YEARLY PLAN

SCIENCE
YEAR 6
2013
MR.SUDHEEP RAMASAMY
SCIENCE TEACHER YEAR 6
2013

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Page 0

Week

Learning
Objectives

Suggested Learning
Activities

Learning Outcomes

Notes

Vocabulary

1. Interaction among living things

1

1.1 Understanding
that some
animals live in
groups and others
live in
solitary

Pupils view a video on

animals that 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 groups, e.g.
a) for safety, b) for food.
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.

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

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.

Teacher can prepare

a vivarium of an ant
colony two weeks
before the lesson.

solitary
menyendiri
safetykeselamatan
cooperationbekerjasama
competitionpersaingan

Page 1

1.2 Understanding
that competition
is a form of
interaction
among living
things

Pupils view video on

interaction among living
things in various habitats.
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,
b) water,
c) mate,
d) shelter,
e) territory/space.

Pupils

Pupils carry out

activities to
observe animals
competing
for food, e.g. fish or
bird.
Pupils discuss that
animals

compete.

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.

The video should

include various types
of interaction such as
competition and
coorperation.

interactioninteraksi
competitionpersaingan
limited
resourcessumber terhad
territory-wilayah
breeding
pembiakan
mate-pasangan
defendmempertahanka
n
space-ruang
shelter-tempat
perlindungan

give reasons why animals

compete because of:

a) limited food
YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Page 2

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.
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:

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

list factors that plants

compete for.

give reasons why plants

These activities
can be
prepared earlier
because they may
take some time to
show results.
Suggestion:
a) green beans,

b) maize.

compete with each

other.

Page 3

limited sunlight that

can reach them,
b) limited water
resources,
c) limited space,

d) limited nutrient.
3

1.3
Understanding
the responsibility
of human beings
in protecting
endangered
species

Pupils view a video or

pictures of animals that
are
extinct, e.g. dinosaurs.
Pupils view a video or
pictures of endangered
animals and plants,
e.g.
tiger, turtle, orang
utan,
panda, rhinoceros and
rafflesia and pitcher
plant.
Pupils discuss and
conclude
that certain animals
and
plants are facing the
threat
of extinction because
of
human activities such
as
illegal or excessive:
a) logging,
b) hunting,
c) development.

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils
_
give examples of
extinct animal.
give examples of
endangered animal.
give examples of
endangered plant.
explain why certain
animals or plants are
facing the threat of
extinction.
suggest ways to
prevent animals and
plants from extinction.

rafflesiabunga
pakma
hornbill-burung
enggang
conservationpemuliharaan
protectionpelindungan
endangeredt
erancam
extinct-pupus
excessiveberleluasa
threatancaman
loggingpembalakan
consumemenggunakan
enforcementpenguatkuasaa
n

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4
CNY
23,24
/2

1.4 Knowing the

impact of human
activities on
environment

Discuss ways to
prevent
animals and plants
from
extinction, e.g.
a) campaign against
excessive logging,
b) educating the public
about the importance
of
protecting and
conserving
animals and plants,
c) avoid consuming or
buying products made
from endangered
species,
d) enforcing the law.
Pupils view video or see
pictures of
environmental
destructions caused by
human activities, e.g.
a) erosion,
b) 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

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils
give examples of
environmental destruction
caused by human.

explain how human

activities cause
environmental
destruction.

balance of
naturekeseimbangan
alam
illegal loggingpembalakan
haram
illegal huntingpemburuan
haram
landslide-tanah
runtuh
flash-floodbanjir
kilat
pollutionpencemaran
erosionPage 5

logging,
b) 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
book
on environmental
destruction caused by
human activities and
steps
taken to reduce its
effects.

predict what will happen

to the Earth if human
activities are not
controlled.

hakisan
disasterbencana
destructionkemusnahan

1. FORCE
5

1.1
Understanding
that push and
pull
are forces

Pupils push and pull

each
other.s palms to feel
the
effect of forces.

Pupils

Pupils discuss and

conclude that push and
pull
are forces.

state that force cannot

be seen but its effects
can be observed.

state that push and

pull are forces.

pull-tarikan
push-tolakan
force-daya
palm-tapak
tangan

Based on the above

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

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

UJIAN BULANAN MAC 1-5 & INTERVENSI THN 6

1.2
Understanding
the effects of a
force

Pupils carry out

activities
and discuss the effects
of
pushing
a) a stationary ball,
b) a moving ball.
Pupils press, twist or
squeeze objects such
as
plasticine, sponge and
spring.
Pupils observe and
discuss
the effects of forces.
Pupils discuss and
conclude that a force
can:
a) move the stationary
object,
b) stop a moving
object,
c) change the direction
of

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils
state that a force can
move a stationary
object.
state that a force can
change the motion of
an object.

speed .
kelajuan
stationary.peg
un
moving .
bergerak
twist-pulas
press- tekan

state that a force can

change the shape of
an object.

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1.3 Analysing
friction

a moving object,
d) make an object
move
faster or slower,
e) change the shape of
an
object.
Pupils observe an
object
such as a book or a
coin
sliding on a surface.
Pupils discuss that
friction
slows down a moving
object
and conclude that
friction is
a force.
Pupils carry out
activities
that involve friction,
e.g.
a) open the lid of a jar
with
dry hands,
b) open the lid of a jar
with
oily hands.

Pupils
state that friction is a
type of force.

describe the effects of

friction.

Pupils discuss and

conclude
that it is easier to open
the
lid of a jar with dry
YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

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hands
because of greater
friction.
Pupils carry out
activities
that involve friction,
e.g.
a) rubbing their palms,
b) pulling a heavy
object,
c) rubbing an eraser
against a surface.

Based on the above

activities pupils explain
the
effects of friction:
a) their palms become
warmer because
friction
produces 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 list and discuss
the
effects of friction in
everyday
life.
Pupils compare the
effects

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

describe ways to
reduce friction.
describe ways to
increase friction.

Friction can be
reduced by using:
a) using roller,
marbles
b) using talcum
powder, oil, wax,
grease, air
cushion,
c) smoothening the
surfaces in
contact.

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
Page 9

of friction by rubbing
their
palms:
a) without oil,
b) with oil.
Pupils discuss and
conclude
that oil reduces friction.
Pupils suggest various
ways
to reduce friction.

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.

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
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Page 10

out an
experiment to
investigate
how different types of
surfaces affects the
distance
a trolley moves.
2. MOVEMENT
9

2.1
Understanding
speed

Pupils carry out

activities
to:
a) compare the
distances
travelled in a given
time
by two moving objects,
b) compare the time
taken
by two moving objects
to
travel a given distance.
Pupils discuss and
conclude
that:
a) an object which
moves
faster travels a longer
distance in a given
time,
b) an object which
moves
faster takes a shorter
time to travel a given
distance.

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils

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.
state what speed is.
solve problems using
the formula.

Page 11

Pupils conclude that:

a) speed is a
measurement
of how fast an object
moves,
b) speed can be
calculated
by using the formula
speed = distance/time.
Pupils solve problems
using
the formula.
1. FOOD PRESERVATION
10

1.1
Understanding
food spoilage

Pupils observe samples

of
spoilt food.
Pupils discuss and
conclude
that spoilt food is
unsafe to
eat.
Pupils conclude that
spoilt
food has one or more of
the
following
characteristics:
a) unpleasant smell,
b) unpleasant taste,
c) changed colour,
d) changed texture,

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils
describe what spoilt
food is.

Food used in the

activity should not
be
tasted.

medium keadaan

identify characteristics
of
spoilt food.

state that
microorganisms
Page 12

e) mouldy.

can spoil food.

Pupils carry out an

activity
to observe that food
turns
bad by leaving a slice
of
bread in the open for a
few
days.

state the conditions for

microorganisms to grow.

Pupils discuss and

conclude
that microorganisms
can
spoil food.

11
12

Pupils gather
information
and conclude that
microorganisms need
certain conditions to
grow:
a) air,
b) water,
c) nutrient,
d) suitable
temperature,
e) suitable acidity.
CUTI SEKOLAH PENGGAL SATU
1.2 Synthesisng
the
concept of food
preservation

Pupils find information

about ways to preserve
food and examples of
food

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils

describe ways to

dryingpengeringan
picklingPage 13

for 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.

preserve
food.

give examples of food

for
each type of food
preservation.

12
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.
Pupils discuss that food
preservation is a
process of
slowing down the food
from
becoming bad.

give reasons why each

way
of food preservation is
used.

state what food

preservation is.

Food given can be:

a) tapioca,
b) banana,
c) egg,
d) mango,
e) chili.

penjerukan
heating pemanasan
vacuum
packingpembungkusa
n
vakum
coolingpendinginan
freezingpenyejuk
bekuan
bottlingpembotolan
canningpengetinan
smoking- salai
saltingpengasinan

design and carry out a

project to preserve a given
food.

Pupils carry out a

project on
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13

14

food preservation to
preserve a given food.
1.3 Realising the
Pupils discuss and give
importance of
reasons why we need
preserving food
to
preserve food, e.g.
a) the food will last
longer,
b) the food is easy to
store,
c) to reduce wastage of
food.
2. WASTE MANAGEMENT
Understanding
the effects of
improper
disposal of
waste on the
environment

Pupils

give reasons why we

need
to preserve food.

Pupils observe various

waste in a rubbish bin,
e.g.
plastic, glass, chemical
waste, organic waste
and
metal.

Pupils

Pupils view a video on

various waste from
factories,
food stalls and market.

state the improper

ways of waste
disposal.

Pupils gather
information
on:
a) sources of waste,
b) various ways of
waste
disposal.

identify types of waste

in the environment.
identify sources of
waste.

harmful
effectskesan buruk
waste disposal
pembuangan
bahan
buangan

state the proper ways

of waste disposal.
describe the harmful
effects of improper
waste disposal.

Pupils discuss and

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

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classify
the proper and
improper
ways of waste disposal.
Pupils discuss the
harmful
effects of improper
waste
disposal, e.g.
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.

describe how waste is

disposed in a local
area.
suggest ways to
improve waste
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
waste is
treated.

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

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15

2.2
Understanding
that some waste
can decay

Pupils view videos and

timelapse clippings about
waste
that decay and waste
that
do not decay.

Pupils

Pupils separate waste

in a
rubbish bin according
to the
categories such as
vegetables, paper,
glass,
plastics and wood.

give examples of
waste that do not
decay.

Put each type into

separate
thick plastic bags.
Place
these bags in the open
and
observe the changes
over a
period of time.
Pupils discuss and give
examples of waste
that:
a) decay,
b) do not decay.
Pupils discuss and
YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

state that certain

waste can decay.
give examples of
waste that can decay.

Biodegradable
materials are
materials
that can be
decayed
by
microorganisms.

decay-reput
harmfulmerbahaya
separateasingkan

Certain plastics are

biodegradable.

state that
microorganisms can
cause waste materials
to decay.

state the advantages

of waste decaying.
state the
disadvantages of
waste decaying.
Page 17

conclude
a) some
microorganisms
caused waste to decay,
b) during the decaying
process nutrients are
returned to the soil, in
this
way they can be used
again.

predict what will

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

Pupils gather
information
and discuss the
advantages
and disadvantages of
decay
of waste.
Pupils discuss and
predict
what will happen to
human
and the environment if
waste do not decay.
1. ECLIPSES
16

1.1
Understanding
the eclipse of the
moon

Pupils use models to

simulate the movement
of
the Earth, the Moon
and the
Sun.

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils

state what eclipse of the

moon is.
state the position of the

eclipsegerhana
positionkedudukan
partial eclipsegerhana
Page 18

Pupils view a video or

computer simulation
about
partial and total eclipse
of
the moon.

Moon, the Earth and the

Sun during the eclipse of
the moon.

separa
total eclipsegerhana penuh

explain why eclipse of

the
moon occurs

Pupils discuss and

conclude
that eclipse of the
moon
occurs because:
a) the Earth is between
the
Moon and the Sun, and
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
moon.

17

1.2
Understanding

Pupils use models to

simulate the movement

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

Pupils

_
Page 19

the eclipse of the

sun

of
the Earth, the Moon
and the
Sun.

state what eclipse of the

sun is.

Pupils discuss that the

eclipse of the sun
occurs
during daytime.
Pupils view videos or
computer simulations
about
partial and total eclipse
of
the sun.
Pupils discuss and
conclude
that eclipse of the sun
occurs because:
a) the Moon is between
the
Earth and the Sun,
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
YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

state the position of the

Moon, the Earth and the
Sun during the eclipse of
the sun.
explain why eclipse of
the
sun occurs.

predict the scenario on

the Earth during the
eclipse of the sun.

Page 20

Sun during the eclipse

of the
sun.
Pupils discuss and
predict
the scenario on the
Earth
during the eclipse of
the
sun.
1. MACHINES
18

1.1
Understanding
simple machines

Pupils try to remove

the lid
of a tin using
a) bare hands,
b) spoon.

Pupils

explain what simple

machine is.

Pupils compare the

difficulty to complete
the
task and discuss the
function of the tool.
Pupils discuss that a
simple
machine is a device
that
allows us to use less
force
to make work easier or
faster.
Pupils examine and
manipulate the
following
YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

lid- penutup
wheel and
axleroda dan
gandar
lever-tuas
wedge-baji
pulley-takal
gear-gear
inclined planesatah condong
screw-skru

state types of simple

machines
give an example for each
type of simple machine.

Page 21

simple machines:
a) wheel and axle,
b) lever,
c) wedge,
d) pulley,
e) gear,
f) inclined plane,
g) screw.
Pupils discuss types
and
examples of simple
machines.

19

1.2 Analysing a
complex
machine

Pupils walk around the

school compound and
identify various types
of
simple machines.
Pupils identify the
simple
machines in a bicycle
or a
wheel barrow.
Pupils discuss and
conclude
that a complex
machine is a
machine made up of
more
than one simple
machine.

Pupils

wheel barrowkereta sorong

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.

Pupils prepare scrap

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Page 22

20

1.3 Appreciating
the
invention of
machines that
make life easier

books
on examples of
complex
machines.
Pupils carry out
simulation
to find out how life
would be
without machines.
Pupils discuss and
predict
how life would be
without
machines.
Pupils discuss and
explain
how machines make
our
lives easier.

Pupils

predict how life is

without
machines.

Encourage pupils
to
reuse materials
and
recycle materials.

explain how machines

can make our lives
easier.

design a machine to
solve
a problem.

Pupils identify a
problem
and design a machine
to
solve the problem.
21

PKSR 1 THN 1-6

22 23
24

CUTI SEKOLAH
UPSR REVISION
THEME 1: INVESTIGATING LIVING THINGS
TOPIC 1 : INTERACTION AMONG LIVING THINGS

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25

UPSR

LIVING TOGETHER OR IN SOLIDARY

ANIMALS INTERACTION
PLANTS COMPETITION
REVISION

THEME 1: INVESTIGATING LIVING THINGS

TOPIC 1 : INTERACTION AMONG LIVING THINGS

VANISHED AND ENDANGERED

ENVIRONMENTAL DESTRUCTION
26

UPSR REVISION
THEME 2: INVESTIGATING FORCE AND ENERGY
TOPIC 1 : FORCE
WHAT IS FORCE
FORCE TO DO
FRICTION IN ACTION

27

UPSR REVISION
THEME 1: INVESTIGATING FORCE AND ENERGY
TOPIC 1 : FORCE
REDUCING AND INCREASING FRICTION
TOPIC 2 : MOVEMENT
WATCH YOUR SPEED

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28

UPSR REVISION
THEME 3: INVESTIGATING MATERIALS
TOPIC 1 : FOOD PRESERVATION
MIGHTY MICROBES
MAKE IT LASTS

29

UPSR REVISION
THEME 3: INVESTIGATING MATERIALS
TOPIC 2: WASTE MANAGEMENT
WASTE
WASTE EFFECTS

WASTE DECAY
30

PEPERIKSAAN PERCUBAAN UPSR 2011

31

UPSR REVISION
THEME 4: INVESTIGATING THE EARTH AND THE UNIVERSE
TOPIC 1: ECLIPSES
THE VANISHING MOON
THE DARKENING SUN

32

UPSR REVISION
THEME 5: INVESTIGATING TECHNOLOGY
TOPIC 1: MACHINES
SIMPLE MACHINES

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Page 25

COMPLEX MACHINES
APPRECIATING THE INVENTION OF MACHINES

33

UPSR REVISION

34

UPSR QUESTIONS BANK

CUTI SEKOLAH

35

UPSR REVISION

36

UPSR QUESTIONS BANK

UPSR REVISION

37

UPSR QUESTIONS BANK

UPSR REVISION
UPSR QUESTIONS BANK

38

PEPERIKSAAN UPSR 2012

39

PASCA UPSR PROGRAMS

40

PASCA UPSR PROGRAMS

41

PASCA UPSR PROGRAMS

42

PASCA UPSR PROGRAMS

43

PASCA UPSR PROGRAMS

44

REVISION FOR PKSR 2

45

PKSR 2

46

PKSR 2

YEARLYPLAN/SCIENCE/Y6/RSUDHEEP/2012

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