THEME 1

LEARNING AREA
Month/
Week

Learning Objective

W2
12/118/1

1.1 Understanding
that science is
part of
everyday life

:
:

INTRODUCTION TO SCIENCE
INTRODUCTION TO SCIENCE

Suggested Learning Activities

Learning Outcome

Notes

Describe examples of natural

phenomena that students see around
them:
a) Growth of human from a baby to
an adult,
b) fall of a ball to the ground,
c) Melting of ice.

Using LCD projector

to project the human
growth animation.
Teacher explain
briefly and question
and answer session
Talks on careers in
science by
professionals.
Teaching Aids:
internet
browser
newspaper
cutting
ICT : human
growth
animation
Thinking Skills:
Identify
Moral Values:
Cooperative
Independen
ce

name some careers in

science such as:
a) science teachers
b) doctors
c) engineers

Discuss and the uses and benefits of

science in everyday life by bring the
student for a nature walk in the school
compound.
Teacher takes student to the school
computer lab and distribute to the
student worksheet related to
important of science in everyday life.
Student browse trough internet to
gather the related information.
Attend talks on careers in science

W3
19/125/1

1.2 Understanding
the steps in scientific
investigation

Carry out a scientific

investigation/experiment, e.g. To find
out what affect the number of times
the pendulum swings back and forth
(oscillations) during a given time.

A student is able to:

state the steps in

scientific
investigation/experiment,
carry out a scientific

Vocabulary

B1D1E1
B2D1E1

B3D1E1
B4D2E1

benefit
careers
discuss
educators
importance
professionals
related
role play
talks
natural
phenomena

Month/
Week
W4
26/11/2

Learning Objective

The students will be:

a) determining what I want to find
out (identifying the problem),
Suggested Learning Activities

investigation.
Learning Outcome

b) making a smart guess (forming a

hypothesis),
c) planning how to test the
hypothesis (planning the
experiment)
identify the variables,
determine the apparatus and
materials required,
determine the procedure to
carry out the experiment,
method to collect and

analise data.
d) carrying out the experiment,
e) writing down what has been
observed (collecting data),
f) finding a meaning for what has
been observed (analyzing and
interpreting data),
g) deciding whether the hypothesis
is true (making conclusions),
h) writing a report on the
investigation (reporting).
i)
Students can be asked to report on
their investigations to the class.
Students emphasise the steps they
have taken; what they have changed;
what they have kept the same and
what they have measured.

Notes

Scientific
investigation
involves the use of
science process
skills.
There should be a
guided discussion
for steps (a) to (d)
before carrying out
the experiment.
This is helping the
teacher to identify
the students
capability to carry
out a scientific
investigation.
Thinking Skill:
a. Analyzing
data
b. Interpreted
data
c. Making
conclusion
and graph
and making
inference
Moral Value:
a. Operative
b. Responsible
2

Vocabulary
Hypothesis
Identify
Scientific
investigation
Oscillation
Constant
variable
Manipulate
variable
Respond
variable
Oscillation
period

Teaching Aids:
a. Apparatus
b. LCD
c. Transparenc
y
Month/
Week

Learning Objective

Suggested Learning Activities

W5
2/28/2

1.3 Knowing
physical quantities
and their units

Identify physical quantities (length,

mass, time, temperature and
electric current), their values and
units found on product
descriptions.

Learning Outcome

Notes

A student is able to:

Find the symbols used for these unit

of measurement.

Find the value of these prefixes.

Rearrange paper cutting of prefixes,
symbols, values and standard form
accordingly.

B3D2E1
B3D2E1
B3D2E2

state physical quantities:

length, mass, time,
temperature and
electrical current,
state the S.I. units and
the corresponding
symbols for these
physical quantities,
state the symbols and
values of prefixes for
units of length and
mass: milli-, centi-, and
kilo-,
identify and use
appropriate prefixes in
the measurement of
length and mass.

Find words with the prefixes used in

measurements such as kilo-, centi-,
and milli- .

Vocabulary

Write and show correct S.I units and

symbols in flash card.
Magnetic activity:
- distributing word cards of S.I
units with the prefixes and the
symbols to the student.
- Students will go to their
friends who hold the related
physical quantities cards.
W6
9/2-

1.4
Understanding the

Measure volume of different types of

liquids using measuring cylinder,

A student is able to:

Make sure students

take measurements

B3D3E1

meniscus
displacement

15/2

Month/
Week

use of measuring
tools

Learning Objective

pipette and burette.

Suggested Learning Activities

choose the right tool and

measure the volume of
liquid in the context of an
experiment,

Learning Outcome

W7-CUTI TAHUN BARU CINA

choose the right tool to
Determine the volume of regular and
measure the body
irregular solids of different
temperature and
densities using the water
temperature of a liquid,
displacement method.
determine the volume of
solids using water
Measure the body temperature of
displacement method in
different mammals and
the context of an
temperature of different liquids.
experiment.
Discuss the right choice of tool in
making measurements.
Apply the above measurement skills
in the context of experiments.
Measure the length of straight lines,
curves and the diameter of
objects using rulers, thread and
calipers.

choose the right tool and

measure length in the
context of an experiment.

estimate area of regular and

irregular shapes using graph
paper in the context of an
experiment

Estimate the area of regular and

irregular shapes using graph
paper.

W8
24/21/3

1.5 Understanding the

concept of mass

Find the weights of different objects

using a spring balance.
Discuss weight as the pull of the
earth (gravitational force ).
Discuss mass as quantity of matter.
Find the mass of different objects
using beam/lever balance or spring

correctly and
accurately.

estimate
irregular
regular
volume

Notes

Vocabulary

Thinking skills:
Compare &
contrast
Problem solving &
decision making
Scientific skills &
values:
Responsible
Co-operative
Accuracy
Systematic &
confidence
Teaching Aid

metre rule,
thread, rod glass,
graph

B3D3E2
B3D3E3
B3D3E4
B4D4E1
B4D5E1
B4D3E1
B4D3E2

calipers
angkup
curve garis
lengkung
displacement
sesaran
estimate
menganggark
an
irregular tidak sekata
regular sekata
volume isi
padu

Thinking Skills
Arrange
according priority
Moral Value
Honesty & Accuracy

A student is able to :
Determine the weight
of an object.
Explain the concept
of weight.
Explain the concept
of mass.
4

a) Teaching aids:
Beam balance
Spring balance
Wooden block
Plasticine
Stone
Books
String

B3D2E3

Beam balance
Compression
balance
Determine
Difference
Force
Lever balance
Mass

balance.
Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

Discuss the difference between

mass and weight.

Determine the mass

of an object.
Explain the
difference between
mass and weight.
Apply the use of
spring and
beam/lever balance
in the context of an
experiment.
Apply the concepts
of mass and weight
in everyday life.

Thinking skills:
Drawing
conclusions
Comparing
Application

A student is able to:

Get assistance
from English
Language teachers
in preparing the
script for the act.

Apply the skills of using the spring

balance and beam/lever balance in
the context of an experiment.

W9
2/38/3

1.6
Realising the
importance of
standard units in
everyday life

ICT

Discuss the various units of

measurements, e.g. units for length
(feet, yard, chain, mile, meter,
kilometer), units for weight (pound,
ounce, kati, tahil, gram, kilogram).

give examples of
problems that may
arise if standard
units are not used.

Act out a scene to show the problem

caused by not using standard units
e.g. buying things at the market.
Discuss the advantages and
disadvantages of using different
units of measurement.

Matter
Pull
Spring balance
Vocabulary
B3D3E5

Weight
Triple beam
balance

Moral values:
Cooperative
Confidence
Independent
Honesty
Accuracy

B4D1E1
B6D1E1

act out
lakonkan
advantages
kebaikan
arise timbul
disadvantages
keburukan
realising
menyedari
standard
piawai
scene babak
various
pelbagai

UJIAN SELARAS
W10
W11

CUTI PERTENGAHAN SEMESTER 1

THEME 2
LEARNING AREA

:
:

MAN AND THE VARIETY OF LIVING THINGS

CELL AS UNIT OF LIFE

Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

W12
23/329/3

2.1 Understanding
cells

Gather information on living

organisms and identify the smallest
living unit that makes up the
organism.

A student is able to:

General structure
of a cell includes
cell wall, cell
membrane,
protoplasm
(cytoplasm and
nucleus),
Chloroplast and
vacuole.

Prepare slides of cheek cells and

onion cells.
Study the general structure of cheek
cells and onion cells under a
microscope, using the correct
procedure.
Draw and label the different
structures and animal cell and a
plant cell.
Compare an animal cell and a plant
cell.
Gather information on cell structures
and discuss their functions.

Identify that cell is

the basic unit of
living things
Prepare slides
following the proper
procedures
Use a microscope
property
Identify the general
structures of animal
cells and plant cells
Draw the general
structures of an
animal cell and a
plant cell
Label the general
structure of an
animal cell and a
plant cell
State the function of
each cell structure
State the similarities
and differences
between the two
cell.

The usage and

handling of a
microscope is
introduced here.
Remind pupils of
the safety
precautions to be
taken when
preparing samples
of cheek cells.

Vocabulary

B1D2E1
B1D2E2

Animal cell
Cell wall
Cheek cells
Chloroplast
Cytoplasm
Handling
General
Microscope
Nucleus
Onion
Plant cell
Precautions
Prepare
Protoplasm
Remind
Sample
Slide
Structure
vacuole

Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

W13
30/35/4

2.2 Understanding
unicellular organism
and multicellular
organism

Gather information about unicellular

organisms and multicellular
organisms.

A student is able to:

a) Microscope,
cards, LCD, use
prepared slides or
fresh specimens.

Provide students with picture cards,

name cards, unicellular and
multicellular cards. Students use
reference materials and/or
information to match the three cards
for each organism.

state the meaning

of unicellular
organisms and
multicellular
organisms,
give examples of
unicellular
organisms and
multicellular
organisms.

Observe examples of unicellular

organisms and multicellular
organisms under a microscope.

Notes:
Students collect
fresh specimens.
Students prepare
the slide and
observe them.
Students compare
the fresh specimen
and prepared
slides.
b) Classifying
compare and
contrast
c) Co-operative,
responsible, caring,
thankfulness to
God, practicing
healthy, clean life
Introduce the term
microorganis
ms.

Vocabulary
B2D2E1
B3D5E1

B4D6E1
B4D6E2
B5D1E1
B6D2E1

multicellular
organism
organisma
multisel
unicellular
organism
organisma satu
sel

W14
6/412/4

Month/
Week

2.3 Understanding
that cells form
tissues, organs and
systems in the
human body.
Learning Objective

Gather information and discuss the

following:
a) types of human cells,
b) functions of different types of
human cells.
Suggested Learning Activities

A student is able to:

name the different

types of human
cells,
Learning Outcome

state the function of

different types of
human cells,
arrange
sequentially cell
organisation from
simple to complex
using the terms
cell, tissue, organ,
system and
organism.

organism
syste
MMM
organm
tissue

cell
Use a graphic organiser (e.g. ladder
of hierarchy) to show the
organisation of cells:
cell tissue organ system
organism

Notes

Teaching Aids
ICT, model, photos,
wooksheet, flash
cards
Thinking Skills
. Compare &
contrast
. Analyzing
. Sequencing
. Characterising
Moral Values
Realize science to
understand world
Appreciative

Vocabulary
B3D4E1
B3D6E1

arrange
sequentially
susun mengikut
urutan
cell sel
function
fungsi
human beings
manusia
ladder - tangga
organ organ
organisation of
cells
organisasi sel
system
sistem
simple - mudah
tissues tisu

W15
13/419/4

2.4 Realising that

humans are
complex
organisms

Discuss why human beings are

complex organisms.

A student is able to:

explain why human

beings are complex
organisms.

Teaching Aids
ICT, photos
Thinking Skills
. Generate idea

complex
organism
organisma
kompleks
human beings
manusia

THEME3
LEARNING AREA
Month/
Week

Learning Objective

W16
20/426/4

3.1 Understanding
that matter has mass
and occupy space.

Moral Values
. Realize science to
understand world
. Appreciative

realising menyedari

Learning Outcome

Notes

Vocabulary

A student is able
to :

Teaching aids

: MATTER IN NATURE
: MATTER

Suggested Learning Activities

B1D3E1
Student list the things that
can be found in the
classroom.
Discuss what matter is .
List examples of matter.
Experiment 1:
To prove that all things (air,
water, soil and living things)
have mass.
Experiment 2:
To prove that all things (air,
water, soil and living things)
occupy space.

a) state that things

have mass and occupy
space.
b) explain what matter
is and to relate things
and matter.
c) carry out activities to
show that air, water, soil
and living things have
mass and occupy
space.

Cellophane tape
Needle
Ruler
Soil
Water
Cockles
Balloons
Beaker
Thinking skills
Classifying
Generalize
Making
inferences
Moral values
Co-operative
Responsible
Realize science
to understand

Air
Living things
Mass
Matter
Occupies
Water
Soil

world.

W17
27/43/5

Month/
Week
W18
4/510/5

3.2 Understanding
the three states of
matter

Learning Objective

Gather information and discuss

a) what matter is made up of,
b) what the three states of matter
are.

A student is able to:

Teaching aids

Cellophane
tape
Needle
Ruler
Soil
Water
Cockles
Balloons

state that matter is

made up of
particles,
state the three
states of matter,
state the
arrangement of

Compare the three states of matter

in terms of:
a) the arrangement of particles,
b) the movement of particles.

Suggested Learning Activities

Learning Outcome

Notes

Simulate the arrangement and

movement of particles in the three
states of matter.

particles in the
three states of
matter,
state the differences in
the movement of
particles in the three
states of matter. A
student is able
to :
a) state that things have
mass and occupy
space.
b) explain what matteris
and to relate things
and matter.
c) carry out activities to
show that air, water,
soil and living things
10

Beaker

Thinking skills
Classifying
Generalize
Making
inferences
Moral values
Co-operative
Responsible
Realize science to
understand world.

B2D3E1
B2D3E2

particles zarah
simulate membuat
simulasi
arrangement
susunan
movement
gerakan

Vocabulary
B3D7E1

have mass and

occupy space.
W19
11/517/5

3.3 Understanding
the concept of
density

Recall the definition of density

Through activities, find the densities
of :
a) objects with regular or
irregular shape,
b) different liquids
discuss why some objects and
liquids float by relating them to
density.

W20
18/524/5
Month/
Week
W21
25/531/5

A student is able to :
define density
explain why some
objects and liquids
float
solve simple
problems related to
density
carry out activities to
explore the densities
of objects and
liquids.

A picture of
submarine, 2
boxes, cotton,
stones, nails,
aquarium, cork,
stick, water, oil and
paraffin.

B3D8E1
B4D7E1
B4D8E1
B5D2E1

Definitiontakrifkan
Explainmenerangkan
Float-timbul
Liquid-cecair
Object with
irregular shapeobjek
berbentuk tak
sekata
Object with
regular shape
-objek
berbentuk
sekata
Recall-ingat
semula
Solveselesaikan.

PEPERIKSAAN PERTENGAHAN TAHUN

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

3.4 Appreciating the

use of properties of
matter in everyday
life

Gather information and discuss how:

a. man uses his knowledge of
different states of matter to store and
transport gases and liquids.
b. man uses the concept of density
in making rafts, floats etc.
Carry out an activities to explore the
applications of the concept of floating
and sinking related to density.

A student is able to:

a. describe how man
uses the different states
of matter.
b. describe how man
applies the concept of
density.
c. carry out an activity
to explore the
applications of the
concept of floating and
sinking related to

Teaching Aids:
Beaker, cork,
stone, pictures of
raft, boat and
swimmer,
ICT,internet.

Vocabulary
B6D3E1

11

Teaching Skills:
1.classifyin
2. making
inferences
3.making

applications
appreciating
applies
build
floats
gases
properties
raft
store
transport

density.

relationship
4. making
hypothesis
5. analyzing
Moral Values:
1. appreciative
2. show interest
and curiosity
3.cooperative

W22w23

Cuti Pertengahan Tahun

THEME : MATTER IN NATURE

LEARNING AREA : THE VARIETY RESOURCES ON EARTH
Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

W24

4.1Knowing the
different
resources on
earth.

Gather information about the

resources on earth, i.e. water, air,
soil, minerals, fossil fuels and living
things.

Month/
Week

Learning Objective

Suggested Learning Activities

A student is able to :
list the resources on
earth needed to
sustain life,
list the resources on
earth used in
Learning Outcome

everyday life

Notes
AVA : Pictures
(ICT/CD-ROM)
a)CCTS :
- Generating ideas
- Forming mental
pictures

Vocabulary
B2D4E1
B2D4E2

Notes

Vocabulary

b) Moral Values :
- Interested and
inquisitive about
the environment.
- Appreciate the
equilibrium of
nature.

To sustain life
Fossil Fuels

B2D5E1
12

Life
Knowing
Resources

W25

4.2 Understanding
elements,
compounds and
mixtures

Gather information and discuss

a) what elements, compounds and
mixtures are,
b) what metals and non-metals are,
c) examples of elements,
compounds, mixtures, metals and
non-metals.
Compare and contrast the
properties of elements, compounds
and mixtures.
Carry out activities to compare the
properties of metals and non-metals
in terms of appearance,
hardness, conductivity of heat and
conductivity of electricity,
Carry out activities to separate the
components of mixtures e.g.
a) mixture of iron filings and sulphur
powder,
b) mixture of sand and salt.

A student is able to:

state what elements,
compounds and
mixtures are,
give examples of
elements,
compounds and
mixtures,
state the differences
between elements,
compounds and
mixtures,
carry out activities to
compare the
properties of different
metal and non
metals,
classify elements as
metals and nonmetals based on
their characteristics,
give examples of
metals and nonmetals,
carry out activities to
separate the
components of a
mixture.

Teaching aids:
Power point, relia,
transparency
Thinking skills
-analyzing
-inferencing

B2D5E2
B2D5E3
B4D9E1
B5D3E1
B5D4E1

Moral values
-being cautious
-awareness

appearance
rupa
characterstics ciri
classify
mengelaskan
compound
sebatian
components
komponen
conductivity kekonduksian
electricity elektrik
element
unsur
hardness
kekerasan
heat haba
mixture
campuran
separate
mengasingkan
understanding
memahami

Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

W 26

4.3 Appreciating the

importance of the
variety of earths
resources to
man.

Discuss the importance of earths

resources (water, air, soil, minerals,
fossil fuels and living things) to man,

A student is able to :
explain the
importance of variety
of earths resources
to man.
state the meaning of
the preservation and
conversation of

a) Teaching Aids
AVA : Pictures
(ICT/CD-ROM),
magazines and
newspapers.

Vocabulary
B6D4E1

Draw a concept map to show the

relationship between these
resources to the basic needs of life.
Gather information on the

13

b) CCTS :
- Comparing and
contrasting.

Appreciating
Concept map
Conservation
Needs of life
Preservation
Resources
Relationship
Recycling

preservation and conservation of

resources on earth.
Discuss the importance of the
preservation and conservation of
resources on earth (i.e. recycling of
paper will help reduce the cutting
down of tress; conserving clean
water prevents water shortage.)
Carry out a project / campaign /
competition on the reusing and
recycling of materials.

resources on earth,
state the importance
of the preservation
and conversation of
resources on earth,
practise reusing and
recycling of materials
i.e. using old
unfinished exercise
books as note books
and collecting old
newspapers for
recycling

- Detecting
inclinations
- Deducing

Learning Outcome

Notes

c) Moral Values
- Appreciate the
contributions
of science and
technology.
- Cooperative

THEME : MATTER IN NATURE

LEARNING AREA : THE AIR AROUND US
Month/
Week

Learning Objective

W27

5.1 Understanding
what air is
made up of (the
composition of
air)
Learning Objective

Suggested Learning Activities

Vocabulary
B2D6E1

Month/
Week

Gather information on:

a)the composition of air,
b)the percentage of nitrogen, oxygen
and carbon dioxide in air.

A student is able to:

state what air is

made up of,

Suggested Learning Activities

Learning Outcome

Students plan and carry out

activities on their own to show:
a) the percentage of oxygen in air,
b) that air contains water vapour,
microorganisms and dust.

explain why air is a

mixture,
state the average
percentage of
nitrogen, oxygen and
carbon dioxide in air,
carry out activities to
show:
a) the percentage of
oxygen in air,
b)that air contains
14

a) Teaching aids
experiment
apparatus (balloon,
glass, ice cubes,
bread),
Notes

Projector LCD,
b) Thinking skillsmaking inferens,
generate ideas,
compare and
contrast,
analyzing
c) moral valuesappreciative,

carbon dioxide
composition
dust
microorganisms
Vocabulary
B3D9E1
B3D9E2
B4D10E1
B4D10E2
B4D10E3

nitrogen
oxygen
inert gas
water vapour

water vapour,
microorganisms and
dust.

W28

5.2 Understanding
the
properties of
oxygen and
carbon dioxide

Gather information on the properties

of oxygen and carbon dioxide.
Carry out activities to show the
properties of oxygen and carbon
dioxide in the following aspects:

A student is able to

a) solubility in water,
b) reaction with sodium hydroxide,

c) the effect on:

glowing and burning wooden
splinter, litmus paper, lime water,
bicarbonate indicator.

Month/
Week

Learning Objective

Suggested Learning Activities

W29

5.3 Understanding
oxygen is
needed in
respiration

Gather information and discuss

respiration.
Carry out an experiment to show
that during respiration, living things
(a) use oxygen,
(b) give out carbon dioxide.

list the properties of

oxygen and carbon
dioxide,
identify oxygen and
carbon dioxide
based on its
properties,
choose a suitable
test for oxygen and
carbon dioxide

practicing healthy,
clean life

a) Teaching aidsexperiment to know

the properties of
carbon dioxide and
oxygen.

B4D11E1
B4D11E2

b) Thinking Skillmaking inference,

generate ideas,
compare and
contrast,
analyzing

lime water - air

kapur
glowing berbara
indicator penunjuk
reaction tindak balas
solubility keterlarutan
wooden splinter
- kayu uji

c) moral valuesappreciative,
generate ideas,
compare and
contrast, analyzing

Learning Outcome

A student is able to
state that energy,
carbon dioxide and
water vapour are the
products of
respiration,
relate that living
things use oxygen
and give out carbon
15

Notes

a) Teaching aidsexperiment to know

the oxygen is
needed in
respiration.
c) Thinking Skillmaking inference,
generate ideas,
compare and

Vocabulary
B5D5E1
B5D5E2

carbon dioxide
karbon
dioksida energy
tenaga
exhaled air
udara
hembusan
inhaled air
udara sedutan

dioxide during
respiration,
compare and
contrast the content
of oxygen in inhaled
and exhaled air in
humans,
state that oxygen is
needed for
respiration,
carry out an
experiment to show
that living things use
oxygen and give out
carbon dioxide
during respiration.

contrast,
analyzing

oxygen
oksigen
role peranan
rate of
respiration
kadar respirasi
water vapour
wap air
yeast - yis

c) moral valuesappreciative,
generate ideas,
compare and
contrast, analyzing

B5D6E1
W30

Month/
Week

5.4 Understanding
oxygen is
needed for
combustion
(burning)

Gather information and discuss

combustion.

Learning Objective

Suggested Learning Activities

Carry out experiments to:

a) show that oxygen is needed for
combustion,
b) investigate the effect of the size
of a container on the length of
time a candle burns,

A student is able to:

Charcoal is an
example of carbon.

candle lilin
charcoal
arang
combustion
pembakaran
carbon - karbon
product hasil

Notes

Vocabulary

state what
combustion is,
state that oxygen is
needed for
combustion,
list the products of
combustion,
carry out
Learning Outcome

Carry out activity to test for the

products of combustion of charcoal
such as carbon dioxide and water.

experiments to
investigate combustion.

Gather information and discuss :

a.What air pollution is
-student are asked to give an idea
the meaning of air pollution(brain

Level 1:
- Stating the meaning
of pollution.
- Listing the pollutants

B6D5E1
W31

5.5 Analyzing the

effects of air
pollution

16

Thinking skill:
Classifying
Moral values:

Air pollution
Control
Effect
Analyzing

storming).
-discuss the definition of air
pollution.
b.Examples of air pollutants,
-examples and sources of air
pollutants
Students are divided into 6
groups.
Each group is given a picture of:
1.Radioactive waste
2.Black smoke from the factory
chimney
3.Black smoke from vehicles
4.Insecticide and pesticide
5.Smoke from the burning rubbish.
-In groups, the students
will determine the air
pollutants and to their
sources.
-Teacher adds other
examples of air pollutants.

Month/
Week

Learning Objective

Lead
Heat
Acidic gases
Carbon monoxide gas
Suggested Learning Activities

that pollute the air.

- Listing the source of
pollution of the air.
Level 2:
- explaining the steps
to prevent and
control the pollution
of the air.
Level 3:
- describing the bad
effects of
air pollution.

- Cooperative
- Responsible
- Thankfulness to
God

Environment
Prevent ir
Pollutant
Sources

Thinking skill:
Analyzing
Moral values:
- Cooperative
- Responsible
Thinking skill:
Problem solving
and decision
making.
Moral values:
- Cooperative
- Responsible

Learning Outcome

Excess fertilizer
The effects of air pollution on man
and the environment, the steps
needed to control air pollution
-Each student is asked to
prepare a scrap book about the
effects of air pollution and the
steps needed to prevent and
control it.
-Students are advised to the
information from the newspaper,
17

Notes

Vocabulary

magazines and internet.

W 27W28
W29

MID TERM 2 BREAK

5.6 Realising the
importance of
keeping the air clean

Students carry out the experiment to

show the effects of cigarette smoke
to the lungs.
Students compile scrape books/
project about ways and habits to
keep the air clean in group
discussion.

A student is able to:

Describe how life
would be without
clean air.
Suggest ways to
keep the air clean,
Practise habits that
keep the air clean.

(a) Teaching Aids

Apparatus for
experiment,
newspaper cutting,
photos.

Cigarette,
smoke,
apparatus,
mask, forest
fire, haze,
lungs, lung
cancer, habits.

(b) Thinking Skill

Compare and
contrast,
evaluating, making
inference, problem
solving and
decisions making,
making
relationship.
(c) Moral Value
Caring and
responsible, cooperative,
practicing healthy
and clean life.

THEME 4
LEARNING AREA

:
:

ENERGY
SOURCES OF ENERGY

Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

W30

6.1 Realising the

importance of
conserving energy
sources

Discuss the importance of

conserving energy sources.

A student is able to :

Teaching Aids :

describe the
importance of
conserving energy

LCD
Worksheet
Chart

Vocabulary
B6D6E1

Discuss the use and management of

energy sources.

18

Importance
Conserving
Saving Tips
Industry
Consumption

sources
explain the use and
management of
energy sources.

Transparencies
CDROM
Magazines
Newspapers
Books

Machinery
Transport

Thinking Skills :
Observing
Analysing
Relating
Comparing
Generic Ideas
Visualising
Moral Values :
Realising the
importance of
conserving
energy sources
Cooperation
W31

Month/
Week

W32

6.2 Understanding
renewable and nonrenewable energy

Gather information and discuss the

meaning of renewable and nonrenewable energy sources.

A student is able to:

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

Carry out a project on:

a) renewable and non-renewable
energy sources.
b) the uses of solar energy.
c) the ways to increase efficient
use of energy

Teaching Aids

19

define renewable
and non-renewable
sources of energy.

group the various

sources of energy
into renewable and
non-renewable.
explain why we
need to conserve
energy.
suggest ways to

Project includes of
making scrap
books and models

a) LCD
b) Worksheet
c) Newspaper
/magazine
d) Browse Internet

efficient
cekap
conserve
memelihara
non-renewable
tidak
Vocabulary
B4D12E1
B4D12E2

boleh
diper
bahar
ui
renewable
boleh
diperbaharui
solar energy

use energy
efficiently.

Thinking Skills

tenaga suria

a) Classifying
b) Generating
c) Evaluating
Moral Values
a) Co-operative
b) Responsible
c) Appreciative
d) Thankfulness to
God

THEME 4
LEARNING AREA

:
:

ENERGY
HEAT

Month/
Week

Learning Objective

Suggested Learning Activities

Learning Outcome

Notes

W33

7.1 Understanding
heat as a
form of energy

Carry out activities to show:

A student is able to

a) the sun gives out heat

b) ways to produce heat
c) heat and temperature are not the
same

Thinking skills:
Observing
Analysing data
Making
inference
Generate ideas
Corelate

(Ask students to predict and observe

how the temperatures
Month/
Week

Learning Objective

state that the

sun gives out heat,
state other
sources of heat,
state that heat
is a form of energy.

Suggested Learning Activities

Learning Outcome

Notes

change, e.g. when they mix volumes

of hot and cold water).

Scientific Skills &

values:
Thankfuln
ess to
God for
giving us
the sun

Discuss
a) that heat is a form of energy
b) the uses of heat in our daily life
c) what temperature is
d) the difference between

20

give examples
of the uses of heat,
state the
meaning of
temperature,
state the
difference between

Vocabulary
B4D13E1
B4D13E2
B4D13E3

daily life
differene
examples
gives out
heat
meaning
temperature

Vocabulary

temperature and heat.

W34

Month/
Week

Understanding heat
flow and its effect.

Learning Objective

Carry out activities (different sets of

experiments) to show that heat
causes solids, liquids and gases to
expand and contract.
Carry out activities (different sets of
experiments) to show how heat flows
by conduction, convention and
radiation.
Carry out group activities to discuss :
a) Natural phenomena such as
land breeze, sea breeze and the
warming of the earth by the sun.
b) How buildings can be kept cool.
Carry out activities to determine what
is a heat conductor and what is a
heat insulator.
Carry out activities to classified the
uses of heat conductor and heat
insulator. Carry out an experiment to
investigate different materials as
heat insulators

Suggested Learning Activities

heat and
temperature.
A student is able to
State that heat
causes solids,
liquids and gases to
expand and
contract,
State that heat flows
in three different
ways (conduction,
convention and
radiation),
State that heat flows
from hot to cold,
Give examples of
heat flow in natural
phenomena,
State what a heat
conductor is,
State what a heat
insulator is,
List uses of heat
conductors and heat
insulators in daily
life,
Carry out an
experiment to
Learning Outcome

Explain the effect

of heating and
cooling on the
volumes of solids,
liquids and gases.

B4D14E2
B4D14E3
B4D14E4
B4D14E5

Notes

Conduction
Contract
Convection
Expand
Flow
Insulator
Land breeze
Natural
phenomena
Radiation
Sea breeze

Vocabulary

investigate different
materials as heat
insulators.
2 B4D15E1
W 35

7.3 Applying the

principle of

Discuss the use of expansion and

contraction of matter in the following:

A student is able to :

21

a) Teaching Aids:
0

3
4 Bimetallic
strip jalur

expansion and
contraction
of matter.

a) Mercury in a thermometer.
b) The bimetallic strip in a fire
alarm.
c) Gaps in railway tracks.
d) Rollers in steel bridges.
Notes:
Students are divided into 4
groups.
Different task is given to each
group.
Students read the task and
discuss the topic among them.
Group presentation.

Explain with
examples the use of
expansion and
contraction of
matter in daily life.
apply principle of
expansion and
contraction of
matter in solving
simple problems.

Discuss the use of the principle

of expansion and contraction of
matter to solve simple problem.

W36

2.4Applying the
principle of
Expansion and
contraction of matter.

Month/
Week

Learning Objective

Discuss the use of expansion

and contraction of matter in the
following:
a) mercury in a thermometer,
b) bimetallic strip in a fire alarm,
c) gaps in railway tracks,
d) rollers in steel bridges.

A student is able to:

explain with examples
the use of expansion and
contraction of
matter in daily life,
apply the principle of
expansion and contraction
of matter in solving simple
problems.

Suggested Learning Activities

Learning Outcome

1 2 glasses (stuck
together)
2 a new bottle of
tomato source
3 transparencies
4 OHP pen
5 OHP
6
b) Thinking Skills:
(KBKK)
0 analyzing
1 Problem solving
2
c) Moral Value:
0 Appreciate the
use of science
in our daily
lives.
1 Cooperative.

dwilogam
5 Expansion
pengembang
an
6 Contraction
pengecutan
7 Fire alarm
alat penggera
kebakaran
8 Rollers
penggolek
9 Steel bridges
jambatan
logam.

B6D7E1
bimetallic strip
jalur
dwilogam
expansion
pengembangan
contraction
pengecutan
fire alarm alat
penggera
kebakaran

Notes

Vocabulary

Discuss the use of the principle of

expansion and contraction of
matter to solve simple problems.

roller
penggolek
steel bridge
jambatan keluli

10
W37

2.5Understanding that
dark, dull

Carry out experiments to show

that:

A student is able to:

state that dark, dull

22

B5D8E1
B5D8E1

dark gelap
shiny berkilat

objects absorb and give

out
heat better.

W38

W39
W40
W41w42

2.6
Appreciating
the benefits of
heat flow.

a) dark, dull objects absorb heat

better than white, shiny
objects,
b) dark, dull objects give out heat
better than white, shiny
objects.

Discuss and put into practice

activities such as the opening of
windows in the classroom or
laboratory to improve air
circulation.

objects absorb heat better

than white, shiny objects,
state that dark, dull
objects give out heat
better than white, shiny
objects,
carry out experiments
to investigate heat
absorption and heat
release.

A student is able to:

put into practice the
principle of heat flow to
provide comfortable living.

ULANGKAJI
Peperiksaan Akhir Tahun

23

absorb
menyerap
dull pudar

improve air
circulation
memperbaiki
pengudaraan
comfortable living

kehidupan yang
selesa