SC Y6 2012

SCIENCE YEAR 6 2012
YEARLY PLAN 2012 SCIENCE YEAR 6

WEEK/ DATE LEARNING OBJECTIVES LEARNING OUTCOMES SCIENCE PROCESS SKILLS MANIPULATIVE SKILLS SUGGESTED LEARNING ACTIVITIES VOCABULARY
Investigating Living Things: 1.0 Interaction Among Living Things W1 04-06.01.12 1.1 Understanding that some animals live in groups and others live in solitary. i. State that some animals live in groups. ii. State that some animals live in solitary. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils view a video on animal that live in group or in solitary. Pupils gather information and give examples of animal that live in group and solitary. Solitary-menyendiri Safety-keselamatan Cooperation-bekerjasama Competition-persiangan
iii.
Give examples of animals that live in group.
i. Give examples of animals that live in solitary. ii. Explain why animals live in group. iii. Explain why animals live in solitary.
-Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus
Pupils gather information and give examples of animal that live in group and solitary. Pupils discuss why animals live in groups, e.g. a) for safety b) for food Pupils observe how ants live togather in a vivarium. Pupils discuss why animals live in solitary, e.g. a) to avoid competition for food b) to avoid competition for space.
W2 09-13.01.12
1.2 Understanding that compeition is a form of interaction among living things.
i. State that cooperation is a form of interaction among animals.
Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data
-Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus
Pupils discuss why animals cooperation, e.g. a) easier to get food b) easier to get or find shelter
Lau Faang Chyi S. K. Sengayan, Kanowit.
SCIENCE YEAR 6 2012
i. State that living things interact with one another in the environment. ii. State that competition is a form of interaction. iii.
W3 16-20.01.12
i. List the factors that animals compete for. ii. Give reasons why animals compete. iii. List factors that plants compete for.
Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
-Store scientific apparatus
Pupils view video on interaction among livng 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 d) territory/ space Pupils carry out activities to observe animals competing for food.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 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.
SCIENCE YEAR 6 2012
Pupils carry out activities to observe competition among plants. Pupils discuss that plants compete for: a) sunlight b) water c) space d) nutrient W4 23-27.01.12 Chinese New Year i. Give reasons why plants compete with each other. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus 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.
1.3 Understanding the responsibility of human beings in protecting endangered species.
i. Give examples of extinct animals. ii. Give exmples of endangered animals.
Pupils view a video or pictures of ef 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.
Rafflesia-bunga pakma Hornbill-burung enggang Conservation-pemuliharaan Protection-perlindungan Endangered-terancam Extinct-pupus Excessive-berleluasa Threat-ancaman Logging-pembalakan Consume-menggunakan Enforcementpenguatkuasaan
i. Give examples of endangered plants. ii. Explain why certain animals or plants are facing the threat of extinction. i. Suggest ways to prevent animals from extinction.
Pupils discuss and conclude that certain animals and plants are facing the threat of extinctionbecauseof human activities such as illegal or excessive: a) logging b) hunting c) development Discuss ways to prevent animals anf plants from extinction, e.g. a) campaign againstexcessive logging
SCIENCE YEAR 6 2012
Experimenting Communicating
W5 30.01.1203.02.12
1.4 Knowing the impact of human activities on environment
i. Give examples of environmental destruction caused by human. ii. Explain how human activities cause environmental destruction. iii. Predicting what will happen to the earth if human activities are not controlled.
Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
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 on or see pictures of environmental destruction caused by human activities, e.g. a) erosion b) lanslide c) flash-flood d) water pollution e) air pollution Pupils view video and discuss human activities that caused destruction to the environment, e.g. a) illegal and excessive 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 destructions caused by human activities and steps taken to reduce its effects.
Balance of naturekeseimbangan alam Illegal logging-pembalakan haram Illegeal hunting-pemburuan haram Lanslide-tanah runtuh Flash-flood-banjir kilat Pollution-pencemaran Erosion-hakisan Disaster-bencana Destruction-kemusnahan
Investigating Force and Energy: 1.0 Force 1.1 Understanding that push and pull are forces i. State that push and pull are forces. ii. State that force cannot be seen but its effects can be observed. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils push and pull each others palms to feel the effect of forces. Pupils discuss and conclude that push and pull are forces. Based on the above activity pupils discuss and conclude that a force cannot be seen but its effects can be observed. Pull-tarikan Push-tolakan Force-daya Palm-tapak tangan
W6 06-10.02.12
1.2 Understanding the effects of a force
i. State that a force can move a stationary object.
-Use and handle scientific apparatus and
Pupils carry out activities and discuss the effects of pushing.
Speed-kelajuan Stationary-pegun
SCIENCE YEAR 6 2012
Prophet Muhammad s Birthday
ii. State that a force can change a motion of an object. iii. State that a force can change a shape of an object.
Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus
a) stationary object b) a moving ball Pupils press, twist or squeez 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 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 an conclude that friction os a force. Pupils carry out activities that involve friciton, e.g. a) open the lid of a jar with dry hands, b) open the lid of a jar with oily hans. Pupils discuss and conclude that it is easier to open the lid of a jar with dry hands because of a greater friction. Pupils carry out activities that involve fricition, 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 that the effects of fricition: a) their palms become warmer because friction produces heat, b) it is difficult to move the object because friction oppose motion, c) the eraser becomes smaller because friciton causes wear and tear. Pupils list and discuss the effects of
Moving-bergerak Twist-pulas Press-tekan
W7 13-17.02.12
1.3 Analysing friction.
i. State that friction is a type of force. ii. Describe the effects of friction
Friction-geseran Aerodynamic-aerodinamik Oppose-bertentangan Wffect-kesan Reduce-kurangkan Increase-menambahkan Surface in contactpermukaan yang bersentuhan
SCIENCE YEAR 6 2012
friction in everyday life. i. Describe ways to reduce friction. ii. Describe ways to increase friction. iii. State the advantages f friction. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils compare the effects of friction by rubbing their palms: a) with oil, b) without oil. Pupils discuss and conclude that oil reduces friction. Pupils suggest various ways to reduce friciton. Pupils carry out activities to test their suggestions. Pupils gather rinformation on the advantages anf disadvantages of fricitin on everyday life. W8 20-24.02.12 Monthly Test i. State the advantages of friciton. ii. Conclude that friction occurs when two surfaces are in contact. iii. Design a fair test to find out how different types of surfaces affect the distance a trolley moves by deciding what to keept he same and what to measure. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils discuss varous situasion where friciton occurs and conclude that friction is produced when surfaces are in contact with one another. Pupils plan and carry out an experiment t investigate how different types of surfaces affect the distance a trolley moves.
Learning about the World around Us: Movement 2.1 Understanding speed. i. State than an object which moves faster travels a longer distance in a given time. ii. State that an object that moves faster takes a shorter time to travel a given distance. iii. State what speed is. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils carry out activities to: a) compare the distance travelled in agiven time by two moving objects, b) compare the tima 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. Pupils conclude that:
SCIENCE YEAR 6 2012
a) speed is a measuremet of how fast an object moves, b) speed can be calculated by using the formula speed = distance/ time. W9 27.02.1202.03.12 i. Solve problem using the formula. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils solve problems using the formula.
Learning about the World around Us: Food preservation 1.1 Understanding food spoilage. i. Describe what spoit food is. ii. Identify characteristic of spoilt food. Observing -Use and handle Classifying scientific apparatus and Measuring and Using substances Numbers -Handle specimen Making Inferences correctly and carefully Prediciting -Draw specimens and Using Space-Time appratus Relationship -Clean scientific Interpreting Data apparatus Defining Operationally -Store scientific Controlling Variables apparatus Making Hypotheses Experimenting Communicating Observing -Use and handle Classifying scientific apparatus and Measuring and Using substances Numbers -Handle specimen Making Inferences correctly and carefully Prediciting -Draw specimens and Using Space-Time appratus Relationship -Clean scientific Interpreting Data apparatus Defining Operationally -Store scientific Controlling Variables apparatus Making Hypotheses Experimenting Communicating MID SEMESTER I EXAMINATION 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 followig characterisrics: a) unpleasant smell, b) unpleasant taste, c) changed colour, d) changed texture, e) mouldy. Pupils carry out activity to observe that food turns bad by leaving a slice of bread in the open for a few days. Pupils discuss and conclud that microorganisms need certain condition to grow: a) air, b) water, c) nutrient, d) suitable temperature, e) suitable acidity.
i. State that microorganism can spoil food. ii. State the conditions for microorganisms to grow.
W 10
SCIENCE YEAR 6 2012
05-09.03.12 10-18.03.12 W 11 19-23.03.12 1.2 Sythesizing the concept of food preservation. i. Describe ways to preserve food. ii. Give examples of food for each type of food preservation. iii. Give reasons why each way of food preservation is used. MID SEMESTER I BREAK Observing -Use and handle Classifying scientific apparatus and Measuring and Using substances Numbers -Handle specimen Making Inferences correctly and carefully Prediciting -Draw specimens and Using Space-Time appratus Relationship -Clean scientific Interpreting Data apparatus Defining Operationally -Store scientific Controlling Variables apparatus Making Hypotheses Experimenting Communicating Pupils find information about ways to preserve food and examples of food 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. Pupils discuss and explain why the above ways are used to preserve food. Pupils view 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. Drying-pengeringan Picking-penjerukan Heating-pemanasan Vacuum packingpembungkusan vakum Cooling-pendinginan Freezing-penyejukbekuan Bottling-pembotolan Canning-pengetinan Smoking-salai Salting-pengasinan
i. State what food preservation is. ii. Design an carry out a project to preserve a given food.
W 12 26.03.1230.03.12 Monthly Test
1.3 Realising the importance of preserving food.
i. Give reasons why we need to preserve food. ii.
Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
Pupils discuss and give reasons why we need to preserve food, e.g. a) the food will last longer, b) the food is easy to store, c) to reduce wastage of food.
Learning about the World around Us: 2.0 Waste Management
SCIENCE YEAR 6 2012
2.1 Understanding the effects of improper disposal of waste on the environment.
i. Identify types of waste in the environment. ii. Identify sources of waste.
W 13 02-06.04.12 Good Friday
i. State the improper ways of waste disposal. ii. State the proper ways of waste disposal. iii. Describe the harmful effects of improper waste disposal.
Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
Pupils observe various waste in a rubbish bin, e.g. plastic, glass, chemical waste, organic waste and metal. Pupils view video on various wastes from factories, food stalls and market.
Harmful effects-kesan buruk Waste disposal-pembuangan bahan buangan
Pupils view videos on various wastes from factories, food stalls and market. 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 mangement centre or listen to a talk to gather information on how waste is treated.
i. Describe how waste is disposed in a local area. ii. Suggest ways to improve waste disposal.
W 14 09-13.04.12
2.2 Understanding that some waste can decay.
i. State that certain waste can decay.
Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers
-Use and handle scientific apparatus and substances -Handle specimen
Pupils view videos and time-lapse clippings about waste that decay and waste that do not decay.
Decay-reput Harmful-berbahaya Separate-asingkan
SCIENCE YEAR 6 2012
i. Give examples of waste that can decay. ii. Give examples of waste that do not decay. iii. State that microorganisms can cause waste materials to decay.
Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus
Pupils separate waste in a rubbish din according to the categories such as vegetables, paper, glass, palstics and wood. Put each type into separate thick plastic bags. Place these bags in the open and observe the changes over a period o time. Pupils discuss and give examples of waste that: a) decay b) do not decay. Pupils discuss and 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.
W 15 16-20.04.12
State the advantages of waste decaying. ii. State the disadvantages of waste decaying. iii. Predict what will happen to human and the environment if waste do not decay.
i.
Pupils gather information and discuss the advantages and disadvantages of decay o waste. Pupils discuss and predict what will happen to human and the environment if waste do not decay.
Learning about the World around Us:1.0 Eclipses 1.1 Understanding the eclipse of the moon. i. State what eclipse of the moon is. Observing Classifying -Use and handle scientific apparatus and Pupils use modles to simulate the movement of the Earth, the Moon and Eclipse-gerhana Position-kedudukan
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SCIENCE YEAR 6 2012
ii. State the position of the Moon, the Earth and the Sun during the eclipse of the Moon. iii. Explain why eclipse of the Moon occurs.
Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus
the Sun. Pupils view a video or computer simulation about partial and total eclipse of the Moon. 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.
Partial eclipse-gerhana separa Total eclipse-gerhana penuh
W 16 23-27.04.12 Monthly Test
1.2 Understanding the eclipse of the Sun.
i. State what the eclipse of the Sun is. ii. State the positio n of the Moon, the Earth and the Sun during the eclipse of the Sun. iii. Explain why eclipse of Sun occurs.
Pupils discuss that the eclipse of the Sun occurs during day time. Pupils view video or computer simulation 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 positionof the Moon, the Earth and the Sun during during the eclipse o the Sun.
i. Predict the scenario on the Earth during the eclipse of the Sun.
Pupils discuss and predict the scenario on the Earth during the eclipse of the Sun.
11
SCIENCE YEAR 6 2012
Learning about the World around Us: 1.0 Machine W 17 30.04.1204.05.12 Labour Day 1.1 Understading simple machine. i. Explain what simple machine is. ii. State types of simple machine. Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils try to remove the lid of a tin using: a) bare hands, b) spoon. Pupils compare the difficulty to complete the task and discuss the function of the tool. Pupils discuss that simple machine is a device that allows us to use less force to make work easier or faster. Pupils examine and manipulate the following simple machines: a) wheel and axle, b) lever, c) wedge, d) pulley, e) gear, f) inclined plane, g) screw. -Use and handle scientific apparatus and substances -Handle specimen correctly and carefully -Draw specimens and appratus -Clean scientific apparatus -Store scientific apparatus Pupils discuss types and examples of simple machines. Pupils walk a round the school compound and identify various types of simple machines. Lid-penutup Wheel and axle-roda dan gandar Lever-tuas Wedge-baji Pulley-takal Gear-gear Inclined plane-satah condong Screw-skru
i. Give an example for each type of simple machine.
W 18 07-11.05.12
1.2 Analysing a complex machine.
i. Identify simple machines in a complex machine. ii. Conclude that a complex machine is made up of more than one simple machine.
Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting
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.
Wheel-barrow-kereta sorong.
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SCIENCE YEAR 6 2012
i. Give examples of complex machines
W19 14-18.05.12
1.3 Appreciating the envention of machine that make life easier.
i. Predicts how life is without machines. ii. Expalin how machine can make our lifes easier. iii. Design a machine to solve a problem.
Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating Observing Classifying Measuring and Using Numbers Making Inferences Prediciting Using Space-Time Relationship Interpreting Data Defining Operationally Controlling Variables Making Hypotheses Experimenting Communicating
Pupils prepare scrap 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 lifes easier. Pupils identify a problem and design a machine to solve the problem.
W 20 21-25.05.12 26.05.1210.06.12 W1 11-15.06.12 W2 18-22.06.12 W3 25.06.1229.06.12 W4 02-06.07.12 W5 09-13.07.12 W6 16-20.07.12 W7
SEMESTER I EXAMINATION SEMESTER I BREAK SEMESTER II REVISION THEME 1
REVISION THEME 2
REVISION THEME 3 REVISION THEME 4
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SCIENCE YEAR 6 2012
23-27.07.12 W8 30.07.1203.08.12 W9 06-10.08.12 W 10 13-17.08.12 W 10 13-17.08.12 W 11 27-31.08.12 National Day 27.08.1204.09.12 W 12 03-07.09.12 W 13 10-14.09.12 W 14 17-21.09.12
REVISION THEME 5
MOCK UPSR EXAMINATION & MID SEMESTER II EXAMINATION
MID SEMESTER II BREAK MOCK UPSR EXAMINATION UPSR EXAMINATION
14

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SCIENCE YEAR 6 2012

YEARLY PLAN 2012 SCIENCE YEAR 6

Give examples of animals that live in group.

1.2 Understanding that compeition is a form of interaction among living things.

i. State that cooperation is a form of interaction among animals.

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

-Store scientific apparatus

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

1.3 Understanding the responsibility of human beings in protecting endangered species.

i. Give examples of extinct animals. ii. Give exmples of endangered animals.

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

1.4 Knowing the impact of human activities on environment

1.2 Understanding the effects of a force

i. State that a force can move a stationary object.

-Use and handle scientific apparatus and

Pupils carry out activities and discuss the effects of pushing.

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

Prophet Muhammad s Birthday

Moving-bergerak Twist-pulas Press-tekan

1.3 Analysing friction.

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

W 12 26.03.1230.03.12 Monthly Test

1.3 Realising the importance of preserving food.

i. Give reasons why we need to preserve food. ii.

Learning about the World around Us: 2.0 Waste Management

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

2.1 Understanding the effects of improper disposal of waste on the environment.

i. Identify types of waste in the environment. ii. Identify sources of waste.

W 13 02-06.04.12 Good Friday

Harmful effects-kesan buruk Waste disposal-pembuangan bahan buangan

2.2 Understanding that some waste can decay.

i. State that certain waste can decay.

-Use and handle scientific apparatus and substances -Handle specimen

Decay-reput Harmful-berbahaya Separate-asingkan

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

Partial eclipse-gerhana separa Total eclipse-gerhana penuh

W 16 23-27.04.12 Monthly Test

1.2 Understanding the eclipse of the Sun.

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

i. Give an example for each type of simple machine.

1.2 Analysing a complex machine.

Lau Faang Chyi S. K. Sengayan, Kanowit.

SCIENCE YEAR 6 2012

i. Give examples of complex machines

1.3 Appreciating the envention of machine that make life easier.

Pupils prepare scrap books on examples of complex machines.

W 20 21-25.05.12 26.05.1210.06.12 W1 11-15.06.12 W2 18-22.06.12 W3 25.06.1229.06.12 W4 02-06.07.12 W5 09-13.07.12 W6 16-20.07.12 W7

SEMESTER I EXAMINATION SEMESTER I BREAK SEMESTER II REVISION THEME 1