NAME : ……………………………………………………………

CLASS : ……………….

SCHOOL : …………………………………………………………….

1
Activity Code : 6/1/1/1.1
Learning Area : 1.Interaction among living thing
Learning Objective : 1.1 Understanding that some animals
live in group and others live in
solitary.
Learning Outcomes : 1.1.1-1.1.7
Method : Discussion
Apparatus : Chart

Steps
1.Study the picture of animals shown below.
2.Classify the animals below according to the way they live.

eagle lion horse

goat pangolin chameleon

giraffe butterfly

3.Record your findings

SPS 4
Live in group Live in solitarily C1/C2/C4

2
Questions

1. State two ways of behaving which are characteristics of animals SPS 1

that C1

a) Live in a solitarily SPS 2

C1/C2
i……………………………………………………………………..
SPS 4
ii……………………………………………………………………. C2/C3

b) Live in a groups

i……………………………………………………………………..

ii…………………………………………………………………….

2. Give two forms of interaction among animals.

i……………………………………………………………………..

ii…………………………………………………………………….

3. Conclusion
Some animals live in ………………………………………………
and some animals live …………………………………………….

3
Activity Code : 6/1/1/1.2
Learning Area : 1 Interaction among living things
Learning Objective : 1.2 Understanding that competition is a
form of interaction among living things
Learning Outcomes : 1.2.5-1.2.6
Method : Discussion
Apparatus : Picture

Steps
1. The picture showing the interaction among plants in the forest
have different height.
2. Record the observation.

SPS 2
Questions C2/C3

1. List three factors that plants compete to survive ? SPS 4

C1/C3
i.……………………………………………………………………..
ii…………………...………………………………………………..
iii……………………...…………………………………………….

2. How do plants avoid competition among their own species ?

……………………………………………………………………..

3. What will happen to the weaker plant ?

………………………………………………………………….

4
Activity Code : 6/1/1/1.2
Learning Area : 1 Interaction among living things
Learning Objective : 1.2 Understanding that competition is a
form of interaction among living things
Learning Outcomes : 1.2.5-1.2.6
Method : Experiment
Apparatus : Green bean, two pots, wet cotton wool.

Steps
1. Place some cotton wool into two pots label X and Y of the same size.
2. Put two green bean seeds in pot X and thirty green bean seeds in pot Y
3. Left both pots for a week.
4. Measure the height of the green been seedling.
5. Record your observation.

SPS 1
Pots Number of green beans Height of the seedling (cm) C1/C3
X 2
SPS 7
Y 30 C6

SPS 5
Questions C3
1. What do plant compete for ? SMS 2
……………………………………………………………………… C1/C2

2. State ….
i) What is to change : ……………………..………………………
SPS 7
ii) What to measure : ……………………………………………… C2/C

iii) What is keep the same : ….…………………………………….

5
3. State the relationship between the number of green bean seeds and SPS 7
the height of the seedlings. C1

………….…………………………………………………………..
…….………………………………………………………………..

SPS 4
4. Give a reason for your observation investigation? C1
The seedlings of pot X grow healthy because they get enough :

i…………………………………
ii………………………………..
iii……………………………….

6
Activity Code : 6/1/1/1.3
Learning Area : 1 Interaction among living things.
Learning Objective : 1.3 Understanding the responsibility of
Human being in protecting endangered
species.
Learning Outcomes : 1.3.2,1.3.4,1.3.5
Method : Discussion
Apparatus : Picture of animals.

Steps
1. The picture show the animals facing the threat of extinction.
2. The factors that causing the extinction of animals are identified.
3. The ways to prevent the animals from becoming extinct are defined. SPS 4
C1/C2/C4
Name the animals and state the factors of extinction :

1 i) Name : …………………………..

ii) Hunted for ……………………...

2 i) Name : …………………………..

ii) Hunted for ………………………

3
i) Name : …………………………..

ii) Hunted for ………………………

4. Why the animals become extinct ?

i)……………………………………………………………... SPS 7
C6
ii)…………………………………………………………….

5. Suggest two ways of preventing animals from becoming extinct?

i)……………………………………………………………...

ii)…………………………………………………………….

7
Activity Code : 6/2/1/1.1
Learning Area : Force
Learning Objective : 1.1 Understanding that push and pull are
force.
Learning Outcomes : 1.1.1-1.1.2
Method : Simulation
Apparatus : Pupils

Steps
1. Carry out all the activities given below
2. Find out what happens to the object or what you feel.
3. Record your finding in the table given below

1.Tick (/) in the correct activities :

Activities Push Pull SPS 1

a. Pulling each others hands. C1/C3

b. Pushing each others hands. SMS 2

C2/C3
c. Kicking a ball.

d. Pulling a flag.

2. What is force ?
SPS 7
Force is a …………………………………………………………..
C6
3. Give two another examples of pushing activities?
i…………………………………………….
ii……………………………………………

4. Give two another examples of pulling activities?

i…………………………………………….
ii……………………………………………

8
Activity Code : 6/2/1/1.2
Learning Area : 1 Force
Learning Objective : 1.2 Understanding the effects of a force.
Learning Outcomes : 1.1.3
Method : Experiment
Apparatus : Plasticine, sponge, spring

Steps
1. Carry out all the activities given below.
2. Draw the observation in the table below to the object after force is
applied.

Effect of the activities SPS 1

Activities C1/C3
Observation The object
becomes ...
SPS 7
a. Press the C6
plasticine.

b. Pulling the
spring.

c. Squeezing the
sponge.

Conclusion
Force can …………………….. the shape of an object.

9
Activity Code : 6/2/1/1.2
Learning Area : 1.Force
Learning Objective : 1.2 Understanding the effects of the force.
Learning Outcomes : 1.2.1-1.2.2
Method : An experiment
Apparatus : Rubber ball/ ping pong ball

Steps
1. The activities carried out based in table below.
2. Record your findings.

Activity Result SPS 1

C1
(a) Push a stationary ball

(b) Pushing the moving

ball harder
(c) Stop the moving ball

Questions : SPS 7
C2/C6
1. A force can …..
(i) ……………...a stationary object.
(ii)……………….the speed of an object.
(iii) make an object to move ……………...or ……………….

2. Predict what will happen if a moving object is pushed from

directions ?
………………………………………………………..

10
Activity Code : 6/2/2.1/1
Learning Area : Movement
Learning Objective : 2.1 Understanding speed
Learning Outcomes : 1. State that an object which moves faster
travels a longer distance in a given time
Method : Experiment
Apparatus : Stop watch, measuring tape.

Steps :
1. Mark the starting point before continues the activities.
2. Ask your friend to get ready at the starting point for start their
running.
3. Use the stop watch, to record the time taken in 10 second.
4. Record the distance travel by the student into the table given and
calculate the speed for each student.

Time taken Distance Speed SPS3

Name of student C1/C2/C3/C4
(s) (m) (m/s)
10
10
10

10

Answer the questions

1. Who are the fastest?
____________________________________________________
2. Give your inference based on your observations in the table above.
_____________________________________________________
3. State the trend of speeding by a student from the table above.
_____________________________________________________

11
Activity Code : 6/2/2.1/ 2
Learning Area : Movement
Learning Objective : 2.1 Understanding speed
Learning Outcomes : 2. State that an object which moves faster takes
a shorter time to travel a given distance
Method : Experiment
Apparatus : Stop watch

Steps :
1. Mark the distance for 50 metres.
2. Ask your friend to get ready at the starting point for start their
running.
3. Use the stop watch, to record the time taken for each student
4. Record the time taken by the student into the table given and calcu-
late the speed for each student.
SPS3
Distance Time taken Speed
Name of student C1/C2/C3/C4
(m) (s) (m/s)
50
50
50

50

Answer the questions

1. Who are the fastest?
____________________________________________________
2. Give your inference based on your observations in the table above.
_____________________________________________________
3. State the trend of speeding by a student from the table above.
_____________________________________________________

12
Activity Code : 6/3/1.2/2
Learning Area : 1. Food preservation
Learning object : 1.2 Synthesising the concept of food preservation
Learning outcome : 2. Give examples of food for each type of food
Method : Discussion
Materials : The picture of foods, fruits, Vegetables.

Steps:
1. Observe the picture carefully,
2. Classify the picture of food according the correct way of food
preservation

SPS 1
C1,C2

SPS 2
C1,C2,C3,C4

13
.

1. Which food can preserve more than one way?

______________________________________________________

2. Why the food need to preserve ?

______________________________________________________

3. What are the similarities between the canning and bottling in the
preserving food.

______________________________________________________

4. Which food can preserve with the freezing, drying and salting
process?

______________________________________________________

14
Activity Code : 6/4/2.1/2
Learning Area : 2. Waste management
Learning Objective : 2.1 Understanding the effects of improper
disposal of waste on the environment
Learning Outcomes : 1. Identify types of waste in the environment
Method : Discussion
Apparatus : The picture of the waste disposal

Steps :
1. Observe the picture given and classify the type of the waste. SPS 1
C1,C3

SPS 2
C1,C2

1. ____________________________________________
2. ____________________________________________

15
 SPS 2
C1,C2

1. ____________________________________________

2. ____________________________________________

2. Based on the place given, state and classify the type of waste
produce for each place SPS 2
C1,C2,C3

Housing

Factories

3. State the similarities the type of waste produce by two places.

________________________________________________________

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Activity Code : 6/4/1.2/2
Learning Area :1
Learning Objective : 1.2 Understanding the eclipse of the sun
Learning Outcomes : 2. Explain why an eclipse of the sun occurs.
Method : Simulations
Apparatus : Globe, torch light, ping pong ball, thread and
cellophane tape
Steps :
1. Hang up two ends of the thread at the ping pong ball with
cellophane tape
2. Place the globe on the table.
3. Place the torch light at the end of the table, and then switch it on.
4. Hang up the ping pong ball parallel with the globe and torch.
5. Move the ping pong ball around the globe and stop between the
torch and globe.
6. Observe the surface of the globe .

Thread
Globe

Ping pong ball

Torch light

17
1. What can be observed when the ping pong ball was placed between the torch SPS 1
and the globe C1,C3
___________________________________________________________

2. State the phenomenon that occurs from the activity. SPS 4

C1
___________________________________________________________

3. Draw and label the diagram of the phenomenon occurred.

SPS 4
C2,C3

4. State how the phenomenon occurs.

______________________________________________________

5. Why the time taken for this phenomenon shorter than moon
eclipse? SPS 5
C1,C4
______________________________________________________

6. What will happen if the moon was not placed parallel between the
sun and the earth?

______________________________________________________

18
Activity Code : 6/4/1.1/3
Learning Area :1
Learning Objective : 1.2 Understanding the eclipse of the moon
Learning Outcomes : 2. Explain why an eclipse of the moon occurs.
Method : Simulations

Apparatus : Globe, torch light, ping pong ball, thread and

cellophane tape
Steps :
1. Hang up two ends of the thread to the ping pong ball with cellophane
tape
2. Place the globe on the table
3. Place the torch light at the end side of the table, and then switch it on
4. Hang up the ping pong ball parallel with the globe and torch light
5. Move the ping pong ball around the globe and stop behind the globe
6. Observe what will happen at the surface of the globe.

Globe

Tread

Ping pong ball

Torch light

19
1. What can be observed when the ping pong ball was placed parallel SPS 1
behind the globe? C1,C3

______________________________________________________
SPS 4
2. State the phenomenon that occurs from the activity C1

______________________________________________________

3. Draw and label the diagram of the phenomenon occurred SPS 4

C2,C3

4. State how the phenomenon occurs.

______________________________________________________

5. What will happen if the moon was not placed parallel between the
sun and the moon?
SPS 5
_____________________________________________________ C1,C4

6. Give a conclusion for the phenomenon above.

_____________________________________________________

20
Activity Code : 6/5/1.2/2
Learning Area : Machine
Learning Objective : Analysing a complex machine
Learning Outcomes : Conclude that a complex machine is made
up of more than one simple machines
Method : Experimenting
Apparatus : Bicycle, stopwatch.

Steps
1. Work in group .
2. The Investigation must be carried out in a big area
3. Mark a distance of 50m.
3. One pupil walking and one pupil cycling to reach the distance.
4. Record the time taken using the stopwatch in the table below.
5. Record your findings.

Type of movement Time taken (s) SPS3

C2
Walking
Cycling

1) Which type of movement the pupil take a less time to reach?

…………………………………………...….……………..
SPS6
2) Give the reasons for your answer in (1).
C1
………………………………………………………...……

3) List the type of simple machines at the bicycle.

i…………………..………..……..
SPS1
ii………………...…………….….
C3
iii…………………………...…….
SPS6
4) What is the complex machine?
C2
……………………………………………………….…….

5) State
i) What is changed:……………………….………..……
SPS6
ii) What is observed :…………………….………………
C3/C4
iii) What is kept the same :……………….………...…….
.
6) Give the conclusion from this experiment.
……………………………………………...……………..

21