YEARLY SCHEME OF WORK
SCIENCE YEAR SIX 2011
THEME: A. INVESTIGATING LIVING THINGS
Learning Area: 1 . Interaction Among Living Things
Weeks/ Learning Objectives Learning Outcomes
Dates
1.1 Understanding that Pupils
1 some animals live in groups - State that some animals live
and others live in solitary. 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.
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Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
Pupils view a video on animals that live in
Solitary-menyendiri
live in groups and in solitary.
Safety- keselamatan
Pupils gather information and give examples
Cooperation-
of animals that live in group and in solitary. Classifying
Communicating bekerjasama
Pupils discuss why animals live in group, e.g Observing
Competition-
a) for safety Space- time relationship
b) for food Making inferences persaingan
Pupils observe how ants live together in a
vivarium.
Pupils discuss why animals live in solitary
,e.g
a) to avoid competition for food.
b) To avoid competition for space
 Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
Dates vocabulary/Materials

2
1.2 Understanding that Pupils Pupils view video on interaction among Interaction-interaksi
competition is a form of living things in various habitats. Observing
Competition-persaingan
interaction among living -State that living things interact with Communicating
things. one another in the environment. Pupils discuss and give examples of Making inferences Limited resources-
interaction among living things.
sumber terhad
-State the competition is a form of
interaction . Pupils discuss that competition is a form of Territory- wilayah
interaction
Breeding- pembiakan
-List the factors that animals
compete for. Pupils view video or computer simulation of Mate – pasangan
competition among animals.
Defend –
- Give reasons why animals compete.
Pupils discuss and list the factors that mempertahankan
- List factors that plants compete for animals compete for:
Space-ruang
a) food
-Give reasons why plants compete b) water Shlelter –tempat
with each other. c) mate
perlindungan
d) shelter
e) territory/space

Pupils carry out activities to observe animals

compete ,e.g fish or bird

Pupils discuss that animals compete

because of :
a) limited food resources
b) limited water resources
c) trying to get a mate for breeding
d) defending or looking for territory
e) defending or looking for shelter.
.

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 Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
Dates vocabulary/Materials

3/4 Pupils view a video or pictures of plants in

the forest based on the video or pictures
pupils discuss why plants in the forest have
different heights.

Pupils carry out activities to observe

competition among plants

Pupils discuss that plants compete for:

a) sunlight
b) water
c) space
d) nutrient

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

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THEME: B. INVESTIGATING FORCE AND ENERGY

Learning Area: 1. Force

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes /
Dates vocabulary/Materials

Pupils should learn : Pupils

6
1.1 Understanding that • State that push and pull are Pupils push and pull each other’s palms to Observing Pull-tarikan
push and pull are forces. feel the effect of forces. Push-tolakan
Communicating
forces. Force-daya
• State that force cannot be seen Pupils discuss and conclude that push and Making inferences Palm-tapak tangan
but its effects can be observed. pull are forces.

Based on the above activity pupils discuss

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

1.2 Understanding the Pupils :

7 effects of a force
State that a force can move a Pupils carry out activities and discuss the Observing Speed-kelajuan
stationary objects. effects of pushing: Stationary-pegun
a) a stationary ball Making inferences Moving-bergerak
State that a force can change the b) a moving ball Twist-pulas
motion of an objects. Communicating Press-tekan
Pupils press, twist or squeeze objects such
State that a force can change the as plasticine, sponge and spring. Use and handle science
shape of an objects. apparatus and
Pupils observe and discuss the effects of subtances
forces.

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 Weeks/
Dates Learning Objectives Learning Outcomes
Weeks/ Learning Objectives Learning Outcomes
Dates
8 1.3 Analysing friction Pupils
• State that fiction is a type of
force
• Describe the effect of friction
• 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 surfaces 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 keep change, what
to keep the same and what
to measure.
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Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
Pupils discuss and conclude that a force
can:
a) move the stationary objects
b) stop a moving object
c) change the direction of a moving
object
d) make an object move faster or
slower
e) change the shape of an object
Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
Pupils observe an object such as book or a - Observing Friction-geseran
coin sliding on a surface Aerodynamic-
- Comunicating aerodinamik
Pupils discuss that friction slows down a Oppose-bertentangan
moving object an conclude that friction is a - Interpreting data Effect-kesan
force Reduce-kurangkan
- Making hypotheses Increase-menambahkan
Pupils carry out activities that involve friction Surfaces in contact-
, e.g: - Experimenting permukaan yang
a) open the lid of a jar with dry hands bersentuhan
b) open the lid of a jar with oily hands - Classifying
Pupils discuss and conclude that it is easier
to open the lid of jar with dry hands because - Controlling variables
of greater friction
Pupils carry out activities that ivolve
friction,e.g.:
a) rubbing their palms
b) pulling a heavy object
c) rubbing an eraser against the
surface
 Based on the above activities pupils explain
the effects of friction:
a) their palms become warmer
because friction produce heat,
b) it is difficult to move the object
because friction opposes motion,
c) the eraser becomes smaller
because friction causes wear and
tear.

Pupils discuss and compare the effects of

friction in everyday life

Pupils compare the effects of friction by

rubbing their palms

Pupils compare the effects of friction by

rubbing their palms

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 situations where

friction occurs and conclude that friction is
produced when surfaces are in contact with
one another

Pupils plan and carry out an experiment to

investigate how different types of surfaces
affects the distance a trolley moves.

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THEME : B. INVESTIGATING FORCE AND ENERGY

Learning Area : 2. Movement

Notes /
Weeks / Dates Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skill
Vocabulary/Materials

9 2.1 Understanding Pupils Pupils carry out activities to : Scientific skills Materials needed:-
speed
• Observing • Measuring
• State that an object a) compare the distances traveled in a • Communicatin tape
which moves faster given time by two moving objects, g • Stop watch
travels a longer b) compare the time taken by two moving • Using space- • Toy car
distance in a given objects to travel a given distance time • Chopping
time relationship block/track
• Measuring ang • Brick
Pupils discuss and conclude that: using numbers
• Controlling
• State that an object a) an object which moves faster travels a variables Speed-rate at which
which moves faster longer distance in a given time, something moves or is
takes a shorter b) an object which moves faster takes a Manipulative skills done
time to travel a shorter time to travel a given distance.
given distance • Use and Distance-space from
handle science one point to another
apparatus and
substances Time_Period between
• Store science two moments.
apparatus
Pupils conclude that:
a) speed is a measurement of how fast
an object moves,
Noble values
b) speed can be calculated by using the
• State what speed formula speed = distance / time
• Being honest
is and accurate
in recording
Pupils solve problems using the formula. and validating
data
• Being
respectful and
well-mannered
• Being
• Solve problem
systematic
using the formula
• Being
cooperative

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THEME: C. INVESTIGATING MATERIALS
Learning Area: 1 . Food Preservation

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
Dates vocabulary/Materials

Pupils Pupils observe samples of spoilt food Observing Notes :

1.1 Understanding food Food used in the
spoilage • Describe what spoilt food Pupils discuss and conclude that spoilt activity should not be
is food is unsafe to eat. tasted.
10 • Identify characteristics of Communicating
spoilt food Pupils conclude that spoilt food has one Medium-keadaan
• State that or more of the following characteristics:
microorganisms can a) unpleasant smell Making inferences
spoilt food b) unpleasant taste
• State the conditions for c) changed colour
microorganisms to grow. d) changed texture
e) mouldy

Pupils carry out an activity to observe

that food turns bad by leaving a slice of
bread in the open for a few days.
Experimenting
Pupils discuss and conclude that
microorganisms can spoil food Observing

Pupils gather information and conclude

that microorganisms need certain
conditions to grow.
Interpreting data
a) air
b) water
c) nutrient
d) suitable temperature Making inferences
e) suitable acidity
Making Hypotheses

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THEME: C. INVESTIGATING MATERIALS

Weeks/ Notes /
Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills
Dates Vocabulary/Materials

Learning Area : 1. Food Preservation

1.2 Synthesising the Pupils should able to: Pupils find information about ways to preserve Communicating Drying- pengeringan
concept of food food and examples of food for each type of
11 preservation preservation, i.e: Pickling-penjerukan
• Describe ways to preserve food a) drying Making inference Heating-pemanasa
• Give examples of food for each b) boiling Vacuum packing-
type of food preservation pembungkusan vakum
c) cooling Interpreting data
• Give reasons why each way of Cooling-pendinginan
food preservation is used d) vacuum packing
Freezing-
e) pickling Observing penyejukbekuan
f) freezing Bottling-pembotolan
g) bottling/canning Canning-pengetinan
h) pasteurizing Smoking-pengasapan
i) salting Salting-pengasinan
j) smoking
k) waxing

Pupils discuss and explain why the above ways

are used to preserve food.

Pupils view a video or visit food factory to

observe how food is processed and preserved.

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Learning Area: 2 . Waste management

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
Dates vocabulary/Materials

2.1 Understanding the Pupils Pupils observe various waste in a rubbish

Harmful effects -
14 effects of improper • Identify types of waste in bin…, e.g plastic, glass, chemical waste, Observing.
kesan buruk
disposal of waste on the the environment. organic waste, and metal Classifying.
environment • Identify sources of waste Communicating
Waste disposal-
• State the improper ways of Pupils view video on various waste from
waste disposal factories, food stalls and market. pembuangan bahan
• State the proper ways of buangan
waste disposal. Pupils gather information on:
• Describe the harmful effects a) source of waste Rubbish bin
of improper waste disposal b) various wastes of waste disposal
CD
• Describe how waste is
disposed in a local area

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 Weeks/ Learning Objectives Learning Outcomes
Dates
15 • Suggest ways to improve
waste disposal
16 2.2 Understanding that Pupils
some waste can decay. • 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
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Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
Pupils discuss and classify the proper and
improper ways of waste disposal
Pupils discuss the harmful effects of
improper waste disposal:
a) air pollution
b) water pollution
c) sickness and diseases
d) acid rain
e) flash-flood
Pupils gather information on how waste in a
local area is disposed
Pupils discuss and suggest ways to
improper waste disposal in a local area.
Pupils visit a waste management centre
or listen to a to gather information on how
waste is treated
Pupils view videos and time-lapse clippings Observing.
Biodegradable material
about waste that decay and waste that do Classifying.
not decay Predicting. are materials that can
be decayed by
Pupils separate waste in a rubbish bin
according to the categories such as microorganisms.
vegetables, paper, glass, plastic and wood.
Put each type into separate thick plastic
bags. Place these bags in the open and Certain plastics are
observe the changes over a period of time.
biodegradable.
Pupils discuss and give examples of waste
that :
Decay – reput
a) decay
b) do not decay Harmful – merbahaya
Separate – asingkan.
 Pupils discuss and conclude
a) some microorganisms caused
CD
waste to decay
b) during the decaying process Vegetables.
nutrients are returned to the soil, in
Paper.
this way they ca be used again
Glass.
Pupils gather information and discuss the
Plastic.
advantages and disadvantages of decay of
waste. Wood.

Pupils discuss and predict what will happen

to a human and the environment if waste do
not decay.

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THEME D: INVESTIGATING THE EARTH AND THE UNIVERSE
Learning Area: 1.Eclipses
Weeks/ Learning Objectives
Dates
17 1.1 Understanding the
eclipse of the moon
18 1.2 Understanding the
eclipse of the sun
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Learning Outcomes
Pupils
• State that eclipse of the
moon is
• State the position of the
Moon, the Earth ad the Sun
during the eclipse of the
moon
• Explain why eclipse of the
Moon occurs
Pupils
• State what eclipse of the
sun is
• State the position of the
Moon, the Earth and the Sun
during the eclipse of the sun
• Predict the scenario on the
Earth during the eclipse of
the sun
Suggested Learning Activities Scientific Skills Notes/
vocabulary/Materials
Pupil use models to simulate the movement • Observing Eclipse-gerhana
of the Earth, the Moon and the Sun Position-kedudukan
• Making Inferences. Partial eclipse-gerhana
Pupils view video or computer simulation separa
about partial and total eclipse of the moon • Predicting. Total eclipse –gerhana
penuh
Pupils discuss and conclude that eclipse of • Communicating.
the moon occurs because :
a) the Earth is between the Moon and • Interpreting data
the Sun, and
b) the Earth , the Moon and the Su
• Defining
are positioned in a straight line
operationally.
Pupils draw diagrams to show the position of
Experimenting.
the Moon , The Earth and the Sun during the
eclipse of the Moon
Pupils use models to stimulate the
movement of the Earth , the Moon and the
Sun
Pupils discuss that the eclipse of the sun
occurs during daytime
Pupils discuss and conclude that eclipse of
the sun occurs because:
a) the Moon is between the Earth and
the Su
b) the Earth, the Moon and the Sun
are positioned in a straight line
Pupils draw diagrams to show the position of
the Moon, the Earth and the Sun during the
eclipse of the sun
Pupils discuss and predict the scenario on
the Earth during the eclipse of the Sun
THEME: E. INVESTIGATING TECHNOLOGY

Learning Area: 1 . Machine

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/
Dates vocabulary/Materials

19 1.1 Understanding simple Pupils Pupils try to remove the lid of a tin using Observing lid-penutup
machine • Explain what simple wheel and axle- roda
machine is a) bare hands Classifying dan gandar
• State types of simple b) spoon lever-tuas
machines Comunicating wedge-baji
• Give an example for each Pupils compare the difficulty to complete the pulley-takal
type of simple machine task and discuss the function of the tool gear-gear
inclined plane-satah
Pupils discuss that a simple machine is a condong
device that allows us to use less force to screw-skru
make work easier or faster

Pupils examine and manipulate the following

simple machine

a) wheel and axle

b) lever
c) wedge
d) puller
e) gear
f) inclined plane
g) screw

Pupils discuss that types of simple machines

Pupils walk around the school compound

and identify various type of simple machine

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 20 1.2 Analysing a complex
machine
21 1.3 Appreciating the Pupils
invention of machines that
make life easier
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Pupils
• Identify simple machines in
a complex machine
• Conclude that a complex
machine is made up of more
than one simple machine
• Give examples of complex
machines
• Predict how life is without
machines
• Explain how machines can
make our lives easier
• Design a machine to solve a
problem
Pupils identify the simple machines in a Observing Wheel barrow- kereta
bicycle or a wheel barrow sorong
Comunicating
Pupils discuss and conclude that a complex
machine is a machine made up of more than Classifying
one simple machine
Pupils prepare scrap books on examples of
complex machines
Pupils carry out simulation to find out how Encourage pupils to
life would be without machines reuse materials and
recycle materials
Pupils discuss and predict how life would be
without machines. Predicting
Pupils discuss and explain how machines Making Inferences
make our lives easier
Communicating
Pupils identify a problem and design a
machine to solve the problem. Defining operationally