Panduan Pengajaran dan Pembelajaran PdP KSSR Semakan 2017 Sains Tahun 6 Versi Bahasa Inggeris

LIFE SCIENCE: Year 6

WORKSHEET (c)
Investigation 1

Aim : To investigate temperature as microorganisms’ growth factor.

Apparatus/Materials : Two fish (accordingly), transparent plastics

Steps : 1. Prepare all the apparatus and materials needed.

2. A fish is kept in the freezer while another one is left in room.

3. Insert both fish in the transparent plastics.

4. Label the plastics.
. Fish A – placed in a room

Fish B – placed in a freezer

5. Observe and record findings.

Record your findings.

Fish Day
23
1 45

A

B

Discuss.

a. Which fish mouldy?
_________________________________________________________________

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

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LIFE SCIENCE: Year 6

WORKSHEET 1 (d)
Investigation 1

Aim : To investigate air as microorganisms’ growth factor.

Apparatus/Materials : Two slices of guava (accordingly), airtight plastic

Steps : 1. Prepare all the apparatus and materials needed.

2. A slice of guava is kept in an airtight plastic while another one is

left to expose to air

3. Observe and record findings.

Record your findings.

Guava Day
23
1 45

In room

In airtight
plastic

Discuss.

a. Which guava mouldy?
_________________________________________________________________

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

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LIFE SCIENCE: Year 6

WORKSHEET 2
Circle Map

Complete the map with microorganisms’ growth factors.

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LIFE SCIENCE: Year 6

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?
___________________________________________________________________
___________________________________________________________________

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LIFE SCIENCE: Year 6

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 B
Conical flask A

The condition of the balloon on conical flask A ------------------------------------------------------------
whereas the condition of the balloon on conical flask B ------------------------------------------------.

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LIFE SCIENCE: Year 6
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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LIFE SCIENCE: Year 6

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: 1 35
Time (minutes)

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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LIFE SCIENCE: Year 6
Investigation of Microorganism’s Life Process 3: Microorganism grow

Apparatus & Materials: Bread, transparent plastic bag, water 7
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

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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LIFE SCIENCE: Year 6

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.
SPS 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.

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:
Pupils conclude today’s lesson with the teacher’s guidance.

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LIFE SCIENCE: Year 6

WORKSHEET 1

I-Think Map – Tree Map

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LIFE SCIENCE: Year 6

APPENDIX 1 (a)

SYMBIOSIS

Type of symbiosis interaction
Explanation

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LIFE SCIENCE: Year 6

APPENDIX 1 (b)

SYMBIOSIS

Type of symbiosis interaction
Explanation

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LIFE SCIENCE: Year 6

APPENDIX 1 (c)

SYMBIOSIS

Type of symbiosis interaction
Explanation

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LIFE SCIENCE: Year 6

APPENDIX 1 (d)

SYMBIOSIS

sea anemone hermit crab

Type of symbiosis interaction
Explanation

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LIFE SCIENCE: Year 6

APPENDIX 1 (e)

SYMBIOSIS

Type of symbiosis interaction
Explanation

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LIFE SCIENCE: Year 6

Topic 4.0 Interaction Among Living Things
Content Standard
Learning Standard 4.2 Interaction among plants

SPS 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.

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:
Pupils conclude today’s lesson with the teacher’s guidance.

Activity 2 Pupils are divided into small groups, and each group is given one type of
i. plant.
- Bird nest fern
- Oil palm tree
- Dedalu plant
- Mango tree
- Wild orchid
- Trees with wooden stem

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LIFE SCIENCE: Year 6
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:
Pupils conclude today’s lesson with the teacher’s guidance.

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LIFE SCIENCE: Year 6

APPENDIX 1

Factors of
competition

among
plants

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LIFE SCIENCE: Year 6

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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LIFE SCIENCE: Year 6
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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LIFE SCIENCE: Year 6
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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LIFE SCIENCE: Year 6
Based on the investigation that has been carried out answer the questions:

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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LIFE SCIENCE: Year 6
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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LIFE SCIENCE: Year 6
Based on the investigation that has been carried out answer the questions:

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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LIFE SCIENCE: Year 6

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 H
Pot G

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LIFE SCIENCE: Year 6
Based on the investigation that has been carried out answer the questions:

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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APPENDIX 3 LIFE SCIENCE: Year 6
Symbiosis interaction among plants
Parasitism
1. Match: Commensalism

I.

Bird nest fern and oil palm
tree

II.

Mango tree and dedalu
plant

III.

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

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Topic LIFE SCIENCE: Year 6
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
SPS 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.

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)

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LIFE SCIENCE: Year 6
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:
Pupils conclude today’s lesson with the teacher’s guidance.

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LIFE SCIENCE: Year 6

APPENDIX 1 (a)

EXTINCT ANIMAL

Name of animal
Factor of extinction

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LIFE SCIENCE: Year 6

APPENDIX 1 (b)

EXTINCT ANIMAL

Name of animal
Factor of extinction

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LIFE SCIENCE: Year 6

APPENDIX 1 (c)

EXTINCT ANIMAL

Name of animal
Factor of extinction

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LIFE SCIENCE: Year 6

APPENDIX 1 (d)

EXTINCT ANIMAL

Name of animal
Factor of extinction

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LIFE SCIENCE: Year 6

APPENDIX 1 (e)

EXTINCT ANIMAL

Name of animal
Factor of extinction

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APPENDIX 2 LIFE SCIENCE: Year 6

ENDANGERED ANIMALS

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LIFE SCIENCE: Year 6
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LIFE SCIENCE: Year 6

WORKSHEET 1

Tree Map : Ways of Preserving and Conserving Animals and Plants

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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
SPS 6.1.2 object by carrying out activities.
6.1.3
Explain with examples the effects of force by
carrying out activities.

Explain the observation using sketches, ICT, in
written or verbal form.

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:
Pupils conclude today’s lesson with the teacher’s guidance.

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PHYSICAL SCIENCE: Year 6
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:
Pupils conclude today’s lesson with the teacher’s guidance.

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PHYSICAL SCIENCE: Year 6
APPENDIX 1
Give an example of activities that involve pull, push, or pull and push.

Double Bubble Map: Activities involving force.

Pull Push

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PHYSICAL SCIENCE: Year 6

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.

Based on the activity that has been carried out, the effect of force that can be observed is:

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PHYSICAL SCIENCE: Year 6
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.
Based on the activity that has been carried out, the effect of force that can be observed is:

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.
Based on the activity that has been carried out, the effect of force that can be observed is:

and

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PHYSICAL SCIENCE: Year 6

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:
Pupils conclude today’s lesson with the teacher’s guidance.

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PHYSICAL SCIENCE: Year 6

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 worn out
push

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PHYSICAL SCIENCE: Year 6

Topic 6.0 Force
Content Standard
Learning Standard 6.3 Air Pressure

SPS 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.

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:

Pupils conclude today’s lesson with the teacher’s guidance.

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PHYSICAL SCIENCE: Year 6

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.

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PHYSICAL SCIENCE: Year 6

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.

________________________________________________________
________________________________________________________

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PHYSICAL SCIENCE: Year 6

Topic 6.0 Force
Content Standard 6.3 Air Pressure
Learning Standard
6.3.3 Explain with example the uses of air pressure in
SPS daily life activities.

6.3.4 Explain the observation of air pressure through
sketches, ICT, written, or verbal forms in a creative
way.

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.

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PHYSICAL SCIENCE: Year 6

Station 1: Piston
Station 2:
Lower pressure
Higher pressure

Sifon

Higher pressure

Station 3: Lower pressure

Spray pump

push

Higher pressure

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PHYSICAL SCIENCE: Year 6
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.

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