Professional Documents
Culture Documents
1.
A tiger __________________________.
An elephant _____________________.
3.
5.
A zebra _________________________.
LI/WS2
Name: __________________________________________________
1.
_______________________.
2.
3.
____________________.
4.
Name: __________________________________________________
Live In Solitary
Live In Groups
Name : __________________________________________________
Class :_______________________ Date:__________________
Squirrel Owl
Tiger
Cow
Mousedeer
Deer
Crocodile
Live in ground
Duck
Cat Snake
Fish
(iii) __________
L3 / WS2
Name : _________________________________________________
X Y
R - Shelter
S - Food
T - Water
Diagram 2
Which of the following factors increases the competition among
carnivores in a habitat?
A The amount of grass increases
B The number of deer decreases
C The number of tiger decreases
D The number of zebra increases
M N
Diagram 3
I sunlight
II shelter
III water
IV food
A I and II
B II and III
C II, II and IV
D I, II, III and IV
Lesson 4
Theme: Investigating Living Things
Learning Objectives: 1.2 Understanding that competition is a form of
Interaction among living things.
Learning Outcomes: At the end of the lesson, pupils should be able to:
• state that living things interact with one
another in the environment;
• state that competition is a form of
interaction;
• list the factors that plants compete for;
• give the reasons why plants compete.
SPS : Observing, making inferences and communicating.
Approaches Activities
1 Picture and text (L4/APP1).
Preparation
2 Worksheets (L4/WS1, L4/WS2).
1 Distributes picture and text and explains why
Teacher’s plants compete with each other. (L4/APP1)
briefing 2 Guides pupils to complete the worksheet given.
(L4/WS1)
Pupils’
Pupils complete the worksheet. (L4/WS1)
action
Teacher guides the pupils to make conclusion
Conclusion that plants compete with each other to get enough
sunlight, water, space and nutrients.
Sunlight Nutrients
Space Water
C P E T N
N E R C T N
L M I T D
N T R N S
I N E S C E
L4/WS2
Name : _________________________________________________
A I and III
B II and III
C II, III, and IV
D I, II, III and IV
Seedlings
pot
Diagram 1
There is competition among the seedlings for
I water
II light
III space
IV air
A I, II and III
B I, II and IV
C I, III and IV
D I, II, III and IV
Which container shows the competition of plants for water and nutrients ?
A II only
B I and II only
C II and III only
D I, II and III
1 1
2 2
3 3
4 4
5 5
6 6
7 7
L5/WS3
Name: __________________________________________________
A B
C D
2 P - Elephant
Q - Hen
R - Rhinoceros
S - Frog
A Burning
B Fishing
C Pollution
D Hunting
• Facing extinction
• Lives in the jungle
• Hunted for its tusks
What is X?
A Tiger
B Tapir
C Elephant
D Rhinoceros
Lesson 6
Theme: Investigating Living Things
Learning Objective: 1.3 Understanding the responsibility of human
beings in protecting endangered species.
Learning Outcomes: At the end of the lesson, pupils should be able to:
• give example of endangered plants;
• explain why certain plants are facing the
threat of extinction;
• suggest ways to prevent plants from
extinction.
SPS: Observing, making inferences, communicating and classifying.
Approaches Activities
1 Pictures of endangered plants (L6/APP1).
Preparation 2 Notes (L6/APP2).
3 Worksheets (L6/WS1, L6/WS2).
1 Explains the objective of the lesson and the tasks
assigned for the pupils.
Teacher’s
2 Distributes pictures and notes and explains about
briefing
what will happen to the plants if human beings do
not protect them.
1 Identify the endangered species of plants and
discuss ways of preventing them from extinction.
Pupils’
(L6/APP1, L6/APP2)
action
2 Name the endangered species of plants in the
picture. (L6/WS1)
Teacher guides pupils to make conclusion that humans
Conclusion are responsible in protecting the endangered species
of plants.
Follow Up Pupils complete the worksheet given. (L6/WS2)
L6/APP1
Endangered species of plants.
Wild orchid
Sidalcea
Callirhoe papave
Rafflesia
Pitcher plant
L6/APP2
Rafflesia
2 Wild orchid
Pitcher plant
3
Venus fly trap
Number of
animals
(d) Suggest two ways to increase the number of the animal species in
this habitat.
i _______________________________________________________
ii _______________________________________________________
Lesson 7
Theme: Investigating Living Things
Learning objective: 1.4 Knowing the impact of human activities on
environment.
Learning outcomes: At the end of the lesson, pupils should be able to:
• give examples of environmental destruction
caused by human;
• explain how human activities cause
environmental destruction.
SPS: Observing, making inferences and communicating
Approaches Activities
1 A picture puzzle (L7/APP1).
Preparation 2 Pictures and notes (L7/APP2).
3 Worksheets (L7/WS1, L7/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
Teacher’s 2 Distributes and explains about the picture puzzle.
briefing (L7/APP1)
3 Guides pupils to read and identify the keywords from
the text given.
1 Solve the picture puzzle (L7/APP1).
2 Read and identify the keywords in the text
Pupils’
(L7/APP2)
action
3 Present the product of their discussion to the class.
4 Complete the worksheet given. (L7/WS1)
Teacher guides pupils to make conclusion that some
Debriefing human activities can cause environmental destructions.
Follow up Pupils complete the worksheet given. (L7/WS2)
L7/APP1
L7/APP2
Erosion
Landslide
Flash-flood
Water Pollution
Air Pollution
L7/WS1
Name : _________________________________________________
Erosion
Landslide
Flash-flood
Water Pollution
Air Pollution
L7/WS2
Name : _________________________________________________
Before After
A burning
B logging
C hunting
D conserving
4 What will happen to the Earth if human activities are not
controlled?
air pollution
A
B landslide
C flash-flood
D water pollution
E erosion
Lesson 8
Theme: Investigating Force and Energy
Learning Objective: 1.1 Pupils should learn that pushing and pulling
can change the shape of an object.
Learning Outcomes: At the end of the lesson pupils should be able to:
• state that push and pull are force.
1. Compress a spring.
2. Squeeze a sponge.
3. Kick a ball.
6. Lift a pencil.
L8/WS2
Name: _________________________________________________
E
PUSH
C
G
PULL
D
H
Lesson 9
Theme: Investigating Force and Energy.
Learning objective: 1.2 Understanding the effects of a force.
Learning outcomes: At the end of the lesson, pupils should be able to:
• state that a force can move a stationary object;
• state that a force can stop moving object.
SPS: Observing and communicating.
Approaches Activities
1 A toy car.
Preparation
2 Worksheets (L9/WS1, L9/WS2)
1 Explains the objective of the lesson.
Teacher’s
2 Distributes the worksheet and shows the pupils how
briefing
to do the activities. (L9/WS1)
1 Do the activities in small groups and complete the
Pupils’
worksheet. (L9/WS1)
action
2 Read out the answers.
Teacher guides pupils to make conclusion that force
Conclusion
can move stationary objects and stop moving objects.
Follow up Pupils complete the worksheet. (L9/WS2)
L9/WS1
Name : _________________________________________________
ACTIVITY 1.
1 Teacher gives a toy car to each group.
2 Pupils push the toy car in their groups.
3 Pupils make an observation.
Observation :
The toy car ___________________ when pushed.
(moves, does not move )
Conclusion :
A force __________________ a stationary object.
( can move, cannot move)
ACTIVITY 2.
1 Pupils push the toy car and then stop it with their hands.
2 Pupils make an observation.
Observation:
The toy car ______________________________ when pushed.
(moves, stops)
Conclusion :
A force can ____________________ a moving object.
(move, stop)
L9/WS2
Name : _________________________________________________
5
L9/WS2
Name : _________________________________________________
Diagram 1
What will happen if we push the marble?
Diagram 2
Based on the observation in diagram 2, what is the effect of
force on the ping pong ball?
A Force can stop the ping pong ball moving.
B Force changes the shape of the ping pong ball .
C Force causes the stationary ping pong ball to move.
D Force can slow down the movement of the ping pong ball.
Lesson 10
Theme: Investigating Force and Energy.
Learning objective: 1.2 Understanding the effects of a force.
Learning outcomes: At the end of the lesson, pupils should be able to:
• State that a force can change the motion of an
object.
SPS: Observing and communicating
Approaches Activities
1 Some ping pong balls and straws.
Preparation
2 Worksheets (L10/WS1, L10/WS2).
1 Asks pupils to state the effects of a force that
Teacher’s they have learned in the previous lesson.
briefing 2 Distributes the worksheet and briefs pupils how
to do the activities. (L10/WS1)
1 Carry out the activities in small groups.
Pupils’
2 Write observations and conclusions in the
action
worksheet. (L10/WS1)
Teacher guides pupils to make conclusion that a
force can:
• change the direction of a moving object;
Conclusion
• make an object move faster;
• make an object move slower.
Follow up Pupils complete the worksheet. (L10/WS2)
L10/WS1
Name : _________________________________________________
ACTIVITY 1
1 Blow a moving table tennis ball as shown in diagram 1.
Table tennis ball is moving straw
Direction of blow
Diagram 1
Observation:
The table tennis ball moves forward ________________.
(faster, slower)
Conclusion :
A force can make an object moves _____________________ .
( faster, slower )
ACTIVITY 2
1 Blow a moving table tennis ball as shown in diagram 2.
straw
Blowing direction movement of table tennis ball
Diagram 2
Observation:
The table tennis ball moves __________________________.
( slower, faster )
Conclusion:
A force can make an object moves ___________________.
(slower, faster)
L10/WS1
ACTIVITY 3
straw
Diagram 3
Observation :
The ping pong ball moves to the __________________________.
( side, back ).
Conclusion:
A force can change the ___________________________ of a
moving object. ( direction, shape ).
L10/WS2
Name : _________________________________________________
A E F F E C T H I L
C X V R G F O R C E
D I R E C T I O N G
E H S L O W E R Q M
G D C M C H A N G E
H S H A P E J T R I
I X G F A S T E R I
S T O P O P M O V E
S T A T I O N A R Y
L10/WS2
Name : _________________________________________________
__________________________
What will happen if we blow the ping pong ball in the same
direction ?
A Mass of an object.
B Shape of an object.
Approaches Activities
• Possible question :
What is the purpose / aim of this investigation?
• Possible answers:
To know / show / investigate / test / find out the relationship
between the (manipulated variable) and the (responding
variable).
• Possible question :
State the relationship between the two variables in this
investigation?
• Possible answers:
(can be used for answering hypothesis)
• Possible questions and answers:
State
i What to keep the same
(constant / controlled / fixed variable)
ii What to change
(manipulated variable)
iii What to measure
(responding variable)
L11/WS1
Name : _________________________________________________
A. Chalk Dance
Procedure
Conclusion:
Friction can _____________________ the size of an object.
B. Rolling Ball
Procedure
1. Roll a ball on the cement floor and measure the distance
travelled.
2. Roll the ball on the grass and measure the distance travelled.
Cement floor Grass
Distance travelled by
the ball (cm)
Observation:
i. Cement floor: (Longer / Shorter) distance.
ii. Grass: (Longer / Shorter) distance.
Inference:
i. Cement floor has (lesser / more) friction.
ii. Grass has (lesser / more) friction.
L11/WS2
Name : _________________________________________________
Marble surface
Ball
200 cm
Cement surface
Ball
200 cm
Ball Grass
200 cm
He recorded the distance the ball moved on each surface.
Approaches Activities
Non-oily surface
Wooden
block
Oily surface
Procedure
Inference
The distance travelled by the block on the oily surface is
____________ (farther, shorter) because it has ___________ (less,
more) friction.
Conclusion:
Non-oily surface
Wooden blocks
Oily surface
a) The block moves further on the oily surface. Give one reason.
__________________________________________________
Approaches Activities
Activity
A - New shoes
B - Worn-out shoes
Conclusion:
A A worn-out tyre
B A pair of worn-out shoes.
C A pair of new shoes with patterns on the soles.
D A pair of new shoes without patterns on the soles.
A I and II
B I and IV
C II, III and IV
D I, II, III and IV
Approaches Activities
1 A worn-out shoe
Preparation 2 A mind map (L14/APP1).
3 Worksheets (L14/WS1, L14/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
Teacher’s
briefing 2 Explains the advantages and disadvantages of
friction using a mind map. (L14/APP1)
1 Read the text and colour keywords as instructed.
Pupils’ L14/WS1)
action
2 Present the answers to the class.
Teacher guides the pupils to make conclusion that:
Conclusion i. friction occurs when two surfaces are in contact.
ii. friction has its advantages and disadvantages.
Follow-up Pupils complete the worksheet given. (L14/WS2)
L14/APP1
Advantages and Disadvantages of Friction
Allow
vehicles to
travel on the
road safely
Slow
Enable us
down or
to sharpen
stops
a knife ADVANTAGES moving
vehicles
Allow us to
walk or run Enable us
without to hold
slipping things
Cause surfaces
to wear-out
e.g. Tyres, Sole
of shoes
DISADVANTAGES
Read the following text and then carry out the task below.
Name: _________________________________________________
iii)
What to measure (responding variable)?
___________________________________________
b Observation :
i The trolley moves ____________ (farther, nearer) on a glass
surface than on the other surfaces.
ii The trolley moves_____________ (farther, nearer) on a tar
road than on the other surfaces.
c Conclusion:
i The __________the surface, the longer the distance a trolley
moves. (rougher, smoother)
ii The __________the surface is, the shorter is the distance a
trolley moves. (rougher, smoother ).
L15/WS2
Name : _________________________________________________
What to change
(manipulated variable) Size of the trolley
What to measure
(responding variable) Different types of
surface
Speed :
Situation I
Situation II
Situation I
• Who is faster?
Siti
Situation II
Name : _________________________________________________
1.
Time taken = 2 minutes Time taken = 2 minutes
Distance = 10km Distance = 5km
Car A Car B
2.
Time taken = 3 minutes Time taken = 3 minutes
Distance = 12km Distance = 15km
Car C Car D
3.
Time taken = 5 minutes Time taken = 5 minutes
Distance = 15km Distance = 18km
Car E Car F
4.
Time taken = 1 minute Time taken = 1 minute
Distance = 1km Distance = 3km
Car G Car H
5.
Time taken = 10minutes Time taken = 10minutes
Distance = 25 km Distance = 20 km
Car I Car J
L16/WS 2
Name : __________________________________________________
A B
1.
Distance : 10 metres Distance : 10 metres
2.
Distance : 100 metres Distance : 100 metres
3.
Distance : 800 metres Distance : 800 metres
4.
Distance : 10 kilometres Distance : 10 kilometres
5.
Distance : 100 kilometres Distance : 100 kilometres
Time taken : 1 hour Time taken : 2 hours
Lesson 17
Theme : Investigating Force and Energy
Learning Objective : 2.1 Understanding Speed
Learning Outcomes: At the end of the lesson pupils should be able to:
• state what speed is;
• solve problems using the formula.
Name :__________________________________________________
Distance : 20 metres,
Time taken : 4 seconds 6 m/s
1 A
Distance : 10 metres,
Time taken : 5 seconds 10 m/s
2 B
Distance : 30 metres,
Time taken : 5 seconds 5 m/s
3 C
Distance : 60 metres,
Time taken : 5 seconds 4 D 2 m/s
The table below shows the time taken by five objects to travel at a
distance of 100 metres.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Food Spoilage
Characteristics of food
spoilage
Mouldy
-have dark/
brown spots
Surface layer
Smell
Taste
I ______________________________________________________
Il ______________________________________________________
Ill ______________________________________________________
IV ______________________________________________________
L18/WS2
2 Food (will, will not) stay fresh if we keep properly for a long time.
6 (Prawns, Green peas) will turn bad faster than (prawns, green
peas) if they are left at room temperature for a few days.
MICROORGANISMS
bacteria fungi
Caused
by
FOOD
SPOILAGE
Presence
of water Suitable
acidity
Presence of
nutrients
L19/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________
Appearance
Smell
Touch
B. Draw the microorganisms that you see under the magnifying glass
or microscope.
1 Name the microorganisms that was observed on the bread.
____________________________________________________
a _______________________________________________
b _______________________________________________
c _______________________________________________
d _______________________________________________
e _______________________________________________
L19/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________
A Air
B Insects
C Microorganisms
D Water
I II III IV
A I and II
B I and IV
C II and III
D II and IV
3 Diagram 1 shows a spoilt bread.
Diagram 1
What is X?
A Algae
B Fungi
C Protozoa
D Worm
I Air
II Water
III Nutrient
IV Suitable temperature
A I and II
B I, II and III
C I, II, and IV
D I, II, III and IV
Lesson 20
Them: Investigating Materials
Learning objective: 1.2 Synthesising the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
• Describe ways to preserve food;
• Give examples of food for each type of food
preservation.
SPS: Making inferences and communicating
Approaches Activities
1 A word puzzle (L20/APP1).
Preparation 2 A mind map (L20/APP2).
3 Worksheets (L20/WS, L20/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Guides the pupils to complete the word puzzle. and
Teacher’s
explains about food preservation(L20/APP1,
briefing
L20/APP2).
3 Guides the pupils to complete the worksheet.
(L20/WS1)
1 Complete the word puzzle and the worksheet
given. (L20/APP1, L20/WS1).
Pupils’
2 Discuss about food preservation and list the types
action
of food suitable for different type of preservation.
(L20/APP2)
Teacher guides pupils to make conclusion that food can
Conclusion
be preserved in different ways.
Follow up Pupils complete the worksheet given. (L20/WS2)
L20/APP1
F O O D
P R S E R V A T I O N
I E R O
L20/APP2
Waxing
Bottling/Canning
• Sardine
•Apple
• Chilly sauce •Orange
Smoking
Boiling •Banana
•Tapioca •Fish
•Tapai
Salting
Cooling FOOD •Egg
•Vegetables PRESERVATION •Fish
•Fruits
Pasteurising
Freezing
•Meat •Yoghurt
•Milk
•Fish
Pickling Drying
•Mango •Chilly
Vacuum Packing •Fish
•Mushroom
•Fruits
L20/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________
B C T R I
Clue:
1. It is a living thing.
2. It is a type of microorganism.
3. It cannot be seen with naked eyes.
L21/APP2
Too hot
Too cold
CONDITION THAT
ARE NOT SUITABLE
FOR
BACTERIA
No air
Too salty
Dry place
L21/WS1
Name: __________________________________________________
Class: ____________________ Date : ___________
2. Drying
3. Pickling
4. Vacuum Packing
6. Freezing
L21/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________
________________
d. Vacuum packing will prevent food from turning bad because there
is no ______________________.
___________.
.
Lesson 22
Theme: Investigating Materials
Learning objective: 1.2 Synthesising the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
• State what food preservation is.
SPS: Interpreting, making inferences and communicating
Approaches Activities
1 A mind map (L22/APP1).
Preparation
2 Worksheets (L22/WS1, L22/WS2, L22/WS3).
1 Explains the objectives of the lesson and the tasks
assigned to the pupils.
Teacher’s 2 Explains to the pupils about food preservation
briefing based on the mind map given. (L22/APP1).
3 Guides the pupils to complete the worksheets.
(L22/WS1, L22/WS2)
1 Complete the worksheets given. (L22/WS1,
Pupils’
L22/WS2)
action
2 Present their answers to the class.
Teacher guides pupils to make conclusion about the
Conclusion meaning of food preservation.
Follow up Pupils complete the worksheet L22/WS3
L22/APP1
Food Preservation
Drying Salting
Bottling
Freezing
Cooling
Pickling
Waxing
Smoking
Pasteurising
Boling
Vacuum packing
L22/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________
•Pickling ¤ ¤ Meat
•Salting ¤ ¤ Egg
•Freezing ¤ ¤ Tomato
•Drying ¤ ¤ Mango
•Bottling ¤ ¤ Mushroom
L22/WS2
Name : __________________________________________________
Class : ____________________ Date : ___________
Diagram 1
Fresh mangoes
Pickled Mango
Fresh eggs
Salted eggs
L22/WS3
Name : __________________________________________________
Class : ____________________ Date : ___________
P Q
Diagram 1
We can enjoy the food for a longer time even the growing
season is over if the fruits and vegetables are preserved. It is useful for
the people in extreme weather where they cannot go out for hunting,
fishing or farming at certain period. They use preserved food as their
food supply.
Preserved food has a long shelf life. It is easier for the soldiers
to carry and take it as a food supply when they are in combat for a long
period.
The Importance of
Preserving Food
Types Of Waste
Type Example
Plastic
Plastic bottle
Glass
Glass bottle
Chemical
Toxic material
Metal
Tin can
Organic Waste
Food waste
L24/APP2
Sources Of Waste
Housing area
Agricultural area
Factories
Motor vehicles
Shipping
A B C D
E F G H
H Do not litter.
L24/WS1
Name : __________________________________________________
Types of waste
1 2 3
4 5
Name : ________________________________________________
Rubbish
(Plastic, left-over food, I Factories
A
paper, solid waste)
II Agriculture
Sewage B
III Motor
Pesticide and organic
C vehicles
fertilizer
IV Homes
Smoke D
Toxic materials
(Smoke, dust, Open
E V
radioactive materials, burning
hazardous waste)
L24/WS3
Group : ______________________________________
Match the pictures to the correct statements about the proper disposal
of waste.
I Throw rubbish
into dustbins.
A
B II Bury waste in
sanitary
landfills.
C Sewage is
III
treated before
disposal.
D
IV Do not litter.
E V Recycle
suitable waste
materials.
L24/WS4
Name : ________________________________________________
dustbin Smoke
chimneys
Releasing of
waste into
rivers
Releasing of
smoke into air
Littering
Open burning
L25/APP2
Water Pollution
Air Pollution
Acid Rain
Flash Floods
Name : _____________________________________________
Class : _______________________ Date : _______________
1. 2.
3. 4.
L25/WS2
Name : _____________________________________________
Class : _______________________ Date : _______________
Find and colour the following words in the word maze below.
D E G D V Z M J I Q F B N X U K B
S I C K N E S S G Y K L A O L A C
R V C G K B R M C A H Q C Y V S T
H W L K B K D I S E A S E S Y D B
B G A H L I S C U M J I M A W H O
F E I C A J L U J K H G A D H Y U
M R W A T E R P O L L U T I O N L
Z R H H S W M B U Z W S I C A B R
I A N I N F H O M N A N B D C N M
L C K Q K I J K G B U K S M A C B
A I L L U K D F L A S H F L O O D
G D O X G U K S W R K A D J P Q C
N R W M A I R P O L L U T I O N I
V A E B M L U E K A P U L A N C F
D I O H A T K T H L J G P J V Q V
Q N L A L C L I U K P Q H L A V A
K H K U A U R P O R L U M I D N M
L25/WS3
Name : _____________________________________________
A Open burning
B Throw rubbish into dustbins
C Recycle suitable waste materials
D Do not throw rubbish every where
Name : __________________________________________________
Write the type and reason for the classification of these waste as shown
in the example below.
A B
C D
Complete the flow chart by using all the words given below.
WASTE MATERIAL
L26/WS3
Name : _________________________________________________
A F S F Z X K L Q D W E R T
W O O D L C A C P E O I U Y
E O A G W V T B A G H T Y S
R D E C A Y A T I R J R U T
T M P H T B O P L A S T I C
Y N O J S N D O R D K E S A
U B I M E T A L Y A L W D E
I V U K K M S Y U B A Q I L
O C Y G L A S S I L S M F E
P X T L J Q O T L E D N G S
A Z R A H A T Y D F G B H O
S L E P A P E R M D H V K E
D K W S G E L E N A J C L U
F J C O T T O N E S K X C W
G H Q D F U P E R A L Z O N
L26/WS4
Name : _________________________________________________
Class : ___________________ Date : ___________
1. Based on the word list above, list four things that can decay.
i. _______________________________
ii. _______________________________
iii. _______________________________
iv. _______________________________
Bacteria Fungi
L27/APP2
Decaying Process
Organic Waste
The n
Nutrients make the soil healthy. Plants absorb nutrients in the soil.
Plants are then eaten by animals.
L27/WS1
Name : __________________________________________________
Label the pictures as (B) if they are bacteria and and (F) if they are
fungi.
1. 4.
2. 5.
3. 6.
L27/WS2
1 2
3 4
5 6
L27/WS3
Name : __________________________________________________
nutrients fungi
Plants
decomposers decay
Name : _______________________________________________
1. 2.
ADVANTAGES DISADVANTAGES
3. 4.
L28/WS2
L28/WS2
Name : ________________________________________________
Write the advantage of waste decay given below to the correct picture.
3
L28/WS3
Name : __________________________________________________
Lunar Eclipse
Name: _____________________________________________________
Class: _______________________________ Date: _______________
F O S D M O M I E T
D H M H T P O R C R
P A T A A A O P L A
S R Y R H Q N N I V
B L O C K U O O P E
T D I H K E R W S L
S H A D O W E A E S
L U O Y O E A R T H
L I N E G O I Y P H
B S S U N A L C D G
Lesson 30
Theme : Investigating the Earth and the Universe
1. Eclipse of the Sun occurs when the Moon lies between the Sun and the
Earth in a ______________ line.
Draw the position of the Moon, the Sun and the Earth during the eclipse
of the Sun.
Lesson 31
Theme: Investigating Technology
Learning objective: 1.1Understanding simple machines.
Learning outcomes: By the end of the lesson, pupils should be able to:
• explain what a simple machine is
• state types of simple machines
SPS: Observing and communicating
Approaches Activities
1 Pictures of different types of simple machines.
(L31/APP1)
Preparation
2 Worksheets (L31/WS1, L31WS2)
3 A can and a spoon
1 Asks pupils to open the lid of a can using their bare
hands and then using a spoon.
2 Asks pupils which method is easier to open the lid.
Teacher’s
3 Explains that a simple machine is a device which can
briefing
help to make work easier and faster.
4 Introduces different types of simple machines.
(L31/APP 1)
1 Do worksheet (L31/WS1)
Pupils’
2 Pupils read out their answers and teacher explains
action
any misconception.
1 Teacher guides the pupils to conclude that a simple
Conclusions machine is a tool/device to help them to do work
easier and faster (efficiently).
1 Teacher guides pupils to read (L31/APP2).
Follow-up 2 Pupils do worksheet (L31/WS2) as an enrichment
activity.
L31/APP1
LEVER SCREW
GEAR
L31/APP2
1 2 3
4 5 6
7
L31/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Choose and write the use of each type of simple machine from the
answers given below.
2
1
3 4
5 6
Wedge
Lever
A broom A wheelbarrow
Screw
L32/APP1
,
A spanner A tap
Pulley
Gear
Inclined plane
Read the following text and then carry out the task below.
Name two tools in the space provided for each type of simple machine.
1. WEDGE
e.g
1
2
7. WHEEL AND 2. LEVER
AXLE
e.g e.g
1 SIMPLE 1
2 MACHINE 2
6. SCREW 3. PULLEY
e.g e.g
1 1
2 2
e.g e.g
1 1
2 2
L32/WS3
Name:___________________________________________________
Class : _________________________________ Date____________
Name the simple machine used in these devices.
TYPES OF DEVICES
1 2 3
4 5 6
7 8 9
L32/WS4
L32/WS4
Name:___________________________________________________
Class : _________________________________ Date____________
1. These two parts act as one simple machine. They are found on
cars, bikes and wheelbarrows. _____________
2. A rope and a wheel to lift or to lower a weight make up this
simple machine. _____________
3. This simple machine can be used to lift a weight. It has a
fulcrum, a load and an effort. _____________
4. These simple machines are wheels with teeth on them. They fit
together when they are turned. _________
5. This simple machine can be used to separate things apart or to
hold a door open. ____________
6. This machine is used to hold things together. It has a thread
around a cylindrical body. It has a sharp end. _____________
7. A heavy object being pushed up along this simple machine uses
less effort, instead of lifting it straight up. _____________
Lesson: 33
Theme : Investigating technology
Learning objective : 1.2 Analysing a complex machine
Learning outcomes: By the end of the lesson, pupils should be able to:
• identify simple machines in a complex
machine
• conclude that a complex machine is made
of more than one simple machine
• give examples of complex machine
SPS : Observing and communicating,
Approaches Activities
1 A hand-drill
Preparation
2 Worksheet (L33/WS1, L33/WS2)
1 Shows and explains that a drill is a type of complex
machine.
2 Describes the meaning of complex machine.
Teacher’s 3 Describes the simple machines found in a drill by
briefing separating its components of it (screw, gear, wheel
and axle).
4 Shows other types of complex machines and their
simple machine components. (L33/APP1)
Pupils’ 1 Complete the worksheet given. (L33/WS1)
action 2 Present their answers in class .
1 Teacher restructures pupils’ answers and explains
any misconception.
Conclusion
2 Teacher concludes that a complex machine is a tool
with more than one simple machine.
Teacher guides pupils to complete the mind map
Follow-up
given. (L33/WS2)
L33/APP1
Simple machines in a complex machine
Hand drill
Wheelbarrow
Egg beater
Scissors
Lever and wedge
Bicycle
Crane
HAND DRILL
WHEEL BARROW
EGG BEATER
3
Wheel and axle, and _________
SCISSORS
4
Lever and _________
CRANE
BICYCLE
A hand-drill
1
2
3
1 1
2 2
COMPLEX
MACHINE
Fishing rod
Egg beater
1
1 2
2
Crane Bicycle
1 1
2 2
3 3
Lesson: 34
Theme : Investigating technology
Learning objective : 1.2 Analysing a complex machine
Learning outcomes: By the end of the lesson, pupils should be able to:
• identify simple machines in a complex
machine;
• conclude that a complex machine is made up
of more than one simple machine;
• give examples of complex machine.
SPS : Observing and communicating
Approaches Activities
1 Previous note about simple machines and complex
Preparation machines.
2 Worksheet (L34/WS1)
1 Revises the meaning of simple machine and complex
Teacher’s machine.
briefing 2 Guides pupils to answer structured questions.
(L34/WS1)
1 Pupils complete the worksheet given in groups.
Pupils’
(L34/WS1)
action
2 Pupils present their answers.
1 Teacher emphasises the importance of knowing how
to answer structured questions (answering section B
Conclusion in UPSR examination).
2 Teacher explains the correct answer and pupils write
the correct answer in their worksheet.
Follow-up Pupils do worksheet (L34/WS2)
L34/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Answer questions below.
(i) (ii)
(iii) (iv)
Figure 1
1 Figure 1 shows some activities which involve different types of
simple machines.
a State the simple machines that are being used.
i) ______________________________
ii) ______________________________
iii) ______________________________
iv) ______________________________
Figure 1
10 pupils were needed to pull the 100 kg load by using a pulley.
This investigation was repeated by using different number of
pulleys. Table 1 shows the result of the investigation
Number of pulley 1 2 3 4
Number of pupils needed to pull
10 5 3 _____
the 100 kg load
Table 1
a) Based on the investigation, state:
i) what to change?
_______________________________________
ii) what to measure?
_______________________________________
iii) Write a hypothesis for this investigation.
The _________ the number of pulleys being used, the _______ the number
of pupils needed to pull the 100 kg load.
c) Predict the number of pupils needed to pull the 100 kg load when 4
pulleys are used.
_____________________________________________________
Lesson 35
Theme : Investigating Technology
Learning area : Machine
Learning objective : 1.3 Appreciating the invention of machines that
make life easier.
Learning outcomes : By the end of the lesson, pupils should be able to:
• predict how life is without machines
• explain how machines can make our lives
easier.
Science process skills: Observing, predicting and communicating
Approaches Activities
1 A piece of wood.
Enable the
A crane housewives to
bake better cakes
A washing Enables us to
machine open the lid of a
tin can.
Tick (/) the correct statements and cross (X) the wrong statements.
Appreaciating
machines
Construction
Agriculture
Transportation
Education
Communication
L36/APP2
CLASSROOM ACTIVITY
Materials needed:
A small box, scissor, wire, glue, plasticine, 4 thread holders.
Instructions:
Follow the steps below.
1. Use the scissors to poke 4 holes near the base of the box.
2. Cut two pieces of wire of 10 cm.
3. Push each of the two pieces of wire through the holes
which are opposite to each other.
4. Fix each thread holder to each end of the wire which sticks
out of the box. Fix with glue and plasticine.
L36/WS1
Name: ___________________________________________________
Class: _______________________________Date:________________
Types of machines
A Transportation
1
B Communication
C Education
3
D
Construction
4
ASSESSMENT
SECTION A
Every question is followed by four options A, B, C and D. Choose the
correct answers.
A B
C D
I food
II space
III mate
IV shelter
A I only
B I and II only
C I, II and III only
D I,II, III and IV
A I and IV
B II and IV
C I, II and III
D I, III and IV
5 The pictures below shows 2 animals.
A I and II
B I and III
C I, II and IV
D I, III and IV
A B
C D
7 The list below shows four actions.
R - Pressing a dough
S - Blowing a balloon
T - Opening a door
U- Cycling
III IV
A I and II
B I and III
C II and III
D III and IV
9 The diagram shows a moving ping pong ball that is being hit by
a player.
A I only
B I and II only
C II and III only
D I, II and III
A 180 cm/s
B 63 cm/s
C 8cm/s
D 5 cm/s
12 The table below shows the speed of four buses.
A W
B X
C Y
D Z
I Bad smell
II Sour taste
III Change colour
IV Mouldy surfaces
A I and 11 only
B I, II and III only
C II, III, and IV only
D I, II, III and IV
fungus
What are the conditions for the fungus to grow?
The fried chicken will spoil if it is left at room temperature for a few
days because
I Salting
II Waxing
III Pickling
IV Freezing
A I and II
B I and III
C II and III
D I and IV
A There is no air
B There is no water
C The food is too salty
D The food is too cold
P – Fish bones
Q – empty mineral water bottle
R – Plastic comb
S – Aluminium foil
A P and Q
B Q and R
C P, Q and R
D Q, R and S
19 Which of the following is the correct combination of the source
of waste?
A II only
B I and III only
C I , Ill and IV only
D Il, III and IV only
Which of the following is the correct sequence during the eclipse of the Sun?
A Y, Z, X
B Y, X, Z
C Z, Y, X
D Z, X, Y
22 The Moon’s shadow is cast on the Earth ‘s surface as shown in
the diagram below.
A I and II only
B I and III only
C II and and III only
D I, II and III
25 The picture below shows a type of simple machine.
Based on the figure above, which of the following instruments use the
same principle?
I II
III IV
A I only.
B II and III only.
C I and III only.
D III and IV only.
26 The figure below is a type of instrument.
A Wedge
B Wedge and lever
C Wedge, screw and wheel and axle
D Wedge, lever, and wheel and axle
X
Z
X Y Z
A Fulcrum Effort Load
B Effort Fulcrum Load
C Effort Load Fulcrum
D Load Fulcrum Effort
28 The diagram below shows a picture of an axe.
What is X?
A I and II only
B I and III only
C I, II and III only
D I, III and IV only
SECTION B
________________________________________________________
b) Give TWO inferences for the trend of the number of animal X from
year 2000 to 2002.
I _______________________________________________________
II _______________________________________________________
c) Give TWO inferences for the trend of the number of animal X from
year 2002 to 2004.
I _______________________________________________________
II _______________________________________________________
2 The diagram below shows 4 rubber balls of the same size being rolled on 4
different surfaces.
Oily carpet
Each ball is pushed and the distance traveled is recorded in the table below .
(c) Predict the number of dark spots if the bread is sprinkled with
12 drops of water?
__________________________________________________
(d) State the relationship between the number of sprinkles and the
number of dark spots.
__________________________________________________
4 The figure below shows the apparatus used to investigate eclipse.
X
.
The table tennis ball represents the Moon, the globe represents the
Earth and the torch light represents the Sun . The table tennis ball is
moved around the globe when the torch light is switched on.
i _______________________________________________
ii _______________________________________________
5 Diagram 1 shows a boy collecting water from a well.
Diagram 1
(a) Write two observations about the activity that you can make from diagram 1.
1._______________________________________________________
2.______________________________________________________
(2 marks)
_______________________________________________________
( 1 mark)
________________________________________________________
________________________________________________________
( 1 mark)
ANSWER SCHEME
Lesson 1
L1/WS 1
1. live in solitary 2. live in groups 3. live in solitary 4. live in groups
5. live in groups
LI/WS2
Live In Groups Live In Solitary
Orang-utan Tiger
Zebra Leopard
Ant Eagle
Goat Fox
Cow Bear
Elephant
L2/WS1
1. food/space 2. food/safety 3. food/space 4.safety/food
L2/WS2
1.
Lesson 3
L3/WS1
a) i. Deer ii. Mousedeer iii. Cow
b) i. Squirrel ii. Owl
L3/WS2
1. A 2. B 3. C 4. C 5.C
Lesson 4
L4/WS1
1. Competition 2. Interaction
3. Limited 4. Nutrients
5. Interspecies
L4/WS2
1. D 2. D 3. A 4. C 5. A
Lesson 5
L5/WS1
1. Turtle 2. Whale 3. Tapir 4.Elephant 5. Tiger 6.Rhinoceros 7. Gorilla
L5/WS2
Endangered Non-endangered
1. Panda Snake
2. Turtle Frog
3. Gorilla Monkey
4. Whale Hen
5. Elephant Rat
6. Rhinoceros Cat
7. Dolphin Grasshopper
8. Hornbill
9. Tapir
L5/WS3
1. D 2. B 3. D 4. D 5. C
Lesson 6
L6/WS1
1. Rafflesia 2. Sun Flower 3. Sidalcea 4. Phantom Orchid
5. Pitcher plant 6. Callirhoe papave
L6/WS2
a) i. Year of investigation ii. Number of animals b) Decrease
c) i. Hunting ii. Exessive development d) Extinct
e) i. Conservation ii. Enforcing law
THEME :
Investigating Force and Energy
Lesson : 8
L8/WS1
1. Push 2. Push 3. Push 4. Pull 5. Pull 6. Pull
L8/WS2
Push
Pull
Lesson 9
L9/WS1
Acitity 1 : i. moves ii. Moves Activity 2 : i. stops ii. Stop
L9/WS2
A.
1
A force can move the
2 stationaery object
3
A force can stop a moving
4 object
5
B. 1. A 2. A
Lesson10
L10/WS1
Activity 1 : i. faster ii. faster Activity 2 : i. slower ii. slower
Activity 3 : i. side ii. direction
L10/WS2 A
A E F F E C T H I L
C X V R G F O R C E
D I R E C T I O N G
E H S L O W E R Q M
G D C M C H A N G E
H S H A P E J T R I
I X G F A S T E R I
S T O P O P M O V E
S T A T I O N A R Y
B. 1. B 2. A
Lesson 11
L1/WS1
Section A
Friction can change the size of an object.
Section B
Observation
i. Cement floor: (Longer) distance. ii. Grass: (Shorter) distance
Inference
i. Cement floor has (lesser) friction. ii. Grass has (more) friction.
L11/WS2
a) i. Size of the ball ii. Type of surface iii. Distance of the ball moves
b) least
c) Rougher/ more rough …….. slower / more slow
Lesson 12
L12/WS1
Inference : Far , less
Conclusion : Oil can reduce friction.
L12/WS2
a) Oily surface has less friction / oil reduce the friction
b) i. The type of block ii. The type of surface iii. Distance of block moving
c) Oil can reduce friction
Lesson 13
L13/WS1
1. We can walk easily 2.We might slip and fall
3.We use rough surface like sand paper.
Conclusion:
i. Pattern on a surface ii. Rough materials
L13/WS2
1. A 2. C 3. A 4. B 5. B
Lesson 14
L14/WS1
1. Friction is a force that opposes the movement of an object.
2. i. Allow us to walk or run without slipping
ii. Vehicles can travel on the road safely.
iii. The brake vehicles makes use of friction to slow down or stop the vehicles.
iv. Enable to hold things.
v. Enable to sharpen a knife or other tools.
3 i. Make objects move slowly
ii. Cause surfaces to wear out
iii. Friction produce heat that damaging the surfaces or even some part of
machines when heated.
L14/SW2
1. T 2. T 3. T 4. T 5. F
6. T 7. T 8. F 9. F 10. T
Lesson 15
L15/WS1
a) i. Different types of surface ii. The distance a trolley moves
iii. Size of the trolley, the number of the trolley, mass of the trolley
b) Observation
i. further ii. Nearer
c) Conclusion:
i. smoother . ii. rougher .
L14/WS2
a) To investigate the relationship between the different types of surface and the
distance a trolley moves
b) i. Size of the trolley ii. Different types of surface
Lesson 16
L16/WS1
1. A 2.B 3. B 4. B 5. A
L16/WS2
1. B 2. A 3. A 4. B 5. A
Lesson 17
L17/WS1
1. √ 2. √ 3. 4. √
5. 6. 7. 8. √
L17/WS2
1. C 2. D 3. A 4. E 5. B
L17/WS3
1. Object C 2. Object D
3. C→B→A→E→D 4. Distance (m) 5. Shorer time
THEME : INVESTIGATING MATERIALS
Lesson 18
L18/W1
A.
Characteristics Conditions of milk after one day.
Lesson 19
L19/W1
1.
Day Observation on the surface of bread
1 Yellow spots / few yellow spots
4 Draw the microorganisms that you see under the magnifying glass or microscope.
5 Fungi 4. Microorganism
5. a) air b) water c) nutrients d) suitable acidity e) suitable temperature
L19/W2
1C 2. B 3. B 4. D
LESSON 20
L20/APP1
Word puzzle : FOOD PRESERVATION
L20/WS1
* Follow the mind map given (L21/APP2)
L20/WS2
TYPE OF PRESERVATION
1. Drying / Pickling
2. Drying / Pickling / Salting/ Freezing
3. Canning
4. Drying / Freezing
5. Bottling
6. Pickling / Drying
7. Canning
8. Pickling
LESSON 21
L21/APP1
Word Puzzle: BACTERIA
L21/WS1
Why microorganism cannot grow
1. Too salty
2. No water
3. No water
4. No air
5. Too hot
6. Too cold
L21/WS2
1. Air , water 2. Water 3. Cold 4.Air 5. Salty
LESSON 22
L22/WS1
1. Pickling – Mango 2. Salting – Egg
3. Freezing – Meat 4. Drying – Fish
5. Vacuum packing – Mushroom 6. Bottling - Tomato
L22/WS2
1. Canning meat 2. Drying fish 3. Pickling mango 4. Salting egg
LESSON 23
L23/W1
A. 1. Enjoy the food for a longer time 2. Prevent wastage
3. Easy to store 4. Has long shelf life
B. 1. Longer 2. Smaller 3. Store 4. Canned 5. Shelf 6. prevent
Lesson 24
L24/WS1
1. Chemical waste 2. Glass 3. Metal 4. Organic waste 5. Plastic
L24/WS2
A. I B. I,IV C. II D. III, IV E. I
L24/WS3
AV B IV C III DI
L24/WS4
1. Smoke 2. dustbin 3. Motor vehicles 4. Chimneys 5. agriculture
Lesson 25
L25/WS1
1. Releasing of waste into rivers 2. Open burning
3. Releasing of smoke into air 4. Littering
L25/WS2
1. A 2.D 3.B
L25/WS2
D E G D V Z M J I Q F B N X U K B
S I C K N E S S G Y K L A O L A C
R V C G K B R M C A H Q C Y V S T
H W L K B K D I S E A S E S Y D B
B G A H L I S C U M J I M A W H O
F E I C A J L U J K H G A D H Y U
M R W A T E R P O L L U T I O N L
Z R H H S W M B U Z W S I C A B R
I A N I N F H O M N A N B D C N M
L C K Q K I J K G B U K S M A C B
A I L L U K D F L A S H F L O O D
G D O X G U K S W R K A D J P Q C
N R W M A I R P O L L U T I O N I
V A E B M L U E K A P U L A N C F
D I O H A T K T H L J G P J V Q V
Q N L A L C L I U K P Q H L A V A
K H K U A U R P O R L U M I D N M
Lesson 26
L26/WS1
A Non-biodegradable waste ; do not decay
B Biodegradable waste ; can decay easily
C Biodegradable waste ; can decay easily
D Non-biodegradable waste ; do not decay
L26/WS2
WASTE MATERIAL
food plastic
paper metal
cotton glass
wood polysterene
L26/WS3
A F S F Z X K L Q D W E R T
W O O D L C A C P E O I U Y
E O A G W V T B A G H T Y S
R D E C A Y A T I R J R U T
T M P H S B O P L A S T I C
Y N O J T N D O R D K E S A
U B I M E T A L Y A L W D E
I V U K K M S Y U B A Q I L
O C Y G L A S S I L S M F E
P X T L J Q O T L E D N G S
A Z R A H A T E D F G B H O
S L E P A P E R M D H V K E
D K W S G E L I N A J C L U
F J C O T T O N E S K X C W
G H Q D F U P E R A L Z O N
L26/WS4
Lesson 27
Lesson 28
L28/WS1
1. A 2. D 3. A 4. D
L28/WS2
1. Prevents waste accumulation.
2. Becomes nutrient for soil.
3. As fertilizers
L28/WS3
1. Advantage
2. Disadvantage
3. Advantage
4. Disadvantage
5. Advantage
6. Disadvantage
Lesson 29
L29/WS1
a. Sun b. Earth c. Moon d. Shadow
L29/WS2
F O S D M O M I E T
D H M H T P O R C R
P A T A A A O P L A
S R Y R H Q N N I V
B L O C K U O O P E
T D I H K E R W S L
S H A D O W E A E S
L U O Y O E A R T H
L I N E G O I Y P H
B S S U N A L C D G
L30/WS1
1. Straight 2. shadow 3. Earth 4. day 5. Sun
L30/WS2
Earth
Moon
Sun
Section A
1. B 2. A 3. B 4. A 5. B
Section B
a. The eclipse of the sun b. Because the moon blocks the sunlight
c. i. Light travels in a straight line ii. Light cannot pass through an opaque object
Lesson 31
L31/WS1
1.Gear 2.Pulley 3. Wheel and axle 4. Screw
5. Inclined plane 6. Lever 7. Wedge
L31/WS 2
9. A machine is a tool which helps us to do our work easier and faster.
10. A gear is machinery which can move objects forwards or
backwards easily. Gears are used to change the speed or directions of
movement.
11. A pulley is piece of equipment consisting of a wheel and a rope. A pulley is
used to lift objects to higher place.
12. A wheel and axle is made up of a wheel connected to a rod named an axle. It
helps us to carry or move heavy objects easily.
13. A screw is cylindrical and has a thread
around it. It has a pointed end. We use screws to fix two pieces of wood
together.
14. An inclined plane is a flat plane in a slanting position. It is used to push heavy
load up or down easily. It can lessen the effort needed to move objects.
15. A lever has three parts such as effort, load and fulcrum. We use lever to
carry or over heavy objects easily.
16. A wedge has two inclined surface. It is sharp at one end. The wedges are
used to cut objects into two parts.
Lesson 32
L32/WS1
8 The examples of wedges are an axe, a knife, a needle, a pair of scissors, a
chisel, a saw and a door wedge.
9 Some devices such as a hammer, a see-saw, pliers, a fishing rod and a nail
clipper are examples of levers.
10 A pulley used in a crane and on a flag post.
11 A gear found in a bicycle, a wrist watch, a drill and an egg beater.
12 An inclined plane principle is used in the staircase, a slide, driving up the hill
slope and pushing a box up the lorry.
13 The examples of tools using screws are bolt and nut, G-clamp, a spanner and a
water tap.
14 Wheel and axle used in the door knob, water tap, car steering and roller skates
Note: Double line is for red color, single line is for green color
L32/WS 2
1 WEDGE - an axe, a knife, a needle, a pair of scissors, a door wedge
2 LEVER - a hammer, a see-saw, pliers, a fishing rod, a nail clipper
3 PULLEY - a crane and a flag post
4 GEAR - a bicycle, a wrist watch, a drill and an egg beater
5 INCLINED PLANE - a staircase, a slide pushing a box up the lorry
6 SCREW - bolt and nut, G-clamp, a spanner and a water tap
7 WHEEL AND AXLE - a door knob, water tap, car steering and roller skate
L32/WS 3
1. Gear/ wheel and axle 2. Inclined plane
3. Pulley/lever/gear 4. Lever
5. Wedge 6. Wheel and axle
7. Screw 8. Screw/ wedge/ wheel and axle
9. Wedge
L32/WS 4
Lesson 33
L33/WS1
1 Wheel and axle 2. Wheel and axle 3. Gear
4 Wedge 5. Pulley, gear 6. Wheel and axle, gear
L33/WS2
1 screw, wheel and axle, wedge 2. lever, wedge
3. pulley, wedge, lever 4. lever, wheel and axle, gears
5. lever, pulley, gear 6. wheel and axle, gear
7. lever, wheel and axle
Lesson 34
L34/WS 1
1 (a) (i) Inclined plane (ii) Lever (iii) Wedge (iv) Wheel and axle
(b) (i) Staircase
(ii) Scissors, Wheelbarrow, crane
(iii) Knife, ice pick, saw
(iv) Hand drill, pencil sharpener, screw driver, water tap
Lesson 35
L35/WS1
A–3 B–5 C–1 D–2 E–4 F–7 G–6
L35/WS2
1. X 2. √ 3. √
4. √ 5. X 6. √
Lesson 36
L36/WS1
1. B 2. D 3. A 4. C
ASSESSMENT
SECTION A
1. B 2. B 3. D 4. B 5.B
6. B 7. D 8. B 9. D 10. D
11. D 12. D 13. D 14. D 15. A
16. D 17. A 18. B 19. B 20. C
21. A 22. A 23. A 24. A 25. A
26. C 27. D 28. C 29. D 30. D
SECTION B
1. a) Decreasing and increasing
b) i) The number of animal X from year 2000 to 2002 is decreased because of
illegal hunting.
ii) The number of animal X from year 2000 to 2002 is decreased because
of excessive logging.
„hdeforestation
„hland development
c) i) The number of animal X from year 2002 to 2004 is increased because of
law enforcement.
ii) The number of animal X from year 2002 to 2004 is increased because
of protecting and conserving animals and plants.
2. a) To study / investigate the relationship between the types of surfaces and the
distance travelled by the rubber balls.
b) i) size of rubber balls
ii) types of surfaces
iii) distance travelled by rubber balls
c) If the surface is smooth, then the distance travelled by the rubber ball is
further.
d) Carpet, wooden plank, cement, oily.
3. a) To study/ investigate the relationship between the number of sprinkles and
the number of dark spots.
b) i) type of bread
ii) number of sprinkles
iii) number of dark spots
c) 8
d) The more the number of sprinkles, the more the number of dark spots.
4. a) Eclipse of the Sun
b) Because the light is blocked by the table tennis ball/ an opaque object.
c) i) Light travels in a straight line.
ii) A shadow is formed when light is blocked by an opaque object.
5. a) 1. Easy to get water.
2. More water can be carried.
b) Energy used is less.
c) The wheel and axle can reduce energy to carry a heavy load.
SCIENCE TERMINOLOGY
INVESTIGATING TECHNOLOGY