modul p&p baucer tuisyen sains tahun 6

Lesson 1 Theme: Investigating Living Things.

Learning objective: 1.1 Understanding that some animals live in

groups and others live in solitary.

Learning outcomes: At the end of the lesson, pupils should be able to:

• state that some animals live in groups;

• state that some animals live in solitary;

• give examples of animals that live in groups;

• give examples of animals that live in solitary.

SPS: Observing, making inferences and communicating.

STEPS Activities

Preparation 1 Picture (L1/APP1).

2 Worksheets (L1/WS1, L1WS2).

Teacher’s briefing

1 Explains the objective of the lesson and the tasks

assigned to the pupils.

2 Distributes the pictures and asks pupils to name

the animals.(L1/APP1)

Pupils’ action

1 Pupils name the animals.(L1/APP1)

2 Pupils discuss the ways animals live.

3 Pupils group the animals according to the way of

living.

4 Pupils present the result of their discussion to the

class.

5 Pupils work individually to complete the worksheet

given.(L1/WS1)

Conclusion Teacher guides pupils to make conclusion that some

animals live in groups and some live in solitary.

Follow up Pupils complete the worksheet given. (L1/WS2)

LI/APP1 Animals

L1/WS1 Name: __________________________________________________ Class: __________________________ Date: ____________ Fill in the blanks with the correct answer. 1.

A tiger __________________________. 2

An elephant _____________________. 3.

A polar bear _____________________. 4.

A fruit bat _______________________. 5.

A zebra _________________________.

live in solitary live in groups

LI/WS2 Name: __________________________________________________ Class: _______________________________ Date: _________ Group the animals according to the way they live.

Tiger Orang Utan Fox

Leopard Ant Zebra

Elephant Eagle Cow

Goat Bat Bear

Live In Groups

Live In Solitary

Lesson 2 Theme: Investigating Living Things.

Learning objective: 1.1 Understanding that some animals live in

groups and others live in solitary.


• explain why animals live in groups;

• explain why animals live in solitary;

• state that cooperation is a form of interaction

among animals.

SPS: Observing, classifying and predicting.

Steps Activities

Preparation 1 Picture (L2/APP1).

2 Worksheets (L2/WS1, L2/WS2, L2/WS3).




2 Distributes the pictures and explains about the

animals. (L2/APP1)

Pupil’s action

1 Name the animals that live in solitary and the

animals that live in groups.

2 Give reasons why some animals live in groups

and some live in solitary.

3 Complete the worksheet. (L2/WS1)

Conclusion

Teacher guides the pupils to make conclusion that

some animals live in groups for safety and food and

some animals live in solitary to avoid competition for

food and space.

Follow up Pupils complete the worksheet given. (LP/WS2)

L2/APP1 Animals That Live In Solitary Animals That Live In Groups

L2/APP2

Reasons For Animals To Live In Solitary And In Groups. A bobcat lives in solitary to avoid competition for food and space.

A tiger lives in solitary to avoid competition for food and space.

Deer live in groups for safety.

Lions live in groups to search for food.

L2/WS1 Name: __________________________________________________ Class: _______________________ Date: _______________ Choose the correct word to fill in the blanks. 1.

A tiger lives in solitary to avoid competition for

_______________________. 2.

Elephants live in groups for ____________________. 3.

A polar bear lives in solitary to avoid competition for

____________________. 4.

A zebra lives in groups for ______________________.

safety food space

L2/WS2

Name: __________________________________________________ Class: ________________________ Date: ____________ Group the animals according to the way they live.

Fox Deer Leopard

Zebra Cow Ant

Goat Tiger Bear

Fill in the blanks with the correct answers.

(i) Deer live in groups for _____________________________.

(ii) A leopard lives in solitary to avoid competition for

__________________________.

Live In Solitary Live In Groups

food and safety food and space

Lesson 3 Theme: Investigating Living Things

Learning Objectives: 1.2 Understanding that competition is a form of

interaction among living things.

Learning Outcomes : At the end of the lesson, pupils should be able to:

• state that living things interact with one

another in the environment;

• state that competition is a form of

interaction;

• list the factors that animals compete for;

• give the reasons why animals compete.

SPS : Interpreting data , making inferences and communicating.

Approaches Activities

Preparation 1 Pictures (L3/APP1), (L3/APP2).

2 Worksheets (L3/WS1), (L3/WS2).


1 Explains the objective for the lesson.

2 Discusses the factors that animals compete for.

3 Distributes pictures and text and explains about

interactions among the animals in the environment.

(L3/APP1), (L3/APP2)

4 Guides pupils to complete the given worksheet.

(L3 / WS1 )

Pupils’ action

List factors which animals compete for ( food,

water, mate, shelter/territory or space ).

Conclusion 1 Pupils discuss the answers.

2 Teacher guides pupils to make conclusions based

on their discussion.

Follow-up Pupils complete the worksheet given. (L3/WS2).

L3 /APP1

Factors That Animals Compete For.

a) Competition for food and water. Food and water are the basic needs of animals. Competition

occurs when the food and water resources are limited. If the food and

water resources are abundant, animals do not need to compete for

them.

b) Competition for mate. Competition for mate occurs among the same species of

animals. Animals need to mate to ensure the survival of their

species. Competition occurs when two male animals fight for a

mate.

L3 /APP2

c) Competition for space and shelter Competition occurs when animals are looking for shelter or

defending their own shelter. Animals also need to be in control

of certain space that provides them with food, water and

shelter.

L3 /WS1 Name : __________________________________________________

Class :_______________________ Date:__________________

Based on the picture, list the animals that compete for :

a) food (grass) b) shelter (trees)

(i) __________ (i) ____________

(ii) __________ (ii) ____________

(iii) __________

Squirrel Owl

Tiger

Cow

MousedeerDeer

Crocodile

Cat

Duck

SnakeFish

Live in ground

L3 / WS2 Name : _________________________________________________

Class: ___________________________ Date: _________________ Choose the correct answer.

1 The picture shows animal X and animal Y.

X Y

Which of the factors above that animals X and Y compete for ?

A R only

B T only

C R and S

D S and T

2 Diagram 2 shows the inter-relationship between living things in a

habitat.

Diagram 2

R - Shelter

S - Food

T - Water

Which of the following factors increases the competition among

carnivores in a habitat?

A The amount of grass increases

B The number of deer decreases

C The number of tiger decreases

D The number of zebra increases

3 The diagram shows animal M and animal N

M N

Diagram 3

Based on the statements above, choose the correct statements

for animal M and N.

A R and S

B S and T

C T and U

D R and U

R - M competes with N to get food

S - Both animals are carnivores

T - M and N are living in the same habitat.

U - Both animals give birth.

4 The animals above are competing for

A food chain

B life cycle

C a mate

D the survival of their species

5 The factors that animals compete for are

A I and II

B II and III

C II, II and IV

D I, II, III and IV

I sunlight

II shelter

III water

IV food


Learning Objectives: 1.2 Understanding that competition is a form of

Interaction among living things.

Learning Outcomes: At the end of the lesson, pupils should be able to:

• state that living things interact with one

another in the environment;

• state that competition is a form of

interaction;

• list the factors that plants compete for;

• give the reasons why plants compete.

SPS : Observing, making inferences and communicating.


Preparation 1 Picture and text (L4/APP1).

2 Worksheets (L4/WS1, L4/WS2).


1 Distributes picture and text and explains why

plants compete with each other. (L4/APP1)

2 Guides pupils to complete the worksheet given.

(L4/WS1)

Pupils’ action

Pupils complete the worksheet. (L4/WS1)

Conclusion Teacher guides the pupils to make conclusion

that plants compete with each other to get enough

sunlight, water, space and nutrients.


L4 /APP1 Factors That Plant Compete For.

Sunlight Nutrients

Space Water

Competition among plants in their habitats. Plants compete for sunlight, water, nutrients and space.

If more plants grow in the area, the competition among plants

increases.

L4/WS1 Name: __________________________________________________

Class: __________________________ Date: ____________

Fill in the missing letters to form the correct words.

1

C P E T N

2

N E R C T N

3

L M I T D

4

N T R N S

5

I N E S C E

L4/WS2 Name : _________________________________________________

Class: ___________________________ Date: _________________

1 Plants in a habitat compete for

I nutrients

II water

III sunlight

IV space

A I and III

B II and III

C II, III, and IV

D I, II, III and IV

2 Plants will not compete for

A water

B space

C mate

D sunlight

3 Diagram 1 shows some seedlings planted in a pot.

Diagram 1

pot

Seedlings

There is competition among the seedlings for

I water

II light

III space

IV air

A I, II and III

B I, II and IV

C I, III and IV

D I, II, III and IV

4 Diagram 2 shows the competition of plants for water and

nutrients.

Which container shows the competition of plants for water and nutrients ?

A II only

B I and II only

C II and III only

D I, II and III

5 Which of the following is the effect of competition among

plants in a habitat?

A Growth of plants is retarded

B Growth of plants gets better

C New species start to form

D Plants migrate to a new habitat

Lesson 5 Theme: Investigating Living Things Learning Objective: 1.3 Understanding the responsibility of human

beings in protecting endangered species.


• give examples of extinct animals;

• give examples of endangered animals;

• explain why certain animals are facing the

threat of extinction;

• suggest ways to prevent animals from

extinction.

SPS : Observing, communicating, classifying and predicting.


Preparation 1 Picture and notes (L5/APP1).

2 Worksheets (L5/WS1, L5/WS2, L5/WS3)



given to the pupils.

2 Explains to the pupils how to classify the animals

in the picture. (L5/APP1)

3 Guides the pupils to complete the worksheets

given. (L5/WS1, L5/WS2)

Pupils’ action

Work in groups to name the animals in the picture and

classify the animals according to endangered and non-

endangered species. (L5/WS1, L5/WS2)

Conclusion Teacher guides the pupils to make conclusion that

certain species of animals are endangered and are

also facing the threat of extinction.

Follow-up Pupils complete the worksheet given. (L5/WS3)

L5/APP1

Animals That Are Extinct

Dinosaur

Dodo bird

Tasmanian tiger

Animals that are facing the threat of extinction

Animals Cause for threat

Rhinoceros

Tapir

Orang utan

Tiger

Hornbill

Panda bear

Elephant

Logging and hunting

Dolphin

Whale

Turtle

Manatee

Dugong

Water pollution

L5/WS1 Name: __________________________________________________ Class: __________________________ Date: ____________ Name the animals.

Tapir Rhinoceros Gorilla Tiger Turtle Elephant Whale

L5/WS2 Name : _________________________________________________ Class: ___________________________ Date: _________________ Classify these animals into groups of endangered and non-endangered

animals.

Panda

Sea turtle

Gorilla

Snake

Whale

Elephant Rhinoceros

Frog

Monkey Dolphin

Hornbill

Tapir

Praying Mantis

Cat

Rat

Hen

Endangered Animals

Non-endangered

1

1

2

2

3

3

4

4

5

5

6

6

7

7

L5/WS3 Name: __________________________________________________ Class: __________________________ Date: ____________ Circle the correct answer.

1 Which of the following animals is facing the threat of extinction?

A B

C D

2

Which of the following animals are facing the threat of extinction?

A P and Q

B P and R

C P, Q and R

D Q, R and S

P - Elephant Q - Hen R - Rhinoceros S - Frog

3 The diagram shows animal P.

P

Which of the following activities cause the extinction of animal P ?

A Burning

B Fishing

C Pollution

D Hunting

4 These animals are extinct except A dodo bird

B dinosaur

C tasmanian tiger

D elephant

5 The statement below is about X.

What is X?

A Tiger

B Tapir

C Elephant

D Rhinoceros

• Facing extinction • Lives in the jungle • Hunted for its tusks


Learning Objective: 1.3 Understanding the responsibility of human

beings in protecting endangered species.


• give example of endangered plants;

• explain why certain plants are facing the

threat of extinction;

• suggest ways to prevent plants from

extinction.

SPS: Observing, making inferences, communicating and classifying.


Preparation 1 Pictures of endangered plants (L6/APP1).

2 Notes (L6/APP2).




assigned for the pupils.

2 Distributes pictures and notes and explains about

what will happen to the plants if human beings do

not protect them.

Pupils’ action

1 Identify the endangered species of plants and

discuss ways of preventing them from extinction.

(L6/APP1, L6/APP2)

2 Name the endangered species of plants in the

picture. (L6/WS1)

Conclusion Teacher guides pupils to make conclusion that humans

are responsible in protecting the endangered species

of plants.

Follow Up Pupils complete the worksheet given. (L6/WS2)

L6/APP1 Endangered species of plants.

Wild orchid

Venus fly trap

Sidalcea

Callirhoe papave

Rafflesia

Pitcher plant

L6/APP2

Ways of preventing endangered animals and plants from extinction.

Ways of preventing Agencies

1 Organizing campaigns

against excessive logging.

2 Educating the public about

the importance of protecting

and conserving animals and

plants.

3 Avoid consuming or buying

products made from

endangered animals and

plants species.

4 Enforcing law to protect the

endangered plant species.

Government ( NGO) bodies.

Parents, schools and universities.

The community, parents and NGO

bodies.

The Government.

The Government and Non-

L6/WS1 Name : _________________________________________________ Class: ___________________________ Date: _________________

A. Choose and write the correct name of these endangered plants.

1

2

3

4

B. Write true or false for the statements.

1. Campaigns against excessive logging must be carried out. ( )

2. Buy more products made of endangered species of plants. ( )

3. Educate the public about the importance of conserving the

endangered species. ( )

4. Enforcing law to protect the endangered species. ( )

Wild orchid

Venus fly trap

Pitcher plant

Rafflesia

L6/WS2 Name : _________________________________________________ Class: ___________________________ Date: _________________ Study the bar chart and answer the questions.

1 Hafiz and his friends gathered information about a species of animal

in a habitat. The bar chart shows the information obtained by them.

(a) What is the trend in the number of the animals?

________________________________________________________

(b) Give two inferences to explain the trend in (a).

i. _____________________________________________________

ii. ______________________________________________________

(c) Predict what will happen in 2010 to the species in the trend

continues.

(d) Suggest two ways to increase the number of the animal species in

this habitat.

i _______________________________________________________

ii _______________________________________________________

Number of animals

Year 1998 2001 2004 2007


Learning objective: 1.4 Knowing the impact of human activities on

environment.


• give examples of environmental destruction

caused by human;

• explain how human activities cause

environmental destruction.

SPS: Observing, making inferences and communicating


Preparation1 A picture puzzle (L7/APP1).

2 Pictures and notes (L7/APP2).





2 Distributes and explains about the picture puzzle.

(L7/APP1)

3 Guides pupils to read and identify the keywords from

the text given.

Pupils’ action

1 Solve the picture puzzle (L7/APP1).

2 Read and identify the keywords in the text

(L7/APP2)

3 Present the product of their discussion to the class.

4 Complete the worksheet given. (L7/WS1)

Debriefing

Teacher guides pupils to make conclusion that some

human activities can cause environmental destructions.


L7/APP1

L7/APP2

Environmental Destruction Caused By Human

Erosion

• Cutting down too many trees will lead to soil erosion.

Landslide

• Erosion of the soil can cause landslides.

Flash-flood

• Throwing rubbish into drains and rivers can block the flow of water and can cause flashfloods during heavy rain.

Water Pollution

• Throwing rubbish and toxic wastes from factories into rivers can cause water pollution.

Air Pollution

• Smoking, open burning and fume from vehicles and factories give out poisonous gases which can cause air pollution.

L7/WS1 Name : _________________________________________________ Class: ___________________________ Date: _________________ Write the cause of these environmental destructions.

Environmental Destruction Cause

Erosion

Landslide

Flash-flood

Water Pollution

Air Pollution


Circle the correct answer. 1 Water pollution is caused by.

A smoke B acid rain C burning of fuels D domestic waste

2 The figure below shows open burning of waste.

What is the effect of this activity?

A Water pollution B Air pollution C Landslide D Erosion

3 Refer to the pictures below. Before After The situation above is caused by.

A burning B logging C hunting D conserving

4 What will happen to the Earth if human activities are not controlled?

A The number of trees increases B The number of animals increases C Acid rain will not happen D Environmental destruction will occur

5 Match the pictures to the phrases.

air pollution

flash-flood

landslide

erosion

water pollution

A

B

C

D

E

Lesson 8 Theme: Investigating Force and Energy

Learning Objective: 1.1 Pupils should learn that pushing and pulling

can change the shape of an object.

Learning Outcomes: At the end of the lesson pupils should be able to:

• state that push and pull are force.

SPS: Observing, inferring and classifying. Approaches Activities

Preparation 1 Spring, rubber band, tin can and a piece of

dough.

2 Worksheet (L8/WS1).


1 Asks the pupils to use force upon the objects

given so that their shape changes.

2 Discusses with the pupils the type of force used.

3 Distributes and guides the pupils to complete the

worksheet (L8/WS1).

Pupils’ action

Pupils work in groups to do the activities and to

complete the worksheet given. (L8/WS1)

Conclusion


pushing and pulling is a force.


L8/WS1 Name : ________________________________________________ Class: ___________________________ Date: ________________

Do the activities below and state the type of force used. 1. Compress a spring.

2. Squeeze a sponge.

3. Kick a ball.

4. Stretch a rubber band.

5. Open the drawer.

6. Lift a pencil.

L8/WS2 Name: _________________________________________________ Class: ___________________________ Date: ________________

Match the activities in the picture to the correct forces.

PUSH

PULL

A

B

C

D

E

F

G

H

Lesson 9 Theme: Investigating Force and Energy.

Learning objective: 1.2 Understanding the effects of a force.


• state that a force can move a stationary object;

• state that a force can stop moving object.

SPS: Observing and communicating.


Preparation1 A toy car.

2 Worksheets (L9/WS1, L9/WS2)


1 Explains the objective of the lesson.

2 Distributes the worksheet and shows the pupils how

to do the activities. (L9/WS1)

Pupils’ action

1 Do the activities in small groups and complete the

worksheet. (L9/WS1)

2 Read out the answers.

Conclusion Teacher guides pupils to make conclusion that force

can move stationary objects and stop moving objects.

Follow up Pupils complete the worksheet. (L9/WS2)

L9/WS1 Name : _________________________________________________ Class: ___________________________ Date: _________________ ACTIVITY 1.

1 Teacher gives a toy car to each group.

2 Pupils push the toy car in their groups.

3 Pupils make an observation.

Observation : The toy car ___________________ when pushed.

(moves, does not move ) Conclusion : A force __________________ a stationary object.

( can move, cannot move)

ACTIVITY 2. 1 Pupils push the toy car and then stop it with their hands.

2 Pupils make an observation. Observation: The toy car ______________________________ when pushed.

(moves, stops)

Conclusion : A force can ____________________ a moving object.

(move, stop)


A Match the activities to the correct effect of force.

1

2 3 4 5

A force can move a stationary object.

A force can stop a moving object.

L9/WS2 Name : _________________________________________________ Class: ___________________________ Date: _________________ Circle the correct answer.

1 Diagram 1 shows a stationary marble on the floor. Diagram 1

What will happen if we push the marble?

A The marble moves.

B The marble breaks.

C The marble changes in shape.

D The marble changes direction.

2 Diagram 2 shows an investigation carried out by Ali .

Diagram 2

Based on the observation in diagram 2, what is the effect of

force on the ping pong ball?

A Force can stop the ping pong ball moving.

B Force changes the shape of the ping pong ball .

C Force causes the stationary ping pong ball to move.

D Force can slow down the movement of the ping pong ball.

Lesson 10

Theme: Investigating Force and Energy.

Learning objective: 1.2 Understanding the effects of a force.


• State that a force can change the motion of an

object.

SPS: Observing and communicating


Preparation 1 Some ping pong balls and straws.



1 Asks pupils to state the effects of a force that

they have learned in the previous lesson.

2 Distributes the worksheet and briefs pupils how

to do the activities. (L10/WS1)

Pupils’ action

1 Carry out the activities in small groups.

2 Write observations and conclusions in the

worksheet. (L10/WS1)

Conclusion

Teacher guides pupils to make conclusion that a

force can:

• change the direction of a moving object;

• make an object move faster;

• make an object move slower.

Follow up Pupils complete the worksheet. (L10/WS2)

L10/WS1 Name : _________________________________________________ Class: ___________________________ Date: _________________ ACTIVITY 1 1 Blow a moving table tennis ball as shown in diagram 1. Table tennis ball is moving straw Direction of blow

Diagram 1 Observation: The table tennis ball moves forward ________________.

(faster, slower)

Conclusion : A force can make an object moves _____________________ .

( faster, slower )

ACTIVITY 2 1 Blow a moving table tennis ball as shown in diagram 2.

straw

Blowing direction movement of table tennis ball

Diagram 2 Observation: The table tennis ball mo ves __________________________.

( slower, faster )

Conclusion: A force can make an object moves ___________________.

(slower, faster)

L10/WS1 ACTIVITY 3 1 Blow a moving ping pong ball from one side. blow

straw

movement of ping pong ball Diagram 3 Observation : The ping pong ball moves to the __________________________.

( side, back ).

Conclusion: A force can change the ___________________________ of a

moving object. ( direction, shape ).


Find and colour the given words in the word maze.

EFFECT FORCE MOVE STOP

SLOWER FASTER CHANGE SHAPE

DIRECTION STATIONARY

A E F F E C T H I L

C X V R G F O R C E

D I R E C T I O N G

E H S L O W E R Q M

G D C M C H A N G E

H S H A P E J T R I

I X G F A S T E R I

S T O P O P M O V E

S T A T I O N A R Y


Circle the correct answer.

1 The arrow in the diagram below shows the direction of a moving

ping pong ball. __________________________

What will happen if we blow the ping pong ball in the same direction ?

A The ping pong ball stops. B The ping pong ball moves faster. C The ping pong ball moves slower. D The ping pong ball changes direction.

2 Which of these is not affected by force?

A Mass of an object. B Shape of an object. C The speed of a moving object. D The direction of a moving object.


Learning Objectives: 1.3 Analysing Friction


● state that friction is a type of force.

● describe the effects of friction.

SPS : Observing, communicating and measuring and using numbers.


Preparation 1. A rubber ball and some chalks.

2. Worksheets (L11/WS1, L11/WS2).




2 Guides pupils to do activities based on worksheet

(L11/WS1).

Pupils’ action

1 Pupils do the activities and complete the worksheet

given. (L11/WS1)

2 Pupils present the answers to the class.

Conclusion


friction can change the size of an object and slows

down the movement of an object. Follow up

Pupils complete the worksheet given. (L11/WS2)

L11/APP1

Notes for the teacher:

• Possible question :

What is the purpose / aim of this investigation?

• Possible answers:

To know / show / investigate / test / find out the relationship

between the (manipulated variable) and the (responding

variable).

• Possible question :

State the relationship between the two variables in this

investigation?

• Possible answers:

(can be used for answering hypothesis)

• Possible questions and answers:

State

i What to keep the same

(constant / controlled / fixed variable)

ii What to change

(manipulated variable)

iii What to measure

(responding variable)


A. Chalk Dance Procedure 1. Measure the length of the chalk.

2. Rub the chalk vertically on a rough surface.

3. Measure the length of the chalk after rubbing.

Before After Length of the chalk

(cm)

Conclusion:

Friction can _____________________ the size of an object.

B. Rolling Ball Procedure

1. Roll a ball on the cement floor and measure the distance

travelled.

2. Roll the ball on the grass and measure the distance travelled.

Cement floor Grass Distance travelled by

the ball (cm)

Observation:

i. Cement floor: (Longer / Shorter) distance.

ii. Grass: (Longer / Shorter) distance.

Inference:

i. Cement floor has (lesser / more) friction.

ii. Grass has (lesser / more) friction.

Marble surface Ball


Answer the questions.

Fahrin carried out an investigation to study the distance travelled by a

ball on different surfaces. He used three different types of surface.

200 cm

Ball Cement surface

Ball

Grass

200 cm

200 cm

He recorded the distance the ball moved on each surface.

Type of surface Distance travelled by the ball (cm)

Marble 100

Cement 50

Grass 30

a What is the aim of this investigation?

To investigate the relationship between ___________________

and the ___________________________________________ .

b State:

i What to keep the same (controlled variable)

Size of ________________________

ii What to change (manipulated variable)

Type of ________________________

iii What to measure (responding variable)

________________ travelled by the ball.

c State the relationship between the two variables in this

investigation.

The ( rougher / smoother ) the type of surface, the ( shorter /

longer) the distance the ball moves.

d Why do you think that the distance of the ball moving on the

marble surface is the furthest? Give one reason.

The surface of the marble has the (least / most) friction.




● describe ways to reduce friction.

SPS : Observing, communicating and measuring and using numbers.


Preparation 1 Some wooden blocks, oil and rulers.





2 Guides the pupils how to do the activities in the

worksheet (L12/WS1).

Pupils’ action

1 Do the activities and complete the activity form.

(L12/WS1)

2 Discuss the answers with the teacher.

Conclusion Teacher guides the pupils to make conclusion about

the ways to reduce friction.

Follow up Pupils complete the worksheet given (L12/WS2)

L12/WS1 Name : _________________________________________________ Class: ___________________________ Date: ________________

Procedure 1. Push the wooden block on the non-oily surface. Measure and

record the distance of the block moving.

2. Push the wooden block on the oily surface. Measure and record

the distance of the block moving.

Observation

Type of surface Distance travelled by block (cm)

Non-oily surface

Oily surface Inference

The distance travelled by the block on the oily surface is

____________ (farther, shorter) because it has ___________ (less,

more) friction.

Conclusion: Oil can _________________ friction.

Non-oily surface

Oily surface

Wooden block


In this experiment, Daneena pushes a wooden block on a non-oily surface.

Then she pushes the same wooden block on an oily surface. The result is as

follows:

The block moves further on the oily surface.

a) The block moves further on the oily surface. Give one reason. __________________________________________________ b) State the following: i) What to keep the same (controlled variable)? __________________________________________ ii) What to change (manipulated variable)? __________________________________________ iii) What to measure (responding variable)? ___________________________________________ c) State one conclusion that can be made from the experiment on

the oily surface. _________________________________ can reduce friction.

Non-oily surface

Oily surface

Wooden blocks

Lesson 13 Theme : Investigating Force and Energy



● describe ways to increase friction.

SPS: Observing, communicating and measuring and using numbers.


Preparation

1 New sole of shoes

2 Worn-out sole of shoes



1 Explains the objective of the lesson and the

tasks assigned to the pupils.

2 Shows two different soles of shoes to the pupils

and explains that the pattern on soles of shoes

can increase friction.

Pupils’ action

1 Observe both shoes and fill in the activity form.

(L13/WS1)

2 Discuss the answers with the teacher.


one way to increase friction is by making patterns

on the surface of objects.



Activity Observe two different soles of shoes. A - New shoes

B - Worn-out shoes

Answer the following questions:

1 What will happen when we use shoes A on a wet floor?

Answer: ______________________________________

2 What will happen when we use shoes B on a wet floor?

Answer: ______________________________________

3 Give a reason to your observation on shoes A.

Answer: ______________________________________

4 Give another way to increase friction.

Answer: ______________________________________

Conclusion:

We can increase friction by using ______________________


Answer the questions.

1 Which of the following is safe to use?

A A worn-out tyre

B A pair of worn-out shoes.

C A pair of new shoes with patterns on the soles.

D A pair of new shoes without patterns on the soles.

2 Which of the following statements explain the benefit of patterns

on the surface of car tyres?

I To make the car look good.

II The car can move safely during a rainy day.

III The driver has confidence while driving.

IV When the driver breaks his car, the car can stop safely.

A I and II

B I and IV

C II, III and IV

D I, II, III and IV

3 What will happen if Aminah uses a pair of worn-out shoes on a

wet surface?

A She will slip. C She will laugh.

B She will move faster. D Nothing will happen.

4 Which of the following can increase friction?

II Use oil.

III Patterns on the tyres.

IIII Use of wheels or rollers

IIV Patterns on the sole of shoes.

A I and II only C II and III only

B I and III only D III and IV only

5 What is the use of the patterns on soles of shoes?

A To increase friction.

B To decrease friction.

C To make the shoe last longer

D To make the shoe more beautiful



Learning Outcomes: By the end of the lesson, pupils should be able to:

● state the advantages of friction.

● state the disadvantages of friction.

● conclude that friction occurs when two

surfaces are in contact.

SPS : Observing and communicating.


Preparation 1 A worn-out shoe

2 A mind map (L14/APP1).





2 Explains the advantages and disadvantages of

friction using a mind map. (L14/APP1)

Pupils’ action

1 Read the text and colour keywords as instructed.

L14/WS1)

2 Present the answers to the class.

Conclusion Teacher guides the pupils to make conclusion that:

i. friction occurs when two surfaces are in contact.

ii. friction has its advantages and disadvantages.


L14/APP1 Advantages and Disadvantages of Friction

Allow vehicles to

travel on the road safely

Slow down or

stops moving vehicles

Enable us

to hold things

Allow us to walk or run

without slipping

Enable us to sharpen

a knife ADVANTAGES

Waste energy

Produce heat that damages

parts of machines

Cause surfaces to wear-out

e.g. Tyres, Sole of shoes

DISADVANTAGES

L14/WS1 Name : _________________________________________________ Class: ___________________________ Date: _________________ Read the following text and then carry out the task below.

Friction is a force that opposes the movement of an object. Friction only occurs when two surfaces are in contact. Friction is useful in our everyday life. Friction allows us to walk

or run without slipping. Without friction, we will not be able to walk or

run on the ground. Friction also allows vehicles to travel on the road

safely. The brake system in the vehicles makes use of friction to slow

down or stop the vehicles. A friction enables us to hold things because

it prevents the objects from slipping. Friction enables us to sharpen

knives and other tools.

Despite all these benefits of friction, it can also cause problems

in our everyday life. Friction makes objects move slower. We need

more energy to make them move faster. Friction can also cause

surfaces to wear out, for examples tyres and sole of shoes. Friction

produces heat that damages surfaces or parts of machines.

Use the coloured pencils to underline the answers for the following questions: 1 What is friction? (blue) 2 What are the advantages of friction? (green) 3 What are the disadvantages of friction? (red)

L14/WS2 Name : _________________________________________________ Class: ___________________________ Date: ________________

Write True or False.

1. Friction only occurs when two surfaces are in contact. ( ) 2. The direction of the frictional force is always opposite

to the direction of movement of an object. ( ) 3. Friction allows us to walk or run without slipping. ( )

4. Friction allows vehicles to travel on the road safely. ( )

5. The brake system in the vehicles makes use of friction to

enable the vehicles to move faster. ( )

6. Friction enables us to hold a pen when writing. ( )

7. Friction enables us to sharpen a pencil. ( )

8. Friction makes objects move faster. ( )

9. Friction does not cause surfaces to wear out. ( )

10. Friction produces heat that damages some part of

machines. ( )

Lesson 15 Theme: Investigating Force and Energy Learning Objective: 1.3 Analysing Friction Learning Outcome: At the end of the lesson pupils should be able to:

• Find out how different types of surfaces

affect that distance a trolley moves by

deciding what to change, what to keep the

same and what to measure.

SPS: Observing, making inferences, communication, interpreting data and controlling variables.


Preparation Worksheets (LS15/WS1, L15/WS 2)

Teacher ‘s briefing



2 Guides the pupils how to do a fair test.

3 Distributes a worksheet. (LS15/WS1)

Pupils’ action

1 Complete the worksheet by carrying out a fair

test. (L15/WS1)

2 Pupils present their answer to the class.

Conclusion


i The smoother the surface is, the longer the

distance the trolley moves.

ii The rougher the surface is, the shorter the

distance the trolley moves Pupils descried

the way to change the distance traveled by

a trolley.


L15/WS1

Name: _________________________________________________ Class: ___________________________ Date: ________________

An investigation is carried out to study the factors that affect the

distance a trolley moves by using different types of surface. The results

are recorded in the table below.

Types of surfaces The distance a trolley moves (cm)

Glass 50

Cement 40

Wood 30

Tar road 10

a State the following i) What to keep the same (controlled variable)? __________________________________________ ii) What to change (manipulated variable)? __________________________________________

iii) What to measure (responding variable)? ___________________________________________

b Observation :

i The trolley moves ____________ (farther, nearer) on a glass

surface than on the other surfaces.

ii The trolley moves_____________ (farther, nearer) on a tar

road than on the other surfaces.

c Conclusion:

i The __________the surface, the longer the distance a trolley

moves. (rougher, smoother)

ii The __________the surface is, the shorter is the distance a

trolley moves. (rougher, smoother ).

L15/WS2

Name : _________________________________________________ Class: ___________________________ Date: _________________

a What do you want to find out from this investigation?

To investigate the relationship between the _________________ and the ________________________.

b Based on this investigation, match the following answers correctly.

c State the relationship between the type of surface and the distance the trolley moves.

The ____________ (smoother, rougher) the surface, the

_________(shorter, longer) the distance the trolley moves.

Size of the trolley

What to change (manipulated variable)

What to measure (responding variable)

Different types of

surface

What to keep the same (fixed variable)

The distance a trolley

moves


Learning Objective : 2.1 Understanding Speed


• state that an object which moves faster

travels a longer distance in a given time

• state that an object which moves faster takes

a shorter time to travel a given distance.

SPS : Observing, measuring and using numbers and making inferences.


Preparation 1 Notes (L16 /APP1)

2 Worksheets (L16 /WS1, L16 /WS2)

Teacher’s

briefing

1 Explains the objective of the lesson.

2 Distributes notes to the pupils and explains

about the relationship between speed and

distance. (L16/APP1).

3 Distributes worksheets to the pupils (L16/WS1)

Pupils’ action

Complete the worksheet with teacher’s guidance.

(L16/WS1)

Conclusion


the relationship between speed and distance of an

object.

Follow Up Pupils answer the worksheets given. (L16 /WS2)

L16 /APP1 Speed :

1) Speed is a measurement of how fast an object moves.2) Every moving object has speed. 3) An object that moves faster can travel farther at a given time.

Situation I

A black cat runs 10 metres in 20 seconds.

A brown cat runs 30 metres in 20 seconds.

• Which cat is faster? The brown cat.

• Give your reason :

The brown cat is able to run farther than the black cat within 20 seconds.

Situation II

Car X travels 40km in 1 hour.

Car Y travels 30km in 1 hour.

• Which car is faster? Car X

• Give your reason:

Car X moves farther than car Y in one hour.

4) An object that moves faster takes less time to travel at a given distance.

Situation I

Siti takes 10 seconds to run a distance of 50 metres.

Fatimah takes 15 seconds to run a distance of 50 metres.

• Who is faster?

Siti

• Give your reason Siti takes less time than Fatimah to run at the same

distance.

5) How to calculate speed . Speed = Distance travelled Time taken Situation I

In a race, an athlete can run a distance of 100 metres in 20 seconds. Calculate his speed.

Speed = Distance travelled Time taken = 100 metres 20 seconds = 5 m/s

Situation II A train takes 3 hours to travel a distance of 180 km.

Calculate the speed of the train.

Speed = Distance travelled = 180 km = 60 km/hr Time taken 3 hours

L16/WS1 Name : _________________________________________________ Class : __________________________________ Date : __________ Which moves faster? Circle the answer. 1.

Time taken = 2 minutes Distance = 10km


Car A Car B 2.



Car C Car D 3.


Time taken = 5 minutesDistance = 18km

Car E Car F 4.

Time taken = 1 minuteDistance = 1km

Time taken = 1 minuteDistance = 3km

Car G Car H 5.

Time taken = 10minutes Distance = 25 km

Time taken = 10minutes Distance = 20 km

Car I Car J

L16/WS 2 Name : __________________________________________________ Class : ________________________________ Date : ____________ Which moves faster? Tick (√ ) the correct answer.

A B

1. Distance : 10 metres

Distance : 10 metres

Time taken : 7 seconds Time taken : 5 seconds 2.



Time taken :14 seconds Time taken : 15 seconds 3.



Time taken : 5 minutes Time taken : 7 minutes 4.

Distance : 10 kilometres

Distance : 10 kilometres

Time taken : 45 minutes Time taken : 40 minutes 5.

Distance : 100 kilometres Distance : 100 kilometres Time taken : 1 hour Time taken : 2 hours


Learning Objective : 2.1 Understanding Speed


• state what speed is;

• solve problems using the formula.

SPS : Observing, making inferences and using space-time relationship.


Preparation 1 Notes (L17/APP1).

2 Worksheets (L17/WS1 , L17/WS2).


1 Explains the objective of the lesson

2 Explains about speed and how to calculate

speed using the formula. (L17/APP1)

3 Distributes worksheets and guides pupils to

calculate speed. (L17/WS1, L17/WS2)

Pupils’ action

1 Solve problems on speed using the formula.

(L17/APP1)

2 Complete the worksheets. (L17/WS1,

L17/WS2)

3 Read out the answer to the class.

Conclusion Teacher guides pupils to make conclusion what

speed is and to solve problems using the formula

given.

Follow Up Pupils answer the worksheet given. (L17 /WS3)

L17/WS1 Name : __________________________________________________ Class : ____________________________________ Date : ________ Tick ( / ) the action that involves speed .

1. Zikry is walking to school.

2. The leaves are falling from the tree.

3. Sofian is sleeping on his bed.

4. They are playing kites in the field.

5. A car is parked near the hospital.

6. The children are standing on the staircase.

7. Zulaikha is sitting on her chair.

8. Zul and Zamri are swimming in the pool.

L17/WS 2

Name :__________________________________________________

Class : ______________________________Date : ______________

Calculate the speed and match with the correct answer.

Distance : 20 metres, Time taken : 4 seconds

6 m/s

10 m/s

5 m/s

2 m/s

12 m/s




Distance : 100 metres Time taken : 10 seconds

1

2

3

4

5

A

B

C

D

E

L17/WS3 Name : __________________________________________________ Class : ___________________________________Date : __________ Answer all questions. The table below shows the time taken by five objects to travel at a distance of 100 metres.

Object Distance (m) Time taken (s) A 100 14 B 100 12 C 100 11 D 100 16 E 100 15

1. Which object is the fastest ?

________________________________________________

2. Which object is the slowest?

________________________________________________

3. Arrange the objects from the fastest to the slowest.

________________________________________________

4. What to keep the same (fixed variable)? ________________________________________________

5. Underline the correct answer for the conclusion below.

The object which moves faster takes a (longer time / shorter time) to travel at a given distance.

Lesson 18

Theme : Investigating Materials

Learning objective : Understanding food spoilage.

Learning outcomes : At the end of the lesson, pupils should be able to:

• describe what spoilt food is;

• identify characteristics of spoilt food.



Preparation 1 Fresh and rotten milk.

2 Mind map (L18/APP1).





2 Discusses with the pupils pertaining to food

spoilage as shown. (L18/APP1).

3 Guides the pupils to complete the activity sheet.

(L18/WS1)

Pupils’ action

1 Observe the food and give observations and

inferences pertaining to food spoilage verbally.

2 Complete the activity sheet. (L18/WS1)

Conclusion Teacher guides pupils to make conclusion about

characteristics of spoilt food.


L18/APP1

Food Spoilage

Characteristics of food

spoilage

Changed colour becomes - brown - yellowish - dark

Changed texture - becomes slimy - curdles - limp/wilted

Unpleasant smell

- bad smell

Unpleasant taste

- sour to taste

Mouldy

-have dark/ brown spots

L18/WS1 Name : ________________________________________________

Class : ___________________________ Date: ___________

Observe two different conditions of milk and answer the following

questions.

a)

Conditions of milk Characteristics

A B

Surface layer

Smell

Taste

b) Which milk is spoiled?

________________________________________________________

c) List other characteristics of spoilt food.

I ______________________________________________________

Il ______________________________________________________

Ill ______________________________________________________

IV ______________________________________________________

L18/WS2 Underline the correct answers.

1 When food is spoiled, it usually (changes, does not change) in

appearance.

2 Food (will, will not) stay fresh if we keep properly for a long time.

3 (Milk, Bread) contains mould when it is spoiled.

4 Spoilt bread has (curd, mould) on its surface.

5 Spoilt food has (pleasant , unpleasant ) taste.

6 (Prawns, Green peas) will turn bad faster than (prawns, green

peas) if they are left at room temperature for a few days.

7 Spoilt porridge tastes (sweet, sour).

Lesson 19

Theme: Investigating Materials

Learning objective: 1.1 Understanding food spoilage.


• State that microorganisms can spoil food.

• State the conditions for microorganisms to

grow.

SPS : Observing, communicating, predicting


Preparation 1 Mouldy bread.

2 Mind map (L19/APP1).

3 Worksheets (L19/WS, L19/WS2).


1 Explains the objective of the lesson and the task


2 Discusses with the pupils pertaining to spoilt

bread as shown. (L19/APP1).

Pupils’ action

1 Observe mouldy bread under the magnifying

glass or microscope and state its characteristics

verbally. (L19/APP1).


Conclusion Teacher guides pupils to make conclusion that

microorganisms cause food spoilage and they need

special conditions to grow.


L19/APP1

Conditions for microorganisms

to grow

Presence of water

Presence of nutrients

Suitable acidity

Suitable temperature

Presence of air

FOOD SPOILAGE

Caused by

fungi

bacteria

MICROORGANISMS

L19/WS1 Name : __________________________________________________

Class : ____________________ Date : ___________

A. Observe the bread given to you. Write your observation in the

table below.

Characteristics Observation on the surface of bread

Appearance

Smell

Touch

B. Draw the microorganisms that you see under the magnifying glass

or microscope.

1 Name the microorganisms that was observed on the bread.

____________________________________________________

2 The bread turns bad because ___________________________.

3 List the conditions suitable for the microorganisms to grow.

a _______________________________________________

b _______________________________________________

c _______________________________________________

d _______________________________________________

e _______________________________________________

L19/WS2 Name: __________________________________________________

Class : ____________________ Date : ___________ Circle the correct answer.

1 What causes bread to spoil?

A Air

B Insects

C Microorganisms

D Water

2 The diagram below shows different types of food.

I II III IV

Which of these food cannot last long if we leave them at room

temperature for a few days?

A I and II

B I and IV

C II and III

D II and IV

3 Diagram 1 shows a spoilt bread.

What is X?

A Algae

B Fungi

C Protozoa

D Worm

4 Refer to Diagram 1, what are the conditions for X to grow?

I Air

II Water

III Nutrient

IV Suitable temperature

A I and II

B I, II and III

C I, II, and IV

D I, II, III and IV

X

Diagram 1

Lesson 20 Them: Investigating Materials

Learning objective: 1.2 Synthesising the concept of food preservation.


• Describe ways to preserve food;

• Give examples of food for each type of food

preservation.

SPS: Making inferences and communicating


Preparation 1 A word puzzle (L20/APP1).


3 Worksheets (L20/WS, L20/WS2).




2 Guides the pupils to complete the word puzzle. and

explains about food preservation(L20/APP1,

L20/APP2).

3 Guides the pupils to complete the worksheet.

(L20/WS1)

Pupils’ action

1 Complete the word puzzle and the worksheet

given. (L20/APP1, L20/WS1).

2 Discuss about food preservation and list the types

of food suitable for different type of preservation.

(L20/APP2)

Conclusion Teacher guides pupils to make conclusion that food can

be preserved in different ways.


L20/APP1

F O D

P R S E R V A T O I N

R OE

O

I

Complete the word puzzle using the alphabets given below .

L20/APP2

Bottling/Canning • Sardine • Chilly sauce

Waxing •Apple •Orange

Boiling •Tapioca •Tapai

Cooling •Vegetables•Fruits

Freezing •Meat •Fish

Drying •Chilly •Fish

Pasteurising •Yoghurt •Milk

Vacuum Packing•Mushroom •Fruits

Pickling•Mango

Salting •Egg •Fish

Smoking •Banana •Fish

FOOD PRESERVATION

L20/WS1 Name : __________________________________________________

Class : ____________________ Date : ___________ Write the suitable food in the table below :

Type Of Food Preservation Food

1 Waxing 1.

2.

2 Smoking 1.

2.

3 Salting 1.

2.

4 Pasteurising 1.

2.

5 Drying 1.

2.

6 Vacuum packing 1.

2.

7 Pickling 1.

2.

8 Freezing 1.

2.

9 Cooling 1.

2.

10 Boiling 1.

2.

11 Bottling / Canning 1.

2.

L20/WS2 Name: __________________________________________________

Class: ____________________ Date : ___________ Name the type of food preservation for each of these food.

Food Type Of Preservation

Lesson 21 Theme: Investigating Materials

Learning objective: 1.2 Synthesizing the concept of food preservation.


• Give reasons why each form of food

preservation is used.

SPS: Interpreting, making inferences and communicating


Preparation 1 A word puzzle (L21/APP1).




1 Explains the objectives of the lesson and the task


2 Asks pupils to complete the word puzzle.

(L21/APP1), then explains the contents of mind

map to pupils.

3 Guides pupils to complete the worksheet.

(L21/WS1)

Pupil’s action

1 Complete the word puzzle and discuss about the

relationship between food preservation and the

condition for bacteria to grow. (L21/APP,

L21/APP2).

2 Present the outcome of their discussion to the

class.


Conclusion


various ways of food preservation provides various

situation unsuitable for bacteria to grow.


L21/APP1 Complete the word puzzle below :

B C T R I

Clue:

1. It is a living thing. 2. It is a type of microorganism. 3. It cannot be seen with naked eyes.

L21/APP2

Bacteria needs water, air and food to grow.

Too hot Too cold

No water

Too salty No air

CONDITION THAT ARE NOT SUITABLE

FOR BACTERIA

Dry place

Too acidic

L21/WS1 Name: __________________________________________________

Class: ____________________ Date : ___________

Fill in the table with suitable answers :

Type Of Food Preservation Why Microorganism Cannot Grow

1.Salting

2. Drying

3. Pickling

4. Vacuum Packing

5. Bottling and Canning

6. Freezing

Too hot Too coldNo water

No air

Dry place

Too salty

Too acidic

L21/WS2 Name: __________________________________________________

Class : ____________________ Date : ___________ Fill in the blanks with the correct answers:

a. Bacteria needs ______________ and ______________ to grow.

b. Bacteria cannot grow on dry food because there is no

________________

c. Bacteria is not active in _______________________ place.

d. Vacuum packing will prevent food from turning bad because there

is no ______________________.

e. Bacteria cannot grow in salted fish because the condition is too

___________.

.

air salty water cold


Learning objective: 1.2 Synthesising the concept of food preservation.


• State what food preservation is.

SPS: Interpreting, making inferences and communicating


Preparation 1 A mind map (L22/APP1).

2 Worksheets (L22/WS1, L22/WS2, L22/WS3).


1 Explains the objectives of the lesson and the tasks


2 Explains to the pupils about food preservation

based on the mind map given. (L22/APP1).

3 Guides the pupils to complete the worksheets.

(L22/WS1, L22/WS2)

Pupils’ action

1 Complete the worksheets given. (L22/WS1,

L22/WS2)

2 Present their answers to the class.

Conclusion

Teacher guides pupils to make conclusion about the

meaning of food preservation.

Follow up Pupils complete the worksheet L22/WS3

L22/APP1

Food Preservation

Food preservation is a process of slowing down the food from becoming

bad

Pickling

Salting

Freezing

Drying

Vacuum packing

Bottling

Cooling

Smoking Waxing

Pasteurising Boling

L22/WS1 Name : __________________________________________________

Class : ____________________ Date : ___________ Match the types of preservation and the food correctly:

•Bottling

•Vacuum packing

•Drying

•Freezing

•Salting

•Pickling

Type Of Preservation

¤

¤

¤

¤

¤

¤

¤

¤

¤

¤

¤

¤

Mushroom

Fish

Mango

Tomato

Egg

Meat

Food

L22/WS2 Name : __________________________________________________

Class : ____________________ Date : ___________

Tick (√)the food that can last long:

Canned Meat

Meat

Dried fish Fresh fish

Diagram 1

Fresh mangoes Pickled Mango

Fresh eggs Salted eggs

L22/WS3

Name : __________________________________________________

Class : ____________________ Date : ___________

P Q Diagram 1

Diagram 1 shows two conditions of milk.

a. Write one observation based on the investigation above.

____________________________________________________

____________________________________________________

b. Based on your answer in (a), give one inference.

____________________________________________________

____________________________________________________

c. State another observation that can support your inference in (b).

____________________________________________________

____________________________________________________

d. Write one controlled variable based on the investigation.

____________________________________________________

____________________________________________________

Lesson 23

Theme : Investigating Materials

Learning objective : 1.3 Realising the importance of preserving food

Learning outcomes : At the end of the lesson, pupils should be able to:

• Give reasons why we need to preserve

food.

SPS : Communicating, interpreting data


Preparation 1 Reading text (3/APP1).

2 Worksheet (L23/W1).


1 Distributes the passage to the pupils.

(L23/APP1).

2 Guides pupils to read the passage and

underline the importance of preserving food.

Pupils’ action

1 Read the text aloud and underline the

importance of preserving food. (L23/APP1)

2 Complete the worksheet given. (L23/W1).


preserving food has many advantages.

Follow up Pupils list the importance of preserving food.

L23/APP1

The Importance of Preserving Food

Food can last longer if it is preserved. Examples of food

preservations are bottling or canning, cooling, drying, freezing, heating,

pickling, salting, smoking, vacuum-packing, pasteurizing, and waxing.

We can enjoy the food for a longer time even the growing

season is over if the fruits and vegetables are preserved. It is useful for

the people in extreme weather where they cannot go out for hunting,

fishing or farming at certain period. They use preserved food as their

food supply.

Preserved food is easy to store as they become smaller when

dried. So the dried foods need smaller container for storing them.

Preserved food has a long shelf life. It is easier for the soldiers

to carry and take it as a food supply when they are in combat for a long

period.

Preservation also helps prevent wastage. During harvesting

there are plenty of fruits or grain in the market and make the price goes

down. By preserving them, it can avoid the food from destroy.

L23/WS1 Name : _________________________________________________

Class : __________________________ Date : _______________

Fill in the mind map with the importance of preserving food.

Fill in the blanks with the correct answer.

1 Preserved food can last ___________________________.

2 Grains become _________________________ when dried.

3 Food easy to _______________________ when preserved.

4 Army takes ____________________ food as a food supply during

combat.

5 Preserved food has a long ________________________ life.

6 Preservation _______________________________ food wastage.

The Importance of Preserving Food

shelf longer prevent smaller canned store


Learning objective: 2.1 Understanding the effects of improper

disposal of waste on the environment.


• identify the types of waste in the environment.

• identify the sources of waste.

• state the proper ways of waste disposal.

SPS: Observing, classifying and communicating


Preparation1 Pictures (L24/APP1, L24/APP2)

2 Pictures and text (L24/APP3)

3 Worksheets (L24/WS1, L24/WS2, L24/WS3, L24/WS4)


1 Explains the objectives of the lesson and the tasks


2 Explains about the different types and sources of waste

and the text regarding the proper disposal of waste

(L24/APP1, L24/APP2, L24/APP3).

3 Guides the pupils to complete the task in the

worksheets. (L24/WS1)

Pupils’ action

1 Label the pictures of different types of waste (L24/WS1)

2 Match the sources to the types of waste (L24/WS2)

3 Match pictures to the correct statements (L24/WS3).

Conclusion Teacher guides pupils to conclude that there are various

types and sources of waste and ways to dispose them.

Follow up Pupils complete the worksheet given. (L24/WS4).

L24/APP1

Types Of Waste

Type Example

Plastic

Plastic bottle

Glass

Glass bottle

Chemical

Toxic material

Metal

Tin can

Organic Waste

Food waste

L24/APP2

Sources Of Waste

Housing area

Rubbish (Plastic, left-over food, paper, solid waste) and sewage.

Agricultural area

Pesticides and organic fertilizer; insecticides

Factories

Poisonous gas and smoke, toxic chemicals, radioactive materials and organic waste

Motor vehicles

Poisonous gas and smoke; Oil spills

Shipping

Oil spills and sludge dumping

L24/APP3 Proper Waste Disposal

A Fit chimneys with cleaning devices. B Throw rubbish into dustbins. C Burn waste in incinerators. D Bury waste in sanitary landfills. E Sewage is treated before disposal. F Throw rubbish into waste paper baskets. G Recycle suitable waste materials. H Do not litter.

A B C D

HGF E

L24/WS1 Name : __________________________________________________ Class : _______________________ Date : __________________ Fill in the blank boxes with suitable types of waste.

Types of waste

Plastic Glass Metal

Organic waste Chemical waste

1 2 3

4 5

L24/WS2 Name : ________________________________________________ Class : ___________________ Date : _______ Match the following waste to its correct sources. Types of waste Sources of waste

Rubbish (Plastic, left-over food,

paper, solid waste)

Smoke

Pesticide and organic fertilizer

Sewage

Factories

Agriculture

Motor vehicles

Homes

Open burning

Toxic materials (Smoke, dust,

radioactive materials, hazardous waste)

A

B

C

D

E

I

II

III

IV

V

L24/WS3 Group : ______________________________________ Class : _______________ Date : ____________ Match the pictures to the correct statements about the proper disposal of waste.

Throw rubbish into dustbins.

Bury waste in

sanitary landfills.

Sewage is

treated before disposal.

Do not litter.

Recycle

suitable waste materials.

A

B

C

D

E V

IV

III

II

I

L24/WS4 Name : ________________________________________________ Class : _________________ Date : _________________ Fill in the blanks with the correct answer. 1. ____________________________ contains dust and dangerous

gases.

2. Rubbish must be thrown into the ___________________________.

3. __________________________ gives off toxic gas.

4. Cleaning devices in ___________________can reduce air

pollution.

5. Organic waste and fertilizers come from ____________________.

dustbin Smoke

Motor vehicles agriculture

chimneys


Learning objective: 2.1 Understanding the effects of improper

disposal of waste on the environment.


• state the improper ways of waste disposal.

• describe the harmful effects of improper waste

disposal.

SPS : Observing, classifying and communicating


Preparation 1 Pictures (L25/APP1, L25/APP2)

2 Worksheet (L25/WS1, L25/WS2, L25/WS3)




2 Displays and explains pictures pertaining to

improper disposal of waste and its impact to

humans and the environment.

3 Guides the pupils to complete the task in the

worksheets.

Pupils’ action

1 Work individually to label the pictures of improper

disposal of waste. (L25/WS1)

2 Work in pairs to find given words from the word

maze. (L25/WS2)

Conclusion Teacher guides pupils to make conclusion that

improper disposal of waste have impacts to humans

and the environment.

Follow up Pupils complete the worksheet (L25/WS3).

L25/APP1

Improper Disposal Of Waste

Releasing of waste into rivers

Releasing of smoke into air

Littering

Open burning

L25/APP2

Harmful Effects Of Improper Disposal Of Waste

Water Pollution

Rivers will be polluted. Fish and water plants will die.

Air Pollution

Dangerous gases will damage the lungs and irritate our eyes.

Acid Rain

The acidic water will kill the plants and erode buildings.

Flash Floods

Floods will damage properties.

Sickness And Diseases

Typhoid and dengue fever will occur.

L25/WS1 Name : _____________________________________________

Class : _______________________ Date : _______________

Label the following pictures of improper waste disposal.

Littering

Releasing of smoke into air

Releasing of waste into rivers

Open burning

1. 2.

3.

4.

L25/WS2 Name : _____________________________________________

Class : _______________________ Date : _______________

Find and colour the following words in the word maze below.

SICKNESS WATER POLLUTION AIR POLLUTION

ACID RAIN DISEASES FLASH FLOOD

D E G D V Z M J I Q F B N X U K BS I C K N E S S G Y K L A O L A CR V C G K B R M C A H Q C Y V S T H W L K B K D I S E A S E S Y D BB G A H L I S C U M J I M A W H OF E I C A J L U J K H G A D H Y UM R W A T E R P O L L U T I O N L Z R H H S W M B U Z W S I C A B RI A N I N F H O M N A N B D C N ML C K Q K I J K G B U K S M A C BA I L L U K D F L A S H F L O O DG D O X G U K S W R K A D J P Q CN R W M A I R P O L L U T I O N I V A E B M L U E K A P U L A N C F D I O H A T K T H L J G P J V Q VQ N L A L C L I U K P Q H L A V AK H K U A U R P O R L U M I D N M

L25/WS3 Name : _____________________________________________ Class : ____________________ Date : __________________

1 Which of the following activities shows improper disposal of waste?

A Open burning B Throw rubbish into dustbins C Recycle suitable waste materials D Do not throw rubbish every where

2 The diagram below shows a situation.

What is the cause of the above situation? A Typhoid B Air pollution

C Flash floods D Water pollution

3 The diagram below shows a situation.

What is the effect of the above situation? A Typhoid B Air pollution

C Flash floods D Water pollution

Lesson 26

Theme: Investigating Materials

Learning objective: 2.2 Understanding that some waste can decay.


• give examples of waste that do not decay.

• give examples of waste that can decay.

• state that microorganism can cause waste

materials to decay.



Preparation 1 Pictures (L26/APP1, L26/APP2)

2 Worksheets (L26/WS1, L26/WS2, L26/WS3,

L26/WS4)




2 Distributes and explains pictures of different types

of waste materials (L26/APP1).

3 Distributes and explains a poster on waste

decaying process (L26/APP2).

Pupils’ action

1 Work individually to identify groups of waste

(L26/WS1).

2 Work in pairs to categorize types of waste

(L25/WS2); to find the words from word maze and

to label parts of a picture on waste decaying

process (L26/WS3).

Conclusion

Teacher guides pupils to conclude that some waste

can decay and are caused by certain microorganisms.

Follow up Pupils complete worksheet (L26/WS4).

L26/APP1 Group Of Waste

An object made of wood can decay. It is grouped as biodegradable waste.

Food can decay. It is grouped as biodegradable waste.

Newspaper can decay. It is grouped as biodegradable waste.

Cotton can decay. It is grouped as biodegradable waste.

An object made of polystyrene does not decay. It is grouped as non-biodegradable waste.

An object made of plastic does not decay. It is grouped as non-biodegradable waste.

An object made of metal does not decay. It is grouped as non- biodegradable waste.

An object made of glass does not decay. It is grouped as non- biodegradable waste.

L26/WS1 Name : __________________________________________________ Class : _________________________ Date : __________________

Write the type and reason for the classification of these waste as shown in the example below.

Group : Biodegradable waste Group : Non-biodegradable waste Reason : Can decay easily Reason : Do not decay Group : ___________________ Group : _____________________ Reason : __________________ Reason : ____________________ Group : ____________________ Group : _______________________ Reason:____________________ Reason :______________________

A B

C D

L26/WS2 Complete the flow chart by using all the words given below.

Can decay Plastic Wood

Glass

Do not decay

Food

Paper

Metal

Cotton

Polysterene

WASTE MATERIAL

WASTE MATERIAL

L26/WS3 Name : _________________________________________________ Class : ___________________ Date : ____________ Find and circle the words that are listed below.

A F S F Z X K L Q D W E R T W O O D L C A C P E O I U Y E O A G W V T B A G H T Y S R D E C A Y A T I R J R U T T M P H T B O P L A S T I C Y N O J S N D O R D K E S A U B I M E T A L Y A L W D E I V U K K M S Y U B A Q I L O C Y G L A S S I L S M F E P X T L J Q O T L E D N G S A Z R A H A T Y D F G B H O S L E P A P E R M D H V K E D K W S G E L E N A J C L U F J C O T T O N E S K X C W G H Q D F U P E R A L Z O N

PLASTIC METAL DECAY COTTON GLASS WOOD FOOD POLYSTYRENE DEGRADABLE PAPER WASTE

L26/WS4 Name : _________________________________________________

Class : ___________________ Date : ___________

Fill in the blanks with the correct answer.

plants cotton food non-biodegradable

animals wood paper biodegradable

1. Based on the word list above, list four things that can decay.

i. _______________________________

ii. _______________________________

iii. _______________________________

iv. _______________________________

2. Waste that can decay is known as _______________________

waste.

3. Waste that does not decay is known as ______________waste.

4. Materials that can decay are usually made of _______________

and ____________________.




• state that microorganisms can cause waste

materials to decay.

SPS: Observing, classifying and communicating.


Preparation 1 Pictures. (L27/APP1, L27/APP2)

2 Worksheet. (L27/WS1, L27/WS2)




2 Distributes and explains the picture of

microorganisms that cause waste decay.

(L27/APP1).

3 Distributes and explains a poster on waste

decaying process (L27/APP2).

Pupils’ action

1 Work individually to label groups of

microorganisms that cause waste (L27/WS1).

2 Work in pairs to label parts of a picture on waste

decaying process (L27/WS2)

Conclusion Teacher guides pupils to make conclusion that waste

decay is caused by certain microorganisms.


L27/APP1 Microorganisms That Cause Waste Decay

Bacteria Fungi

L27/APP2

Decaying Process

Organic Waste

Decomposers

v

Nutrients In The Soil

The n

Nutrients make the soil healthy. Plants absorb nutrients in the soil. Plants are then eaten by animals.

Dead plant Dead animal Waste

Certain microorganisms make dead plants, dead animals and waste materials to decay. They are called decomposers.

The decomposers break down the organic substances into nutrients that goes back to the soil.

L27/WS1 Name : __________________________________________________ Class : _________________________ Date : __________________

Label the pictures as (B) if they are bacteria and and (F) if they are

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

L27/WS2

Label the pictures with the words given below.

Healthy soil Bacteria Dead animal

Healthy plants Fungi Dead plant

1 2

3 4

5 6

L27/WS3 Name : __________________________________________________ Class : _________________________ Date : __________________ Fill in the blanks using the words given below.

1. Microorganisms that cause dead plants and animals to rot are

called ______________________________.

2. They cause some types of waste to ______________.

3. Bacteria and ______________ are examples of decomposers.

4. These microorganisms turns organic waste into minerals and

_____________________in the soil.

5. ___________________absorb these nutrients to grow and

become healthy.

nutrients

decomposers

fungi

decay

Plants




• State the advantages of waste decaying.

• State the disadvantages of waste decaying.



Preparation1 Text (L28/APP1)

2 Worksheets (L28/WS1, L28/WS2, L28/WS3)

Teacher’s Briefing



2 Distributes and explains text (L28/APP1) on the

advantages and disadvantages of waste decaying.

3 Guides pupils to read and identify the keywords

from the text given.

Pupils’ action

Work individually or in groups to complete the activities

in worksheets (L28/WS1, L28/WS2).

Conclusion

Teacher guides pupils to make conclusion that waste

decaying has advantages and disadvantages and there

are many effects to the environment if waste does not

decay.


Burnt methane

L28/APP1

Advantages Of Waste Decay

Decomposers prevents waste accumulation.

Decayed plants and animals becomes nutrient for soil

Decomposers helps to turn organic waste into fertilisers

Disadvantages Of Waste Decay

Decaying waste gives out unpleasant smell

Decaying waste also gives out poisonous gas (e.g. methane)

Decaying waste attracts pests.

L28/WS1 Name : _______________________________________________ Class : ______________ Date : _________________________ Classify these pictures into groups of advantages and disadvantages of

waste decay.

L28/WS2

ADVANTAGES

DISADVANTAGES

1. 2.

3. 4.

L28/WS2 Name : ________________________________________________ Class : ____________________________Date : __________ Write the advantage of waste decay given below to the correct picture.

As fertilizers. Becomes nutrient for soil.

Prevents waste accumulation.

1

2

3

L28/WS3 Name : __________________________________________________ Class : _____________________ Date : __________

Choose either the statements below are advantages or disadvantages

of waste decay. Underline the best answer.

1. Prevents waste from accumulating in the environment.

( Advantage / Disadvantage )

2. Releases poisonous gases that cause air pollution and effects

human health.


3. Waste will be decomposed into simple substances and returns to

soil as nutrient.


4. Gives out odour and unpleasant smell.


5. As fertilizer (e.g. compost).


6. Attracts pests such as houseflies, cockroaches and ants.


Lesson 29

Theme : Investigating the Earth and the Universe.

Learning Objective : 1.1 Understanding the eclipse of Moon.

Learning Outcomes :The pupils should be able to:

• state what eclipse of the Moon is.

• state the position of the Moon, the Earth and

the Sun during the eclipse of the Moon.

• explain why eclipse of the Moon occurs.

SPS : Observing, inferring and communicating.


Preparation

1 Picture with text (L29/APP1).




assigned to the pupils .

2 Shows the picture and explains how the eclipse of

the Moon occur (L29/APP1).

3 Guides pupils to read the passage and under line

the keyword .

Pupils’ action

Pupils complete the worksheet (L29/WS1)

Conclusion

Teacher guides the pupils to make conclusion that the

eclipse of the Moon occurs when the Earth is between

the Sun and the Moon in a straight line.

Follow up Pupils complete the worksheet (L29 /WS 2).

L29 / AAP1

Lunar Eclipse

1. The eclipse of the Moon occurs when the Earth is

between the Sun and the Moon in a straight line.

2. Sunlight cannot pass through the Earth because the

Earth is opaque.

3. The Earth blocks sunlight from reaching the Moon.

4. The shadow of the Earth will cover the surface of the

Moon and cause the eclipse of the Moon to occur.

L29/WS1

Name: _____________________________________________________

Class: _______________________________ Date: _______________

Fill in the boxes with the words given.

Moon Sun Earth shadow

L29/WS2 Name: ____________________________________________________

Class: _________________________ Date: _____________________

Circle the given words in the word maze below.

MOON ECLIPSE OPAQUE EARTH LINE

DAY SUN TRAVEL SHADOW BLOCK

F O S D M O M I E T

D H M H T P O R C R

P A T A A A O P L A

S R Y R H Q N N I V

B L O C K U O O P E

T D I H K E R W S L

S H A D O W E A E S

L U O Y O E A R T H

L I N E G O I Y P H

B S S U N A L C D G

Lesson 30 Theme

Learning objectives : 1.2 Understanding the eclipse of the Sun.

Learning outcomes : Pupils should be able to:

• state what eclipse of the Sun is

• state the position of the Moon , the Earth and the

Sun during the eclipse of the Sun

SPS : observing, communicating, making inferences.


Preparation

1 Picture and notes (L30/APP1)

2 Worksheets (L30/WS1, L30/WS2)

Teachers briefing



2 Distributes and explains the notes to

the pupils . ( L30 / AAP1)

3 Guides the pupils to read the passage and colour

the keywords.

Pupils’ action

1 Demonstrate a simple simulation on the eclipse

of the Sun .

2 Complete the worksheets. ( L30 /WS 1)

Conclusion

Teacher guides pupils to conclude that eclipse of the Sunoccurs when the Moon is between the Sun and the Earth

in a straight line.

Follow up

Pupils sketch the position of the Moon, the Sun and the

Earth during the eclipse of the Sun .(L30 /WS 2)

: Investigating the Earth and the Universe

L30/APP1

1. The eclipse of the Sun occurs when the Moon is between

the Sun and the Earth in a straight line.

2. Sunlight is blocked by the Moon from reaching the Earth .

3. The shadow of the Moon is formed on the surface of the

Earth.

4. Eclipse of the Sun can only be observed during the day .

L30/ WS1 Name:___________________________________________________

Class : _________________________________ Date____________

Fill in the blanks with the correct words.

day shadow straight Earth Sun

1. Eclipse of the Sun occurs when the Moon lies between the Sun and the

Earth in a ______________ line.

2. During a eclipse of the Sun, the ____________ of the Moon is formed on the surface

the Earth.

3.The Moon blocks sunlight from reaching the _____________ .

4. Eclipse of the Sun occurs only during the _________________________.

5.The Moon revolves around the______________________________.

L30/WS2

Draw the position of the Moon, the Sun and the Earth during the eclipse

of the Sun.

Lesson 31 Theme: Investigating Technology

Learning objective: 1.1Understanding simple machines.

Learning outcomes: By the end of the lesson, pupils should be able to:

• explain what a simple machine is

• state types of simple machines



Preparation

1 Pictures of different types of simple machines.

(L31/APP1)

2 Worksheets (L31/WS1, L31WS2)

3 A can and a spoon


1 Asks pupils to open the lid of a can using their bare

hands and then using a spoon.

2 Asks pupils which method is easier to open the lid.

3 Explains that a simple machine is a device which can

help to make work easier and faster.

4 Introduces different types of simple machines.

(L31/APP 1)

Pupils’ action

1 Do worksheet (L31/WS1)

2 Pupils read out their answers and teacher explains

any misconception.

Conclusions1 Teacher guides the pupils to conclude that a simple

machine is a tool/device to help them to do work

easier and faster (efficiently).

Follow-up 1 Teacher guides pupils to read (L31/APP2).

2 Pupils do worksheet (L31/WS2) as an enrichment

activity.

L31/APP1

GEAR

INCLINED PLANE

LEVER

WEDGE

WHEEL AND AXLE

PULLEY

SCREW

L31/APP2

Read the following text. 1. A machine is a tool which helps us to do our work easier and

faster. There are seven types of simple machines such as

wedge, wheel and axle, lever, pulley, gear, inclined plane and

screw.

2. A gear can move objects forward or backward easily. Gears are

used to change the speed or directions of movement.

3. A pulley consists of a wheel and a rope. It is used to lift objects

to a higher place.

4. A wheel and axle is made up of a wheel connected to a rod

named an axle. It helps us to carry or move heavy objects

easily.

5. A screw is cylindrical and has a thread around it. It has a

pointed end. We use screws to fix two pieces of objects

together.

6. An inclined plane is a flat plane in a slanting position. It is used

to push heavy load up or down easily. It can lessen the effort

needed to move objects.

7. A lever has three parts such as effort, load and fulcrum. We use

a lever to carry or move over heavy objects easily.

8. A wedge has two inclined surfaces. It is sharp at one end. The

wedges are used to cut objects into two parts

L31/WS1 Name:___________________________________________________

Class : _________________________________ Date____________

Fill in the boxes the correct names of simple machines.

Wedge Lever Inclined plane

Screw Gear Wheel and axle Pulley

1

7

654

32

L31/WS1 Name:___________________________________________________

Class : _________________________________ Date____________

Choose and write the use of each type of simple machine from the

answers given below.

1

65

43

2

• To lift or lower objects • To cut an object into two parts • To change the speed and

direction of movement • To help to moves heavy

objects • To fix two object together • To carry or move over heavy

loads

Lesson 32 Theme : Investigating Technology

Learning objective : 1.1 Understanding simple machine

Learning outcomes : By the end of the lesson, pupils should be able to

• give examples for each type of simple

machine.



Preparation 1 Pictures of different examples of simple machines.

(L32/APP1)

2 Worksheets (L32/WS1, L32WS2) .


1 Asks pupils the names of di fferent types of simple

machines.

2 Explains further that a simple machine is a device

which can help to make our work easier and faster.

3 Introduces the different examples of each type of

simple machines. (L32/APP1)

Pupils’ action

Pupils answer worksheet L32/WS1 and then complete

worksheet L32/WS2 by referring to L32/WS1.

Conclusions

1 Pupils read out the answers and teacher explains

any misconception.

2 Teacher guides pupils to conclude that there are

many examples of simple machines which they have

used in their daily lives.

Follow-up

1 Teacher explains that the different tools or examples

of the simple machine are tools that help them to do

the work in the daily life easier and faster (efficiently).

2 Pupils complete worksheets (L32/WS3 and L32/WS4).

L32/APP1

Examples of simple machine.

L32/APP1

Wedge

Wheel and axle

A water tap A pencil sharpener

Lever

A broom A wheelbarrow

Screw

,

A spanner A tap

Inclined plane

Lifting an object A staircase

Gear

A wrist watch An egg beater

Pulley

L32/WS1 Name:___________________________________________________

Class : _________________________________ Date____________

Read the following text and then carry out the task below.

Tools that use simple machines in our daily life:

1 Wedges : an axe, a knife, a needle, a pair of scissors, a chisel, a

saw and a door wedge.

2 Levers : a hammer, a see-saw, pliers, a fishing rod and a nail

clipper.

3 Pulleys : a crane, a flag post. 4 Gears : a bicycle, a wrist watch, a drill and an egg beater.

5 Inclined planes : the staircase, a slide, driving up the hill slope and

pushing a box up the lorry.

6 Screws : a bolt and nut, a G-clamp, a spanner and a water tap.

7 Wheels and axles : the door knob, water tap, car steering and

roller skates.

Use the colour pencils for the following. (L32 / APP1)1 What are the types of simple machines? (Colour them in red). 2 Identify two examples of tools for each simple machines listed in

question 1. (Colour the examples in green).

L32/WS2 Name:___________________________________________________

Class : _________________________________ Date____________

Name two tools in the space provided for each type of simple machine.

1. WEDGE

3. PULLEY

4. GEAR 5. INCLINED PLANE

6. SCREW

7. WHEEL AND AXLE

SIMPLE MACHINE

2. LEVER

e.g 1 2

e.g 1 2

e.g 1 2

e.g 1 2

e.g 1 2

e.g 1 2

e.g 1 2

L32/WS3 Name:___________________________________________________

Class : _________________________________ Date____________

Name the simple machine used in these devices.

TYPES OF DEVICES

L32/WS4



1

9 8 7

6 5 4

3 2

L32/WS4 Name:___________________________________________________

Class : _________________________________ Date____________

Write the name of the simple machine that is described in the

sentences below:

1. These two parts act as one simple machine. They are found on

cars, bikes and wheelbarrows. _____________

2. A rope and a wheel to lift or to lower a weight make up this

simple machine. _____________

3. This simple machine can be used to lift a weight. It has a

fulcrum, a load and an effort. _____________

4. These simple machines are wheels with teeth on them. They fit

together when they are turned. _________

5. This simple machine can be used to separate things apart or to

hold a door open. ____________

6. This machine is used to hold things together. It has a thread

around a cylindrical body. It has a sharp end. _____________

7. A heavy object being pushed up along this simple machine uses

less effort, instead of lifting it straight up. _____________



Lesson: 33 Theme : Investigating technology

Learning objective : 1.2 Analysing a complex machine


• identify simple machines in a complex

machine

• conclude that a complex machine is made

of more than one simple machine

• give examples of complex machine

SPS : Observing and communicating,


Preparation 1 A hand-drill

2 Worksheet (L33/WS1, L33/WS2)


1 Shows and explains that a drill is a type of complex

machine.

2 Describes the meaning of complex machine.

3 Describes the simple machines found in a drill by

separating its components of it (screw, gear, wheel

and axle).

4 Shows other types of complex machines and their

simple machine components. (L33/APP1)

Pupils’ action


2 Present their answers in class .

Conclusion

1 Teacher restructures pupils’ answers and explains

any misconception.

2 Teacher concludes that a complex machine is a tool

with more than one simple machine.

Follow-up Teacher guides pupils to complete the mind map

given. (L33/WS2)

L33/APP1 Simple machines in a complex machine

COMPLEX MACHINES SIMPLE MACHINES

Hand drill

Screw, wheel and axle, wedge

Wheelbarrow

Lever, Wheel and axle

Egg beater

Wheel and axle, gear

Scissors

Lever and wedge

Bicycle

Lever, Wheel and axle, gears

Crane

Lever, pulley and gear

L33/WS1 Name:___________________________________________________

Class : _________________________________ Date____________

Name the simple machine that can be found in the complex machine.

Complex machine Simple machine

wheel and axle lever gear wedge

pulley gear wheel and axle lever

Gears, ___________ and _________

Lever, ________ and _________

Lever and _________

Wheel and axle, and _________

Wheel and axle and ____________

Wedge, screw and __________

HAND DRILL

WHEEL BARROW

EGG BEATER

SCISSORS

CRANE

BICYCLE

1

3

2

6

5

4

L33/WS2 Name:___________________________________________________

Class : _________________________________ Date____________

List the simple machines found in these complex machines in the

space provided.

Fishing rod

1 2

1 2

A hand-drill

Bicycle Crane

Egg beater

Wheelbarrow A pair of scissors

1 2 3

1 2

1 2

1 2 3

1 2 3

COMPLEX MACHINE

Lesson: 34 Theme : Investigating technology

Learning objective : 1.2 Analysing a complex machine


• identify simple machines in a complex

machine;

• conclude that a complex machine is made up

of more than one simple machine;

• give examples of complex machine.

SPS : Observing and communicating


Preparation 1 Previous note about simple machines and complex

machines.

2 Worksheet (L34/WS1)


1 Revises the meaning of simple machine and complex

machine.

2 Guides pupils to answer structured questions.

(L34/WS1)

Pupils’ action

1 Pupils complete the worksheet given in groups.

(L34/WS1)

2 Pupils present their answers.

Conclusion

1 Teacher emphasises the importance of knowing how

to answer structured questions (answering section B

in UPSR examination).

2 Teacher explains the correct answer and pupils write

the correct answer in their worksheet.

Follow-up Pupils do worksheet (L34/WS2)

L34/WS1 Name:___________________________________________________

Class : _________________________________ Date____________

Answer questions below.

Figure 1

1 Figure 1 shows some activities which involve different types of

simple machines.

a State the simple machines that are being used.

i) ______________________________

ii) ______________________________

iii) ______________________________

iv) ______________________________

b Name other tools that use the same simple machines as in

question 1(a)

i) ______________________________ ii) ______________________________

iii) ______________________________

iv) ______________________________

(i) (ii)

(iii) (iv)

L34/WS2 Name:___________________________________________________

Class : _________________________________ Date____________

1 Figure 1 shows an investigation carried out by a group of pupils.

Figure 1

10 pupils were needed to pull the 100 kg load by using a pulley.

This investigation was repeated by using different number of

pulleys. Table 1 shows the result of the investigation

Number of pulley 1 2 3 4

Number of pupils needed to pull the 100 kg load

10 5 3 _____

Table 1 a) Based on the investigation, state:

i) what to change?

_______________________________________

ii) what to measure?

_______________________________________

iii) Write a hypothesis for this investigation.

The _________ the number of pulleys being used, the _______ the number

of pupils needed to pull the 100 kg load.

c) Predict the number of pupils needed to pull the 100 kg load when 4

pulleys are used.

_____________________________________________________

Lesson 35 Theme : Investigating Technology

Learning area : Machine

Learning objective : 1.3 Appreciating the invention of machines that make life easier.

Learning outcomes : By the end of the lesson, pupils should be able to:

• predict how life is without machines

• explain how machines can make our lives

easier.

Science process skills: Observing, predicting and communicating


Preparation

1 A piece of wood.

2 Names of machines which we use to do our daily

work. (L35/APP1)


1 Asks pupils to split a piece of firewood without

using any tools.

2 Pupils respond to this situation.

3 Teacher asks pupils to predict how life would

be without machine.

4 Teacher further explains the importance of

tools/machines in our daily life.

Pupils’ action

1 Pupils work in groups.

2 Pupils discuss and explain how machine make

our lives easier. (L35/WS1)

Conclusion

A representative from each group read out their

answers. Teacher explains on any misconception

by the pupils.

Follow-up Pupils do worksheet given with the teacher’s

guidance. (L35/WS2)

L35/APP1

Names of different types of machines which we use to do our daily

work.

Wedge - an axe, a needle, a knife

Lever - a broom, a wheelbarrow, a stapler

Wheel and axle - a door knob, a drill, a screw driver

Pulley - a flag on the flag post, lifting a pail of sand

Gear - a wrist watch, bicycle gear, a drill

Inclined plane - pushing an oil drum up the lorry, a slide

Screw - a bottle cap, a spanner, a car jack

L35/WS1 Name:_________________________________________________

Class : ______________________________ Date:______________

Match these devices to the correct uses.

Devices Use

People can move very far and very fast.

An egg beater

A tractor

An aeroplane

A spoon

A washing machine

A crane

A staircase

Work in the field is easier and have good agricultural productivity.

Helps us to move up or down easily.

Enables us to open the lid of a tin can.

Enable the housewives to bake better cakes

Fast and easy in doing laundry

Construction work is made easier

L35/WS2 Name:________________________________________________

Class:________________________________ Date:____________

Tick (/) the correct statements and cross (X) the wrong statements.

1. Machines such as cars, trains, and aeroplanes help us travel slowly.

2. We use the clock to know the time accurately.

3. Machines can do more harm if we do not use them correctly.

4. We will live a prehistoric life without machines.

5. Human beings can do everything easily without machines.

6. In our daily lives, machines help to do most of our work.

Lesson 36 Theme: Investigating Technology

Learning area: Machine

Learning objective : 1.3 Appreciating the invention of machines that

make life easier.

Learning outcomes : By the end of the lesson, pupils should be able to:

• design a machine to solve problem

Science process skills: Observing and communicating,


Preparation 1.Boxes, scissors, glue, small sticks, cellophane

tape, staplers.

2 A picture or a model of a modern car.


1 Revises the importance of machines in our

daily lives. (L36/APP1)

2 Shows a picture or the model car.

3 Instructs pupils to plan and sketch a model of

transportation. (L36/APP2)

Pupils’ action

1 Work in groups to plan and sketch a model of

vehicle using the objects given.

2 Build the model with teacher’s guidance.

Conclusion

1 Pupils present their models and state the

purpose of the model in their daily lives.

2 Teacher responds by giving the best model a

reward.

Follow-up

1 Teacher assists the pupils to conclude that

machines make our lives easier. (L36/WS 1)

2 Teacher further explains that lives without

machines is very difficult and like living during

ancient days.

L36/APP1

Construction

Appreaciating machines

- Help to do our work - Make our life easier and

comfortable

Communication

Transportation Education

Agriculture

L36/APP2 CLASSROOM ACTIVITY Materials needed: A small box, scissor, wire, glue, plasticine, 4 thread holders.

Instructions:

Follow the steps below.

1. Use the scissors to poke 4 holes near the base of the box.

2. Cut two pieces of wire of 10 cm.

3. Push each of the two pieces of wire through the holes

which are opposite to each other.

4. Fix each thread holder to each end of the wire which sticks

out of the box. Fix with glue and plasticine.

L36/WS1 Name: ___________________________________________________

Class: _______________________________Date:________________

Match the pictures to the correct answers. Types of machines

Transportation

Education

Communication

1

A

2

B

3

C

Construction

4

D

ASSESSMENT SECTION A Every question is followed by four options A, B, C and D. Choose the

correct answers.

1 Which of following animals live in solitary?

A B

C D

2 The list below shows four animals that live in a habitat.

Which of the following factors will cause competition among the

four animals?

A A limited supply of fruits.

B A limited supply of grass.

C A limited supply of sunlight.

D A limited supply of flowering plants.

Cow Goat Buffalo Caterpillar

3 What are the factors that cause competition among animals?

I food

II space

III mate

IV shelter

A I only

B I and II only

C I, II and III only

D I,II, III and IV

4 The picture below shows 3 types of plants in the same habitat.

These plants compete for

I air

II water

III food

IV sunlight

A I and IV

B II and IV

C I, II and III

D I, III and IV

5 The pictures below shows 2 animals.

A goat and a horse will compete for

I water

II air

III food

IV mate

A I and II

B I and III

C I, II and IV

D I, III and IV

6 Which of following animals live in groups?

A B

C D

7 The list below shows four actions.

R - Pressing a dough

S - Blowing a balloon

T - Opening a door

U- Cycling

Which actions involve a pushing force?

A R and S

B T and U

C R, S and T

D R, S and U

8 Which actions use a pulling force?

I II

III IV

A I and II

B I and III

C II and III

D III and IV

9 The diagram shows a moving ping pong ball that is being hit by

a player.

What is the affect of the force shown in the picture? A The force slows down the moving object.

B The force changes the shape of the object.

C The force causes the stationary object to move.

D The force changes the direction of the moving object.

10 Which shows the effect of force?

I Move stationary objects.

II Stops moving objects.

III Change direction of moving objects.

A I only

B I and II only

C II and III only

D I, II and III

11 A toy car takes 6 seconds to move 30 cm. Calculate the speed

of the car.

A 180 cm/s B 63 cm/s C 8cm/s D 5 cm/s

12 The table below shows the speed of four buses.

Bus Duration Distance W Long Near X Long Far Y Short Near Z Short Far

Which bus moved the fastest?

A W B X C Y D Z

13 Which of the following are characteristics of spoilt food?

I Bad smell

II Sour taste

III Change colour

IV Mouldy surfaces

A I and 11 only

B I, II and III only

C II, III, and IV only

D I, II, III and IV

14 Picture shows a piece of spoiled bread.

fungus

What are the conditions for the fungus to grow?

A Dry and cool

B Dry and warm

C Wet and cool

D Wet and warm

15 The picture shows a whole fried chicken.

The fried chicken will spoil if it is left at room temperature for a few

days because

A bacteria and fungi will grow

B water vapour is in the air

C the temperature is suitable

D carbon dioxide is in the air

16 The diagram below shows a picture of some fish.

Which of the following is suitable to preserve the fish? I Salting II Waxing III Pickling IV Freezing

A I and II B I and III C II and III D I and IV

17 The diagram below shows food that is preserved by canning.

Why do bacteria cannot grow in this food?

A There is no air B There is no water C The food is too salty D The food is too cold

18 Which of the following types of rubbish are plastic wastes?

P – Fish bones Q – empty mineral water bottle R – Plastic comb S – Aluminium foil

A P and Q B Q and R C P, Q and R D Q, R and S

19 Which of the following is the correct combination of the source

of waste?

Smoke Pesticide Toxic chemicals A Vehicles Factories Homes B Open burning Agriculture Factories C Homes Vehicles Agriculture D Agriculture Homes Open burning

20 An eclipse occurs because

I light travel in a straight lines .

II the Earth rotates on its axis

III Sunlight cannot pass through opaque object

IV the Earth moves around the Sun and the Moon and the Moon moves

around the Earth.

A II only

B I and III only

C I , Ill and IV only

D Il, III and IV only

21 Refer to the table below.

X – Sun

Y - Earth

Z - Moon

Which of the following is the correct sequence during the eclipse of the Sun?

A Y, Z, X B Y, X, Z

C Z, Y, X

D Z, X, Y

22 The Moon’s shadow is cast on the Earth ‘s surface as shown in

the diagram below.

In which area does eclipse of the Sun occur?

A P

B Q

C R

D S

23 Choose the correct statements about the eclipse of the Moon.

A the Earth blocks the sun from reaching the Moon

B the Moon shadow will cover the Earth surface

C the sun is not visible for a few moments

D the sun is seen in the sky

24

Sun Moon Earth

Which of following may be observed during the eclipse as shown above?

I Daylight becomes dark for a few moments

II Stars can be observed in the day

III The Moon cannot be seen at night

A I and II only

B I and III only

C II and and III only

D I, II and III

25 The picture below shows a type of simple machine.

1 Based on the figure above, which of the following instruments use the same principle? I II III IV

A I only. B II and III only. C I and III only. D III and IV only.

26 The figure below is a type of instrument.

Which type of simple machines are in this instrument?

A Wedge B Wedge and lever C Wedge, screw and wheel and axle D Wedge, lever, and wheel and axle

27 The figure below shows a pair of scissors. Which parts of the scissors are correctly matched?

X Y Z A Fulcrum Effort Load B Effort Fulcrum Load C Effort Load Fulcrum D Load Fulcrum Effort

Y

XZ

28 The diagram below shows a picture of an axe.

This instrument is used for cutting or chopping. State the characteristics of this instrument.

A Two inclined planes; two thick ends B Two inclined planes; two curved ends C Two inclined planes; sharp at one end D Two inclined planes; one round surface and one flat surface

29 The description below is about X.

X

A wheel with teeth Helps to change the speed

Changes the direction of a movement

What is X?

A wheel and axle B screw C pulley D gear

30 Machines help us because _______________________

I they make our lives easier II we can live a prehistoric life III our work will become easier IV we can travel faster and farther

A I and II only B I and III only C I, II and III only D I, III and IV only

SECTION B

Write your answers in the space provided.

1 The table below shows the numbers of animal X that live in a

habitat from 2000 to 2004.

Year 2000 2001 2002 2003 2004

Numbers of animal X 300 150 90 145 175

a) What is the trend of the number of animals X from year 2000 to

2004?

________________________________________________________

b) Give TWO inferences for the trend of the number of animal X from

year 2000 to 2002.

I _______________________________________________________

II _______________________________________________________

c) Give TWO inferences for the trend of the number of animal X from

year 2002 to 2004.

I _______________________________________________________

II _______________________________________________________

2 The diagram below shows 4 rubber balls of the same size being rolled on 4

different surfaces.

Oily carpet

Cement wooden plank

Each ball is pushed and the distance traveled is recorded in the table below .

Type of surface Distance traveled ( cm )

Oily 3

Cement 2

Carpet 0.5

Wooden plank 1.5

a What is the aim of this investigation?

___________________________________________________

b Based on this investigation , state what must be :

I kept the same : ____________________________________

Ii changed : ____________________________________

Iii observed : ____________________________________

c State a hypothesis for this investigation.

__________________________________________________

d Based on the observation made in the table above, arrange in

sequence starting with the surface which has the highest

amount of friction to the lowest amount of friction.

____________________________________________________

3 In an investigation, three pieces of bread have been sprinkled with

different amount of water and were put in plastic bags. The pieces

of bread are placed in a cupboard for 4 days. The table shows the

result of the investigation.

Bread Number of sprinkles (drops) Number of dark spots

X 3 2

Y 6 4

Z 9 6

(a) What is the aim of the investigation?

_________________________________________________

(b) State what to

I keep the same : ____________________________________

Il change : __________________________________________

Ill observe: __________________________________________

(c) Predict the number of dark spots if the bread is sprinkled with

12 drops of water?

__________________________________________________

(d) State the relationship between the number of sprinkles and the

number of dark spots.

__________________________________________________

4 The figure below shows the apparatus used to investigate eclipse.

.

The table tennis ball represents the Moon, the globe represents the

Earth and the torch light represents the Sun . The table tennis ball is

moved around the globe when the torch light is switched on.

(a )What eclipse is repres ented when the table tennis ball is at X ?

_________________________________________________

_________________________________________________

( b) Why is a shadow formed on the surface of the globe?

___________________________________________________

( c ) State two properties of light that is involved during the eclipse .

i _______________________________________________

ii _______________________________________________

X

5 Diagram 1 shows a boy collecting water from a well. Diagram 1 (a) Write two observations about the activity that you can make from diagram 1. 1._______________________________________________________ 2.______________________________________________________ (2 marks) (b) What is your inference? _______________________________________________________

( 1 mark) ( c) What conclusion can you draw based on this investigation? ________________________________________________________

________________________________________________________

( 1 mark)

ANSWER SCHEME

THEME : Investigating Living Things Lesson 1 L1/WS 1 1. live in solitary 2. live in groups 3. live in solitary 4. live in groups 5. live in groups LI/WS2 L2/WS1

1. food/space 2. food/safety 3. food/space 4.safety/food L2/WS2 1.

2. i) food and safety ii) food and space Lesson 3 L3/WS1 a) i. Deer ii. Mousedeer iii. Cow b) i. Squirrel ii. Owl L3/WS2 1. A 2. B 3. C 4. C 5.C Lesson 4 L4/WS1 1. Competition 2. Interaction 3. Limited 4. Nutrients 5. Interspecies L4/WS2 1. D 2. D 3. A 4. C 5. A

Live In Groups

Deer Cow Goat Zebra

Ant

Live In Solitary Bear Tiger

Leopard Fox

Live In Groups Orang-utan Zebra Ant Goat Cow Elephant

Live In Solitary Tiger Leopard Eagle Fox Bear

Lesson 5 L5/WS1 1. Turtle 2. Whale 3. Tapir 4.Elephant 5. Tiger 6.Rhinoceros 7. Gorilla L5/WS2 Endangered Non-endangered 1. Panda Snake 2. Turtle Frog 3. Gorilla Monkey 4. Whale Hen 5. Elephant Rat 6. Rhinoceros Cat 7. Dolphin Grasshopper 8. Hornbill 9. Tapir L5/WS3 1. D 2. B 3. D 4. D 5. C Lesson 6 L6/WS1 1. Rafflesia 2. Sun Flower 3. Sidalcea 4. Phantom Orchid 5. Pitcher plant 6. Callirhoe papave L6/WS2 a) i. Year of investigation ii. Number of animals b) Decrease c) i. Hunting ii. Exessive development d) Extinct e) i. Conservation ii. Enforcing law THEME : Investigating Force and Energy Lesson : 8 L8/WS1

1. Push 2. Push 3. Push 4. Pull 5. Pull 6. Pull

L8/WS2

Push

Pull

Lesson 9 L9/WS1 Acitity 1 : i. moves ii. Moves Activity 2 : i. stops ii. Stop L9/WS2 A.

B. 1. A 2. A Lesson10 L10/WS1 Activity 1 : i. faster ii. faster Activity 2 : i. slower ii. slower

Activity 3 : i. side ii. direction L10/WS2 A

A

E

F

F

E

C

T

H

I

L

C

X

V

R

G

F

O

R

C

E

D

I

R

E

C

T

I

O

N

G

E

H

S

L

O

W

E

R

Q

M

G

D

C

M

C

H

A

N

G

E

H

S

H

A

P

E

J

T

R

I

I

X

G

F

A

S

T

E

R

I

S

T

O

P

O

P

M

O

V

E

S

T

A

T

I

O

N

A

R

Y

B. 1. B 2. A

1

2

3

4

5

A force can move the stationaery object

A force can stop a moving object

Lesson 11 L1/WS1 Section A Friction can change the size of an object. Section B Observation

i. Cement floor: (Longer) distance. ii. Grass: (Shorter) distance Inference

i. Cement floor has (lesser) friction. ii. Grass has (more) friction. L11/WS2 a) i. Size of the ball ii. Type of surface iii. Distance of the ball moves b) least c) Rougher/ more rough …….. slower / more slow Lesson 12 L12/WS1 Inference : Far , less Conclusion : Oil can reduce friction. L12/WS2

a) Oily surface has less friction / oil reduce the friction b) i. The type of block ii. The type of surface iii. Distance of block moving c) Oil can reduce friction

Lesson 13 L13/WS1

1. We can walk easily 2.We might slip and fall 3.We use rough surface like sand paper.

Conclusion: i. Pattern on a surface ii. Rough materials L13/WS2 1. A 2. C 3. A 4. B 5. B Lesson 14 L14/WS1

1. Friction is a force that opposes the movement of an object. 2. i. Allow us to walk or run without slipping

ii. Vehicles can travel on the road safely. iii. The brake vehicles makes use of friction to slow down or stop the vehicles. iv. Enable to hold things. v. Enable to sharpen a knife or other tools.

3 i. Make objects move slowly ii. Cause surfaces to wear out iii. Friction produce heat that damaging the surfaces or even some part of

machines when heated.

L14/SW2 1. T 2. T 3. T 4. T 5. F 6. T 7. T 8. F 9. F 10. T

Lesson 15 L15/WS1

a) i. Different types of surface ii. The distance a trolley moves

iii. Size of the trolley, the number of the trolley, mass of the trolley

b) Observation

i. further ii. Nearer

c) Conclusion:

i. smoother . ii. rougher . L14/WS2

a) To investigate the relationship between the different types of surface and the

distance a trolley moves b) i. Size of the trolley ii. Different types of surface

iii. The distance a trolley moves

c) State the relationship between the two factors. - The more smoother the surface is, the longer is the distance a trolley moves /The more rougher the surface is, the shorter is the distance a trolley moves.

Lesson 16 L16/WS1 1. A 2.B 3. B 4. B 5. A L16/WS2 1. B 2. A 3. A 4. B 5. A Lesson 17 L17/WS1 1. 2. 3. 4. 5. 6. 7. 8. L17/WS2 1. C 2. D 3. A 4. E 5. B L17/WS3 1. Object C 2. Object D 3. C→B→A→E→D 4. Distance (m) 5. Shorer time

√ √ √

√

THEME : INVESTIGATING MATERIALS Lesson 18 L18/W1 A.

Characteristics Conditions of milk after one day.

Surface layer

curd

Smell

Bad smell

Taste

Sour taste

B. List down the characteristics of food spoilage

i. unpleasant smell ii. changed colour iii. mouldy iv. changed texture v. unpleasant taste

C. Underline the correct answer in the bracket

1. changes 2. will 3. bread 4. mould 5. unpleasant 6. prawn 7. sour

Lesson 19 L19/W1 1.

Day Observation on the surface of bread

1

Yellow spots / few yellow spots

3

Green spots/ many green spots

6

Dark sport / more dark spots

4 Draw the microorganisms that you see under the magnifying glass or microscope.

5 Fungi 4. Microorganism

5. a) air b) water c) nutrients d) suitable acidity e) suitable temperature L19/W2 1 C 2. B 3. B 4. D LESSON 20 L20/APP1

Word puzzle : FOOD PRESERVATION L20/WS1 * Follow the mind map given (L21/APP2) L20/WS2

TYPE OF PRESERVATION 1. Drying / Pickling 2. Drying / Pickling / Salting/ Freezing 3. Canning 4. Drying / Freezing 5. Bottling 6. Pickling / Drying 7. Canning 8. Pickling

LESSON 21 L21/APP1 Word Puzzle: BACTERIA L21/WS1

Why microorganism cannot grow 1. Too salty 2. No water 3. No water 4. No air 5. Too hot 6. Too cold

L21/WS2 1. Air , water 2. Water 3. Cold 4.Air 5. Salty

LESSON 22 L22/WS1 1. Pickling – Mango 2. Salting – Egg 3. Freezing – Meat 4. Drying – Fish 5. Vacuum packing – Mushroom 6. Bottling - Tomato L22/WS2

1. Canning meat 2. Drying fish 3. Pickling mango 4. Salting egg LESSON 23 L23/W1 A. 1. Enjoy the food for a longer time 2. Prevent wastage 3. Easy to store 4. Has long shelf life B. 1. Longer 2. Smaller 3. Store 4. Canned 5. Shelf 6. prevent Lesson 24 L24/WS1 1. Chemical waste 2. Glass 3. Metal 4. Organic waste 5. Plastic L24/WS2 A. I B. I,IV C. II D. III, IV E. I L24/WS3 A V B IV C III D I L24/WS4 1. Smoke 2. dustbin 3. Motor vehicles 4. Chimneys 5. agriculture

Lesson 25 L25/WS1 1. Releasing of waste into rivers 2. Open burning 3. Releasing of smoke into air 4. Littering L25/WS2 1. A 2.D 3.B L25/WS2

D E G D V Z M J I Q F B N X U K B

S I C K N E S S G Y K L A O L A C

R V C G K B R M C A H Q C Y V S T

H W L K B K D I S E A S E S Y D B

B G A H L I S C U M J I M A W H O

F E I C A J L U J K H G A D H Y U

M R W A T E R P O L L U T I O N L

Z R H H S W M B U Z W S I C A B R

I A N I N F H O M N A N B D C N M

L C K Q K I J K G B U K S M A C B

A I L L U K D F L A S H F L O O D G D O X G U K S W R K A D J P Q C

N R W M A I R P O L L U T I O N I

V A E B M L U E K A P U L A N C F

D I O H A T K T H L J G P J V Q V

Q N L A L C L I U K P Q H L A V A

K H K U A U R P O R L U M I D N M Lesson 26 L26/WS1 A Non-biodegradable waste ; do not decay

B Biodegradable waste ; can decay easily

C Biodegradable waste ; can decay easily

D Non-biodegradable waste ; do not decay

L26/WS2

L26/WS3

A F S F Z X K L Q D W E R T

W O O D L C A C P E O I U Y

E O A G W V T B A G H T Y S

R D E C A Y A T I R J R U T

T M P H S B O P L A S T I C

Y N O J T N D O R D K E S A

U B I M E T A L Y A L W D E

I V U K K M S Y U B A Q I L

O C Y G L A S S I L S M F E

P X T L J Q O T L E D N G S

A Z R A H A T E D F G B H O

S L E P A P E R M D H V K E

D K W S G E L I N A J C L U

F J C O T T O N E S K X C W

G H Q D F U P E R A L Z O N

WASTE MATERIAL

Can decay Do not decay

wood

cotton

paper

food

polysterene

glass

metal

plastic

L26/WS4

1. i.wood ii. Food iii. cotton iv. paper

2. biodegradable

3. non-biodegradable

4. animals ; plants

Lesson 27 L27/WS1

1. F

2. B

3. F

4. B

5. F

6. B

L27/WS2

1. Dead plant

2. Fungi

3. Dead animal

4. Healthy soil

5. Bacteria

6. Healthy plants

L27/WS3

1. decomposers

2. decay

3. fungi

4. nutrients

5. Plants

Lesson 28 L28/WS1 1. A 2. D 3. A 4. D L28/WS2

1. Prevents waste accumulation.

2. Becomes nutrient for soil.

3. As fertilizers L28/WS3

1. Advantage

2. Disadvantage

3. Advantage

4. Disadvantage

5. Advantage

6. Disadvantage Lesson 29 L29/WS1 a. Sun b. Earth c. Moon d. Shadow

L29/WS2 L30/WS1 1. Straight 2. shadow 3. Earth 4. day 5. Sun L30/WS2 Section A 1. B 2. A 3. B 4. A 5. B Section B a. The eclipse of the sun b. Because the moon blocks the sunlight c. i. Light travels in a straight line ii. Light cannot pass through an opaque object Lesson 31 L31/WS1

1.Gear 2.Pulley 3. Wheel and axle 4. Screw 5. Inclined plane 6. Lever 7. Wedge

L31/WS 2 9. A machine is a tool which helps us to do our work easier and faster. 10. A gear is machinery which can move objects forwards or

backwards easily. Gears are used to change the speed or directions of movement.

11. A pulley is piece of equipment consisting of a wheel and a rope. A pulley is used to lift objects to higher place.

F O S D M O M I E T

D H M H T P O R C R P A T A A A O P L A S R Y R H Q N N I V

B L O C K U O O P E T D I H K E R W S L

S H A D O W E A E S

L U O Y O E A R T H

L I N E G O I Y P H

B S S U N A L C D G

Sun Moon

Earth

12. A wheel and axle is made up of a wheel connected to a rod named an axle. It helps us to carry or move heavy objects easily.

13. A screw is cylindrical and has a thread around it. It has a pointed end. We use screws to fix two pieces of wood together.

14. An inclined plane is a flat plane in a slanting position. It is used to push heavy load up or down easily. It can lessen the effort needed to move objects.

15. A lever has three parts such as effort, load and fulcrum. We use lever to carry or over heavy objects easily.

16. A wedge has two inclined surface. It is sharp at one end. The wedges are used to cut objects into two parts.

Lesson 32 L32/WS1 8 The examples of wedges are an axe, a knife, a needle, a pair of scissors, a

chisel, a saw and a door wedge. 9 Some devices such as a hammer, a see-saw, pliers, a fishing rod and a nail

clipper are examples of levers. 10 A pulley used in a crane and on a flag post. 11 A gear found in a bicycle, a wrist watch, a drill and an egg beater. 12 An inclined plane principle is used in the staircase, a slide, driving up the hill

slope and pushing a box up the lorry. 13 The examples of tools using screws are bolt and nut, G-clamp, a spanner and a

water tap. 14 Wheel and axle used in the door knob, water tap, car steering and roller skates L32/WS 2 1 WEDGE - an axe, a knife, a needle, a pair of scissors, a door wedge 2 LEVER - a hammer, a see-saw, pliers, a fishing rod, a nail clipper 3 PULLEY - a crane and a flag post 4 GEAR - a bicycle, a wrist watch, a drill and an egg beater 5 INCLINED PLANE - a staircase, a slide pushing a box up the lorry 6 SCREW - bolt and nut, G-clamp, a spanner and a water tap 7 WHEEL AND AXLE - a door knob, water tap, car steering and roller skate L32/WS 3

1. Gear/ wheel and axle 2. Inclined plane 3. Pulley/lever/gear 4. Lever 5. Wedge 6. Wheel and axle 7. Screw 8. Screw/ wedge/ wheel and axle 9. Wedge

L32/WS 4

1. Wheel and axle 2. Pulley 3. Lever 4. Gear 5. Wedge 6. Screw 7. Inclined plane

Lesson 33 L33/WS1

1 Wheel and axle 2. Wheel and axle 3. Gear 4 Wedge 5. Pulley, gear 6. Wheel and axle, gear

Note: Double line is for red color, single line is for green color

L33/WS2

1 screw, wheel and axle, wedge 2. lever, wedge 3. pulley, wedge, lever 4. lever, wheel and axle, gears 5. lever, pulley, gear 6. wheel and axle, gear 7. lever, wheel and axle

Lesson 34 L34/WS 1 1 (a) (i) Inclined plane (ii) Lever (iii) Wedge (iv) Wheel and axle (b) (i) Staircase (ii) Scissors, Wheelbarrow, crane (iii) Knife, ice pick, saw

(iv) Hand drill, pencil sharpener, screw driver, water tap 2 (a) (i) Number of pulley (ii) Number of pupils needed to pull the 100 kg load

(b) more, lesser / lesser, more (c) 2 pupils

Lesson 35 L35/WS1 A – 3 B – 5 C – 1 D – 2 E – 4 F – 7 G – 6 L35/WS2 1. X 2. √ 3. √ 4. √ 5. X 6. √ Lesson 36 L36/WS1 1. B 2. D 3. A 4. C

ASSESSMENTSECTION A1. B 2. B 3. D 4. B 5.B6. B 7. D 8. B 9. D 10. D11. D 12. D 13. D 14. D 15. A16. D 17. A 18. B 19. B 20. C21. A 22. A 23. A 24. A 25. A26. C 27. D 28. C 29. D 30. DSECTION B1. a) Decreasing and increasingb) i) The number of animal X from year 2000 to 2002 is decreased because ofillegal hunting.ii) The number of animal X from year 2000 to 2002 is decreased becauseof excessive logging.„hdeforestation„hland developmentc) i) The number of animal X from year 2002 to 2004 is increased because oflaw enforcement.ii) The number of animal X from year 2002 to 2004 is increased becauseof protecting and conserving animals and plants.2. a) To study / investigate the relationship between the types of surfaces and thedistance travelled by the rubber balls.b) i) size of rubber ballsii) types of surfacesiii) distance travelled by rubber ballsc) If the surface is smooth, then the distance travelled by the rubber ball isfurther.d) Carpet, wooden plank, cement, oily.3. a) To study/ investigate the relationship between the number of sprinkles andthe number of dark spots.b) i) type of breadii) number of sprinklesiii) number of dark spotsc) 8d) The more the number of sprinkles, the more the number of dark spots.4. a) Eclipse of the Sunb) Because the light is blocked by the table tennis ball/ an opaque object.c) i) Light travels in a straight line.ii) A shadow is formed when light is blocked by an opaque object.5. a) 1. Easy to get water.2. More water can be carried.b) Energy used is less.c) The wheel and axle can reduce energy to carry a heavy load.

SCIENCE TERMINOLOGY INVESTIGATING LIVING THINGS NO. ENGLISH BAHASA MALAYSIA 1. Balance of nature Keseimbangan alam 2. Breeding Pembiakan 3. Cause Punca / sebab 4. Commercial gain Keuntungan komersial 5. Competition Persaingan 6. Conservation Pemuliharaan 8. Consume Menggunakan 9. Cooperation Bekerjasama 10. Defend Mempertahankan 11. Disaster Bencana 12. Destruction Kemusnahan 13. Eliminated Terhapus 14. Endangered Terancam 15. Enforcement Penguatkuasaan 16. Erosion Hakisan 17. Excessive Berleluasa 18. Extinct Pupus 19. Flash-flood Banjir kilat 20. Future generation Generasi masa depan 21. Habitat Tempat tinggal 22. Hornbill Burung enggang 23. Human being Manusia 24. Illegal hunting Pemburuan haram 25. Illegal logging Pembalakan haram 26. Intense mendalam 27. Interaction Interaksi 28. Landslide Tanah runtuh 29. Limited resources Sumber terhad 30. Logging Pembalakan 31. Mate Pasangan 32. Pollution Pencemaran 33. Pollution Pencemaran 34. Preserved Dikekalkan 35. Product Hasil 36. Protection Perlindungan 37. Rafflesia Bunga pakma 38. Responsibility Bertanggungjawab 39. Retarded Terbantut

40. Safety Keselamatan 41. Shelter Tempat perlindungan 42. Solitary Menyendiri 43. Space Ruang 44. Species Spesies/jenis/baka 45. Sufficient space Ruang yang mencukupi 46. Territory Wilayah 47. Threat Ancaman 48. Wildlife Hidupan liar INVESTIGATING FORCE AND ENERGY NO. ENGLISH BAHASA MALAYSIA 1. Aerodynamic Aerodinamik 2. Change Berubah 3. Direction Arah 4. Effect Kesan 5. Faster Lebih laju/cepat 6. Force Daya 7. Friction Geseran 8. Increase Menambahkan 9. Motion Pergerakan 10. Moving Bergerak 11. Oppose Bertentangan 12. Palm Tapak tangan 13. Press Tekan 14. Pull Tarikan 15. Push Tolakan 16. Reduce Kurangkan 17. Shape Bentuk 18. Slow Perlahan 19. Speed Kelajuan 20. Stationary Pegun 21. Stop Berhenti 22. Surfaces in contact Permukaan yang bersentuhan 23. Twist Pulas

INVESTIGATING MATERIALS NO. ENGLISH BAHASA MALAYSIA 1. Bottling Pembotolan 2. Canning Pengetinan 3. Combat Berperang 4. Container Bekas 5. Cooling Pendinginan 6. Culd Berketul 7. Drying Pengeringan 8. Extreme weather Cuaca melampau 9. Food preservation Pengawetan makanan 10. Food supply Sumber makanan 11. Freezing Penyejukbekuan 12. Harmful effects Kesan buruk 13. Harvesting Menuai 14. Heating Pemanasan 15. Medium Keadaan 16. Microorganism Hidupan seni 17. Mouldy Berkulat 18. Pickling Penjerukan 19. Salting Pangasinan 20. Shelf life Jangka hayat 21. Slimy Licin 22. Smoking Pengasapan 23. Spoilt Rosak 24. Store Simpan 25. Unpleasant smell Berbau busuk 26. Unpleasant taste Rasa tak sedap 27. Vacuum packing Pembungkusan vacuum 28. Wastage Pembaziran 30. Waste disposal Pembuangan bahan buangan INVESTIGATING THE EARTH AND THE UNIVERSE NO. ENGLISH BAHASA MALAYSIA

Block Halang 1. Eclipse Gerhana 2. Opaque Legap 3. Partial eclipse Gerhana separa 4. Position Kedudukan

5. Reach Sampai 6. Shadow Bayang-bayang 7. Straight line Garis lurus 8. Total eclipse Gerhana penuh 9. Travel Bergerak

INVESTIGATING TECHNOLOGY NO. ENGLISH BAHASA MALAYSIA 1. Axe Kapak 2. Broom Penyapu 3. Can opener Pembuka tin 4. Claw hammer Penukul berkuku 5. Complex machine Mesin kompleks 6. Crane Kren 7. Drill Gerudi 8. Effort Daya 9. Egg beater Pemukul telur 10. Fishing rod Joran / kail 11. Flag Bendera 12. Fulcrum Fulkrum 13. Gear Gear 14. Inclined Satah condong 15. Lever Tuas 16. Lid Penutup 17. Load Beban 18. Machine Mesin 19. Plier Playar 20. Pulley Takal 21. Rope Tali 22. Scissors Gunting 23. Screw Skru 24. Screwdriver Pemutar skru 25. Simple machine Mesin ringkas 26. Tool Alat 27. Wedge Baji 28. Wheel and axle Roda dan gander 29. Wheel barrow Kereta sorong

modul p&p baucer tuisyen sains tahun 6

Documents