1

NAME : …………………………………………………………… CLASS : ………………. SCHOOL : …………………………………………………………….

2

Activity Code : 6/1/1/ 1.1 Learning Area : 1.Interaction among living thing Learning Objective : 1.1 Understanding that some animals live in group and others live in solitary. Learning Outcomes : 1.1.1-1.1.7 Method : Discussion Apparatus : Chart Steps 1.Study the picture of animals shown below. 2.Classify the animals below according to the way they live. eagle lion horse goat pangolin chameleon giraffe butterfly 3.Record your findings

SPS 4 C1/C2/C4 Live in group Live in solitarily

3

Questions 1. State two ways of behaving which are characteristics of animals

that a) Live in a solitarily i…………………………………………………………………….. ii……………………………………………………………………. b) Live in a groups i…………………………………………………………………….. ii……………………………………………………………………. 2. Give two forms of interaction among animals. i…………………………………………………………………….. ii……………………………………………………………………. 3. Conclusion

Some animals live in ………………………………………………

and some animals live …………………………………………….

SPS 1 C1 SPS 2 C1/C2 SPS 4 C2/C3

4

Activity Code : 6/1/1/1.2 Learning Area : 1 Interaction among living things Learning Objective : 1.2 Understanding that competition is a form of interaction among living things Learning Outcomes : 1.2.5-1.2.6 Method : Discussion Apparatus : Picture Steps 1. The picture showing the interaction among plants in the forest have different height. 2. Record the observation.

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

SPS 2 C2/C3 SPS 4 C1/C3

5

Activity Code : 6/1/1/1.2 Learning Area : 1 Interaction among living things Learning Objective : 1.2 Understanding that competition is a form of interaction among living things Learning Outcomes : 1.2.5-1.2.6 Method : Experiment Apparatus : Green bean, two pots, wet cotton wool. Steps 1. Place some cotton wool into two pots label X and Y of the same size. 2. Put two green bean seeds in pot X and thirty green bean seeds in pot Y 3. Left both pots for a week. 4. Measure the height of the green been seedling. 5. Record your observation. Questions 1. What do plant compete for ? ……………………………………………………………………… 2. State …. i) What is to change : ……………………..……………………… ii) What to measure : ……………………………………………… iii) What is keep the same : ….…………………………………….

SPS 1 C1/C3 SPS 7 C6 SPS 5 C3 SMS 2 C1/C2 SPS 7 C2/C

Pots Number of green beans Height of the seedling (cm)

X 2

Y 30

6

3. State the relationship between the number of green bean seeds and the height of the seedlings. ………….…………………………………………………………..

…….………………………………………………………………..

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

i…………………………………

ii………………………………..

iii……………………………….

SPS 7 C1 SPS 4 C1

7

Activity Code : 6/1/1/1.3 Learning Area : 1 Interaction among living things. Learning Objective : 1.3 Understanding the responsibility of Human being in protecting endangered species. Learning Outcomes : 1.3.2,1.3.4,1.3.5 Method : Discussion Apparatus : Picture of animals. Steps 1. The picture show the animals facing the threat of extinction. 2. The factors that causing the extinction of animals are identified. 3. The ways to prevent the animals from becoming extinct are defined. Name the animals and state the factors of extinction : 1 i) Name : ………………………….. ii) Hunted for ……………………... 2 i) Name : ………………………….. ii) Hunted for ……………………… 3 i) Name : ………………………….. ii) Hunted for ……………………… 4. Why the animals become extinct ? i)……………………………………………………………... ii)……………………………………………………………. 5. Suggest two ways of preventing animals from becoming extinct? i)……………………………………………………………... ii)…………………………………………………………….

SPS 4 C1/C2/C4 SPS 7 C6

8

Activity Code : 6/2/1/1.1 Learning Area : Force Learning Objective : 1.1 Understanding that push and pull are force. Learning Outcomes : 1.1.1-1.1.2 Method : Simulation Apparatus : Pupils Steps 1. Carry out all the activities given below 2. Find out what happens to the object or what you feel. 3. Record your finding in the table given below 1.Tick (/) in the correct activities : 2. What is force ?

Force is a ………………………………………………………….. 3. Give two another examples of pushing activities?

i…………………………………………….

ii……………………………………………

4. Give two another examples of pulling activities?

i…………………………………………….

ii……………………………………………

SPS 1 C1/C3 SMS 2 C2/C3 SPS 7 C6

Activities Push Pull

d. Pulling a flag.

a. Pulling each others hands.

b. Pushing each others hands.

c. Kicking a ball.

9

Activity Code : 6/2/1/1.2 Learning Area : 1 Force Learning Objective : 1.2 Understanding the effects of a force. Learning Outcomes : 1.1.3 Method : Experiment Apparatus : Plasticine, sponge, spring Steps 1. Carry out all the activities given below. 2. Draw the observation in the table below to the object after force is applied.

Conclusion

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

SPS 1 C1/C3 SPS 7 C6

Activities

Effect of the activities

Observation The object becomes ...

a. Press the plasticine.

b. Pulling the spring.

c. Squeezing the sponge.

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Activity Code : 6/2/1/1.2 Learning Area : 1.Force Learning Objective : 1.2 Understanding the effects of the force. Learning Outcomes : 1.2.1-1.2.2 Method : An experiment Apparatus : Rubber ball/ ping pong ball Steps 1. The activities carried out based in table below. 2. Record your findings. Questions : 1. A force can …..

(i) ……………...a stationary object.

(ii)……………….the speed of an object.

(iii) make an object to move ……………...or ………………. 2. Predict what will happen if a moving object is pushed from directions ?

………………………………………………………..

SPS 1 C1 SPS 7 C2/C6

Activity Result

(a) Push a stationary ball

(b) Pushing the moving ball harder

(c) Stop the moving ball

11

Activity Code : 6/2/2.1/1

Learning Area : Movement

Learning Objective : 2.1 Understanding speed

Learning Outcomes : 1. State that an object which moves faster

travels a longer distance in a given time

Method : Experiment

Apparatus : Stop watch, measuring tape.

Steps : 1. Mark the starting point before continues the activities.

2. Ask your friend to get ready at the starting point for start their

running.

3. Use the stop watch, to record the time taken in 10 second.

4. Record the distance travel by the student into the table given and

calculate the speed for each student.

Answer the questions

1. Who are the fastest?

____________________________________________________

2. Give your inference based on your observations in the table above.

_____________________________________________________

3. State the trend of speeding by a student from the table above.

_____________________________________________________

SPS3 C1/C2/C3/C4 Name of student Time taken

( s ) Distance

( m ) Speed (m/s)

10

10

10

10

12

Activity Code : 6/2/2.1/ 2

Learning Area : Movement

Learning Objective : 2.1 Understanding speed

Learning Outcomes : 2. State that an object which moves faster takes

a shorter time to travel a given distance

Method : Experiment Apparatus : Stop watch

Steps : 1. Mark the distance for 50 metres.

2. Ask your friend to get ready at the starting point for start their

running.

3. Use the stop watch, to record the time taken for each student

4. Record the time taken by the student into the table given and calcu-

late the speed for each student.

Answer the questions

1. Who are the fastest?

____________________________________________________

2. Give your inference based on your observations in the table above.

_____________________________________________________

3. State the trend of speeding by a student from the table above.

_____________________________________________________

SPS3 C1/C2/C3/C4

Name of student Distance ( m )

Time taken ( s )

Speed (m/s)

50

50

50

50

13

Activity Code : 6/3/1.2/2

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

preservation

SPS 1 C1,C2 SPS 2 C1,C2,C3,C4

14

. .

1. Which food can preserve more than one way? ______________________________________________________ 2. Why the food need to preserve ? ______________________________________________________ 3. What are the similarities between the canning and bottling in the preserving food. ______________________________________________________ 4. Which food can preserve with the freezing, drying and salting

process? ______________________________________________________

15

Activity Code : 6/4/2.1/2

Learning Area : 2. Waste management

Learning Objective : 2.1 Understanding the effects of improper disposal of waste on the environment Learning Outcomes : 1. Identify types of waste in the environment

Method : Discussion Apparatus : The picture of the waste disposal Steps : 1. Observe the picture given and classify the type of the waste.

SPS 1 C1,C3 SPS 2 C1,C2

1. ____________________________________________

2. ____________________________________________

16

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

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

________________________________________________________

SPS 2 C1,C2 SPS 2 C1,C2,C3

1. ____________________________________________

2. ____________________________________________

Housing

Factories

17

Activity Code : 6/4/1.2/2

Learning Area : 1

Learning Objective : 1.2 Understanding the eclipse of the sun

Learning Outcomes : 2. Explain why an eclipse of the sun occurs.

Method : Simulations Apparatus : Globe, torch light, ping pong ball, thread and

cellophane tape

Steps : 1. Hang up two ends of the thread at the ping pong ball with cellophane tape 2. Place the globe on the table.

3. Place the torch light at the end of the table, and then switch it on.

4. Hang up the ping pong ball parallel with the globe and torch.

5. Move the ping pong ball around the globe and stop between the

torch and globe.

6. Observe the surface of the globe .

Torch light

Ping pong ball

Globe Thread

18

1. What can be observed when the ping pong ball was placed between the torch

and the globe

___________________________________________________________

2. State the phenomenon that occurs from the activity.

___________________________________________________________

3. Draw and label the diagram of the phenomenon occurred.

4. State how the phenomenon occurs.

______________________________________________________

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

______________________________________________________

6. What will happen if the moon was not placed parallel between the

sun and the earth?

______________________________________________________

SPS 1 C1,C3 SPS 4 C1 SPS 4 C2,C3 SPS 5 C1,C4

19

Activity Code : 6/4/1.1/3

Learning Area : 1

Learning Objective : 1.2 Understanding the eclipse of the moon

Learning Outcomes : 2. Explain why an eclipse of the moon occurs.

Method : Simulations Apparatus : Globe, torch light, ping pong ball, thread and

cellophane tape

Steps : 1. Hang up two ends of the thread to the ping pong ball with cellophane

tape

2. Place the globe on the table

3. Place the torch light at the end side of the table, and then switch it on

4. Hang up the ping pong ball parallel with the globe and torch light

5. Move the ping pong ball around the globe and stop behind the globe

6. Observe what will happen at the surface of the globe. .

Ping pong ball

Tread

Torch light

Globe

20

1. What can be observed when the ping pong ball was placed parallel

behind the globe?

______________________________________________________

2. State the phenomenon that occurs from the activity

______________________________________________________

3. Draw and label the diagram of the phenomenon occurred

4. State how the phenomenon occurs.

______________________________________________________

5. What will happen if the moon was not placed parallel between the sun and the moon?

_____________________________________________________

6. Give a conclusion for the phenomenon above.

_____________________________________________________

SPS 1 C1,C3 SPS 4 C1 SPS 4 C2,C3 SPS 5 C1,C4

21

Activity Code : 6/5/1.2/2 Learning Area : Machine Learning Objective : Analysing a complex machine Learning Outcomes : Conclude that a complex machine is made up of more than one simple machines Method : Experimenting Apparatus : Bicycle, stopwatch. Steps 1. Work in group . 2. The Investigation must be carried out in a big area 3. Mark a distance of 50m. 3. One pupil walking and one pupil cycling to reach the distance. 4. Record the time taken using the stopwatch in the table below. 5. Record your findings. 1) Which type of movement the pupil take a less time to reach? …………………………………………...….…………….. 2) Give the reasons for your answer in (1). ………………………………………………………...…… 3) List the type of simple machines at the bicycle. i…………………..………..…….. ii………………...…………….…. iii…………………………...……. 4) What is the complex machine? ……………………………………………………….……. 5) State i) What is changed:……………………….………..…… ii) What is observed :…………………….……………… iii) What is kept the same :……………….………...……. . 6) Give the conclusion from this experiment. ……………………………………………...……………..

SPS3 C2 SPS6 C1 SPS1 C3 SPS6 C2 SPS6 C3/C4

Type of movement Time taken (s)

Walking

Cycling