
spoilage Communicating food is unsafe to eat.

Making inferences
• Identify characteristics of spoilt food. Pupils conclude that spoilt food has one or
Predicting more of the following characteristics:
a) unpleasant smell
Interpreting data b) unpleasant taste
c) changed colour
Defining operationally d) changed texture
e) mouldy.
Controlling variables
• State that microorganisms can spoil Pupils carry out an activity to observe that
food. Making Hypotheses food turns bad by leaving a slice of bread in
the open for a for days.
Experimenting
Pupils discuss and conclude that
microorganisms can spoil food.
Pupils:
Food used in the activity should not
• State the conditions for Pupils gather information and conclude that
microorganism to grow. be tasted microorganisms need certain conditions to
grow
a) air
b) water
c) nutrient
Medium - keadaan
d) suitable temperature
e) suitable acidity

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16 - 17 1.2 Synthesising the concept of Pupils Drying- pengeringan Pupils find information about ways to
food preservation Pickling- penjerukan preserve food and examples of food for each
Heating-pemanasan type of preservation, i.e.
• describe ways to preserve food Vacuum packing-pembungkusn
• give example of food for each type of vakum a) drying
food preservation Cooling-pendinginan b) boiling
Freezing-penyejuk bekuan c) cooling
Bottling-pembotolan d) vacuum packing
Canning-pengetinan e) pickling
Smoking-pengasapan f) freezing
Salting-pengasinan g) bottling/canning
h) pasteurising
i) salting
Food given can be: j) smoking
a) tapioca k) waxing.
b) banana
• give reasons why each way of food c) egg Pupils discuss and explain why the above
preservation is used. d) mango ways are used to preserve food
e) chilli
Pupils view a video or visit food factory to
observe how food is processed and
preserved.

Pupils discuss that food preservation is a

• State what food preservation is. process of slowing down the food from
becoming bad.

Pupils carry out a project on food

• Design and carry out a project to preservation to preserve a given food.
preserve a given food

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 18 1.3 Realising the importance of Pupils Observing Pupils discuss and give reasons why we
preserving food need to preserve food, e.g.
Communicating a) the food will last longer
b) the food is easy to store
• give reasons why we need to Making inferences c) to reduce wastage of food
preserve food.
Handle specimens correctly and
carefully.

2. Waste management Pupils should learn : Pupils Science Process Skill: Pupils observe various ways in a rubbish bin,
18 – 21  Observing eg plastics, glass, chemical waster, organic
2.1 Understanding the • Identify types of waste in the  Making inferences waste, and metal
effects of improper environment  Predicting
disposal of waste on Pupils view a video on various waste from
the environment Noble Value: factories, food stall, and market
 Having an interest and
• Identify source of waste curiosity towards the
characteristics of spoilt food environment Pupils gather information on :
 Being responsible about a) Sources of waste
the safety of oneself, b) Various ways of waste disposal
• State the improper ways of waste others and the
disposal environment Pupils discuss and classify the proper and
improper ways of waste disposal
 Appreciating and
practising clean and
Pupils discuss the harmful effects of
healthy lving
• State the proper ways of waste improper waste disposal ,e.g:
disposal a) Air pollution
b) Water pollution
• Describe the harmful effects of c) Sickness and disease
improper waste disposal d) Acid rain
e) Flash-flood
• Describe how waste is disposed in a
local area Identify types of waste in
the environment
Pupils gather information on how waste in a
local area is disposed.
• Suggest ways to improve ways

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 disposal

Pupils discuss and suggest ways to improve

waste disposal in a local area.

Pupils visit a waste management centre or

listen to a talk to gather information on how
ways is treated.

2.1 Understanding that Pupils Science Process Skill: Pupils view videos and time-lapse clippings
22 some waste can decay • State that certain waste can  Observing about waste that decay and waste that do not
decay  Classify decay
 Predicting
• Give examples of waste that  Making inferences Pupils separate waste in a rubbish bin
can decay according to the categories such as
vegetables, paper, glass, plastics and wood.
Noble Value: Put each type into separate thick plastic bags.
• Give examples of waste that  Appreciating the balance Place these bags in the open and observe the
do not decay of nature changes over a period of time
 Appreciating and
• Stat that microorganisms can Pupils discuss and give examples of waste
practising clean and
cause waste materials to decay that :
healthy living
a) decay
b) do not decay

Pupils discuss and conclude :

• State the advantages of waste a) some microorganisms cause
decaying waste to decay
b) during the decaying process
• State the disadvantages of
nutrients are returned to the soil,
waste decaying
in this way they can be used again

Pupils gather information and discuss the

• Predict what will happen to advantages and disadvantages of decay of
human and the environment if waste.
waste do not decay

Pupils discuss and predict what will happen

to human and the environment if waste do
not decay

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 Theme 4 : Investigating The Earth and The Universe
1. Eclipses 1.1. • State what eclipses of the
Understanding the Moon is.
eclipses of the Moon
23 • State the position of the Moon,
the Earth and the Sun during
the eclipses of the Moon.
• Explain why eclipse of the
Moon occurs
1.2. • State what eclipses of the Sun
Understanding the is.
24 the eclipses of the Sun.
• State the position of the Moon,
the Earth and the Sun during
the eclipses of the Sun.
• Explain why eclipse of the Sun
occurs
• Predict the scenario on the
Earth during the eclipses of the
sun.
SPS Pupils use models to simulate the movement
of the Earth, the Moon and the Sun
Observing
Predicting Pupils view a video or computer simulation
Controlling Varible about partial and total eclipse of the Moon.
Communicating
Making Hypotheses Pupils discuss and conclude that eclipse of
the Moon occurs because:
MS a) the Earth is between the
Moon and the Sun, and
-Use and handle science b) the Earth, the Moon and
apparatus and substances the Sun are positioned in a
-Draw diagrams straight line.
-Store science apparatus
Pupils draw diagrams to show the position of
NV the Moon, the Earth and the Sun during the
eclipse of the Moon.
-Being thankful to God
-Being systematic
-Being cooperative
-Being fair and just
-Thinking rationally
-Dare to try
-Being confident and independent
-Realising that science is a means to
understand nature
SPS Pupils use models to simulate the movement
of the Earth, the Moon and the Sun
Observing
Predicting Pupils discuss that the eclipse pf the sun
Controlling Varible occurs during daytime
Communicating
Making Hypotheses Pupils view a video or computer simulation
Making inferences about partial and total eclipse of the Sun
Defining Operationally
Pupils discuss and conclude that eclipse of
MS the Moon occurs because:
a) the Moon is between the
-Use and handle science Earth and the Sun, and
apparatus and substances b) the Earth, the Moon and
-Draw diagrams the Sun are positioned in a
-Store science apparatus straight line.
NV Pupils draw diagrams to show the position of
KHAIRIZA BINTI KHALIDIN / 2010 SKLJ
 the Moon, the Earth and the Sun during the
-Being thankful to God eclipse of the Sun.
-Being systematic
-Being cooperative Pupils discuss and predict the scenario on the
-Being fair and just Earth during the eclipse of the sun.
-Thinking rationally
-Dare to try
-Being confident and
independent
-Realising that science is a
means to understand nature

Theme: 5. Investigation Technology

1. Machine Pupils should learn : Pupils Pupils try to remove the lid of the tin using
25 Observing a). bare hands
1.1. Understanding simple • Explain what simple machine b). spoon
machines is. Communicating
Pupils compare the difficulty to complete the
Making inferences task and discuss the function of the tool.

Predicting Pupils discuss that a simple machine is a

device that allow us to use less force to make
work easier or faster.

Pupils examine and manipulate the following

simple machines :
• State type of simple machines
a) wheel and axle
b) lever
• give an example for each type c) wedge
of simple machine. d) pulley
e) gear
f) inclined plane
g) screw

Pupils discuss that type of simple machines.

Pupils walk around the school compound

and identify various type of simple machines

26 Pupils should learn that about Pupils

• Identify simple machines in Identify • Pupils identify the simple machines in a
1.2. Analysing a complex a complex machine. bicycle or wheel barrow.
machine Observation
• Conclude that a complex • Pupils discuss and conclude that a

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Pupils should learn about
27
1.3. Appreciating the invention of
machines that make life easier.
28 - 40
machine is made up more
than one simples machine.
• give examples of complex
machines.
Pupils
• Predict how life is without
machines.
• Explain how machines can
make our lives easier
REVISION FOR UPSR
complex machine is a machine made up
of more than one simple machine.
• Pupils prepare scrap books on examples
of complex machine.
Predicting • Pupils carry out simulation to find
out how life would be without
Identify machines.
Making generalisations • Pupils discuss and explain how
machines make our lives easier .
Making inference
• Pupils identify a problem and
design a machine to solve the
problem.
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