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Y6/T1/LO1.

1/WS1
Learning Objective :1.1 Understanding that some animals live in groups
and others live in solitary.
Learning Outcomes :1.1.1 State that some animals live in groups.
:1.1.2 State that some animals live in solitary.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

A. Write in the box “ GROUP “ for animals that live in groups and “SOLITARY” for
animals that live in solitary.

1. 2. 3.

4. 5. 6.

7. 8. 9.

Y6/T1/LO1.1/WS2
Learning Objective :1.1 Understanding that some animals live in groups
and others live in solitary.
Learning Outcomes :1.1.3 Give examples of animals that live in groups
:1.1.4 Give examples of animals that animals live in
solitary.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

Classify the animals below that live in groups and live in solitary. Cut and paste the
pictures into your Science Journal and name the animals.

------------------------------------- cut here ------------------------------------

Y6/T1/LO1.1/MM1
Learning Objective :1.1 Understanding that some animals live in groups
and others live in solitary.
Learning Outcomes :1.1.5 Explain why animals live in groups.
:1.1.6 Explain why animals live in solitary.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

Complete the mind map why animals live in group and in solitary

Animals live in
groups because:

Animals live in
solitary
because:

Y6/T1/LO1.1/ES
Learning Objective : 1.1 Understanding that some animals live in groups
and others live in solitary.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

A. Tick (√ ) in the correct column.

Animals Live in solitary Live in groups


1 Bear
2 Lion
3 Tiger
4 Wolves
5 Elephant
7 Ants
8 Cat
9 Turtle
10 Bee

B. Fill in blanks with the correct words. Use the words given.

safety food territories

predators Cooperation

1, A polar bear lives alone to avoid competition for _________________

2. Monkeys live in groups to protect themselves from _____________

3. __________________ among animals in a group such as during a hunt,


is a form of interaction.

4. Solitary animals live on their own ______________ to avoid


competition for food and space.

5. Elephants live in groups for _______________


Y6/T1/LO 1.2/WS3
Learning Objective : 1.2 Understanding that competition is a form of
interaction among living things.
Learning Outcomes :1.2.1 State that living things interact with one another
in the environment.
:1.2.2 State that competition is a form of interaction.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

Fill in the blanks with the correct words. Use the words given.

stunted limited competition same interact


Cooperation sunlight different Plants wilted

1. Animals and plants living in a habitat ______________ with one another.

2. When a resource has ___________ supply, animals that need the


resource will compete for it.

3. ______________ compete with other for nutrients in the soil, water,


sunlight and living space.

4 Some plants grow on other trees to obtain the maximum amount of


________________

5. When competition occurs, weaker plants may become ___________ ,


________________ or die.

6. Two male antelopes are fighting to win over the female antelope. This is
an example of competition within the ________________ species.

7. A snake and an owl are competing for the same mouse. This competition
happens among _______________ species.

8. ___________________ and ___________________ are two types of


interaction among living things
Y6/T1/LO1.2/WS4
Learning Objective :1.2 Understanding that competition is a form of
interaction among living things.
Learning Outcomes :1.2.3 List the factors that animals compete for
:1.2.5 List the factors that plants compete for

Name : ___________________________________________________

Class : _______________________ Date : ______________________

Match correctly the factors that animals and plants compete for

The factor that animals or


plant compete for

water

food

sunlight

mate Plants
Animals
compete
compete
for:
for: shelter

nutrient

territory

space
Y6/T1/LO1.2/ES2
Learning Objective : 1.2 Understanding that competition is a form of
interaction among living things.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

Solve the crossword puzzle below.

1
I 2
C

O
3
M S
4

5
T

6
F S
7
I

8
C M

Across.

1. Animals and plants living in a habitat ____________ with one another.


4. Fruit trees are planted at a distance from one another to avoid
competition for ______________
5. Competition for shelter and ___________ occurs because animals
need shelter and space to live.
7. Forest trees compete with one another for ______________
8. ___________ occurs because of limited sources in a habitat.

Down.

2. Animals that live in groups work together to protect each other and to
look for food.
3. Two male deer compete for ___________
6. Cheetah and lion fight to compete for __________
Y6/T1/LO1.2/SQ1
Learning Objective :1.2 Understanding that competition is a form of
interaction among living things.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

A. The diagram below shows an investigation that is carried out by Salina. She fills
two flower container of the same size with the same amount and same type of soil.
She plants three green beans in pot P and six green beans in pot Q. Each container
is watered with the same amount of water every day.

seedlings

container

Below is an observation after two weeks.

Observation : The seedlings in container P are taller a but the seedlings


in container Q are shorter .
a. What is the purpose (aim) of this investigation?
____________________________________________________
____________________________________________________

b. State one reason ( inference) based on this observation given.


____________________________________________________
____________________________________________________

c. State one information gathered from this investigation.

____________________________________________________

d. State one relationship between the variable that is changed and the variable
that is observed, that can be made in this investigation.
____________________________________________________
____________________________________________________

e. What can you conclude from this investigation.


__________________________________________________________________
__________________________________________________________________

Y6/T1/LO1.2/SQ2
Learning Objective :1.2 Understanding that competition is a form of
interaction among living things.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

A. The diagram below shows the apparatus used in a study. In container W is one a
rat, in container X , two rats and in container Y, three rats. It is found that the
rats in container Y died the first while the rat in container W was the last to die.
Glass
cover

Glass
Container Rat

W X Y

1. What is the purpose (aim) of this investigation ?


____________________________________________________________
_
2.
Give your inference about the condition of the rats in container Y at the end of
the experiment.
____________________________________________________________
_
3. ____________________________________________________________
_

In the investigation, state:


4. i) what is changed. _______________________________________

ii) what is observed. ________________________________________

State the relationship ( hypothesis) between the variable that is changed and the
variable that is observed.
5. ____________________________________________________________
_

____________________________________________________________
_
What can you conclude from this investigation ?
____________________________________________________________
_

____________________________________________________________
_

Y6/T1/LO1.3/WS5
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcomes :1.3.1 Give examples of extinct animal.
:1.3.2 Give examples of endangered animal.

Name : ___________________________________________________

Class : _______________________ Date : ______________________

A. Name these extinct animals.

1. 2. 3.

B. Name these endangered animals

1. 2. 3.
4. 5. 6.

Y6/T1/LO1.3/WS6
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcome : 1.3.3 Give examples of endangered plant.
Name : ________________________________________________

Class : _________________________ Date : __________________

Identify whether the following plants are “endangered” or


“not endangered”.

Hibiscus
Nipah palms

Black pitcher plant

1. 2. 3.
Rafflesia Mango tree

Tualang tree
4. 5. 6.

Y6/T1/LO1.3/MM2
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcome :1.3.4 Explain why certain animals or plants are facing
the threat of extinction.
Name : ________________________________________________

Class : _________________________ Date : __________________

Complete the mind map why certain animals or plants are facing the threat of
extinction.

Illegal or excessive
_________________

____________
collecting
Certain
animals and
plants are
facing the
threat:
of extinction
because of
______________
has been destroyed

Illegal or excessive
________________

Deforestation

River and sea


_____________

________________
development
Y6/T1/LO1.3/MM3
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcome : 1.3.5 Suggest ways to prevent animals and plants from
extinction.
Name : ________________________________________________

Class : _________________________ Date : __________________

Complete the mind map.

______________ Enforcing Declared certain


against excessive __________ animals and plants as
logging

species.

Ways to prevent animals


and plants from extinction Reforestation

educating the
public about the
avoid _________
Establish importance of
or ____________
____________ protecting and
products made
____________ conserving
from endangered
and national _____________
species
parks and _________
Y6/T1/LO1.3/SQ3
Learning Objective 1.3 : Understanding the responsibility of human beings
in protecting endangered species.
Name : ________________________________________________

Class : _________________________ Date : __________________

A. The bar chart below shows the number of animal P in a forest area
from 1992 to 2001.

Number of
animals

Year
1992 1995 1998 2001

1. What is the trend of change in the number of animal P from 1992 to


2001?
___________________________________________________

2. State two reasons to explain the trend of change in the number of


animal P as you stated in (a).
3. i. _______________________________________________
ii. _______________________________________________

4. Predict what will happen to animal P by the year 2010.


___________________________________________________

5. State two variables that is kept the same. (constant)


i. _______________________________________
ii. _______________________________________

Y6/T1/LO1.4/WS7
Learning Objective : 1.4 Knowing the impact of human activities on
environment.
Learning Outcome :1.4.1 Give examples of environmental
destruction caused by human.
Name : ________________________________________________

Class : _________________________ Date : __________________

Name the environmental destructions below that are caused by human activities.

Air Water Flash flood landslide


pollution pollution

1. 4.

2. 5.

3. 6.
Y6/T1/LO1.4/WS8
Learning Objective : 1.4 Knowing the impact of human activities on
environment.
Learning Outcome :1.4.2 Explain how human activities cause environmental
destruction.
Name : ________________________________________________

Class : _________________________ Date : __________________

Name these human activities and write the environmental destruction caused by the
activity.

Flash flood Landslide Air pollution Soil erosion Water pollution

1.

2.

3.
4.

Y6/T1/LO1.1 – LO1.4/ES3
Learning Objectives : 1.1 Understanding that some animals live in groups
and others live in solitary.
: 1.2 Understanding that competition is a form of
interaction among living things.
: 1.3 Understanding the responsibility of human beings
in protecting endangered species.
: 1.4 Knowing the impact of human activities on
environment.
Name : ________________________________________________

Class : _________________________ Date : __________________


A. Write ‘ G ‘ for the reason some animals live in groups and ‘ S ‘ for the
reason some animals live in solitary.

1) Warn and protect each other from enemies. ( )

2) Able to get food and build a shelter quickly. ( )

3) Avoid competing with other animals for food. ( )

4) Do not always compete for space and mate. ( )

5) Form pattern to confuse enemies. ( )

B. Fill in the blanks with the correct words.

1) Animals and plant face the threat of extinction because of human


activities such as _______________ logging and development.

2) Elephants are hunted for their ________________.

3) Endangered species should be conserved and _______________


to ensure their survival.

4) Animals lose their _______________ when there is an excessive development


of land.

5) Forest reserves are areas of land where hunting and logging are
_____________

C Study the diagram below and then fill in the blanks with the correct
answers.
(1) The diagram shows that soil is washed out by the _______________

(2) It is called soil _____________________

(3) It is caused by ________________________ activities.

(4) The soil is washed away because it is not covered by _____________

(5) It may cause _____________ pollution when the soil flows into
rivers.

D Fill in the blanks with the correct words.

restore deforestation soil erosion flash floods


landslides water pollution air pollution

1) Soil erosion and landslides are caused mainly by ________________

2) The roots of plants hold on the topsoil of the land and prevents
___________________ and ____________________.

3) Soil erosion causes a large amount of soil and sand to flow into rivers
and settle down on the river bed. The river becomes shallow and
overflows to cause a __________________ when it rains heavily.

4) Soil erosion also cause _______________ and ________________.

5) We need to _________________ the natural state of the


environment to ensure the balance of nature.

Y6/T2/LO1.1/WS1
Learning Objective: 1.1 Understanding that push and pull are forces.
Learning Outcome : 1.1.1 State that push and pull are forces.
Name : ________________________________________________

Class : _________________________ Date : __________________

A. Write PULL or PUSH in the space provided for the pictures given.

1. 2.
3. 4.

5.

B. Tick (  ) the correct force for the activities given.

1. When you pick up a bag, are you using a push or a pull?

PUSH PULL

2. When you squeeze a sponge, are you using a push or a pull?

PUSH PULL
3. Do the keys on a piano need a push or a pull to produce a sound?

PUSH PULL

4. When you drag along a toy cart with a string, are you using a push or a
pull?

PUSH PULL

5. When you kick a ball, are you using a push or pull?

PUSH PULL

6. When you are stretching a rubber band, are you using a push or a pull?

PUSH PULL

7. As a conclusion pushes and pulls are examples of

FORCES FRICTION

Y6/T2/LO1.1/WS2
Learning Objective: 1.1 Understanding that push and pull are forces.
Name : ________________________________________________

Class : _________________________ Date : __________________

A. Do the activities below and state the type of force used.


1. Opening the drawer

2. Lifting a pencil

3. Compressing a spring

4. Twisting a sponge

5. Kicking a ball

6. Mopping the floor

7. Throwing a ball

8. Closing a drawer

9. Sweeping the floor

Y6/T2/LO1.2/WS3
Learning Objective: 1.2 Understanding the effects of a force.
Learning Outcomes: 1.2.1 State that force can move a stationary object.
1.2.2 State that a force can change the motion of an
object
1.2.3 State that a force can change the shape of an
object
Name : ________________________________________________

Class : _________________________ Date : __________________


A. Fill in the blanks based on the action given to the respective diagrams.

A force makes a stationary object move

A force can stop a moving object

A force can change the direction of the moving object

A force makes the shape of an object changes.

1._______________________________

wind _______________________________

2._______________________________

_______________________________

3._______________________________

_______________________________

4._______________________________

_______________________________

Y6/T2/LO1.2/MM1
Learning Objective: 1.2 Understanding the effects of a force.
Learning Outcomes: 1.2.1 State that force can move a stationary object.
1.2.2 State that a force can change the motion of an
object.
1.2.3 State that a force can change the shape of an
object.
Name : ________________________________________________

Class : _________________________ Date : __________________


Fill in the boxes with the effect of a force and an example.

Example

Effect of a force

Example

Example

Y6/T2/LO1.1,1.2/MM2
Learning Objectives: 1.1 Understanding that push and pull are forces.
: 1.2 Understanding the effects of a force.
Name : ________________________________________________

Class : _________________________ Date : __________________

A. Complete the chart below.


Force
Forces are ___________ and ____________

Push Pull
Examples: Examples:

1. _____________ 1. _____________

2. _____________ 2. _____________

3. _____________ 3. _____________

Effects

1. __________________________________________

2. ___________________________________________

3. ___________________________________________

4. ___________________________________________

Y6/T2/1.2/ES2
Learning Objectives: 1.2 Understanding the effects of a force.
Name : ________________________________________________
Class : _________________________ Date : __________________

Complete the crossword puzzle below.


6. S
1.
F
3.
M
5.
4. D C

2. P

1. A stationary object moves only when a _________ is applied.


2. When we kick a ball, we are ________ it.
3. A force can change the direction of a _________ object.
4. A force changes the ________ of a moving object.
5. A force can ________ the shape of an object.
6. It a force is exerted in the opposite direction of movement of an object, it can
_________ down the movement of the object.
7. A force can change the _______ of a moving object.

Y6/T2/LO1.2/SQ1
Learning Objective: 1.2 Understanding the effects of a force.
Name : ________________________________________________

Class : _________________________ Date : __________________

Answer the question below.


Diagram below shows the result of the investigation.

Dough Tin

Before After Before After


Squeezing Squeezing
pressing pressing
(a) What can be observed from the investigation that is shown in the diagram
above ?

_______________________________________________________________

_______________________________________________________________

(b) What is the purpose of this investigation?

To investigate the relationship between _______________________

_______________________________________________________________

(c) State the thing that is observed.

_______________________________________________________________

(d) What is the conclusion that can be made from this investigation?

_______________________________________________________________

Y6/T2/LO1.2/SQ2
Learning Objective : 1.2 Understanding the effects of a force.
Name : ________________________________________________

Class : _________________________ Date : __________________

Answer the questions below.


The diagram below shows three cars which are needed to be pushed by the pupils.
The number of pupils needed to push the cars is recorded below.

Car X : 3 pupils are needed to push the car


Car Y : 5 pupils are needed to push the car
Car Z : 7 pupils are needed to push the car

(a) State the trend of change in the number of pupils needed to push the cars.
____________________________________________________
b) State the thing that is :
(i) changed ___________________________________
(ii) measured ___________________________________

(c) What is the aim of this investigation

____________________________________________________

____________________________________________________

(d) Predict the number of pupils needed to push the 400 kg car.

__________________________________________________

(e) State one conclusion from this investigation.

_______________________________________________________

_______________________________________________________

Y6/T2/LO1.3/WS4
Learning Objective: 1.3 Analysing friction
Learning Outcomes: 1.3.2 Describe the effects of friction.
1.3.3 Describe ways to reduce friction.
1.3.4 Describe ways to increase friction.
Name : ________________________________________________

Class : _________________________ Date : __________________


A. Put a tick (  ) in the correct column.

Reducing Increasing
Statement
friction friction
1. Put oil to the door hinge

2. Put some wheels under a trolley

3. Add more weight to an object

4. Pull an object on a rough surface


5. Sprinkle talcum powder on a carom
board
6. Use a ball bearing
7. Put some rollers under a heavy
object to move it.
8. Using slip mat.

9. Using an aerodynamic shape.

10. Making patterns on the surface.


11. Put some oil and grease on the
surface.
12. Smoothening the surfaces in
contact.

B. Draw a diagram to show the way you solve Ahmad’s problem in the box
given.

Ahmad is pulling a box full of books inside it. The problem is he cannot pull it. Help
Ahmad to find a suitable way to solve the problem.
C. State ‘True’ or ‘False’ for the following statements.

1. Frictional force is effected by the weight of an object.

2. The types of surfaces have no effect on friction.

3. It is easier to pull a box through a grassy plot than a


concrete floor.
4. The heavier the object, the greater the frictional force.

5. Surfaces that are effected by frictional force can become


wear and tear.
6. Frictional force increases after oil is added to the surfaces
which are in contact with each other.
7. The greater the frictional force, the faster an object will
move.
8. The rougher the surfaces which come in contact with each
other, the smaller the frictional force that is produced.
9. Frictional force acts in the opposite direction of a moving
object.

Y6/T2/LO1.3/WS5
Learning Objective: 1.3 Analysing friction
Learning Outcomes: 1.3.5 State the advantages of friction
1.3.6 State the disadvantages of friction.
Name : ________________________________________________

Class : _________________________ Date : __________________

Fill in the spaces provided with the correct statements given below.
1. Enables object to be 2. Causes an object
held without slipping difficult to move

3. 4.
Causes an object’s Prevent cars from
surface to wear out. skidding

5. 6.
Helps to light up a Slows down the
match movement of an object

ADVANTAGES OF FRICTION DISADVANTAGES OF FRICTION

Y6/T2/LO1.3/WS6
Learning Objective: 1.3 Analysing friction
Learning Outcomes: 1.3.7 Conclude that friction occurs when two surface are
in contact.
1.3.8 Design a fair test to find out different type of
surfaces effect the distance a trolley moves by
deciding what to change, what to keep the same
and what to measure.
Name : ________________________________________________
Class : _________________________ Date : __________________

A. Answer the questions below based on the information given.


Ramli wants to carry out a fair test on the effect of the different surfaces on the
distance travelled by a toy car. Below are the apparatus he is going to use in his fair
test.

glass

carpet

wood

1) What is he going to find out in the fair test?


Underline the correct answer.
To investigate the relationship between (type of surface / type of
material ) and ( the distance a toy car moves / the strength of friction ).

b) In the fair test, state the thing:


i) to change : _________________________________
ii) to observe : _________________________________
iii) to keep the same : _________________________________

c) State the hypothesis he is going to make based on the fair test above.
The rougher __________________________________________,
the shorter ___________________________________________.

B Write TRUE or FALSE for each statement below:

1. A trolley moves faster on the glass surface compare to cement.

2. Grease can be used to reduce friction.


3. Direction of friction is the same as the direction of force.

4. Lighter objects produce more friction

5. Friction causes tyres of a car to wear out.

6. Friction occurs when two surfaces in contact.

7. Fiction allows a ladder to hold against the wall.

8. It is easier to move a box with lots of load in it.

9. A moving object will stop when a force acts on it.

10. As friction increases, the distance travelled by an object


decreases.
11. A kite flying in the air does not experience any fiction.

12. The smoother the surfaces that are in contact with each other,
the lesser the frictional force that is produced.

Y6/T2/LO1.3/MM3
Learning Objective : 1.3 Analysing friction
Name : ________________________________________________

Class : _________________________ Date : __________________

A. Complete the classificationFriction


table below.
1. A force when two ___________ are in
__________ with one another.
2. A force which acts in __________ direction
of a moving object.
Advantages Disadvantages

1. ____________________ 1. _____________________

2. ____________________ 2. _____________________

Ways to reduce

1. __________________________________________

2. ___________________________________________

3. ___________________________________________

Y6/T2/LO1.3/SQ3
Learning Objective : 1.3 Analysing friction
Name : ________________________________________________

Class : _________________________ Date : __________________

Answer the question below.


1. An investigation is carried out to determine the distance that is travelled by a
block on different surfaces. The table below shows the results that are
obtained in this investigation.

Type of surface Distance travelled (cm)


Smooth 30
Rough 16
Very rough 9

a) What is the purpose of this investigation?


________________________________________________________________

________________________________________________________________

b) State the thing that is :


(i) changed : _____________________________________
(ii) measured : _____________________________________
c) What is the trend of the type of surface ?
________________________________________________________________
d) What is the thing that is kept the same ?
________________________________________________________________
e) What is the relationship between the type of surface and the frictional force
needed ?
____________________________________________________
____________________________________________________
f) What is the conclusion that can be made ?
Distance ____________________________________________________
traveled by
the ball/ cm

2. Answer the questions below.

60

50

40

Manila Glass Sand- Planed Type of surface


card paper board
30

20

10

(a) What is the aim of the investigation?


____________________________________________________________
____________________________________________________________
(b) In this experiment, state
i. what is changed,
____________ ___________________
ii. what is kept the same,
__________ ______________
iii. what is measured.
___________________________________________

(c) Give one reason to explain why the ball moves the furthest on
the glass surface.
_____________________________________________________________

_____________________________________________________________
(d) What is the trend of the distance when the surface is rough ?

___________________________________________________________.
(e) What hypothesis can be made from the investigation?

_______________________________________________

_______________________________________________

Y6/T2/LO2.1/WS7
Learning Objective : 2.1 Understanding speed
Learning Outcomes : 2.1.1 State that an object which moves faster travels a
longer distance in a given time.
2.1.2 State that an object which moves faster takes a shorter
time to travel in a given distance.

Name : ________________________________________________
Class : _________________________ Date : __________________

A. Choose and put a tick (  ) for the object that moves faster

1. A bus takes 2 hours to travel in a distance of 100 km


2. A car takes 4 hours to travel in a distance of 100 km

3. Muthu takes 15 minutes to cycle to school every morning.


4. Samad takes 12 minutes to cycle to school which is of a same
distance as Muthu.

5. In a 100 m race, Alia takes only 11 seconds to reach the finishing


line.
6. In a 100 m race, Swee Ting takes only 11.5 seconds to reach the
finishing line.

7. The distance from Ipoh to Kuala Lumpur is 210 km and train A


travels for 2 hours to reach Kuala Lumpur.
8. Train B takes only 2 hours to travel in a distance of 350 km from
Penang to Kuala Lumpur.

9. Faridah walks to the market which is 50 m away from her house


and she takes only 5 minutes to reach there.
10. Rohani walks to the market which is 35 m away from her house
and she also takes 5 minutes to reach there.

Y6/T2/LO2.1/ES3
Learning Objective : 2.1 Understanding speed

Name : ________________________________________________

Class : _________________________ Date : __________________

Choose and fill in the blanks with the correct answer.


1. An object that moves ____________ takes a shorter time to reach its
destination . ( slower, faster )

2. An object that moves ____________ takes a longer time to reach its


destination. ( slower, faster )

3. All moving objects regardless slow or fast have ______________.


( force, speed )

4. The shorter the time taken to move across a fixed distance, the
______________ the speed of the object. ( more , less )

5. A faster moving object travels a _____________ distance at a given time.


( shorter, longer )

6. An object which moves faster takes a ____________ time to travel in a given


distance. ( shorter, longer )

7. An object which moves slower takes a ____________ time to travel in a given


distance. ( shorter, longer )

8. An object which moves faster takes a _____________ distance in a given


time. ( shorter, longer )

9. An object which moves slower takes a _____________ distance in a given


time. ( shorter, longer )

Y6/T2/LO2.1/MM4
Learning Objective : 2.1 Understanding speed
Learning Outcomes: 2.1.1 State that an object which moves faster travels a longer
distance in a given time.
2.1.2 State that an object which moves faster takes a shorter
time to travel in a given distance.

Name : ________________________________________________
Class : _________________________ Date : __________________

Complete the chart shown below.

Speed

A measurement of how _________ an object


moves.

Comparing the distance moved Comparing the time taken

An object that moves faster An object that moves faster

travel a __________ distance takes a _________ time to

in a given __________ travel a given ____________.

Y6/T2/LO2.1/SQ4
Learning Objective : 2.1 Understanding speed

Name : ________________________________________________

Class : _________________________ Date : __________________


Answer the questions below.
1. Diagram below shows the speed of toy car based on different mass of the toy car.

The mass of toy car/g

(a) In this activity, decide

i) What is changed : ___________________________________

ii) What is observed : ___________________________________


(b) What is the aim of this investigation ?

____________________________________________________
____________________________________________________
(c) State the trend of the toy car’s speed.

____________________________________________________
(d) Predict the toy car’s speed when the mass of the toy car is 25 g.

____________________________________________________
(e) What is the conclusion of this experiment ?

____________________________________________________

Answer the questions below.

2.

P Q R
Three similar bricks are pulled up the inclined planes P, Q and R with the same amount
of force. Table below shows the time taken to reach the top.

Inclined plane Time taken (s)


P 10
Q 6
R 3

(a) What can you observe about the time taken for the brick to reach the top
on inclined plane P ?
__________________________________________________
(b) What can you infer for your answer in ( a ) ?
__________________________________________________
(c) In this investigation, state :
i) What to be changed :_______________________________

ii) What to be observe :_______________________________

iii) What to be kept the same:__________________________


(d) What is the purpose of this investigation?
__________________________________________________
__________________________________________________

(e) What can you conclude from this investigation?


__________________________________________________

Y6/T3/LO1.1/WS1
Learning Objective : 1.1 Understanding food spoilage
Learning Outcome : 1.1.2 Identify characteristics of spoilt food
Name : ________________________________________________

Class : _________________________ Date : __________________


A. The picture below shows various types of food.

Sweet Rice Milk Bread Fish curry Biscuit

Classify the above food according to food that can get spoiled easily and food that
cannot get spoiled easily.

Food

Can get spoilt easily Cannot get spoilt easily

Y6/T3/LO1.1/WS2
Learning Objective : 1.1 Understanding food spoilage
Learning Outcome : 1.1.2 Identify characteristics of spoilt food

Name : ________________________________________________

Class : _________________________ Date : __________________


State the conditions of the food after they have become spoiled.

Type of food Characteristic Of spoilt food


s
Smell Taste Colour Texture
1

Fish

Bread

Milk
4

Durian

T6/T3/LO1.1/MM1
Learning Objective : 1.1 Understanding food spoilage
Learning Outcome : 1.1.2 Identify characteristics of spoilt food
Name : ________________________________________________
Class : _________________________ Date : __________________

Complete the mind map.

Characteristics of spoilt
food

Unpleasant smell Unpleasant taste

Bad smell
________________________

Mouldy

____________________

Changed colour Changed texture

__________________ ____________________

Y6/T3/L.O1.2/WS3

Learning Objective: 1.2 Synthesising the concept of food preservation


Learning Outcomes: 1.2.1 Describe ways to preserve food.

Name : _______________________________________________

Class : _______________________ Date :______________

A. Match the way of preservation to the information given.

1 Involve the storing of food under a Pickling


very low temperature

2 Food is preserved by immersing b Vacuum packing


in acidic solution

3 It involves heating the food under c Canning


high temperature and storing in air
tight can

4 Food is kept in a plastic bag where d Freezing


air has been removed

Y6/T3/LO1.2/WS4
Learning Objective: 1.2 Synthesising the concept of food preservation
Learning Outcomes: 1.2.2 Give examples of food for each type of food
preservation
Y6/T3/L.O1.2/WS5
Learning Objective: 1.2 Synthesising the concept of food preservation
Learning Outcomes: 1.2.1 Describe ways to preserve food.
1.2.2 Give examples of food for each type of food
preservation

Name : _______________________________________________

Class : _______________________ Date :______________

Rearrange the statements below to form the correct steps of a way of


food preservation. Name the way of food preservation.

Way of food preservation : Pickling

a) Soak the mango slices in the sugar solution…………………………………..

b) Wash and drain the mango slices again…………………………………………

c) Mix the mango slices with salt and store it overnight…………….

d) Cut the mangoes into slices…………………………………………………………..

e) Seal the bottle tightly……………………………………………………………………..

f) Wash the mango slices and drain……………………………………………… …..

Y6/T3/LO1.2/SQ1
Learning Objective: 1.2 Synthesising the concept of food preservation

Name : _______________________________________________

Class : _______________________ Date :______________


Answer all questions

1 Two slices of bread X and Y are put in different places.

Bread X : In a cupboard
Bread Y : In a refrigerator

Bread X and bread Y are taken out after a week.

a) What will happen to bread X after a week ?

There will be many ___________________on the bread.

b) Why ?

Because of __________________________________

c) What will happen to bread Y after a week ?

It will be _____________________and there are

no _____________ on the bread.

d) Why ?

Because there are ______________________________

e) State
i) what to change :______________of investigation

ii) what to observe : Presence of_______________

f) What have you learned from the investigation ?

Microorganisms grow in the presence of_______________,

____________and ______________________________

2. Study the picture below.


a) What are the women doing ?

They are ____________________________________________

b) What will happen to the fish when they are put under the sunlight ?

_________________________________________________

c) What is the name of the way of preservation done by the women ?

d) Name another way that the fish can be preserved ?

____________________________________________________

Y6/T3/LO2.1/WS6

Learning Objective: 2.1 Understanding the effects of improper disposal of


waste on the environment.
Learning Outcomes : 2.1.1 Identify types of waste in the environment
2.1.2 Identify sources of waste
Name : _______________________________________________

Class : _______________________ Date :______________

A. Match the pictures to the types of waste correctly.

1.

Old newspaper

2.

Rusty cans

3. Leftover food

4.
Broken glass

5.
Sewage

6.
Oil spill

B. Classify the types of waste given based on their sources.

old clothes poisonous gas toxic waste

plastic container leftover food chemical waste

smoke sewage broken furniture

SOURCES OF WASTE

HOUSES VEHICLES FACTORIES

1. 1. 1.

2. 2. 2.

3. 3.

4. 4.

5.

C. Match the type of waste to the sources of waste correctly.

Type of waste Sources of waste


1. Rubbish (organic waste)
a) From agriculture
2. Sewage
b) From vehicles and open burning
3. Toxic materials
c) From factories
4. Pesticide
d) From the home
5. Smoke

Y6/T3/LO2.1/WS7

Learning Objective: 2.1 Understanding the effects of improper disposal of


waste on the environment.
Learning Outcomes : 2.1.3 State the improper ways of waste disposal
2.1.4 State the proper ways of waste disposal
2.1.5 Describe the harmful effects of improper waste
Name : _______________________________________________

Class : _______________________ Date :______________

A. Tick ( / ) for proper ways of waste disposal and ( X ) for improper ways
of waste disposal.

1. Throw all the rubbish into the drain.

2. Recycle the old newspaper.

3. Use the old tyres as pots in the garden.

4. Use of smoke filters on every factory

5. Dispose organic waste into the river

6. Burn all plastic containers.

7. Classify the rubbish into their groups.

B. Fill in PROPER or IMPROPER for the ways of waste disposal for the
pictures given below.

1. 2. 3.
_____ _________________ _____________________ ____________________

4. 5. 6.

______________________ ____________________ ____________________

Y6/T3/LO2.2/WS8
Learning Objectives: 2.2 Understanding that some waste can decay.
Learning Outcomes : 2.2.1 State that certain waste can decay
2.2.2 Give examples of waste that can decay.
2.2.3 Give examples of waste that do not decay.

Name: ________________________________________________

Class: ______________________ Date : ___________________

A. Classify the following wastes as waste that can decay and do not decay.

paper leaves leftover foods plastic bottles

milk tin boxes spoiled fruits broken glass

woods styrofoam spoiled vegetables aluminium foil

Waste Can Decay Waste Do Not Decay


B Fill in the blanks with the correct answers

do not decay rotten plastic fish plants

biodegradable decay Non biodegradable

glass preven
tt
1 Waste that can decay includes _________________ and animals.

2 A waste that _____________________ is known as non-biodegradable


waste.

3 _______________________ is not easily rotten

4 Waste that can decay is easily ___________________________

5 __________________________is a waste that can decay

6 Meat and vegetables are waste that can ___________________.

7 Waste materials that can decay are _______________________


waste.

8 Plastic and ___________________are waste material that are not able to


decay.

9 Waste materials that are not able to decay are called


____________________________ waste.
10 Waste decay _______________ wastes from accumulating in the
environment.

Y6/T3/LO2.1/ES2
Learning Objective: 2.1 Understanding the effects of improper disposal of waste
on the environment
Name : _______________________________________________

Class : _______________________ Date :______________

A The picture below shows an activity that has been done by humans.

a) What can you see in the above picture ?

_______________________________________________

b) What will happen if the above activity is not stopped ?


i)______________________________________________

ii)______________________________________________

iii)_____________________________________________

c) What must be done to prevent all the bad effects ?

i)______________________________________________

ii)______________________________________________

iii)_____________________________________________

Y6/T3/LO2.1/ES2
Learning Objective: 2.1 Understanding the effects of improper disposal of waste
on the environment
Name : _______________________________________________

Class : _______________________ Date :______________

1. The table below shows the number of empty glass bottle that have been
collected by Aimi from January to June 2007.

Month Jan. Feb. Mac Apr. May June

Number of glass bottles


collected 200 400 500 600 700 800

a) What is the trend of change in the number of glass bottles collected


from January to June ?

___________________________________________________

b) Give a reason for the change in the number of glass bottles collected.

____________________________________________________
c) How many bottles will be collected in July ?

____________________________________________________

d) What must we do to prevent more glass bottles from being collected month by
month ?

____________________________________________________

e) State what to observe in the investigation.

_________________________________________________

Y6/T4/LO1.1/WS1
Learning Objective 1.1 : Understanding the eclipse of the Moon

Learning Outcomes 1.1.1 : State what eclipse of the Moon is

1.1.2 : State the position of the Moon, the Earth and

the Sun during the eclipse of the Moon

1.1.3 : Explain why the eclipse of the Moon occurs


Name : _______________________________________________

Class : _______________________ Date :______________

Diagram below shows an investigation done by a group of pupils.


1 What do the torchlight, globe and table tennis ball represent?

a. Torchlight : _____________________

b. Globe : _____________________

c. Table tennis ball : ____________________


2

At which position is the situation considered a total eclipse?

_________________________________________________________

3 Explain your answer in question 2.

_________________________________________________________

Draw and label the position of the Moon, the Sun and the Earth during
the eclipse of the Moon in the space provided below.
4.

. Fill in the blanks with the correct answers.


5
The eclipse of the moon occurs when the ___________ is between the

_______________ and the _____________. The Sun, the Earth and the
Moon are in a ______________________ line.

Y6/T4/LO1.2/WS2
Learning Objective 1.2 : Understanding the eclipse of the Sun

Learning Outcomes 1.2.2 : State the position of the Moon, the Earth and
the Sun during the eclipse of the Sun
1.2.3 : Explain why the eclipse of the Sun occurs
1.2.4 : Predict the scenario on the Earth during the
eclipse of the Sun
Name : _______________________________________________

Class : _______________________ Date :______________

A. The diagram below shows the position of the Moon, the Earth and the Sun during
the eclipse of the Sun. Draw and shade what you can see about the Sun

bicycle
J K L M N

Based on the diagram above, fill in the blanks with the information given.

straight Moon Earth Sun darker

The eclipse of the sun occurs when the _________ is between the __________

and the __________. And three of them lie in a _____________line.

During the eclipse of the sun, the sky gets _________and __________until

eventually it becomes completely dark during the day.

B Tick ( / ) the correct statements and cross (x) the false statements.

1. The eclipse of the Sun occurs because the Earth is between the Moon
and the Sun.

2. The eclipse of the Moon occurs during a full moon at night.

3. The eclipse of the Sun occurs at certain parts of the of the Earth
during daytime.

4. The eclipse of the moon occurs when the Moon, Earth and the Sun
are positioned in a straight line.

5. The eclipse of the Sun occurs longer than the eclipse of the Moon
Y6/T4/LO 1.2/SQ1
Learning Objective 1.2 : Understanding the eclipse of the Sun
Name : _______________________________________________

Class : _______________________ Date :______________

1. Answer all the questions.


The diagram below shows an investigation carried out by a group of pupils.

Ping pong ball shadow


torch

globe
a. What is the aim of the investigation?
__________________________________________________

__________________________________________________

b. State one observation, based on the experiment above

_________________________________________________
_________________________________________________

c. From your observation, state one inference.


__________________________________________________

_________________________________________________

Y6/T5/LO1.1/WS1
Learning Objective1.1 : Understanding simple machines.
Learning Outcomes1.1.2 : State types of simple machines
1.1.3 : Give an example for each type of simple machine
Name : _______________________________________________

Class : _______________________ Date :______________

A. Write the answers given below correctly

screw gear lever Inclined planed pulley wedge Wheel and axle

1 . _________________ 2. ________________ 3.
_____________
4. __________________ 5.
__________________ 6. _______________

7. _______________________

B. Give an example for each type of simple machine according the answer given.

door stopper nut watch

screwdriver scissors flagpole broom


1. Wedge

---------------------
2. Screw 7. Lever

--------------------- ---------------------

3. Wheel and Simple


axle machine 6. Pulley

---------------------
----------------------

5. Inclined
4. Gear plane

---------------------
----------------------

Y6/T5/LO1.2/WS2
Learning Objective 1.2 : Analysing a complex machine
Learning Outcomes 1.2.1 : Identify simple machines in a complex machine.
1.2.2 : Conclude that a complex machine is made up of more
than one simple machine.
1.2.3 : Give examples of complex machines
Name : _______________________________________________

Class : _______________________ Date :______________

A. Circle the simple machines that can be found in the complex machines below.
1. 2.

scissors

wheelbarrow

Plane Wedge
Screw Wedge

Lever Pulley
Wheel and axle Lever

4.
3.
nutcrackers
hand drill

Screw Gear Screw Wedge


Pulley Wheel and axle Lever Pulley

6.
5.

nail clipper bicycle

Lever Inclined plane Gear Wheel and axle


Wedge Gear Lever Wedge
B. Match the simple machine in the boxes with the complex machine.

1. 2

Simple machines

3
Conclusion Inclined plane, screw

A device that has more than


one Wedge , lever simple machine is a
4.
___________ machine.

Gear , wheel and axle

Wheel and axle, wedge

C. Circle the simple and complex machines that can be found in the picture below.
Then, list them down in the table below.
Simple machine Complex machine

Y6/T5/LO1.3/ES1
Learning Objective 1.3 : Appreciating the invention of machines that make
life easier.
Learning Outcome 1.3.3 : Design a machine to solve a problem.
Name : _______________________________________________
Class : _______________________ Date :______________

1. Fill in the blank with the answers given.

easier pulley spanner inclined plane

faster gears lever wedge

1. A knife is an example of a _________________________________.

2. A _______________________ is used to reduce the effort needed to


overcome the force of gravity when an object is lifted.

3. Wheels with teeth or cogs are called ____________________________.

4. The simple machines that are used to load three drums of water onto the lorry
are called __________________________.

5. Wedge and ________________________can be found in the scissors.

6. A _____________________is used to unscrew nuts.

7. The invention of machines help us do work ___________________ and

__________________________.

Y6/T5/LO 1.3/SQ1
Learning Objective 1.3 : Appreciating the invention of machines that make
life easier.
Name : _______________________________________________

Class : _______________________ Date :______________

Answer all the questions below

1. The figure below shows two activities R and S that are carried out by Faizal.
Activity R shows the heaviest object that Faizal can lift without using any pulley.
Activity S shows the heaviest object that Faizal can lift using one pulley.

Activity R Activity S

The observation of the investigation is as follows :

Activity Number of pulley The weight of object that can be lifted


R 0 7 kg
S 1 14 kg

a. What is the aim of the investigation above?


_________________________________________________________

_________________________________________________________
b. State the relationship between number of pulley and weight of object that
can be lifted.
__________________________________________________________

__________________________________________________________

c. In this investigation , state the thing that is


i.) What to be change : ______________________________________

ii) What to be observed : _____________________________________


d. Predict the weight of object that can be lifted by Faizal if he using two pulleys
___________________________________________________________

2. Answer all questions.


1. Samy and his friends are carrying out an investigation.
Diagram 1 (i) shows Samy is trying to move a load by using a lever. He finds it
is difficult to move the load.

Diagram 1 (i)
Samy moves the fulcrum closer to the load as shown in Diagram 1 (ii).
Then he finds that it is easier to move the load.

Diagram 1 (ii)
a. What is the aim of the investigation?
_______________________________________________________

_______________________________________________________

b. Based on the above investigation, what are things that are


i. changed : ___________________________________________
ii. measured : ___________________________________________
c. State the relationship between things to change and things to measure.
______________________________________________________
______________________________________________________
d. What conclusion can be made from this investigation.
______________________________________________________
______________________________________________________