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SCIENCE YEAR 6

WEEK
1
(2P)

DAILY LESSON NOTE
Learning Area: Investigating Living Things
Learning Objective:
1.1 Understanding that some animals live in groups and others live in solitary.
Learning outcomes: After this lesson, pupils should be able to:
1.1 State that some animals live in groups.
1.2 State that some animals live in solitary
1.3 Give examples of animals that live in groups.
1.4 Give examples of animals that live in solitary
Activities:
i.
Pupils view the pictures of animals in their textbook (page 2 and 3).
ii.
Pupils state that some animals live in groups.
iii.
Pupils give examples of animals that live in groups.
iv.
Pupils state that some animals live in solitary.
v.
Pupils give examples of animals that live in solitary.
vi.
Pupils gather pictures of animals from newspaper and magazine
and paste it in their scrapbook.
Reflection:

1
(3P)

Learning Area: Investigating Living Things
Learning Objective:
1.1 Understanding that some animals live in groups and others live in solitary.
Learning outcomes: After this lesson, pupils should be able to:
1.2 Explain why animals live in groups.
1.3 Explain why animals live in solitary.
1.4 State that cooperation is a form of interaction among animals.
Activities:
i.
Pupils discuss why animals live in groups, e.g.: for food and safety.
ii.
Pupils observe how ants live together in a vivarium.
iii.
Pupils discuss why animals live in solitary, e.g.: to avoid competition
for food and space.
iv.
Pupils conclude that cooperation is a form of interaction among
animals.
v.
Pupils gather information in form of mind map in their note book.
Reflection:

2
(2P)

Learning Area: Investigating Living Things
Learning Objective:
1.1 Understanding that some animals live in groups and others live in solitary.
Learning outcomes: After this lesson, pupils should be able to:
1.2 Explain why animals live in groups.
1.3 Explain why animals live in solitary.
1.4 State that cooperation is a form of interaction among animals.
Activities:
vi.
Pupils discuss why animals live in groups, e.g.: for food and safety.
vii.
Pupils observe how ants live together in a vivarium.
viii.
Pupils discuss why animals live in solitary, e.g.: to avoid competition
for food and space.
ix.
Pupils conclude that cooperation is a form of interaction among
animals.
Reflection:

2
(3P)

Learning Area: Investigating Living Things
Learning Objective:
1.2 Understanding that competition is a form of interaction among living things.
Learning outcomes: After this lesson, pupils should be able to:
1.1 State that living things interact with one another in the environment.
1.2 State that competition is a form of interaction.
1.3 List the factors that animals compete for.
Activities:
i.
Pupils view picture on interaction among living things in various
habitats.
ii.
Pupils discuss and give examples of interaction among living things.
iii.
Pupils discuss that competition is a form of interaction.
iv.
Pupils discuss and list the factors that animals compete for :
a. food
b. water
c. mate
d. shelter
e. territory / space
v.
Pupils gather all information in form of mind map in their note book.
Reflection:

3
(2p)

Learning Area: Investigating Living Things
Learning Objective:
1.2 Understanding that competition is a form of interaction among living things.
Learning outcomes: After this lesson, pupils should be able to:
1.4 Give reason why animals compete
Activities:
i.
Pupils carry out activities to observe animals competing for food,
e.g. fish. (by giving food to the hungry fish in an aquarium).
ii.
Pupils discuss that animals compete because of:
a. limited food resources
b. limited water resources
c. trying to get mate for breeding
d. defending or looking for territory
e. defending or looking for shelter
iii.
Pupils gather all information in form of mind map in their note book.
iv.
Pupils do some exercises on this topic.
Reflection:

3
(3p)

Learning Area: Investigating Living Things
Learning Objective:
1.2 Understanding that competition is a form of interaction among living things.
Learning outcomes: After this lesson, pupils should be able to:
1.3 list factors that plants compete for.
1.4 Give reasons why plants compete with each other
Activities:
i.
Pupils carry out activities to observe competition among plants
(geminate the green bean in a small container).
ii.
Pupils discuss that plants compete for sunlight, water, space and
nutrient.
iii.
Pupils gather all information in form of mind map in their note book.
iv.
Pupils do some exercises on this topic.
Reflection:
Learning Area: Investigating Living Things

4

(2P)

Learning Objective:
1.3 Understanding the responsibility of human beings in protecting endangered
species.
Learning outcomes: After this lesson, pupils should be able to:
1.3.1 Give examples of extinct animal.
1.3.2 Give examples of endangered animal.
1.3.3 Give example of endangered plant.
Activities:
i.
Pupils view pictures of animals that are extinct, e.g. dinosaurs, dodo
bird, quagga and mammoth.
ii.
Pupils view pictures of endangered animals and plants, e.g. tiger,
turtle, orang utan, panda, rhinoceros, rafflesia and pitcher plant.
iii.
Pupils gather the pictures of extinct and endangered animals and
plants in their scrap book.
iv.
Pupils present their scrap book in front of the class.
Reflection:

4
(3P)

Learning Area: Investigating Living Things
Learning Objective:
1.3Understanding the responsibility of human beings in protecting endangered
species.
Learning outcomes: After this lesson, pupils should be able to:
1.3.4 Explain why certain animals or plants are facing the threat of extinction.
1.3.5 Suggest ways to prevent animals and plants from extinction.
Activities:
i.
Pupils discuss and conclude that certain animals and plants are
facing the threat of extinction because of human activities such as
illegal and excessive logging, hunting and development.
ii.
Pupils discuss way to prevent animals and plants from extinction,
e.g.
a. Campaign against excessive logging.
b. Educating the public about the importance of protecting and
conserving animals and plants.
c. Avoid consuming or buying products made from endangered
species
d. Enforcing the Environmental Act.
iii.
Pupils gather the information in their scrap book.
iv.
Pupils present their scrap book in front of the class.
Reflection:

5
(2P)

Learning Area: Investigating Living Things
Learning Objective:
1.4 Knowing the impact of human activities on environment.
Learning outcomes: After this lesson, pupils should be able to:
1.4.1 Give examples of environmental destruction caused by human.
1.4.2 Explain how human activities cause environmental destruction.
1.4.3 Predict what will happen to the Earth if human activities are not
controlled.
Activities:
i.
Pupils see pictures of environmental destruction caused by human
activities, e.g. erosion, landslide, flash flood, water pollution and air
pollution.
ii.
Pupils discuss human activities that caused destruction to the
environment, e.g.
a. Illegal and excessive logging

iii.
iv.
v.
Reflection:

b. Illegal and excessive hunting
c. Improper management of development
Pupils discuss what will happen to the Earth if human activities that
caused environment destructions are not controlled.
Pupils prepare a scrap book on environmental destruction caused
by human activities and steps taken to reduce its effects.
Pupils present their scrap book in front of the class.

5
(3P)

Learning Area: Investigating Living Things
Learning Objective:
1.4 Knowing the impact of human activities on environment.
Learning outcomes: After this lesson, pupils should be able to:
1.4.4 Give examples of environmental destruction caused by human.
1.4.5 Explain how human activities cause environmental destruction.
1.4.6 Predict what will happen to the Earth if human activities are not
controlled.
Activities:
i.
Pupils see pictures of environmental destruction caused by human
activities, e.g. erosion, landslide, flash flood, water pollution and air
pollution.
ii.
Pupils discuss human activities that caused destruction to the
environment, e.g.
a. Illegal and excessive logging
b. Illegal and excessive hunting
c. Improper management of development
iii.
Pupils discuss what will happen to the Earth if human activities that
caused environment destructions are not controlled.
iv.
Pupils prepare a scrap book on environmental destruction caused
by human activities and steps taken to reduce its effects.
v.
Pupils present their scrap book in front of the class.
Reflection:

6
(2P)

Learning Area: Investigating Force and Energy
Learning Objective:
1.1 Understanding that push and pull are forces
Learning outcomes: After this lesson, pupils should be able to:
1.1.1. State that push and pull are forces.
1.1.2. State that force cannot be seen but its effects can be observed.
Activities:
i.
Pupils push and pull each other’s palms to feel the effect of force.
ii.
Pupils discuss and conclude that push and pull are forces.
iii.
Pupils list the other activities that categorized as push, pull and
push and pull activities.
iv.
Based on the above activity pupils discuss and conclude that a
force cannot be seen but its effects can be observed.
Reflection:

6

Learning Area: Investigating Force and Energy

(3P)

Learning Objective:
1.2 Understanding the effects of a force
Learning outcomes: After this lesson, pupils should be able to:
1.2.1 State that a force can move a stationary object
1.2.2 State that a force can change the motion of an object
1.2.3 State that a force can change the shape of an object
Activities:
i.
Pupils carry out activities and discuss the effects of pushing
a. a stationary ball
b. a moving ball
ii.
Pupils press, twist or squeeze objects such as plasticine, sponge
and spring.
iii.
Pupils observe and discuss the effects of forces.
iv.
Pupils discuss and conclude that a force can:
a. move the stationary object
b. stop a moving object
c. change the direction of a moving object
d. make an object move faster and slower
e. change the shape of an object
Reflection:

7
(2P)

Learning Area: Investigating Force and Energy
Learning Objective:
1.3 Analyzing friction
Learning outcomes: After this lesson, pupils should be able to:
1.3.1 State that friction is a type of force
Activities:
i.
Pupils observe an object such as a coin sliding on the surface
ii.
Pupils discuss that friction slows down a moving object and
conclude that friction is a force.
iii.
Pupils carry out activities that involve friction, e.g.
a. open the lid of a jar with dry hands
b. open the lid of a jar with oily hands
iv.
Pupils discuss and conclude that it is easier to open the lid of a jar
with dry hand because of greater friction.
Reflection:

7
(3P)
Pg 19

Learning Area: Investigating Force and Energy
Learning Objective:
1.3 Analyzing friction
Learning outcomes: After this lesson, pupils should be able to:
1.3.2 Describe the effects of friction.
Activities:
i.
Pupils carry out activities that involves frictions, e.g.
a. rubbing their palms
b. pulling a heavy object
c. rubbing an eraser against a surface
ii.
Based on the activities pupils explain the effects of friction:
a. their palms become warmer because friction produces heat.
b. It is difficult to move the object because friction opposes the motion.
c. The easer becomes smaller because friction causes wear and tear.
iii.
Pupils list and discuss the effects of friction in everyday life.
Reflection:

8

Learning Area: Investigating Force and Energy

2

Learning Objective:
1.3 Analyzing friction
Learning outcomes: After this lesson, pupils should be able to:
1.3.2 describe ways to reduce friction
1.3.3 describe ways to increase friction
Activities:
i.
Pupils compare the effect of friction by rubbing their palms:
a. without oil
b. with oil
ii.
Pupils discuss and conclude that oil reduces friction.
iii.
Pupils suggest various ways to reduce friction.
iv.
Pupils carry out activities to test their suggestions.
v.
Pupils suggest various ways to increase friction.
vi.
Pupils carry out activities to test their suggestions.
Reflection:

8
3

Learning Area: Investigating Force and Energy
Learning Objective:
1.3 Analyzing friction
Learning outcomes: After this lesson, pupils should be able to:
1.3.4 state the advantages of friction.
1.3.5 state the disadvantage of friction.
Activities:
i.
Pupils gather information on the advantages and disadvantages of
friction in everyday life.
ii.
Pupils put all the information in form of mind map.
Reflection:

9
3

Learning Area: Investigating Force and Energy
Learning Objective:
1.3 Analyzing friction
Learning outcomes: After this lesson, pupils should be able to:
1.3.4 conclude that friction occurs when two surfaces are in contact.
Activities:
Pupils discuss various situations where friction occurs and conclude that
friction is produced when surfaces are in contact with one another.
Reflection:

9
2

Learning Area: Investigating Force and Energy
Learning Objective:
1.3 Analyzing friction
Learning outcomes: After this lesson, pupils should be able to:
1.3.5 design a fair test to find out how different types of surfaces affect the
distance a trolley moves by deciding what to change, what to keep the same
and what to measure.
Activities:
Pupils plan and carry out an experiment to investigate how different types of
surfaces affects the distance a trolley moves.
Reflection:

10
3

Learning Area: Investigating Force and Energy
Learning Objective:
2.
Movement
2.1 Understanding speed
Learning Outcomes: After this lesson, pupils should be able to:
- state that an object which moves faster travels a
longer distance in a given time.
- state that an object which moves faster travels a
longer distance in a given time.
Activities:
Pupils carry out activities to:
a) compare the distances travelled in a given time by two moving objects,
b) compare the time taken by two moving objects to travel a given distance.
Reflection:

10
2

Learning Area: Investigating Force and Energy
Learning Objective:
2. Movement
2.1 Understanding speed
Learning Outcomes: After this lesson, pupils should be able to:
- state that an object which moves faster takes a
shorter time to travel a given distance
Activities:
Pupils discuss and conclude that:
a) an object which moves faster travels a longer distance in a given time,
b) an object which moves faster takes a shorter time to travel a given distance.
Reflection:

11
3

Learning Area: Investigating Force and Energy
Learning Objective:
2. Movement
2.1 Understanding speed
Learning Outcomes: After this lesson, pupils should be able to:
- state what speed is.
- solve problems using the formula
.Activities:
i. Pupils conclude that:
a) speed is a measurement of how fast an object moves
b) speed can be calculated by using the formula speed = distance/time.
ii. Pupils solve problems using the formula.
Reflection:

11
2

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.1 Understanding food spoilage
Learning Outcomes: After this lesson, pupils should be able to:
- describe what spoilt food is.
- identify characteristics of spoilt food.
Activities:
i.
Pupils observe samples of spoilt food.
ii.
Pupils discuss and conclude that spoilt food is unsafe to eat.
iii.
Pupils conclude that spoilt food has one or more of the following
characteristics:
a) unpleasant smell,
b) unpleasant taste,
c) changed colour,
d) changed texture,
e) mouldy
Reflection:

12
3

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.1 Understanding food spoilage
Learning Outcomes: After this lesson, pupils should be able to:
- describe what spoilt food is.
- identify characteristics of spoilt food.
Activities:
i.
Pupils carry out an activity to observe that food turns bad by leaving
a slice of bread in the open for a few days.
ii.
Pupils record their observations.
Reflection:

12
2

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.1 Understanding food spoilage
Learning Outcomes: After this lesson, pupils should be able to:
- state that microorganisms can spoil food.
Activities:
Pupils discuss and conclude that microorganisms can spoil food.
Reflection:

13
3

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.1 Understanding food spoilage
Learning Outcomes: After this lesson, pupils should be able to:
- state the conditions for microorganisms to grow.
Activities:
Pupils gather information and conclude that microorganisms need certain
conditions to grow:
a) air,
b) water,
c) nutrient,
d) suitable temperature,
e) suitable acidity.
Reflection:

13
2

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.2 Synthesizing the concept of food preservation
Learning Outcomes: After this lesson, pupils should be able to:
- describe ways to preserve food.
- give examples of food for each type of food
preservation.
- give reasons why each way of food

preservation is
used.
Activities:
i. Pupils find information about ways to preserve food and examples of food
for each type of preservation, i.e.
a) drying,
b) boiling,
c) cooling,
ii. Pupils discuss and explain why the above ways are used to preserve food.
Reflection:
14
3

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.2 Synthesizing the concept of food preservation
Learning Outcomes: After this lesson, pupils should be able to:
- describe ways to preserve food.
- give examples of food for each type of food
preservation.
- give reasons why each way of food preservation is
used.
Activities:
i. Pupils find information about ways to preserve food and examples of food
for each type of preservation, i.e.
d) vacuum packing,
e) pickling,
f) freezing,
ii. Pupils discuss and explain why the above ways are used to preserve food.
Reflection:

14
2

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.2 Synthesizing the concept of food preservation
Learning Outcomes: After this lesson, pupils should be able to:
- describe ways to preserve food.
- give examples of food for each type of food
preservation.
- give reasons why each way of food preservation is
used.
Activities:
i. Pupils find information about ways to preserve food and examples of food
for each type of preservation, i.e.
g) bottling/canning,
h) pasteurising,
i) salting,
ii. Pupils discuss and explain why the above ways are used to preserve food.
Reflection:

15
3

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.2 Synthesizing the concept of food preservation
Learning Outcomes: After this lesson, pupils should be able to:
- describe ways to preserve food.
- give examples of food for each type of food
preservation.
- give reasons why each way of food preservation is
used.
Activities:
i. Pupils find information about ways to preserve food and examples of food
for each type of preservation, i.e.
j) smoking,
k) waxing.
ii. Pupils discuss and explain why the above ways are used to preserve food.
Reflection:

15
2

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.2 Synthesizing the concept of food preservation
Learning Outcomes: After this lesson, pupils should be able to:
- state what food preservation is.
Activities:
i. Pupils view a video or visit food factory to observe how food is processed and
preserved.
ii. Pupils discuss that food preservation is a process of slowing down the food
from becoming bad
Reflection:

16
3

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.2 Synthesizing the concept of food preservation
Learning Outcomes: After this lesson, pupils should be able to:
- design and carry out a project to preserve a given food.
Activities:
Pupils carry out a project on food preservation to preserve a given food.
Reflection:

16
2

Learning Area: Investigating Material
Learning Objective:
1. Food preservation
1.3 Realising the importance of preserving food
Learning Outcomes: After this lesson, pupils should be able to:
- give reasons why we need to preserve food
Activities:
Pupils discuss and give reasons why we need to preserve food, e.g.
a) the food will last longer,
b) the food is easy to store,
c) to reduce wastage of food
Reflection:

17
3

Learning Area: Investigating Material
Learning Objective:
2. Waste management
2.1 Understanding the effects of improper disposal of waste on the environment
Learning Outcomes: After this lesson, pupils should be able to:
- identify types of waste in the environment.
- identify sources of waste
Activities:
i. Pupils observe various waste in a rubbish bin, e.g. plastic, glass, chemical
waste, organic waste and metal.
ii. Pupils view a video on various wastes from factories, food stalls and market.
iii. Pupils gather information on:
a) sources of waste,
b) various ways of waste disposal.
Reflection:

17
2

Learning Area: Investigating Material
Learning Objective:
2. Waste management
2.1 Understanding the effects of improper disposal of waste on the environment
Learning Outcomes: After this lesson, pupils should be able to:
- state the improper ways of waste disposal.
- state the proper ways of waste disposal.
Activities:
Pupils discuss and classify the proper and improper ways of waste disposal
Reflection:

18
3

Learning Area: Investigating Material
Learning Objective:
2. Waste management
2.1 Understanding the effects of improper disposal of waste on the environment
Learning Outcomes: After this lesson, pupils should be able to:
- describe the harmful effects of improper waste
disposal.
Activities:
Pupils discuss the harmful effects of improper waste disposal, e.g.
a) air pollution,
b) water pollution,
c) sickness and diseases,
d) acid rain,
e) flash-flood.
Reflection:

18
4

Learning Area: Investigating Material
Learning Objective:
2. Waste management
2.1 Understanding the effects of improper disposal of waste on the environment
Learning Outcomes: After this lesson, pupils should be able to:
- describe how waste is disposed in a local area.
suggest ways to improve waste disposal.
Activities:
i.
Pupils gather information on how waste in a local area is disposed.
ii.
Pupils discuss and suggest ways to improve waste disposal in a
local area.
Reflection: