Primary Smart Science P6 - Teacher Guide

Teacher
Guide
Pratomsuksa
Based on the Basic Education

Curriculum B.E.2551
In collaboration with
Dickens Publishing Ltd. (UK)
Preface
Science plays an important role in our daily life. Science, with the aid of
creativity, has produced various instruments and appliances that facilitate the
running of our lives and the performance of our works. Science demands the
development of our thinking skills in various aspects such as logical, analytical
and critical. Science also requires us to develop the investigative skills that are
essential for enquiring knowledge, making decisions and solving problems
based on available data and evidences. Science is essential to the forming of a
modern knowledgeable society. Therefore, all of us need to be provided with
scientific knowledge in order to gain an understanding of nature as well as manmade technologies and to apply them by creative and moral means for
constructive and productive purposes.
The Basic Education Core Curriculum aims to inculcate the following
five key competencies among students:
1.
Communication Skill
2.
Thinking Skill
3.
Problem Solving Skill
4.
Technology Application Skill
5.
Technological Application Skill
The learning objectives emphasize on the linking of knowledge to science

processes, acquiring of investigative skills, accumulation of knowledge through
investigative processes, and problem-solving.
Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan
Students are required to participate in all stages of learning with activities

involving practical work organized to suit each level of learning. The main
learning areas are as follows:
Living Things and Life Processes: Living things; basic units of
living things; structures and functions of various systems of living things and
life processes; biodiversity; genetic transmission; functioning of various
systems of living things, evolution and diversity of living things and
biotechnology
Life and the Environment: Diverse living things in the
environment; relationship between living things and the environment;

relationships among living things in the ecosystem; importance of natural
resources, and utilization and management of natural resources at local, national
and global levels; factors affecting survival of living things in various
environments
Substances and Properties of Substances: Properties of materials
and substances; binding forces between particles; changes in the state of

substances; solution formation and chemical reaction of substances, chemical
equations and separation of substances
Forces and Motion: Nature of electromagnetic, gravitational and
nuclear forces; forces acting on objects; motion of objects; frictional forces;

moment of variety of motions in daily life
Energy: Energy and life; energy transformation; properties and
phenomena of light, sound, electrical circuits, electromagnet, radioactivity and

nuclear reactions; interrelationship between substances and energy; energy
conservation; effects of utilization of energy on life and the environment
Processes of Change to the Earth: Structure and components of the
Earth; geological resources; physical properties of soil, rock, water and air;
properties of the Earths surface and atmosphere; change processes of the
Earths crust; geological phenomena; factors affecting atmospheric change
Astronomy and Space: Evolution of the solar system; galaxies; the
universe; interrelationship and effects on living things on Earth; relationship

between the sun, the moon and Earth; importance of space technology
Nature
of
Science
and
Technology:
Scientific
processes;
investigation for seeking knowledge, problem-solving, and scientific mind
Strands and Learning Standard

Strand 1: Living Things and Processes of Life
Standard Sc1.1: Understanding basic units of living things; relationship
between structures and functions of living things which are
interlinked; investigative process for seeking knowledge;
ability to communicate acquired knowledge that could be
applied to ones life and care for other living things.
Standard Sc1.2: Understanding of process and importance of genetic

transmission; evolution of living things and biodiversity
affecting humans and the environment; investigative process
for seeking knowledge and scientific mind; communicating

knowledge that could be applied for useful purpose
Strand 2: Life and the Environment

Standard Sc2.1: Understanding of local environment; relationship between
the environment and living things; relationship between
living things in the ecosystem; investigative process for
seeking knowledge and scientific mind; and communicating
acquired knowledge that could be applied for useful purpose
Standard Sc 2.2: Appreciating the importance of natural resources; utilization

of natural resources at local, national and global levels; and
application of knowledge for management of natural
resources and local environment on a sustainable basis
Strand 3: Substances and Properties of Substances

Standard Sc3.1: Understanding of properties of substances; relationship
between properties of substances and structures and binding
forces between particles; investigative process for seeking
knowledge and scientific mind; and communicating
acquired knowledge for useful purpose
Standard Sc3.2: Understanding of principles and nature of change in the

states of substances; solution formation; reactions;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge that could
be applied for useful purpose
Strand 4: Forces and Motion

Standard Sc4.1: Understanding of the nature of electromagnetic,
gravitational and nuclear forces; investigative process of to
seeking knowledge and applying acquired knowledge for
useful and ethical purposes
Standard Sc4.2: Understanding the characteristics and the types of motion of

natural objects; investigative process for seeking knowledge
and scientific mind; and communication of acquired
knowledge for useful purposes
Strand 5: Energy
Standard Sc5.1: Understanding the relationship between energy and life;
energy transformation; interrelationship between substances
and energy; effects of energy utilization on life and the
environment; investigative process for seeking knowledge;
and communication of acquired knowledge that could be
applied for useful purposes
Strand 6: Change Processes of the Earth

Standard Sc6.1: Understanding of various processes on the Earths surface
and inside the Earth; relationship between various processes
that cause changes in climate, topography and form of the
Earth; investigative process for seeking knowledge and
scientific mind; and communication of acquired knowledge
that could be applied for useful purposes
Strand 7: Astronomy and Space

Standard Sc7.1: Understanding of evolution of the Solar System, galaxies
and the universe; interrelationships within the Solar System
and their effects on the living things on the Earth;
investigative process for seeking knowledge and scientific
mind; and communication of acquired knowledge for useful
purpose
Standard Sc 7.2: Understanding of importance of space technology utilized

for space exploration and natural resources for agriculture
and communication; investigative process for seeking
knowledge and scientific mind; and communication of
acquired knowledge that could be ethically applied to life
and the environment
Strand 8: Nature of Science and Technology

Standard Sc8.1: Application of scientific processes and scientific mind in
investigation for seeking knowledge and problem-solving;
knowing that most natural phenomena assume definite
patterns are explainable and verifiable within the limitations
of data and instruments available during particular periods
of time; and understanding science, technology, society and
the environment are interrelated
Learners Quality
Understand structure and function of various systems of living things
and relationships among diverse living things in different environments.
Understand properties and distribution of groups of materials; states
of substances; properties of substances and causing change in substances;
substances in daily life; simple methods of separating substances.
Understand effects of force acting on objects; pressure; basic
principles of buoyancy; properties and basic phenomena of light, sound and
electrical circuits.
Understand characteristics, components and properties of the Earths
surface and atmosphere; relationship between the sun, Earth and the moon,
which affects natural phenomena.
Pose questions about what is to be learned; give estimates of several
possible answers; plan, investigate and verify by applying tools and devices;
analyse data and communicate knowledge obtained from investigation and
verification.
Apply scientific knowledge and processes in life and search for
additional knowledge; implement projects or tasks as prescribed or in accord
with their interests.
Show interest, determination, responsibility, care and honesty in
seeking knowledge.
Are aware of the value of knowledge of science and technology; show

appreciation, honour and respect of inventors rights to their achievements.
Show recognition, care and concern as evident in conscientious
behaviour for utilization, protection and conservation of natural resources and
the environment.
Work constructively with others; be ready to express their opinions
and recognise views of others.
For common understanding and correct interpretation, the curriculum prescribes

various codes for learning standards and indicators. One example is shown
below:
Sc 1.1 Gr 6/2
Sc
Subject area of Science
1.1
First subject area, Standard 1
Gr6/2
Indicator 2 for Grade (Pratomsuksa) 6
YYeea
arrllyy T
Teea
acch
hiin
ng
gP
Plla
an
n
Science
Grade 6 (Pratomsuksa 6)
7 chapters
80 hours
Learning areas
Time (hours)
The Human Body
16
Growth and development

Human systems
Food and nutrition
Living Things and the Environment
Habitat, population, community and ecosystem

Interdependence among living things
Interactions between living and non-living
components
Our Environment
Natural resources
Changes to our environment
Rocks
Rocks in our local area

The rock cycle
Matter
17
Matter
Separation techniques of mixtures
Matter in daily life
Changes in matter
Electric Circuit
11
Simple electric circuit

Electrical conductors and insulators
Electromagnetism
Phenomena on Earth and Space Technology
12
Phenomena on Earth
Space technology
Note: The hours needed for each subtopic can be changed when necessary.
The above allocated hours are just a suggestion. Total hours for this subject is
as prescribed in the basic learning time structure, while the learners must
attain the standard as prescribed in the learning standards and indicators.
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IInnddiiccaattoorrss aanndd LLeeaarrnniinngg AArreeaass

CChhaapptteerr 11 TThhee H
Huum
maann BBooddyy ((1166 hhoouurrss))
Indicators
Sc1.1 Gr6/1
Explain human growth from birth
to adulthood.
Sc1.1 Gr6/2 Explain interrelated functioning of
digestive, respiratory and circulatory systems
Learning Areas
Growth and
development
Human systems
Food and nutrition
of human beings.
Sc1.1 Gr6/3 Analyse nutrients and discuss body
requirement in proportions suitable to gender
and age.
L
Leeaarrnniinngg O
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Students will be taught to:
1. Understand the stages in a human life cycle.
2. Understand how our body systems work together.
3. Understand the nutrition needed by our body.
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Students will be able to:
1. State the stages in a human life cycle.
2. Explain the development in each stage in a human life cycle.
3. Describe the functions of the digestive system, respiratory system,
circulatory system and excretory system.
4. Describe how these systems work.
5. Describe how body systems work together.
6. State the ways to keep the systems healthy.
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7. Describe the five types of nutrients.

8. State the factors affecting our needs for energy.
9. Describe a balanced diet.
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Growth and development
Human systems
Food and nutrition
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Accttiivviittiieess
1st 2nd hours (Growth and Development)
1. Ask students if they realise they are growing. How do we know that we
have grown? We can use our height and weight as our growth rate.
2. Help students to recall what fertilization is. What happens to a fertilized
ovum? Refer to page 3 for the growth of an unborn child.
3. Using the human growth curve on page 3, guide students to understand
that there are 5 stages in a human growth.
4. Refer to pages 3 to 6 to understand the changes and developments in each
stage.
5. Have students work on Questions 1 and 2 on pages 7 and 8 of the
workbook as their homework.
6. Ask students to try Enrichment Activity 1.
3rd 8th hours (Human Systems)
1. Guide students to understand that our body is made up millions of cells.
Similar cells work together to form a tissue. A few tissues work together
to form an organ. A few organs work together to form a system. Give
examples of cells, tissues, organs and systems.
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2. Guide students to understand the functions of our digestive system,

respiratory system, circulatory system and excretory system.
3. Using the diagram on page 8, guide students to identify the important
parts in the human digestive system. Explain the pathway of the food in
our system and the function of each part of the digestive system. What
happens to the food when it reaches the stomach, small intestine and
large intestine? Refer to page9 and 10.
4. Have students work on Question 3 on page 8 of the workbook as their
homework.
5. Using the diagrams on page 10, explain the organs involved in the
respiratory system.
6. Explain the breathing mechanisms we use to get the oxygen we need and
get rid of the carbon dioxide from our body. Refer to pages 10 and 11.
homework.
8. The heart is the main organ in our circulatory system. Using the diagram
on page 11, identify the parts of the heart and pathway of the blood
flowing in it.
9. Referring to the diagram on page 12, guide students to understand the
pathway of the blood flowing in our circulatory system.
10.What is pulse? What are the heartbeat rates of young children and adults?
Refer to page 15.
11.Have students work on Question 5 on page 9 of the workbook as their
homework.
12.Explain the function of our blood. It is made up of red blood cells, white
blood cells, platelets and plasma. Explain the functions of each
component. Refer to page 13.
13.Explain the differences and functions of the three types of blood vessels.
Refer to page 13.
13
14.Every system works together to ensure our body functions properly.

Explain this using the diagrams on page 14.
15.List the steps to take care of our systems. Refer page 15.
16.Have students work on Questions 6 and 7 on pages 9 and 10 of the
17.Ask students to try Enrichment Activity 2.
9th 14th hours (Food and Nutrition)
1. We all need food to survive. What kind of food do we eat? Where do the
food we eat come from? Ask students to list the sources of our food.
2. Ask students for the reasons of us need to eat. Refer to page 17.
3. What are nutrients? The five types of nutrients we need are
carbohydrates, protein, fats, vitamins and minerals.
4. What are carbohydrates? What do they provide us with? What are the
foods that contain mainly carbohydrates? Refer to page 17.
5. What are proteins? What do proteins provide us with? What are the foods
that contain mainly proteins? Refer to page 18.
6. What are fats? What do fats provide us with? What are the foods that
contain mainly fats? Refer to page 19.
7. What are vitamins? What happens if we are lack of vitamins? Which
food contains a lot of vitamins? Refer to page 19.
8. What are minerals? What happens if we are lack of minerals? Which
food contains a lot of minerals? Refer to page 20.
9. Water and fiber are important for us. How do water and fiber help us to
stay healthy? Refer to pages 115 and 116.
10.Carry out Activity Corner on page 21.
11.Have students work on Questions 8 to 11 on pages 10 to 11 of the
14
12.Different foods contain different kinds of combination of nutrients.

Therefore, it is important for us to know the nutrient we eat. Refer to
page 22.
13.Explain what a balanced diet is and how the food guide pyramid can help
us to have a balanced diet. Emphasize the food that we should eat more,
and the food we should eat less. Refer to page 23.
14.Have students work on Question 12 on page 12 of the workbook as their
homework.
15th 16th hours (Conclusion)
1. Use Conceptual Map on page 25 to help students to understand the
relationships between all the subtopics learnt in this chapter.
2. Ensure students understand the terms used in this chapter by referring to
the Glossary column.
3. To test their understanding of this chapter, have students do Test
Yourself on pages 26 to 29.
4. Ask students to do Mastery Practice on pages 13 to 16 of the workbook
as their homework.
E
Em
mpphhaassiizzeedd SSkkiillllss::
1. Observing
2. Predicting
3. Communicating
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Leeaarrnniinngg M
Maatteerriiaallss::
Primary Education Smart Textbook Science P6
Primary Education Smart Workbook Science P6
15
Learning Outcome Form

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 1 The Human Body

Explanation: Summary of learning outcomes
Feeling after learning this

chapter:
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Contents that you need teacher
to explain further:
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Knowledge gained from this

chapter:
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Application of knowledge from

this chapter on your daily life:
Chapter 1
The Human
Body
Contents that you like the

most in this chapter (give your
reason):
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Exercises that you like and want
to be selected as the
outstanding work:
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CChhaapptteerr 22 LLiivviinngg TThhiinnggss aanndd tthhee EEnnvviirroonnm
meenntt ((99 hhoouurrss))
Indicators
Sc2.1 Gr6/1
Explore and discuss relationship
of groups of living things in various habitats.

Sc2.1 Gr6/2 Explore relationship of living
things in terms of food chain and food web.
Sc2.1 Gr6/3 Search for data and explain
relationship between the lives of living things
and the environment.
Learning Areas
Habitat, population,
community and
ecosystem
Interdependence
between living
things
Interactions
between living and
non-living
components
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Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand the interdependence among living things.
2. Understand the interactions between living and non-living components.
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Ouuttccoom
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1. Explain the terms related to interdependence.
2. Describe food web and food chain.
3. Describe how a change affects a food chain.
4. Analyse how living things interact with non-living components such as
water, oxygen, sunlight, temperature and pH value.
5. Describe how living things adapt themselves to the environment.
6. Describe how living things camouflage themselves.
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Habitat, population, community and ecosystem
Independence among living things
Interactions between living and non-living components
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Leeaarrnniinngg A
Accttiivviittiieess
1st hour (Habitat, Population, Community and Ecosystem)
1. Ask students to read the text on pages 31 and 32. Ask them to summarize
the descriptions of all the terms habitat, population, community and
ecosystem. Ask them to give an example each.
2. Bring the students to the school pond. Ask them to list the living things
they can find in the pond. Then, ask them to give examples related to the
terms they learnt.
3. Carry out Activity Corner 1 on page 32 to understand that there are many
habitats in the forest which are occupied by many types of animals.
2nd 4th hours (Interdependence between Living Things)
1. Explain the term producer, consumer, herbivore, carnivore and omnivore
to students. Ask them to give a few examples for each term.
2. Explain food chains to students by referring to pages 34 and 35. Ask
students to suggest some food chains found in rivers and grasslands.
homework.
4. Some food chains are related and can be combined to make a food web.
Refer to page 36.
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5. What happens when the population of a species is disturbed? Refer to

page 37.
6. Explain the term decomposer. Refer to pages 37 and 38.
7. Have students work on Questions 4 to 6 on pages 21 and 22 of the
5th 7th hours (Interactions between Living and Non-living Components)
1. Explain what environment is. What are the non-living components in an
environment? What are the essential non-living components to the living
things?
2. Have students work on Questions 7 and 8 on page 22 of the workbook as
their homework.
3. Water is important to all living things. Ask students for examples of
living things that live in areas that do not have much water. How do they
get their supply of water? Refer to page 39.
4. Oxygen, sunlight, temperature and pH value are important to living
things. How do the living things ensure they get the suitable amount of
oxygen, sunlight, temperature and pH value in some harsh environments?
Refer to pages 40 to 42.
6. Why is the color of the uniform of our army dark green with dark
pattern? Explain the word camouflage.
7. Some animals have shapes or/and colors that are similar to their
background. Ask students to make inferences. Refer to page 42.
8. Carry out Activity Corner 5 on page 43.
homework.
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as their homework.
E
Em
1. Observing
2. Compare and contrast
3. Generating ideas
4. Predicting
5. Communicating
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Leeaarrnniinngg M
Maatteerriiaallss::
20

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 2 Living Things and the Environment


chapter:
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to explain further:
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chapter:
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Chapter 2
Living Things and
the Environment

reason):
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outstanding work:
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CChhaapptteerr 33 O
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Ouurr EEnnvviirroonnm
Indicators
Sc2.2 Gr6/1
Search for data and discuss
sources of natural resources in each local area

beneficial to living.
Learning Areas
Natural resources
Changes to our
environment
Sc2.2 Gr6/2 Analyse effects of population

increase on utilization of natural resources.
Sc2.2 Gr6/3 Discuss effects on living things
from environment change both due to nature
and due to human beings.
Sc2.2 Gr6/4 Discuss guideline for taking care
of and preserving natural resources and the
environment.
Sc2.2 Gr6/5 Participate in providing care and
preservation of natural resources in the local
area.
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1. Know the effects on natural resources due to increase of populations.
2. Know the effects on the environment due to nature and human beings.
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1. List the natural resources.
2. Describe the effects of increasing populations on the natural resources.
3. Describe the natural and man-made causes that change the environment.
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Natural resources
Changes to our environment
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Accttiivviittiieess
1st 3rd hours (Natural Resources)
1. Explain what natural resources are. Give examples of natural resources.
Refer to page 49.
homework.
3. Explain to students how sunlight, water, air, soil and other organisms are
considered as natural resources. Refer to page 49 and 50.
homework.
5. Give a few examples of how the growing populations effects the natural
resources. Refer to pages 51 and 52.
homework.
7. What should we do to conserve and preserve our natural resources?
Brainstorm. Refer to page 53.
9. Ask students to try Enrichment Activity 1
4th 6th hours (Changes to Our Environment)
1. Inform students that our environment is fragile. It can be changed easily
either by natural disasters or humans.
2. List the natural disasters that can change the environment floods,
droughts, hurricanes and earthquakes.
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3. Explain how these disasters can change our environment. Refer to pages
54 and 55.
5. Humans too can change our environment. Deforestation and pollutions
are some examples. Explain briefly. Refer to pages 56 and 57.
as their homework.
E
Em
1. Observing
2. Comparing and contrasting
3. Generating ideas
4. Predicting
5. Communicating
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Leeaarrnniinngg M
Maatteerriiaallss::
24

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 3 Our Environment


chapter:
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to explain further:
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chapter:
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Chapter 3
Our
Environment

reason):
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outstanding work:
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CChhaapptteerr 44 RRoocckkss ((77 hhoouurrss))
Indicators
Sc6.1 Gr6/1 Explain and classify rocks using
their characteristics and properties as criteria,
and apply the knowledge gained for useful
purposes.
Learning Areas
Rocks in our local
area
The rock cycle
Sc6.1 Gr6/2 Explore and explain changes of

rocks.
Sc6.1 Gr6/3 Search data and explain geological
disasters affecting human beings and the
environment in the local area.
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1. Understand the local rocks.
2. Analyze the rock cycle.
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1. Describe different types of rocks.
2. State examples of rocks.
3. Compare and contrast the types of rocks and their transformation.
4. Describe the rock cycle.
5. State the uses of soil.
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Rocks in our local area
The rock cycle
26
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Accttiivviittiieess
1st 3rd hours (Rocks in Our Local Area)
1. Rocks can be categorized by how they are formed igneous rocks,
sedimentary rocks and metamorphic rocks.
2. Refer to pages 63 and 64 for the formation of igneous rocks.
3. Conclude that igneous rocks are formed from the cooling of molten
rocks.
4. Differentiate between intrusive igneous rocks and extrusive igneous rock.
Give some examples of such rocks. Refer to pages 63 and 64.
5. Refer to pages 65 and 66 for formation of sedimentary rocks. There are
obvious layers in these rocks.
6. Explain why these rocks usually have fossils. Fossils are the naturally
preserved remains or trace of a living thing of a past geologic age.
7. Give examples of sedimentary rocks.
8. Carry out Activity Corner 1 on page 67 to make our own fossil.
9. Emphasize that metamorphic rocks are formed due to high pressure and
heat. Under these great conditions, rocks change into metamorphic rocks
without melting.
10.Give examples of metamorphic rocks.
11.Ask students to make comparison among the three types of rocks. Refer
to page 68.
12.Have students work on Questions 1 to 4 on pages 47 to 49 of the
13.Carry out Activity Corner 2 on page 69 to group rocks based on other
criteria. Emphasize that there are many ways to classify rocks.
27
4th - 5th hours (The Rock Cycle)

1. Reiterate how igneous rocks, sedimentary rocks and metamorphic rocks
are formed.
2. Draw a rock cycle on the board while explaining it. Refer to the diagram
on page 71 to explain rock cycle.
3. Ask students to draw their own rock cycle without referring to any books.
homework.
6th 7th hour (Conclusion)
Yourself on pages 73 and 74.
as their homework.
E
Em
1. Observing
2. Classifying
3. Making inferences
4. Predicting
5. Communicating
6. Using and handling science apparatus correctly and safely
7. Handling specimen correctly and carefully
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Leeaarrnniinngg M
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29

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 4 Rocks

chapter:
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to explain further:
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chapter:
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Chapter 4
Rocks

reason):
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outstanding work:
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CChhaapptteerr 55 M
Maatttteerr ((1177 hhoouurrss))
Indicators
Sc3.1 Gr6/1
Experiment and explain
properties of solids, liquids and gases.

Sc3.1 Gr6/2 Categorise substances into groups
by using their state or other student prescribed
criteria prescribed.
Learning Areas
Matter
Separation
techniques of
mixtures
Sc3.1 Gr6/3 Experiment and explain separation

of materials through sifting, precipitation,
filtering, sublimation and evaporation.
Sc3.1 Gr6/4 Explore and categorise various
substances used in daily by using their
properties and utilisation for useful purposes
as criteria.
Sc3.1 Gr6/5 Discuss selection of correct and
safe application of each kind of substance.
Sc3.2 Gr6/1 Experiment and explain properties
Changes in matter
of substances when they dissolve and change

their state.
Sc3.2 Gr6/2 Analyse and explain the changes
resulting in transition of substances to new
substances with different properties.
SC3.2 Gr6/3 Explain substance changes
affecting living things and the environment.
31
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand matter.
2. Analyze separation techniques.
3. Analyze the matter used in daily life.
4. Analyze the changes in matter.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. State that matter occupies space and has mass.
2. State that matter is made up of particles.
3. Describe the three states of matter.
4. Describe the arrangement of particles in the three states of matter.
5. State the separation techniques such as magnet attraction, sifting,
filtration, evaporation, precipitation, sublimation, centrifugation and
paper chromatography.
6. State the uses of metals, natural gas, plastic and cleaning agents.
7. State the disadvantages of using plastic and the ways to overcome them.
8. State the proper ways to handle cleaning agents.
9. Understand that there are two types of changes in matter.
10.State the effects of the changes in matter.
L
Leeaarrnniinngg A
Arreeaass
Matter
Separation techniques of mixtures
Changes in matter
32
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 3rd hours (Matter)
1. Matter has mass and weight. Ask students to give some examples of
matter and non-matter.
2. Matter can exist in three states solid, liquid and gas. Ask students to
name water when it is in the three different states. How does the water
in these three states differ?
3. Explain that a solid has a fixed shape and a fixed volume. Use different
containers to contain a solid and conclude that the solid does not change
its shapes in different container. Ask a student to squeeze a pencil and
conclude that a solid has a fixed volume.
4. A liquid and gas go not have a fixed shape as they take the shape of
their containers.
5. Carry out Activity Corners 1 and 2 on pages 77 and 78 to understand
liquid has a fixed volume and gas does not have a fixed volume.
6. Using the arrangement of particles in a solid, liquid and gas, explain the
reasons for their shape and volume. Refer to page 79.
7. Carry out Activity Corner 3 on page 80 to classify matter.
4th 8th hours (Separation Techniques of Mixtures)
1. Mixtures have more than one substance in them. There are a few
separation techniques that we can use to separate them.
2. How do we know which techniques to use? We have to understand the
basic principle behind each technique and the substances in the mixture.
33
3. Refer to pages 82 to 87 for magnet attraction, sifting, filtration,

evaporation, precipitation, sublimation, centrifugation and paper
chromatography.
4. Carry out Activity Corners 4 and 5.
9th 11th hours (Matter in Daily Life)
1. How do we use matter in our daily life? Refer to pages 88 to 93.
3. Carry out Activity Corner 6 on page 92 to find out more about reduce,
reuse and recycle plastics products.
4. Refer to pages 92 and 93 for information on cleaning agents.
12th 15th hours (Changes in Matter)
1. Changes in matter happen every day. Refer to page 94.
2. There are two types of changes physical change and chemical change.
3. Carry out Activity 7 to understand that mixing salt and water is a
physical change. Explain the reason. Refer to page 95.
4. Changes in states are physical changes too. Why is it so? Refer to pages
96 and 97.
5. What are chemical changes? Give a few examples. What are produced
in each example? Refer to pages 97 and 98.
6. Are these changes useful to us? Give some examples. Refer to pages 98
and 99.
7. What are the changes in matter that bring harm to us? Give some
examples. Refer to pages 99 and 100.
34
8. Have students work on Question 10 on page 61 of the workbook as

their homework.
16th 17th hour (Conclusion)
as their homework.
E
Em
1. Observing
2. Classifying
3. Predicting
4. Communicating
6. Handling specimen correctly and carefully
L
Leeaarrnniinngg M
Maatteerriiaallss::
35

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 5 Matter

chapter:
...........................................................
to explain further:
...........................................................
...............................................................
...........................................................
...............................................................
...........................................................

chapter:
...............................................................
...............................................................
...............................................................
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...............................................................

Chapter 5
Matter

reason):
...........................................................
...............................................................
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................................................................
...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
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...............................................................
36

CChhaapptteerr 66 EElleeccttrriicc CCiirrccuuiitt ((1111 hhoouurrss))
Indicators
Learning Areas
Sc5.1 Gr6/1 Experiment and explain

connecting a simple electric circuit.
Simple electric
circuit
Sc5.1 Gr6/2 Experiment and explain electrical

conductors and insulators.
Electrical
conductors and
insulators
Sc5.1 Gr6/3 Experiments and explain a series

connection of cells, and apply the knowledge
gained for useful purpose.
Electromagnetism
Sc5.1 Gr6/4 Experiment and explain origin of a

magnetic field produced when electric current
is present in a wire, and apply the knowledge
gained for useful purposes.
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand simple electric circuits.
2. Understand electromagnetism.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Identify electric circuit and the components of a circuit.
2. Draw and set up simple open circuits and closed circuits.
3. Compare and contrast between a series circuit and a parallel circuit.
4. Set up series circuits and parallel circuits.
5. State the uses of electric circuits.
6. Identify electrical conductors and insulators.
7. Describe electromagnetism.
8. Give examples of uses of electromagnetism.
37
L
Leeaarrnniinngg A
Arreeaass
Simple electric circuit
Electrical conductors and insulators
Electromagnetism
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 4th hours (Simple Electric Circuit)
1. Carry out Activity Corner 1 on page 107 to understand that some
appliances need electricity supply to work.
2. Show students some bulbs, connecting wires and switches. Ask three
students to the symbols for the bulbs, connecting wires and switches.
Refer to page 108.
3. Using the bulbs, connecting wires and switches, build a few complete
circuits. Ensure the bulbs light up. Draw the diagrams for the circuits.
4. Build some incomplete circuits. Do the bulbs light up? Draw the
diagrams for the circuits. Refer to page 109.
7. What happen when more bulbs and batteries are added separately into a
circuit? Refer to page 110.
8. Have students work on Questions 4 and 5 on pages 71 to 73 of the
9. Build and explain series circuit and parallel circuit. Refer to page 111.
10.Carry out Activity Corner 3 on page 112.
11.Refer to page 112 for uses of electric circuit.
38
5th 6th hours (Electrical Conductors and Insulators)

1. Carry out Activity Corner 4 on page 115 to identify electrical conductors
and electrical insulators.
2. Refer to page116.
3. Have students work on Question 6 on pages 73 and 74 of the workbook
as their homework.
7th 9th hours (Electromagnetism)
1. Explain electromagnetism. Using a compass and a circuit, show students
that electricity has magnetic effect. Refer to page 117.
2. Carry out Activity Corner 5 on page 118 to create an electromagnet.
3. What happens to an electromagnet when the electricity supply is cut?
Refer to page 118.
4. How do we use electromagnet? Refer to pages 119 and 120.
as their homework.
39
E
Em
1. Observing
2. Classifying
3. Making inferences
4. Predicting
5. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::
40

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 6 Electric Circuit


chapter:
...........................................................
to explain further:
...........................................................
...............................................................
...........................................................
...............................................................
...........................................................

chapter:
...............................................................
...............................................................
...............................................................
...............................................................
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...............................................................

Chapter 6
Electric Circuit

reason):
...........................................................
...............................................................
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...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
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41

CChhaapptteerr 77 PPhheennoom
meennaa oonn EEaarrtthh aanndd SSppaaccee TTeecchhnnoollooggyy
((1122 hhoouurrss))
Indicators
Learning Areas
Sc7.1 Gr6/1 Make a model and explain

formation of seasons, waxing and waning of
the moon, solar eclipse and lunar eclipses, and
apply the knowledge gained of useful purpose.
Phenomena on
Earth
Sc7.2 Gr6/1 Search for data and discuss

progress and benefits of space technology.
Space technology
L
Leeaarrnniinngg O
Obbjjeeccttiivveess
1. Understand phenomena on Earth.
2. Analyze space technology.
L
Leeaarrnniinngg O
Ouuttccoom
meess
1. Describe the phases of the Moon.
2. Describe the lunar eclipse and solar eclipse.
3. Describe seasons.
4. Describe the contributions of the Father of Thai Science toward science
in Thailand.
5. Describe the developments in space exploration.
L
Leeaarrnniinngg A
Arreeaass
Phenomena on Earth
Space technology
42
T
Leeaarrnniinngg A
Accttiivviittiieess
1st 7th hours (Phenomena on Earth)
1. Why does the Moon seem to have many different shapes? This is known
as phases of the Moon.
3. Refer to diagram on page 128. Explain how phases of the Moon occur.
4. Refer to pages 128 to 130 for each phases of the Moon. Remind students
to understand the sequence and their names.
homework.
6. What is a lunar calendar? Refer to page 131.
8. Explain how lunar eclipse occurs. Refer to page 132.
homework.
10.Explain solar eclipse. Refer to page 133. Ask students to compare and
contrast both solar eclipse and lunar eclipse.
11.Have students work on Question 3 on pages 85 and 86 of the workbook
as their homework.
12.We do not experience four seasons winter, spring, summer and autumn,
but some countries do. How does this happen? Refer to pages 134 to 136.
What happens if our Earth is not tilted but spinning straight on its axis?
13.Have students work on Questions 4 and 5 on pages 86 and 87 of the
8th 10th hours (Space Technology)
1. Explain who the Father of Thai Science is. Discuss the contributions by
our King Mongkut. Refer to pages 138 and 139.
43
2. Discuss space exploration. Refer to pages 139 to 141.

3. Discuss also about our local space exploration. Refer to page 142.
homework.
as their homework.
E
Em
1. Observing
2. Comparing and contrasting
3. Predicting
4. Communicating
L
Leeaarrnniinngg M
Maatteerriiaallss::
44

Name-Surname: .............................................................................
No. ..................................
Pratomsuksa: ....................................................................................
Date: ................................
Chapter 7 Phenomena on Earth and Space Technology


chapter:
...........................................................
to explain further:
...........................................................
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...........................................................

chapter:
...............................................................
...............................................................
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...............................................................
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...............................................................

Chapter7
Phenomena on Earth
and Space Technology

reason):
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...........................................................
................................................................
...........................................................
................................................................
outstanding work:
...............................................................
...............................................................
...............................................................
...............................................................
45
You may use Term Test 1 on pages 38 to 44 of the workbook to test students
understanding after learning 3 chapters and also Term Test 2 on pages 91 to 98
for all the chapters learnt.
Notes: Strand 8: Nature of Science and Technology is inculcated in all the

activities appearing in all the chapters. Through the activities, students will
learn to
pose questions about the matter studied as prescribed or in accord with
their interests.
plan for observation, exploration, verification, study and research by
using their own ideas and those of their teachers.
use suitable materials, instruments for exploration and verification and
record results using simple methods.
arrange data obtained from exploration and verification into groups and
present results.
express opinions in the course of exploration and verification.
make a record and explain results of the exploration and verification by
drawing pictures or writing short texts.
verbally present their work to understand.
46

Primary Smart Science P6 - Teacher Guide

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Primary Smart Science P6 - Teacher Guide

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Teacher

Based on the Basic Education

Problem Solving Skill

Technology Application Skill

Technological Application Skill

The learning objectives emphasize on the linking of knowledge to science

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Students are required to participate in all stages of learning with activities

Living Things and Life Processes: Living things; basic units of

Life and the Environment: Diverse living things in the

environment; relationship between living things and the environment;

Substances and Properties of Substances: Properties of materials

and substances; binding forces between particles; changes in the state of

Forces and Motion: Nature of electromagnetic, gravitational and

nuclear forces; forces acting on objects; motion of objects; frictional forces;

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Energy: Energy and life; energy transformation; properties and

phenomena of light, sound, electrical circuits, electromagnet, radioactivity and

Processes of Change to the Earth: Structure and components of the

Astronomy and Space: Evolution of the solar system; galaxies; the

universe; interrelationship and effects on living things on Earth; relationship

investigation for seeking knowledge, problem-solving, and scientific mind

Strands and Learning Standard

Standard Sc1.2: Understanding of process and importance of genetic

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

for seeking knowledge and scientific mind; communicating

Strand 2: Life and the Environment

Standard Sc 2.2: Appreciating the importance of natural resources; utilization

Strand 3: Substances and Properties of Substances

Standard Sc3.2: Understanding of principles and nature of change in the

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Strand 4: Forces and Motion

Standard Sc4.2: Understanding the characteristics and the types of motion of

Strand 6: Change Processes of the Earth

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Strand 7: Astronomy and Space

Standard Sc 7.2: Understanding of importance of space technology utilized

Strand 8: Nature of Science and Technology

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Are aware of the value of knowledge of science and technology; show

Work constructively with others; be ready to express their opinions

and recognise views of others.

For common understanding and correct interpretation, the curriculum prescribes

Subject area of Science

First subject area, Standard 1

Indicator 2 for Grade (Pratomsuksa) 6

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

The Human Body

Growth and development

Habitat, population, community and ecosystem

Rocks in our local area

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

Simple electric circuit

Phenomena on Earth and Space Technology

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

IInnddiiccaattoorrss aanndd LLeeaarrnniinngg AArreeaass

Explain human growth from birth

7. Describe the five types of nutrients.

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

2. Guide students to understand the functions of our digestive system,

14.Every system works together to ensure our body functions properly.

Primary Education Smart Textbook Science Pratomsuksa 6 Lesson Plan

12.Different foods contain different kinds of combination of nutrients.