M DUL LENGKAP Year KSSR Semakan 6 Assessment Formative and Summative Digital Resources Science Ong Lay Tin Suwaibah Borahan Arbai'yah Hamzah Let's Grasp! Formative Assessment PBD Module Idea Starter Science Comics PAK-21 HOTS & i-THINK Summative Assessment Summative Practices Ujian Pertengahan Sesi Akademik (UPSA) Ujian Akhir Sesi Akademik (UASA) Answers • Info • Simulation • Gamified Quiz • Video • 3D Model Wordwall PdPc- friendly Features
© Penerbitan Pelangi Sdn. Bhd. ii CONTENTS Rekod Pentaksiran Murid iii – vi 1 UNIT Scientific Skills 1 • Let’s Grasp! • PBD Module • Summative Practice 1 2 UNIT Humans 11 • Let’s Grasp! • PBD Module • Summative Practice 2 3D 3D Quiz 3 UNIT Microorganisms 20 • Let’s Grasp! • PBD Module • Summative Practice 3 Video 4 UNIT Interaction Among Living Things 30 • Let’s Grasp! • PBD Module • Summative Practice 4 Video Quiz 5 UNIT Preservation and Conservation 39 • Let’s Grasp! • PBD Module • Summative Practice 5 Video 6 UNIT Force 46 • Let’s Grasp! • PBD Module • Summative Practice 6 Video Quiz 7 UNIT Speed 58 • Let’s Grasp! • PBD Module • Summative Practice 7 Ujian Pertengahan Sesi Akademik (UPSA) 66 Video 8 UNIT Food Preservation Technology 74 • Let’s Grasp! • PBD Module • Summative Practice 8 Info Quiz 9 UNIT Waste Materials 81 • Let’s Grasp! • PBD Module • Summative Practice 9 Simulation 10 UNIT Eclipse 88 • Let’s Grasp! • PBD Module • Summative Practice 10 11 UNIT Galaxy 95 • Let’s Grasp! • PBD Module • Summative Practice 11 12 UNIT Stability and Strength 100 • Let’s Grasp! • PBD Module • Summative Practice 12 Info 13 UNIT Technology 108 • Let’s Grasp! • PBD Module • Summative Practice 13 Quiz Ujian Akhir Sesi Akademik (UASA) 115 Answers A1 - A8
iii © Penerbitan Pelangi Sdn. Bhd. Unit Performance Level Descriptor Page Achievement Achieved Not Yet Achieved SCIENCE 1 Scientific Skills 1.1 Science Process Skills 1 Recall the science process skills. 2 – 6 2 Describe the science process skills. 2 – 6 3 Apply the science process skills to perform a task. 2 – 6 4 Analyse the science process skills to solve problems or to perform a task. 6 – 8 5 Evaluate the science process skills to solve a problem or to perform a task. 6 – 8 6 Design an experiment to solve a problem systematically and be responsible to oneself, peers and environment. 6 – 8 2 Human 2.1 Human Reproduction 2.2 Nervous System 1 Identify male and female reproductive organs. 12 2 State the main part of the central nervous system. 15 3 Describe the functions of male and female reproductive organs. 12 – 13 4 Provide reasoning on the importance of the reproductive system to human. 14 5 Summarise the importance of taking care of the nervous system towards the well-being of human life. 16 6 Communicate creatively and innovatively on the reproductive system and the nervous system and present their findings. 17 3 Microorganisms 3.1 Life Processes and Effects of Microorganisms 1 State the types and examples of microorganisms. 21 2 Describe that microorganisms undergo life processes. 22 3 Explain the harmful effects of microorganisms. 25 4 Explain with examples the uses of microorganisms. 26 5 Conclude the factors that affect the growth of microorganisms 24 6 Communicate creatively and innovatively on life processes of microorganisms and their effects and present their findings. 27 Science Year 6 REKOD PENTAKSIRAN MURID Teacher’s name: Pupil’s name: Class:
© Penerbitan Pelangi Sdn. Bhd. iv 4 Interaction among Living Things 4.1 Interaction among Animals 4.2 Interaction among Plants 1 State the meaning of interaction among living things. 31 2 List the factors of competition among animals. 32 3 Make generalisation on the factors of competition among plants. 34 4 Explain through examples the types of symbiosis among plants and animals. 31, 33, 35 5 Summarise the interaction among animals and the interaction among plants. 31 6 Communicate creatively and innovatively on the importance of interaction among living things to the ecosystem. 36 5 Preservation and Conservation 5.1 Preservation and Conservation for the Balance of Nature 1 State the examples of extinct animals. 40 2 Describe the plants and animals that are facing the threat of extinction. 41 3 Describe the factors that cause the threat of extinction to animals and plants. 42 4 Explain through examples the ways of preservation and conservation of animals and plants. 42, 43 5 Provide reasoning on preservation and conservation of animals and plants. 43 6 Communicate creatively and innovatively on the role of oneself in the effort to preserve and conserve the nature for sustainability. 43 6 Force 6.1 Force and its Effects 6.2 Frictional Force 1 State the meaning of force. 47, 49 2 Describe the effects of force. 48, 50 3 Explain with examples the frictional force. 49 4 Conclude the factors that affect frictional force. 51 5 Solve problems by applying knowledge on appropriate ways to increase and decrease frictional force. 52 6 Communicate creatively and innovatively on the application of frictional force in technology. 51 6.3 Tekanan Udara 1 State the existence of air pressure. 53 2 Describe the application of air pressure in daily life. 54, 55 3 Explain with examples the relationship between height and air pressure. 53 4 Provide reasoning on the importance of air pressure in daily life. 55 5 Solve problems by applying knowledge of air pressure in daily life. 55 6 Design a model by applying the knowledge of air pressure and present it creatively and innovatively. 55
© Penerbitan Pelangi Sdn. Bhd. v 7 Speed 7.1 Speed of Objects 1 Arrange the examples of vehicles according to the speed. 59, 60, 61, 63 2 State the units of speed. 59 3 Calculate to determine the speed, distance or time using formula. 60 4 Conclude the relationship between speed, distance and time. 61, 63 5 Interpret data using space-time relationship by analysing the graph of a moving object. 62 6 Define operationally the speed by carrying out an activity. 59, 61, 63 8 Food Preservation Technology 8.1 Food Spoilage 8.2 Food Preservation 1 List the characteristics of spoilt food. 75 2 State the purpose of food preservation. 76 3 Explain with examples the methods of preservation and relate them with factors of the microorganisms’ growth. 76 4 Provide reasoning on the importance of food preservation technology. 78 5 Summarise that some food can be preserved by combining more than one preservation methods for longer shelf-life. 78 6 Communicate creatively and innovatively on the role of food preservation technology for sustainable life. 77, 78 9 Waste Material 9.1 Waste Management 1 State the examples of waste materials. 82 2 Classify the waste materials into biodegradable and non-biodegradable materials. 82, 83 3 Explain through examples the proper ways of waste management. 84 4 Summarise the uses of biodegradable and nonbiodegradable waste materials wisely. 84 5 Generate ideas on the effects of improper waste disposal. 85 6 Communicate creatively and innovatively one’s role in managing waste materials in the environment for a sustainable life. 85
© Penerbitan Pelangi Sdn. Bhd. vi 10 Eclipse 10.1 Eclipse of the Moon and Eclipse of the Sun Phenomena 11 Galaxy 11.1 The Milky Way Galaxy 1 State the position of the Moon, the Earth and the Sun of an eclipse phenomenon. 89, 90, 91 2 Describe the Milky Way galaxy. 96, 97 3 Explain the eclipse phenomena. 91, 92 4 Sketch diagrams to show eclipse of the Sun and eclipse of the Moon phenomena. 89, 90 5 Summarise that the size of the Solar System is very small compared to the Milky Way galaxy by carrying out a simulation. 97 6 Communicate creatively and innovatively on the types of galaxies in the universe and present their findings. 97 12 Stability and Strength 12.1 Stability and Strength of Objects and Structures 1 Give examples of strong and stable structures. 101, 104 2 State the meaning of stability and strength. 101 3 Describe the factors that affect the stability and the strength of a structure. 102 4 Summarise the importance of strong and stable structures for sustainable life. 104 5 Create a strong and stable model structure. 104 6 Communicate creatively and innovatively on the strength and stability of the built model and give suggestions to improve it. 104 13 Technology 13.1 Advantages and Disadvantages of Technology 1 State the meaning of technology. 109 2 Give examples of appliances that make life easier. 109 3 Explain with examples the development of technology in certain fields. 110 4 Provide reasoning on the importance of technology to human. 110 5 Relate the effects of the uses of technology with sustainable life. 111 6 Communicate creatively and innovatively on the need of future technology in certain fields. 112
Date: 1 © Penerbitan Pelangi Sdn. Bhd. Let’s Grasp! 1 UNIT Scientific Skills THEME: Inquiry in Science What is the variable that stays the same in a scientific investigation? Date: Observing Defining operationally Predicting Observation through senses Definition from the observation that cannot be measured using tools A prediction based on the early data collected Classifying Controlling variables Communicating Classify materials or objects into groups Manipulated, responding and constant variables Data in the form of table, graph, chart and drawing Measuring and using numbers Making hypothesis Using space-time relationship Quantitative observation using tools An assumption based on the experimental results Interpreting the changes of parameter with time Making inferences Experimenting An interpretation of an observation An activity that combines all the science process skills Explanation about the data Interpreting data Scientific Skills
Science Year 6 Unit 1 Scientific Skills Date: 2 © Penerbitan Pelangi Sdn. Bhd. 1. Let’s do this activity together. Aim: To study the heat conductivity for different materials. Materials and apparatus: An iron rod, a glass rod, candles, thumbtacks, metal container, hot water Steps: 1. Prepare the apparatus as shown in the diagram below. 2. Observe the thumbtack at the start of the activity. 3. After 3 minutes, observe and feel the changes that occur. Hot water Glass rod Iron rod Metal trench (a) What changes can be seen and felt after 3 minutes? LS 1.1.5 PL 1 PL 2 PL 3 HOTS Applying Paku pada rod besi jatuh terlebih dahulu. Rod besi terasa lebih panas berbanding dengan rod kaca. (b) Tick (✓) the sensory organs that are responsible in observing and feeling the changes in this investigation. LS 1.1.1 PL 1 PL 2 PL 3 HOTS Applying Smell Sight Touch Hearing Science Process Skills Be careful when melting candle wax and handling the hot water. PERFORMANCE LEVEL () 1 2 3 4 5 6 LS 1.1.1 LS 1.1.5 Observe by using all the senses involved and tools if necessary to make qualitative observations to explain phenomenon or changes that occur. Predict by making reasonable assumptions of an event or phenomenon based on observations, prior experiences or data. PBD MODULE 1.1 Science Process Skills Textbook: 2 – 12
Date: Science Year 6 Unit 1 Scientific Skills 3 © Penerbitan Pelangi Sdn. Bhd. 2. The diagrams below show different types of animals. Bird Snail Cockroach Lion Worm Whale Tiger Dugong Giraffe Goldfish Grasshopper Elephant Cat Dolphin Classify the animals from the diagrams above based on their sizes. LS 1.1.2 PL 1 PL 2 PL 3 HOTS Applying LS 1.1.2 Classify by comparing or identifying similarities and differences based on common characteristics. i-THINK Map PERFORMANCE LEVEL () 1 2 3 4 5 6 Lipas Siput Kucing Belalang Ikan emas Burung Cacing Gajah Zirafah Harimau Singa Dugong Ikan paus Ikan lumba-lumba Animals Small size Big size i-THINK Tree Map
Science Year 6 Unit 1 Scientific Skills Date: 4 © Penerbitan Pelangi Sdn. Bhd. 3. The diagram below shows an investigation conducted by Jasmine by leaving an ice cream in the sun for 10 minutes. HOTS Applying 12.00 p.m. 12.10 p.m. (a) State two inferences from the situation above. LS 1.1.4 PL 1 PL 2 PL 3 Aiskrim/ pepejal akan cair apabila menerima haba. Aiskrim/ pepejal akan berubah bentuk apabila menerima haba. (b) Based on the inferences given, write an initial conclusion. LS 1.1.4 PL 1 PL 2 PL 3 Bahan akan cair apabila menerima haba. 4. The diagram below shows the conditions of two seedlings from two different pots after 5 days. Seedling P is watered every day whereas seedling Q does not get water. LS 1.1.4 PL 1 PL 2 PL 3 HOTS Analysing Seedling P Seedling Q State two inferences that can be made from the conditions of seedlings P and Q. Anak benih P yang disiram dengan air setiap hari tumbuh subur kerana tumbuhan memerlukan air untuk hidup. Anak benih Q yang tidak disiram dengan air terbantut kerana tumbuhan tidak boleh hidup tanpa air. LS 1.1.4 Make inferences by stating the initial conclusion or by giving reasonable explanations for the observation made using the information gathered. PERFORMANCE LEVEL () 1 2 3 4 5 6 Science Process Skills Science Process Skills
Date: Science Year 6 Unit 1 Scientific Skills 5 © Penerbitan Pelangi Sdn. Bhd. 5. The diagram below shows two different frogs of the same size and age which are placed in different containers. Wire gauze Housefly Frog P Water Wire gauze Frog Q Match the following variables for the experiment above. LS 1.1.10 PL 1 PL 2 PL 3 HOTS Applying Condition of frog after 1 week Size and age of frog Presence of water and food Manipulated variable Responding variable Constant variable 6. The diagram below shows an experiment to study the relationship between the volume of water and the pitch of the sound produced. What is the relationship between the manipulated variable and responding variable in this investigation? LS 1.1.11 PL 1 PL 2 PL 3 HOTS Applying Semakin banyak isi padu air, semakin rendah nada bunyi. LS 1.1.10 Control variables by determining the responding and constant variables after the manipulated variable in an investigation have been determined. LS 1.1.11 Make a hypothesis by making a general statement that can be tested based on the relationship between the variables in an investigation. PERFORMANCE LEVEL () 1 2 3 4 5 6 Science Process Skills Science Process Skills
Science Year 6 Unit 1 Scientific Skills Date: 6 © Penerbitan Pelangi Sdn. Bhd. 7. Two pupils from Year 6 Murni carried out an experiment to investigate the relationship between the size of bread dough that has risen with the amount of yeast used. Does the amount of yeast added into the bread dough affects the size of the risen bread dough? The yeast that we added into bread dough causes the bread dough to rise. A Planning the experiment: (a) Problem statement: Adakah jumlah yis mempengaruhi saiz adunan roti mengembang? (b) Making a hypothesis: Semakin banyak jumlah yis, semakin besar adunan roti mengembang. (c) Determining the variables: (i) Manipulated: Jumlah yis (ii) Responding: Saiz adunan roti mengembang (iii) Constant: Jisim tepung/ Garam/ Gula/ Isi padu air/ Tempoh masa penyiasatan (d) Listing the apparatus and materials: Tepung, gula, air suam, garam, yis, mangkuk, penimbang LS 1.1.12 Experiment by using the basic science process skills to collect and interpret data, summarise to prove the hypothesis and write a report. LS 1.1.12 PL 4 PL 5 PL 6 HOTS Analysing HOTS Evaluating HOTS Creating PERFORMANCE LEVEL () 1 2 3 4 5 6 Science Process Skills
Date: Science Year 6 Unit 1 Scientific Skills 7 © Penerbitan Pelangi Sdn. Bhd. B Carrying out the experiment: (a) Prepare the apparatus and materials needed. (d) Mix the mixture until it becomes a dough. (c) Divide the mixture into three portions. (f) Record the observation. Flour Sugar Salt Yeast Flour Sugar Salt (b) Mix all the materials (except the yeast) into a bowl. (e) Add 10 g of yeast. (g) Repeat steps (e) to (f) by using different amount of yeast, which are 15 g and 20 g. (h) Label the bowls according to the amount of yeast added into it. C Collecting data and writing report (a) Record your observation in the table below. Amount of yeast (grams) Size of the risen bread dough 10 Kecil 15 Sederhana 20 Besar (b) What is the inference that can be stated from your observation? Saiz adunan roti menjadi besar kerana jumlah yis yang banyak membebaskan gas yang banyak. PERFORMANCE LEVEL () 1 2 3 4 5 6
Science Year 6 Unit 1 Scientific Skills Date: 8 © Penerbitan Pelangi Sdn. Bhd. (c) Predict what will happen to the bread dough if it is not mixed with yeast. Adunan roti tidak akan mengembang. (d) Is your hypothesis accurate? Why? Jawapan murid (e) What is the relationship between the amount of yeast with the size of the risen bread dough? Saiz adunan roti bertambah apabila jumlah yis bertambah. (f) What can you conclude from this investigation? Jumlah yis mempengaruhi saiz adunan roti mengembang. (g) Plan another experiment to test the new hypothesis from the problem statement below. Planning the experiment Problem statement: What is the relationship between the mass of the flour and the size of the risen bread dough? (i) Making hypothesis: Semakin bertambah jisim tepung, semakin besar saiz adunan roti mengembang. (ii) Determining the variables: Responding variable: Jisim tepung Manipulated variable: Saiz adunan roti mengembang Constant variable: Garam / Gula / Isi padu air / Tempoh masa penyiasatan / Jumlah yis (iii) Listing the apparatus and materials: Tepung, gula, air suam, garam, yis, mangkuk, penimbang Teacher’s Signature: _____________________________________________________ Date: ______________________ PERFORMANCE LEVEL () 1 2 3 4 5 6
9 © Penerbitan Pelangi Sdn. Bhd. 1. The diagram below shows three pieces of towel of the same size hanged on a clothesline in different methods. PL 4 HOTS Analysing P Q R What is the most accurate hypothesis in this investigation? A Towel Q is the slowest to dry. B The rate of evaporation of towel P is the fastest. C The larger the surface area exposed, the higher the rate of evaporation. D The towels will dry at different time. 2. Which of the following apparatus is the most suitable to measure the diameter of a marble? PL 1 A B C D 3. The table below shows the reading of the volume of water on a measuring cylinder when the number of different marbles are placed. PL 4 HOTS Analysing Number of marbles 2 4 6 8 Reading of the measuring cylinder (ml) 10 20 P 40 What is the value of P? A 25 C 35 B 30 D 40 4. The diagram below shows a tree map. Animals With legs • Cow • Cat • Chicken Without legs • Worm • Snail • Snake Which of the following science process skills is shown in the diagram above?? PL 1 A Observing C Classifying B Predicting D Communicating 5. Alia puts 15 fish into a small aquarium filled with water. After a few days, the number of alive fish in the aquarium is decreasing. What is the inference that can be made? PL 4 HOTS Analysing A Competition occurs to obtain food and space. B The fish compete to obtain air. C The fish jump out from the aquarium. D The fish eat other fish. SUMMATIVE PRACTICE 1 A Section
Science Year 6 Unit 1 Scientific Skills 10 © Penerbitan Pelangi Sdn. Bhd. B Section 1. The diagram below shows an experiment that has been carried out by Azlan. He poured 100 ml of water into three separate containers, then placed them in the sun for three hours. After three hours, he measured the remaining volume of water in each container. SPS Container J Container K Container L 85 ml (a) (i) Predict the remaining volume of water in container J and container K. Write the volume of water in the diagram above, using the answers provided below. PL 1 PL 2 PL 3 HOTS Applying 95 ml 70 ml [1 mark] (ii) Based on your answer in 1(a)(i), tick (✓) the correct hypothesis. The larger the surface area of the open container, the smaller the volume of water remaining after the experiment. The smaller the surface area of the open container, the smaller the volume of water remaining after the experiment. [1 mark] (b) Match the variables correctly. PL 4 HOTS Analysing Constant variable Surface area of the container Initial volume of water Final volume of water Manipulated variable [2 marks]
Science Year 6 Unit 6 Force Date: 46 © Penerbitan Pelangi Sdn. Bhd. Let’s Grasp! 6 UNIT Force THEME: Physical Science Clay can be pressed to make various shapes of flowerpots. This shows force changes the of an object. Tarikh: Ways to increase frictional force • Use a base or a surface that is rough or with patterns • By using anti-slip mats Ways to reduce frictional force • Using lubricants, grease and ball bearings • Happens when two surfaces are in contact with one another • Against the direction of the movement of the object Frictional Force Factors affecting frictional force • Mass of an object • Types of surface Direction of movement of ball Direction of frictional force • Force is a pull or a push that acts upon object. • Examples of activities that involve pull: Opening a drawer and pulling out a nail. • Examples of activities that involve push: Pressing a switch and throwing a ball. Force Air Pressure • Air pressure results from the force applied on the surface of an object due to the collision of air particles. • The air pressure acts in all directions. • The air pressure decreases with height from the surface of the earth. The air pressure at the top of the mountain is lower than the air pressure at the foot of the mountain. This is because the number of air particles at the peak of the mountain is lower. Hence, the frequency of collisions between the air particles decreases. This causes the decrease of air pressure. • Examples of the applications of air pressure in our daily life: (i) making two holes on the milk can (iii) syringe (ii) siphon (iv) plunger Container wall Air particles Effect of Force Changes the shape of an object Changes the direction of movement of an object Changes the speed of an object Moves a stationary object Stops a moving object
Date: Science Year 6 Unit 6 Force 47 © Penerbitan Pelangi Sdn. Bhd. 1. The diagram below shows several actions that involves push and pull. (a) Match the actions with the correct force. LS 6.1.1 PL 1 (i) (ii) (iv) (vi) (viii) (iii) (v) (vii) Pull Push (b) State the definition of the force that are involved in the actions above. PL 1 Daya ialah tarikan dan tolakan yang bertindak ke atas sesuatu objek. PBD MODULE 6.1 Force and its Effects Buku Teks: 88 – 92 LS 6.1.1 State the meaning of force by carrying out activities. PERFORMANCE LEVEL () 1 2 3 4 5 6
Science Year 6 Unit 6 Force Date: 48 © Penerbitan Pelangi Sdn. Bhd. 2. Based on the situation below, state the effects of force that can be observed. LS 6.1.2 PL 2 Before After Effect of force (a) Force changes the of an objek . (b) Force changes the . (c) Force stops a . (d) Force moves a . (e) Force changes the of an object. LS 6.1.2 Explain with examples the effects of force by carrying out activities. PERFORMANCE LEVEL () 1 2 3 4 5 6
Date: Science Year 6 Unit 6 Force 49 © Penerbitan Pelangi Sdn. Bhd. 3. Answer the following questions on the definition and examples of friction. LS 6.2.1 PL 3 HOTS Applying (a) Tick () the situation that involves friction. (i) (ii) (iii) (iv) (v) (vi) (b) What do you understand about friction? LS 6.2.1 PL 1 Daya geseran ialah sejenis daya yang terhasil apabila dua permukaan bersentuhan antara satu sama lain. PBD MODULE 6.2 Frictional Force Textbook: 93 – 100 LS 6.2.1 State the meaning of frictional force by carrying out activities. PERFORMANCE LEVEL () 1 2 3 4 5 6
Science Year 6 Unit 6 Force Date: 50 © Penerbitan Pelangi Sdn. Bhd. 4. Look at the diagram below about the effects of frictional force and fill in the blanks with the correct answers. LS 6.2.2 PL 2 (a) Enables us to menulis (b) Produces haba in the engine (c) Enables us to berjalan (d) Enables the alat muzik to be played (e) Menajamkan object. (f) Menghauskan the surface of the shoe sole. LS 6.2.2 Describe the effects of frictional force. PERFORMANCE LEVEL () 1 2 3 4 5 6
Date: Science Year 6 Unit 6 Force 51 © Penerbitan Pelangi Sdn. Bhd. 5. Cikgu Faruzan carried out an investigation to study one of the factors that affects the frictional force on an object. A toy car is released down a steep landing to a tile surface. The distance travelled by the toy car on the tile surface is recorded. This step is then repeated on a carpet. LS 6.2.3 PL 4 PL 6 HOTS Analysing HOTS Creating Distance travelled Tile surface Types of surface Distance travelled by the toy car Tile 12 cm Carpet 8 cm (a) What can be observed from the investigation? Jarak yang dilalui oleh kereta mainan di atas permukaan jubin lebih jauh berbanding dengan permukaan permaidani. (b) Write one hypothesis for this investigation. Semakin kasar suatu permukaan, semakin dekat jarak yang dilalui oleh kereta mainan tersebut. (c) What conclusion can be made about the roughness of the surface with frictional force? Semakin kasar suatu permukaan, semakin tinggi daya geseran. (d) Predict the distance the same toy car can be pushed if the carpet is replaced with sandpaper. 9 cm – 11 cm Science Process Skill LS 6.2.3 Carry out experiments to determine the factors that affect the frictional force. PERFORMANCE LEVEL () 1 2 3 4 5 6 Video Types of Surface that Affect Frictional Force Experiment
Science Year 6 Unit 6 Force Date: 52 © Penerbitan Pelangi Sdn. Bhd. 6. Read the comic below, state the appropriate ways to increase and decrease frictional force. LS 6.2.4 PL 5 HOTS Analysing Science Comic LS 6.2.4 Generate ideas to solve problems on frictional force in daily life. (a) (c) (b) (d) Apply to the door hinge to reduce friction. The slippers sole must be to increase friction. Sprinkle the powder onto the surface of the carrom. A hand towel can increase friction. What can be done to reduce the sound from this door? This floor is very slippery. The surface of the carrom board is not smooth enough. Science Comic My palms are sweaty. It is hard for me to open this bottle. PERFORMANCE LEVEL () 1 2 3 4 5 6
Date: Science Year 6 Unit 6 Force 53 © Penerbitan Pelangi Sdn. Bhd. 7. The diagram below shows an activity being carried out by Ameera. The glass containing water is covered with a hard cardboard and is inverted quickly. LS 6.3.1 PL 1 (a) State your observation. Air tidak mengalir keluar daripada gelas. (b) What inference can be made from your observation in 7(a)? Air tidak mengalir keluar kerana tekanan udara di bahagian luar kadbod adalah lebih tinggi dan menghalang air dari keluar. (c) Draw an arrow on the diagram above to show the existence of air pressure. 8. The diagram below shows the top and the foot of a mountain. LS 6.3.2 PL 3 HOTS Applying (a) State whether the air pressure is high or low on the diagram below. (i) Sea (ii) (b) Fill in the blanks with the correct answer. The air pressure at the peak of the mountain is lebih rendah than at the foot of the mountain. PBD MODULE 6.3 Air Pressure Textbook: 101 – 109 LS 6.3.1 Describe the existence of air pressure in surrounding by carrying out activities. LS 6.3.2 Relate air pressure with level of height. PERFORMANCE LEVEL () 1 2 3 4 5 6 Try this! Science Process Skill
Science Year 6 Unit 6 Force Date: 54 © Penerbitan Pelangi Sdn. Bhd. 9. Tick (✓) tools that apply the principle of air pressure. LS 6.3.3 PL 2 (a) (b) (c) (d) (e) (f) LS 6.3.3 Explain through examples the application of air pressure in daily life. PERFORMANCE LEVEL () 1 2 3 4 5 6
Date: Science Year 6 Unit 6 Force 55 © Penerbitan Pelangi Sdn. Bhd. 10. The diagram shows a conversation between Maya and her mother. LS 6.3.4 PL 6 What should we do? Mom, the sink is clogged. The water is not flowing out of the sink. (a) State your observation based on the conversation between Maya and her mother. PL 2 Singki di rumah Maya telah tersumbat. (b) Mark the tool that can help to solve their problems. PL 5 HOTS Evaluating (c) How can the tool you choose in 10(b) solve their problem? PL 5 HOTS Evaluating Ketika pelocok ditekan, tekanan rendah terhasil di dalamnya dan ketika pelocok ditarik, tekanan yang lebih tinggi di dalam saluran paip akan menolak kotoran yang tersumbat. (d) What is the importance of air pressure in our daily life as shown in the situation above? PL 4 HOTS Analysing Dapat menyelesaikan masalah harian, iaitu apabila tekanan yang lebih tinggi di dalam saluran paip menolak kotoran tersumbat. (i) (ii) (iii) LS 6.3.4 Explain the observations of air pressure through written or verbal forms, sketches or ICT in a creative way. Teacher’s Signature: _____________________________________________________ Date: ______________________ PERFORMANCE LEVEL () 1 2 3 4 5 6
56 © Penerbitan Pelangi Sdn. Bhd. 1. Aizat’s mother fell in the bathroom. What can Aizat do in order to prevent his mother or other family members from slipping inside the bathroom? PL 5 HOTS Evaluating A Put a piece of cloth on the floor B Sprinkle sand on the floor C Spray oil onto the floor D Put an anti-slip mat on the floor 2. The diagram below shows Azri’s badminton racquet. He is facing a problem because the racquet slip away from his palm every time he starts to smash. PL 5 HOTS Evaluating What should Azri do to overcome this problem? A Applying oil on his palms B Applying lotion on his palms C Wet the palms D Covering the racquet handles with leather 3. Amar found that there are patterns on his shoes sole as shown in the diagram below. PL 5 HOTS Applying Pattern What is the purpose of the patterns? A To save the rubber materials used B To increase stability while Amar is walking C To reduce friction so that Amar can walk easily D To increase friction so that Amar won’t get slipped easily while walking 4. Which of the following works based on the principle of air pressure? PL 2 A Syringe B Milk bottle C Food blender D Food mixer 5. A glass of water is closed with a cardboard. Then, the glass is flipped quickly as shown in the diagram below. PL 2 Cardboard Glass Water What will happen when the hand is move away from the cardboard? A The water will flow out from the glass quickly. B The cardboard will fall down and the water will flow out from the glass slowly. C The cardboard will fall down and the water maintain in the glass. D The cardboard maintain in its position and the water will not flow out from the glass. SUMMATIVE PRACTICE 6 A Section
Date: Science Year 6 Unit 6 Force 57 © Penerbitan Pelangi Sdn. Bhd. C Section 1. Tim carries out an investigation about the air pressure using a syringe. SPS P Q (a) (i) Based on the investigation above, state your observation about the air pressure that exists when the plunger of the syringe is pulled. PL 2 Part Air pressure P Q [2 marks] (ii) Give an example of another tool that works based on the principle of air pressure. PL 2 Sifon // pelocok // susu yang mengalir keluar dari tin susu [1 mark] (b) Tim turns a glass full of water that is covered with a cardboard, upside down as shown in the diagram below. His hand is then removed from the cardboard. (i) Draw arrows (→) on the diagram above to show the direction of air pressure in this investigation. PL 1 [1 mark] (ii) Based on the diagram above, state a suitable inference. PL 5 HOTS Evaluating Udara tiada di dalam gelas menyebabkan udara di luar gelas mengenakan tekanan ke atas kadbod. Kadbod tidak jatuh dan air tidak tertumpah keluar apabila diterbalikkan. [2 marks]
Science Year 6 Ujian Pertengahan Sesi Akademik (UPSA) 66 © Penerbitan Pelangi Sdn. Bhd. 1. Based on the statement below, which scientific skill has Aidan performed? Aidan found that the plant outside of the house remained healthy while the plant in the black box had withered. A Make an inference B Make a hypothesis C Make an observation D Make a conclusion 2. The diagram below shows the human nervous system. K L M N Which are correct in forming the central nervous system and the peripheral nervous system? Central nervous system Peripheral nervous system A K and L M and N B M and N K and L C K and N L and M D L and M K and N 3. The information below shows several activities. J – Exercise K – Drinking alcoholic drinks L – Sleeping 2 hours a day M – Wearing a helmet when cycling Which of the activities above have adverse effects on the nervous system? A J and K C L and M B K and L D J and M 4. The diagram below shows a type of microorganism. What type of microorganism is this? A Virus B Bacteria C Algae D Protozoa 5. The diagram below shows the condition of a flower plant planted by Raihana. Ujian Pertengahan Sesi Akademik Score 50 (UPSA) Section A [10 marks] Answer all questions
Science Year 6 Ujian Pertengahan Sesi Akademik (UPSA) 68 © Penerbitan Pelangi Sdn. Bhd. Section B [8 marks] Answer all questions 1. Symbiosis is one of the interactions that exist between flora and fauna in our country. (a) State the type of symbiosis in the diagrams below. (i) Parasitisme (ii) Komensalisme [2 marks] (b) The diagram below shows a tropical rainforest. Circle the factors that causes competition among plants in the tropical rainforest. Nutrients Mate Shelter Light [2 marks] 2. Force is a pull or push that acts upon an object. (a) Tick (✓) the advantages of frictional force. i. Increases the grip of tyres iii. Stops a moving object ✓ ii. Wears out shoe soles iv. Produces a loud noise ✓ [2 marks]
Science Year 6 Ujian Pertengahan Sesi Akademik (UPSA) 69 © Penerbitan Pelangi Sdn. Bhd. (b) Fill in the blanks with the correct answer. lower air pressure Sea level collide (i) Drinking water using a straw applies the principle of tekanan udara . (ii) Aras laut is the level with the highest air pressure. (iii) Air pressure is the force produced when particles berlanggar with the surface of an object. (iv) Mount Everest climbers are mandated to wear oxygen masks because the air pressure at the peak is rendah and can cause a lack of oxygen. [2 marks] Section C [32 marks] Answer all questions 1. Lana carried out a scientific investigation to prove that microorganisms breathe. Two test tubes were filled with 10 ml of sugar solution and different mass of yeast. Then, both of the test tubes were fixed with a balloon as shown in the diagram below. Balloon X 10 ml of sugar solution + 2 g of yeast Balloon Y 10 ml of sugar solution + 10 g of yeast (a) Based on the investigation above, write the observation for balloon Y after 30 minutes. Belon Y akan mengembang menjadi lebih besar daripada belon X. [1 mark] (b) Give an inference for your answer in 1(a). Jisim yis yang digunakan di dalam tabung uji Y adalah lebih banyak menyebabkan lebih banyak gas karbon dioksida yang dibebaskan ke dalam belon Y. [1 mark]
Sains Tahun 6 Ujian Akhir Sesi Akademik (UASA) 115 © Penerbitan Pelangi Sdn. Bhd. Section A [10 marks] Answer all questions 4. Which of the following causes certain animals to become extinct? A Reforestation B Flash flood C Preserve animals in zoo D Buy things made from endangered animals 5. A goalkeeper is responsible to block the ball from entering the goal net. What is the conclusion that can be made from this situation? A Force can move an object B Force can stop a moving object C Force can change the shape of an object D Force can change the speed of an object 6. The table below shows the time taken by three cars travelling from Kuala Lumpur to Melaka using the same route. Car Time taken (hours) R 3 S 2 T 2.5 Choose the correct sequence starting from the highest to the lowest speed. A R, S, T B S, T, R C S, R, T D R, T, S 1. The diagram below shows a female reproductive system. X What is the function of X? A Produces ovum B The place where the embryo develops C The place where fertilisation takes place D The place to receive sperm 2. Which of the following diseases is not spread through a virus? A Influenza A C AIDS B Cavity D Hepatitis 3. The diagram below shows a mother cat feeding her kittens. One of the kittens is very small compared to the others. What type of competition could have happened between the kittens? A Competition for space B Competition for mate C Competition for sunlight D Competition for food Ujian Akhir Sesi Akademik Score 50 (UASA)
Sains Tahun 6 Ujian Akhir Sesi Akademik (UASA) 117 © Penerbitan Pelangi Sdn. Bhd. Section B [8 marks] Answer all questions 1. (a) Label the male reproductive organ in the diagram below. (i) Zakar (ii) Testis [2 marks] (b) Match the reproductive organ with its proper function. (i) Uterus The place where the embryo develops and grows The place where the process of fertilisation happens Produces female reproductive cell called ovum (ii) Fallopian tube [2 marks] 2. (a) Tick (✓) the correct statements. (i) Microorganisms are living things. ✓ (ii) Microorganisms are found in the water and in the air. ✓ (iii) Viruses can be seen with naked eyes. (iv) A pair of binoculars can be used to see tiny microorganisms. [2 marks] (b) Name the microorganisms below. Spirogyra (i) (ii) Amoeba Spirogyra [2 marks]
Sains Tahun 6 Ujian Akhir Sesi Akademik (UASA) 118 © Penerbitan Pelangi Sdn. Bhd. Section C [32 marks] Answer all questions 1. A group of pupils has carried out an investigation on the growth of microorganisms as shown in the diagram below. The bread is put into a plastic bag. A slice of bread is sprinkled with water and put into a plastic bag. The result of the investigation is shown in the table below. Day Day 1 Day 3 Day 5 Day 7 The number of black patches on the bread (a) State the aim of this investigation. Untuk menunjukkan bahawa mikroorganisma bertumbuh. [1 mark] (b) What is the purpose of the water sprinkles on the bread? Untuk menggalakkan pertumbuhan kulapuk. [1 mark] (c) Based on the situation above, state (i) manipulated variable: Bilangan hari (ii) responding variable: Bilangan tompokan hitam pada roti [2 marks] (d) State one hypothesis from this investigation. Semakin bertambah bilangan hari, semakin bertambah tompokan hitam yang bertumbuh pada roti itu. [1 mark] (e) In your opinion, what is the condition that increases the growth of fungus on the bread? Keadaan yang panas dan lembap. [1 mark]
A1 © Penerbitan Pelangi Sdn. Bhd. 1 UNIT Scientific Skills 1.1 Science Process Skills 1. (a) The thumbtack on the iron rod falls first. The iron rod feels warmer than the glass rod. (b) Sense of sight and touch 2. (a) Animals Cockroach Snail Cat Grasshopper Gold fish Bird Worm Elephant Giraffe Tiger Lion Dugong Whale Dolphin Small size Big size 3. (a) (i) The ice cream/ solid melts when heat is absorbed. (ii) The ice cream/ solid changes shape when heat is absorbed. (b) Matter will melt when heat is absorbed. 4. Seedling P that is watered every day grows healthily because plants need water to survive. The growth of seedling Q which does not get water is retarded because plants cannot live without water. 5. (a) (i) Manipulated variables: Presence of water and food (ii) Responding variables: Condition of frog after one week (iii) Constant variables: Size and age of frog 6. The higher the volume of the water, the lower the pitch of the sound produced. 7. A (a) Does the amount of yeast added into the bread dough affects the size of the risen bread dough? (b) The higher the amount of yeast, the bigger the size of risen bread dough. (c) (i) Amount of yeast (ii) Size of the risen bread dough (iii) Mass of flour/ salt/ sugar/ volume of water/ time taken to carry out investigation (d) Flour, sugar, warm water, salt, yeast, bowl, weighing scale C (a) Amount of yeast (grams) Size of the risen bread dough 10 Small 15 Average 20 Big (b) The size of the bread dough increases because the large amount of yeast added releases a lot of gas. (c) The bread dough will not rise. (d) Pupils’ answer (e) The size of the bread dough increases when the amount of yeast increases. (f) The amount of yeast affects the size of risen bread dough. (g) (i) As the mass of flour increases, the bigger the size of the risen bread dough will be. (ii) Manipulated variable: Mass of the flour Responding variable: The size of the risen bread dough Constant variable: Mass of salt/ sugar/ time taken to carry out the investigation/ amount of yeast (iii) Flour, sugar, warm water, salt, yeast, bowl, weighing scale SUMMATIVE PRACTICE 1 A Section 1. C 2. B 3. B 4. C 5. A B Section 1. (a) (i) Container J: 95 ml Container K: 70 ml (ii) The larger the surface area of the open container, the smaller the volume of water remaining after the experiment. (b) Constant variable: Initial volume of water Manipulated variable: Surface area of container 2 UNIT Humans 2.1 Human Reproduction 1. Male reproductive organ (a) (i) Testis (ii) Penis (b) (i) Organ: Testis Function: To produce sperms (ii) Organ: Penis Function: To transfer sperms into the female reproductive organ Female reproductive organ (a) (i) Fallopian tube (ii) Ovary (iii) Uterus (iv) Vagina (b) (i) Organ: Fallopian tube Function: A place where fertilisation occur (ii) Organ: Ovary Function: To produce ovum (reproductive cell) every month ANSWERS
© Penerbitan Pelangi Sdn. Bhd. A2 Science Year 6 Answers (iii) Organ: Uterus Function: A place where an embryo develops and grows (iv) Organ: Vagina Function: To receive sperms from the penis 2. (a) sperm (b) fertilisation (c) zygote (d) embryo (e) uterus; foetus (f) waste products 3. (a) (i) To increase the number of human population (ii) To prevent human from extinction (b) Pupils’ answer 2.2 Nervous System 4. (a) (i) Central nervous system (ii) Peripheral nervous system P : Brain Q : Spinal cord R : Network of nerves (b) P – Coordinates both voluntary and involuntary actions. Q – Relays information from the whole body to the brain and from the brain to the rest of the body. Q – Controls part of the reflex actions. (c) (i) Relays signals from the whole body to the central nervous system (ii) Relays command signals from the central nervous system to the rest of the body 5. (a) very important (b) brain (c) injuries (d) rest of the body (e) central 6. (a) (i) Eating a balanced diet (ii) Avoiding alcoholic drinks (iii) Getting sufficient sleep (iv) Wearing protective gear (v) Carrying out our daily activities with the correct posture (b) We must take care of our nervous system for a good health and body coordination. PRAKTIS SUMATIF 2 A Section 1. D 2. B 3. A 4. C 5. D 6. B 3 UNIT Microorganisms 3.1 Life Processes and Effects of Microorganisms 1. (a) Microorganisms Bacillus Escherichia coli Bacteria HIV Influenza Virus Chlamydomonas Phytoplankton Algae Euglena Amoeba Protozoa Rhizopus Mushroom Fungi (b) Microorganism is a microscopic organism which cannot be seen with the naked eyes. 2. A (a) There are black spots on the bread. (b) The black spots show the presence of fungi on the surface of the bread. (c) Tick (✓) at (iii). (d) To encourage the growth of fungi. (e) Microorganisms grow and reproduce. B (a) The dough rises because the yeast releases gas. (b) Carbon dioxide (c) Microorganisms breathe C (a) A moving living thing present. (b) Microscope (c) Microorganisms move 3. (a) Presence of water (b) Fish B starts to smell while fish A is still in good condition (c) Microorganisms cannot live without water (d) Microorganisms can grow and reproduce in the presence of water 4. (a) Cause tooth decay (b) Cause contagious disease (c) Cause food spoilage and food poisoning 5. Food poisoning happens because the bacteria found in the spoiled food spreads and releases toxic in human intestines. Meanwhile food spoilage happens when microorganisms spoil the food and causes changes in texture, appearance, smell and taste. 6. (a) Microorganisms caused the boy to have cold and cough. (b) Antibiotics are made from microorganisms. Antibiotic prevent the growth of harmful bacteria. (c) Some of the microorganisms are dangerous and some of the microorganisms are useful in life. 7. Pupils’ answer SUMMATIVE PRACTICE 3 A Section 1. D 2. B 3. D 4. B 5. B 6. B 7. B B Section 1. (a) Dough Y expands much larger than dough X after 30 minutes. (b) The yeast in dough Y is active and produces carbon dioxide gases which allows dough Y to expand more. B Section 1. (a) (i) Brain (ii) Neural network (b) Involuntary action: Digestion, Heartbeat Voluntary action: Listening to music, Chatting
M DUL LENGKAP The M DUL LENGKAP series for Years 4, 5 and 6 is published specifically for Pentaksiran Bilik Darjah (PBD). Moreover, this series is formulated to fulfil the requirements of formative and summative assessments as outlined by the Malaysian Ministry of Education. The contents of this series are aligned with the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) and textbook. All practises in this series are systematically arranged with extra features to assist pupils in mastering the lessons. Digital Resources such as Info, Video, Simulation, 3D Model, and Gamified Quiz are also included for a more effective learning experience. W.M: RM10.95 / E.M: RM11.65 PELANGI PelangiPublishing PelangiBooks PelangiBooks Subject / Year 4 5 6 Bahasa Melayu English Matematik Mathematics Sains Science Sejarah Pendidikan Islam Pelajaran Jawi Pendidikan Jasmani dan Pendidikan Kesihatan 4 5 6 MODUL LENGKAP PBD GENIUS PBD Year 6 KSSR Semakan Science ISBN: 978-629-470-217-2 WRC496944