YEARLY TEACHING PLAN FOR YEAR FIVE SCIENCE

Investigating Living Things Learning Area 1 : Micr rganis!

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1-1 Understanding that microorganism is a living thing

Pupils view video showing various types of microorganism, e.g. bacteria, virus , fungi and protozoa . Pupils make a qualitative comparison between the size of microorganism and that of human and conclude that microorganism is very tiny. Pupils discuss that yeast is an example of microorganism . Pupils observe the effect of yeast on dough and infer that microorganism breathes and causes the dough to rise .

Pupils
state types of

microorganisms.

Scienti.ic Pr cess S/i00s Observing aking inference !ommunicating "xperimenting aking hypothesis #nterpreting data Mani120ative s/i00s Use and handle science apparatus and substances Scienti.ic Attit23es( N 40e Va02es$

%eacher uses the following recipe to make dough. #ngredients $ & cup of flour
& cup of warm '

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state that yeast is an example of microorganism . state that microorganism breathes.

water & teaspoon of dried yeast & teaspoon of sugar ethod $ &. ix all ingredients. '. !over the mixture with a damp cloth.

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Pupils carry out activity and observe the effect when a test tube filled with ' teaspoon of dried yeast , & teaspoon of sugar and half test tube of water .%he mouth of test tube is attached to a balloon . Pupils carry out activity by sprinkling a few drops of water on a slice of bread in a plastic bag and observe it for a few days Pupils observe rotten oranges or mouldy rice using hand lens or microscope and record their observation for a few days. Pupils observe and record their findings by drawing. Pupils view video on the movement of microorganism in water .

state that microorgan ism grows.

). *eave it for '+ minutes. "nsure pupils use microscope or magnifying glass , hand lens. yeast - ragi harmful berbahaya magnifying glass( kanta pembesar uses - kegunaan sprinkle( renjis

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state that microorgan ism moves.

Scienti.ic Pr cess S/i00 #nterpreting data

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Pupils collect samples of water from ponds , rivers or drains and observe the movement of microorganisms under a microscope. Pupils record their observations. Pupils discuss and state that microorganisms are living things and most of them cannot be seen with naked eyes.

conclude that microorgan isms are living things and most of them cannot be seen with naked eyes.

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&.' Pupils gather information on the Understanding uses of microorganisms, e.g. that some a. making bread microorganisms b. making tapai are harmful and c. making tempe some are useful. d. making fertiliser Pupils gather information on the harmful effects of microorganisms, e.g . a. causing illness, b. causing food poisoning , c. causing food to turn bad , d. causing tooth decay. Pupils gather information on diseases caused by microorganisms e.g. stomach upset, measles , cough , flu , tooth decay , scabies , con/unctivitis, mumps and 0#12. Pupils discuss that diseases caused by microorganisms can spread from one person to another.

Pupils

Scienti.ic Pr cess S/i00s Observing aking inferences !ommunicating Scienti.ic Attit23es( N 40e Va02es$ 0ppreciating the balance of nature.

state examples of use of microorganis ms. state the harmful effects of microorganis ms.

Pupils need not know the methods of making bread, tapai, tempe and fertilizer.

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describe that diseases caused by microorganis ms can spread from one person to another.

%eacher /ust needs to mention the common diseases.

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Pupils discuss on how diseases caused by microorganisms can be prevented from spreading , e.g. a. by washing hands before handling food, b. by boiling water before drinking, c. by covering mouth and nose when coughing or sneezing, d. by washing hands after using the toilet, e. by putting patients who have chicken pox , con/unctivitis or mumps into quarantine. e. by covering wounds

explain ways to prevent diseases caused by microorganis ms.

) !ontagious( berjangkit 5uarantine( diasingkan easles campak !hicken pox cacar 2tomach upset( sakit perut !ough(batuk 6arm(kesan buruk %ooth decay(gigi reput 2neezing(bersin 2cabies(kudis buta 7lu - selsema umps(beguk !on/unctivitis( sakit mata

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Learning Area : Investigating Living Things

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+- S2rviva0 . The S1ecies '.& Pupils gather information to , Understanding find examples of animals that different that take care of their eggs animals have and young , e.g. their own ways a. cow to ensure the b. hen survival of their c. cat species . d. bird Pupils view video on how animals ensure the survival of their eggs and young, e.g. a. keep their young in their mouths, e.g. fish . b. feed their young, e.g. bird. c. attack in order to protect their eggs and young when they are disturbed, e.g. snake or tiger. d. lay slimy eggs, e.g. frog e. hide their eggs , e.g. turtle f. carry their young in their pouches , e.g. kangaroo

L1 Pupils $ give examples of animals that take care of their eggs and young. explain how animals take care of their eggs and young. Observing aking inferences !lassifying !ommunicating Predicting %eacher may explain that species means similar types of living things that can breed among themselves. 2urvival( kemandirian 0dapt( menyesuaikan %ake care( menjaga Protect( melindungi 8oung(anak 2limy(berlendir Pouch(kantong & (

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Scienti.ic ( attit23es N 40es Va02es: 6aving an interest and curiosity towards the environment

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g. stay in herds , e.g. elephant . Pupils discuss and conclude that animals take care of their eggs and young to ensure the survival of their species. explain why animals take care of their eggs and young.

6erd(kumpulan yang besar 1isturbed( diganggu Plenty(banyak 0ttack( menyerang 6ide( menyembunyika n "nsure( memastikan 7eed(memberi makan Scienti.ic Pr cess S/i00s

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'.' Understanding the different plants have their own ways to ensure the survival of their 2pecies .

Pupils study live specimens, view video or computer simulation to find out the various ways of seeds and fruits dispersal, e.g. a. by water b. by wind c. by animal d. by explosive mechanism Pupils discuss and conclude that plants need to disperse their seeds or fruits to ensure the survival of their species.

Pupils state various ways plants disperse their seeds and fruits.

3 Observing !ommunicating aking inferences !lassifying Mani120ative s/i00s Use and handle science apparatus and substances

explain why plants need to disperse seeds or fruits.

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Pupils gather information to give examples of plants that disperse seeds and fruits by $ a. water b. wind c. animal d. explosive mechanism

give examples of plant that disperse seeds and fruits and water . give examples of plant that disperse seeds and fruits by wind.

Scienti.ic Attit23es( N 40e Va02es$ 0ppreciating the balance of nature.

"xamples of plants that disperse seeds and fruits by $ a.water, e.g coconut and pong( pong b.wind , e.g. lalang and angsana c.animals, e.g watermelon, love grass and rambutan.

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Pupils study live specimens or view video and discuss the <elation between characteristics of seeds and fruits and their ways of dispersal $ a. by water - light and have air space b. by wind - light, have wind(like structure, dry, have fine hairs and small c. by animals - fleshy, brightly coloured , edible, have smells or have hooks. d. explosive mechanism ( dry when ripe .

give examples of plant that disperse seeds and fruits by animals . give examples of plant that disperse seeds by explosive mechanism. relate characteristics of seeds and fruits to the ways they are dispersed.

d. explosive mechanism, e.g. balsam, rubber, flame of the forest, chestnut and lady finger .

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=arious pelbagai >axy - berlilin 6usk - sabut 2hell( tempurung 1isperse pencaran "dible - boleh dimakan 7lame of the forest - semarak api !hestnut - buah berangan ?alsam keembung *ady@s finger kacang bendi *ove grass kemuncup

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'.) <ealising the importance of survival of species .

Pupils discuss and predict the consequences if certain species of animals and plants become extinct , e.g. a. shortage of food resources b. other species may also face extinction.

Pupils predict what will happen if some animals or plants do not survive .

Scienti.ic Pr cess S/i00s Observing !ommunicating Predicting

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,- F 3 Chain an3 F 3 "e4 ).& Pupils carry out a Understanding brainstorming session on food chains. animals and the food they eat. Pupils discuss and classify animals into the following groups according to the food they eat$ a. herbivore b. carnivore c. omnivore Pupils build food chains to show the food relationship among organisms. 7rom the food chains pupils identify the producers and consumers . ).' 2ynthesizing food chains to construct food web. Pupils construct a food web based on food chains given.

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Pupils identify animals and the food they eat . classify animals into herbivore, carnivore and omnivore . construct food chain. identify producer identify consumer. Pupils construct a food web.

Scienti.ic Pr cess S/i00s !ommunicating !lassifying aking inferences

7ood chains must begin with plants as producers.

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7ood chain ( rantai makanan Producer (pengeluar !onsumer ( pengguna

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Scienti.ic Pr cess S/i00s Observing !ommunicating Predicting

%eacher identify suitable area for this activity. '

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Pupils walk around the school compound to study food webs in places such as field, science garden, pond or under flower pot . ?ased on the organisms identifies, pupils construct food chains and then food webs for the habitats they have studied . Pupils discuss and predict what will happen if there is a change in the population of a certain species in a food web. Pupils carry out simulation or play games based on food webs. Pupils view video to study various species that are facing extinction because they only eat one type of food.

construct food webs of different habitats .

Mani120ative s/i00s 6andle specimen correctly and carefully

7ood web ( siratan makanan

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predict what will happen if there is a change in population of a certain species in a food web .

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explain what will happen to a certain species of animals if they eat only one type of food .

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Pupils conclude that a certain species of animals that eats one type of food only has difficulty to survive because their only source of food may run out , e.g. a. panda eats bamboo shoots only b. koala bear eats eucalyptus leaves only, c. pangolin eats ants only .

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Learning Area : Investigating F rce an3 Energ8

"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL NOTES ( VOCA$&LARY A'E)&ATE E*ERCISES

1- Energ8 &.& Pupils discuss and conclude Understanding the that energy is needed$ uses of energy a. by living things to carry out life processes such as moving, breathing and growing, b. to move, boil, melt or bounce non living things. Pupils gather information and give examples where and energy is used. Pupils gather information about sources of energy, e.g. a. sun b. food c. wind d. fuel e. battery Pupils discuss that the sun is the main source of energy

L1 Pupils explain why energy is needed. Scienti.ic Pr cess S/i00s Observing !ommunicating aking inferens
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2ources( sumber "nergy tenaga ?ounce melantun 7uel - bahan api ?oil mendidih

give examples where and when energy is used state various sources of energy

' Scienti.ic Attit23es( N 40e Va02es$ ) <ealising that science is a means to understand nature

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&.' Understanding Pupils observe various events Pupils that energy can be and identify the form of energy transformed from involved e.g state the various one form to forms of energy. another a. a moving battery( operated toy car, b. a stretched rubber band, c. a burning candle, d. a ringing telephone. Pupils carry out activities to discuss the transformation of energy e.g. a. switching on the lights$ electrical energy Blight energy, b. lighting a candle $ chemical energy Bheat energy C light energy, c. using a solar powered calculator $ solar energy Belectrical energy B light energy. state that energy can be transformed

Scienti.ic Pr cess S/i00s Observing aking #nferences !ommunicating Mani120ative S/i00s Use and handle science apparatus and substances Scienti.ic Attit23es( N 40e Va02es$ ?eing honest and accurate in recording data %ransform berubah Principle prinsip 0ppliances ( peralatan 4 ( (

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Pupils discuss that energy can be transformed. Pupils gather information and identify appliances that make use of energy transformation and state the form of energy involved, e.g a. electric iron $ electrical energy Bheat energy b. radio $ electrical energy B sound energy c. ceiling fan $ electrical energy Bkinetic energy C sound energy d. gas stove $ chemical energy B heat energy C light energy.

give examples of appliances that make use of energy transformation

Scienti.ic Pr cess S/i00s Observing !ommunicating Scienti.ic Attit23es( N 40e Va02es: <ealising that science is means to understand nature

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&.) Understanding renewable and non(renewable energy

Pupils discuss that renewable energy is the energy that can be replenished when used up and non(renewable energy is the energy that cannot be replenished when used up. Pupils gather information on the following $ a. renewable energy resources, e.g solar, wind and biomass, b. non(renewable energy resources, e.g natural gas, petroleum and coal. Pupils discuss and conclude why we need to use energy wisely e.g a. some energy resources cannot be replenished when used up, b. to save cost, c. to avoid wastage, d. to reduce pollution

Pupils state what renewable energy is. 2tate what non( renewable energy is *ist renewable energy resources *ist non( renewable energy resources.

Science Pr cess S/i00s : Observing aking #nferens Scienti.ic Attit23es( N 40e Va02es$ ?eing honest and accurate in recording and validating data. ?eing systematic. <enewable energy( tenaga di perbahurui Don(renewable energy - tenaga yang tidak dapat diperbaharui <eplenished( digantikan Used up -habis digunakan !oal - arang batu !harcoal arang kayu >isely - secara bijaksana

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explain why we need to use energy wisely.

Science Pr cess S/i00s : Observing !ommunicating #nterpreting data

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Pupils discuss why renewable energy is better than non( renewable energy. Pupils carry out brainstorming session on how to save energy in everyday life. Pupils draw a list of do@s and don@ts on how to save energy and use it as a guide to carry out daily activities.

Science Pr cess explain why renewable energy S/i00: is better than non( aking #nferences renewable energy. #nterpreting data Eive example on how to save energy practice saving energy

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+- E0ectricit8 1< '.& Fnowing the sources of electricity Pupils carry out activity such as lighting up a bulb or ringing an electric bell to verify that the following sources produce electricity e.g. a. dry cell, b. accumulator, c. dynamo, d. solar cell. Pupils state the sources of electricity. Science Pr cess S/i00s : Observing !ommunicating Mani120ative s/i00s: Use and handle science apparatus and subtances Provide real ob/ects or substances such as dry cell, accumulator, rechargeable battery, solar cell etc for pupils to observe and discuss.

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1ry cell( sel kering 6ydroelectric power- kuasa hidro elektrik

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'.' Understanding a series circuit and a parallel circuit

Pupils build as many different electric circuits as they can Pupils are introduced the symbols of the components in an electric circuit, i.e battery, bulb, connecting wires and switch . Pupils draw circuit diagrams based on the circuits that they have built. Pupils observe various series circuits and parallel circuits. ?ased on observation, pupils discuss the differences in the arrangement of bulbs in series and parallel circuits. Pupils draw circuit diagrams of series and parallel circuit and compare the arrangement of the bulbs in these circuits.

Pupils identify the symbols of various components in a simple electric circuit. draw circuit diagrams identify the difference in the arrangement of bulbs in series and parallel circuits.

Science Pr cess S/i00s : Observing aking #nferences "xperimenting Predicting Mani120ative s/i00s: Use and handle a science apparatus and substances Scienti.ic Attit23es( N 40e Va02es$ ?eing fair and /ust. >hen comparing the brightness of the bulbs in series or parallel circuit the number of batteries and bulbs must be the same

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Pupils are given batteries, bulbs, switches and connecting wires to build series and parallel circuits. Pupils observe and compare the brightness of the bulbs in $ a. series circuits, b. parallel circuits, c. between series and parallel circuits Pupils carry out activities and compare what happen to the bulb in a series circuit and a parallel circuit when various switches in each circuit are off.

build a series circuit. build a parallel circuit compare the brightness of the bulbs in a series and a parallel circuit. compare the effect on the bulbs when various switches in a series circuit and a parallel circuit are off.

Science Pr cess S/i00s : Observing aking #nferences "xperimenting Mani120ative s/i00s: 2tore science apparatus Scienti.ic Attit23es( N 40e Va02es$ ?eing cooperative

?atteries and bulb must be the same

2eries circuit( litar bersiri Parallel circuit( litar selari ?rightness( kecerahan 0rrangement( susunan

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'.) Understanding the safety precautions to be taken when handling electrical appliances

Pupils discuss the danger of mishandling electrical appliances, e.g a. electric shock, b. fire, c. burn, d. electrocution. Pupils discuss the safety precautions to be taken when using electrical appliances, e.g a. do not touch electrical appliances with with wet hands, b. do not use electrical appliances that are faulty or having broken insulation wires, c. do not repair electrical appliances on your own, d. do not connect too many electrical appliances to one power supply.

Pupils describe the danger of mishandling electrical appliances. explain the safety precautions to be taken when using electrical appliances

Science Pr cess S/i00s : Observing !ommunicating aking #nferences Mani120ative s/i00s : Use and handle science apparatus and substance

%eacher can also discuss other general ( safety precautions, e.g$ a. do not insert ob/ects into power supply, b. do not touch a switch with wet hands, c. do not touch victims of electric shock. "lectric shock( kejutan elektrik 0ppliances( peralatan. (

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Learning area : Investigating F rce an3 Energ8

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,- Light ).& Understanding that light travels in a straight line

L1 Pupils carry out activities to observe that light travels in a straight line. Pupils gather information and give examples of events or phenomena that show light travels in straight line. Pupils observe and discuss the formations of shadow to conclude that shadow is formed when light is blocked by an opaque or a translucent ob/ect. Pupils carry out activities to investigate the factors that cause the shape and size of a shadow to change. Pupils 2tate that light travels in a straight line Eives examples to verify that light travels in a straight line 1escribe how shadow is formed Science Pr cess s/i00s Observing !ommunicating "xperimenting !ontrolling =ariable beam = alur cahaya travel - bergerak opaque ( legap
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1esign a fair test to find out what cause the size of a shadow to change by deciding what to keep the same, what to change and what to observe.

Science Pr cess s/i00s $ Observing !ommunicating "xperimenting !ontrolling =ariable

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Pupils observe, discuss and conclude that$ a. when the distance between an ob/ect and its light source decreases, the size of the shadows increases and when the distance between an ob/ect and the screen increases the size of the shadow decreases. b. the shape of the shadow changes according to the position of light source and the shape of the shadow changes according to the position of an ob/ect. 1esign a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same, what to change and what to observe

Science Pr cess S/i00s : !ontrolling variable aking hypothesis "xperimenting Mani120ative s/i00s: Use and handle a science apparatus and substances Scienti.ic Attit23es( N 40e Va02es$ ?eing fair and /ust ?eing cooperate
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).' Understanding that light can be reflected

Pupils carry out activities to investigate reflection of light using$ a. a mirror, b. an aluminum foil. Pupils draw ray diagrams to show the reflection of light in the above activities.

Pupils 2tate that light can be reflected.

Science Pr cess s/i00s: Obersving !ommunicating <eflection pembalikan 2harp bend selekoh tajam <ay diagram gambarajah sinar

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1raw ray diagrams to show reflections of light. Eive examples of uses of reflection of light in everyday life. Mani120ative s/i00s: Use and handle science apparatus and substance

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Pupils gather information about the uses of reflection of light in everyday life, e.g.. a. side mirror of a car, b. mirror at the sharp bend of a road, c. mirror in the barbershop, d. periscope. Pupils apply the principle of light reflection to design devices, e.g. a. periscope b. kaleidoscope.

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5- Heat 4.& Understanding that temperature is an indicator of degree of hotness

L1 Pupils heat '3+ ml of water for ) minutes and feel the water every few seconds while heating to feel the change of temperature. Pupils let the warm water cool down and feel the water every few seconds. ?ased on the above activities, pupils discuss and conclude that$ a. heat gain causes the water to become warmer b. heat loss causes the water to become cooler. Pupils are guided to use and read thermometer correctly. easure temperature using the correct technique. Pupils state that when a substance gains heat it will become warmer. 2tate that when a substance loses heat it will become cooler. Science Pr cess S/i00s : Observing !ommunicating "xperimenting !ontrolling variable Mani120ative s/i00s: Use and handle a science apparatus and substances Scienti.ic Attit23es( N 40e Va02es$ ?eing fair and /ust.
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A'E)&ATE E*ERCISES L1 L+ L,

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Pupils gather information on the metric unit for measuring temperature. Pupils carry out activity to measure temperature, e.g. a. heat up water and record the temperature every few minutes, b. turn off the ?unsen burner and record the temperature every few minutes while the water cools off. Pupils discuss and conclude that the temperature$ a. increases when heat is gained, b. decreases when heat is lost. Pupils discuss and conclude that the temperature is an indicator to measure hotness

2tate the metric unit for temperature. 2tate that temperature of an ob/ect or materials increases as it gains heat.

Science Pr cess s/i00s: aking inferences !ommunicating "xperimenting !ontrolling variable

&

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'

2tate that temperature of an ob/ect or material decreases as it losses heat !onclude that the temperature is an indicator to measure hotness

&

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':

"EE# "EE#

LEARNING LEARNING O$%ECTIVES O$%ECTIVES 4.' Understanding the effects of heat on matter.

&GGESTE' LEARNING ACTIVITIES ACTIVITIES

S&GGESTE' LEARNING

LEARNING LEARNING O&TCOMES O&TCOMES

S&GGESTE' S&GGESTE' SCIENTIFIC SCIENTIFIC S#ILL S#ILL Science Science Pr Pr cess cess S/i00s : S/i00s : Observing Observing !ommunicating !ommunicating

NOTES ( NOTES ( VOCA$&LARY VOCA$&LARY

A'E)&ATE A'E)&ATE E*ERCISES E*ERCISES L1 L1 L+L+ L, L, ? ?

1;

+<

Pupils or computer Pupils Pupils view carry video out activities to Pupils simulation on the expansion observe the effects of heat on Eive 2tate examples that and contraction of matter in of the matter, e.g. matterapplication expands everyday life, e.g. of the heated. principle a. heating an iron ball and when of expansion and inserting it into an iron 2tate that matter a. ring, an electric cable is contraction in contracts when installed loosely to prevent it everyday life. b. cooling the heated iron ball cooled. from snapping itthe iron and insertedwhen it into contracts ring, in cold weather, b. there are gasps atwater railway c. heating coloured in a traps to allow for expansion beaker with a glass tube in hotand weather, observing the water c. level a tight cap tube, can be inbottle the glass loosened by itpong in d. heating a immersing dented ping hotball water, in hot water d. concretecoloured slabs on water in a e. cooling pavements have allow beaker with agaps glassto tube for and expansion. observing the water level in the glass tube. Pupils discuss their observations of the activities and conclude that$ a. matter expands when heated, b. matter contracts when cooled.

) ' 1ent - kemek "xpand mengembang !ontract mengecut 2nap ( putus '

( (

( (

aking N 40e Va02es: inferences "xperimenting %hinking rationally Mani120ative S/i00s : Use and handle science apparatus and substances. N 40e Va02es: ?eing systematic. ?eing cooperative ?eing honest and accurate recording and validating data.

';

Learning area : Investigating Materia0s

"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL NOTES ( VOCA$&LARY A'E)&ATE E*ERCISES

+1

1- States . Matter &.& Understanding that matter exist in the form of solid, liquid or gas.

L1 Pupils classify ob/ects and material into solid, liquid and gas. Pupils discuss and give reasons for their classification. Pupils study the properties of solid by$ a. weighing various kinds of solids b. measuring the volumes of various kinds of solids, c. putting various types of solids into containers of various shapes. Pupils discuss and conclude the properties of solids, i.e. a solid$ Pupils classify ob/ects and materials into three states of matter state the properties of solid Science Pr cess S/i00s : Observing !lassifying !ommunicating "xperimenting easuring and using number 2uggested ob/ects and materials for pupils to classify are$ #nflated balloon, deflated balloon, stone, cooking oil, milk, water, paper, paper clip ruler, glue and bicycle pump. &

L+ '

L, (

'

'A

a. has mass, b. has fixed volume, c. has fixed shape.

2olid( pepejal *iquid - cecair Eas( gas

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L,

++

Pupils study the properties of liquids by$ a. weighing various kind of liquids, b. measuring the volumes of liquids, c. pouring the liquid into containers of various shapes. Pupils discuss and conclude the properties of liquids, i.e a liquid$ a. has mass b. has fixed volume c. has no permanent shapes but takes the shape of its container. Pupils observe the flow of different liquids as they are

2tate the properties of liquid

Science Pr cess S/i00s : Observing !ommunicating aking #nferences "xperimenting

>ater vapour - wap air "vaporation penyejatan !ondensation kondensasi >ater cycle - kitar air #nterchangeable boleh saling bertukar 2yringe ( picagari

'

2tate that

'

)+

poured into containers. Pupils discuss to conclude that some liquids flow faster than others.
"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES

some liquids flow faster than others

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L, ' ( (

+,

Pupils study the properties of gas by$ a. balancing two inflated balloons in a stick and puncturing one of the balloons, b. inflating balloons of different shapes, c. observing smoke in a closed container than placing an inverted container on it. <emoving the cover of the first container and observe how smoke move from a container to another inverted container placed directly over it, d. feeling the pressure of gas in a syringe when

2tate the properties of gas

"xamples of liquids$ a. water b. milk c. condensed milk d. cooking oil e. tomato sauce f. cordial g. shampoo h. glue Science Pr cess S/i00s : Observing !ommunicating "xperimenting

)&

its plunged is pushed down with nozzle closed.

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L,

+5

&.' Understanding that matter can change from one state to another

Pupils discuss and conclude the properties of gas, i.e gas a. has mass b. has no fixed shape but takes the shape of its c. occupies space and has no fixed volume, d. can be compressed Pupils carry out the following Pupils activities to observe the change of the state of matter$ state that water a. allowing ice to melt, can change its b. heating water until it state boils, c. collecting water vapour, allowing it to cool and making it freeze. conclude that

Science Pr cess S/i00s : Observing !ommunicating

0dditional observation$ a. melting butter b. melting ice cream

&

"vaporation occurs

)'

Pupils discuss and conclude that$ a. water can change from one state to another, b. water can exist as solid, liquid and gas
"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES

water can exist in Science Pr cess any of the three S/i00s : states of matter Observing !ommunicating aking inferences "xperimenting
LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL

at the surface of a liquid at any temperature

'

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L,

+6

Pupils discuss the process involved when a matter changes from one state to another, i.e. a. b. c. d. e. melting, boiling, evaporation, condensation, freezing.

#dentify the processes involved when a matter changes from one state to another

' "vaporation penyejatan !ondensation kondensasi7reezing pembekuan elting peleburan

& ( (

Pupils investigate and discuss the factors that affect how fast water evaporates e.g. a. hot weather b. windy +7 &.) Understanding the water cycle Pupils view computer simulation to study the formation of clouds and rain. Pupils discuss and explain the

#dentify factors that affect the rate of evaporation of water

Pupils Science Pr cess 1escribe how S/i00s : clouds are Observing formed !ommunicating

& !loud - awan >ater cycle - &

' '

) )

))

changes and explain the changes in the state of matter in the water cycle. Pupils view computer simulation on how water is circulated in the environment.

1escribe how rain is formed "xplain how water is circulated in the environment
S&GGESTE' SCIENTIFIC S#ILL

kitaran air & ' )

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L,

Pupils discuss the importance of water cycle. &.4 Pupils view video about$ 0ppreciating the a. the importance of water importance of for living things, water resources b. the effects of human activities on quality of water supply. Pupils gather information on how to keep our water resources clean and present it in the form of folio. Pupils draw posters to show appreciation that water is an important resource.

"xplain the importance of water cycle Pupils give reasons why we need to keep our water resources clean describe ways to keep our water resources clean

'

&

&

+9

Science Pr cess S/i00s : & Observing !ommunicating #nterpreting data ' & & ' (

)4

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILLS

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES

+:

+- Aci3 an3 A0/a0i '.& Understanding the properties of acidic, alkaline and neutral substances

L1 Pupils test substances to determine whether they are acidic, alkaline or neutral substances based on the change of wet litmus papers colour. Pupils determine whether food samples are acidic or alkaline by tasting the food samples and testing the litmus paper. Pupils carry out discussion and conclude the properties of acidic, alkaline and neutral substances in terms of taste and colour changes of litmus paper. Pupils identify acidic, alkaline and neutral substances using litmus paper identify the taste of acidic and alkaline food conclude the properties of acidic alkaline and neutral substances Science Pr cess S/i00s : Observing !ommunicating !lassifying Mani120ative S/i00s : Use and handle science apparatus and substances Pupils should taste the food samples & provided only and not any other substances *itmus paper kertas litmus 2our - masam ?itter - pahit Deutral neutral 0sidic keasidan 0lkaline kealkalian Property ( sifat

L+ )

L, (

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Learning Area: Investigating the Earth an3 The &niverse

"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL NOTES ( VOCA$&LARY A'E)&ATE E*ERCISES

+;

1- C nste00ati n 1-1 Understanding the constellation

L1 Pupils view video or computer Pupils simulation or visit planetarium to observe various constellations. 2tate what constellation is. Pupils discuss that constellations is a group of stars that form a certain pattern in the sky. #dentify Pupils observe the Orion, constellations. 2corpion, ?ig 1ipper and 2outhern !ross in the sky. Pupils build a model to study the pattern of Orion, 2corpion, ?ig 1ipper and 2outhern !ross. Pupils gather information on the Science Pr cess S/i00s : Observing !ommunicating ?ig 1ipper and 2outhern !ross can be seen between 0pril Gune around ;.++pm to &+.++pm. Orion can be seen between 1ecember 7ebruary around ;.++pm to &+.++ pm. 2corpion can be seen between Gune - 0ugust &

L+ (

L, (

)9

importance of constellations, e.g. a. to shows directions, b. to indicate the time to carry out certain activities, e.g. planting season.

2tate the importance of constellations.

around ;.++pm to &+.++pm

!onstellation buruj Orion Belantik 2corpion Skorpio ?ig ?ipper Biduk 2outhern !ross - Pari Pattern - corak 1irection arah 2eason - musim

):

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES

,<

+- The Earth@ The M n an3 The S2n +-1 Pupils view video, computer Understanding simulation or model about the the movements of movement of the "arth, the the "arth, the oon and the 2un. oon and the 2un. Pupils discuss and explain the rotation of the "arth and the oon and their movements around the 2un.

L1 Pupils 2tate that the "arth rotates on its axis. 2tate that the "arth rotates and at the same time moves round the sun. 2tate that the oon rotates on its axis. 2tate that the oon rotates and at the same time moves round the Science Pr cess S/i00s : Observing !ommunicating #nterpreting data %he "arth rotates on its axis from west to east and completes one rotation every '4 hours. rotate ( berputar sundial - jam matahari axis - paksi west - barat east - timur movement pergerakan position &

L+
(

L,
(

&

&

&

);

"arth. 2tate that the oon and the "arth move round the 2un at the same time.
LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL

kedudukan

&

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

NOTES ( VOCABULARY

A'E)&ATE E*ERCISES L1 L+ L,

,1

Pupils observe and record the length and position of the shadow of a pole at different time of the day Hpole as the ob/ect and the 2un as the source of light.. Pupils fix a toothpick vertically on the surface of a globe. Pupils observe the length and position of the shadow formed when the globe is rotated at its axis over a fixed light source. Pupils build a sundial. Pupils discuss and conclude that the "arth rotates on its axis from west to east.

describe the changes in length and position of the shadow throughout the day.

throught sepanjang shadow( bayang-bayang

'

conclude that the "arth rotates on its axis from west to east.

&

)A

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCABULARY

A'E)&ATE E*ERCISES L1 L+ L,

,+

+-+ Understanding the occurrence of day and night.

Pupils view video or computer simulation on how days and nights are formed or carry out a simulation by illuminating a rotating globe to observe the occurrence of day and night. ?ased on the above activity, pupils discuss how day and night occur. Pupils draw diagrams to show the occurrence of day and night.

Pupils state that it is day time for the part of the "arth facing the 2un. state it is night time for the part of the "arth facing away from the 2un. explain that day and night occur due to the rotation of the earth on its axis.

Science Pr cess S/i00s : Observing !ommunicating #lluminating menyuluh 7acing menghadap <otating globe - glob yang berputar 1ay - siang Dight - malam Occurrence ( kejadian

&

&

&

4+

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCABULARY

A'E)&ATE E*ERCISES L1 L+ L,

,,

+-, Understanding the phases of the oon

Pupils view video or computer simulation and discuss that the oon does not emit light but reflects the sunlight. Pupils view video on the phases of the moon. Pupils use a ping(pong ball and light source to simulate the following phases of the moon$ a. new moon b. crescent c. half moon d. full moon Pupils carry out a pro/ect to observe and record the phases of the oon for a month and relate them to the dates of the lunar

Pupils state that that the oon does not emit light explain that the oon appears bright when it reflects sunlight. describe the phases of the oon.

Science Pr cess S/i00s : Observing !ommunicating Using space and time relationship Dew moonanak bulan !rescent bulan sabit 6alf moon bulan separa 7ull moon bulan purnama <eflect memantulkan Phase - fasa *unar calendar - Takwim Qamari "mit ( memancarkan

>

>

&

>

&

4&

calendar.

Learning Area : Investigating Techn 0 g8

"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL NOTES ( VOCABULARY A'E)&ETE E*ERCISE

,5

1- Strength an3 Sta4i0it8 &.& Pupils carry out activity to Fnowing the recognise the shapes of shapes of ob/ects , i.e, ob/ects in a. cube structures . b. cuboid c. sphere d. cone e. cylinder f. pyramid g. hemisphere Pupils walk around the school compound and identify shapes mentioned above.

L1 Pupils state the shapes of ob/ects Science Pr cess S/i00s : Observing easuring and using numbers !ommunicating #nterpreting data 2hape ( bentuk !ube ( kubus !uboid - kuboid 2phere - sfera !one - kon !ylinder silinder Pyramid( piramid 6emisphere( emisfera 2tructure( struktur :

L+ (

L, (

identify shapes in structure

Mani120ative S/i00s : Use and handle science apparatus and substances. N 40e Va02es:

4'

0ppreciating the contributions. ?eing systematic. ?eing honest and accurate recording and validating data
"EE# LEARNING O$%ECTIVES S&GGESTE' LEARNING ACTIVITIES LEARNING O&TCOMES S&GGESTE' SCIENTIFIC S#ILL NOTES ( VOCA$&LARY A'E)&ATE E*ERCISES L1 L+ L,

,6

&.' Understanding the strength and stability of a structure .

Pupils carry out activities to identify the shapes of ob/ects that are stable. Pupils carry out activities to investigate factors that affect the stability of a structure , e.g. a. pushing a bottle standing upright and a bottle standing upside down . b. pushing a high chair and a low chair . Pupils discuss and conclude that the stability of an ob/ect is affected by $ a. base area b. height Pupils carry out activity to

Pupils identify shapes of ob/ects that are stable. identify the factors that affects stability of ob/ects

Science Pr cess S/i00s : Observing !ommunicating

2trength( kekuatan! kekukuhan . stability( kesetabilan base area( luas tapak affect( memepengaruhi stand at ease senang diri stand at attention( bersedia

'

&

4)

investigate how base area affects the stability of an ob/ect , i.e. the bigger the base area , the more stable the ob/ect is .

explain how base area affects stability

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L,

Pupils carry out activity to investigate how height affects the stability of an ob/ect , i.e. the higher the ob/ect, the less stable the ob/ect is . Pupils carry out activities to study the factors that affect the strength of a structure , e.g. a. suspend a weight on a straw and then on a pencil. b. make two bridges , one using a piece of flat paper and the other using a folded paper . c. %hen put ob/ects of the

explain how height affects stability

&

identify the factors that affect the strength of a structure.

&

44

same mass on each bridge

"EE#

LEARNING O$%ECTIVES

S&GGESTE' LEARNING ACTIVITIES

LEARNING O&TCOMES

S&GGESTE' SCIENTIFIC S#ILL

NOTES ( VOCA$&LARY

A'E)&ATE E*ERCISES L1 L+ L,

Pupils discuss and conclude that the strength of a structure is affected by $ a. types of materials used . b. how the structure is placed. Pupils design the strongest and most stable structure using materials of their choice . design a model that is strong and stable . 2uggestion$ Use reused and recycle materials. ( ( (

43