YEARLY TEACHING PLAN FOR YEAR FIVE SCIENCE

Investigating Living Things

Learning Area 1 : Micrrganis!
"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,
1
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.
state that yeast
is an example
of
microorganism.
state that
microorganism
breathes.
Scienti.ic Prcess
S/i00s
Observing
aking inference
!ommunicating
"xperimenting
aking hypothesis
#nterpreting data
Mani120ative
s/i00s
Use and handle
science apparatus
and substances
Scienti.ic
Attit23es(
N40e Va02es$
%eacher uses the
following recipe
to make dough.
#ngredients $
& cup of flour
'
&
cup of warm
water
& teaspoon of
dried yeast
& teaspoon of
sugar
ethod $
&.ix all
ingredients.
'. !over the
mixture with a
damp cloth.
&
&
&
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"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 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.
state that
microorgan
ism
moves.
Scienti.ic Prcess
S/i00
#nterpreting data
). *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
&
&
(
(
(
(
"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 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.
) ' &
'
"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,
+
&.'
Understanding
that some
microorganisms
are harmful and
some are useful.
Pupils gather information on the
uses of microorganisms, e.g.
a. making bread
b. making tapai
c. making tempe
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
state
examples of
use of
microorganis
ms.
state the
harmful
effects of
microorganis
ms.
describe that
diseases
caused by
microorganis
ms can
spread from
one person to
another.
Scienti.ic Prcess
S/i00s
Observing
aking inferences
!ommunicating
Scienti.ic
Attit23es(
N40e Va02es$
0ppreciating the
balance of nature.
Pupils need not
know the methods
of making bread,
tapai, tempe and
fertilizer.
%eacher /ust
needs to mention
the common
diseases.
3
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3
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"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 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
4uarantine(
diasingkan
easles -
campak
!hicken pox -
cacar
2tomach upset(
sakit perut
!ough(batuk
5arm(kesan
buruk
%ooth decay(gigi
reput
2neezing(bersin
2cabies(kudis
buta
6lu - selsema
umps(beguk
!on/unctivitis(
sakit mata
) ' 3
)
Learning Area : Investigating Living Things
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
+- S2rviva0 . The S1ecies L1 L+ L,
,
'.&
Understanding
that different
animals have
their own ways
to ensure the
survival of their
species .
Pupils gather information to
find examples of animals
that take care of their eggs
and young , e.g.
a. cow
b. hen
c. cat
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
Pupils $
give examples
of animals that
take care of
their eggs and
young.
explain how
animals take
care of their
eggs and young.

Science Prcess s/i00
Observing
aking inferences
!lassifying
!ommunicating
Predicting
Scienti.ic (
attit23es
N40es Va02es:
5aving an interest
and curiosity
towards the
environment
%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
7oung(anak
2limy(berlendir
Pouch(kantong
&
)
(
'
(
3
8
"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,
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.
5erd(kumpulan
yang besar
1isturbed(
diganggu
Plenty(banyak
0ttack(
menyerang
5ide(
menyembunyika
n
"nsure(
memastikan
6eed(memberi
makan
) ' &
,
'.'
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.
explain why
plants need to
disperse seeds or
fruits.
Scienti.ic Prcess
S/i00s
Observing
!ommunicating
aking inferences
!lassifying
Mani120ative
s/i00s
Use and handle
science apparatus
and substances
3
)
(
'
(
&
3
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
L+ L, L,
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(
N40e 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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9
"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
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 .
;arious - pelbagai
<axy - berlilin
5usk - sabut
2hell( tempurung
1isperse -
pencaran
"dible - boleh
dimakan
6lame of the forest
- semarak api
!hestnut - buah
berangan
=alsam -
keembung
*ady>s finger -
kacang bendi
*ove grass -
kemuncup
'
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(
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"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
'.)
: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 Prcess
S/i00s
Observing
!ommunicating
Predicting
' & (
@
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
,- F3 Chain an3 F3 "e4
L1 L+ L,
6
).&
Understanding
food chains.
Pupils carry out a
brainstorming session on
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.
6rom the food chains pupils
identify the producers and
consumers .
Pupils
identify animals
and the food they
eat .
classify animals
into herbivore,
carnivore and
omnivore .
construct food
chain.
identify producer
identify
consumer.
Scienti.ic Prcess
S/i00s
!ommunicating
!lassifying
aking inferences
6ood chains
must
begin with
plants as
producers.
6ood chain (
rantai makanan
Producer
(pengeluar
!onsumer (
pengguna
)
'
)
&
&
(
)
'
(
(
(
(
&
(
(
7
).'
2ynthesizing food
chains to
construct food
web.
Pupils construct a food web
based on food chains given.
Pupils
construct a food
web.
Scienti.ic Prcess
S/i00s
Observing
!ommunicating
Predicting
%eacher identify
suitable area for
this activity. ' ' &
A
"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 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 .
predict what will
happen if there is a
change in
population of a
certain species in a
food web .
explain what will
happen to a certain
species of animals
if they eat only
one type of food .
Mani120ative
s/i00s
5andle specimen
correctly and
carefully
6ood web (
siratan
makanan
)
)
)
'
'
'
)
)
)
&+
"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 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 .
&&
Learning Area : Investigating Frce 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 L1 L+ L,
9
&.&
Understanding the
uses of energy
Pupils discuss and conclude
that energy is needed$
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
Pupils
explain why
energy is
needed.
give examples
where and
when energy
is used
state various
sources of
energy

Scienti.ic Prcess
S/i00s
Observing
!ommunicating
aking inferens
Scienti.ic
Attit23es(
N40e Va02es$
:ealising that
science is a means
to understand
nature
VOCA$&LARY
2ources(
sumber
"nergy -
tenaga
=ounce -
melantun
6uel - bahan
api
=oil mendidih
)
'
)
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&
(
(
&'
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
L1 L+ L,
:
&.'
Understanding
that energy can be
transformed from
one form to
another
Pupils observe various events
and identify the form of energy
involved e.g
a. a moving battery(
operated toy car,
b. a stretched rubber
band,
c. a burning candle,
d. a ringing telephone.
Pupils carry out activities to
discuss the transformation of
energy e.g.
a. switching on the lights$
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.
Pupils
state the various
forms of energy.
state that energy
can be
transformed
Scienti.ic Prcess
S/i00s
Observing
aking #nferences
!ommunicating
Mani120ative
S/i00s
Use and handle
science apparatus
and substances
Scienti.ic
Attit23es(
N40e Va02es$
=eing honest and
accurate in
recording data

%ransform -
berubah
Principle -
prinsip
0ppliances (
peralatan
8
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(
&
(
(
&)
"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 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 Prcess
S/i00s
Observing
!ommunicating
Scienti.ic
Attit23es(
N40e Va02es:
:ealising that
science is means to
understand nature
8 ( (
&8
"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,
;
&.)
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.
explain why we
need to use
energy wisely.
Science Prcess
S/i00s :
Observing
aking #nferens
Scienti.ic
Attit23es(
N40e Va02es$
=eing honest and
accurate in
recording and
validating data.
=eing systematic.
Science Prcess
S/i00s :
Observing
!ommunicating
#nterpreting data
: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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&
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)
&3
"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 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.
explain why
renewable energy
is better than non(
renewable energy.
Eive example on
how to save
energy
practice saving
energy
Science Prcess
S/i00:
aking #nferences
#nterpreting data
(
(
(
(
)
(
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(
(
&9
"EA# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
+- E0ectricit8 L1 L+ L,
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 Prcess
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.
1ry cell( sel
kering
5ydroelectric
power- kuasa
hidro elektrik
' ( (
&?
"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,
11 '.'
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 Prcess
S/i00s :
Observing
aking #nferences
"xperimenting
Predicting
Mani120ative
s/i00s:
Use and handle a
science apparatus
and substances
Scienti.ic
Attit23es(
N40e 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
8
(
&
(
&
'
(
(
)
&@
"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,
1+
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 Prcess
S/i00s :
Observing
aking #nferences
"xperimenting
Mani120ative
s/i00s:
2tore science
apparatus
Scienti.ic
Attit23es(
N40e Va02es$
=eing cooperative
=atteries and
bulb must be
the same
2eries circuit(
litar bersiri
Parallel circuit(
litar selari
=rightness(
kecerahan
0rrangement(
susunan
(
(
'
'
&
&
'
&
(
(
(
(
&A
"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,
1,
'.)
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 Prcess
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.
(
(
8
(
(
)
'+
Learning area : Investigating Frce 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
,- Light L1 L+ L,
15
).&
Understanding
that light travels
in a straight line
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
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 Prcess
s/i00s
Observing
!ommunicating
"xperimenting
!ontrolling
;ariable
Science Prcess
s/i00s $
Observing
!ommunicating
"xperimenting
!ontrolling
;ariable
beam = alur
cahaya
travel - bergerak
opaque ( legap
+
,
1
+
1
+
1
,
>
1
,
1
'&
"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+
16
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 Prcess
S/i00s :
!ontrolling variable
aking hypothesis
"xperimenting
Mani120ative
s/i00s:
Use and handle a
science apparatus
and substances
Scienti.ic
Attit23es(
N40e Va02es$
=eing fair and /ust
=eing cooperate
' ) &
''
"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,
17
).'
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 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.
Pupils
2tate that light
can be reflected.
1raw ray
diagrams to show
reflections of
light.
Eive examples of
uses of reflection
of light in
everyday life.
Science Prcess
s/i00s:
Obersving
!ommunicating
Mani120ative
s/i00s:
Use and handle
science apparatus
and substance
:eflection -
pembalikan
2harp bend -
selekoh tajam
:ay diagram -
gambarajah sinar
'
'
'
)
)
)
&
&
&
')
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
5- Heat L1 L+ L,
19
8.&
Understanding
that temperature
is an indicator of
degree of hotness
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.
Pupils state that
when a substance
gains heat it will
become warmer.
2tate that when a
substance loses
heat it will
become cooler.
easure
temperature using
the correct
technique.
Science Prcess
S/i00s :
Observing
!ommunicating
"xperimenting
!ontrolling variable
Mani120ative
s/i00s:
Use and handle a
science apparatus
and substances
Scienti.ic
Attit23es(
N40e Va02es$
=eing fair and /ust.
'
&
&
&
'
(
>
>
>
'8
"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,
1:
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.
2tate that
temperature of an
ob/ect or material
decreases as it
losses heat
!onclude that the
temperature is an
indicator to
measure hotness
Science Prcess
s/i00s:
aking inferences
!ommunicating
"xperimenting
!ontrolling variable
&
'
&
(
'
(
'
'
(
(
(
(
'3
"EE# LEARNING
O$%ECTIVES
&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCA$&LARY
A'E)&ATE
E*ERCISES
L1 L+ L,
1;
8.'
Understanding
the effects of heat
on matter.
Pupils carry out activities to
observe the effects of heat on
matter, e.g.
a. heating an iron ball and
inserting it into an iron
ring,
b. cooling the heated iron ball
and inserted it into the iron
ring,
c. heating coloured water in a
beaker with a glass tube
and observing the water
level in the glass tube,
d. heating a dented ping pong
ball in hot water
e. cooling coloured water in a
beaker with a glass tube
and 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.
Pupils
2tate that
matter expands
when heated.
2tate that matter
contracts when
cooled.
Science Prcess
S/i00s :
Observing
!ommunicating
aking
inferences
"xperimenting
Mani120ative
S/i00s :
Use and handle
science apparatus
and substances.
N40e Va02es:
=eing systematic.
=eing cooperative
=eing honest and
accurate recording
and validating data.

1ent - kemek
"xpand -
mengembang
!ontract -
mengecut
2nap ( putus
'
'
(
(
(
(
'9
"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 view video or computer
simulation on the expansion
and contraction of matter in
everyday life, e.g.
a. an electric cable is
installed loosely to prevent it
from snapping when it
contracts in cold weather,
b. there are gasps at railway
traps to allow for expansion in
hot weather,
c. a tight bottle cap can be
loosened by immersing it in
hot water,
d. concrete slabs on
pavements have gaps to allow
for expansion.
Pupils
Eive examples
of the application
of the principle
of expansion and
contraction in
everyday life.
Science Prcess
S/i00s :
Observing
!ommunicating
N40e Va02es:
%hinking rationally
)
? ?
'?
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- States . Matter L1 L+ L,
+1
&.&
Understanding
that matter exist
in the form of
solid, liquid or
gas.
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$
a. has mass,
b. has fixed volume,
c. has fixed shape.
Pupils
classify ob/ects
and materials
into three states
of matter
state the
properties of
solid
Science Prcess
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.
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
poured into containers.
Pupils discuss to conclude that
some liquids flow faster than
others.
2tate the
properties of
liquid
2tate that
some liquids
flow faster
than others
Science Prcess
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
'
'
)
(
(
(
'A
"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
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
its plunged is pushed
down with nozzle
closed.
2tate the
properties of
gas
Science Prcess
S/i00s :
Observing
!ommunicating
"xperimenting
"xamples of liquids$
a. water
b. milk
c. condensed milk
d. cooking oil
e. tomato sauce
f. cordial
g. shampoo
h. glue
' ( (
)+
"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
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
+5
&.'
Understanding
that matter can
change from one
state to another
Pupils carry out the following
activities to observe the change
of the state of matter$
a. allowing ice to melt,
b. heating water until it
boils,
c. collecting water
vapour, allowing it to
cool and making it
freeze.
Pupils discuss and conclude
that$
a. water can change from
one state to another,
b. water can exist as solid,
liquid and gas
Pupils
state that water
can change its
state
conclude that
water can exist in
any of the three
states of matter
Science Prcess
S/i00s :
Observing
!ommunicating
Science Prcess
S/i00s :
Observing
!ommunicating
aking inferences
"xperimenting
0dditional
observation$
a. melting butter
b. melting ice
cream
"vaporation occurs
at the surface of a
liquid at any
temperature

&
(
(
'
(
)
"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
Pupils discuss the process
involved when a matter
changes from one state to
another, i.e.
a. melting,
b. boiling,
c. evaporation,
d. condensation,
e. freezing.
Pupils investigate and discuss
the factors that affect how fast
water evaporates e.g.
a. hot weather
b. windy
#dentify the
processes
involved when a
matter changes
from one state to
another
#dentify factors
that affect the
rate of
evaporation of
water
"vaporation -
penyejatan
!ondensation -
kondensasi-
6reezing -
pembekuan
elting -
peleburan
'
&
3
(
(
(
+7
&.)
Understanding
the water cycle
Pupils view computer
simulation to study the
formation of clouds and rain.
Pupils discuss and explain the
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.
Pupils
1escribe how
clouds are
formed
1escribe how
rain is
formed
"xplain how
water is
circulated in
the
environment
Science Prcess
S/i00s :
Observing
!ommunicating
!loud - awan
<ater cycle -
kitaran air
&
&
&
'
'
'
)
)
)
)'
"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 the importance
of water cycle.
"xplain the
importance of
water cycle
' & &
+9
&.8
0ppreciating the
importance of
water resources
Pupils view video about$
a. the importance of water
for living things,
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.
Pupils
give reasons
why we need
to keep our
water
resources
clean
describe ways
to keep our
water
resources
clean
Science Prcess
S/i00s :
Observing
!ommunicating
#nterpreting data
&
'
'
&
(
&
))
"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 L1 L+ L,
+:
'.&
Understanding
the properties of
acidic, alkaline
and neutral
substances
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 Prcess
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
&
&
'
)
'
&
(
(
&
Learning Area: Investigating the Earth an3 The &niverse
)8
"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- Cnste00atin L1 L+ L,
+;
1-1
Understanding
the constellation
Pupils view video or computer
simulation or visit planetarium to
observe various constellations.
Pupils discuss that
constellations is a group of stars
that form a certain pattern in the
sky.
Pupils observe the Orion,
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
importance of constellations,
e.g.
a. to shows directions,
b. to indicate the time to carry
out certain activities, e.g.
planting season.
Pupils
2tate what
constellation is.
#dentify
constellations.
2tate the
importance of
constellations.
Science Prcess
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 -
6ebruary
around @.++pm
to &+.++ pm.
2corpion can be
seen between
Gune - 0ugust
around @.++pm
to &+.++pm
!onstellation -
buruj
Orion -
Belantik
2corpion -
&
8
(
(
(
(
(
(
)
)3
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
)9
+- The Earth@ The Mn an3 The S2n L1 L+ L,
,<
+-1
Understanding
the movements of
the "arth, the
oon and the
2un.
Pupils view video, computer
simulation or model about the
movement of the "arth, the
oon and the 2un.
Pupils discuss and explain the
rotation of the "arth and the
oon and their movements
around the 2un.
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
"arth.
2tate that the
oon and the
"arth move
round the
2un at the same
time.
Science Prcess
S/i00s :
Observing
!ommunicating
#nterpreting data
%he "arth
rotates on its
axis from west
to east and
completes one
rotation every
'8 hours.
rotate (
berputar
sundial - jam
matahari
axis - paksi
west - barat
east - timur
movement -
pergerakan
position -
kedudukan
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"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCABULARY
A'E)&ATE
E*ERCISES
L1 L+ L,
Pupils observe and record the describe the throught - ( ( '
)?
,1
length and position of the
shadow of a pole at different
time of the day Hpole as the
ob/ect and the 2un as the source
of light..
Pupils fix a toothpick vertically
on the surface of a globe. Pupils
observe the length and position
of the shadow formed when the
globe is rotated at its axis over a
fixed light source.
Pupils build a sundial.
Pupils discuss and conclude that
the "arth rotates on its axis
from west to east.
changes in
length and
position of the
shadow
throughout
the day.
conclude that
the "arth
rotates on its
axis from
west to east.
sepanjang
shadow(
bayang-bayang
( ( &
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCABULARY

A'E)&ATE
E*ERCISES
L1 L+ L,
,+
+-+
Understanding
Pupils view video or computer
simulation on how days and
Pupils
state that it is
Science Prcess
S/i00s : ( & (
)@
the occurrence of
day and night.
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.
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.
Observing
!ommunicating
#lluminating -
menyuluh
6acing -
menghadap
:otating globe
- glob yang
berputar
1ay - siang
Dight - malam
Occurrence (
kejadian
(
(
&
(
(
&
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCABULARY
A'E)&ATE
E*ERCISES
L1 L+ L,
,,
+-,
Understanding
Pupils view video or computer
simulation and discuss that the
Pupils Science Prcess
S/i00s : >
( (
)A
the phases of the
oon
oon does not emit light but
reflects the sunlight.
Pupils view video on the phases
of the moon.
Pupils use a ping(pong ball and
light source to simulate the
following phases of the moon$
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
calendar.
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.
Observing
!ommunicating
Using space and
time relationship
Dew moon-
anak bulan
!rescent -
bulan sabit
5alf moon -
bulan separa
6ull moon -
bulan purnama
:eflect -
memantulkan
Phase - fasa
*unar calendar
- Takwim
Qamari
"mit (
memancarkan
>
>
&
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Learning Area : Investigating Techn0g8
"EE# LEARNING
O$%ECTIVES
S&GGESTE' LEARNING
ACTIVITIES
LEARNING
O&TCOMES
S&GGESTE'
SCIENTIFIC S#ILL
NOTES (
VOCABULARY
A'E)&ETE
E*ERCISE
8+

1- Strength an3 Sta4i0it8 L1 L+ L,
,5
&.&
Fnowing the
shapes of
ob/ects in
structures .
Pupils carry out activity to
recognise the shapes of
ob/ects , i.e,
a. cube
b. cuboid
c. sphere
d. cone
e. cylinder
f. pyramid
g. hemisphere
Pupils walk around the
school compound and
identify shapes mentioned
above.
Pupils
state the
shapes of
ob/ects

identify
shapes in
structure
Science Prcess
S/i00s :
Observing
easuring and
using numbers
!ommunicating
#nterpreting
data
Mani120ative
S/i00s :
Use and handle
science apparatus
and substances.
N40e Va02es:
0ppreciating the
contributions.
=eing systematic.
=eing honest and
accurate recording
and validating data
2hape ( bentuk
!ube ( kubus
!uboid - kuboid
2phere - sfera
!one - kon
!ylinder -
silinder
Pyramid(
piramid
5emisphere(
emisfera
2tructure(
struktur
?
?
(
(
(
(
"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 activities to Pupils Science Prcess
8&
,6 Understanding
the strength and
stability of a
structure .
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
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 .
identify
shapes of
ob/ects that
are stable.
identify the
factors that
affects
stability of
ob/ects
explain how
base area
affects
stability

S/i00s :
Observing
!ommunicating
2trength(
kekuatan!
kekukuhan .
stability(
kesetabilan
base area( luas
tapak
affect(
memepengaruhi
stand at ease -
senang diri
stand at
attention(
bersedia
(
(
(
8
'
(
(
(
&
"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,
8'
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
same mass on each
bridge
explain how
height
affects
stability
identify the
factors that
affect the
strength of a
structure.
(
(
(
(
&
&
"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,
8)
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.
( ( (
88