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Singapore Science Curriculum (Scope And Sequence) For 6th Grade /
Primary 6
Our Singapore Science books for 6th Grade /
Primary 6 are written in English and based on Singapore Science
curriculum for 6th Grade / Primary 6, which covers the following topics.
If your child uses our Singapore Science books for 6th Grade / Primary
6, he will be able to:
Diversity
- show an awareness that materials as well as organisms can be grouped
based on their properties or characteristics.
- classify some common materials.
- Although pupils may also classify materials based on criteria
like colour and texture, teachers should also direct pupils to
classify materials based on the following criteria:
- their degree of transparency to light
- whether they are magnetic or nonmagnetic
- whether they are good or bad heat conductors
- whether they are electrical conductors or electrical
insulators
- relate the properties of the materials to their use.
- Properties include those covered at P3
as well as the degree of transparency to light, magnetic,
electrical and thermal properties.
- differentiate among plants, animals and fungi based on form,
nutrition and movement.
Energy
- show an awareness that energy from most of our energy resources is
derived in some ways from the Sun.
- recognise and give examples of the various forms of energy.
- The forms of energy are: kinetic energy, potential energy, light
energy, electrical energy, sound energy, heat energy.
- Examples of potential energy include gravitational potential
energy and chemical energy.
- show an understanding that energy can be converted from one form to
another.
- Examples include:
- photosynthesis - light energy is converted to chemical
energy
- chemical energy in a dry cell in a closed circuit is
converted to electrical energy which in turn is converted to
light and heat energy in the filament bulb
Interactions
- recognise and give examples of the different types of forces.
- Types are: gravitational force, elastic spring force, frictional
force and magnetic force.
- recognise that friction is a force that opposes motion.
- recognise that when springs are stretched or compressed, they exert
a force on whatever is stretching or compressing them.
- recognise that objects have weight because of the gravitational
force between them and the Earth.
- recognise that magnets can exert forces of attraction and repulsion.
- Magnets exert forces of attraction on magnetic materials like
iron.
- Like poles of magnets exert a force of repulsion on each other
while unlike poles exert a force of attraction on each other.
- show an understanding of the effects of a force.
- Effects are:
- A force can speed up, slow down or change the direction of
motion.
- A force may change the shape of objects.
- observe and describe the characteristics of a local environment.
- Pupils could use sensors and data loggers to study the physical
characteristics of the environment.
- collect and record information regarding the interacting factors
within an environment.
- identify the following factors that affect the survival of an
organism:
- the physical characteristics of the environment
- availability of food
- types of other organisms present
- Pupils should have experiences in building and maintaining
terraria or aquaria.
- discuss the effect on organisms when the environment becomes
unfavourable.
- Pupils should be aware that some organisms adapt and survive
while others die or move to new environments.
- trace the energy pathway from the sun through living things and
identify the roles of various organisms in a food chain and a food
web.
- Pupils are expected to show an understanding of
- the roles of producers, consumers, decomposers
- predator- prey relationship
- Decomposers obtain their food by breaking down dead plants and
animals.
- differentiate among the terms organism, population, community.
- Key points are:
- An organism is a living thing.
- A population is defined as a group of plants and animals of
the same kind, living and reproducing at a given place and
time.
- A community consists of many populations living together in
a particular place.
- show an understanding that different habitats support different
communities.
- Pupils should go on field trips to explore a variety of
environments.
- Pupils should infer that the place where populations find all
the things they need to live and reproduce is their habitat e.g.
garden, field, pond, seashore, tree.
- recognise that adaptations serve to enhance survival and can be
structural or behavioural.
- Key point is:
- Adaptations enhance survival by enabling the organism to:
- cope with physical factors
- obtain food
- escape predators
- reproduce by finding and attracting mates, or dispersing
seeds
- give examples of man’s impact (both positive and negative) on the
environment.
- Examples are:
- Indiscriminate actions by man lead to the destruction of the
environment e.g. deforestation.
- Local examples of how man can improve the environment, e.g.
greening of Singapore.
- show an awareness that man creates materials to meet the
technological needs of society.
- Some man-made materials: alloys, plastics, ceramics.
- show an awareness that the development of science and technology
affects the environment.
- Pupils are to compare the environmental impact of using natural
and man-made materials and suggest ways to prevent pollution.
- show an awareness that man’s interaction with the environment
influences the development of science and technology.
- Pupils list some areas in science and technology, which were
developed as a result of man’s interaction with the environment.
- Examples are:
- biotechnology
- genetically modified food that are pest resistant
- cultivation of rice that are high yielding,
drought-resistant or disease-resistant
- use of living organisms to make products, such as in
fermentation
- telecommunication (examples: handphones, Internet,
satellites)
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