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
1 Picture (L1/APP1).
Preparation
2 Worksheets (L1/WS1, L1WS2).
1 Explains the objective of the lesson and the tasks
Teacher’s assigned to the pupils.
briefing 2 Distributes the pictures and asks pupils to name
the animals.(L1/APP1)
1 Pupils name the animals.(L1/APP1)
2 Pupils discuss the ways animals live.
3 Pupils group the animals according to the way of
Pupils’ living.
action 4 Pupils present the result of their discussion to the
class.
5 Pupils work individually to complete the worksheet
given.(L1/WS1)
Teacher guides pupils to make conclusion that some
Conclusion
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.
live in solitary live in groups
1.
A tiger __________________________.
An elephant _____________________.
3.
A polar bear _____________________.

4.
A fruit bat _______________________.
5.
A zebra _________________________.
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
1 Picture (L2/APP1).
Preparation
2 Worksheets (L2/WS1, L2/WS2, L2/WS3).
briefing 2 Distributes the pictures and explains about the
animals. (L2/APP1)
1 Name the animals that live in solitary and the
animals that live in groups.
Pupil’s
2 Give reasons why some animals live in groups
action
and some live in solitary.
3 Complete the worksheet. (L2/WS1)
Teacher guides the pupils to make conclusion that
some animals live in groups for safety and food and
Conclusion
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.
safety food space
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 ______________________.

L2/WS2
Name: __________________________________________________
Class: ________________________ Date: ____________
Group the animals according to the way they live.
Fox Deer Leopard
Zebra Cow Ant
Goat Tiger Bear
Live In Solitary
Live In Groups
Fill in the blanks with the correct answers.
(i) Deer live in groups for _____________________________.
(ii) A leopard lives in solitary to avoid competition for

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

Preparation
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
Teacher’s
interactions among the animals in the environment.
briefing
(L3/APP1), (L3/APP2)
4 Guides pupils to complete the given worksheet.
(L3 / WS1 )
Pupils’ List factors which animals compete for ( food,
action water, mate, shelter/territory or space ).
1 Pupils discuss the answers.
Conclusion 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:__________________
Squirrel Owl
Tiger
Cow
Mousedeer
Deer
Crocodile
Live in ground
Duck
Cat Snake
Fish
Based on the picture, list the animals that compete for :

a) food (grass) b) shelter (trees)
(i) __________ (i) ____________
(ii) __________ (ii) ____________
(iii) __________
L3 / WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
Choose the correct answer.

1 The picture shows animal X and animal Y.
X Y
R - Shelter
S - Food
T - Water
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
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
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.
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
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
I sunlight
II shelter
III water
IV food
A I and II
B II and III
C II, II and IV
D I, II, III and IV
Lesson 4
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.
1 Picture and text (L4/APP1).
Preparation
2 Worksheets (L4/WS1, L4/WS2).
1 Distributes picture and text and explains why
Teacher’s plants compete with each other. (L4/APP1)
briefing 2 Guides pupils to complete the worksheet given.
(L4/WS1)
Pupils’
Pupils complete the worksheet. (L4/WS1)
action
Teacher guides the pupils to make conclusion
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
N E R C T N
L M I T D
N T R N S
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.
Seedlings
pot
Diagram 1
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
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.
1 Picture and notes (L5/APP1).
Preparation
2 Worksheets (L5/WS1, L5/WS2, L5/WS3)
given to the pupils.
Teacher’s 2 Explains to the pupils how to classify the animals
briefing in the picture. (L5/APP1)
3 Guides the pupils to complete the worksheets
given. (L5/WS1, L5/WS2)
Work in groups to name the animals in the picture and
Pupils’
classify the animals according to endangered and non-
action
endangered species. (L5/WS1, L5/WS2)
Conclusion 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 Logging and hunting
Hornbill
Panda bear
Elephant
Dolphin
Whale
Turtle
Water pollution
Manatee
Dugong
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 P - Elephant
Q - Hen
R - Rhinoceros
S - Frog
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
3 The diagram shows animal 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.
• Facing extinction
• Lives in the jungle
• Hunted for its tusks
What is X?
A Tiger
B Tapir
C Elephant
D Rhinoceros
Lesson 6
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.
1 Pictures of endangered plants (L6/APP1).
Preparation 2 Notes (L6/APP2).
assigned for the pupils.
Teacher’s
2 Distributes pictures and notes and explains about
briefing
what will happen to the plants if human beings do
not protect them.
1 Identify the endangered species of plants and
discuss ways of preventing them from extinction.
Pupils’
(L6/APP1, L6/APP2)
action
2 Name the endangered species of plants in the
picture. (L6/WS1)
Teacher guides pupils to make conclusion that humans
Conclusion 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 The Government and Non-

against excessive logging. Government ( NGO) bodies.
2 Educating the public about Parents, schools and universities.

the importance of protecting
and conserving animals and
plants.
3 Avoid consuming or buying The community, parents and NGO

products made from bodies.
endangered animals and
plants species.
4 Enforcing law to protect the The Government.

endangered plant species.
L6/WS1
Name : _________________________________________________
Class: ___________________________ Date: _________________
A. Choose and write the correct name of these endangered plants.
Rafflesia
2 Wild orchid
Pitcher plant
3
Venus fly trap
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. ( )
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.
Number of
animals
1998 2001 2004 2007 Year
(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 _______________________________________________________
Lesson 7
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
1 A picture puzzle (L7/APP1).
Preparation 2 Pictures and notes (L7/APP2).
assigned to the pupils.
Teacher’s 2 Distributes and explains about the picture puzzle.
briefing (L7/APP1)
3 Guides pupils to read and identify the keywords from
the text given.
1 Solve the picture puzzle (L7/APP1).
2 Read and identify the keywords in the text
Pupils’
(L7/APP2)
action
3 Present the product of their discussion to the class.
4 Complete the worksheet given. (L7/WS1)
Teacher guides pupils to make conclusion that some
Debriefing human activities can cause environmental destructions.
L7/APP1
L7/APP2
Environmental Destruction Caused By Human
• Cutting down too many trees will

lead to soil erosion.
Erosion
• Erosion of the soil can cause

landslides.
Landslide
• Throwing rubbish into drains and

rivers can block the flow of water
and can cause flashfloods
during heavy rain.
Flash-flood
• Throwing rubbish and toxic

wastes from factories into rivers
can cause water pollution.
Water Pollution
• Smoking, open burning and

fume from vehicles and factories
give out poisonous gases which
can cause air pollution.
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
L7/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
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
A
B landslide
C flash-flood
D water pollution
E erosion
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.

1 Spring, rubber band, tin can and a piece of
Preparation dough.
2 Worksheet (L8/WS1).
1 Asks the pupils to use force upon the objects
given so that their shape changes.
Teacher’s 2 Discusses with the pupils the type of force used.
briefing 3 Distributes and guides the pupils to complete the
worksheet (L8/WS1).
Pupils’ Pupils work in groups to do the activities and to
action 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.
E
PUSH
C
G
PULL
D
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.
1 A toy car.
Preparation
2 Worksheets (L9/WS1, L9/WS2)
1 Explains the objective of the lesson.
Teacher’s
2 Distributes the worksheet and shows the pupils how
briefing
to do the activities. (L9/WS1)
1 Do the activities in small groups and complete the
Pupils’
worksheet. (L9/WS1)
action
2 Read out the answers.
Teacher guides pupils to make conclusion that force
Conclusion
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)
L9/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
A Match the activities to the correct effect of force.
A force can move a

stationary object.
4 A force can stop a

moving object.
5
L9/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________

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
1 Some ping pong balls and straws.
Preparation
1 Asks pupils to state the effects of a force that
Teacher’s they have learned in the previous lesson.
briefing 2 Distributes the worksheet and briefs pupils how
to do the activities. (L10/WS1)
1 Carry out the activities in small groups.
Pupils’
2 Write observations and conclusions in the
action
worksheet. (L10/WS1)
Teacher guides pupils to make conclusion that a
force can:
• change the direction of a moving object;
Conclusion
• 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 moves __________________________.
( 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 ).
L10/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
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
L10/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
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.

Lesson 11
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.
1. A rubber ball and some chalks.

Preparation
2. Worksheets (L11/WS1, L11/WS2).
briefing 2 Guides pupils to do activities based on worksheet
(L11/WS1).
1 Pupils do the activities and complete the worksheet
Pupils’ given. (L11/WS1)
action 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.
Pupils complete the worksheet given. (L11/WS2)
Follow up
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)
L11/WS1
Name : _________________________________________________
Class: ___________________________ Date: _________________
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.
L11/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
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.
Marble surface
Ball
200 cm
Cement surface
Ball
200 cm
Ball Grass
200 cm
He recorded the distance the ball moved on each surface.
Distance travelled by the ball

Type of surface
(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.
Lesson 12
● describe ways to reduce friction.
SPS : Observing, communicating and measuring and using numbers.
1 Some wooden blocks, oil and rulers.

Preparation
briefing 2 Guides the pupils how to do the activities in the
worksheet (L12/WS1).
1 Do the activities and complete the activity form.

Pupils’ action (L12/WS1)
2 Discuss the answers with the teacher.
Teacher guides the pupils to make conclusion about

Conclusion
the ways to reduce friction.
Follow up Pupils complete the worksheet given (L12/WS2)

L12/WS1
Name : _________________________________________________
Class: ___________________________ Date: ________________
Non-oily surface
Wooden
block
Oily surface
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
Distance travelled by block

Type of surface
(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.

L12/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
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.
Non-oily surface
Wooden blocks
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.

Lesson 13
Theme : Investigating Force and Energy
● describe ways to increase friction.
SPS: Observing, communicating and measuring and using numbers.
1 New sole of shoes
Preparation 2 Worn-out sole of shoes

1 Explains the objective of the lesson and the
tasks assigned to the pupils.
Teacher’s
2 Shows two different soles of shoes to the pupils
briefing
and explains that the pattern on soles of shoes
can increase friction.
1 Observe both shoes and fill in the activity form.
Pupils’
(L13/WS1)
action
2 Discuss the answers with the teacher.
Conclusion one way to increase friction is by making patterns
on the surface of objects.
Pupils complete the worksheet given. (L13/WS2)

Follow up
L13/WS1
Name : _________________________________________________
Class: ___________________________ Date: _________________
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 ______________________

L13/WS2
Name : _________________________________________________
Class: ___________________________ Date: _________________
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
Lesson 14
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.
1 A worn-out shoe
Preparation 2 A mind map (L14/APP1).
Teacher’s
briefing 2 Explains the advantages and disadvantages of
friction using a mind map. (L14/APP1)
1 Read the text and colour keywords as instructed.
Pupils’ L14/WS1)
action
2 Present the answers to the class.
Teacher guides the pupils to make conclusion that:
Conclusion 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
Enable us
down or
to sharpen
stops
a knife ADVANTAGES moving
vehicles
Allow us to
walk or run Enable us
without to hold
slipping things
Cause surfaces
to wear-out
e.g. Tyres, Sole
of shoes
DISADVANTAGES
Waste Produce heat

energy that damages
parts of
machines
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
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)
1 Complete the worksheet by carrying out a fair
Pupils’ test. (L15/WS1)
action
2 Pupils present their answer to the class.
i The smoother the surface is, the longer the
distance the trolley moves.
Conclusion 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.
What to change
(manipulated variable) Size of the trolley
What to measure
(responding variable) Different types of
surface
What to keep the same The distance a trolley

(fixed variable) moves
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.
Lesson 16
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.
1 Notes (L16 /APP1)
Preparation
2 Worksheets (L16 /WS1, L16 /WS2)
1 Explains the objective of the lesson.
Teacher’s
2 Distributes notes to the pupils and explains
briefing
about the relationship between speed and
distance. (L16/APP1).
3 Distributes worksheets to the pupils (L16/WS1)
Complete the worksheet with teacher’s guidance.
Pupils’
action (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 brown cat runs 30

A black cat runs 10
metres in 20
metres in 20 seconds.
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 Car Y travels 30km in

hour. 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 Fatimah takes 15

run a distance of 50 seconds to run a
metres. 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 Speed = Distance travelled

can run a distance of Time taken
100 metres in 20
seconds. = 100 metres
20 seconds
Calculate his speed.
= 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 Time taken = 2 minutes
Distance = 10km Distance = 5km
Car A Car B
2.
Car C Car D
3.
Car E Car F
4.
Time taken = 1 minute Time taken = 1 minute
Car G Car H
5.
Time taken = 10minutes Time taken = 10minutes
Distance = 25 km 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
Lesson 17
Learning Objective : 2.1 Understanding Speed
• state what speed is;
• solve problems using the formula.
SPS : Observing, making inferences and using space-time

relationship.
1 Notes (L17/APP1).
Preparation
2 Worksheets (L17/WS1 , L17/WS2).
1 Explains the objective of the lesson
2 Explains about speed and how to calculate
Teacher’s
speed using the formula. (L17/APP1)
briefing
3 Distributes worksheets and guides pupils to
calculate speed. (L17/WS1, L17/WS2)
1 Solve problems on speed using the formula.
(L17/APP1)
Pupils’
2 Complete the worksheets. (L17/WS1,
action
L17/WS2)
3 Read out the answer to the class.
Teacher guides pupils to make conclusion what
Conclusion 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
1 A
2 B
3 C
Time taken : 5 seconds 4 D 2 m/s
Distance : 100 metres

Time taken : 10 seconds
5 E 12 m/s
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.
1 Fresh and rotten milk.
Preparation 2 Mind map (L18/APP1).
Teacher’s 2 Discusses with the pupils pertaining to food
briefing spoilage as shown. (L18/APP1).
3 Guides the pupils to complete the activity sheet.
(L18/WS1)
1 Observe the food and give observations and
Pupils’
inferences pertaining to food spoilage verbally.
action
2 Complete the activity sheet. (L18/WS1)
Teacher guides pupils to make conclusion about
Conclusion
characteristics of spoilt food.
L18/APP1
Food Spoilage
Characteristics of food
spoilage
Unpleasant smell Unpleasant taste
- bad smell - sour to taste
Mouldy
-have dark/
brown spots
Changed colour Changed texture
becomes - becomes slimy

- brown - curdles
- yellowish - limp/wilted
- dark
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
1 Mouldy bread.
Preparation 2 Mind map (L19/APP1).
3 Worksheets (L19/WS, L19/WS2).
1 Explains the objective of the lesson and the task
Teacher’s
briefing
2 Discusses with the pupils pertaining to spoilt
bread as shown. (L19/APP1).
1 Observe mouldy bread under the magnifying
Pupils’ glass or microscope and state its characteristics
action verbally. (L19/APP1).
Teacher guides pupils to make conclusion that
Conclusion microorganisms cause food spoilage and they need
special conditions to grow.
L19/APP1
MICROORGANISMS
bacteria fungi
Caused
by
FOOD
SPOILAGE
Presence Conditions for Suitable

of air microorganisms temperature
to grow
Presence
of water Suitable
acidity
Presence of
nutrients
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 : ___________
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.
Diagram 1
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
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
1 A word puzzle (L20/APP1).
3 Worksheets (L20/WS, L20/WS2).
2 Guides the pupils to complete the word puzzle. and
Teacher’s
explains about food preservation(L20/APP1,
briefing
L20/APP2).
3 Guides the pupils to complete the worksheet.
(L20/WS1)
1 Complete the word puzzle and the worksheet
given. (L20/APP1, L20/WS1).
Pupils’
2 Discuss about food preservation and list the types
action
of food suitable for different type of preservation.
(L20/APP2)
Teacher guides pupils to make conclusion that food can
Conclusion
be preserved in different ways.
L20/APP1
F O O D
P R S E R V A T I O N
Complete the word puzzle using the alphabets given below .
I E R O
L20/APP2
Waxing
Bottling/Canning
• Sardine
•Apple
• Chilly sauce •Orange
Smoking
Boiling •Banana
•Tapioca •Fish
•Tapai
Salting
Cooling FOOD •Egg
•Vegetables PRESERVATION •Fish
•Fruits
Pasteurising
Freezing
•Meat •Yoghurt
•Milk
•Fish
Pickling Drying
•Mango •Chilly
Vacuum Packing •Fish
•Mushroom
•Fruits
L20/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________
Write the suitable food in the table below :
Type Of Food Preservation Food

1.
1 Waxing
2.
1.
2 Smoking
2.
1.
3 Salting
2.
1.
4 Pasteurising
2.
1.
5 Drying
2.
1.
6 Vacuum packing
2.
1.
7 Pickling
2.
1.
8 Freezing
2.
1.
9 Cooling
2.
1.
10 Boiling
2.
1.
11 Bottling / Canning
2.
L20/WS2
Name: __________________________________________________
Class: ____________________ Date : ___________
Name the type of food preservation for each of these food.

Food Type Of Preservation
Lesson 21
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
1 A word puzzle (L21/APP1).
1 Explains the objectives of the lesson and the task
2 Asks pupils to complete the word puzzle.
Teacher’s
(L21/APP1), then explains the contents of mind
briefing
map to pupils.
3 Guides pupils to complete the worksheet.
(L21/WS1)
1 Complete the word puzzle and discuss about the
relationship between food preservation and the
condition for bacteria to grow. (L21/APP,
Pupil’s
L21/APP2).
action
2 Present the outcome of their discussion to the
class.
various ways of food preservation provides various
Conclusion
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.
No water Too acidic
Too hot
Too cold
CONDITION THAT
ARE NOT SUITABLE
FOR
BACTERIA
No air
Too salty
Dry place
L21/WS1
Name: __________________________________________________
Class: ____________________ Date : ___________
Fill in the table with suitable answers :
No water Too cold Too hot
Dry place Too acidic
No air Too salty
Type Of Food Preservation Why Microorganism Cannot Grow

1.Salting
2. Drying
3. Pickling
4. Vacuum Packing
5. Bottling and Canning
6. Freezing
L21/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________
Fill in the blanks with the correct answers:
air salty water cold
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
___________.
.
Lesson 22
Learning objective: 1.2 Synthesising the concept of food preservation.
• State what food preservation is.
SPS: Interpreting, making inferences and communicating
1 A mind map (L22/APP1).
Preparation
2 Worksheets (L22/WS1, L22/WS2, L22/WS3).
1 Explains the objectives of the lesson and the tasks
Teacher’s 2 Explains to the pupils about food preservation
briefing based on the mind map given. (L22/APP1).
3 Guides the pupils to complete the worksheets.
(L22/WS1, L22/WS2)
1 Complete the worksheets given. (L22/WS1,
Pupils’
L22/WS2)
action
2 Present their answers to the class.
Teacher guides pupils to make conclusion about the
Conclusion meaning of food preservation.
Follow up Pupils complete the worksheet L22/WS3
L22/APP1
Food preservation is a process of

slowing down the food from becoming
bad
Food Preservation
Drying Salting
Bottling
Freezing
Cooling
Pickling
Waxing
Smoking
Pasteurising
Boling
Vacuum packing
L22/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________
Match the types of preservation and the food correctly:
Type Of Preservation Food
•Pickling ¤ ¤ Meat
•Salting ¤ ¤ Egg
•Freezing ¤ ¤ Tomato
•Drying ¤ ¤ Mango
•Vacuum packing ¤ ¤ Fish
•Bottling ¤ ¤ Mushroom
L22/WS2
Name : __________________________________________________
Class : ____________________ Date : ___________
Tick (√)the food that can last long:
Meat Canned 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).
Teacher’s 1 Distributes the passage to the pupils.

briefing (L23/APP1).
2 Guides pupils to read the passage and
underline the importance of preserving food.
Pupils’ 1 Read the text aloud and underline the

action importance of preserving food. (L23/APP1)
2 Complete the worksheet given. (L23/W1).

Conclusion
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.
The Importance of
Preserving Food
shelf longer prevent smaller canned store
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.
Lesson 24
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
1 Pictures (L24/APP1, L24/APP2)
Preparation 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
Teacher’s
and the text regarding the proper disposal of waste
briefing
(L24/APP1, L24/APP2, L24/APP3).
3 Guides the pupils to complete the task in the
worksheets. (L24/WS1)
1 Label the pictures of different types of waste (L24/WS1)
Pupils’
2 Match the sources to the types of waste (L24/WS2)
action
3 Match pictures to the correct statements (L24/WS3).
Teacher guides pupils to conclude that there are various
Conclusion
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 B C D
E F G H
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.
L24/WS1
Name : __________________________________________________
Class : _______________________ Date : __________________
Fill in the blank boxes with suitable types of waste.
Types of waste
1 2 3
4 5
Plastic Glass Metal
Organic waste Chemical waste

L24/WS2
Name : ________________________________________________
Class : ___________________ Date : _______
Match the following waste to its correct sources.
Types of waste Sources of waste
Rubbish
(Plastic, left-over food, I Factories
A
paper, solid waste)
II Agriculture
Sewage B
III Motor
Pesticide and organic
C vehicles
fertilizer
IV Homes
Smoke D
Toxic materials
(Smoke, dust, Open
E V
radioactive materials, burning
hazardous waste)
L24/WS3
Group : ______________________________________
Class : _______________ Date : ____________
Match the pictures to the correct statements about the proper disposal
of waste.
I Throw rubbish
into dustbins.
A
B II Bury waste in
sanitary
landfills.
C Sewage is
III
treated before
disposal.
D
IV Do not litter.
E V Recycle
suitable waste
materials.
L24/WS4
Name : ________________________________________________
Class : _________________ Date : _________________
dustbin Smoke
Motor vehicles agriculture
chimneys
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 ____________________.

Lesson 25
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
2 Worksheet (L25/WS1, L25/WS2, L25/WS3)
2 Displays and explains pictures pertaining to
Teacher’s improper disposal of waste and its impact to
briefing humans and the environment.
3 Guides the pupils to complete the task in the
worksheets.
1 Work individually to label the pictures of improper
Pupils’ disposal of waste. (L25/WS1)
action 2 Work in pairs to find given words from the word
maze. (L25/WS2)
Teacher guides pupils to make conclusion that
Conclusion 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
Rivers will be polluted.

Fish and water plants will die.
Water Pollution
Dangerous gases will damage

the lungs and irritate our eyes.
Air Pollution
The acidic water will kill the

plants and erode buildings.
Acid Rain
Floods will damage properties.
Flash Floods
Typhoid and dengue fever will

occur.
Sickness And Diseases

L25/WS1
Name : _____________________________________________
Class : _______________________ Date : _______________
Label the following pictures of improper waste disposal.
1. 2.
Littering Releasing of smoke into air
Releasing of waste into rivers Open burning
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 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
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
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 2 Worksheets (L26/WS1, L26/WS2, L26/WS3,
L26/WS4)
2 Distributes and explains pictures of different types
Teacher’s
of waste materials (L26/APP1).
briefing
3 Distributes and explains a poster on waste
decaying process (L26/APP2).
1 Work individually to identify groups of waste
(L26/WS1).
Pupils’ 2 Work in pairs to categorize types of waste
action (L25/WS2); to find the words from word maze and
to label parts of a picture on waste decaying
process (L26/WS3).
Teacher guides pupils to conclude that some waste
Conclusion 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.

waste.
Newspaper can decay.

waste.
Cotton can decay.

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
A B
Group : ___________________ Group : _____________________
Reason : __________________ Reason : ____________________
C D
Group : ____________________ Group : _______________________
Reason:____________________ Reason :______________________

L26/WS2
Complete the flow chart by using all the words given below.
Can decay Plastic Wood
Food Metal Glass
Paper WASTE Cotton

MATERIAL
Do not decay Polysterene
WASTE MATERIAL
L26/WS3
Name : _________________________________________________
Class : ___________________ Date : ____________
Find and circle the words that are listed below.
PLASTIC METAL DECAY COTTON
GLASS WOOD FOOD POLYSTYRENE
DEGRADABLE PAPER WASTE
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
L26/WS4
Name : _________________________________________________
Class : ___________________ Date : ___________
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 ____________________.
Lesson 27
• state that microorganisms can cause waste
materials to decay.
SPS: Observing, classifying and communicating.
1 Pictures. (L27/APP1, L27/APP2)
Preparation
2 Worksheet. (L27/WS1, L27/WS2)
2 Distributes and explains the picture of
Teacher’s microorganisms that cause waste decay.
briefing (L27/APP1).
3 Distributes and explains a poster on waste
decaying process (L27/APP2).
1 Work individually to label groups of
Pupils’ microorganisms that cause waste (L27/WS1).
action 2 Work in pairs to label parts of a picture on waste
decaying process (L27/WS2)
Teacher guides pupils to make conclusion that waste
Conclusion
decay is caused by certain microorganisms.
L27/APP1
Microorganisms That Cause Waste Decay
Bacteria Fungi
L27/APP2
Decaying Process
Organic Waste
Dead plant Dead animal Waste
Certain microorganisms make dead plants,

dead animals and waste materials to decay.
They are called decomposers.
Decomposers
The decomposers break down thev

organic substances into nutrients
that goes back to the soil.
Nutrients In The Soil
The n
Nutrients make the soil healthy. Plants absorb nutrients in the soil.
Plants are then eaten by animals.
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.
nutrients fungi
Plants
decomposers decay
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.
Lesson 28
• State the advantages of waste decaying.
• State the disadvantages of waste decaying.
1 Text (L28/APP1)
Preparation
2 Worksheets (L28/WS1, L28/WS2, L28/WS3)
Teacher’s 2 Distributes and explains text (L28/APP1) on the
Briefing advantages and disadvantages of waste decaying.
3 Guides pupils to read and identify the keywords
from the text given.
Pupils’ Work individually or in groups to complete the activities
action in worksheets (L28/WS1, L28/WS2).
Teacher guides pupils to make conclusion that waste
decaying has advantages and disadvantages and there
Conclusion
are many effects to the environment if waste does not
decay.
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
Burnt Decaying waste also gives out

methane 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.
1. 2.
ADVANTAGES DISADVANTAGES
3. 4.
L28/WS2
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.
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.
1 Picture with text (L29/APP1).
Preparation 2 Worksheets (L29/WS1, L29/WS2).
assigned to the pupils .
Teacher’s 2 Shows the picture and explains how the eclipse of
briefing the Moon occur (L29/APP1).
3 Guides pupils to read the passage and under line
the keyword .
Pupils’
Pupils complete the worksheet (L29/WS1)
action
Teacher guides the pupils to make conclusion that the
eclipse of the Moon occurs when the Earth is between
Conclusion
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 : Investigating the Earth and the Universe
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.
1 Picture and notes (L30/APP1)
Preparation 2 Worksheets (L30/WS1, L30/WS2)
2 Distributes and explains the notes to
Teachers the pupils . ( L30 / AAP1)
briefing 3 Guides the pupils to read the passage and colour
the keywords.
1 Demonstrate a simple simulation on the eclipse
Pupils’ action of the Sun .
2 Complete the worksheets. ( L30 /WS 1)
Teacher guides pupils to conclude that eclipse of the Sun

Conclusion occurs when the Moon is between the Sun and the Earth
in a straight line.
Pupils sketch the position of the Moon, the Sun and the
Follow up Earth during the eclipse of the Sun .(L30 /WS 2)
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
1 Pictures of different types of simple machines.
(L31/APP1)
Preparation
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.
Teacher’s
3 Explains that a simple machine is a device which can
briefing
help to make work easier and faster.
4 Introduces different types of simple machines.
(L31/APP 1)
1 Do worksheet (L31/WS1)
Pupils’
2 Pupils read out their answers and teacher explains
action
any misconception.
1 Teacher guides the pupils to conclude that a simple
Conclusions machine is a tool/device to help them to do work
easier and faster (efficiently).
1 Teacher guides pupils to read (L31/APP2).
Follow-up 2 Pupils do worksheet (L31/WS2) as an enrichment
activity.
L31/APP1
LEVER SCREW
PULLEY WHEEL AND AXLE
WEDGE INCLINED PLANE
GEAR
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 2 3
4 5 6
7
L31/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Choose and write the use of each type of simple machine from the
answers given below.
2
1
3 4
5 6
• 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.
1 Pictures of different examples of simple machines.
Preparation (L32/APP1)
2 Worksheets (L32/WS1, L32WS2) .
1 Asks pupils the names of di fferent types of simple
machines.
Teacher’s 2 Explains further that a simple machine is a device
briefing which can help to make our work easier and faster.
3 Introduces the different examples of each type of
simple machines. (L32/APP1)
Pupils’ Pupils answer worksheet L32/WS1 and then complete
action worksheet L32/WS2 by referring to L32/WS1.
1 Pupils read out the answers and teacher explains
any misconception.
Conclusions 2 Teacher guides pupils to conclude that there are
many examples of simple machines which they have
used in their daily lives.
1 Teacher explains that the different tools or examples
of the simple machine are tools that help them to do
Follow-up
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.
Wedge
Lever
A broom A wheelbarrow
Wheel and axle
A water tap A pencil sharpener
Screw
L32/APP1
,
A spanner A tap
Pulley
Gear
A wrist watch An egg beater
Inclined plane
Lifting an object A staircase

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
e.g
1
2
7. WHEEL AND 2. LEVER
AXLE
e.g e.g
1 SIMPLE 1
2 MACHINE 2
6. SCREW 3. PULLEY
e.g e.g
1 1
2 2
5. INCLINED PLANE 4. GEAR
e.g e.g
1 1
2 2
L32/WS3
Name:___________________________________________________
Class : _________________________________ Date____________
Name the simple machine used in these devices.

TYPES OF DEVICES
1 2 3
4 5 6
7 8 9
L32/WS4
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,
1 A hand-drill
Preparation
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.
Teacher’s 3 Describes the simple machines found in a drill by
briefing 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’ 1 Complete the worksheet given. (L33/WS1)
action 2 Present their answers in class .
1 Teacher restructures pupils’ answers and explains
any misconception.
Conclusion
2 Teacher concludes that a complex machine is a tool
with more than one simple machine.
Teacher guides pupils to complete the mind map
Follow-up
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
HAND DRILL
1 Wedge, screw and __________
WHEEL BARROW
2 Wheel and axle and ____________
EGG BEATER
3
Wheel and axle, and _________
SCISSORS
4
Lever and _________
CRANE
5 Lever, ________ and _________
BICYCLE
6 Gears, ___________ and _________
wheel and axle lever gear wedge

pulley gear wheel and axle lever
L33/WS2
Name:___________________________________________________
Class : _________________________________ Date____________
List the simple machines found in these complex machines in the

space provided.
A hand-drill
1
2
3
Wheelbarrow A pair of scissors
1 1
2 2
COMPLEX
MACHINE
Fishing rod
Egg beater
1
1 2
2
Crane Bicycle
1 1
2 2
3 3
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
1 Previous note about simple machines and complex
Preparation machines.
2 Worksheet (L34/WS1)
1 Revises the meaning of simple machine and complex
Teacher’s machine.
briefing 2 Guides pupils to answer structured questions.
(L34/WS1)
1 Pupils complete the worksheet given in groups.
Pupils’
(L34/WS1)
action
2 Pupils present their answers.
1 Teacher emphasises the importance of knowing how
to answer structured questions (answering section B
Conclusion 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.
(i) (ii)
(iii) (iv)
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) ______________________________
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
10 5 3 _____
the 100 kg load
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
1 A piece of wood.
Preparation 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.
Teacher’s 3 Teacher asks pupils to predict how life would
briefing
be without machine.
4 Teacher further explains the importance of
tools/machines in our daily life.
1 Pupils work in groups.
Pupils’ 2 Pupils discuss and explain how machine make
action
our lives easier. (L35/WS1)
A representative from each group read out their
Conclusion answers. Teacher explains on any misconception

by the pupils.
Pupils do worksheet given with the teacher’s
Follow-up
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
Construction work
An egg beater is made easier
Fast and easy in

A staircase doing laundry
Enable the
A crane housewives to
bake better cakes
A washing Enables us to
machine open the lid of a
tin can.
A spoon Helps us to move

up or down easily.
An aeroplane Work in the field is

easier and have
good agricultural
productivity.
A tractor People can move

very far and very
fast.
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,
1.Boxes, scissors, glue, small sticks, cellophane
Preparation tape, staplers.
2 A picture or a model of a modern car.
1 Revises the importance of machines in our
daily lives. (L36/APP1)
Teacher’s
2 Shows a picture or the model car.
briefing
3 Instructs pupils to plan and sketch a model of
transportation. (L36/APP2)
1 Work in groups to plan and sketch a model of
Pupils’ vehicle using the objects given.
action 2 Build the model with teacher’s guidance.
1 Pupils present their models and state the
purpose of the model in their daily lives.
Conclusion 2 Teacher responds by giving the best model a
reward.
1 Teacher assists the pupils to conclude that
machines make our lives easier. (L36/WS 1)
Follow-up 2 Teacher further explains that lives without
machines is very difficult and like living during
ancient days.
L36/APP1
Appreaciating
machines
- Help to do our work

- Make our life easier and
comfortable
Construction
Agriculture
Transportation
Education
Communication
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
A Transportation
1
B Communication
C Education
3
D
Construction
4
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.
Cow Goat Buffalo Caterpillar
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.
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.
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.
X
Z
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
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.
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.
X
.
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 _______________________________________________
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
Live In Groups Live In Solitary
Orang-utan Tiger
Zebra Leopard
Ant Eagle
Goat Fox
Cow Bear
Elephant
L2/WS1
1. food/space 2. food/safety 3. food/space 4.safety/food
L2/WS2
1.
Live In Live In Solitary

Groups Bear
Deer Tiger
Cow Leopard
Goat Fox
Zebra
Ant
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
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.
1
A force can move the
2 stationaery object
3
A force can stop a moving
4 object
5
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
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
1C 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
AV B IV C III DI
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
WASTE MATERIAL
Can decay Do not decay
food plastic
paper metal
cotton glass
wood polysterene
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
L26/WS4
1. i.wood ii. Food iii. cotton iv. paper

2. biodegradable
3. non-biodegradable
4. animals ; plants
Lesson 27
L27/WS1 L27/WS2 L27/WS3
1. F 1. Dead plant 1. decomposers

2. B 2. Fungi 2. decay
3. F 3. Dead animal 3. fungi
4. B 4. Healthy soil 4. nutrients
5. F 5. Bacteria 5. Plants
6. B 6. Healthy 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
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
L30/WS1
1. Straight 2. shadow 3. Earth 4. day 5. Sun
L30/WS2
Earth
Moon
Sun
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.
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
Note: Double line is for red color, single line is for green color
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
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
ASSESSMENT
SECTION A
1. B 2. B 3. D 4. B 5.B
6. B 7. D 8. B 9. D 10. D
11. D 12. D 13. D 14. D 15. A
16. D 17. A 18. B 19. B 20. C
21. A 22. A 23. A 24. A 25. A
26. C 27. D 28. C 29. D 30. D
SECTION B
1. a) Decreasing and increasing
b) i) The number of animal X from year 2000 to 2002 is decreased because of
illegal hunting.
ii) The number of animal X from year 2000 to 2002 is decreased because
of excessive logging.
„hdeforestation
„hland development
c) i) The number of animal X from year 2002 to 2004 is increased because of
law enforcement.
ii) The number of animal X from year 2002 to 2004 is increased because
of protecting and conserving animals and plants.
2. a) To study / investigate the relationship between the types of surfaces and the
distance travelled by the rubber balls.
b) i) size of rubber balls
ii) types of surfaces
iii) distance travelled by rubber balls
c) If the surface is smooth, then the distance travelled by the rubber ball is
further.
d) Carpet, wooden plank, cement, oily.
3. a) To study/ investigate the relationship between the number of sprinkles and
the number of dark spots.
b) i) type of bread
ii) number of sprinkles
iii) number of dark spots
c) 8
d) The more the number of sprinkles, the more the number of dark spots.
4. a) Eclipse of the Sun
b) 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

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

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

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

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

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Modul P&P Baucer Tuisyen Sains Tahun 6

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Lesson 1

Theme: Investigating Living Things.

Class: __________________________ Date: ____________

Fill in the blanks with the correct answer.

live in solitary live in groups

A polar bear _____________________.

A fruit bat _______________________.

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

Animals That Live In Solitary Animals That Live In Groups

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.

Class: _______________________ Date: _______________

Choose the correct word to fill in the blanks.

safety food space

A tiger lives in solitary to avoid competition for

Elephants live in groups for ____________________.

A polar bear lives in solitary to avoid competition for

A zebra lives in groups for ______________________.

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

food and safety food and space

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

1 Explains the objective for the lesson.

Factors That Animals Compete For.

a) Competition for food and water.

Food and water are the basic needs of animals. Competition

b) Competition for mate.

Competition for mate occurs among the same species of

c) Competition for space and shelter

Competition occurs when animals are looking for shelter or

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

(i) __________ (i) ____________

(ii) __________ (ii) ____________

Class: ___________________________ Date: _________________

Choose the correct answer.

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

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

3 The diagram shows animal M and animal N

R - M competes with N to get food

Based on the statements above, choose the correct statements

5 The factors that animals compete for are

Follow up Pupils complete the worksheet given. (L4/WS2)

Competition among plants in their habitats.

Class: __________________________ Date: ____________

Fill in the missing letters to form the correct words.

Class: ___________________________ Date: _________________

1 Plants in a habitat compete for

2 Plants will not compete for

Class: ______________ Date:

Class: _______________________ Date: _

Class: _________ Date: _

Class: ____________ Date:

(i) (i) __

(ii) (ii) __

Class: ___________ Date: _

Class: ______________ Date:

Class: ___________ Date: _

Class: ______________ Date:

Class: ___________ Date: _

Class: ______________ Date:

Class: ___________ Date: _

Class: ___________ Date: _

Class: ___________ Date: _

Class: ___________ Date: _

Class: ___________ Date:

Class: ___________ Date:

Class: ___________ Date: _

Class: ___________ Date: _

Class: ___________ Date: _