Rpt Science Np6.docx

TUNKU PUTRA SCHOOL

YEARLY SCHEME OF WORK SCIENCE Primary 6 KSSR

2019

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

INTRODUCTION TO SCIENCE

2. SCIENCE ROOM RULES WEEK CONTENT STANDARD / PERIOD 2.1 Obey the Science Room Rules

1 7/1 – 11/1

LEARNING STANDARD Students are able to 2.1.1 Obey the rules of the science room

PERFORMANCE LEVEL / PERFORMANCE STANDARD 1

State one rule of the science room.

2 3

State more than one rules of the science room. Apply one rule of the science room.

4

Apply more than one rule of the science

room. 5 6

1

State the reason of obeying the rules of the science room. Be an example to friends in compliance with the rules of the science room.

CATATAN 1. Students create a checklist of science room rules and paste it onto the front page of their Science Exercise book. 2. Questioning: Ask students what they have learnt in Primary 5 on science room rules. Examples: a. Make sure the windows are open and the fans are switched on to enable the flow of air. b. Discard solid and liquid waste in a proper manner. 3. State other science room rules that is appropriate based on page 16 – 17 in the text book Examples: a. Enter the science room only with the teacher’s permission. b. Carrying out the activity according to the teacher’s instructions. c. Report immediately in case of accident, injury or damage. d. Throw trash and waste material into the trash can and not into the sink. e. Do not play, run, make noise, eat or drink and carry out tools and science materials from the science room without permission. 4. Questioning: Ask students to discuss the comnsequences if they do not obey the science room rules.

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Example: Group discussion and peir discussion. 5. Organize a small group competition on creating a pamphlet (small booklet) entitled ‘Science Room Rules). (Text book: Page 18).

INTRODUCTION TO SCIENCE 1. SCIENTIFIC SKILLS 2 14/1 – 18/1

2

1.1 SCIENCE PROCESS SKILLS

Students are able to: 1.1.1 Observe

1

Express all the senses involved to make observations about the phenomenon.

2

Describes the use of all the senses involved in making observations of phenomena or changes that take place.

3

Use all the senses involved to make observations about phenomena or changes that apply.

4

• Use all the senses involved to make qualitative observations to explain phenomena or changes. • Use appropriate tools if necessary to aid in observation.

5

 Use all the senses involved to make qualitative and quantitative observations to explain the phenomena or changes that take place. • Use appropriate tools if necessary to aid in observation.

6

 Use all the senses involved to make qualitative and quantitative observations to explain systematic phenomena or changes.

Activity suggetsions: 1. Conduct a discussion to recall and relate some easy situations to understand the skills of the science process (KPS) that have been learnt in the previous year through simple activities or appropriate stimuli such as (Text book page. 26, page. 9-10):  Observation  Classifying  Measuring and using numbers  Predicting  Making inference  Communicate  Interprete data  Define operationally  Control variables  Make hypothesis  Experimenting 2. Carry out an experiment on 'Small Air Balloon' (Textbook page. 2 - 6) and link it to identified and relevant KPS. 3. Record notes and exercises from Textbook page12-13 as an assessment and consolidation activity.

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• Use appropriate tools if necessary to aid in observation.

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4 Carry out an activity from the Text Book page 14 as an enrichment activity.

** All KPS and KMS skills can be applied in one experiment.

Students are able to 1.1.2 Classify

Students are able to 1.1.3 Measure and use numbers

1 State the characteristics of an object by studying the similarities and differences. 2 Describes the object's characteristics by expressing the similarities and differences. 3 Separate and group the objects based on the similarities and differences. 4 Separate and group the objects based on common and different characteristics and state common characteristics used. 5 Separate and collect objects based on the common and different characteristics and state common characteristics used and can use othercharacteritic to isolate and collect. 6 Separate and collect objects based on common and different characteristics until the final stage and state the characteristics used. 1 State more than one suitable equipment or tools for measuring a quantity. 2 Describe the equipment and the appropriate measuring method for a quantity. 3 Measure by using the correct tool and standard unit. 4 Measure by using the correct standard tools and units with the right techniques 5 Measure by using standard tools and units with the right techniques and record them in a systematic

3

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and complete schedule. 6 Demonstrate how to measure using standard tools and standard units with the right techniques and record them in a systematic and complete schedule.

Students are able to 1.1.4 Make inference

1 State a reasonable interpretation of an event or observation 2 Describes more than one reasonable interpretation of an event or observation 3 Make a reasonable initial conclusion based on some interpretations of an event or observation 4 Make a reasonable initial conclusion of an event or observation by using the information obtained. 5 Make more than one reasonable initial conclusion for an event or observation by using the information obtained 6 Make more than a reasonable initial conclusion for an event or observation by using the information obtained and can explain the initial conclusions made.

Students are able to: 1.1.5 Predict

1 Express one possibility for one event or data 2 Describes one possibility or an event 3 Make s prediction of an event based on observations, past experiences or data 4 Allocate a reasonable and most appropriate selection of expectations for a single event or data 5 Make more than one reasonable expectation of an

4

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RANCANGAN PENGAJARAN TAHUNAN (KSSR)

event based on observations, past experiences or data 6  

Students are able to: 1.1.6 Communicate

Make more than one reasonable expectation of an event based on observations, past experiences or data. Making scarcity through intrapolation or extrapolation of data.

1 Compiling the information obtained in the appropriate form. 2 Recording information or ideas in the appropriate form 3 Record information or ideas in more than one appropriate form 4 Recording information or ideas in an appropriate form and presenting the information or ideas systematically 5 Recording information or ideas in the appropriate form and presenting the information or ideas systematically and to be positive about the information obtained.

6 Recording information or ideas in the appropriate form and presenting the information or ideas systematically in various forms creatively and innovatively and can provide feedback.

Students are able to: 1.1.7 Use space and time relationships

5

1 State one parameter that changes over time based on one situation

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

2 Describes a parameter that changes over time based on one situation 3 Arrange the occurrence of a phenomenon or event based on timeline chronology 4 Announce changes in parameters that occur for a phenomenon or event based on time-based chronology 5 Arrange the occurrence of a phenomenon or a timely change according to chronology in the form of a suitable graphical compiler 6 Present and briefly explain the chronology of the change that takes place for a time-varying phenomenon or event.

Students are able to: 1.1.8 Interprete data

1

Give an explanation based on the data.

2 Give more than one explanation based on the date. 3 Choose a relevant idea of the object, event or pattern contained in the data to create a description. 4 Relate between the parameters in the data based on the relationship between parameters or the concept of science 5 Illuminate/explain rationally by intrapolation of objects, events or patterns from collected data

6

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RANCANGAN PENGAJARAN TAHUNAN (KSSR)

6 Explain retionally by making intrapolation or extrapolation from the collected data

Students are able to: 1.1.9 Define operationally

1 Express what is done and taken into consideration for a situation. 2 Describe what is done and taken into consideration for a situation. 3 Make an interpretation of what is being done and observed for a situation accordingly specified aspect 4 Make more than one interpretation of what is being done and pay attention to one situation according to the specified aspect. 5 Choose one of the most appropriate interpretations of a concept by stating what is done and taken into consideration for one situation. 6 Describe the most appropriate interpretation of a concept by stating what is being done and what has been paid attention to in a situation.

7

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

Students are able to: 1.1.10 Control variables

Students are able to: 1.1.11 Make hypothesis

8

1

Identify variables that affect an investigation.

2

Describes the variables affecting an investigation.

3

Determine the manipulated variables in an investigation.

4

Determine the responding variable and constant variables after the manipulated variable is determined in an investigation.

5

Explain the relationship of the manipulated variable to the responding variable in an investigation

6

Change the constant variable to the manipulated variable and specifies a new responding variable.

1

State the variables involved in an investigation

2

Describes the variables involved in an investigation

3

Describes the relationship between the variables in an investigation

4

Make a general statement that can be tested to study the relationship between the variables in an investigation.

5

Create a relationship between manipulated variables and responding variables in order

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RANCANGAN PENGAJARAN TAHUNAN (KSSR)

to come out with a hypothesis to be tested. 6

Students are able to: 1.1.12 Experimenting

1

State issues based on identified problems.

2

Make hypothetical statements based on a known problem. Determine suitable methods and apparatus as planned.

3 4

Carry out an experiment to test a hypothesis.

5

Running experiments, collecting data, interpreting data and making conclusions to prove hypothesis and create reports. Trigger new questions and plan an experiment to test new hypothesis from the triggered question.

6

2 14/1 – 18/1

9

1.2 Manipulative Skills

Students are able to: 1.2.1 Use and handle apparatus and science materials correctly. 1.2.2 Handle specimens correctly and carefully. 1.2.3 Sketch specimens, apparatus and science materials correctly. 1.2.4 Clean the science apparatus in a correct

Develop an investigation to be tested based on the hypothesis.

1

Lists equipment, materials and specimens required for an activity.

2

Describes the use of equipment, materials and specimens needed for an activity with the correct method.

3

Handle the use of equipment, materials and specimens required for an activity with the correct method.

4

Use, operate, store, clean and store the use of equipment, materials and specimens used in an activity with the correct method.

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

manner. 1.2.5 Store equipment and scientific materials properly and safely.

5

Use, operate, store, clean and store the use of equipment, materials and specimens used in an activity in a proper, systematic and prudent manner.

6

Use, operate, store, clean and store the use of equipment, materials and specimens used in an activity in a proper, systematic manner, prudent and exemplary to other partners.

SAINS TAHUN 6

Theme: LIFE SCIENCE Unit: 3. Microorganisms

2 14/1 – 18/1

3 21/1 – 25/1

3.1 Microorganisms is a Living Things

Students are able to: 3.1.1 Identify the types of microorganism s by observing through various media: Types Fungi Protozo a Algae Bacteria Viruses

1

State the types and examples of microorganisms.

2

Describe the life processes that the microorganisms have undergone based on the activities carried out.

3

Announce microorganisms is a living thing and

Examples most of it cannot be seen with the naked eye. Yeast, 4 Predict factors that affect the growth of mucor microorganisms. Paramecium , Amoeba 5 Examine factors that affect the growth of Spirulina microorganisms E.coli, Bacilus 6 Communicate in making the conclusions about HIV factors affecting the growth of microorganisms.

3.1.2

10

State that microorganism

Activity suggestions: TITLE : MICROORGANISMS 1. Have a Q&A session based on the students’search results through various media sources to understand and recognize various types and examples of microorganisms:  Fungi – Yeast, mucor  Protozoa – Paramecium  Alga – Spirulina Spirogyra  Bakteria – Bacillus, Salmonella, Streptococus, Escherichia coli  Virus – HIV 2. Conduct bread-making investigations (Textbook page. 21) and Micro-Life (Textbook pg 26-29) to understand the process of living microorganisms such as: - grow (reproduce) - movement - respiration (breathing) 3. Create Interactive Microbe Catalog with information and info from the

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3.1.3

3.1.4 4 28/1 – 1/2

3.1.5

11

s undergo the process of life by conducting investigations using appropriate equipment on several examples of microorganism s such as yeast and Paramecium. Announce that microorganism s is a living thing and most of it cannot be seen with the naked eye. Experiment to determine factors affecting the growth of microorganism s namely water, air, temperature, nutrients and acidity. Explain the observation through sketching, TMK, writing

4.

5.

6.

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internet (Textbook page 24) Discuss the results of investigations and manipulating microorganisms is a living thing and most of it is not visible to the naked eye. Experiment to determine the factors that affect the growth of microorganisms such as water, air, temperature, nutrients and acidity (Textbook page 30-31). Record observation of experimental results carried out under the teacher’s guidance.

HOTS questions:  What is the gas released during the process of respiration in microorganisms?  What happens if the sugar is replaced with salt during yeast activating process?  Name the microorganisms that make their own food through photosynthesis. I-THINK Map: • Circle Map (Type of microorganism / Growth Factor of Microorganism) KPS  Memerhati  Mengelas  Meramal  Berkomuni kasi

KMS  1.2.1  1.2.2  1.2.3

EMK  PA 21  Keluwesan  Keusahawaan  Nilai Murni

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

or orally.

5 4/2 – 8/5 6 11/2 – 15/2

12

CHINESE NEW YEAR (Festive holiday) 3.2 The Bad Effects and Uses of Microorganisms

Students are able to: 3.2.1 Describe, by observing through various media, the bad effects of microorganisms which cause  Diseases  Tooth decay  Food poisoning  Spoilage of food 3.2.2 Explain the use of microorganisms through observations through various media such as:  bread making,

1

Express the bad effects microorganisms.

2

Describe the uses of microorganisms.

3

Understand that there are beneficial microorganisms and some are harmful.

4

Generate ideas on measures to prevent infectious diseases.

5

Relates the growth factor of microorganisms with food manufacturing process.

Activity suggestions: TITLE : USES AND BAD EFFECTS OF MICROORGANISMS 1. Starter: Conduct a Q&A session to recall the types and samples of microorganisms that have been studied  Describe the bad effects of microorganisms through observations from various media (Textbook pg 32-33):  Diseases  Tooth decay  Food poisoning  Spoilage of food 2. Explain the use of microorganisms through observations through various media (Textbook pp. 34-35) such as:  bread making, tapai, tempeh,

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tapai, tempeh, yogurt;  the production of antibiotics and vaccines;  decomposition of organic materials including  manufacturing of fertilizers and wastewater treatment. 3.2.3 Generalise that there are useful microorganisms and dangerous microorganisms. 3.2.4 Explain the observation through sketching, TMK, writing or orally.

3.3 Healthy Lifestyle, Peace of Life/ Healthy Daily Practice

13

3.3.1 Generate ideas about the ways to prevent the spread of diseases. 3.3.2 Practise healthy dialy habits for health of the body and to prevent the spread of diseases.

6

Communicate creatively and innovatively about infectious diseases and ways of infection through touch, air, food and water.

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yogurt; the production of antibiotics and vaccines;  decomposition of organic materials including  manufacturing of fertilizers and wastewater treatment. 3. Generate ideas on preventative measures of infectious diseases including Healthy Daily Practices (Text Books pp. 40 - 42). 4. Complete the exercises in the Cabar Minda section from the textbook page: 44-45 as an evaluation practice. HOTS Questions:  What are the diseases caused by the virus? Why is this disease difficult to cure?  How can we avoid adverse effects of microorganisms?  Predict what will happen if the dead does not decay?  What other personal equipment cannot be shared with others?  What is the disease that Aedes mosquitoes carry? How can we avoid getting the disease brought by this mosquito? 

I-THINK Map Circle Map (Impact of microorganisms / Uses of microorganisms)

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

KPS  Memerhati  Membuat inferens  Membuat hipotesis  Mendefinisi secara operasi  Berkomuni kasi

KMS  1.2.1  1.2.2  1.2.3

EMK  Kreativiti & inovasi  Kelestarian alam sekitar  Keusahawa nan

Theme: LIFE SCIENCE Unit: 4 Interaction Among Living Things

7 18/2 – 22/2

14

4.1 Interaction between Animals

Students are able to 4.1.1 State that interaction between animlas is an intraspecies or interspecies relationship which occurs when animals try to get their basic needs. 4.1.2 Explain with examples, that there are animals which live in groups and others which live solitarily, by observation through various media. 4.1.3 Describing the advantages and disadvantages of animals which live in groups and which live

Provide with examples, that there are animlas which live in groups and others which live solitarily. 2 Explain the meaning of interaction between animals. 1

3

Explain competition between animals

factors

Describe the advantages and disadvantages of animals which live in groups and others which live solitarily. 5 Explain with examples the type of interaction between animals. 4

6

Communicate to describe the interactions that occur between animal and animal with different species and animals of the same species.

Activity suggestions: TITLE : Interaction between Animals 1. Conduct a Q&A session to understand and describe the meaning of interaction between living things (Textbook p. 47). 2. Understand and describe the interaction between animals (Textbook pg 48-49) by giving examples of group living animals and animals living alone (Textbook pp. 5053) through observations through various media. 3. Describe the advantages and disadvantages of animals which live in group and animals which live solitarily.  Advantages: safety, co-nesting and feeding, protecting children and protecting the region.  Disadvantages: disease transmission, difficulty in security and territory are easily encroached.

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solitarily. 4.1.4 Describe, by observing through various media, the factors that cause intraspecies and interspecies competition between animals such as:  Food;  Water;  Habitat or place;  Mate 4.1.5 Explain, through examples, the types of interaction between animals such as symbiosis, mutualism, commensalism and parasitism. 4.1.6 Explain the observation through sketching, TMK, writing or orally.

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4. Describe the competition factor between animals that is access to water resources, limited spouses and food and shelter or areas. Explain through the example of the type of interaction between animals: - symbiosis - mutualism - commensalism - parasitism Complete exercises for assessment and consolidation activity. HOTS Question:  What happens if a group life is too dominant in the group?  How is the condition of the animalt hat lose in a competition?  What are the effects of animal competition on the number of an animal species in a habitat?  How is the interaction between animals important in helping the balance of the ecosystem? Peta I-THINK Tree map (Classification of animal lifestyle) KPS  Memerhati  Mengelas  Membuat inferens  Meramal  Berkomuni kasi

15

KMS  1.2.1  1.2.2  1.2.3

EMK  PA 21  Nilai Murni  I-Think  Kelestarian alam sekitar

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

8 25/2 – 1/3

16

4.2 Interaction between Plants

Students are able to: 4.2.1. Describe, by observing through various media, the factors that cause competition between plants, i.e.  Water;  Sunlight  Nutrients  Space 4.2.2 Carry out investigations to determine the factors which cause competition between plants. 4.2.3 Explain, through examples, the types of interaction between plants such as symbiosis, mutualism, commensalism and parasitism. 4.2.4 Explain the observation

State the example of plants in a known habitat. 2 Describe the factors that cause competition between animlas. 1

Carry out investigations to determine the factors that cause competition between plants. 4 Explain through examples, the types of interactions between plants. 5 Relates the interaction between the plants and the process of photosynthesis 6 Addressing the effects of interaction between plants and other living species in one habitat. 3

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Activity suggestions: TITLE: INTERACTION BETWEEN PLANTS 1. Describe the competition factor between plants through observation through various media (BT ms 67-68) namely: • water; • sunshine; • nutrients; • space 2. Conduct an investigation (Textbook pg 69-70) to determine the factors that cause competition between plants. 3. Explain through examples of types of interactions between plants such as:  symbiosis  mutualism  commensalism  parasitism 4. Relate the interaction between plants with photosynthesis process (Textbook pg 71-72):  Commensalism interaction: overlap trees spread over other trees to get light (photosynthesis) 5. Discuss and answer the questions of interaction between plants and other living species in one habitat. 6. Complete exercises (Textbook pp 7475) as an assessment and consolidation activity. HOTS Questions:  How does interaction between plants affect other living things?  How does interaction between plants give a positive impact to the

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through sketching, TMK, writing or orally.

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photosynthesis process? KPS  Memerhati  Mengelas  Membuat inferens  Meramal  Berkomuni kasi

KMS  1.2.1  1.2.2  1.2.3

EMK  PA 21  Nilai Murni  I-Think  Kelestarian alam sekitar

Theme: LIFE SCIENCE Unit: 5 Preservation and Conservation

9 4/3 – 8/3

17

5.1 Extinction of Animals and Plants

Students are able to: 5.1.1. Explain through examples of extinct animals. 5.1.2. Explain through examples, the animals and plants which are threatened with extinction. 5.1.3. Explain through examples, the

TOPIC : Extinction of Animals and 1

State examples of extinct animals.

2

Specifies examples of endangered animals and plants.

3

Describe the threatening factors

which cause extinction of animals and plants 4 Explain through examples the threatening factors which cause extinction of animals and plants 5

Generate ideas of ways to preserve and conserve animals and plants.

1. 2. 3. 4.

 

Plants

Conduct a Q&A session to understand the purpose of maintenance and conservation (Text Book p. 77). Explain through examples of extinct animals (Text Books p. 78-79) from various sources of information. Explain through examples of animals and plants which are threaten with extinction (Text Books p. 80-81). Explain through examples, the threatening factors which cause extinction of animals and plants such as: Human activities, such as logging, hunting, opening up of land; Natural disasters, such as floods,

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threatening factors which cause extinction of animals and plants such as:  Human activities, such as logging, hunting, opening up of land;  Natural disasters, such as floods, earthquakes, hurricanes;  Pollution, such as water, air, soil pollution. 5.1.4. Explain the observation through sketching, TMK, writing or orally.

5.2 The importance of maintaining natural balance

18

5.2.1

State the meaning of conservation and preservation of

6

Discuss the role of humans in the preservation and conservation of animals and plants.

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earthquakes, hurricanes; Pollution, such as water, air, soil pollution. I-Think Map: • Brace Maps (Causes and effects of endangered animals and plants) Text books p. 82 -83 

HOTS questions:  Why most endangered animals are big in size? KPS KMS EMK  Memerhati  1.2.3  PA 21  Membuat  1.2.4  I-THINK inferens  TMK  Berkomuni  Nilai murni kasi

Activity suggestion: 1. Describe the methods of preservation and conservation of animals and plants (Text Book, pp. 85-88) by linking the human role in the conservation and conservation efforts. 2. Complete a note in the form of an appropriate and correct map of thought based on the Jom Remember (Textbook p. 89) information. 3. Complete all exercises (Text Book pp 90-91) as an assessment and consolidation activity. I-THINK Map

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5.2.2

animals and plants. Describe the ways to conserve and preserve animals and plants



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Circle Map (Endangered Animals / Endangered Plants)

10

Revision Week

11/3 – 15/3

Mid-Semester 1 Assessment

11 18/3 – 22/3

Mid-semester Holiday

25/3 – 29/3

Theme: LIFE SCIENCE Unit: 6 FORCE 6.1 Force and its Effects 12 1/4 - 5/4

19

Students are able to: 6.1.1. State that force is a pull or a push on an object, by carrying out

1

State the meaning of force.

2

Describe the effects of force.

3

Explain through examples the meaning of friction.

Activity suggestions: TITLE : WHAT IS FORCE ? 1. State that force is a pull or a push on an object, by carrying out activities. (Textbook pp 93-95) such as :

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

6.1.2

 

   6.1.3

20

activities. Explaining by carrying out activities and through examples, the effect of a force, i.e. A force changes the shape of an object; A force changes the direction of a moving object; A force changes the speed of an object; A force moves a stationary object; A force stops a moving object. Explain the observation through sketching, TMK, writing or orally.

4

Make a conclusion on the factor that affects friction.

5

Generate ideas on the effects of friction and ways to increase and reduce frictional force. Solving problems in daily life by increasing or reducing friction.

6

2.

3.

4.

5.

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a. Pull: Pulling a desk, closing of a door. b. Push : Blowing a balloon, kicking of ball. Explaining by carrying out activities and through examples, the effect of a force, i.e.  A force changes the shape of an object;  A force changes the direction of a moving object;  A force changes the speed of an object;  A force moves a stationary object;  A force stops a moving object. Complete the investigation report activity that has been correctly conducted. Make a conclusion on the effect of force towards the object based on the activity that is being carried out. Complete the exercises as an assessment and consolidation activity.

KPS  Memerhati  Membuat hipotesis  Mengekspe rimen  Berkomuni kasi

KMS  1.2.1  1.2.2  1.2.3

EMK  I-THINK  Bekerjasama  Keluwesan  Nilai murni

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

6.2 Frictional Force

21

Students are able to: 6.2.1 State the meaning of frictional force. 6.2.2 Carry out experiments to determine the factors which affect friction, i.e.  The mass of an object;  The type of surface 6.2.3 Describe the effects of frcitional force. 6.2.4 Solving problems in daily life by increasing or reducing friction. 6.2.5 Explain the observation through sketching, TMK, writing or orally.

1

State the meaning of force.

2

Describe the effects of force.

3

Explain through examples the meaning of friction.

4

Make a conclusion on the factor that affects friction.

5

Generate ideas on the effects of friction and ways to increase and reduce frictional force. Solving problems in daily life by increasing or reducing friction.

6

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1.

Explain through examples the meaning of frictional force (Textbook p 100). 2. Conduct an experiment to determine the factors that influence friction (Textbook p. 102-103) ie: • the mass of the object; • type of surface 3. Make a conclusion about factors affecting the frictional force based on activities that have been carried out. 4. Describe the effects of frictional force (Textbook pp 104-106) such as: -Benefit:  enable objects to be held  allows braking  do not slip when running - Disadvantages:  produce undesirable heat / noise  complicate/restrict movement  wear tyres and footwear 5. Generate ideas of effects of frictional force in various daily problems encountered as well as how to increase and reduce friction (Textbook p. 107-110). 6. Complete exercises (Textbook pp. 112-113) as a proper assessment and consolidation activity. HOTS questions: • If frictional force does not exist, what would happen to the objects on the Earth? • How is sound generated when a violin is swiped? • Why does a train take a long time to stop on the runway? • Why is glass that contains cold water can move by itself when placed on a glass

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

table? • How does a safety helmet help cyclists move faster?

Theme: LIFE SCIENCE Unit: 7 SPEED 13 7.1 Speed 8/4 -12/4

22

Students are able to: 7.1.1 Explain the meaning of speed by carrying out activities such as racing. 7.1.2 State that the units of speed are kilometre per hour (km/h), metre per second (m/s), centimetre per second (cm/s). 7.1.3 Carry out investigations to relate speed with distance and time. 7.1.4 Solve problems related to speed by using the formula: Speed = Distance/Time 7.1.5 Analyse data about the relationship of space with time for the movement of an object.

1

State the unit of speed.

2

Explain the meaning of speed through the activities carried out.

3

Conclude the relationship among speed, distance and time.

4

Solve problems to determine speed, distance or time by using the formula.

Interprete data about space and time interactions by analyzing the movement graph of an object. 6 Understand the importance of knowledge about speed, distance and time. 5

Activity suggestions: TITLE : SPEED

1. Understand and explain the meaning of speed by carrying out activities such as racing (Textbook pp. 115-118). 2. Specify units for speed of kilometres per hour (km/h), metre per second (m/s) and centimetre per second (cm/s) based on activities carried out (Textbook pg 119-120). 3. Creating a simple speedometer (Textbook pg. 120-121) to measure speed in the activity and to understand the value of two different speed units as reinforcement activity. 4. Conduct investigations to link speed, distance and time (Textbook ms 122-125). 5. Solve problems to determine the speed, distance or time using the formula (Textbook ms 126-127). HOTS questions:  Why is the km/h speed unit not suitable for measuring the speed

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

7.1.6 Explain the observation through sketching, TMK, writing or orally.

SAINS TAHUN 6

of a pupil? Does a stationary object experience speed? Why?



KPS  

  

Theme: LIFE SCIENCE Unit: 8 PRESERVATION OF FOOD

23

Memerhati Mengguna kan hubu ngan ruang dan masa Membuat hipotesis Mengeksperim en Berkomunikasi

KMS EMK  1.2.1  Nilai murni  1.2.2  1.2.3  1.2.5

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

8.1 Food spoilage

14 15/4 – 19/4

19/4 Good Friday (Public Holiday)

15 22/4 – 26/4

22/4 Easter Monday (Occasional Holiday)

24

Students are able to: 8.1.1 Explain, by observing the real food or through various media, the characteristics of spoil food by using examples. 8.1.2 State that food spoilage is caused by the action of microorganism. 8.1.3 Generalise that the purpose of food preservation is to present or slow down life processes of microorganisms. 8.1.4 Explain the following methods of food preservation by using examples, and relate each method to the factor which affects the growth of microorganisms:  Drying  Boiling  Cooling  Vacuumpacking

1 2 3 4 5 6

Classify the characteristics of spoilt food. Explain with examples of the methods of food preservation and associate with growth factor of microorganism. Explain that food preservation aimed to prevent or delay the life processes of microorganisms. Simplify the importance of food preservation technology to meet the needs of food supplies. Adapting the suitability of the methods of preservation in maintaining the texture, appearance or taste. Communicate creatively and innovatively about the role of food preservation technology towards the country's economic development.

SAINS TAHUN 6

Activity suggestions: TITLE : FOOD SPOILAGE 1. Discuss about the earliest method of food preservation (Textbook p. 133). 2. Explain with examples on the characteristics of food that is spoilt by observation of the actual food or various media (Textbook pp 134-135). 3. State that food spoilage is caused by the act of microorganism (Textbook p. 136). 4. Announce food preservation aimed at preventing or delaying the life process of microorganisms (Textbook p. 137). 1. Explain with examples on the methods of food preservation and associate it with factors that affect the growth of microorganisms such as: • drying; • boiling, • cooling 2. Carry out a food preservation project with various methods. 3. Adopting the suitability of method of food preservation for one type of food in maintaining texture, appearance or taste (Textbook p. 138-142). 4. Creating Pineapple Projects Project (Textbook p. 142) 5. Describe the importance of food preservation technology to meet food supply requirements (Textbook pp 143144) 6. Complete exercises (Textbook pp 146147) as an assessment and consolidation activity. I-THINK MAP  Circle map (Methods of Food Preservation)

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

  

Pickling Freezing Canning and bottling  Pasteurisation  Salting  Smoking  Waxing 8.1.5 Carry out a project of preserving on variety of foods with various methods. 8.1.6 Describe the importance of food preservation technology to satisfy the needs of food supply. 8.1.7 Explain the observation through sketching, TMK, writing or orally.

25

SAINS TAHUN 6

HOTS Questions:  Can duck eggs used in salting preservation be replaced with chicken eggs? Why?

KPS  Memerhati  Mengelas  Meramal  Mengekspe rimen  Berkomuni kasi

KMS  1.2.1  1.2.2  1.2.3  1.2.4  1.2.5

EMK  Kelestarian hidup  Keusahawanan  Nilai Murni

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

26

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

27

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

28

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

THEME: MATERIAL SIENCE TITLE: 9 WASTE 16 29/4 – 4/5

1/5 Labour Day (Public Holiday)

29

9.1 Waste products

Students are able to: 9.1.1 Identify, through observation on the environment and various media, wastes based on the types of substances such as:  Glass  Paper  Plastic  Metal  Toxic waste  Food waste  Excretory substances and faeces 9.1.2 State the meaning of biodegradable and non-biodegradable wastes. 9.1.3 Classify waste into biodegradable waste and nonbiodegradable waste.

1

State an example of waste.

2

Classify waste into biodegradable materials and non-biodegradable.

Explain through an example the management of waste in a proper manner. 4 Preventing use of biodegradable wastewater prudently Menaakul penggunaan bahan buangan terbiodegradasi secara berhemah 5 Generate ideas on the impact of disposal of waste in an unplanned manner. 6 Communicate creatively and innovatively about human roles in managing wastes for sustainable living. 3

Activity suggestions: TITLE : RECOGNISING WASTE 1. Identify, through observation on the environment and various media, (TEXTbook pp 150-151) wastes based on the types of substances such as:  Glass  Paper  Plastic  Metal  Toxic waste  Food waste  Excretory substances and faeces 2. State the meaning of biodegradable and non-biodegradable wastes. (Textbook p 152). 3. Classify waste into biodegradable waste and non-biodegradable waste “Separate waste” (Buku teks ms153). 4. Prevent the use of non-biodegradable materials prudently. 5. Describe wastewater management in a sustainable manner for sustainable living (Textbook: 154-155). 6. Generate an idea of the impact of waste disposal in an unplanned manner.

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

9.1.4 Reasoning the use of nonbiodegradable materials appropriately. 9.1.5 Describe the management of waste for sustainable life. 9.1.6 Explain the observation through sketching, TMK, writing or orally.

SAINS TAHUN 6

7. Communicate creatively and

innovatively about human roles in managing wastes for sustainable living (Textbook pp. 156-158). 8. Complete exercises (Textbook pp. 160-161) as an assessment and consolidation activity. 9. Carry out the "Penyapu Guna Semula" project (Textbook p. 162) as an enrichment activity. Peta I-THINK • Tree Map (Classification of waste) • Flow Map (Process and preparation of composting page 157) • Flow Map (How to manage waste materials appropriately Textbook pg 158) HOTS questions:  Predict what will happen if all ingredients are nonbiodegradable? KPS  Memerhati  Mengelas  Meramal  Berkomuni kasi

30

KMS  1.2.1  1.2.2  1.2.3  1.2.4  1.2.5

EMK  PA 21  I-THINK  TMK  Nilai Murni

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

THEME: The Earth and the Universe TITLE: 10 ECLIPSES 17 10.1 Phenomenon of eclipses of the Moon and 6/5 – 10/5 Sun

18 13/5 – 15/5

31

Students are able to: 10.1.1 Describe the phenomenon of eclipse of the Moon with the help of a sketch based on: • The positions of the Moon, Earth and Sun; • The properties of light. 10.1.2 Describe the phenomenon of Eclipse of the Sun with the help of sketches based on: • the position of the Moon, the Earth and the Sun; • properties of light. 10.1.3 Explain the observation through sketches, ICT, writing or orally.

1 State the position of the Moon, the Earth and the Sun during the phenomenon of the eclipse of the Moon. 2 State the position of the Moon, the Earth and the Sun during the solar eclipse phenomena. 3 Draw a diagram to show the Moon Eclipse phenomenon occurs when the position of Earth, Moon and Sun and the nature of the light travels in a straight line. 4 Draw a diagram to show the Sun's Eclipse phenomenon occurring due to the position of the Earth, Moon and Sun as well as the properties of light. 5 Communicate on the effects of eclipse phenomena towards the living things on the Earth. 6 Interprete the diagrams of the stages of eclipse in the correct order.

SAINS TAHUN 6

Activity suggestions: TITLE : ECLIPSE OF THE MOON AND THE SUN 1. Understand the phenomenon of eclipses through discussion (Textbook p. 163). 2. Explain the phenomenon of the eclipses with the aid of sketches based on: • the position of the Moon, the Earth and the Sun. • Properties of light. 3. State the position of the Moon, the Earth and the Sun during the moon eclipse phenomena. (Textbook pp 164165). 4. Describe the phenomenon of Eclipse of the Sun with the help of sketches based on: • the position of the Moon, the Earth and the Sun; • properties of light. 5. Conduct a Moon eclipse simulation (Textbook p. 167). 6. State the position of the Moon, the Earth and the Sun during the Sun eclipse phenomena. (Textbook pp. 168169). 7. Draw a diagram to show the Moon Eclipse phenomenon occurs when the position of Earth, Moon and Sun and the properties of light travels in a straight line. 8. Plot the diagram to show the Sun's Eclipse phenomenon occurring due to the position of Earth, Moon and Sun and the properties of light travels in a straight line.

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

9. Communicate about the effects of eclipse phenomena on living things on Earth. 10. Evaluate the eclipse level diagram in the correct order (Textbook p. 170). 11. Build a Sun Eclipse Camera (Textbook p. 171) 12. Complete training (Textbook pp. 174-175) as an assessment and consolidation activity. I-THINK MAP • Flow Map (Moon Eclipse and Sun Eclipse) Soalan KBAT: • Why does the lunar eclipse occurs during the full moon phase? • Does another planet also experience eclipse phenomena? Why? • Why does the lunar eclipse period longer than solar eclipse?

18 & 19

Semester 1 Assessment

16/5 – 24/5 20/5 Wesak Day (Subsequent Public Holiday) 27/5 – 7/6

32

Mid-year Holiday

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

THEME: The Earth and the Universe TITLE: 11 CONSTELLATIONS Semester 2 11.1 Constellation 1 17/6 – 21/6

33

Students are able to: 11.1.1 State that a constellation is a group of stars which form a certain pattern. 11.1.2 Identify the patterns of constellations such as the Orion, Big Dipper, Sothern Cross and Scorpio. 11.1.3 Explain the use of constellations, i.e.  to show direction;  to determine the seasons.

1

State the meaning of the constellations.

2

dentify the constellations.

3

Sketch the patterns of constellations.

4

Explain with examples the use of constellation.

5

Generate the idea of another constellation by searching information from various media.

6

Design projects to show various forms of constellations.

SAINS TAHUN 6

Activity suggestions: TITLE : CONSTELLATIONS 1. State that a constellation is a group of stars which form a certain pattern. (Textbook, pp 178-179). 2. Create your own constellation (Textbook, p.180) 3. Identify the patterns of constellations such as the Orion, Big Dipper, Sothern Cross and Scorpio. 4. (Textbook, pp. 181-182). Examples : Scorpio

Orion

5. Skecth the patterns of constellations as an assessment and consolidation activity. 6. Create a constellation projector (Textbook, p.183) Explain the use of constellations:  to show direction;  to determine the seasons. 7. Generate the idea of another constellation by searching information from various media. 8. Build models of constellations by using recycle materials. 9. Complete the exercises (Textbook, pp. 186-187).

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

SAINS TAHUN 6

I-THINK Map Circle map (Types of Constellations) HOTS Questions:  Why do stars always change their position like the Sun and the Moon?  Stars do not blink if we see them from outer space. But the stars will blink if we look at them from Earth. Why?  Why do the constellations seen at 9 pm differ from the constellations seen at 3 am?

KPS    

THEME: Investigating Technology TITLE: 12 Machine 2 12.1 Simple Machines 24/6 – 28/6

34

Students are able to: 12.1.1 Explain through examples, the types and uses of simple machines, i.e.  Inclined plane;  Lever;  Wedge;  Gear;  Screw;  Pulley;

1

State the types of simple machines.

2

Describe the types and uses of simple machines.

3

State that a complex machine consists of a combination of more than one simple machine. Simplify complex machines into simple machines by using examples.

4

Memerhati Mengelas Meramal Berkomunikasi

KMS  1.2.1  1.2.2  1.2.3

EMK  TMK  Keushawanan

Activity suggestions: TITLE : SIMPLE MACHINES 1. Explain through examples, the types and uses of simple machines, i.e. ( Textbook, 191 and 192)  Inclined plane;  Lever;  Wedge;  Gear;  Skrew;  Pulley;  Wheel and axle 2. Describe the types and uses of simple

RANCANGAN PENGAJARAN TAHUNAN (KSSR)



Wheel and axle

12.1.2 Explain the observation through sketches, ICT, writing or orally.

5

Communicate to show the importances of sustainable machine creation.

6

Design a complex machine model and describe the concept of science that has been applied and the sustainability of the invention model.

3. 4.

SAINS TAHUN 6

machines. (Textbook, pp. 190-191).  Inclined plane: easy to load different height.  lever: power, load, fulcrum  Wedge: Separate / split objects  Gear: move objects at different speeds  Screws: tighten objects  Pulley: move objects with less force  Wheels and axles: move gear / rotate several wheels at the same time. Describe how a simple machine works by providing a suitable example (Textbook p. 192-195). Conduct a testing activity (Textbook p. 196) as an assessment and consolidation activity.

HOTS Questions:  Our arm is a simple machine. How does our arm function as a simple machine?  How does the teeth act as a wedge? I-THINK Map: Circle Map (Shortcut Type) KPS  Memerhati  Mengelas  Mendefinis i secara operasi  Berkomuni kasi

35

KMS EMK  1.2.1  I-THINK  1.2.2  TMK  1.2.3  Keushawanan

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

12.2 Complex Machines

12.2.1 Identify the simple machines in complex machines. 12.2.2 Generalising that a complex machine consist pf more than one simple machine. 12.2.3 Generate ideas on the importance of interventing sustainable machines in the following aspects;  The use of materials;  Life expectancy;  Maintainance;  Cost;  Environmentfriendly;  Safety.

SAINS TAHUN 6

Activity suggestions: TITLE : COMPLEX MACHINES 1. Identify the simple machines in complex machines. 2. State that a complex machine consists of more than one somple machine. 3. Mencerakinkan mesin kompleks kepada mesin ringkas dengan menggunakan contoh. 4. Menjana Generate ideas on the importance of interventing sustainable machines in the following aspects;  The use of materials;  Life expectancy;  Maintainance;  Cost;  Environment-friendly;  Safety. 5. Design complex machine models by combining several concepts of science that have been learned such as:  electricity  magnet  speed  light properties 6. Creating a bot model (Textbook p. 203) 7. Describe the model built in relation to the applied science concept and the sustainability of the creation model. 8. Complete the Mind Challenge Training (Textbook pp. 206-207) as an assessment and consolidation activity. Soalan KBAT:

36

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

 

SAINS TAHUN 6

Why are skrews categorized as complex machines? How does the wheel on the gate act as a tackle?

KPS  Memerhati  Mengelas  Membuat inferens  Berkomuni kasi

3 1/7 – 5/7

4 8/7 – 12/7 5 15/7 – 19/7

37

UPSR Mock Exam 1

KMS  1.2.1  1.2.2  1.2.3

EMK  PA 21  Keluwesan  Bekerjasama  TMK

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

6 22/7 – 26/7

22/7 Sarawak Day (Subseque nt Public Holiday)

7 29/7- 2/8

8 5/8 – 8/8

38

UPSR Mock Exam 2

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

9 19/8 – 23/8

10

REVISION

26/8 – 30/8 11 2/9 – 6/9

2/9 Awal Muharram (Public Holiday)

12 9/9 – 13/9

39

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

9/9 Yang di-Pertuan Agong’s Birthday (Public Holiday) 13 16/9 – 20/9

16/9 Malaysia Day (Public Holiday)

14 23/9 – 27/9

40

UPSR

SAINS TAHUN 6

RANCANGAN PENGAJARAN TAHUNAN (KSSR)

15 30/9 – 4/10

Programme after Examination

onwards 20//11 onwards

41

End-of-Year Holiday

SAINS TAHUN 6