NAME CLASS

: …………………………………………………………… : ……………….

SCHOOL : …………………………………………………………….

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: : : : : :

6/1/1/1.1 1.Interaction among living thing 1.1 Understanding that some animals live in group and others live in solitary. 1.1.1-1.1.7 Discussion Chart

Steps 1.Study the picture of animals shown below. 2.Classify the animals below according to the way they live.

eagle

lion

horse

goat

pangolin

chameleon

giraffe 3.Record your findings Live in group

butterfly SPS 4 C1/C2/C4

Live in solitarily

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Questions 1. State two ways of behaving which are characteristics of animals that a) Live in a solitarily i…………………………………………………………………….. SPS 1 C1 SPS 2 C1/C2

SPS 4 ii……………………………………………………………………. C2/C3 b) Live in a groups i…………………………………………………………………….. ii……………………………………………………………………. 2. Give two forms of interaction among animals. i…………………………………………………………………….. ii……………………………………………………………………. 3. Conclusion Some animals live in ……………………………………………… and some animals live …………………………………………….

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/1/1/1.2 : 1 Interaction among living things : 1.2 Understanding that competition is a form of interaction among living things : 1.2.5-1.2.6 : Discussion : Picture

Steps 1. The picture showing the interaction among plants in the forest have different height. 2. Record the observation.

Questions 1. List three factors that plants compete to survive ? i.…………………………………………………………………….. ii…………………...……………………………………………….. iii……………………...……………………………………………. 2. How do plants avoid competition among their own species ? …………………………………………………………………….. 3. What will happen to the weaker plant ? ………………………………………………………………….

SPS 2 C2/C3 SPS 4 C1/C3

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/1/1/1.2 : 1 Interaction among living things : 1.2 Understanding that competition is a form of interaction among living things : 1.2.5-1.2.6 : Experiment : Green bean, two pots, wet cotton wool.

Steps 1. Place some cotton wool into two pots label X and Y of the same size. 2. Put two green bean seeds in pot X and thirty green bean seeds in pot Y 3. Left both pots for a week. 4. Measure the height of the green been seedling. 5. Record your observation.

Pots X Y Questions 1. 2.

Number of green beans 2 30

Height of the seedling (cm)

SPS 1 C1/C3 SPS 7 C6 SPS 5 C3

What do plant compete for ? SMS 2 ……………………………………………………………………… C1/C2 State …. i) What is to change : ……………………..……………………… SPS 7 ii) What to measure : ……………………………………………… C2/C iii) What is keep the same : ….…………………………………….
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3.

State the relationship between the number of green bean seeds and SPS 7 C1 the height of the seedlings. ………….………………………………………………………….. …….………………………………………………………………..

4.

Give a reason for your observation investigation? The seedlings of pot X grow healthy because they get enough : i………………………………… ii……………………………….. iii……………………………….

SPS 4 C1

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/1/1/1.3 : 1 Interaction among living things. : 1.3 Understanding the responsibility of Human being in protecting endangered species. : 1.3.2,1.3.4,1.3.5 : Discussion : Picture of animals.

Steps 1. The picture show the animals facing the threat of extinction. 2. The factors that causing the extinction of animals are identified. 3. The ways to prevent the animals from becoming extinct are defined. Name the animals and state the factors of extinction : 1 i) Name : ………………………….. ii) Hunted for ……………………... 2 i) Name : ………………………….. ii) Hunted for ……………………… 3 i) Name : ………………………….. ii) Hunted for ……………………… 4. Why the animals become extinct ? i)……………………………………………………………... ii)……………………………………………………………. 5. Suggest two ways of preventing animals from becoming extinct? i)……………………………………………………………... ii)…………………………………………………………….
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SPS 4 C1/C2/C4

SPS 7 C6

Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/2/1/1.1 : Force : 1.1 Understanding that push and pull are force. : 1.1.1-1.1.2 : Simulation : Pupils

Steps 1. Carry out all the activities given below 2. Find out what happens to the object or what you feel. 3. Record your finding in the table given below 1.Tick (/) in the correct activities : Activities a. Pulling each others hands. b. Pushing each others hands. c. Kicking a ball. d. Pulling a flag. Push Pull SPS 1 C1/C3 SMS 2 C2/C3

2. What is force ? Force is a ………………………………………………………….. 3. Give two another examples of pushing activities? i……………………………………………. ii…………………………………………… 4. Give two another examples of pulling activities? i……………………………………………. ii……………………………………………
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SPS 7 C6

Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/2/1/1.2 : 1 Force : 1.2 Understanding the effects of a force. : 1.1.3 : Experiment : Plasticine, sponge, spring

Steps 1. Carry out all the activities given below. 2. Draw the observation in the table below to the object after force is applied. Effect of the activities Activities Observation The object becomes ... SPS 1 C1/C3 SPS 7 C6

a. Press the plasticine.

b. Pulling the spring.

c. Squeezing the sponge.

Conclusion Force can …………………….. the shape of an object.

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/2/1/1.2 : 1.Force : 1.2 Understanding the effects of the force. : 1.2.1-1.2.2 : An experiment : Rubber ball/ ping pong ball

Steps 1. The activities carried out based in table below. 2. Record your findings. Activity (a) Push a stationary ball (b) Pushing the moving ball harder (c) Stop the moving ball Result SPS 1 C1

Questions : 1. A force can ….. (i) ……………...a stationary object. (ii)……………….the speed of an object. (iii) make an object to move ……………...or ………………. 2. Predict what will happen if a moving object is pushed from directions ? ………………………………………………………..

SPS 7 C2/C6

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/2/2.1/1 : Movement : 2.1 Understanding speed : 1. State that an object which moves faster travels a longer distance in a given time : Experiment : Stop watch, measuring tape.

Steps : 1. Mark the starting point before continues the activities. 2. 3. 4. Ask your friend to get ready at the starting point for start their running. Use the stop watch, to record the time taken in 10 second. Record the distance travel by the student into the table given and calculate the speed for each student. Name of student Time taken (s)
10 10 10 10

Distance (m)

Speed (m/s)

SPS3 C1/C2/C3/C4

Answer the questions 1. 2. 3. Who are the fastest? ____________________________________________________ Give your inference based on your observations in the table above. _____________________________________________________ State the trend of speeding by a student from the table above. _____________________________________________________

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/2/2.1/ 2 : Movement : 2.1 Understanding speed : 2. State that an object which moves faster takes a shorter time to travel a given distance : Experiment : Stop watch

Steps : 1. Mark the distance for 50 metres. 2. 3. 4. Ask your friend to get ready at the starting point for start their running. Use the stop watch, to record the time taken for each student Record the time taken by the student into the table given and calculate the speed for each student. Name of student Distance (m)
50 50 50 50

Time taken (s)

Speed (m/s)

SPS3 C1/C2/C3/C4

Answer the questions 1. 2. 3. Who are the fastest? ____________________________________________________ Give your inference based on your observations in the table above. _____________________________________________________ State the trend of speeding by a student from the table above. _____________________________________________________

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Activity Code

: 6/3/1.2/2

Learning Area : 1. Food preservation Learning object : 1.2 Synthesising the concept of food preservation Learning outcome : 2. Give examples of food for each type of food Method : Discussion Materials : The picture of foods, fruits, Vegetables. Steps: 1. Observe the picture carefully, 2. Classify the picture of food according the correct way of food preservation SPS 1 C1,C2

SPS 2 C1,C2,C3,C4

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.

.

1.

Which food can preserve more than one way? ______________________________________________________

2.

Why the food need to preserve ? ______________________________________________________

3.

What are the similarities between the canning and bottling in the preserving food. ______________________________________________________

4.

Which food can preserve with the freezing, drying and salting process? ______________________________________________________

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/4/2.1/2 : 2. Waste management : 2.1 Understanding the effects of improper disposal of waste on the environment : 1. Identify types of waste in the environment : Discussion : The picture of the waste disposal

Steps : 1. Observe the picture given and classify the type of the waste.

SPS 1 C1,C3 SPS 2 C1,C2

1. ____________________________________________ 2. ____________________________________________

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SPS 2 C1,C2

1. ____________________________________________ 2. ____________________________________________

2. Based on the place given, state and classify the type of waste produce for each place

SPS 2 C1,C2,C3

Housing

Factories 3. State the similarities the type of waste produce by two places.
________________________________________________________

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/4/1.2/2 :1 : 1.2 Understanding the eclipse of the sun : 2. Explain why an eclipse of the sun occurs. : Simulations : Globe, torch light, ping pong ball, thread and cellophane tape

Steps : 1. Hang up two ends of the thread at the ping pong ball with cellophane tape 2. Place the globe on the table. 3. Place the torch light at the end of the table, and then switch it on. 4. Hang up the ping pong ball parallel with the globe and torch. 5. Move the ping pong ball around the globe and stop between the torch and globe. 6. Observe the surface of the globe .

Thread Globe

Ping pong ball Torch light

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1.

What can be observed when the ping pong ball was placed between the torch and the globe ___________________________________________________________

SPS 1 C1,C3 SPS 4 C1

2.

State the phenomenon that occurs from the activity. ___________________________________________________________

3.

Draw and label the diagram of the phenomenon occurred.

SPS 4 C2,C3

4.

State how the phenomenon occurs. ______________________________________________________

5.

Why the time taken for this phenomenon shorter than moon eclipse? ______________________________________________________

SPS 5 C1,C4

6.

What will happen if the moon was not placed parallel between the sun and the earth? ______________________________________________________

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/4/1.1/3 :1 : 1.2 Understanding the eclipse of the moon : 2. Explain why an eclipse of the moon occurs. : Simulations : Globe, torch light, ping pong ball, thread and cellophane tape

Steps : 1. Hang up two ends of the thread to the ping pong ball with cellophane tape 2. Place the globe on the table 3. Place the torch light at the end side of the table, and then switch it on 4. Hang up the ping pong ball parallel with the globe and torch light 5. Move the ping pong ball around the globe and stop behind the globe 6. Observe what will happen at the surface of the globe.

.

Globe Tread

Torch light

Ping pong ball

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1.

What can be observed when the ping pong ball was placed parallel SPS 1 behind the globe? C1,C3 ______________________________________________________ SPS 4 C1

2.

State the phenomenon that occurs from the activity ______________________________________________________

3.

Draw and label the diagram of the phenomenon occurred

SPS 4 C2,C3

4.

State how the phenomenon occurs. ______________________________________________________

5.

What will happen if the moon was not placed parallel between the sun and the moon? _____________________________________________________ SPS 5 C1,C4

6.

Give a conclusion for the phenomenon above. _____________________________________________________

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Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 6/5/1.2/2 : Machine : Analysing a complex machine : Conclude that a complex machine is made up of more than one simple machines : Experimenting : Bicycle, stopwatch.

Steps 1. Work in group . 2. The Investigation must be carried out in a big area 3. Mark a distance of 50m. 3. One pupil walking and one pupil cycling to reach the distance. 4. Record the time taken using the stopwatch in the table below. 5. Record your findings. Type of movement Walking Cycling 1) 2) 3) Which type of movement the pupil take a less time to reach? …………………………………………...….…………….. Give the reasons for your answer in (1). ………………………………………………………...…… List the type of simple machines at the bicycle. i…………………..………..…….. ii………………...…………….…. iii…………………………...……. What is the complex machine? ……………………………………………………….……. State i) What is changed:……………………….………..…… ii) What is observed :…………………….……………… iii) What is kept the same :……………….………...……. Give the conclusion from this experiment. ……………………………………………...……………..
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Time taken (s)

SPS3 C2

SPS6 C1

SPS1 C3 SPS6 C2

4) 5)

SPS6 C3/C4

. 6)

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