Teaching and Learning Module KSSR (Semakan 2017) Science Year 6

KURIKULUM STANDARD SEKOLAH RENDAH
(SEMAKAN 2017)
SAINS
TAHUN 6
(EDISI BAHASA INGGERIS)
Panduan Pengajaran dan Pembelajaran
BAHAGIAN PEMBANGUNAN KURIKULUM

2020
CONTENT
LIFE SCIENCE
Human Reproduction ( Part 1) ……………………………………………………1
Human Reproduction ( Part 2) …………………………………………………..11
Nervous System ( Part 1)..………………………………………………………..17
Microorganism (Part 1)……………………………………………………………24
Microorganism (Part 2)……………………………………………… …….……..41
Interaction Among Animals……………………………………………………….52
Interaction Among Plants…………………………………………………………59
Preservation and Conservation for Balance Nature …………………………..71
PHYSICAL SCIENCE
Force and Its Effect ………………………………………………………………..81
Frictional Force…………………………………………………………………..…86
Air Pressure (Part 1)………..……………………………………..……………....88
Air Pressure (Part 2)………………………………………………………….…....91
Speed of object……………………………………………………………………...96
EARTH AND SPACE
Galaxy (Part 1) ……………….........................................................................99
Galaxy (Part 2) ………………........................................................................108
LIFE SCIENCE: YEAR 6
Topic 2.0 Human
Content Standard 2.1 Human Reproduction
Learning Standard
2.1.1 Describe the functions of male and female
reproductive organs
SPS Observing, Communicating
Induction Set: According to teacher’s creativity

Activity 1 :
i. Pupils observe a video presentation about human reproductive organ.
https://www.youtube.com/watch?v=tAjjYqgAcI0
ii. Pupils generate ideas about the male and female reproductive organs and their functions.
Activity 2 :
i. Pupils carry out an activity in groups.
ii. Each group lists down the structure of organs in the male and female reproductive
systems. (APPENDIX 1 and 2)
Activity 3 :
i. Pupils carry out an activity in groups.
ii. The activity cards are distributed to each group.
iii. Pupils carry out the “Fan and Pick” activity.
iv. The first pupil in every group arranges the cards, the second pupil choose a card and read
the question, the third pupil answer the question and the fourth pupil responds to the
answer given by his / her friend.
v. Pupils take their turn to play the role.
vi. Several pupils are chosen to give answers.
Activity 4 :
i. Pupils draw the I-Think map based on APPENDIX 3.
ii. Pupils cut and paste the pictures in APPENDIX 4 and 5.
iii. Pupils discuss and summarize the activity.
Assessment:
Pupils complete the hand-outs distributed by the teacher.
Closure:
Pupils conclude today’s lesson with the teacher’s guidance.
1
APPENDIX 1
Complete the male reproductive organ below.
2
APPENDIX 2
Complete the female reproductive organ below.
3
ACTIVITY CARD
Question
1
1. The diagram shows the

__________ reproductive organ.
Question
2
1. Organ A is ________________.
2. What is the function of organ A?
_________________________
3 Question
1. Organ B is ________________.
2. What is the function of organ B?

_________________________
4
4
Question
1. The diagram shows the

__________ reproductive organ.
5 Question
1. Organ C is ________________.
2. What is the function of organ C?
_________________________
6 Question
1. Organ D is ________________.
2. What is the function of organ D?
_________________________
5
7 Question
1. Organ E is
________________.
2. What is the function of organ E?
_________________________
8 Question
1. Organ F is
________________.
2. What is the function of organ F?
_________________________
6
APPENDIX 3
Complete the bridge map.
BRIDGE MAP
THE MALE REPRODUCTIVE ORGAN AND ITS FUNCTIONS
BRIDGE MAP
THE FEMALE REPRODUCTIVE ORGAN AND ITS FUNCTIONS
7
LIFE SCIENCE: Year 6
APPENDIX 4
Cut and paste the information from APPENDIX 6 to complete the following diagram.
8
APPENDIX 5
Cut and paste the information from APPENDIX 6 to complete the following diagram.
9
APPENDIX 6
Cut and paste the following labels onto the APPENDIX 4 and APPENDIX 5.
To produce ovum The place where the sperm

and ovum are combined
A place for fetus’ growth To produce sperms
To eject the sperms into Receive sperms from the

the vagina penis
10
Topic 2.0 Human
Content Standard 2.1 Human Reproduction
Learning Standard 2.1.2 Explain the process of human fertilisation until

the baby is born.
2.1.3 Provide reasoning on the importance of

reproduction to humans.
SPS
Observing, Communicating
Induction set: According to teacher’s creativity

Activity 1:
i. Pupils watch a video presentation.
https://www.youtube.com/watch?v=_VqRFtaWLWM
https://www.youtube.com/watch?v=SiNHMWkJYs0
ii. Pupils generate ideas about the process of human fertilization until the baby is
born, with teacher’s assistant.
Activity 2:
i. Pupils carry out activities in groups.
ii. Each group is given an activity card with a file containing APPENDIX 1.
iii. In groups, pupils stick the activity card on the I-Think Map (APPENDIX 1) given in
the correct order.
iv. Upon completion, the "Traveling File" activity is carried out.
v. The answer sheet (APPENDIX 1) is included in the file and distributed to other
groups.
vi. Each group will receive a file from another group and need to review the answers
that have been completed by other groups.
vii. Each group responds to two or three answer files.
viii. The teacher discusses the answer with the class.
Activity 3:
i. Pupils are given worksheets (APPENDIX 2 and APPENDIX 3).
ii. Pupils answer the worksheet in groups.
Assessment:
Pupils complete the distributed sheet.
Closure:
11
ACTIVITY CARD
The testicles produce The zygote is formed after

sperm fertilization
The zygote passes through After nine months, the

cell division and forms fetus is born and is known
embryos as a baby
Sperm enter the vagina The ovaries produce ovum

and then into the uterus
The fertilization process Two months after

takes place where the fertilization, all body parts
fusion between the ovum and organs are formed,
and the sperm takes place and the embryo is known
in the Fallopian tube as the fetus
12
APPENDIX 1 - FLOW MAP

Cut out the information in the Activity Card and complete the following flowchart.
HUMAN FERTILIZATION PROCESS
13
APPENDIX 2
Answer the following questions.
1. Which of the following organs is not involved in the male reproductive system?
A. Fallopian tube C. Testis
B. Ovary D. Uterus
2. Diagram 2 shows part of the female reproductive organs. What is the most important
process that occurs in the section labeled X?
Diagram 2
A. Fertilization C. Ovulation
B. Sticking D. Production
3. Diagram 3 shows a sequence of human creation processes. Which of the following is true
about X and Y?
Sperm
Process X
Zygote Fetus
Ovum
Diagram 3
Process X Process Y
A. Fertilization Baby
B. Fertilization Embryo
14
APPENDIX 3
Complete the following flow chart using the diagram in APPENDIX 4.
15
WORKSHEET 4
Cut and paste the diagram in APPENDIX 3.
The ovum attaches to the sperm to

form a zygote
Fetus
The zygote divides into a larger cell,

Newborn baby the embryo
16
Topic 2.0 Human
Content Standard 2.2 Nervous System
Learning Standard 2.2.1 Identify the type of human nervous system.

2.2.2 Describe the central nervous system and its function.
2.2.3 State the function of the peripheral system.
SPS Observing and Communicating.
Induction Set: According to teacher’s creativity.

Activity 1:
i. Pupils watch a video on https://youtu.be/tm-YGOFhhHE and
https://youtu.be/NALZwb-_YO4?t=61 about human nervous system.
ii. From the video’s explanation, pupils know the main function of human nervous
system.
iii. Pupils identify the type of human nervous system which are the central nervous
system and peripheral nervous system.
iv. Pupils fill in the blanks in the diagram of worksheet 1.
Activity 2:
i. Pupils identify the main part and each function of a nervous system based on the
given diagram.
ii. In groups, the pupils will create a central nervous system model using clay on a
‘manila’ cardboard and show it to the classroom. (A simple project)
iii. Pupils label the main parts of the human nervous system. (Worksheet 2).
Assessment:
Pupils complete the worksheet and the simple project.
Closure:
17
WORKSHEET 1
Fill in the blanks with correct answers.
Human Nervous System
1. Main function of nervous system is to ___________________________

_____________________________________________________________
2. Information is sent through nervous system in a form of transmitting signals called

________________.
3. Human nervous system is divided into two parts:
I. _______________
II. _______________
18
WORKSHEET 2
19
Topic 2.0 Human
Learning Standard 2.2.3 State the function of peripheral nervous system.

2.2.4 Predict the situation if the peripheral nervous system
fails to function.
2.2.5 Generate ideas on how to keep our nervous system
healthy.
SPS Observing, Communicating.
Induction Set: According to teacher’s creativity.

Activity 1:
i. Pupils watch a video at https://youtu.be/NALZwb-_YO4?t=61 about human nervous
system.
ii. Pupils observing observe the peripheral nervous system in the diagram given.
iii. Pupils answer the questions in worksheet 1.
Activity 2:
i. In groups of pupils, predict a situation if the peripheral nervous system fails to
function and how to keep the nervous system healthy.
ii. Pupils interpret the discussion in a form of mind map or I-Think map and present to
the classroom.
Assessment:
Pupils complete the worksheet and group presentation.
Closure:
20
WORKSHEET 1
1. What is the girl’s reaction?

_________________________________________________________________.
2. Predict what will happen if there is no reaction or response from the girl?
__________________________________________________________________.
3. Give two substances that will slow human responds to stimuli.

i) _______________________.
ii) ______________________.
4. A nervous system consists of __________________________ and

________________________.
5. Give two benefits of keeping human nervous system healthy.

i)__________________________________________________________________.
ii) _________________________________________________________________.
6. Which are the main components of central nervous system?

A. Brain and spinal cord
B. Brain and neuron
C. Spinal cord and neuron
D. Spinal cord and hormone.
21
7. Complete the flow chart below by showing the flow of impulses that happen during human
responses.
8. Match type of responses with suitable situations.
Type of responses Situation
Voluntary actions Pulling hands from hot objects.
Riding a bicycle down a hill.
Involuntary actions Secretion of saliva.
22
Topic
2.0 Human
Learning Standard 2.2.6 Explain the observation of a human nervous system

in a form of sketches, ICT, orally or verbally,
creatively.
SPS Observing, Communicating.
Induction set: According to teacher’s creativity.

Activity:
i. Pupils surf the internet to find and gather information about human nervous system.
ii. Pupils do a group activity to combine the information.
iii. Pupils do a folio, Microsoft Powerpoint or Sway presentations.
iv. Alternate group presentation within two weeks.
Closure:
I. Pupils sketch a diagram of human body and label the central nervous system and
peripheral nervous system individually.
Assessment:
The outcome of groups presentation and individual’s sketch.
Closure:
23
Topic 3.0 Microorganisms
Content Standard 3.1 Life Process and Effects of Microorganism Action
Learning Standard 3.1.1 Explain with examples the types of microorganisms

3.1.2 Generalize the meaning of microorganisms
3.1.3 Describe the life processes of microorganisms by
conducting investigations
SPS Observing, Measuring and Using Numbers, Making

Inferences, Controlling Variables, Making Hypotheses,
Experimenting
Activity 1:
i Pupils carry out the ‘Know Microorganisms’ activity by attaching a piece of paper that
forms a microorganism and naming the type of microorganism (group activity). The
teacher can also give the name of the type of microorganism and asks the pupil to
paste it in the space provided. (Refer APPENDIX 1)
ii Pupils make suggestions to define the purpose of microorganisms.
Activity 2:
i Pupils carry out investigations by station to describe the life processes of
microorganisms
a) Station 1 – microorganisms can breathe
b) Station 2 – microorganisms can move
c) Station 3 – microorganisms can grow/reproduce
ii Pupils complete the sheet using the science process skills involved (Refer to
APPENDIX 2)
Assessment:
Pupils complete the sheets by the station.
Closure:
24
WORKSHEET 1
Identify Microorganisms 1
Attach the pieces of paper provided to form the microorganism. Identify the names and types
of microorganisms.
Name of microorganism:
Type of microorganism:
25
WORKSHEET 2
of microorganisms.
26
WORKSHEET 3
of microorganisms.
27
WORKSHEET 4
of microorganisms.
28
WORKSHEET 5
of microorganisms.
29
WORKSHEET 6
of microorganisms.
30
WORKSHEET 7
of microorganisms.
31
WORKSHEET 8
of microorganisms.
32
APPENDIX 1
of microorganisms.
BACILLUS
BACTERIA
33
APPENDIX 2
of microorganisms.
AMOEBA
PROTOZOA
34
APPENDIX 3
of microorganisms.
YEAST
FUNGI
35
APPENDIX 4
of microorganisms.
MUCOR
FUNGI
36
APPENDIX 5
of microorganisms.
INFLUENZA
VIRUS
37
APPENDIX 6
of microorganisms.
HIV
VIRUS
38
APPENDIX 7
of microorganisms.
PARAMECIUM
PROTOZOA
39
APPENDIX 8
of microorganisms.
SPIROGYRA
ALGAE
40
Topic 3.0 Microorganism
3.1 Content Standard 3.1 Life processes and Effects of Microorganisms
Learning Standard 3.1.4 Experimenting to determine the factors that affect

the growth of microorganisms.
3.1.5 Describe the effects of microorganisms in daily life.
3.1.6 Explain the observations on microorganisms

through written or verbal forms, sketches, ICT in a
creative way.
Memerhati,SPS Observing, Measuring and Using Numbers, Making

Inferences, Controlling Variables, Making Hypotheses,
Experimenting
Activity 1:
i. Pupils will carry out an experiment in groups. (Worksheet 1(a) (b) (c) (d))
ii. Each group investigates the factors that affect the growth of microorganisms:
a) water
b) acidity
c) temperature
d) air
iii. Pupils will investigate microorganisms’ growth factors.
iv. Pupils record their findings. (Worksheet 1)
v. Pupils present their findings.
vi. Pupils conclude the factors that affect the growth of microorganisms including
nutrient by completing the thinking map – Circle Map (Worksheet 2)
Activity 2:
i. Pupils watch a video on the effects of microorganisms in daily life.
Internet link example:
https://www.youtube.com/watch?v=6ovCJj7N2O8
ii. Pupils answer a quiz. (Worksheet 3)
iii. Other pupils evaluate their friends’ answers.
Assessment:
Pupils complete the worksheets.
Closure:
41
WORKSHEET 1 (a)
Investigation 1
Aim : To investigate water as microorganisms’ growth factor.

Apparatus/Materials : Two slices of bread, some water, transparent plastics
Steps : 1. Prepare all the apparatus and materials needed.
2. Sprinkle some water on the surface of a slice of bread.
3. Insert both pieces of bread in the transparent plastics.
4. Keep in dark place for five days.
5. Label the plastics.
Bread A – not sprinkled with water
Bread B – sprinkled with water
6. Observe and record findings.
Record your findings.
Bread Day
1 2 3 4 5
Discuss.
a. Which bread mouldy?

_________________________________________________________________
b. What is your inference based on answer (a)?

_________________________________________________________________
42
WORKSHEET 1 (b)
Investigation 1
Aim : To investigate acidity as microorganisms’ growth factor.

Apparatus/Materials : Two slices of mango (accordingly), vinegar sufficiently, transparent
plastics
2. Immerse a slice of mango in vinegar.
3. Insert both slices of mango in the transparent plastics.
Mango A – no vinegar
Mango B – with vinegar
Mango Day
1 2 3 4 5
Discuss.
a. Which mango mouldy?

_________________________________________________________________

_________________________________________________________________
43
WORKSHEET (c)
Investigation 1
Aim : To investigate temperature as microorganisms’ growth factor.

Apparatus/Materials : Two fish (accordingly), transparent plastics
2. A fish is kept in the freezer while another one is left in room.
3. Insert both fish in the transparent plastics.
. Fish A – placed in a room
Fish B – placed in a freezer
Fish Day
1 2 3 4 5
Discuss.
a. Which fish mouldy?

_________________________________________________________________

_________________________________________________________________
44
WORKSHEET 1 (d)
Investigation 1
Aim : To investigate air as microorganisms’ growth factor.

Apparatus/Materials : Two slices of guava (accordingly), airtight plastic
2. A slice of guava is kept in an airtight plastic while another one is
left to expose to air
Guava Day
1 2 3 4 5
In room
In airtight
plastic
Discuss.
a. Which guava mouldy?

_________________________________________________________________

_________________________________________________________________
45
WORKSHEET 2
Circle Map
Complete the map with microorganisms’ growth factors.
46
WORKSHEET 3
Quiz
1. Which of the following is not a harmful effect of microorganisms?

A Food poisoning C Tooth decay
B Contagious disease D Air pollution
2. Diarrhea, vomiting and dizziness are food ______________ symptoms.
A fullness C poisoning
B sweetness D decaying
3. Tempe, bread and tapai are examples of food made from __________.
A yeast C bacteria
B protozoa D flour
4. Puan Siti is preparing food in the kitchen. Suggest a preventive way to avoid
the spreading of bacteria on food.
___________________________________________________________________
___________________________________________________________________
5. Mimi is having chickenpox. Should Mimi come to school as always?
Yes No
Why?
___________________________________________________________________
___________________________________________________________________
47
APPENDIX 9
Investigation of Microorganism’s Life Process 1: Microorganism breathe
Apparatus & Material: 2 conical flasks, 2 balloons, 1 packet of yeast, sugar,a teaspoon and
a tablespoon.
Investigation procedures:
i. Fill 250 ml water into a beaker
ii. Put three teaspoons of yeast into the beaker.
iii. Add one tablespoon of sugar and stir.
iv. Put the solution into a conical flask.
v. Repeat step i, ii, and iv for another conical flask.
vi. Put on balloons on the top mouthpiece of both conical flasks.
vii. Labeled the conical flask that contains sugar as A and conical flask that did not
contain sugar as B.
viii. Draw and record an observation for the condition of the balloon for conical flask A
and B.
Observation:
Conical flask A Conical flask B
The condition of the balloon on conical flask A ------------------------------------------------------------

whereas the condition of the balloon on conical flask B ------------------------------------------------.
48
Based on the investigation above, answer the following question:
1. State two information that has been collected.
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2. What is the purpose of this investigation?
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3. Construct one hypothesis of this investigation.
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4. Give inferences based on your observation in this investigation.
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5. Predict the condition of the balloon on conical flask A if the sugar was replaced with
salt. Give your reason.
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49
Investigation of Microorganism’s Life Process 2: Microorganism moves

Apparatus & Materials: Microscope, glass slide, pond water, spatula
Investigation procedures:
i. Use spatula to take the sample of pond water and put on the slide.
ii. Put the slide under the microscope with teacher’s guidance.
iii. Observe the slide through the microscope object’s lense every two minutes.
iv. Draw and record your observation.
Observation:
Time (minutes) 1 3 5
Microorganism
under microscope
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Based on the investigation, answer the following questions:
1. Give your inference based on the observation in this investigation.
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2. Construct one hypothesis of this investigation.
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50
Investigation of Microorganism’s Life Process 3: Microorganism grow
Apparatus & Materials: Bread, transparent plastic bag, water

Investigation Procedures:
i. Sprinkle water on bread and put it into a transparent plastic bag.
ii. Make observation on the bread for one week.
iii. Draw and record your observation.
Observation :
Day 1 3 5 7
Bread’s condition
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Based on the investigation made, answer the following questions:
1. Give inference based on the observation in this investigation.
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2. State one conclusion that can be made through this investigation.
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51
Topic 4.0 Interaction Among Living Things
Content Standard 4.1 Interaction among animals
Learning Standard 4.1.1 Describe types of interaction among living things.

4.1.2 Explain with examples factors of competition of
animals for intraspecies and interspecies.
4.1.3 Explain through examples of the symbiosis
interaction of the animals.
4.1.4 Explain observation of interaction among animals
through sketches, ICT, in written or verbal form.
SPS Observation, Communication, Classifying
Activity 1:
i. Pupils watch a video of types of interactions among animals.
Example of video link:
https://www.youtube.com/watch?v=Q_kJ0UEDX7c
https://www.youtube.com/watch?v=5qcEMyibc14
ii. A pupil explains to the peers on types of interaction among animals through Hot Seat
activity.
a) predator-prey
b) competition
c) symbiosis
iii. Pupils ask questions to their friends.
Activity 2:
i. In pair, pupils complete the tree map of factors of competition for intraspecies and
interspecies animal. (Worksheet 1)
ii. Pupils discuss the answers.
Activity 3:
i. In group, pupils discuss the pictures of symbiosis interaction among animals given.
(APPENDIX 1 (a) (b) (c) (d) (e))
ii. Pupils present their product of discussion.
iii. Pupil assesses their peers’ presentations.
Assessment:
Pupils complete Worksheet 1 and APPENDIX 1.
Closure:
52
WORKSHEET 1
I-Think Map – Tree Map
53
APPENDIX 1 (a)
SYMBIOSIS
Type of symbiosis interaction
Explanation
54
APPENDIX 1 (b)
SYMBIOSIS
Explanation
55
APPENDIX 1 (c)
SYMBIOSIS
Explanation
56
APPENDIX 1 (d)
SYMBIOSIS
sea anemone
hermit crab
Explanation
57
APPENDIX 1 (e)
SYMBIOSIS
Explanation
58
Topic 4.0 Interaction Among Living Things
Content Standard 4.2 Interaction among plants
Learning Standard 4.2.1. Describe the factors of competition among plants by

carrying out investigations.
4.2.2. Explain through examples the types of symbiosis

among plants.
4.2.3 Explain the observations of interaction among plants

through written or verbal forms, sketches or ICT in a
creative way.
SPS Observing, making inference, controlling variables, making

hypothesis, experimenting.
Activity 1:
i. Pupils brainstorm the factors of competition among plants and complete the circle
map. (Refer to APPENDIX 1)
ii. Pupils carry out the investigation at every station to find the factors of competition
among plants.
a) Station 1- Plants compete for water
b) Station 2- Plants compete for sunlight
c) Station 3- Plants compete for space
d) Station 4- Plants compete for nutrients
iii. Pupils complete the worksheet based on the results of their investigations. (Refer to
APPENDIX 2)
Assessment:
Pupils complete the worksheet at each station.
Closure:
Activity 2
i. Pupils are divided into small groups, and each group is given one type of
plant.
- Bird nest fern
- Oil palm tree
- Dedalu plant
- Mango tree
- Wild orchid
- Trees with wooden stem
59
ii. Pupils are asked to combine groups that form the symbiosis relationship.
iii. Pupils identify the symbiosis relationship that is involved in bigger groups.
iv. Pupils draw pictures of both plants that are involved in the symbiosis
relationship.
v. Pupils present their work.
Assessment:
Pupils complete the exercise given. (Refer APPENDIX 3)
Closure:
60
APPENDIX 1
Factors of
competition
among
plants
61
APPENDIX 2
Investigating factors of competition among plants
Apparatus: mung beans, 2 pots filled with soil, spoon, water

Steps of investigation:
i. Plant 5 mung beans into both pots with soil.
ii. Label the pots as A and B.
iii. Water the mung beans in pot A 5 spoons of water and pot B with only 2 spoons of
water.
iv. Place both pots in an open area.
v. Repeat step iii for a week.
vi. After 1 week, draw and record your observation.
Observation: The condition of the seedling in pot A and Pot B
Pot A Pot B
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62
Based on the investigation that has been carried out answer the questions:
1. State two variables that have to be kept constant in this investigation.
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2. What is the purpose of this investigation?
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3. Make a hypothesis in this investigation.
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4. Make an inference based on the observation in this investigation.
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5. Predict the condition of the seedlings if they are not watered for a week.
Give reason.
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63
Investigating factors of competition between plants: Plants compete for sunlight

Apparatus: mung beans, 2 pots filled with soil, boxes
Steps:
i. Plant 5 mung beans into each pot.
ii. Label the pots C and D.
iii. Put pot C into a box with a hole on the top.
iv. Place pot D in an open space.
v. Water both the pots with the same amount of water for a week.
vi. After 1 week, draw and record your observation.
Observation: The condition of the seedling in pot A and Pot B
Pot C Pot D
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1. State the responding variable in this investigation.
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2. State the constant variable in this investigation.
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3. Make inference based on the observation in this investigation.
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4. State a conclusion of this investigation.
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5. Are all the seedlings in pot A are of the same height? Give reason.
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65
Investigating factors of competition among plants : Plants compete for space.
Apparatus: mung beans, a big pot, a small pot, garden soil

Steps:
i. Fill up both pots with the same amount of soil.
ii. Plant 10 mung beans into each of the pots.
iii. Label the big pot as E and the small pot as F.
iv. Place both the pots in an open space.
v. Water both the pots with the same amount of water for a week.
vi. After a week, draw and record your observation.
Observation: the condition of seedlings in pot E and pot F
Pot E Pot F
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1. Give 2 information collected in this investigation.
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2. State the relationship between the manipulated variable and the responding variable.
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3. Make inference based on the observation in the investigation.
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Space affects competition among plants.
4. State a relationship based on the above statement.
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67
Station 3- Plants compete for nutrients.
Investigating factors of competition among plants: Plants compete for nutrients

Apparatus: mung beans, pot, garden soil, fertilizer, spoon
Steps:
i. Fill up both the pots with the same amount of garden soil.
ii. Plant 5 mung beans into each pot.
iii. Label the pots as G and H.
iv. Sprinkle 1 spoon of fertilizer into pot G and 3 spoons of fertilizer into pot H.
v. Water both the pots with equal amounts of water for a week.
vi. After a week, draw and record your observation.
Observation: the condition of seedlings in pot G and H
Pot G Pot H
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1. State the purpose of this investigation.
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2. Give an inference based on the observation in this investigation.
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3. Make a hypothesis for this investigation
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4. What is the importance of nutrients to the plants?
-------------------------------------------------------------------------------------------------------
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69
APPENDIX 3
Symbiosis interaction among plants
1. Match:
I.
Bird nest fern and oil palm
tree
Parasitism
II.
Mango tree and dedalu
plant
III. Commensalism
Wild orchid and woody
stem tree
IV. Rafflesia and roots of

woody stem tree
2. Which of these is the importance of interaction among living things to the ecosystem?
A. Ensure the survival of animal and plant species

B. Control the population of living things in a habitat
C. To maintain natural resources
D. To maintain the balance in the ecosystem
E. All of the above
70
Topic 5.0 Preservation and Conservation for Balance Nature
Content Standard 5.1 Preservation and Conservation for Balance Nature
Learning Standard 5.1.1. State the meaning of preservation and conservation

of animals and plants.
5.1.2 Generate ideas on how to preserve and conserve the

animals and plants.
5.1.3 Explain with example animals that are extinct.
5.1.4 Explain through examples animals and plants that

are endangered.
5.1.5 Describe the threatening factors of animals and

plants.
5.1.6 Generate ideas about the effects of preservation and

conservation on endangered animals and plants.
5.1.7 Explain the observations on preservation and

conservation through written or verbal forms,
sketches, ICT in a creative way.
SPS Observe, Communicate, Classify, Make Inferences, Predict
Activity 1:
i. Pupils watch a video about extinct animals.
Example of internet link.https://www.youtube.com/watch?v=PnKG8o3MYPY
ii. Pupils generate ideas about pictures of extinct animals in a group. (APPENDIX 1)
iii. Pupils find information about other extinct animals through Gallery Walk activity.
iv. Pupils evaluate the assignment result of other groups.
Activity 2:
i. Pupils produce scrapbooks about endangered animals and plants in pairs.
(APPENDIX 2)
ii. Pupils evaluate the answers of other pupils.
iii. A pupil representative becomes an expert to explain the threatening factors of
animals and plants to other pupils. (Hot Seat)
iv. Pupils ask questions to the expert.
Activity 3:
i. Pupils question and answer about the meaning of preservation and conservation of
animals and plants with other pupils.
ii. Pupils generate ideas on how to preserve and conserve animals and plants using a
tree map. (APPENDIX 1)
71
iii. Pupils brainstorm the effects of preservation and conservation on endangered

animals and plants.
iv. Pupils create a poster of “Love Flora and Fauna” theme.
v. Pupils present their work.
vi. Pupils appreciate their friends’ work.
Assessment:
Pupils complete Sheet 1, APPENDIX 1, and APPENDIX 2.
Closure:
72
APPENDIX 1 (a)
EXTINCT ANIMAL
Name of animal
Factor of extinction
73
APPENDIX 1 (b)
EXTINCT ANIMAL
Name of animal
74
APPENDIX 1 (c)
EXTINCT ANIMAL
Name of animal
75
APPENDIX 1 (d)
EXTINCT ANIMAL
Name of animal
76
APPENDIX 1 (e)
EXTINCT ANIMAL
Name of animal
77
APPENDIX 2
ENDANGERED ANIMALS
78
79
WORKSHEET 1
Tree Map : Ways of Preserving and Conserving Animals and Plants
80
PHYSICAL SCIENCE: Year 6
Topic Force
Content Standard 6.1 Force and Its Effect.
Learning Standard 6.1.1 State that force is a push or a pull that acts on an
object by carrying out activities.
6.1.2 Explain with examples the effects of force by
carrying out activities.
6.1.3 Explain the observation using sketches, ICT, in
written or verbal form.
SPS
Observing, making conclusion.
ACTIVITY 1:
i. Each pair of pupils is given a balloon.

ii. The pupils blow the balloon and ties it up tightly.
iii. Pupils are brought out from the class to play “throw and catch the balloon”.
iv. The pair who succeed to throw and catch the balloon without letting it fall for a long
time will be the winner and rewarded.
v. Pupil are guided by the teacher to conclude the activity conducted. Then, define the
force as a pull or push on the object.
vi. Pupil give examples of other activities that involve pulling, pushing, or pulling and
pushing. After the activity, pupils need to complete the double bubble map.
Assessment:
Pupils complete a double bubble map. (Refer APPENDIX 1)
Closure:
81
ACTIVITY 2
i. Pupil are formed into groups and given a handout of guidelines for this lesson.
(Refer APPENDIX 2)
ii. Pupil are brought to the school’s field.
iii. Pupil form a ball by using old newspapers and adhesive tape.
iv. Pupil are instructed to form a circle in their group and dodge the ball thrown by
the leader so the ball will not fall. The game will be stopped once the ball fall on
the ground or whenever the teacher ends the game.
v. A representative from each group is asked to bring the paper ball in front of the
goal post then kick it before it lands toward the goal post. The pupils who
succeeds will be rewarded.
vi. Another representative is asked to put the ball in front of the goal post then kick it
into the goal. Meanwhile, a representative from another group is asked to be the
goalkeeper. The group who succeed will be rewarded.
Assessment:
Pupil identify the effect of force by conducting several activities. (Refer APPENDIX 2)
Closure:
82
APPENDIX 1
Give an example of activities that involve pull, push, or pull and push.
Double Bubble Map: Activities involving force.
Pull Push
83
APPENDIX 2
Guideline for the activities: Effects of Force.
Force on an object can Force moves stationary Force stops moving object
change its speed object
Force change the shape of Force change the direction

an object of motion on a moving
object
For today’s lesson, pupils are required to read the guidelines, carry out the activities, and
identify the effect of forces.
Activity 1
Form a ball by using old newspapers and adhesive tape.
Based on the activity that has been carried out, the effect of force that can be observed is:
Activity 2
Form a group and sit in a circle. The leader of the group needs to toss the paper ball. Then,
other pupil needs to dodge out the paper ball without dropping it. The game will stop if the
paper ball in your group drops.
84
Activity 3
Choose a representative in your group to bring the ball in front of the goal post. Then, kick
the ball before it arrives at the goal post.
Activity 4
A representative from a group is asked to be a goal scorer. Meanwhile, a representative

from another group is asked to be a goalkeeper. The goal scorer will make a penalty kick
while the goalkeeper has to catch the ball kicked by the opposing team.
and
85
Topic 6.0 Force
Content Standard 6.2 Frictional Force
Learning Standard 6.2.1 State the meaning of frictional force by carrying out
the activities.
.
6.2.2 Describe the effects of friction.
SPS Observing, Making inferences, Defining, Communicating
Set Induction
(According to teacher’s creativity)
Activity 1:
i. Pupils simulate playing carrom.

ii. Pupils state their observation when the carrom stops on its own.
iii. Pupils relate the observation made to the topic and objectives of today’s lesson.
iv. Pupils watch Power Point slides and videos related to the topic of frictional force.
https://www.youtube.com/watch?v=YOdxurJ8gt0
v. Pupils participate in the question and answer session with the teacher.
Examples of teacher’s questions:

(a) What is the meaning of frictional force?
(b) Why the frictional force is important in daily life?
(c) What are the situations that involve frictional force in daily life?
Activity 2 :
i. Pupils discuss with the teacher the effects of frictional force.

ii. The teacher explains some situations that use frictional force.
iii. Pupils carry out several situations involving the effects of frictional force.
iv. Pupils discuss the effects of frictional force based on the examples of daily activities.
v. Pupils will complete the exercises in APPENDIX 1.
Activity 3
i. Pupils in pairs will produce a mind map of the effects of frictional force
ii. Pupils display their work in front of the class.
iii. The teacher will comment on the effects of frictional force.
Assessment:
Pupils make conclusions about the effects of frictional force by watching videos and make
preparations for the next topic which is the factor that influences frictional force.
https://www.youtube.com/watch?v=XUQoNa8KR3o
Closure:
86
APPENDIX 1
Complete the sentences with correct answers.
1. Frictional force is a force that ___________________ movement.
2. Frictional force occurs when two surfaces are in contact during ____________.
3. Frictional force slows down the _____________ object and finally ___________ it.
4. Frictional force causes the surface to become ___________.
5. Frictional force makes it difficult to ___________ or __________ a heavy object.
6. Frictional force causes the surfaces to be _________________.
7. Frictional force slows down the ____________ of an object.
Hot stops motion
Pull opposes moving
movement push worn out
87
Topic 6.0 Force
Content Standard 6.3 Air Pressure
Learning Standard 6.3.1 Describe the existence of air pressure in

surrounding by carrying out activities.
6.3.2 Relate between air pressure and altitude level.
SPS Observing, Experimenting dan Communicating.
Set Induction: According to teacher’s creativity
Activity 1:
1. Pupils blow balloons until they are large.
2. Pupils discuss how the balloon can inflate.
3. The teacher guides the pupils to state that there is air pressure inside the balloon
causing the balloon to inflate.
Activity 2:
1. Pupils carry out activities in groups.

2. Each group is supplied with a cup and a piece of hard cardboard.
3. Pupils fill water into the cup and cover the cup with hard cardboard.
4. Pupils hold the cup and cardboard. Next, they invert it quickly.
5. Pupils release their hand from the cardboard and observations are made towards the
water in the cup.
6. Pupils complete the worksheet (WORKSHEET 1).
Activity 3:
1. Pupils are shown a video about mountain climbers who face difficulty in breathing
when they are at the top of the mountain.
2. Pupils relate the situation to air pressure, with guidance from the teacher.
3. The teacher guides pupils to state the relationship, the higher the sea level, the lower
the air pressure.
4. Pupils are given a worksheet (WORKSHEET 2).
5. Pupils complete worksheet individually.
6. Pupils discuss with the teacher the answers to the worksheet.
Assessment:
Pupils complete the worksheet related to the activities performed.
Closure:
88
WORKSHEET 1
1. What will happen when the cardboard is released?
______________________________________________________________
______________________________________________________________
2. Give a reason for the answer in question 1.
______________________________________________________________
______________________________________________________________
3. Mark the existence of air pressure using the sign (↑) in the diagram below.
89
WORKSHEET 2
Answer all the following questions.
1. Ahmad filled a plastic bottle with water. He closed the bottle tightly. Then, a hole was
drilled at the bottom of the bottle using a thumbtack. The condition of the water in the
bottle was observed.
a) State one observation from the activity above.
________________________________________________________
________________________________________________________
b) Give one inference for the answer in (a).
________________________________________________________
________________________________________________________
c) Predict what will happen if Ahmad opens the bottle cap.
________________________________________________________
________________________________________________________
d)
Air pressure is affected by altitude
State the hypothesis based on the statement above.
________________________________________________________
________________________________________________________
90
Topic 6.0 Force
Content Standard 6.3 Air Pressure
Learning Standard 6.3.3 Explain with example the uses of air pressure in
daily life activities.
6.3.4 Explain the observation of air pressure through
sketches, ICT, written, or verbal forms in a creative
way.
SPS Observing, experimenting, and communicating.
Set Induction: According to teacher’s creativity.

Suggestions: revised the previous lesson. (6.3.1 & 6.3.2)
Activity 1:
1. One of the pupils was asked to come in front of the class.
2. The pupils drinks a glass of water with the usage of a straw.
3. The pupil discuss the air pressure which causes the water to travel through
the straw with the teacher.
straw
Air pressure
High pressure
lower pressure
Activity 2: (work station)

1. Pupils are divided into a few small groups.
2. The teacher prepares a few stations related to the application of air pressure.
3. Pupils take turns to carry out the activities in every station.
4. Pupils complete worksheet 1 based on the activities carried out.
5. Pupils present their work in front of the class.
91
Station 1:
Piston
Lower pressure
Higher pressure
Station 2:
Sifon
Higher pressure
Lower pressure
Station 3:
Spray pump
push
Higher pressure
92
Activity 3:
1. The teacher gives a situation where the washing basin in the household was
clogged.
2. Pupils respond to how to solve the problem. The teacher accepts all the
responses.
3. The teacher shows how to solve the problem with the uses of the toilet suction
pump.
4. Pupils discuss in groups to complete worksheet 2.
5. Pupils present the work in front of the class.
Assessment:
Pupils complete the worksheet based on activities that have been carried out.
Closure:
Pupils state the examples of objects that use the application of air pressure.
93
WORKSHEET 1
Mark the presence of air pressure with (→) in the picture given.
Station 1
Piston
Station 2
Sifon
Station 3
Spray pump
push
94
WORKSHEET 2
A pupil could not pour milk from only one hole from a condensed milk can. Suggest ways to
help the pupils to solve the problem. Sketch the problem-solving method in the space given.
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
95
Topic 7.0 Speed
Content Standard 7.1 Speed of Object
Learning Standard 7.1.1 Explain the meaning of speed by carrying out

activity such as race competition.
7.1.2 State the units for speed i.e. kilometre per hour
(km/h), metre per second (m/s), centimetre per
second (cm/s).
7.1.3 Carry out an investigation to relate speed, distance
and time.
SPS Observing, Making inference, Communicating, Predicting
Induction set:
1. The teacher shows a picture of the speed limit symbol (APPENDIX 1). Pupils give the
meaning/function of the symbol.
2. Pupils look at three pictures of animals (APPENDIX 2). Pupils are asked some
questions as follows:
a. Do these animals have a speed?
b. Which animal is the fastest / slowest?
Activity 1:
1. Pupils are divided into groups of three / four.
2. Each group is given a task sheet.
3. Pupils discuss and complete the task sheet.
Assessment
Pupils complete the sheets by the station.
Closure:
96
APPENDIX 1
97
APPENDIX 2
a. Do these animals have a speed?
98
EARTH AND SPACE: Year 6
Topic 11.0 Galaxy
Content Standard 11.1 The Milky Way Galaxy
Learning Standard 11.1.1 State the meaning of galaxy

11.1.3 Describe the Milky Way Galaxy
Summarize that the Solar System is in the Milky
Way Galaxy
SPS Observing, communicating, making inferences
Set Induction (According to teacher’s creativity)
i) Pupils are given time to find picture cards that are pasted under their respective
tables.
ii) Pupils paste the picture cards and anticipate the topic of the day.
Activity 1
i) The teacher asks pupil a few questions based on the picture cards.
Example:
a) What do you see when looking at the sky at night?
b) What is the name of our galaxy?
ii) The teacher accepts answers from pupils and then shows a video entitled “From the
Earth to the Galaxy’
https://www.youtube.com/watch?v=GYYvKxchHrM
The teacher gives explanations about the video.
iii) Teacher asks pupils a few questions about the galaxy.
Example:
a) What does galaxy mean?
b) What does our universe consist of?
c) Where is the Solar System located?
d) Compare the size of a galaxy to the Solar System.
99
Activity 2:
i) Teacher explains the topic of the day with the help of notes from the Galaxy
presentation slides.
ii) Pupils are given an explanation that a Galaxy is a system that consists of millions of
stars, gases and dust particles that are bound by the force of gravity and the Solar
System is within the Milky Way galaxy and has a gravitational pull.
iii) Pupils construct an i-think map (bubble map) to describe the constituents of a galaxy.
Aktiviti 3:
i) The teacher summarizes the topic of the day with the help of the i-think maps built by
the pupils.
Additional Notes: A Galaxy is a group of stars that make up a system, consisting of

one or more large space bodies/entities and are surrounded by other celestial bodies
as its members which are moving around it regularly.
ii) Pupils answer worksheet. (WORKSHEET 1)
Assessment
Pupils answer WORKSHEET 1.
Closure:
Pupils view another short video on the galaxy.

https://www.youtube.com/watch?v=KOz94Ng4BD4
100
WORKSHEET 1
A. Answer all the questions.
1) What is the meaning of the galaxy?

Galaxy is a system that consists of __________________, ________________,
__________________ and bound by gravity force.
2) The Solar System is in ____________________ galaxy.
3) A galaxy has its own _________________.
4) The Solar System consists of ________________ planets
5) The Milky Way Galaxy is a shape of _________________.
light Spiral the Milky Way eight
millions of
dust particles planets
stars gases
101
APPENDIX
POWERPOINT SLIDES (EXAMPLE)
102
103
104
PICTURES OF GALAXY (EXAMPLE)
105
106
Example of Galaxy Bubble Map
star gas
Galaxy
dust
planet
dust
107
11.0 Galaxy
Topic
Content Standard 11.1 The Milky Way Galaxy
Learning Standard Carry out a simulation to show the size of the

11.1.4 Solar System in the Milky Way galaxy and
amaze with God’s creation.
Explain the observations of galaxies through written

11.1.5 or verbal forms, sketches or ICT in a creative way.
SPS
Observing, communicating, making inferences.
Induction Set - According to teacher’s creativity
i) The teacher starts the lesson with a video presentation

https://study.com/academy/lesson/the-structure-of-our-galaxy.html
ii) Pupils are given time to ask questions about the video. The teacher explains the
different types of galaxy shapes and the Milky Way spiral shaped like a disc.
Activity 1:
i) Teacher distributes some reference books related to the topic of galaxies.

ii) Pupils are given activities in pairs to gather information about galaxies and the
universe.
iii) Pupils build a concept map based on information obtained from the reference books
and their map layout in front of the class.
Activity 2:
i) Pupils move to their groups.

ii) Pupils are given some materials to build a model of the Milky Way galaxy.
Materials: black cardboard, glue, mineral bottle cap/ round cotton, dust
glitters and white straps.
108
i. Pupil build a model of the Milky Way and predict the position of the Solar System in
the Milky Way circle.
ii. Pupils display their Milky Way model in front of the class.
Activity 3:
i) The teacher concludes the topic of the day by making a simulation of the shape of
the Milky Way and its members. Pupil are involved in the simulation. The teacher
made this simulation in an open area such as a field involving the whole class.
ii) Pupils wear cards written with the words Sun, names of planets, gas, dust and stars.
iii) Pupils simulate the Milky Way galaxy and the position of the Solar System in the
Milky Way.
Assessment:
Pupils answer Worksheet 1.
Closure:
Pupils watch a short video about galaxy.

https://www.youtube.com/watch?v=MMQrwmUgkH8
109
WORKSHEET 1
A. State TRUE or FALSE for statement below.
1) The galaxy is very large.
2) The Milky Way Galaxy is the only one galaxy in the universe.
3) Stars and planets are part of universe.
4) The galaxy does not have its own light.
5) The Milky Way Galaxy is spiral-shaped.
6) The Solar System is in one of the circles in Milky Way galaxy
110

Teaching and Learning Module KSSR (Semakan 2017) Science Year 6

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Teaching and Learning Module KSSR (Semakan 2017) Science Year 6

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KURIKULUM STANDARD SEKOLAH RENDAH

Panduan Pengajaran dan Pembelajaran

BAHAGIAN PEMBANGUNAN KURIKULUM

Topic 2.0 Human

Content Standard 2.1 Human Reproduction

Induction Set: According to teacher’s creativity

Complete the female reproductive organ below.

1. The diagram shows the

2. What is the function of organ A?

2. What is the function of organ B?

1. The diagram shows the

2. What is the function of organ C?

2. What is the function of organ D?

2. What is the function of organ E?

2. What is the function of organ F?

THE MALE REPRODUCTIVE ORGAN AND ITS FUNCTIONS

THE FEMALE REPRODUCTIVE ORGAN AND ITS FUNCTIONS

To produce ovum The place where the sperm

A place for fetus’ growth To produce sperms

To eject the sperms into Receive sperms from the

Topic 2.0 Human

Content Standard 2.1 Human Reproduction

Learning Standard 2.1.2 Explain the process of human fertilisation until

2.1.3 Provide reasoning on the importance of

Induction set: According to teacher’s creativity

The testicles produce The zygote is formed after

The zygote passes through After nine months, the

Sperm enter the vagina The ovaries produce ovum

The fertilization process Two months after

APPENDIX 1 - FLOW MAP

HUMAN FERTILIZATION PROCESS

The ovum attaches to the sperm to

The zygote divides into a larger cell,

Topic 2.0 Human

Content Standard 2.2 Nervous System

Learning Standard 2.2.1 Identify the type of human nervous system.

SPS Observing and Communicating.

Induction Set: According to teacher’s creativity.

Human Nervous System

1. Main function of nervous system is to ___________________________

2. Information is sent through nervous system in a form of transmitting signals called

3. Human nervous system is divided into two parts:

Topic 2.0 Human

Content Standard 2.2 Nervous System

Learning Standard 2.2.3 State the function of peripheral nervous system.

SPS Observing, Communicating.

Induction Set: According to teacher’s creativity.

1. What is the girl’s reaction?

3. Give two substances that will slow human responds to stimuli.

4. A nervous system consists of __________________________ and

5. Give two benefits of keeping human nervous system healthy.

6. Which are the main components of central nervous system?

8. Match type of responses with suitable situations.

Type of responses Situation

Voluntary actions Pulling hands from hot objects.

Riding a bicycle down a hill.

Involuntary actions Secretion of saliva.

Content Standard 2.2 Nervous System

Learning Standard 2.2.6 Explain the observation of a human nervous system

SPS Observing, Communicating.

Induction set: According to teacher’s creativity.

Topic 3.0 Microorganisms

Content Standard 3.1 Life Process and Effects of Microorganism Action

Learning Standard 3.1.1 Explain with examples the types of microorganisms