YEARLY SCHEME OF WORK

SCIENCE YEAR SIX

FIRST TERM
Investigating Living Things

1. Interaction among living things

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

Pupils
Teacher can prepare a
1 1.1. Understanding
that some animals • State that some animals live in Pupils view a video on animals that Observing vivarium of an ant colony
live in groups and groups. live in groups and in solitary.
two weeks before the
others live in • State that some animals live in Pupils gather information and give Communicating
solitary. solitary. examples of animals that live in group lesson.
• Give examples of animals that and in solitary.
live in groups. Pupils discuss why animals live in
• Give examples of animals that groups, e.g Solitary – menyendiri
live in groups. a) for safety,
Safety – keselamatan
• Explain why animals live in b) for food.
solitary. Pupils discuss why animals live in Cooperation –
solitary, e.g.
• Explain why animals live in bekerjasama
a) to avoid competition for
groups.
food, Competition - persaingan
• Explain why animals live in
b) to avoid competition for
solitary.
space.
• State that cooperation is a form
of interaction among animals.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

2 Pupils view video on interaction Observing The video should include

1.2 Understanding that • State that living things interact among living things in various
various types of
competition is a with one another in the habitats.
form of interaction environment. Pupils discuss and give examples of interaction such as
among living things • State that competition is a form interaction among living things.
competition and
of interaction. Pupils discuss that competition is a
• List the factors that animals form of interaction. coorperation.
compete for. Pupils view video or computer
Interaction – interaksi
• Give reasons why animals simulation of competition among
compete animals. Competition –
• List factors that plants compete Pupils discuss and list the factors that
persaingan
for. animals compete for;
a) food, Limited resources –
• Give reasons why plants
b) water,
compete with each other. sumber terhad
c) mate,
d) shelter, Territory – wilayah
e) territory / space.
Breeding – pembiakan
Pupils carry out activities to observe Mate – pasangan
animals competing for food, e.g. fish
Defend –
or bird.
Pupils discuss that animals compete mempertahankan
because of:
Space – ruang
a) limited food resources,
b) limited water resources, Shelter – tempat
c) trying to get a mate for
perlindungan
breeding,
d) defending or looking for
shelter. These activities can be
prepared earlier because
Pupils view a video or pictures of they may take some time
plants in the forest. Based on the to show results.
video or pictures pupils discuss why Suggestion:
plants in the forest have different a) green beans,
heights. b) Maize.

Pupils carry out activities to observe

competition among plants.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

1.3 Understanding the Pupils Pupils discuss that plants compete Rafflesia – bunga pakma
responsibility of • give examples of extinct animal. for; Observing Hornbill – burung
human beings in • Give examples of endangered a) sunlight, enggang
protecting animal. b) water, Conservation –
endangered • Give examples of endangered c) space, pemuliharaan
species plant. d) nutrient. Protection – pelindungan
• Explain why certain animals or Endangered – terancam
plants are facing the threat of Extinct – pupus
extinction. Pupil discuss and conclude that Excessive – berleluasa
• Suggest ways to prevent animals plants compete because of: Threat – ancaman
and plants from extinction. a) limited sunlight that can Logging – pembalakan
reach them, Consume –
b) limited water resources, menggunakan
c) limited space, Enforcement -
d) limited nutrient. penguatkuasaan

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 activites such as illegal or
excessive:
a) logging,
b) hunting,
c) development.
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,
enforcing the law.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

Pupils view video or see pictures of Observing Balance of nature –

1.4 Knowing the impact of Pupils environmental destructions caused by kesimbangan alam
human activities on • Give examples of environmental human activities, e.g. Illegal logging –
environment destruction caused by human. a) erosion, pembalakan haram
• Explain how human activities b) landslide, Illegal hunting –
cause environmental destruction. c) flash-flood, pemburuan haram
d) water pollution, Landslide – tanah runtuh
• Predict what will happen to the
e) air pollution. Flash-flood – banjir kilat
Earth if human activities are not Pollution – pencemaran
controlled. Pupils view a video and discuss Erosion – hakisan
human activities that cause Disaster – bencana
destruction to environment, e.g. Destruction -
a) illegal and excessive kemusnahan
logging,
b) illegal and excessive
hunting,
c) improper management of
development.

Pupils discuss what will happen to the

Earth if human activities that caused
environment destructions are not
controlled.

Pupils prepare a scrap book on

environmental destruction caused by
human activities and steps taken to
reduce its effects.

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Learning Area: B. Investigating Force and Energy

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

1. Force
Pupils Pupils push and pull each other’s
Pull – tarikan
1.1 Understanding that palm to feel the effect of forces.
push and pull are • State that push and pull are Observing Push – tolakan
forces. forces. Pupils discuss and conclude that
Communicating Force – daya
• State the force cannot be seen push and pull are forces.
but its effect can be observed. Making inferences Palm – tapak tangan
Based on the above activity pupils
discuss and conclude that a force
Observing
cannot be seen but its effects can be Speed – kelajuan
observed.
Making inferences
1.2 Understanding the Pupils Stationary – pegun
effects of a force Pupils carry out activities and discuss
Communicating
• State that a force can move a the effects of pushing Moving – bergerak
stationary object. a stationary ball,
Classifying
• State that a force can change the a moving ball. Twist – pulas
motion of an object. Handle specimens
• State that a force can change the Pupils press, twist or squeeze objects Press - tekan
correctly and carefully
shape of an object. 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 a moving
object,
d) make an object move faster or
slower,
e) change the shape of an object

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Week Learning Objectives Learning Outcomes
1.3 Analysing friction Pupils :
• State that friction is a type of
force.
• 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 change, what to
keep the same and what to
measure.
Suggested Learning Activities Scientific Skills Notes/ vocabulary
Pupils observe an object such as a Observing friction –geseran
book or a coin sliding on a surface. aerodynamic-
Pupils discuss that friction slows Communicating aerodinamik
down a moving object and conclude oppose-bertentangan
that friction is a force. Predicting effect-kesan
reduce-kurangkan
Pupils carry out activities that involve increase-menambahkan
friction, e.g. surfaces in contact –
a) open the lid of a jar with dry permukaan yang
hands, bersentuhan
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 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 of friction
by rubbing their palms:
a) without oil,
b) with oil.
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Week Learning Objectives Learning Outcomes
2. Movement
2.1 Understanding speed 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 is speed.
• Solve problem using the formula.
Suggested Learning Activities Scientific Skills Notes/ vocabulary
Pupils discuss and conclude that oil
reduces friction.
Pupils suggest various ways to
reduce friction.
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.
Pupils carry out activities to:
a) compare the distance traveled in a
given time by two moving objects, Observing
b) compare the time taken by two
moving objects to travel a given Communicating
distance.
Classifying
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.
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.
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Investigating Materials

1. Food preservation

Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

Pupils
1.1 Understanding food
spoilage • Describe what spoilt food is. Pupils observe sample of spoilt food. Observing medium-keadaan

• Identify characteristics of Pupils discuss and conclude that Communicating

spoilt food. spoilt food is unsafe to eat.

• State that microorganisms Pupils conclude that spoilt has one or

can spoil food. More of the following characteristics:
a) unpleasant smell,
• State the conditions for b) unpleasant taste,
microorganisms to grow. c) changed colour,
d) changed texture,
e) mouldy.

Pupils carry out an activity to observe

that food turns bad by leaving a slide
of bread in the open for a few days.

Pupils discuss and conclude that

microorganisms can spoil food.

Pupils gather information and

conclude that microorganisms need
certain conditions to grow.
a) air,
b) water,
c) nutrient
d) suitable temperature
e) suitable acidity.

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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

drying-pengeringan
Pupils Pupils find information about ways to pickling-penjerukan
1.2 Synthesisng the • describe ways to preserve food. preserve food and examples of food Observing heating-pemanasan
concept of food for each type of preservation,i.e. vacuum packing-
preservation • give examples of food for each a) drying , Measuring and using pembungkusan vakum
type of food preservation b) boiling, numbers cooling-pendinginan
c) cooling, freezing-penyejuk
d) vacuum packing, Making inferences bekuan
• give reasons why each way of e) pickling, bottling-pembotolan
food preservation is used f) freezing, Draw specimens and canning-pengetinan
g) bottling/canning, apparatus smoking-
• state what food preservation is. h) pasteurizing, pengasapan/salai
i) sailting, salting-pengasinan
j) smoking,
• design and carry out a project k) waxing
to preserve a given food.
Pupils discuss and explain why the
above ways are used to preserve
food.

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.

Pupils carry out a project on food

preservation to preserve a given food.

1.3 Realising the importance
of preserving food
Pupils Pupils discuss and give reasons why
we need to preserve food, e.g.
• give reasons why we need to
preserve food a. the food will last longer
b. the food is easy to store,
c. to reduce wastage of food.

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2. Waste management
Week Learning Objectives
2.1 Understanding the Pupils
effects of improper
disposal of waste on the
environment.
Learning Outcomes
• Identify types of waste in the
environment.
• Identify sources of waste.
• State the improper ways of
waste disposal.
• State the proper ways of
waste disposal.
• describe the harmful effects
of improper waste disposal.
• describe how waste is
disposed in a local area.
• Suggest ways to improve
waste disposal.
Suggested Learning Activities Scientific Skills Notes/ vocabulary
Pupils observe various waste in a Observing Harmful effects-
rubbish bin ,e.g. plastic, glass
kesan buruk
chemical waste, organic waste and Communicating
metal. waste disposal-
pembuangan bahan
Pupils view a video on various waste
from factories, food stalls and market. buangan
Pupils gather information on:
a) sources of waste,
b) various ways of waste disposal.
Pupils discuss and 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.
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.
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Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

drying-pengeringan
Pupils Pupils view videos and time-lapse pickling-penjerukan
2.2 Understanding that • state that certain waste can clippings about waste that decay and Observing heating-pemanasan
some waste can decay . decay. waste that do not decay. vacuum packing-
Measuring and using pembungkusan vakum
Pupils separate waste in a rubbish numbers cooling-pendinginan
• give examples of waste that can
bin according to the categories such freezing-penyejuk
decay.
as vegetables, paper, glass, plastics Making inferences bekuan
and wood. Put each type into bottling-pembotolan
• give examples of waste that do separate thick plastic bags. Place Draw specimens and canning-pengetinan
not decay these bags in the open and observe apparatus smoking-
the changes over a period of time. pengasapan/salai
• State that microorganisms can salting-pengasinan
cause waste materials to decay. Pupils discuss and give examples of
waste that
a) decay,
b) do not decay.

Pupils discuss and conclude

• 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.
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.
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.

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Investigating The Earth and The Universe
1. Eclipses
Week Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary

1.1 Understanding the Pupils
eclipse of the moon
. state what eclipse of the moon is
. state the position of the Moon, the
Earth and the Sun during the eclipse
of the moon.
. explain why eclipse of the moon
occurs
Pupils use models to stimulate the Observing
movement of the Earth, the Moon and
the Sun. eclipse – gerhana
Making inferences
positon – kedudukan
Pupils view a video or computer
simulation about partial and total Making conclusion partial eclipse – gerhana
eclipse of the moon.
separa
Pupils discuss and conclude that total eclipse – gerhana
eclipse of the moon occurs because:
penuh
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.

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

1.2 Understanding the Pupils Pupils use models to stimulate the Observing
eclipse of the sun movement of the Earth, the Moon and
• state what eclipse of the sun is. the Sun.
Making inferences
Pupils discuss that the eclipse of the
sun occurs during daytime. Making conclusion

Pupils view videos or computer

simulations about partial and total
eclipse of the sun

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

• predict the scenario on the Earth Pupils draw diagrams to show the
during the eclipse of the sun 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.

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Investigating Technology

1. Machine

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

Pupils try to remove the lid of a tin lid – penutup

1.1 Understanding simple Pupils using Observing wheel and axle – roda
machines a) bare hands, and gandar
• explain what simple machine is. b) spoon lever – tuas
Making inferences wedge – baji
Pupils compare the difficulty to pulley – takal
complete the task and discuss the Making conclusion gear – gear
function of the tool. inclined plane – satah
Draw specimens and condong
Pupils discuss that a simple machine apparatus screw - skru
is a device that allows us to use less
force to make work easier or faster.

• state types of simple machine Pupils examine and manipulate the

following simple machines:
• give an example for each type of a) wheel and axle,
simple machine b) lever,
c) wedge,
d) pulley,
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 machines.

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Week Learning Objectives Learning Outcomes
1.2 Analysing a Pupils
complex machine
• 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
1.3 Appreciating the Pupils
invention of machines
that make life easier • predict how life is without
machines
• explain how machines can make
our lives easier.
• design a machine to solve a
problem.
Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils identify the simple machines in Making conclusion. Wheel barrow – kereta
a bicycle or a wheel barrow. sorong
Pupils discuss and conclude that a
complex machine is a machine made
up of more than one simple machine.
Pupils prepare scrap books on
examples of complex machines.
Pupils carry out simulation to find out Prediction
Encourage pupils to
how life would be without machines.
reuse materials and
Pupils discuss and predict how life
recycle materials.
would be without machines.
Pupils discuss and explain how
machines make our lives easier.
Pupils identify a problem and design
a machine to solve the problem.
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