Professional Documents
Culture Documents
1/WS1
Learning Objective :1.1 Understanding that some animals live in groups
and others live in solitary.
Learning Outcomes :1.1.1 State that some animals live in groups.
:1.1.2 State that some animals live in solitary.
Name : ___________________________________________________
A. Write in the box “ GROUP “ for animals that live in groups and “SOLITARY” for
animals that live in solitary.
1. 2. 3.
4. 5. 6.
7. 8. 9.
Y6/T1/LO1.1/WS2
Learning Objective :1.1 Understanding that some animals live in groups
and others live in solitary.
Learning Outcomes :1.1.3 Give examples of animals that live in groups
:1.1.4 Give examples of animals that animals live in
solitary.
Name : ___________________________________________________
Classify the animals below that live in groups and live in solitary. Cut and paste the
pictures into your Science Journal and name the animals.
Y6/T1/LO1.1/MM1
Learning Objective :1.1 Understanding that some animals live in groups
and others live in solitary.
Learning Outcomes :1.1.5 Explain why animals live in groups.
:1.1.6 Explain why animals live in solitary.
Name : ___________________________________________________
Complete the mind map why animals live in group and in solitary
Animals live in
groups because:
Animals live in
solitary
because:
Y6/T1/LO1.1/ES
Learning Objective : 1.1 Understanding that some animals live in groups
and others live in solitary.
Name : ___________________________________________________
B. Fill in blanks with the correct words. Use the words given.
predators Cooperation
Name : ___________________________________________________
Fill in the blanks with the correct words. Use the words given.
6. Two male antelopes are fighting to win over the female antelope. This is
an example of competition within the ________________ species.
7. A snake and an owl are competing for the same mouse. This competition
happens among _______________ species.
Name : ___________________________________________________
Match correctly the factors that animals and plants compete for
water
food
sunlight
mate Plants
Animals
compete
compete
for:
for: shelter
nutrient
territory
space
Y6/T1/LO1.2/ES2
Learning Objective : 1.2 Understanding that competition is a form of
interaction among living things.
Name : ___________________________________________________
1
I 2
C
O
3
M S
4
5
T
6
F S
7
I
8
C M
Across.
Down.
2. Animals that live in groups work together to protect each other and to
look for food.
3. Two male deer compete for ___________
6. Cheetah and lion fight to compete for __________
Y6/T1/LO1.2/SQ1
Learning Objective :1.2 Understanding that competition is a form of
interaction among living things.
Name : ___________________________________________________
A. The diagram below shows an investigation that is carried out by Salina. She fills
two flower container of the same size with the same amount and same type of soil.
She plants three green beans in pot P and six green beans in pot Q. Each container
is watered with the same amount of water every day.
seedlings
container
____________________________________________________
d. State one relationship between the variable that is changed and the variable
that is observed, that can be made in this investigation.
____________________________________________________
____________________________________________________
Y6/T1/LO1.2/SQ2
Learning Objective :1.2 Understanding that competition is a form of
interaction among living things.
Name : ___________________________________________________
A. The diagram below shows the apparatus used in a study. In container W is one a
rat, in container X , two rats and in container Y, three rats. It is found that the
rats in container Y died the first while the rat in container W was the last to die.
Glass
cover
Glass
Container Rat
W X Y
State the relationship ( hypothesis) between the variable that is changed and the
variable that is observed.
5. ____________________________________________________________
_
____________________________________________________________
_
What can you conclude from this investigation ?
____________________________________________________________
_
____________________________________________________________
_
Y6/T1/LO1.3/WS5
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcomes :1.3.1 Give examples of extinct animal.
:1.3.2 Give examples of endangered animal.
Name : ___________________________________________________
1. 2. 3.
1. 2. 3.
4. 5. 6.
Y6/T1/LO1.3/WS6
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcome : 1.3.3 Give examples of endangered plant.
Name : ________________________________________________
Hibiscus
Nipah palms
1. 2. 3.
Rafflesia Mango tree
Tualang tree
4. 5. 6.
Y6/T1/LO1.3/MM2
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcome :1.3.4 Explain why certain animals or plants are facing
the threat of extinction.
Name : ________________________________________________
Complete the mind map why certain animals or plants are facing the threat of
extinction.
Illegal or excessive
_________________
____________
collecting
Certain
animals and
plants are
facing the
threat:
of extinction
because of
______________
has been destroyed
Illegal or excessive
________________
Deforestation
________________
development
Y6/T1/LO1.3/MM3
Learning Objective : 1.3 Understanding the responsibility of human beings
in protecting endangered species.
Learning Outcome : 1.3.5 Suggest ways to prevent animals and plants from
extinction.
Name : ________________________________________________
species.
educating the
public about the
avoid _________
Establish importance of
or ____________
____________ protecting and
products made
____________ conserving
from endangered
and national _____________
species
parks and _________
Y6/T1/LO1.3/SQ3
Learning Objective 1.3 : Understanding the responsibility of human beings
in protecting endangered species.
Name : ________________________________________________
A. The bar chart below shows the number of animal P in a forest area
from 1992 to 2001.
Number of
animals
Year
1992 1995 1998 2001
Y6/T1/LO1.4/WS7
Learning Objective : 1.4 Knowing the impact of human activities on
environment.
Learning Outcome :1.4.1 Give examples of environmental
destruction caused by human.
Name : ________________________________________________
Name the environmental destructions below that are caused by human activities.
1. 4.
2. 5.
3. 6.
Y6/T1/LO1.4/WS8
Learning Objective : 1.4 Knowing the impact of human activities on
environment.
Learning Outcome :1.4.2 Explain how human activities cause environmental
destruction.
Name : ________________________________________________
Name these human activities and write the environmental destruction caused by the
activity.
1.
2.
3.
4.
Y6/T1/LO1.1 – LO1.4/ES3
Learning Objectives : 1.1 Understanding that some animals live in groups
and others live in solitary.
: 1.2 Understanding that competition is a form of
interaction among living things.
: 1.3 Understanding the responsibility of human beings
in protecting endangered species.
: 1.4 Knowing the impact of human activities on
environment.
Name : ________________________________________________
5) Forest reserves are areas of land where hunting and logging are
_____________
C Study the diagram below and then fill in the blanks with the correct
answers.
(1) The diagram shows that soil is washed out by the _______________
(5) It may cause _____________ pollution when the soil flows into
rivers.
2) The roots of plants hold on the topsoil of the land and prevents
___________________ and ____________________.
3) Soil erosion causes a large amount of soil and sand to flow into rivers
and settle down on the river bed. The river becomes shallow and
overflows to cause a __________________ when it rains heavily.
Y6/T2/LO1.1/WS1
Learning Objective: 1.1 Understanding that push and pull are forces.
Learning Outcome : 1.1.1 State that push and pull are forces.
Name : ________________________________________________
A. Write PULL or PUSH in the space provided for the pictures given.
1. 2.
3. 4.
5.
PUSH PULL
PUSH PULL
3. Do the keys on a piano need a push or a pull to produce a sound?
PUSH PULL
4. When you drag along a toy cart with a string, are you using a push or a
pull?
PUSH PULL
PUSH PULL
6. When you are stretching a rubber band, are you using a push or a pull?
PUSH PULL
FORCES FRICTION
Y6/T2/LO1.1/WS2
Learning Objective: 1.1 Understanding that push and pull are forces.
Name : ________________________________________________
2. Lifting a pencil
3. Compressing a spring
4. Twisting a sponge
5. Kicking a ball
7. Throwing a ball
8. Closing a drawer
Y6/T2/LO1.2/WS3
Learning Objective: 1.2 Understanding the effects of a force.
Learning Outcomes: 1.2.1 State that 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
Name : ________________________________________________
1._______________________________
wind _______________________________
2._______________________________
_______________________________
3._______________________________
_______________________________
4._______________________________
_______________________________
Y6/T2/LO1.2/MM1
Learning Objective: 1.2 Understanding the effects of a force.
Learning Outcomes: 1.2.1 State that 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.
Name : ________________________________________________
Example
Effect of a force
Example
Example
Y6/T2/LO1.1,1.2/MM2
Learning Objectives: 1.1 Understanding that push and pull are forces.
: 1.2 Understanding the effects of a force.
Name : ________________________________________________
Push Pull
Examples: Examples:
1. _____________ 1. _____________
2. _____________ 2. _____________
3. _____________ 3. _____________
Effects
1. __________________________________________
2. ___________________________________________
3. ___________________________________________
4. ___________________________________________
Y6/T2/1.2/ES2
Learning Objectives: 1.2 Understanding the effects of a force.
Name : ________________________________________________
Class : _________________________ Date : __________________
2. P
Y6/T2/LO1.2/SQ1
Learning Objective: 1.2 Understanding the effects of a force.
Name : ________________________________________________
Dough Tin
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d) What is the conclusion that can be made from this investigation?
_______________________________________________________________
Y6/T2/LO1.2/SQ2
Learning Objective : 1.2 Understanding the effects of a force.
Name : ________________________________________________
(a) State the trend of change in the number of pupils needed to push the cars.
____________________________________________________
b) State the thing that is :
(i) changed ___________________________________
(ii) measured ___________________________________
____________________________________________________
____________________________________________________
(d) Predict the number of pupils needed to push the 400 kg car.
__________________________________________________
_______________________________________________________
_______________________________________________________
Y6/T2/LO1.3/WS4
Learning Objective: 1.3 Analysing friction
Learning Outcomes: 1.3.2 Describe the effects of friction.
1.3.3 Describe ways to reduce friction.
1.3.4 Describe ways to increase friction.
Name : ________________________________________________
Reducing Increasing
Statement
friction friction
1. Put oil to the door hinge
B. Draw a diagram to show the way you solve Ahmad’s problem in the box
given.
Ahmad is pulling a box full of books inside it. The problem is he cannot pull it. Help
Ahmad to find a suitable way to solve the problem.
C. State ‘True’ or ‘False’ for the following statements.
Y6/T2/LO1.3/WS5
Learning Objective: 1.3 Analysing friction
Learning Outcomes: 1.3.5 State the advantages of friction
1.3.6 State the disadvantages of friction.
Name : ________________________________________________
Fill in the spaces provided with the correct statements given below.
1. Enables object to be 2. Causes an object
held without slipping difficult to move
3. 4.
Causes an object’s Prevent cars from
surface to wear out. skidding
5. 6.
Helps to light up a Slows down the
match movement of an object
Y6/T2/LO1.3/WS6
Learning Objective: 1.3 Analysing friction
Learning Outcomes: 1.3.7 Conclude that friction occurs when two surface are
in contact.
1.3.8 Design a fair test to find out different type of
surfaces effect the distance a trolley moves by
deciding what to change, what to keep the same
and what to measure.
Name : ________________________________________________
Class : _________________________ Date : __________________
glass
carpet
wood
c) State the hypothesis he is going to make based on the fair test above.
The rougher __________________________________________,
the shorter ___________________________________________.
12. The smoother the surfaces that are in contact with each other,
the lesser the frictional force that is produced.
Y6/T2/LO1.3/MM3
Learning Objective : 1.3 Analysing friction
Name : ________________________________________________
1. ____________________ 1. _____________________
2. ____________________ 2. _____________________
Ways to reduce
1. __________________________________________
2. ___________________________________________
3. ___________________________________________
Y6/T2/LO1.3/SQ3
Learning Objective : 1.3 Analysing friction
Name : ________________________________________________
________________________________________________________________
60
50
40
20
10
(c) Give one reason to explain why the ball moves the furthest on
the glass surface.
_____________________________________________________________
_____________________________________________________________
(d) What is the trend of the distance when the surface is rough ?
___________________________________________________________.
(e) What hypothesis can be made from the investigation?
_______________________________________________
_______________________________________________
Y6/T2/LO2.1/WS7
Learning Objective : 2.1 Understanding speed
Learning Outcomes : 2.1.1 State that an object which moves faster travels a
longer distance in a given time.
2.1.2 State that an object which moves faster takes a shorter
time to travel in a given distance.
Name : ________________________________________________
Class : _________________________ Date : __________________
A. Choose and put a tick ( ) for the object that moves faster
Y6/T2/LO2.1/ES3
Learning Objective : 2.1 Understanding speed
Name : ________________________________________________
4. The shorter the time taken to move across a fixed distance, the
______________ the speed of the object. ( more , less )
Y6/T2/LO2.1/MM4
Learning Objective : 2.1 Understanding speed
Learning Outcomes: 2.1.1 State that an object which moves faster travels a longer
distance in a given time.
2.1.2 State that an object which moves faster takes a shorter
time to travel in a given distance.
Name : ________________________________________________
Class : _________________________ Date : __________________
Speed
Y6/T2/LO2.1/SQ4
Learning Objective : 2.1 Understanding speed
Name : ________________________________________________
____________________________________________________
____________________________________________________
(c) State the trend of the toy car’s speed.
____________________________________________________
(d) Predict the toy car’s speed when the mass of the toy car is 25 g.
____________________________________________________
(e) What is the conclusion of this experiment ?
____________________________________________________
2.
P Q R
Three similar bricks are pulled up the inclined planes P, Q and R with the same amount
of force. Table below shows the time taken to reach the top.
(a) What can you observe about the time taken for the brick to reach the top
on inclined plane P ?
__________________________________________________
(b) What can you infer for your answer in ( a ) ?
__________________________________________________
(c) In this investigation, state :
i) What to be changed :_______________________________
Y6/T3/LO1.1/WS1
Learning Objective : 1.1 Understanding food spoilage
Learning Outcome : 1.1.2 Identify characteristics of spoilt food
Name : ________________________________________________
Classify the above food according to food that can get spoiled easily and food that
cannot get spoiled easily.
Food
Y6/T3/LO1.1/WS2
Learning Objective : 1.1 Understanding food spoilage
Learning Outcome : 1.1.2 Identify characteristics of spoilt food
Name : ________________________________________________
Fish
Bread
Milk
4
Durian
T6/T3/LO1.1/MM1
Learning Objective : 1.1 Understanding food spoilage
Learning Outcome : 1.1.2 Identify characteristics of spoilt food
Name : ________________________________________________
Class : _________________________ Date : __________________
Characteristics of spoilt
food
Bad smell
________________________
Mouldy
____________________
__________________ ____________________
Y6/T3/L.O1.2/WS3
Name : _______________________________________________
Y6/T3/LO1.2/WS4
Learning Objective: 1.2 Synthesising the concept of food preservation
Learning Outcomes: 1.2.2 Give examples of food for each type of food
preservation
Y6/T3/L.O1.2/WS5
Learning Objective: 1.2 Synthesising the concept of food preservation
Learning Outcomes: 1.2.1 Describe ways to preserve food.
1.2.2 Give examples of food for each type of food
preservation
Name : _______________________________________________
Y6/T3/LO1.2/SQ1
Learning Objective: 1.2 Synthesising the concept of food preservation
Name : _______________________________________________
Bread X : In a cupboard
Bread Y : In a refrigerator
b) Why ?
Because of __________________________________
d) Why ?
e) State
i) what to change :______________of investigation
____________and ______________________________
b) What will happen to the fish when they are put under the sunlight ?
_________________________________________________
____________________________________________________
Y6/T3/LO2.1/WS6
1.
Old newspaper
2.
Rusty cans
3. Leftover food
4.
Broken glass
5.
Sewage
6.
Oil spill
SOURCES OF WASTE
1. 1. 1.
2. 2. 2.
3. 3.
4. 4.
5.
Y6/T3/LO2.1/WS7
A. Tick ( / ) for proper ways of waste disposal and ( X ) for improper ways
of waste disposal.
B. Fill in PROPER or IMPROPER for the ways of waste disposal for the
pictures given below.
1. 2. 3.
_____ _________________ _____________________ ____________________
4. 5. 6.
Y6/T3/LO2.2/WS8
Learning Objectives: 2.2 Understanding that some waste can decay.
Learning Outcomes : 2.2.1 State that certain waste can decay
2.2.2 Give examples of waste that can decay.
2.2.3 Give examples of waste that do not decay.
Name: ________________________________________________
A. Classify the following wastes as waste that can decay and do not decay.
glass preven
tt
1 Waste that can decay includes _________________ and animals.
Y6/T3/LO2.1/ES2
Learning Objective: 2.1 Understanding the effects of improper disposal of waste
on the environment
Name : _______________________________________________
A The picture below shows an activity that has been done by humans.
_______________________________________________
ii)______________________________________________
iii)_____________________________________________
i)______________________________________________
ii)______________________________________________
iii)_____________________________________________
Y6/T3/LO2.1/ES2
Learning Objective: 2.1 Understanding the effects of improper disposal of waste
on the environment
Name : _______________________________________________
1. The table below shows the number of empty glass bottle that have been
collected by Aimi from January to June 2007.
___________________________________________________
b) Give a reason for the change in the number of glass bottles collected.
____________________________________________________
c) How many bottles will be collected in July ?
____________________________________________________
d) What must we do to prevent more glass bottles from being collected month by
month ?
____________________________________________________
_________________________________________________
Y6/T4/LO1.1/WS1
Learning Objective 1.1 : Understanding the eclipse of the Moon
a. Torchlight : _____________________
b. Globe : _____________________
_________________________________________________________
_________________________________________________________
Draw and label the position of the Moon, the Sun and the Earth during
the eclipse of the Moon in the space provided below.
4.
_______________ and the _____________. The Sun, the Earth and the
Moon are in a ______________________ line.
Y6/T4/LO1.2/WS2
Learning Objective 1.2 : Understanding the eclipse of the Sun
Learning Outcomes 1.2.2 : State the position of the Moon, the Earth and
the Sun during the eclipse of the Sun
1.2.3 : Explain why the eclipse of the Sun occurs
1.2.4 : Predict the scenario on the Earth during the
eclipse of the Sun
Name : _______________________________________________
A. The diagram below shows the position of the Moon, the Earth and the Sun during
the eclipse of the Sun. Draw and shade what you can see about the Sun
bicycle
J K L M N
Based on the diagram above, fill in the blanks with the information given.
The eclipse of the sun occurs when the _________ is between the __________
During the eclipse of the sun, the sky gets _________and __________until
B Tick ( / ) the correct statements and cross (x) the false statements.
1. The eclipse of the Sun occurs because the Earth is between the Moon
and the Sun.
3. The eclipse of the Sun occurs at certain parts of the of the Earth
during daytime.
4. The eclipse of the moon occurs when the Moon, Earth and the Sun
are positioned in a straight line.
5. The eclipse of the Sun occurs longer than the eclipse of the Moon
Y6/T4/LO 1.2/SQ1
Learning Objective 1.2 : Understanding the eclipse of the Sun
Name : _______________________________________________
globe
a. What is the aim of the investigation?
__________________________________________________
__________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Y6/T5/LO1.1/WS1
Learning Objective1.1 : Understanding simple machines.
Learning Outcomes1.1.2 : State types of simple machines
1.1.3 : Give an example for each type of simple machine
Name : _______________________________________________
screw gear lever Inclined planed pulley wedge Wheel and axle
1 . _________________ 2. ________________ 3.
_____________
4. __________________ 5.
__________________ 6. _______________
7. _______________________
B. Give an example for each type of simple machine according the answer given.
---------------------
2. Screw 7. Lever
--------------------- ---------------------
---------------------
----------------------
5. Inclined
4. Gear plane
---------------------
----------------------
Y6/T5/LO1.2/WS2
Learning Objective 1.2 : Analysing a complex machine
Learning Outcomes 1.2.1 : Identify simple machines in a complex machine.
1.2.2 : Conclude that a complex machine is made up of more
than one simple machine.
1.2.3 : Give examples of complex machines
Name : _______________________________________________
A. Circle the simple machines that can be found in the complex machines below.
1. 2.
scissors
wheelbarrow
Plane Wedge
Screw Wedge
Lever Pulley
Wheel and axle Lever
4.
3.
nutcrackers
hand drill
6.
5.
1. 2
Simple machines
3
Conclusion Inclined plane, screw
C. Circle the simple and complex machines that can be found in the picture below.
Then, list them down in the table below.
Simple machine Complex machine
Y6/T5/LO1.3/ES1
Learning Objective 1.3 : Appreciating the invention of machines that make
life easier.
Learning Outcome 1.3.3 : Design a machine to solve a problem.
Name : _______________________________________________
Class : _______________________ Date :______________
4. The simple machines that are used to load three drums of water onto the lorry
are called __________________________.
__________________________.
Y6/T5/LO 1.3/SQ1
Learning Objective 1.3 : Appreciating the invention of machines that make
life easier.
Name : _______________________________________________
1. The figure below shows two activities R and S that are carried out by Faizal.
Activity R shows the heaviest object that Faizal can lift without using any pulley.
Activity S shows the heaviest object that Faizal can lift using one pulley.
Activity R Activity S
_________________________________________________________
b. State the relationship between number of pulley and weight of object that
can be lifted.
__________________________________________________________
__________________________________________________________
Diagram 1 (i)
Samy moves the fulcrum closer to the load as shown in Diagram 1 (ii).
Then he finds that it is easier to move the load.
Diagram 1 (ii)
a. What is the aim of the investigation?
_______________________________________________________
_______________________________________________________