Science Year 6

(Unit 1)
1
Unit 1: Interaction Among Living Things

Learning area: Investigating Living Things

Lesson 1: Living Together or In solitary
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that some animals live
in groups others live in solitary ii) give examples of animals that live in
groups and in solitary.
Scientific Skills: Observing, Communicating, making inferences
Thinking Skills: Relating, Classifying
Values: Being thankful to God, Appreciating the balance of nature, Being cooperative, Having an
interest and curiosity towards the environment.
Activities:
1.
Pupils tell their experience about animals that they have seen.
2.
Name the animals that live in groups and in solitary.
3.
Refer to P. 2 and 3 of Textbook and discuss which animals live in groups and in solitary.
4.
Teacher leads discussion and concludes that some animals live in groups and others live in solitary.
5.
Look at MyCD.
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Learning area: Investigating Living Things
Unit 1: Interaction Among Living Things
Lesson 1: Living Together or In Solitary
Learning Outcomes: At the end of the lesson, pupils will be able to: i) explain why animals live in
groups or in solitary; ii) state that cooperation is a form of interaction among
animals.
Scientific Skills: Observing, Communicating, making inferences
Thinking Skills: Relating, Classifying
Values: Being thankful to God, Appreciating the balance of nature, Being cooperative, Having an
interest and curiosity towards the environment.
Activities:
1.
Refer to P. 3 and 4 in Textbook, discuss on the reason why animals live in groups or solitary.
2.
Teacher explains how living in groups help animals to survive from the enemies, predators and rivals.
3.
Refer to P. 5 and 6 of the Textbook to see some examples of the animals that live in solitary.
4.
Pupils classify animals shown under their categories.
5.
Carry out the activity: How Do Ants Live? (TB p. 7)
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Learning area: Investigating Living Things
Unit 1: Interaction Among Living Things
Lesson 2: Animals Interaction
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that living things
interact with one another in the environment; ii) list the factors that animals
compete for; iii) give reasons why animals compete for
Scientific Skills: Observing, Communicating, Use and handle science apparatus
Thinking Skills: Making inferences
Values: Being thankful to God, Appreciating the balance of nature, Having an interest and
curiosity towards the environment.
Activities:
1.
Refer to TB p. 8, teacher asks questions about food chains and food webs.
2.
Explain the term interaction.
3.
Teacher facilitates the pupils to discuss that some interaction benefits only one party.
4.
Emphasize to pupils that competition may only take place when:
a) two or more animals share the same resource at the same time;
b) the resources are limited.
5. Discuss about the factors and the reasons that animals compete for. (p. 8 10)
Learning area: Investigating Living Things
Topic: Unit 1: Interaction Among Living Things
Lesson 3: Plants Competition
Learning Outcomes: At the end of the lesson, pupils will be able to: i) list the factors that plants
compete for; ii) give reasons why plants compete.
Scientific Skills: Observing, Communicating, Use and handle science apparatus
Thinking Skills: Making inferences.
Values: Being thankful to God, Appreciating the balance of nature, Having an interest and
curiosity towards the environment.
Activities:
1.
Refer to TB p. 12 and 13, discuss about the factors that plants compete for,
2.
Pupils should be able to conclude that plants compete for water, sunlight, nutrient and space.
3.
Carry out Practical 2: Limit My Food (PB p. 7)
4.
Interactive activities.
Learning area: Investigating Living Things
Topic: Unit 1: Interaction Among Living Things*
Lesson 4: Vanished and Endangered
Learning Outcomes: At the end of the lesson, pupils will be able to: i) give examples of extinct
and endangered animals; ii) give examples of extinct and endangered plants;
iii) suggest ways to prevent animals and plants from extinction.
Scientific Skills: Observing, Communicating, Use and handle science apparatus
Thinking Skills: Making inferences.
Values: Being thankful to God, Appreciating the balance of nature, Having an interest and
curiosity towards the environment.
Activities:
1.
Refer to TB p. 15 to 20, discuss on the examples of extinct and endangered plants and animals.
2.
Pupils should be able to list the extinct and endangered plants and animals.
3.
Pupils suggest ways to prevent animals and plants from extinction.
4.
Multimedia Gallery: P. 21 on My CD*

Learning area: Investigating Living Things

Topic: Unit 1: Interaction Among Living Things*
Lesson 5: Environmental Destruction
Skill: 1.4 Knowing the impact of human activities on environment.*
Learning Outcomes: At the end of the lesson, pupils will be able to: i) give examples of
environmental destruction caused by humans; ii) explain how human
activities cause environmental destructions; iii) predict what will happen to
the earth if human activities are not controlled.
Scientific Skills: Observing, Communicating, making inferences and predicting
Thinking Skills: Relating, generating ideas.
Values: Appreciating the balance of nature, Having an interest and curiosity towards the
environment; Being responsible about the safety of oneself, others and environment.
Activities:
1. View video or see pictures of environmental destruction caused by humans:
a) erosion;
b) landslide;
c) flash-flood
d) water pollution e) air pollution
2. View video and discuss human activities that cause destruction to the environment:
a) illegal and excessive logging
b) illegal and excessive hunting
c) improper management of development.
3. Discuss what will happen to the earth if human activities that caused environmental
destructions are not controlled.
4. Prepare a scrap book on environmental destruction caused by human activities and steps
taken to reduce its effect. (p. 22- 25)

(Unit 2)
Learning area: Investigating Force and Energy Unit 2: Force*
Lesson 1: What is force?
Skill: 1.1 Understanding that pull and push are forces.
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that push and pull are
forces; ii) state that force cannot be seen but its effect can be observed.
Scientific Skills: Observing, Inferring, Classifying
Thinking Skills: Making Conclusion
Values: Having an interest and curiosity towards the environment; ii) realizing that science is a
means to understand nature.
Activities:
1. Pupils push and push each others palms to feel the effect of force.
2. Experiment: Push a car, push a table, pull a heavy box, pull a string, etc to see their effects.
3. Discuss and conclude that a force cannot be seen but its effect can be observed.
4. Based on the above activity, pupils discuss and conclude that a force cannot be seen but its effect can be
observed.

Learning area: Investigating Force and Energy Unit 2: Force*

Lesson 2: Force to do!
Skill: 1.2 Understanding the effects of a force.
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that a force can move
a stationary object; ii) state that a force can change the motion of an object;
iii) state that a force can change the shape of an object.
Scientific Skills: Observing, Inferring
Thinking Skills: Generating ideas, attributing
Values: Being systematic, being flexible and open-minded
Activities:
1. Carry out activities and discuss the effects of pushing:
a) pushing a stationary ball
b) pushing a moving ball
2. Press, twist or squeeze objects such as plasticine, sponge and spring.
3. Observe and discuss the effects of forces.
4. Discuss and conclude that a force can:
a) move a stationary object;
b) stop a moving object
c) change the direction of a moving object
d) make an object move faster or slower
e) change the shape of an object.

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Learning area: Investigating Force and Energy Unit 2: Force*
Lesson 3: Friction in Action
Skill: 1.3 Understanding Analyzing friction.
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that friction is a type
of force; ii) describe the effect of friction.
Scientific Skills: Observing, Making inferences, Predicting, communicating
Thinking Skills: Comparing and contrasting
Values: Being honest and accurate in recording and validating data; being responsible for the
safety of oneself, others and the environment.
Activities:

1.
2.
3.
4.
5.

Observe an object such as a book or a coin sliding on a surface.

Discuss that friction slows down a moving object and conclude that friction is a force.
carry out and conclude that it is easier to open a lid of a jar with dry hands because of greater friction.
Carry out activities that involves friction:
a) rubbing their palms
b) pulling a heavy object;
c) rubbing an eraser against a surface.
Based that activities, pupils explain the effects of friction:
a) friction produces heat
b) friction opposes motion
c) friction cause wear and tear

Learning area: Investigating Force and Energy Unit 2: Force*

Lesson 4: Reducing and increasing friction
Skill: 1.3 Analyzing friction
Learning Outcomes: At the end of the lesson, pupils will be able to: i) describe ways to reduce
friction; ii) describe ways to increase friction.
Scientific Skills: Predicting, Communicating. Making conclusion
Thinking Skills: Making Conclusion
Values: Being systematic, being cooperative, being thankful to god.
Activities:
1. Pupils compare the effect of friction by rubbing their palms:
a) with oil
b) without oil
2. Discuss and conclude that oil reduces friction.
3. Pupils compare the effect of friction by rubbing their palms:
a) with gloves on
b) without gloves
4. Discuss and conclude that rough surfaces increase friction.
5. Give other ways to reduce or increase friction.

Learning area: Investigating Force and Energy

Unit 2: Force*
Lesson 4: Reducing and increasing friction
Skill: 1.3 Analyzing friction
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state the advantages and
disadvantages of friction; ii) conclude that friction occurs when two surfaces
are in contact; iii) design a fair test to find out how different types of surfaces
effect the distance a trolley moves by deciding what to change, what to keep
the same and what to measure.
Scientific Skills: Predicting, Communicating. Making conclusion
Thinking Skills: Making Conclusion
Values: Being systematic, being cooperative, being thankful to god.
Activities:
1. Gather information on the advantages and disadvantages of friction in our everyday life.
2. Discuss various situation where friction occurs and conclude that friction is produced when surfaces
are in contact with one another.
3. Plan and carry out an experiment to investigate how different types of surfaces affect the distance a
trolley move.

(Unit 3)
Learning area: Investigating Force and Energy Unit 3: Movement*
Lesson 1: Watch Your Speed
Skill: 3.1 Understand speed
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that an object which
Moves faster travels a longer distance in a given time; ii) state that an object
Which moves faster takes a shorter time to travel in a given distance; iii) state what speed is;
iv) solve problem using formula.
Scientific Skills: Measuring and using numbers, relating
Thinking Skills: Making Conclusion
Values: Being systematic, being cooperative, Appreciate the contribution of science and
technology, being honest and accurate in recording and validating data.
Activities:
1. Ask pupils how they travel to school, or for a holiday.
2. Teacher leads the discussion to identify fast moving vehicles and slow moving vehicles from the picture on P.
52 (TB).
3. Carry out Practical 6: How far, how fast? P. 25 (PB)

Learning area: Investigating Force and Energy

Unit 3: Movement*
Lesson 2: Watch Your Speed
Skill: 3.1 Understand speed
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state that an object which
Moves faster travels a longer distance in a given time; ii) state that an object

Which moves faster takes a shorter time to travel in a given distance; iii) state what speed is; iv) solve
problem using formula.
Scientific Skills: Measuring and using numbers, relating
Thinking Skills: Making Conclusion
Values: Being systematic, being cooperative, Appreciate the contribution of science and
technology, being honest and accurate in recording and validating data.
Activities:
1.
Teacher explains to pupils the term and the unit of speed.
2.
Introduce the terms such as low speed, high speed, zero speed, scalar quantity, velocity or vector quantity.
3.
Multimedia Gallery (P. 53 on MyCD).

(Unit 4)
Learning area: Investigating Force and Energy
Unit 4: Food Preservation*
Lesson 1: Mighty Microbes
Skill: 4.1 Understanding Food Spoilage
Learning Outcomes: At the end of the lesson, pupils will be able to: i)
describe what spoilt food is; ii) identify characteristics of spoilt food; iii)
state that microorganisms can spoil food; iv) state the conditions for
microorganisms to grow.
Scientific Skills: Observing, communicating, using space-time relationship, controlling variables;
handle specimens correctly and carefully.
Thinking Skills: Attributing, Making Conclusions
Values: Being systematic, being cooperative, Appreciating and practicing clean and healthy living,
Having an interest and curiosity towards the environment, being responsible about the
safety of oneself, others, and the environment.
Activities:
1. Pupils observe and identify the characteristics of spoilt food.
2. Pupils record and describe the conditions of potato strips kept in different conditions.
3. Pupils name the variable involved in the investigation on conditions needed for
microorganisms to grow.
4. Pupils make conclusions regarding the conditions needed for microorganisms to grow.

Learning area: Investigating Force and Energy Unit 4: Food Preservation*

Lesson 2: Make It Lasts
Skill: 4.2 Synthesizing the concept of food preservation.
Learning Outcomes: At the end of the lesson, pupils will be able to: i) describe ways to preserve food; ii) give
examples of food for each type of food preservation; iii) give reasons why each way of food
preservation is used; iv) state what food preservation is; v) design and carry out a project to
preserve certain type of food.
Scientific Skills: Classifying, making inferences, using space-time relationship, use and handle
science apparatus and substances.
Thinking Skills: Comparing and contrasting, relating, making generalizations
Values: Being systematic, being thankful to God, Appreciating the contribution of science and
technology, Having an interest and curiosity towards the environment, patriotism,
historical values.
Activities:
1. Pupils classify samples of food into the different methods used to preserve it. (TB p.69)
2. Pupils make inferences about the type of preservation method used from the observation of food samples.
3. Pupils describe the look and taste of freeze dried papayas.
4. Pupils identify the similarities and differences found in samples of food to classify them according to the type
of preservation method used.

(Unit 5)
Learning area: Investigating Materials
Unit 5: Waste Management*
Lesson 1: Waste
Skill: 5.1 Understanding the effect of improper disposal of waste on
environment.
Learning Outcomes: At the end of the lesson, pupils will be able to: i) identify the type of waste;
ii; identify the source of waste; iii) state the improper ways of disposal; iv)
state the proper ways of disposal
Scientific Skills: Classifying, measuring and using numbers, communication
Thinking Skills: Making conclusion, attributing, visualizing
Values: Being honest and accurate in recording and validating data, Appreciating clean and healthy
life,
Having an interest and curiosity towards the environment,
Activities:
1. Refer to P. 37, classify the types of wastes from the dustbin.
2. Pupils measure and record the mass of different types of waste. BP (p. 37, 38)
3. Pupils present their findings in a creative way or suitable graphic in Activity Zone (p. 77)

4. Pupils conclude the types of waste they produced in school. BP p. 39.

Sem 2

1
Learning area: Investigating Materials
Unit 5: Waste Management
Lesson 3: Waste
Skill: 5.1 Understanding that some waste decay.
Learning Outcomes: At the end of the lesson, pupils will be able to: i) give examples of waste
that decay; ii) state that microorganisms can cause waste to decay; iii) state the advantages and
disadvantages of waste decaying; iv) predict what will happen to the environment if waste do not
decay.
Scientific Skills: Observing, defining operationally
Thinking Skills: Predicting, Making conclusion
Values: Being honest and accurate in recording and validating data, Appreciating clean and healthy
life,
Having an interest and curiosity towards the environment, being cooperative
Activities:
1. Pupils discuss in groups to present their reasons how the environment can be effected if
wastes do not decay.
2. Pupils investigate how waste decay affects plant growth.
3. Do the interactive exercise on MyCD to classify waste that decay and do not decay.

(Unit 6) 2
Learning area: Investigating the Earth and Universe
Unit 6: Eclipses*
Lesson 1: Understanding the eclipse of the moon
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state what eclipse of the moon is; ii)
state the position of the Moon, the Earth and the Sun during the eclipse of the moon; iii)
explain why eclipse of the moon occurs.
Scientific Skills: Observing, Communicating, making inferences
Thinking Skills: Observing, making inferences, generating ideas.
Values: Appreciating the balance of nature, Being cooperative, Having an interest and curiosity towards the
environment.
Activities:
1. Teacher uses models to simulate the movement of the Earth, the Moon and the Sun.
2. View a video or computer simulation about partial and total eclipse of the Moon.
3. Discuss and conclude that eclipse of the moon occurs because:
i)
the Earth is in the between the Moon and the Sun.
ii)
The Sun, the Earth and the Moon are in a straight line
iii)
The Moon is the shadow of the Earth.
4. Draw the position of the Sun, the Earth and the Moon during the eclipse of the moon.

3
Learning area: Investigating the Earth and Universe
Unit 6: Eclipses*
Lesson 2: Understanding the eclipse of the sun
Learning Outcomes: At the end of the lesson, pupils will be able to: i) state what eclipse of the sun is; ii)
state the position of the Moon, the Earth and the Sun during the eclipse of the sun; iii)
explain why eclipse of the sun occurs; iv) predict the scenario on the earth during the
eclipse of the sun.
Scientific Skills: Observing, Communicating, making inferences
Thinking Skills: Observing, making inferences, generating ideas.
Values: Appreciating the balance of nature, Being cooperative, Having an interest and curiosity towards the
environment.
Activities:
1. Teacher uses models to simulate the movement of the Earth, the Moon and the Sun.
2. View a video or computer simulation about partial and total eclipse of the sun.
3. Discuss and conclude that eclipse of the moon occurs because:
a. the Moon is in the between the Earth and the Sun.
b. The Sun, the Moon and the Earth are in a straight line

4.
5.

c. The Sun is the shadow of the Moon.

Draw the position of the Sun, the Earth and the Moon during the eclipse of the sun.
Discuss and predict the scenario on the earth during the eclipse of the sun.

(Unit 7)
4
Learning area: Investigating Technology
Unit 7: Machines*
Lesson 1: Simple machines
Learning Outcomes: At the end of the lesson, pupils will be able to: i) explain what simple
machine is; ii)
state types of simple machines; iii) give an example for each type of simple
machine.
Scientific Skills: Observing, Communicating, making inferences
Thinking Skills: Observing, inferring, communicating
Values: Appreciating the contribution of science and technology; being cooperative
Activities:
1. Pupils try to move the lid of tin using bare hands and spoon.
2. Compare the difficulty to complete the task and discuss the function of spoon.
3. Discuss that a simple machine is a device that allows us to use less force to make work
easier and faster.
4. Examine and manipulate the following simple machines: wheel and axle; lever; wedge;
pulley; gear; incline plane; screw.
5
Learning area: Investigating Technology
Unit 7: Machines*
Lesson 2: Analysing a complex machine
Learning Outcomes: At the end of the lesson, pupils will be able to: i) identify a simple machine
in a complex machine; ii) conclude that a complex machine is made up of
more that one simple machine; iii) give examples of complex machine.
Scientific Skills: Observing, Communicating, making conclusion
Thinking Skills: Observing, inferring, communicating
Values: Appreciating the contribution of science and technology; being cooperative
Activities:
1. Pupils identify the simple machines in a bicycle or a wheel burrow.
2. Discuss and conclude that a complex machine is a machine that made up of more than one
simple machine.
3. Pupils prepare a scrap book on examples of complex machines.
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Learning area: Investigating Technology
Unit 7: Machines
Lesson 3: Appreciating the invention of machines that make life easier
Learning Outcomes: At the end of the lesson, pupils will be able to: i) predict how life is without
machines; ii) explain how machines make our lives easier; iii) design a
problem and design a machine to solve the problem
Scientific Skills: Predicting, Communicating
Thinking Skills: Evaluating
Values: Appreciating the contribution of science and technology; being cooperative
Activities:
1. Pupils carry out simulation to find out how life would be without machines.
2. Discuss and predict how life would be without machines.
3. Discuss and ex plain how machines make our lives better.
4. Identify a problem and design a machine to solve the problem.