SCIENCE YEAR 6

WEEK DAILY LESSON NOTE1

(2P)Learning Area: Investigating Living ThingsLearning 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 solitary1.3 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 ThingsLearning 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 ThingsLearning 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 ThingsLearning 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. foodb. waterc. mated. sheltere. territory / space

v. Pupils gather all information in form of mind map in their note book.

Reflection:

3(2p)

Learning Area: Investigating Living ThingsLearning 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 competeActivities:

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 resourcesb. limited water resourcesc. trying to get mate for breedingd. defending or looking for territorye. 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 ThingsLearning 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 otherActivities:

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:

4(2P)

Learning Area: Investigating Living ThingsLearning 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 ThingsLearning 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

speciesd. 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 ThingsLearning 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 loggingb. Illegal and excessive huntingc. 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:

5(3P)

Learning Area: Investigating Living ThingsLearning 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 loggingb. Illegal and excessive huntingc. 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 EnergyLearning 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(3P)

Learning Area: Investigating Force and EnergyLearning 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 object1.2.2 State that a force can change the motion of an object1.2.3 State that a force can change the shape of an objectActivities:

i. Pupils carry out activities and discuss the effects of pushinga. a stationary ballb. 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 objectb. stop a moving objectc. change the direction of a moving objectd. make an object move faster and slowere. change the shape of an object

Reflection:

7(2P)

Learning Area: Investigating Force and EnergyLearning 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 forceActivities:

i. Pupils observe an object such as a coin sliding on the surfaceii. 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 handsb. 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 EnergyLearning 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 palmsb. pulling a heavy objectc. 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:

82

Learning Area: Investigating Force and EnergyLearning Objective:1.3 Analyzing friction Learning outcomes: After this lesson, pupils should be able to: 1.3.2 describe ways to reduce friction1.3.3 describe ways to increase frictionActivities:

i. Pupils compare the effect of friction by rubbing their palms:a. without oilb. 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:

83

Learning Area: Investigating Force and EnergyLearning 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:

93

Learning Area: Investigating Force and EnergyLearning 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:

92

Learning Area: Investigating Force and EnergyLearning 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 ofsurfaces affects the distance a trolley moves.

Reflection:

103

Learning Area: Investigating Force and EnergyLearning Objective:2. Movement 2.1 Understanding speedLearning 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:

102

Learning Area: Investigating Force and EnergyLearning Objective:

2. Movement 2.1 Understanding speedLearning 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:

113

Learning Area: Investigating Force and EnergyLearning Objective:

2. Movement 2.1 Understanding speedLearning 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:

112

Learning Area: Investigating MaterialLearning 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:

123

Learning Area: Investigating MaterialLearning 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:

122

Learning Area: Investigating MaterialLearning 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:

133

Learning Area: Investigating MaterialLearning 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:

132

Learning Area: Investigating MaterialLearning 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:

143

Learning Area: Investigating MaterialLearning 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:

142

Learning Area: Investigating MaterialLearning 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:

153

Learning Area: Investigating MaterialLearning 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:

152

Learning Area: Investigating MaterialLearning 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:

163

Learning Area: Investigating MaterialLearning 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:

162

Learning Area: Investigating MaterialLearning 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 foodReflection:

173

Learning Area: Investigating MaterialLearning 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 wasteActivities: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:

172

Learning Area: Investigating MaterialLearning 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:

183

Learning Area: Investigating MaterialLearning 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:

184

Learning Area: Investigating MaterialLearning 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: