weeks

Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
A!"A#$ %&'#"A#$
( ) * + , ( ) * + ,
( & )
1.1 Understanding
that some animals
live in groups and
others live in solitary
Pupils
- State that some animals
live in groups
- State that some animals
live in solitary.
- Give examples of
animals that live in
groups.
- Give examples of
animals that live in
solitary.
- Explain why animals
live in groups.
- Explain why animals
live in solitary.
- State that cooperation is
a form of interaction
among animals.
Pupils view a video on
animals that live in live in
groups and in solitary.
Pupils gather information
and give examples of
animals that live in group
and in solitary.
Pupils discuss why animals
live in group, e.g
a for safety
! for food
Pupils o!serve how ants live
together in a vivarium.
Pupils discuss why animals
live in solitary ,e.g
a to avoid
competition for
food.
! "o avoid
competition for
space
#lassifying
#ommunicating
$!serving
%a&ing inferences
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!umbers Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
A!"A#$ %&'#"A#$
( ) * + , ( ) * + ,
* & +
1.' Understanding
that competition is a
form of interaction
among living things.
Pupils
-State that living things interact
with one another in the
environment.
-State the competition is a form
of interaction .
-(ist the factors that animals
compete for.
- Give reasons why animals
compete.
- (ist factors that plants compete
for
-Give reasons why plants
compete with each other.
. Pupils view video on
interaction among living
things in various ha!itats.
Pupils discuss and give
examples of interaction
among living things.
Pupils discuss that
competition is a form of
interaction
Pupils view video or
computer simulation of
competition among animals.
Pupils discuss and list the
factors that animals compete
for)
a food
! water
c mate
d shelter
e territory*space
Pupils carry out activities to
o!serve animals compete
,e.g fish or !ird
Pupils discuss that animals
compete !ecause of )
a limited food
resources
! limited water
resources
c trying to get a mate
for !reeding
d defending or
loo&ing for territory
e defending or
loo&ing for shelter.
.
$!serving
#ommunicating
%a&ing inferences
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1.+ Understanding
the responsi!ility of
human !eings in
protecting
endangered species
Pupils
o give examples of extinct
animals.
o Give examples of
endangered animal
o Give examples of
endangered plant
o Explain why certain
animals or plants are
facing the threat of
extinction.
o Suggest ways to
prevent animals and
plants from extinction
.
Pupils
o give examples of
extinct animals.
o Give examples of
endangered animal
o Give examples of
endangered plant
o Explain why certain
animals or plants
are facing the
threat of extinction.
o Suggest ways to
prevent animals
and plants from
extinction.
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weeks Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
A!"A#$ %&'#"A#$
( ) * + , ( ) * + ,
, & /
1., -nowing the
impact of human
activities on
environment
Pupils)
o Give examples of
environmental
destruction caused !y
human.
o Explain how human
activities cause
environmental
destruction.
o Predict what will happen
to the Earth if human
activities are not
controlled.
Pupils view or see pictures
of environmental
destructions caused !y
human activities, e.g.
a erosion,
! landslide,
c flash-flood,
d water pollution,
e air pollution.
Pupils view a video and
discuss human activities that
cause destruction to the
environment, e.g.
a illegal and
excessive logging,
! illegal and
excessive hunting,
c improper
management of
development.
Pupils discuss what will
happen to the Earth if
human activities that caused
environmental destructions
are not controlled.
Pupils prepare a scrap !oo&
on environmental
destruction caused !y
human activities and steps
ta&en to reduce its effects.
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weeks Learning
objectives
0Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
A!"A#$ %&'#"A#$
( ) * + , ( ) * + ,
1
Pupils should learn )
1.1 Understandi
ng that push
and pull are
forces.
Pupils )
State that a force can move
a stationary o!.ects.
State that a force can
change the motion of an
o!.ects.
State that a force can
change the shape of an
o!.ects.
Pupils )
State that a force can move
a stationary o!.ects.
State that a force can
change the motion of an
o!.ects.
State that a force can change the
shape of an o!.ects
Pupils carry out activities
and discuss the effects of
pushing)
a a stationary !all
! a moving !all
Pupils press, twist or
s/uee0e o!.ects such as
plasticine, sponge and
spring.
Pupils o!serve and discuss
the effects of forces.
$!serving
%a&ing inferences
#ommunicating
Use and handle science
apparatus and su!tances
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2
weeks Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
%%&'#"A#$ 3A#C4
( ) * + , ( ) * + ,
5
1.+ 1nalysing friction
Pupils
State that fiction is a
type of force
2escri!e the effect of
friction
2escri!e ways to
reduce friction
2escri!e ways to
increase friction
State the advantages of
friction
State the disadvantages
of friction
#onclude that friction
occurs when two
surfaces are in contact
2esign a fair test to find
out how different types
of surfaces affect the
distance a trolley moves
!y deciding what to
&eep change, what to
&eep the same and
what to measure.
Pupils o!serve an o!.ect
such as !oo& or a coin
sliding on a surface
Pupils discuss that friction
slows down a moving o!.ect
an conclude that friction is a
force
Pupils carry out activities
that involve friction , e.g)
a open the lid of a .ar
with dry hands
! open the lid of a .ar
with oily hands
Pupils discuss and conclude
that it is easier to open the
lid of .ar with dry hands
!ecause of greater friction
Pupils carry out activities
that ivolve friction,e.g.)
a ru!!ing their palms
! pulling a heavy
o!.ect
c ru!!ing an eraser
against the surface
3ased on the a!ove
activities pupils explain the
effects of friction)
a their palms !ecome
warmer !ecause
friction produce
heat,
! it is difficult to move
the o!.ect !ecause
friction opposes
motion,
- $!serving
- #omunicating
- 4nterpreting data
- %a&ing hypotheses
- Experimenting
- #lassifying
- #ontrolling varia!les
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!umbers Learning Learning Outcomes Activities Scientific Skills %&'#"A#$ 3A#C4
objectives (SPS) & Thinking
Skills (CCTS)
( ) * + , ( ) * + ,
5 & 6
'.1 Understanding
speed
Pupils
State that an o!.ect
which moves faster
travels a longer
distance in a given time
State that an o!.ect
which moves faster
ta&es a shorter time to
travel a given distance
State what speed is
Solve pro!lem using the
formula
Pupils carry out activities to )
a compare the
distances traveled
in a given time !y
two moving o!.ects,
! compare the time
ta&en !y two
moving o!.ects to
travel a given
distance
Pupils discuss and conclude
that)
a an o!.ect which
moves faster
travels a longer
distance in a given
time,
! an o!.ect which
moves faster ta&es
a shorter time to
travel a given
distance.
Pupils conclude that)
a speed is a
measurement of
how fast an o!.ect
moves,
! speed can !e
calculated !y using
the formula speed
5 distance * time
Pupils solve pro!lems
using the formula.
Scientific s&ills
$!serving
#ommunicating
Using space-time
relationship
%easuring ang
using num!ers
#ontrolling
varia!les
%anipulative s&ills
Use and handle
science
apparatus and
su!stances
Store science
apparatus
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!umbers Learning
objectives
0Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
%&'#"A#$ 3A#C4
( ) * + , ( ) * + ,
(7 & ((
()
1.' Synthesising
the concept of
food preservation
1.+ 6ealising the
importance of
preserving food
Pupils should a!le to)
2escri!e ways to
preserve food
Give examples of food
for each type of food
preservation
Give reasons why each
way of food
preservation is used
Pupils should a!le to)
Give reasons why we
need to preserve food
Pupils find information a!out
ways to preserve food and
examples of food for each
type of preservation, i.e)
a drying
! !oiling
c cooling
d vacuum pac&ing
e pic&ling
f free0ing
g !ottling*canning
h pasteuri0ing
i salting
. smo&ing
& waxing
Pupils discuss and explain
why the a!ove ways are
used to preserve food.
Pupils view a video or visit
food factory to o!serve how
food is processed and
preserved.
Pupils discuss and give
reasons why we need to
preserve food.
a the food will last
longer
! the food is easy to
store
c to reduce wastage
of food
$!serving
#ommunicating
%a&ing inference
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!umbers Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
3A#C4 AP#8L
( ) * + , ( ) * + ,
(* & (+
'.1 Understanding
the effects of
improper
disposal of waste
on the
environment

Pupils
4dentify types of waste
in the environment.
4dentify sources of
waste
State the improper ways
of waste disposal
State the proper ways
of waste disposal.
2escri!e the harmful
effects of improper
waste disposal
2escri!e how waste is
disposed in a local area
. Pupils o!serve various
waste in a ru!!ish !in7, e.g
plastic, glass, chemical
waste, organic waste, and
metal
Pupils view video on various
waste from factories, food
stalls and mar&et.
Pupils gather information on)
a source of waste
! various wastes of
waste disposal
$!serving.
#lassifying.
#ommunicating
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week Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
3A#C4 AP#8L
( ) * + , ( ) * + ,
(,&(/
'.' Understanding
that some
waste can
decay.
Pupils
State that certain waste
can decay
Give examples of waste
that can decay
Give examples of waste
that do not decay
State that
microorganisms can
cause waste materials
to decay
State the advantages of
waste decaying
State the disadvantages
of waste decaying
Predict what will
happen to human and
the environment if
waste do not decay
. Pupils view videos and
time-lapse clippings a!out
waste that decay and waste
that do not decay
Pupils separate waste in a
ru!!ish !in according to the
categories such as
vegeta!les, paper, glass,
plastic and wood. Put each
type into separate thic&
plastic !ags. Place these
!ags in the open and
o!serve the changes over a
period of time.
Pupils discuss and give
examples of waste that )
a decay
! do not decay
Pupils discuss and conclude
a some
microorganisms
caused waste to
decay
! during the decaying
process nutrients
are returned to the
soil, in this way
they ca !e used
again
Pupils gather information
and discuss the advantages
and disadvantages of decay
of waste.
Pupils discuss and predict
what will happen to a human
and the environment if waste
do not decay.
$!serving.
#lassifying.
Predicting
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weeks Learning
objectives
0Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
AP#8L 3A$
( ) * + , ( ) * + ,
(1 & (5
1.1 Understanding
the eclipse of the
moon
Pupils
State that eclipse of the
moon is
State the position of the
%oon, the Earth ad the
Sun during the eclipse
of the moon
Explain why eclipse of
the %oon occurs
Pupil use models to simulate
the movement of the Earth,
the %oon and the Sun
Pupils view video or
computer simulation a!out
partial and total eclipse of
the moon
Pupils discuss and conclude
that eclipse of the moon
occurs !ecause )
a the Earth is
!etween the %oon
and the Sun, and
! the Earth , the
%oon and the Su
are positioned in a
straight line
Pupils draw diagrams to
show the position of the
%oon , "he Earth and the
Sun during the eclipse of the
%oon
$!serving
%a&ing
4nferences.
Predicting.
#ommunicating.
4nterpreting data
2efining
operationally.
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weeks Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
AP#8L 3A$
( ) * + , ( ) * + ,
(6 & )7
1.' Understanding
the eclipse of the sun
Pupils
State what eclipse of
the sun is
State the position of the
%oon, the Earth and the
Sun during the eclipse
of the sun
Predict the scenario on
the Earth during the
eclipse of the sun
Pupils use models to
stimulate the movement of
the Earth , the %oon and the
Sun
Pupils discuss that the
eclipse of the sun occurs
during daytime
Pupils discuss and conclude
that eclipse of the sun
occurs !ecause)
a the %oon is
!etween the Earth
and the Su
! the Earth, the %oon
and the Sun are
positioned in a
straight line
Pupils draw diagrams to
show the position of the
%oon, the Earth and the Sun
during the eclipse of the sun
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weeks Learning
objectives
Learning Outcomes Activities Scientific Skills
(SPS) & Thinking
Skills (CCTS)
AP#8L 3A$
( ) * + , ( ) * + ,
)(
1.1 Understanding
simple machine
Pupils
Explain what simple
machine is
State types of simple
machines
Give an example for
each type of simple
machine
Pupils try to remove the lid
of a tin using
a !are hands
! spoon
Pupils compare the difficulty
to complete the tas& and
discuss the function of the
tool
Pupils discuss that a simple
machine is a device that
allows us to use less force to
ma&e wor& easier or faster
Pupils examine and
manipulate the following
simple machine
a wheel and axle
! lever
c wedge
d puller
e gear
f inclined plane
g screw
Pupils discuss that types of
simple machines
Pupils wal& around the
school compound and
identify various type of
simple machine
$!serving
#lassifying
#omunicating
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weeks Learning Learning Outcomes Activities Scientific Skills 3A$ "!&
objectives (SPS) & Thinking
Skills (CCTS)
( ) * + , ( ) * + ,
))
1.' 1nalysing a
complex machine
Pupils
4dentify simple
machines in a complex
machine
#onclude that a
complex machine is
made up of more than
one simple machine
Give examples of
complex machines
Pupils identify the simple
machines in a !icycle or a
wheel !arrow
Pupils discuss and conclude
that a complex machine is a
machine made up of more
than one simple machine
Pupils prepare scrap !oo&s
on examples of complex
machines

$!serving
#omunicating
#lassifying
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1.+ 1ppreciating the
invention of machines
that ma&e life easier
Pupils
Predict how life is
without machines
Explain how machines
can ma&e our lives
easier
2esign a machine to
solve a pro!lem
.
Pupils carry out simulation to
find out how life would !e
without machines
Pupils discuss and predict
how life would !e without
machines.
Pupils discuss and explain
how machines ma&e our
lives easier
Pupils identify a pro!lem
and design a machine to
solve the pro!lem.
Encourage pupils to reuse
materials and recycle
materials
Predicting
%a&ing 4nferences
#ommunicating
2efining operationally
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JUNE TO SEPTEMBER - REVISION TOPIC YEAR 4 UNTIL YEAR 6
SETEMBER ( UPSR )
TEACHING CONTRACT
SCIENCE
YEAR 6
2011
AL YASSER BIN MD ISA