Sibelius sciences standard 6

8/10/2019 Sibelius sciences standard 6

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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum For Secondary Schools

Curriculum Specifications

SCIENCEYear 6

Curriculum Development Centre

Ministry of Education Malaysia2006


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Copyright 2007 Curriculum Development CentreMinistry of Education MalaysiaKompleks Kerajaan Parcel E62604 Putrajaya

First published 2007

Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by anyelectronic, mechanical, or other means, now known or hereafter invented, including photocopying, and recording isforbidden without the written permission from the Director of the Curriculum Development Centre, Ministry ofEducation Malaysia.


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TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 1

Scientific Skills 2

Thinking Skills 3

Scientific Attitudes and Noble Values 7

Teaching and Learning Strategies 7

Content Organisation 9

Investigating Living ThingsLearning Area: 1. Interaction among living things 11

Investigating Force and EnergyLearning Area: 1. Force 17

2. Movement 21


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Investigating MaterialsLearning Area: 1. Food Preservation 22

2. Waste Management 25

Investigating The Earth and the UniverseLearning Area: 1. Eclipses 28

Investigating TechnologyLearning Area: 1. Machine 30

Acknowledgements 33

Panel of Writers 34


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THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a

democratic way of life; to creating a just society in which the wealth of the nation shall be equitably

shared; to ensuring a liberal approach to her rich and diverse cultural traditions; to building a

progressive society which shall be oriented towards modern science and technology;

We, the people of Malaysia, pledge our united efforts to attain these ends guided by these principles:

BELIFE IN GOD

LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY


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NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a

holistic and integrated manner, so as to produce individuals who are intellectually, spiritually,

emotionally and physically balanced and harmonious based on a firm belief in and devotion to God.Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent,

who possess high moral standards and who are responsible and capable of achieving a high level of

personal well-being as well as being able to contribute to the betterment of the family, society and the

nation at large.


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PREFACE

The aspiration of the nation to become an industrialised

society depends on science and technology. It isenvisaged that success in providing quality scienceeducation to Malaysians from an early age will serve tospearhead the nation into becoming a knowledge societyand a competitive player in the global arena. Towards thisend, the Malaysian education system is giving greateremphasis to science and mathematics education.

The Science curriculum has been designed not only toprovide opportunities for pupils to acquire science

knowledge and skills, develop thinking skills and thinkingstrategies, and to apply this knowledge and skills ineveryday life, but also to inculcate in them noble valuesand the spirit of patriotism. It is hoped that the educationalprocess en route to achieving these aims would producewell-balanced citizens capable of contributing to theharmony and prosperity of the nation and its people.

The Science curriculum aims at producing active learners.To this end, pupils are given ample opportunities toengage in scientific investigations through hands-on

activities and experimentations. The inquiry approach,incorporating thinking skills, thinking strategies andthoughtful learning, should be emphasised throughout theteaching-learning process. The content and contextssuggested are chosen based on their relevance andappeal to pupils so that their interest in the subject isenhanced.

In a recent development, the Government has made a

decision to introduce English as the medium of instructionin the teaching and learning of science and mathematics.This measure will enable pupils to keep abreast ofdevelopments in science and technology in contemporarysociety by enhancing their capability and know-how to tapthe diverse sources of information on science written in theEnglish language. At the same time, this move would alsoprovide opportunities for pupils to use the Englishlanguage and hence, increase their proficiency in thelanguage. Thus, in implementing the science curriculum,attention is given to developing pupils ability to use

English for study and communication, especially in theearly years of learning.

The development of this curriculum and the preparation ofthe corresponding Curriculum Specifications have been thework of many individuals over a period of time. To all thosewho have contributed in one way or another to this effort,may I, on behalf of the Ministry of Education, express mysincere gratitude and thanks for the time and labourexpended.

(MAHZAN BIN BAKAR AMP)DirectorCurriculum Development CentreMinistry of Education Malaysia


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INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potential ofindividuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producingsuch individuals.

The Level Two Primary School Science curriculum isdesigned to stimulate pupils curiosity and develop their interest aswell to enable pupils to learn more about themselves and the

world around them through pupil-centered activities.

The curriculum is articulated in two documents: thesyllabus and the curriculum specifications. The syllabus presentsthe aims, objectives and the outline of the curriculum content for aperiod of 3 years for Level Two Primary School Science. Thecurriculum specifications provides the details of the curriculum,which includes the aims and objectives of the curriculum, briefdescriptions on thinking skills and thinking strategies, scientificskills, scientific attitudes and noble values, teaching and learningstrategies, and curriculum content. The curriculum content coversthe learning objectives, suggested learning activities, learning

outcomes, notes and vocabulary.

AIMS

The aim of the primary school science curriculum is to developpupils interest and creativity through everyday experiences andinvestigations that promote the acquisition of scientific andthinking skills as well as the inculcation of scientific attitudes andvalues.

OBJECTIVES

The Level Two Primary School Science Curriculum aims to:1. Stimulate pupils curiosity and develop their interest about

the world around them.2. Provide pupils with opportunities to develop science

process skills and thinking skills.3. Develop pupils creativity.4. Provide pupils with basic science knowledge and concepts.5. To provide learning opportunities for pupils to apply

knowledge and skills in a creative, critical and analyticalmanner for problem solving and decision-making.

6. Inculcate scientific attitudes and positive values.7. Foster the appreciation on the contributions of science and

technology towards national development and well-beingof mankind.

8. Be aware of the need to love and care for the environment.


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SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry and

problem solving processes, scientific and thinking skills areutilised. Scientific skills are important in any scientific investigationsuch as conducting experiments and carrying out projects.

Scientific skills encompass science process skills andmanipulative skills.

Science Process Skills

Science process skills enable pupils to formulate their questionsand find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing,touch, smell, taste and sight tofind out about objects or events.

Classifying Using observations to groupobjects or events according tosimilarities or differences.

Measuring andUsing Numbers

Making quantitativeobservations by comparing to aconventional or non-conventional standard.

MakingInferences

Using past experiences orpreviously collected data to drawconclusions and explain events.

PredictingMaking a forecast about whatwill happen in the future basedon prior knowledge gained

through experiences or collecteddata.

Communicating Using words or graphic symbolssuch as tables, graphs, figuresor models to describe an action,object or event.

Using space-timerelationship

Describing changes inparameter with time. Examplesof parameters are location,direction, shape, size, volume,

weight and mass.

Interpreting data Giving rational explanationsabout an object, event or patternderived from collected data.

Definingoperationally

Defining concepts by describingwhat must be done and whatshould be observed.

Controllingvariables

Naming the fixed variables,manipulated variable and

responding variable in aninvestigation. The manipulatedvariable is changed to observeits relationship with theresponding variable. At thesame time, the fixed variablesare kept constant.


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MakingHypotheses Making a general statementabout the relationship between amanipulated variable and aresponding variable to explainan observation or event. Thestatement can be tested todetermine its validity.

Experimenting(design a fair test)

Planning and conductingactivities to test a hypothesis.These activities includecollecting, analysing and

interpreting data and makingconclusions.

Manipulative Skills

Manipulative skills in scientific investigation are psychomotor skillsthat enable pupils to:

Use and handle science apparatus and substances.

Handle specimens correctly and carefully.

Draw specimens and apparatus. Clean science apparatus. Store science apparatus.

THINKING SKILLS

Thinking is a mental process that requires an individual tointegrate knowledge, skills and attitude in an effort to understandthe environment.

One of the objectives of the national education system is toenhance the thinking ability of pupils. This objective can beachieved through a curriculum that emphasises thoughtfullearning. Teaching and learning that emphasises thinking skills isa foundation for thoughtful learning.

Thoughtful learning is achieved if pupils are actively

involved in the teaching and learning process. Activities should beorganised to provide opportunities for pupils to apply thinking skillsin conceptualisation, problem solving and decision-making.

Thinking skills can be categorised into critical and creativethinking skills. A person who thinks critically always evaluates anidea in a systematic manner before accepting it. A person whothinks creatively has a high level of imagination, is able togenerate original and innovative ideas, and modify ideas andproducts.

Thinking strategies are higher order thinking processesthat involve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinking strategiesis the ultimate aim of introducing thinking activities in the teachingand learning process.


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Critical Thinking Skills

A brief description of each critical thinking skill is as follows:

Attributing Identifying characteristics,features, qualities andelements of a concept or anobject.

Comparing andContrasting

Finding similarities anddifferences based on criteriasuch as characteristics,features, qualities andelements of a concept orevent.

Grouping andClassifying

Separating objects orphenomena into categoriesbased on certain criteria suchas common characteristics orfeatures.

Sequencing Arranging objects andinformation in order based onthe quality or quantity ofcommon characteristics orfeatures such as size, time,

shape or number.

Prioritising Arranging objects andinformation in order based ontheir importance or priority.

Analysing Examining information in detailby breaking it down intosmaller parts to find implicitmeanings and relationships.

Detecting Bias Identifying views or opinionsthat have the tendency tosupport or oppose somethingin an unfair or misleading way.

Evaluating Making judgements on the

quality or value of somethingbased on valid reasons orevidence.

MakingConclusions

Making a statement about theoutcome of an investigationthat is based on a hypothesis.


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Creative Thinking Skills

A brief description of each creative thinking skill is as follows:

Generating Ideas Producing or giving ideas in adiscussion.

Relating Making connections in acertain situation to determine astructure or pattern ofrelationship.

MakingInferences

Using past experiences orpreviously collected data todraw conclusions and explain

events.

Predicting Making a forecast about whatwill happen in the future basedon prior knowledge gainedthrough experiences orcollected data.

MakingGeneralisations

Making a general conclusionabout a group based onobservations on, orinformation from, samples of

the group.

Visualising Recalling or forming mentalimages about a particular idea,concept, situation or vision.

Synthesising Combining separate elementsor parts to form a generalpicture in various forms suchas writing, drawing or artefact.

MakingHypotheses

Making general statementsabout the relationship betweenmanipulated variable andresponding variable to explainan observation or event. Thestatements can be tested to

determine their validity.

Making Analogies Understanding an abstract orcomplex concepts by relating itto simpler or concreteconcepts with similarcharacteristics.

Inventing Producing something new oradapting something already inexistence to overcomeproblems in a systematicmanner.


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so thatpupils can visualisethe said objects or situations and thusunderstand the concepts and principles to be learned.

Project

A project is a learningactivity that is generally undertakenby anindividual or a group of pupils to achieve a particular learningobjective. A project generally requires several lessons tocomplete. The outcome of the project either in the form of a report,an artefact or in other forms needs to be presented to the teacherand other pupils. Project work promotes the development ofproblem-solving skills, time management skills, and independentlearning.

Visits and Use of External Resources

The learning of science is not limited to activities carried out in theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangrove swamps, and factories.Visits to these places make the learning of science moreinteresting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Pupils may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit iscomplete without a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.

Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and presentationof data.

CONTENT ORGANISATION

The science curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of anumber of learning objectives. A learning objective has one ormore learning outcomes.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for aparticular learning objective are organised in order of complexity.However, in the process of teaching and learning, learningactivities should be planned in a holistic and integrated mannerthat enables the achievement of multiple learning outcomesaccording to needs and context. Teachers should avoid employinga teaching strategy that tries to achieve each learning outcomeseparately according to the order stated in the curriculumspecifications.

The Suggested Learning Activities provide information on

the scope and dimension of learning outcomes. The learningactivities stated under the column Suggested Learning Activitiesare given with the intention of providing some guidance as to howlearning outcomes can be achieved. A suggested activity maycover one or more learning outcomes. At the same time, morethan one activity may be suggested for a particular learningoutcome. Teachers may modify the suggested activity to suit theability and style of learning of their pupils. Teachers are


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Investigating Living Things Year 6-Science

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LearningObjectives

Suggested LearningActivities

Learning Outcomes Notes Vocabulary

1. Interaction among living things

1.1 Understandingthat someanimals live ingroups andothers live insolitary

Pupils view a video onanimals that live in groupsand in solitary.

Pupils gather informationand give examples ofanimals that live in groupand in solitary.

Pupils discuss why animalslive in groups, e.g.

a) for safety,b) for food.

Pupils observe how ants livetogether in a vivarium.

Pupils discuss why animalslive in solitary, e.g.a) to avoid competition for

food,b) to avoid competition for

space.

Pupils

state that some animalslive in groups.

state that some animalslive in solitary.

give examples of animalsthat live in groups.

give examples of animalsthat live in solitary.

explain why animals livein groups.

explain why animals livein solitary.

state that cooperation is aform of interaction amonganimals.

Teacher can prepare avivarium of an antcolony two weeksbefore the lesson.

solitary menyendirisafety-keselamatancooperation-bekerjasamacompetition-persaingan


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LearningObjectives



1.2 Understandingthat competitionis a form ofinteractionamong livingthings

Pupils view video oninteraction among livingthings in various habitats.

Pupils discuss and giveexamples of interactionamong living things.

Pupils discuss thatcompetition is a form ofinteraction.

Pupils view video orcomputer simulation ofcompetition amonganimals.

Pupils discuss and list thefactors that animalscompete for:a) food,b) water,c) mate,d) shelter,e) territory/space.

Pupils carry out activities toobserve animals competingfor food, e.g. fish or bird.

Pupils discuss that animalscompete because of:

Pupils

state that living thingsinteract with one anotherin the environment

state that competition is aform of interaction.

list the factors thatanimals compete for.

give reasons why animalscompete.

The video shouldinclude various typesof interaction such ascompetition andcoorperation.

interaction-interaksicompetition-persainganlimited resources-sumber terhadterritory-wilayahbreeding-pembiakanmate-pasangandefend-mempertahankanspace-ruangshelter-tempatperlindungan


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LearningObjectives



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 orpictures of plants in theforest. Based on the videoor pictures pupils discusswhy plants in the forest havedifferent heights.

Pupils carry out activities toobserve competition amongplants.

Pupils discuss that plantscompete for:a) sunlight,b) water,c) space,d) nutrient.

Pupils discuss andconclude that plantscompete because of:a) limited sunlight that can

list factors that plantscompete for.

give reasons why plantscompete with each other.

These activities can beprepared earlierbecause they maytake some time toshow results.Suggestion:a) green beans,b) maize.


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LearningObjectives



reach them,b) limited water resources,c) limited space,d) limited nutrient.

1.3 Understandingthe responsibilityof human beingsin protectingendangeredspecies

Pupils view a video orpictures of animals that areextinct, e.g. dinosaurs.

Pupils view a video orpictures of endangeredanimals and plants, e.g.tiger, turtle, orang utan,panda, rhinoceros andrafflesia and pitcher plant.

Pupils discuss and concludethat certain animals andplants are facing the threatof extinction because ofhuman activities such asillegal or excessive:a) logging,b) hunting,c) development.

Discuss ways to preventanimals and plants fromextinction, e.g.a) campaign against

Pupils

give examples ofextinct animal.

give examples ofendangered animal.

give examples ofendangered plant.

explain why certainanimals or plants arefacing the threat ofextinction.

suggest ways toprevent animals andplants from extinction.

rafflesia- bungapakmahornbill-burungenggangconservation-pemuliharaanprotection-pelindunganendangered-terancamextinct-pupusexcessive-berleluasathreat- ancamanlogging-pembalakanconsume-menggunakanenforcement-penguatkuasaan


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LearningObjectives



excessive logging,b) educating the public

about the importance ofprotecting and conservinganimals and plants,

c) avoid consuming orbuying products madefrom endangeredspecies,

d) enforcing the law.

1.4 Knowing theimpact of humanactivities onenvironment

Pupils view video or seepictures of environmentaldestructions caused byhuman activities, e.g.a) erosion,b) landslide,c) flash-flood,d) water pollution,e) air pollution.

Pupils view a video anddiscuss human activitiesthat cause destruction to theenvironment, e.g.a) illegal and excessive

logging,b) illegal and excessive

hunting,c) improper management of

development.

Pupils

give examples ofenvironmental destructioncaused by human.

explain how humanactivities causeenvironmental

destruction.

balance of nature-keseimbanganalamillegal logging-pembalakan haramillegal hunting-pemburuan haramlandslide-tanahruntuhflash-flood-banjirkilatpollution-pencemaranerosion-hakisandisaster-bencanadestruction-kemusnahan


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Investigating Force and Energy Year 6- Science

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LearningObjectives



1. Force

1.1 Understandingthat push and pullare forces

Pupils push and pull eachothers palms to feel theeffect of forces.

Pupils discuss andconclude that push and pullare forces.

Based on the above activitypupils discuss andconclude that a force

cannot be seen but itseffects can be observed.

Pupils

state that push andpull are forces.

state that force cannotbe seen but its effects

can be observed.

pull-tarikanpush-tolakanforce-dayapalm-tapak tangan

1.2 Understandingthe effects of aforce

Pupils carry out activitiesand discuss the effects ofpushinga) a stationary ball,b) a moving ball.

Pupils press, twist orsqueeze objects such asplasticine, sponge andspring.

Pupils observe and discussthe effects of forces.

Pupils

state that a force canmove a stationaryobject.

state that a force can

change the motion ofan object.

state that a force canchange the shape ofan object.

speed kelajuanstationarypegunmoving bergerak

twist-pulaspress- tekan


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LearningObjectives



Pupils discuss andconclude 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.

1.3 Analysingfriction

Pupils observe an objectsuch as a book or a coinsliding on a surface.

Pupils discuss that frictionslows down a moving objectand conclude that friction isa force.

Pupils carry out activitiesthat involve friction, e.g.a) open the lid of a jar with

dry hands,b) open the lid of a jar with

oily hands.

Pupils discuss and concludethat it is easier to open thelid of a jar with dry hands

Pupils

state that friction is atype of force.

friction geseranaerodynamic-aerodinamikoppose bertentanganeffect kesanreduce kurangkanincrease menambahkansurfaces in contact

permukaan yangbersentuhan


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LearningObjectives



because of greater friction.

Pupils carry out activitiesthat involve friction, e.g.a) rubbing their palms,b) pulling a heavy object,c) rubbing an eraser

against a surface.

Based on the aboveactivities pupils explain theeffects of friction:a) their palms become

warmer because frictionproduces heat,

b) it is difficult to move theobject because frictionopposes motion,

c) the eraser becomessmaller because frictioncauses wear and tear.

Pupils list and discuss theeffects of friction in everydaylife.

Pupils compare the effectsof friction by rubbing theirpalms:a) without oil,b) with oil.

describe the effects offriction.

describe ways toreduce friction.

describe ways toincrease friction.

Friction can bereduced by using:a) using roller, marblesb) using talcumpowder, oil, wax,grease, air cushion,c) smoothening thesurfaces in contact.


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LearningObjectives



Pupils discuss and concludethat oil reduces friction.

Pupils suggest various waysto reduce friction.

Pupils carry out activities totest their suggestions.

Pupils gather information onthe advantages anddisadvantages of friction ineveryday life.

Pupils discuss varioussituations where frictionoccurs and conclude thatfriction is produced whensurfaces are in contact withone another.

Pupils plan and carry out anexperiment to investigatehow different types ofsurfaces affects the distancea trolley moves.

state the advantagesof friction.

state thedisadvantages offriction.

conclude that frictionoccurs when twosurfaces are incontact.

design a fair test tofind out how differenttypes of surfaces

affect the distance atrolley moves bydeciding what tochange, what to keepthe same and what tomeasure.


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LearningObjectives



2. Movement2.1 Understanding

speedPupils carry out activitiesto:a) compare the distances

travelled in a given timeby two moving objects,

b) compare the time takenby two moving objects totravel a given distance.

Pupils discuss and concludethat:a) an object which moves

faster travels a longerdistance in a given time,

b) an object which movesfaster takes a shortertime to travel a givendistance.

Pupils conclude that:a) speed is a measurement

of how fast an objectmoves,

b) speed can be calculatedby using the formula

speed = distance/time.

Pupils solve problems usingthe formula.

Pupils

state that an objectwhich moves fastertravels a longerdistance in a giventime.

state that an objectwhich moves fastertakes a shorter time to

travel a given distance.

state what speed is.

solve problems usingthe formula.


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Investigating Materials Year 6-Science

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LearningObjectives



1. Food preservation

1.1 Understandingfood spoilage

Pupils observe samples ofspoilt food.

Pupils discuss and concludethat spoilt food is unsafe toeat.

Pupils conclude that spoiltfood has one or more of thefollowing characteristics:a) unpleasant smell,

b) unpleasant taste,c) changed colour,d) changed texture,e) mouldy.

Pupils carry out an activityto observe that food turnsbad by leaving a slice ofbread in the open for a fewdays.

Pupils discuss and concludethat microorganisms canspoil food.

Pupils gather informationand conclude thatmicroorganisms needcertain conditions to grow:

Pupils

describe what spoilt food is.

identify characteristics ofspoilt food.

state that microorganismscan spoil food.

state the conditions formicroorganisms to grow.

Food used in theactivity should not betasted.

medium - keadaan


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LearningObjectives



a) air,b) water,c) nutrient,d) suitable temperature,e) suitable acidity.

1.2 Synthesisng theconcept of foodpreservation

Pupils find informationabout ways to preservefood and examples of foodfor each type ofpreservation, 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 explainwhy the above ways areused to preserve food.

Pupils

describe ways to preservefood.

give examples of food for

each type of foodpreservation.

give reasons why each wayof food preservation isused.

drying-pengeringanpickling-penjerukanheating -pemanasanvacuum packing-pembungkusanvakumcooling-pendinginanfreezing-penyejukbekuanbottling-pembotolancanning-pengetinansmoking- salaisalting- pengasinan


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LearningObjectives



Pupils view a video or visitfood factory to observe howfood is processed andpreserved.

Pupils discuss that foodpreservation is a process ofslowing down the food frombecoming bad.

Pupils carry out a project onfood preservation topreserve a given food.

state what foodpreservation is.

design and carry out aproject to preserve a givenfood.

Food given can be:a) tapioca,b) banana,c) egg,d) mango,e) chili.

1.3 Realising theimportance ofpreserving food

Pupils discuss and givereasons why we need topreserve food, e.g.a) the food will last longer,b) the food is easy to store,c) to reduce wastage of

food.

Pupils

give reasons why we needto preserve food.


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Pupils gather information onhow waste in a local area isdisposed.

Pupils discuss and suggestways to improve wastedisposal in a local area.

Pupils visit a wastemanagement centre or listento a talk to gatherinformation on how waste istreated.

describe how waste isdisposed in a localarea.

suggest ways toimprove wastedisposal.

2.2 Understandingthat some wastecan decay

Pupils view videos and time-lapse clippings about wastethat decay and waste thatdo not decay.

Pupils separate waste in arubbish bin according to thecategories such asvegetables, paper, glass,plastics and wood.

Put each type into separatethick plastic bags. Placethese bags in the open andobserve the changes over aperiod of time.

Pupils

state that certainwaste can decay.

give examples ofwaste that can decay.

give examples of

waste that do notdecay.

Biodegradablematerials are materialsthat can be decayedby microorganisms.

Certain plastics arebiodegradable.

decay-reputharmful-merbahayaseparate- asingkan


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LearningObjectives



Pupils discuss and giveexamples of waste that:a) decay,b) do not decay.

Pupils discuss and concludea) some microorganisms

caused waste to decay,b) during the decaying

process nutrients arereturned to the soil, in thisway they can be usedagain.

Pupils gather informationand discuss the advantagesand disadvantages of decayof waste.

Pupils discuss and predictwhat will happen to humanand the environment ifwaste do not decay.

state thatmicroorganisms cancause waste materialsto decay.

state the advantagesof waste decaying.

state thedisadvantages ofwaste decaying.

predict what willhappen to human andthe environment if

waste do not decay.


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I n v e s t ig a t i n g T h e E a r t h a n d T h e U n i v e r s e Y e a r 6 - S c i e n c e

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L e a r n i n gO b j e c t i v n g


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Investigating Technology Year 6-Science

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LearningObjectives



1. Machine

1.1 Understandingsimple machines

Pupils try to remove the lidof a tin usinga) bare hands,b) spoon.

Pupils compare thedifficulty to complete thetask and discuss thefunction of the tool.

Pupils discuss that a simple

machine is a device thatallows us to use less forceto make work easier orfaster.

Pupils examine andmanipulate the followingsimple machines:a) wheel and axle,b) lever,c) wedge,

d) pulley,e) gear,f) inclined plane,g) screw.

Pupils discuss types andexamples of simplemachines.

Pupils

explain what simplemachine is.

state types of simplemachines

give an example for eachtype of simple machine.

lid- penutupwheel and axle-roda dan gandarlever-tuaswedge-bajipulley-takalgear-gearinclined plane-satah condongscrew-skru


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Pupils walk around theschool compound and

identify various types ofsimple machines.

1.2 Analysing acomplexmachine

Pupils identify the simplemachines in a bicycle or awheel barrow.

Pupils discuss and concludethat a complex machine is amachine made up of morethan one simple machine.

Pupils prepare scrap bookson examples of complexmachines.

Pupils

identify simple machinesin a complex machine.

conclude that a complexmachine is made up ofmore than one simplemachine.

give examples of complexmachines.

wheel barrow-kereta sorong

1.3 Appreciating theinvention ofmachines thatmake life easier

Pupils carry out simulationto find out how life would bewithout machines.

Pupils discuss and predicthow life would be withoutmachines.

Pupils

predict how life is withoutmachines.

Encourage pupils toreuse materials andrecycle materials.


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Investigating Technology Year 6-Science

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LearningObjectives



Pupils discuss and explainhow machines make our

lives easier.

Pupils identify a problemand design a machine tosolve the problem.

explain how machinescan make our liveseasier.

design a machine to solvea problem.


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33

ACKNOWLEDGEMENTS

Advisors Dr. Haili bin Dolhan DirectorCurriculum Development Centre

Mahzan Bakar SMP, AMP DirectorCurriculum Development Centre (until February 2007)

Maznah bt Abdul Hamid Deputy DirectorCurriculum Development Centre

Zulkifly Wazir Deputy DirectorCurriculum Development Centre (until August 2006)

Editorial Advisors Cheah Eng Joo Principal Assistant Director (Science and Mathematics)Curriculum Development Centre

Ho Heng Ling Assistant Director (Head of Core Science Unit)Curriculum Development Centre

Zaidah Mohd Yusoff Assistant Director (Head of Elective Science Unit)Curriculum Development Centre

Yeap Chin Heng (Ph.D) Assistant Director (Head of Core Science Unit)Curriculum Development Centre (until July 2005)

Editor Zainon Abd Majid Assistant DirectorCurriculum Development Centre


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Documents

Sibelius sciences standard 6