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SAINS TAHUN ENAM

( EDISI BAHASA INGGERIS)

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

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KURIKULUM STANDARD SEKOLAH RENDAH DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS TAHUN 6

(Edisi Bahasa Inggeris)

BAHAGIAN PEMBANGUNAN KURIKULUM


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Cetakan Pertama 2016 Kementerian Pelajaran Malaysia 2016 Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4 -8, Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.


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FALSAFAH PENDIDIKAN SAINS NEGARA

Selaras dengan Falsafah Pendidikan Kebangsaan,

pendidikan sains di Malaysia memupuk

budaya Sains dan Teknologi dengan memberi tumpuan

kepada perkembangan individu yang kompetitif,

dinamik, tangkas dan berdaya tahan serta

dapat menguasai ilmu sains dan keterampilan teknologi.

Source: MOSTI

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CONTENT

RUKUN NEGARA iii

FALSAFAH PENDIDIKAN KEBANGSAAN iv

FALSAFAH PENDIDIKAN SAINS NEGARA v

INTRODUCTION 1

DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1

AIMS AND OBJECTIVES 4

FOCUS 5

SCIENTIFIC SKILLS 5

SCIENTIFIC ATTITUDES AND NOBLE VALUES 7

ELEMENTS ACROSS THE CURRICULUM 14

SKILLS FOR 21ST

CENTURY 16

SKILLS AND VALUE FOR THE 21ST

CENTURY 17

STUDENT PROFILE 18

TEACHING AND LEARNING STRATEGIES 20

METHODS OF TEACHING AND LEARNING SCIENCE 22

ASSESSMENT OF TEACHING AND LEARNING 25

ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 31

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THEME : INTRODUCTION TO SCIENCE

1.0 Scientific Skills

2.0 Science Room Rules

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50

THEME : LIFE SCIENCE

3.0 Microorganism

4.0 Interactions Among Living Things

5.0 Preservation and Conservation

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58

THEME : PHYSICAL SCIENCE

6.0 Force

7.0 Speed

60

62

THEME : MATERIAL SCIENCE

8.0 Food Preservation

9.0 Waste Material

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66

THEME : EARTH AND SPACE SCIENCE

10.0 Eclipse

11.0 Constellation

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THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE

10.0 . Machine 71

KSSR SCIENCE YEAR 6

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INTRODUCTION PREFACE

As articulated in the National Education Philosophy, education

in Malaysia is an on-going effort towards developing the

potential of individuals in a holistic and integrated manner to

produce individuals who are intellectually, spiritually,

emotionally and physically balanced. The primary and

secondary school science curriculum standard is developed

with the aim of producing such individuals.

The overall Science Standard Curriculum encompasses three

core science subjects and four elective science subjects. The

Core Science Subjects are Primary School Science, Lower

Secondary Science, and Upper Secondary Science. The

Elective Science subjects offered in upper secondary are

Biology, Chemistry, Physics, and Additional Science.

The Core Science Subjects for primary and lower secondary

school are designed with emphasis on the knowledge and

understanding of science to produce science literate pupils so

as to prepare them for science at higher levels. The Core

Science subjects in upper secondary school aim to develop

pupils’ science literacy, innovative skills and to equip them to

enter fields of science. The Elective Science Subjects offer

options to pupils based on their inclinations, interests and

abilities in the science field to venture into careers specifically

in science and technology fields. This group of pupils will

continually contribute to the development of the nation.

This group of pupils will become the human resources in the

field of science and technology that will contribute to the

continuity in the development of the country.

DESIGN OF THE STANDARD-BASED CURRICULUM FOR

PRIMARY SCHOOL

The concept of strands introduced in KSSR, is a form of

classification of knowledge, skills and values. This concept

focuses on the development of a physically, emotionally,

spiritually and intellectually balanced human capital. Six

strands are identified to represent the fields of knowledge,

skills and values that form the basis of development of

creative and critical thinking, and innovative individuals

(Diagram 1). The strands reflect explicit structuring of

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discipline of knowledge, skills and values that pupils need to

acquire. Each strand is interconnected and integrated.

Communication

The communication strand emphasises the integration

process of the language skills in the form of verbal and non-

verbal during interaction. This strand focuses on language

skills such as listening and speaking, reading and writing, as

well as the added value of reasoning. Pupils need to master

these skills to assist them in the process of acquisition of

knowledge, skills and values in the other strands. Language

proficiency prepares pupils to select accurate and systematic

language used in social interaction.

The knowledge disciplines within the communication strand

include Bahasa Melayu, English Language, Bahasa Cina,

Bahasa Tamil, Bahasa Arab, Bahasa Iban, Bahasa

Kadazandusun and Bahasa Semai.

Physical and Aesthetic Development

The Physical Development and Aesthetic strand emphasises

on physical and health development for personal well-being

and nurturing of imagination, creativity, talent and

appreciation. Knowledge disciplines that develop the physical

aspects are Physical Education and Health Education.

Creativity, talent and appreciation are nurtured through Visual

Art Education and Music Education.

Humanity

The Humanity strand emphasises on the mastery and practice

of knowledge about community and the environment locally,

nationally and globally as well as the appreciation of the spirit

of patriotism and unity. History is the knowledge discipline in

the Humanity strand introduced at Level II of the primary

school.

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Figure 1: Framework for Curriculum KSPK and KSSR

KSSR SCIENCE YEAR 6

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Personal Development

The Personal Development strand emphasises the nurturing

of leadership and character building through curricular and

co-curricular activities. Pupils are given the opportunity to

integrate knowledge, skills and values learned in the

classroom and practise them in co-curricular activities.

Participation in co-curricular activities such as societies,

uniformed bodies and sports provide opportunities for pupils

to heighten their potential as leaders to themselves, friends,

family and the community.

Science and Technology

The Science and Technology strand emphasises the mastery

of:

scientific knowledge, skills and scientific attitude

knowledge, skills and values in mathematics

knowledge and technology-based skills

Knowledge discipline in Science and Technology Strand are

Science, Mathematics, Design and Technology (DT) and

Information and Communication Technology (ICT).

Spiritual, Attitude and Value

The Spiritual, Attitude and Value strand emphasises the

learning areas that focus on religious practices, beliefs,

attitudes and values. Knowledge disciplines in this strand are

Islamic Studies for Muslim pupils and Moral Education for

non-Muslim pupils.

AIMS

The aim of Science Standard Curriculum for primary is to

instill interest and develop creativity amongst pupils through

experience and investigation so as to master knowledge in

science, scientific skills, thinking skills and, scientific attitudes

and values.

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 scientific

skills as well as critical and creative thinking skills.

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3. Enhance pupils’ creativity.

4. Provide pupils with an understanding on scientific

facts and concepts.

5. Enables pupils to apply knowledge and skills in a

critical, creative and analytical manner for problem

solving and decision making.

6. Instil scientific attitudes and noble values amongst

pupils, thus putting these into practice.

7. Be aware of the need to care for the environment.

FOCUS

Science Curriculum focuses on thoughtful learning.

Thoughtful learning is a process of acquisition and mastery of

knowledge and skills that can develop pupils’ minds to the

optimum level. Thoughtful learning does not just focus on the

content to be taught, but also encompasses pedagogy and

assessment. Thoughtful learning occurs when the inquiry

approach that emphasises scientific skills and thinking skills

are integrated.

SCIENTIFIC SKILLS

Science emphasizes inquiry method and problem solving. In

inquiry and problem solving processes, scientific and thinking

skills need to be utilised. Scientific skills are vital in any

activities involving scientific investigation.

Scientific skills encompass science process skills and

manipulative skills.

Science Process Skills

Science Process Skills enable pupils to formulate questions

and find out the answers systematically.

Descriptions of the science process skills are as the following:

Observing Using the sense of sight, hearing,

touch, taste or smell to gather

information about objects and

phenomena.

Classifying Using observations to group objects or

phenomena according to similar

characteristics

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Measuring and

Using Numbers

Making quantitative observations

using numbers or tools with standard

units or tools standardised with

reference units.

Making

Inferences

Making initial conclusions that are

reasonable, that may be true or false

to explain events or observations.

Predicting Making forecast about events based

on observations and previous

experiences or collected data.

Communicating Accepting, choosing, arranging, and

presenting information or ideas in the

form of writing, verbal, tables, graphs,

figures or models.

Using Space-

Time

Relationship

Describing changes in parameters

such as location, direction, shape,

size, volume, weight and mass with

time.

Interpreting Data Giving rational explanations about an

object, event or pattern derived from

collected data.

Defining

Operationally

Defining concepts by describing what

must be done and what should be

observed.

Controlling

Variables

Identifying manipulated variables,

responding variables and fixed

variables. In an investigation, a variable

is manipulated to observe its

relationship with the responding

variable. At the same time, the other

variables are kept the same.

Making

Hypothesis

Making a general statement about the

relationship between the variables that is

assumed to be true to explain an

observation or event. The statement can

be tested to determine its validity.

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Experimenting

Planning and conducting an investigation

to test a hypothesis, collecting and

interpreting data until a conclusion can be

obtained.

Manipulative Skills

In a scientific investigation, manipulative skills are

psychomotor skills that enable pupils to:

Use and handle science apparatus and substances

correctly.

Store science apparatus and substances correctly and

safely.

Clean science apparatus correctly

Handle specimens correctly and carefully.

Sketch specimens, apparatus and substances accurately

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Learning experiences science can foster positive attitudes

and values in pupils. Positive attitudes and values fostered in

the teaching of science in schools include scientific attitudes

and noble values as the following:

Having an interest and curiosity towards the

environment.

Being honest and accurate in recording and validating

data.

Being diligent and persevere when carrying out a task.

Being responsible about the safety of oneself, others

and the environment.

Realising that science is a means to understand

nature.

Appreciating and practising clean and healthy living.

Appreciating the balance of nature.

Being respectful and well-mannered.

Appreciating the contribution of science and

technology.

Being thankful to God.

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Having critical and analytical thinking.

Being flexible and open-minded.

Being kind-hearted and caring.

Being objective

Being systematic

Being cooperative

Being fair and just.

Dare to try

Thinking rationally

Being confident and independent

The inculcation of scientific attitudes and noble values

generally occurs through the following stages:

Be aware and understand the importance and the

need of scientific attitudes and noble values.

Giving attention and response.

Internalising and practising.

Inculcate scientific attitudes and noble values in life.

In this curriculum standard, learning standard for the affective

domain is written explicitly where appropriate. However,

scientific attitudes and noble values in teaching and learning

need to be integrated continuously. For example, during

science practical work, the teacher should remind pupils the

importance of being careful, thorough, cooperative, honest

and persevere when carrying out experiments.

Proper planning is required to optimize the inculcation of

scientific attitudes and noble values. Teachers are

encouraged to go through all learning standards related to the

content standard including the learning standard about the

inculcation of scientific attitudes and noble values before

starting a lesson in the particular learning area.

Critical Thinking Skills

A brief description of each critical thinking skill is as the

following:

Attributing Identifying characteristics, features,

qualities and elements of a concept or

an object.

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Comparing and

Contrasting

Finding similarities and differences

based on criteria such as

characteristics, features, qualities and

elements of objects or events.

Grouping and

Classifying

Separating and grouping objects or

phenomena into groups based on

certain criteria such as common

characteristics or features.

Sequencing Arranging objects and information in

order based on the quality or quantity

of common characteristics or features

such as size, time, shape or number.

Prioritising Arranging objects or information in

order based on their importance or

urgency.

Analysing Processing information in detail by

breaking it down into smaller parts to

understand concepts or events as well

as to find the implicit meanings.

Detecting Bias

Detecting views or opinions that have

the tendency to support or oppose

something.

Evaluating Making consideration on the good and

bad qualities of something based on

valid evidences or propositions.

Making

Conclusions

Making a statement about the outcome

of an investigation based on a

hypothesis or strengthening something

based on an investigation.

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Creative Thinking Skills

A brief description of each creative thinking skill is as the

following:

Generating Ideas

Producing ideas related to something.

Relating Making connections in certain

situations or events to find a structure

or pattern of relationship.

Making

Inferences

Making initial conclusions that are

reasonable, that may be true or false

to explain events or observations.

Predicting Making forecast about events based

on observations and previous

experiences or collected data.

Making

Generalisations

Making a general statement about

certain matter from a group of

observations on samples or some

information from that group.

Visualising Forming perception or making mental

images about a particular idea,

concept, situation or vision.

Synthesising Combining separate elements to

produce an overall picture in the form

of writing, drawing or artefact.

Making

Hypotheses

Making a general statement about the

relationship between the variables

that is assumed to be true to explain

an observation or event. The

statement can be tested to determine

its validity.

Making

Analogies

Forming an understanding about a

complex or abstract concept by

relating it to simple or concrete

concepts with similar characteristics.

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Inventing Producing something new or

modifying something already in

existence to overcome problems in a

systematic manner.

Thinking Strategies

Description of each thinking strategy is as the following:

Conceptualising Making generalisations towards

building of meaning, concept or

model based on inter-related specific

common characteristics.

Making

Decisions

Problem

Solving

Selecting the best solution from

several alternatives based on

specific criteria to achieve the

intended aims. Finding the right solutions in a

systematic manner for situations that

are uncertain or challenging or

unanticipated difficulties.

Besides thinking skills and thinking strategies, another skill

emphasised is reasoning. Reasoning is a skill used in making

logical, rational, fair and just consideration. Mastery of critical

and creative thinking skills and thinking strategies is made

easier if an individual is able to provide reasoning in inductive

and deductive manner. Figure 2 gives an overall picture of the

thinking skills and thinking strategies (TSTS).

Thinking Skills

Critical Attributing Comparing and

contrasting Grouping and

classifying Sequencing Prioritising Analysing Detecting bias Evaluating Making conclusions

Creative

Generating ideas Relating Making inferences Predicting Making hypothesis Synthesising Making

generalisations Visualising Making analogies Inventing

Thinking Strategies Conceptualising Making decisions Problem solving

Reasoning

Figure 2: TSTS Model in Science

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Mastery of TSTS through the teaching and learning of science

can be developed through the following stages:

1. Introducing TSTS.

2. Practising TSTS with teacher’s guidance.

3. Practising TSTS without teacher’s guidance.

4. Applying TSTS in new situations and developed with

teacher’s guidance.

5. Applying TSTS together with other skills to accomplish

thinking tasks.

6.

Further information about the stages on the implementation of

TSTS can be referred to the guidebook “Buku Panduan

Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam

Pengajaran dan Pembelajaran Sains (Curriculum

Development Centre, 1999)”.

Relationship between Thinking Skills and Science

Process Skills

Science Process Skills are skills that are required in the

process of finding solutions to a problem or making decisions

in a systematic manner. It is a mental process that promotes

critical, creative, analytical and systematic thinking. Mastery of

Science Process Skills together with knowledge and suitable

attitudes ensure pupils to think effectively.

The mastery of Science Process Skills requires pupils to

master the relevant thinking skills. The main thinking skills that

are related to each science process skill are as the following:

Science Process Skills Thinking Skills

Observing Attributing

Comparing and contrasting

Relating

Classifying Attributing


Grouping and classifying

Measuring and Using

Numbers

Relating


Making Inferences Relating


Analysing

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Making Inferences

Predicting Relating

Visualising

Using Space-Time

Relationship

Sequencing

Prioritising

Interpreting data Comparing and contrasting

Analysing

Detecting bias

Making conclusions

Making Generalisations

Evaluating

Defining operationally Relating

Making analogies

Visualising

Analysing

Controlling variables Attributing



Relating

Analysing

Making hypothesis Attributing

Relating


Generating ideas

Making hypothesis

Predicting

Synthesising

Experimenting

All thinking skills

Communicating All thinking skills

Teaching and Learning Based on Thinking Skills and

Scientific Skills

This Science Curriculum Standard emphasises thoughtful

learning based on thinking skills and scientific skills. In this

curriculum, the intended learning standard is written by

integrating acquisition of knowledge with mastery of thinking

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skills and scientific skills. Thus in teaching and learning,

teachers need to integrate mastery of skills together with

acquisition of knowledge and the inculcation of scientific

attitudes and noble values.

ELEMENTS ACROSS THE CURRICULUM

The Elements across the Curriculum (EMK) is a value-added

element applied in the teaching and learning process other

than those specified in the Content Standard. The integration

of these elements is aimed at strengthening the human capital

skills and competency as well as intended to prepare pupils

for the challenges of the present and the future. The elements

across the curriculum in KBSR i.e. language, science and

technology, environmental sustainability, values and

patriotism are still relevant to be used in KSSR.

The new elements of EMK, namely creativity and innovation,

entrepreneurship, as well as ICT are identified as a

complementary effort to enhance the quality of KSSR

implementation. The following is a description about the new

elements of EMK in KSSR:

Creativity and Innovation

Creativity and Innovation are two related items.

Generally, creativity refers to the act of generating new ideas,

approaches and new actions. Innovation on the other hand, is

the process of generating new ideas and applying creative

ideas in certain contexts.

The element of creativity and innovation is an element that is

stressed upon in KSSR to prepare students to handle 21st

century challenges. Creativity and innovation in students need

to be inculcated and developed to optimum levels so that they

are capable of generating ideas and inventions that are of

quality that become practices and cultures in the lives of

Malaysian citizens in the future.

To reach this aim, the writing of the learning standard for the

subject of Science that is related to inculcating creativity and

innovation is stated clearly. However, teachers are also

encouraged to instil elements of creativity and innovation in

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any topic deemed suitable if these elements are not stated

clearly. Teachers should prepare activities that increase

interest and creativity and students should be equipped with

knowledge, skills and tools that will enable them to develop

creativity and inculcate attitudes and personalities of creative

individuals.

Entrepreneurship

In the New Economic Model, among the characteristics of

Malaysia in 2020 is innovation and entrepreneurship. The

instilling of the element of entrepreneurship in KSSR is aimed

at forming the characteristics and practices of

entrepreneurship until it becomes a culture among students.

Entrepreneurship characteristics can be formed by:

Practicing entrepreneurship

Applying entrepreneurship thinking

Applying knowledge and business management skills

Formulating concepts, processes or products of

entrepreneurship

Practice moral values and good ethics in

entrepreneurship

All characteristics and practices are implemented according to

primary school children’s abilities.

Information and Communication Technology

Technology is an effective method to strengthen the learning

of science. The use of technology like television, radio,

computer, computer internet software, course software, and

computer interface makes the learning of science more

interesting and effective. Animation and computer simulations

are a useful method to learn a difficult and abstract concept

and can be presented in the form of course software or

website.

The element of Information and Communication Technology is

one of the elements added to KSSR. There are three

approaches in using Information and Communication

Technology in KSSR:

Learning about ICT

Learning through ICT

Learning with ICT

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Teachers must ensure that EMK are integrated effectively in

the teaching and learning process in order to produce

individuals as intended in the National Education Philosophy.

The relationship between EMK and the development of a

balanced individual is illustrated in Diagram 3.

Diagram 3: EMK in the development of a Balanced

individual

SKILLS FOR 21ST CENTURY

Higher Order Thinking Skills (HOTS)

The national curriculum aims to produce pupils who are well

balanced, resilient, curious, principled, well informed, and

patriotic and posses thinking and communication skills and

able to work in teams. The 21st century skills are in line with

the six aspirations as outlined in the Malaysia Education

Blueprint. The six aspirations are leadership skills, bilingual

proficiency, ethics and spirituality, social identity, knowledge

and thinking skills intended to be acquired by every pupil to

enable them to compete globally.

Thinking skills have been emphasized in the curriculum since

1994 to introduce Creative and Critical Thinking Skills (KBKK).

KBKK emphasises on thinking from the low to the higher level.

Starting from 2011, the Primary School Curriculum Standard

(KSSR) has placed emphasis on Higher Order Thinking Skills

(HOTS).

Higher order thinking skills is the ability to apply knowledge,

skills and values for reasoning and reflecting in solving

LANGUAGE

SCIENCE AND

VALUES TECHNOLOGY

ENVIRONMENTAL

PATRIOTISM SUSTAINABILITY

Information and Communication

Technology

Creativity and

Innovation

Entrepreneurship

BALANCED INDIVIDUAL Critical Creative and Innovation Thinking

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problems, making decisions, to innovate and to create. HOTs

refer to the skills of applying, analysing, evaluating and

creating as shown in Table 1.

Table 1: Description of HOTs

HOTs Description

Applying Using knowledge, skills and values to take

actions in different situations.

Analizing

Breaking down information into smaller parts to

enhance understanding and make relationship

between the parts.

Evaluating

Using knowledge, experience, skills and values

to consider, make decisions and give

justifications.

Creating Producing ideas, products or methods creatively

and innovatively.

HOTS can be applied in the classroom through activities in

the form of inquiry, solving problems and projects. Teachers

and pupils need to use the thinking tools such as thinking

maps, mind maps, and Thinking Hats and high level

questioning, inside and outside the classroom to encourage

pupils to think. Pupils are accountable to their own learning.

SKILLS AND VALUE FOR THE 21st CENTURY

A student must be equipped with skills, knowledge and values

to excel in life and career in the 21st century. The Ministry of

Education Malaysia (MOE) has identified skills and values that

each pupil needs to have to face the 21st century. Skills and

values consist of 3 aspects:

Thinking skills: Prepares pupils to face life and current

working environment which is becoming more challenging.

The skills are:

Creative

Critical

Reasoning

Innovative

Problem solving

Decision making

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Career and Life Skills: Crucial than thinking skills and

knowledge. Pupils develop career and life skills to face a

complex life and current working environment which is

becoming more challenging. These are:

Communication Skills

Information and Communication Technology

Cooperation

Entrepreneurship

Leadership

Lifelong learning

Flexibility

Ability to Adapt

Initiative and Self-direction

Values: Guideline for pupils to become individuals with noble

character, capable of making decisions and act responsibly

towards family, society and country which encompass:

Spirituality

Humanity

Patriotism

Integrity

Responsibility

Unity

STUDENT PROFILE

The critical factor that contributes towards social growth,

culture and economy of a country is the development of

innovative and highly skilled human capitals. Hence; each

pupil must be physically, emotionally, spiritually and

intellectually balanced as stated in the National Education

Philosophy.

To compete at a global stage, MOE has outlined 10 Student

Profiles which are characterised as below:

Balanced: Physically, emotionally, spiritually and

intellectually balanced to achieve personal

satisfaction, show empathy, compassion,

and respect for others. Able to contribute

towards a harmonious family, community

and country

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Resilient: Able to face and overcome difficulties,

overcome challenges with wisdom,

confidence, tolerance and empathy.

Thinker: Able to think critically, creatively and

innovatively; handle complex problems

and make ethical decisions. Think about

learning and themselves as pupils.

Generate questions and are open to

perspective, values and individual and

societal traditions. Confident and creative

in handling new learning fields.

Skilled in

communication:

Able to voice out and express their

thoughts, ideas and information with

confidence and creatively in verbal form

and in writing, using various media and

technology.

Teamwork: Work effectively and harmoniously with

others. Take on responsibility while

respecting and appreciating the

contributions given by team members.

Become better leader and team mate by

obtaining interpersonal skills through

collaborative activities.

Curious: Develop natural curiosity to explore

strategies and new ideas. Learn skills that

are needed to carry out inquiry and

research, as well as practice independent

learning. Enjoy continuous lifelong

learning experiences.

Principled: Honest and have integrity, equality, fair

and respect the dignity of individuals,

group and community. Responsible for

their actions, consequences and

decisions.

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Informative: Knowledgeable and form wide

understanding which is balanced across

various disciplines. Explore knowledge on

local and global issues effectively and

efficiently. Understand ethical issues/laws

related to the information gained.

Caring/

Concern

Show empathy, compassion and respect

towards needs and feelings of others.

Committed to serve the society and

ensure sustainability of nature.

Patriotism Portray love, support and respect towards

the country.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculum

emphasise on thoughtful learning. Thoughtful learning is a

process that helps pupils acquire knowledge and master skills

that will help them develop their minds to the optimum level.

Learning activities should therefore be geared towards

activating pupils’ critical and creative thinking skills and not be

confined to routine method. Pupils should be made aware of

the thinking skills and thinking strategies that are being used

in their learning. They should be challenged with higher order

questions and problems and be required to solve problems

creatively and critically. Pupils should be actively involved in

the teaching and learning that integrate the acquisition of

knowledge, mastery of skills and inculcation of scientific

attitudes and noble values. Thoughtful learning can take place

through various learning approaches such as inquiry,

constructivism, science, technology and society, contextual

learning and mastery learning.

Approaches to Teaching and Learning Science

Inquiry-Discovery Approach

Inquiry-discovery approach emphasises learning through

experiences. Inquiry generally means to find information, to

question and to investigate a phenomenon. Discovery is the

main characteristic of inquiry. Learning through discovery

occurs when the main concepts and principles of science are

investigated and discovered by pupils themselves. Through

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activities such as experiments, pupils investigate a

phenomenon and draw conclusions by themselves. Teachers

then lead pupils to understand the science concepts through

the results of the inquiry. Thinking skills and scientific skills

are thus developed further during the inquiry process.

However, the inquiry-discovery approach may not be suitable

for all teaching and learning situations. Sometimes, it may be

more appropriate for teachers to present concepts and

principles directly or through guided inquiry-discovery to

pupils.

Constructivism

Constructivism is an ideology that suggests pupils learn by

building their own understanding that is meaningful to them.

The important attributes of constructivism are:

Teachers considered pupils prior knowledge.

Learning is the result from pupil’s own effort.

Learning occurs when pupils restructure their

existing ideas by relating new ideas to old ones.

Pupils have the opportunities to cooperate, share

ideas and experiences and reflect on their learning.

Science, Technology and Society approach

Meaningful learning occurs if pupils can relate what they have

learnt with their daily life. Meaningful learning happens to

various approaches such as contextual learning and the

science, technology and society (STS) approach. The theme

and objective of learning that is based on STS is reflected in

this standard curriculum. The STS approach recommends that

the learning of science is done through investigation and

discussions based on science, technology and society issues.

Science and technology knowledge can be learnt together

with the application of science and technology and their

implications on the society.

Meaningful learning occurs if pupils can relate their learning

with their every day experiences. Meaningful learning can

take place in learning approaches such as contextual learning

and Science, Technology and Society (STS). Learning

themes and learning objectives that carry elements of STS

are incorporated into the curriculum. STS approach suggests

KSSR SCIENCE YEAR 6

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that science learning takes place through investigation and

discussion based on science, technology and society issues.

Knowledge of science and technology can be learnt with the

application of science and technology and their impact on

society.

Contextual Learning

Contextual learning is an approach that associates learning

with pupil’s every day life. This approach involves

investigative learning as in the inquiry-discovery approach. In

contextual learning, the relationship between knowledge

taught and every day life is explicitly demonstrated. In this

context, pupils not only learn in theory but learn to appreciate

the relevance of science in their lives.

Mastery learning

Mastery learning is an approach that ensures all pupils to

acquire and master the intended learning objectives. This

approach is based on the principle that pupils are able to

learn if given the opportunities. Pupils should be allowed to

learn at their own pace, with the incorporation of remedial and

enrichment activities as part of the teaching-learning process.

METHODS OF TEACHING AND LEARNING SCIENCE

Teaching and learning approaches can be implemented

through various methods such as experiments, discussions,

simulations, projects, the usage of external resources, future

research and problem solving. In this curriculum standard,

suggestions for these teaching and learning methods are not

explicitly stated. This is to enable teachers to use their own

creativity in teaching and pupils to acquire the intended

knowledge, skills, attitudes and values.

The teaching and learning method determined should be

based on the contents of the curriculum standard, pupils’

abilities and pupils’ repertoire of intelligences and the

availability of resources and infrastructure. Besides the role of

presenting information and subject matter expert, teachers

also act as facilitators in teaching and learning. Teachers

should be attentive to the various repertoires of intelligences

among pupils. Different methods and activities should be

planned to cater to pupils with multiple intelligences.

The following are brief descriptions of some teaching and

learning methods.

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Experiment

An experiment is a method commonly used in science

lessons. Pupils test hypotheses through investigations to

discover specific science concepts and principles. Scientific

methods are used when conducting an experiment involving

thinking skills, science process skills, and manipulative skills.

In general, procedures to follow when conducting an

experiment are:

Identifying a problem

Making a hypotheses

Planning the experiment

- Controlling variables

- Determining equipment and materials needed

- Determining the procedures of the experiment

- Determining the method of data collection

- Determining the method of data analysis

Conducting the experiment

Collecting data

Analysing data

Interpreting data

Making a conclusion

Writing the report

In this standard curriculum, it is suggested that, besides

guiding pupils to carry out experiments, pupils are given the

opportunity to design experiments, which involves drafting

their own experimental method, the data that can be

measured, how to analyse data and how to present the

results of their experiments. These activities can be done

individually or in small groups.

Discussion

A discussion is an activity in which pupils question and

present their opinions based on arguments or valid reasons.

During discussions, pupils must have an open mind to accept

others’ opinions. The teacher should play the role of a

facilitator by asking questions that lead pupils towards the

topic discussed. Discussions can be conducted during and

after experiments, projects, data collection and interpretation

activities, simulations using external resources, problem

solving etc.

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Simulation

Simulation is an activity that resembles the actual situation.

Simulations can be carried out through role-play, games or

use of model. In role-play, pupils act out a particular role

spontaneously based on a certain pre-determined conditions.

Games require procedures that need to be followed. Pupils

play games in order to learn a particular principle or to

understand the process of decision-making. Models are used

to represent objects or real situations. Pupils will be able to

visualize the real situation, thus understanding the concepts

and principles learned.

Project

A project is an activity carried out individually or in groups to

achieve a certain goal that takes a long time and exceeds

formal teaching hours. Pupils are required to identify methods

to solve the problem given and thus plan the entire

project.The outcome of the project either in the form of a

report, an artefact or in other forms needs to be presented.

Visits and Use of External Resources

Learning science through visits to zoos, museums, science

centers, research institutes, mangroves swamps and factories

can make learning more effective, enjoyable and meaningful.

Learning through visits can be optimised by careful planning

whereby pupils have to carry out or perform tasks during the

visit. Discussion after the visit should be held to conclude the

activities carried out.

Future Research

Pupils use critical and creative thinking to explore changes

from the past to the future. This pedagogy is pupils-centered

and integrates various fields. Noble values such as

responsibility and cooperation are cultivated through this

method.

Problem Solving

Problem solving is a method that involves pupils actively

participating in decision making or to achieve a particular aim.

During problem solving, activities such as simulations,

discussions and experiments can be carried out. Generally,

problem solving involves these steps:

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Identify and understand a problem

Explain the problem

Finding alternative solutions

Carry out operations to solve the problem

Evaluate solutions

Use of Technology

Technology is an effective tool for enhancing the learning of

science. Through the use of technology such as the

television, radio, video, computer, internet, computer software,

courseware and computer interfaces make the teaching and

learning of science more interesting and effective. Animation

and computer simulation is an effective tool for learning of

difficult and abstract science concepts and can be presented

in the form of courseware or website.

ASSESSMENT OF TEACHING AND LEARNING

Assessment is an element in the learning process that

encompasses describing, collecting, recording, scoring, and

interpreting information about pupils’ learning for a particular

purpose. Therefore assessment is a process of getting

information and making evaluation of pupils’ achievement.

Assessment is a yardstick to assess pupils’ achievement in

obtaining knowledge, skills and ethics besides assessing the

activities carried out during T&L. Assessment supports pupils’

learning and provides valuable feedback to stakeholders such

as administrators, teachers, pupils and parents/guardians

about pupils’ progress and achievement. The feedback is

used to enhance the quality of T&L.

T&L assessment is more inclined to be formative and

prioritises the progress of each pupil from one level to

another. A teacher is able to diagnose and detect the

development of pupils. This provides an opportunity for

teachers to rectify mistakes and weaknesses of pupils

immediately so that it is not accumulated. The teachers will be

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able to identify pupils’ weaknesses and do follow up. The type

and needs of T&L assessment is illustrated in Figure 4 below.

Who should conduct the assessment?

The task of assessing is not only limited to teachers.

Assessment can also be carried out by peers, pupils

themselves and their parents/ guardians. Parents/guardians

may assess the achievement of their children, guided by

assignment instructions or checklists. Therefore

parents/guardians are directly involved in monitoring the

learning progress of their children.

How is the assessment done?

T&L assessment can be carried out according to the

proposed steps as shown in Figure 5.

T&L ASSESSMENT

Purpose:

Monitoring pupils achievement Feedback on the teaching and learning

Formative:

Assessment during T&L Process and product

Sumative:

Assessment after T&L Product

WHY ASSESSMENT IS NEEDED?

ADMINISTRATOR PARENTS TEACHER PUPILS

Monitor progress Pupils

achievement

Pupils development

Mastery of knowledge, skills and values

Evaluate T&L methods

Upgrades T&L Plan follow up Handle pupils

weaknesses

Identify self strength and weaknesses

Make a learning reflection

Be more responsible

Learn on their own

Know the strength & weaknesses of the child

Helping overcome the child’s weaknesses

Encourage the children according to their interest

Helping and supporting the school in related activities

Manage the assessment administration

Plan the learning activities to increace pupils; achievemnent

Figure 4: Types and Needs of Evaluation

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Assessment can be done using various methods according to

the determined leaning objectives. Figure 6 shows few

examples of assessment methods in T&L.

PLANNING

Determine learning standard and instrumen

PLANNING

Determine learning standard and instrumen

EXECUTE THE ASSESSMENT

Observing/Verbal/Written

RECORDING

ANALYSE THE INFROMATION

REPORT (if necessary)

Follow up

Reinforcement Enrichment

Follow up

Remedial

PROCEED TO THE NEW TOPIC

YES NO

YES

MASTER THE TAUGHT

TOPIC

ASSESSMENT

METHODS

Observing

Suitable to access the

skills, attitudes

and values

Test

Can be tested using written,

sketching, verbal

form and language

Verbally Performance

Use to evaluates the skills of

communication,

self confident &

knowlegde

Checklist

Record of pupils

achievement

development

Essay

Allow pupils to show the skills

of choosing,

compile and

delivered the

content

Folio

Compilation of pupils’ work

individually or

group work

Figure 5: T&L Assessment Flowchart

Figure 6: Methods of Assessment

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Performance Standard

Performance Standard is a statement of pupils’ learning

development level measured based on the standard and it

indicates the position of pupils’ progress in their learning

development. Developments in the Standard are divided into

two; i.e. horizontal development (construct) and vertical

development (level of achievement). Pupils’ developments are

explained with one or more qualifiers using correct words or

phrases to describe the Standard in the form of learning

outcomes. Performance Standard is developed as a guide for

the teachers to improve School Assessment (SA) in line with

Standard Reference of Assessment. Achievement Level is

arranged in a hierarchy to be used as a benchmark in the

individual report.

Table 2: Standard Terms of Performance

PERFORMANCE

LEVEL STANDARD

1 Know

2 Know and Understand

3 Know, Understand and Can Do

4 Know, Understand and Can Do with Good

Attitude

5 Know, Understand and Can Do with Good

Attitude and Laudable

6

Know, Understand and Can Do with

Excellent Attitude, Laudable and

Exemplary

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Table 3: General Interpretation of Achievement Level

PERFORMANCE

LEVEL INTERPRETATION

1 Pupil knows the basics or can perform

basic skills or can respond to the basics.

2

Pupil shows their understanding by

changing type of communication or

translates and can explain what they have

learned.

3 Pupil uses knowledge to perform a skill in

a particular situation.

4

Pupil performs particular skill with proper

attitude by following procedure or being

systematic.

5

Pupil performs particular skilling a new

situation by following procedure or being

systematic, persistent with positive

attitude.

6

Pupil can express their creative and

innovative ideas, has the ability to make

decisions to adapt to requirements and

challenges of everyday life, communicate

to obtain and convey information using

proper and polite sentences and be an

exemplary pupil.

Interpretation of Achievement Level for Primary Science

Assessment conducted comprises of knowledge, skills,

scientific attitudes and moral values. Assessment of

knowledge and skills are stated in the Performance Standard

related to Content Standard.

Table 4: General Interpretation of Achievement Level for

Primary Science

PERFORMANCE LEVEL INTERPRETATION

1 Know the basic knowledge and skills in

science

2

Understand the science knowledge and

skills and can explain the understanding in

any way.

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3 Apply knowledge and scientific skills in

completing the task in a situation

4

Analyzing knowledge and scientific skills

to be applied in completing the task in a

situation systematically

5

Analyze and synthesize knowledge and

scientific skills to be applied in completing

the task or in a new situation persistently,

systematically and with positive attitude

6

Analyze and synthesize knowledge and

scientific skills to be applied creatively and

innovatively in creating, evaluating or

conceptualising something new in

completing a task

Table 5: Value Interpretation of Achievement Level for

Primary Science

PERFORMANCE

LEVEL INTERPRETATION

1 Interest

2 Interest and curious

3 Interests, curious, honest and accurate in

recording data.

4 Interest, curious, honest and accurate in

recording data, brave and systematic.

5

Interest, curious, honest and accurate in

recording data, brave and systematic,

cooperates, diligent and perseverance in

completing task.

6

Interest, curious, honest and accurate in

recording data, brave and systematic,

cooperates, diligent and perseverance in

completing task, responsible for oneself,

friends, and environment and courteous.

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ORGANISATION OF THE SCIENCE STANDARD

CURRICULUM

The Science Standard Curriculum for Year 1 to Year 6 has six

themes; Introduction to Science, Life Science, Physical

Science, Science of Matter, Science of the Earth and The

Universe as well as Technology and Sustainability. However,

these themes are not present in every year of study.

Introduction to Science, Life Science, Physical Science,

Material Science, The Earth and The Universe and

Technology and Sustainability are elaborated according to the

Content Standard and Learning Standard. The Content

Standard has at least one or more Learning Standards that

are conceptualised based on determined fields of study. The

Content Standards are written according to hierarchy in

cognitive and affective domains. The Content Standard is a

general statement that contains elements of knowledge,

scientific skills, thinking skills, scientific attitudes and noble

values in line with the desired Learning Standard.

The Learning Standard is a tangible learning objective. It

comprises the scope of learning with scientific skills and

thinking skills that require the students to master the intended

science concepts. Generally, the Learning Standard is

ordered according to level of difficulty. However, the Learning

Standard can be modified accordingly. The Content Standard

for the affective domain is written at the end of the relevant

cognitive domain. However not all cognitive domains are

followed by affective domains.

Performance Standard is a statement of the level of pupils’

learning development measured with Standard Content and

Learning Standards well as to indicate the position of pupils’

progress in the learning development.

Pupils’ developments are explained with one or more

qualifiers using correct words or phrases to describe the

Standards in the form of learning outcomes. Performance

Standard is developed as a guide for the teachers to

implement School Assessment (SA) in line with Standard

Reference of Assessment.

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The teaching and learning process should be planned

holistically and integrally to allow several Learning Standards

to be achieved. Teachers should analyse all the Learning

Standards and Content Standards before planning teaching

and learning activities. The activities can be varied to achieve

the Content Standard to fulfil leaning objectives. Teachers are

encouraged to shape activities that require the active

participation of students to generate analytical, critical,

innovative and creative thinking while using technology as a

means to achieve the Content Standard affectively.

The teaching and learning process involves activities,

investigations and experiments which are deemed appropriate

to achieve learning standard should be carried out to

strengthen students' understanding.

For Level Two, Science is a single subject and the time

allocated is 120 minutes per week.

The Thematic Core Modules of World of Science and

Technology is introduces to Level One pupils. This module is

a combination of Sciencc elements, Design & Technology and

Informaion & Communication Technology. Time allocated for

the subject is 60 minutes per week.

For Level Two, Science is a single subject and the time

allocated is 120 minutes per week.

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INTRODUCTION TO SCIENCE

1.0 SCIENCE PROCESS SKILLS

CONTENT STANDARD

LEARNING STANDARD PERFORMANCE STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

1.1 Science Process Skills

1.1.1

Pupils will be able to: Observe

1

2

3

4

State all the senses involved in making observations about the phenomena that occurs. Describe the utilization/use of the senses involved when making observations about the phenomena or changes that occur. Use all the senses involved to make observations about the phenomena or changes that occur. * Use all the senses involved to make qualitative observations to describe the phenomena or changes that occur. * Use appropriate tools where necessary to assist in making observations.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

5

6

* Use all the senses involved to make qualitative and quantitative observations to describe the phenomena or changes that occur * Use appropriate tools where necessary to assist in making observations. * Use all the senses involved sys-tematically to make qualitative and quantitative observations to describe the phenomena or changes that occur. * Use appropriate tools where nec-essary to assist in making observa-tions.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.2

Pupils will be able to: Classify

1

2

3

4

State the characteristics of objects by observing the/its similarities and differences. Describe the characteristics of objects by observing the/its similarities and differences. Sort and group the objects based on its common characteristics and differences. Sort and group the objects based on its common characteristics and differences and state the common characteristics used.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

5

6

Sort and group the objects based on its common characteristics and differences and state the common characteristics used and are able to use another characteristic to sort and group these objects. Sort and group the objects based on its common characteristics and different until to the final stage by stating the characteristic used.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.3

Pupils will be able to: Measure and use numbers

1

2

3

4

5

6

State more than one appropriate tool to measure a quantity. Describe the tools and appropriateways to measure a quantity. Measure using tools and standard units correctly. Measure using tools and standard units with correct techniques. Measure using tools and standard units with correct techniques and rec-ord systematically and completely in a table Demonstrate how to measure using tools and standard units with correct techniques and record systematically and completely in a table.

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CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

1.1.4

Pupils will be able to: Make inference

1

2

3

4

5

State a reasonable interpretation of an event or observation.

Describe more than one reasona-ble interpretation of an event or observation. Draw a reasonable initial conclusion based on interpreta-tions of an event or observation. Draw a reasonable initial conclusion of an event or observation by using gathered information. Draw more than one reasonable initial conclusion of an event or observation by using gathered information.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

6

Draw more than one reasonable initial conclusion of an event or observation by using gathered information and able to explain the initial conclusion drawn.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.5

Pupils will be able to: Predict

1

2

3

4

5

6

State a possibility of an event or data. Describe a possibility or event. Make a prediction of an event based on observations, past experience or data. Justify the most suitable and reasonable prediction of an event or data. Make predictions of an event based on observations, past ex-perience or data. Make predictions of an event

based on observations, past experience or data.

Predict using interpolation or extrapolation of data.

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CONTENT STANDARD

LEARNING STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.6

Pupils will be able to: Communicate

1

2

3

4

5

6

Arrange information obtained in a suitable form. Record information or ideas in a suitable form. Record information or ideas in more than one suitable form. Record information or ideas in a suitable form and present it systematically. Record information or ideas in a suitable form, present it systematically and have a positive attitude towards information collected. Record information or ideas in a suitable form, present it systematically, creatively and innovatively in various forms and able to provide feedback.

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CONTENT STANDARD


PERFOR-MANCE LEVEL

DESCRIPTOR

1.1.7

Pupils will be able to: Use space and time relationship.

1

2

3

4

5

6

State a parameter that varies with time based on a situation. Describe a parameter that varies with time based on a situation. Arrange the occurrences of a phenomenon or event chronologically with time Provide reasoning on changes in parameter of a chronological phenomenon or event with time Arrange graphically the occurrences of a phenomenon or event chronologically with time. Present and explain the chronological changes of a phenomenon or event with time.

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CONTENT STANDARD


DESCRIPTOR DESCRIPTOR

1.1.8

Pupils will be able to: Interpret data

1

2

3

4

5

6

Provide an explanation based on data.

Provide a description of more than one explanation based on data.

Choose relevant ideas to make an explanation about objects, events or patterns of data.

Correlate between the parameters in the data based on the relationship between the parameters or science concepts.

Provide a rational explanation using intrapolation of objects, events or pat-terns of data collected.

Provide a rational explanation using intrapolation or extrapolation of data collected.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.9

Pupils will be able to: Define operationally

1

2

3

4

5

6

State what is done and what is observed in a situation. Describe what is done and what is observed in a situation. Interpret what is done and what is observed in a situation for the predetermined aspects Make more than one interpretation of what is done and what is observed in a situation for the predetermined aspects Select the most appropriate interpretation of a concept by stating what is done and what is observed in a situation. Describe the most appropriate interpretation of a concept by stating what is done and what is observed in a situation.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.10

Pupils will be able to: Control variables

1

2

3

4

5

6

Identify the variables that affect an investigation. Describe the variables that affect an investigation Determine the manipulated variable in an investigation. Determine the responding and constant variables after determining the manipulated variable in an investigation Explain the relationship between the manipulated and responding variable in an investigation. Change the constant variable in an investigation to manipulated variable and state the new responding variable

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.11

Pupils will be able to: Make hypothesis

1

2

3

4

5

6

State the variables involved in an investigation. Describe the variables involved in an investigation. Describe the relationship between the variables in an investigation. Make a general statement about the relationship between variables that can be tested in an investigation. Relate the manipulated and responding variable in making a hypothesis to be tested. Plan an investigation to test the hypothesis.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

1.1.12

Pupils will be able to: Carry out experiment.

1

2

3

4

5

6

State the aim of the identified problem. Make a hypothesis based on identified problem. Specify the appropriate method and apparatus in planning the experiment. Carry out the experiment to test the hypothesis. Carry out the experiment, collect data, interpret the data and make a conclusion to prove the hypothesis and write a report. Identify a new problem and design an experiment to test the new hypothesis from questions..

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CONTENT STANDARD


PERFOR-MANCE LEVEL

DESCRIPTOR

1.2

Science manipula-tive skills.

1.2.1 1.2.2 1.2.3 1.2.4 1.2.5

Pupils will be able to: Use and handle science apparatus and substances correctly. Handle specimens correctly and carefully. Sketch specimens, apparatus and science substances correctly. Clean science apparatus correctly. Store science apparatus and substances correctly and safely.

1

2

3

4

List science apparatus, substances and specimens required for an activity. Describe the use of science apparatus, substances and specimens required for an activity with the correct method. Handling science apparatus, substances and specimens required for an activity with the correct method. Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity with the correct method.

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CONTENT STANDARD


PERFOR-MANCE LEVEL

DESCRIPTOR

5

6

Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity with the correct methods, systematically and sparingly. Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity with the correct methods, systematically, sparingly and be an example to others.

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2.0 SCIENCE ROOM RULES

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

2.1 Science room rules

2.1.1

Pupils will be able to: Adhere to science room rules.

1

2

3

4

5

6

State one of the science room rules. State more than one of the science room rules. Apply one of the science room rules. Apply more than one of the science room rules. Give reasons the needs to adhere the science room rules. Be an example to peer in adhering to science room rules.

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LIFE SCIENCE

3.0 MICROORGANISM

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

3.1 Microorganisms are living things

3.1.1

Pupils will be able to: Identify types of microorganisms through observation by using various media.

Type Examples

fungi yeast, mucor

protozoa Paramecium, Amoeba.

algae Phytoplankton, Spirulina.

bacteria E.coli, Basilus, Salmonella,

streptococcus.

virus HIV, influenza virus

1

2

3

4

5

State the types of microorganisms and its examples. Describe microorganisms that undergo life processes based on the activities carried out. Make generalisation that microorganisms are living things and most of them cannot be seen with naked eyes. Predict the factors that affect the growth of microorganisms. Test the factors that affect the growth of microorganisms.

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CONTENT STANDARD

LEARNING STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

3.1.2

3.1.3

3.1.4

State microorganisms that undergo life pro-cesses by carrying out investigation on a few examples of microorganism such as yeast, mucor and Paramecium using appropriate tools. Make generalisation that microorganisms are living things and most of them cannot be seen with naked eyes. Carry out experiments to determine the factors that affect the growth of microorganisms i.e. water, air, temperature, nutrient and acidity.

6

Communicate to conclude the factors that affect the growth of microorganisms.

3.1.5 Explain observation using sketches, ICT, in written or verbal form.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

3.2 Useful and harmful microorganisms

3.2.1

3.2.2

Pupils will be able to: Describe the harmful effects of microorganisms through observation using various media which cause:

• diseases;

• tooth decay;

• food poisoning;

• food spoilage.

Describe the useful effects of microorganisms through observation using various media, such as:

• making bread, tapai, tempe and yoghurt;

• produce antibiotics and vaccines;

• decomposition of organic materials

including making of fertilizer and waste

treatment.

1

2

3

4 5 6

State the harmful effects of microorganisms. Describe the usage of microorganisms. Make generalisation that some microorganisms are useful and some are harmful. Generate ideas on how to prevent contagious diseases. Relate the factors of microorgan-isms’ growth with the food pro-cessing. Communicate creatively and inovatively about contagious diseases and how they spread through touch, air, food and water.

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CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

3.2.3

3.2.4

Make generalisation that some microorgan-isms are useful and some are harmful. Explain observation using sketches, ICT, in written or verbal form.

3.3 Live healthily

according to the

knowledge of

microorganisms

.

3.3.1

3.3.2

3.3.3

Pupils will be able to: Generate ideas on how to prevent contagious diseases. Practise a healthy lifestyle for well-being and to prevent contagious diseases. Explain observation using sketches, ICT, in written or verbal form.

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4.0 INTERACTION AMONG LIVING THINGS

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

4.1 Interaction among animals

4.1.1

4.1.2

4.1.3

Pupils will be able to: State that the meaning of interaction among animals is a form of relationship that occurs through intraspecies and interspecies to get their basic needs. Explain with examples that some animals live in groups and others live in solitary through observation using various media. Describe the advantages and disadvantages of animals living in groups and in solitary.

1

2

3

4

5

Give examples of animals that live in groups and in solitary. Describe the meaning of interaction among animals. Describe the factors of competition among animals. Describe the advantages and disadvantages of animals living in groups and in solitary. Explain through examples the types of interactions among animals.

KSSR SCIENCE YEAR 6

56

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

4.1.4

4.1.5

4.1.6

Describe the factors of intraspecies and interspecies competition among animals through observation using various media:

• food;

• water;

• shelter or territory;

• mate;

Explain through examples the types of interaction among animals such as symbiosis, mutualism, commensalism and parasitism. Explain observation using sketches, ICT, in written or verbal form.

6

Communicate to describe the interaction that occurs between an animal within the same species and with other species.

KSSR SCIENCE YEAR 6

57

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

4.2

Interaction between plants

4.2.1

4.2.2

4.2.3

4.2.4

Pupils will be able to: Describe the factors of competition between plants through observation using various media:

• water;

• sunlight;

• nutrient;

• space.

Carry out investigations to determine the factors of competition between plants. Explain through examples the types of interactions between plants such as symbiosis: commensalism and parasitism. Explain observation using sketches, ICT, in written or verbal form.

1

2

3

4

5

6

State the example of plants in an identified habitat.

Describe the factors of competition between plants.

Carry out investigations to

determine the factors of competi-

tion between plants.

Explain through examples the types of interactions between plants.

Relate the interactions between plants in the photosyntesis process. Provide reasoning on the effects of interactions between plants and other living things in a habitat.

KSSR SCIENCE YEAR 6

58

5.0 PRESERVATION AND CONSERVATION

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

5.1

Extinction threat of animals and plants.

5.1.1

5.1.2

5.1.3

5.1.4

Pupils will be able to: Explain with examples animals that are extinct. Explain with examples animals and plants that are endangered. Explain through examples the threatening factors of animals and plants as follows:

• human activities such as logging, hunting, deforestration.

• natural phenomena such as flood, earthquake, storm;

• pollution such as water, air and soil. Explain observation using sketches, ICT, in written or verbal form.

1

2

3

4

5

6

State examples of extinct animals.

State examples of endangered animals and plants.

Describe the factors that threaten animals and plants.

Explain through examples the threatening factors of animals and plants and the ways to prevent it. Generate ideas on how to preserve and conserve the animals and plants.

Communicate about the human’s role on the preservation and con-servation of animals and plants.

KSSR SCIENCE YEAR 6

59

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

5.2 Importance of maintaining the balance of nature

5.2.1 5.2.2 5.2.3

Pupils will be able to: State the meaning of preservation and conservation of animals and plants. Describe ways to preserve and conserve animals and plants. Explain observation using sketches, ICT, written or verbal form.

KSSR SCIENCE YEAR 6

60

PHYSICAL SCIENCE

6.0 FORCE

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

6.1 Force and its effects

6.1.1

6.1.2

6.1.3

Pupils will be able to: State that force is a push or a pull that act on an object by carrying out activities. Explain with examples the effects of force by carrying out activities i.e.:

• change the shape of an object;

• change the direction of a moving object;

• change the speed of an object;

• move the stationery object;

• stop a moving object. Explain observation using sketches, ICT, in written or verbal form.

1

2

3

4

5

6

State the meaning of force.

Describe the effects of force.

Explain with examples the meaning of friction.

Make conclusion about the factors that affect friction.

Generate ideas on the effects of friction and how to increase or reduce friction.

Solve daily life problems by increasing or reducing friction and explain it.

KSSR SCIENCE YEAR 6

61

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

6.2 Frictional Force

6.2.1

6.2.2

6.2.3

6.2.4

6.2.5

Pupils will be able to: State the meaning of friction. Carry out experiment to determine factors that affect friction i.e.:

• the mass of an object;

• type of surface. Describe the effects of friction. Solve the daily life problems by increasing or decreasing friction. Explain observation using sketches, ICT, in written or verbal form.

KSSR SCIENCE YEAR 6

62

7.0 SPEED

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

7.1

Speed .

7.1.1

7.1.2

7.1.3

7.1.4

7.1.5

7.1.6

Pupils will be able to: Explain the meaning of speed by carrying out activity such as race competition. State the units for speed i.e. kilometre per hour (km/h), metre per second (m/s), centimetre per second (cm/s). Carry out investigation to relate speed, distance and time. Solve problems related to speed using the formula:

Speed = Distance Time

Interpret the data about space and time relationship of a moving object. Explain observation using sketches, ICT, in written or verbal form.

1

2

3

4

5

6

State the units for speed.

Explain the meaning of speed by carrying out activities.

Make conclusion on the relationship between speed, distance and time.

Solve problems to determine the speed, distance and time taken using the formula.

Interpret the data about space and time relationship of a moving object by analysing the graph.

Give reasoning on the importance of the knowledge about the rela-tionship between speed, distance and time for well-being.

KSSR SCIENCE YEAR 6

63

MATERIAL SCIENCE

8.0 FOOD PRESERVATION

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

8.1 Food spoilage

8.1.1

8.1.2

8.1.3

Pupils will be able to: Explain with examples the characteristic of spoilt food through observation on real food or using various media. State that food spoilage is caused by the action of microorganisms. Make generalization that food preservation aims to prevent or slow down the life processes of microorganisms.

1

2

3

4

Characterise the spoilt food. Explain with examples the methods of food preservation and relate them to the factors of microorganisms growth. Make generalization that food preservation can prevent or slow down the life processes of microorganisms. Conclude the importance of food preservation technology to is fulfil the needs of food supply.

KSSR SCIENCE YEAR 6

64

CONTENT STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

8.1.4

8.1.5

Explain with examples the methods of food preservation and relate them with the factors of microorganisms growth such as:

• drying;

• boiling;

• cooling;

• vacuum packing;

• pickling;

• freezing;

• canning and bottling;

• pasteurising;

• salting;

• smoking;

• waxing;

Carry out a food preservation project using various methods of preservation.

5

6

Provide reasoning on a suitable method of preserving food in maintaining the texture, appearance or taste.

Communicate creatively and

innovatively about the importance of

food preservation technology in

national economic development.

KSSR SCIENCE YEAR 6

65

CONTENT STANDARD

LEARNING STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

8.1.6

8.1.7

Describe the importance of food preservation technology to fulfill the need of food supply. Explain obser

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