DAILY LESSON PLAN SCIENCE YEAR 5

WEEK
1
(3P)

DAILY LESSON NOTE

Learning Area: Microorganism
Learning Objective:
1.1 Understanding that microorganism is a living things.
Learning outcomes:
1.1 State types of microorganism
1.2 State that yeast is an example of microorganism
Activities:
i.
ii.
iii.
iv.
Reflection:

1
(2P)

Pupils view the pictures of microorganism in their textbook (page 2

& 3).
Pupils make qualitative comparison between the size of
microorganism and that of human and conclude that
microorganism is very tiny.
Pupils draw each type of microorganisms in their note book.
Pupils also discuss that yeast is an example of microorganism.

Learning Area: Microorganism

Learning Objective:
1.1 Understanding that microorganism is a living things.
Learning outcomes:
1.2 State that microorganism breathes
1.3 State that microorganism grows.
Activities:
i.
ii.
iii.
iv.
v.
Reflection:

2
(3P)

Pupils do a fair test to find out the effect of yeast on dough (refer
Textbook page 13).
Pupils infer that microorganism breathes and cause the dough to
rise.
Pupils do a fair test to see that mould grows (refer Practical Book
page 1 and 2).
Pupils observe and record their findings for a few days.
Pupils conclude that microorganism breathes and grows.

Learning Area: Microorganism

Learning Objective:
1.1Understanding that microorganism is a living things.
Learning outcomes:
1.4 State that microorganism moves.
1.5 Conclude that microorganisms are living things and most of them cannot
be seen with naked eyes.
Activities:
i.
ii.
iii.
Reflection:

Pupils collect sample s of water from ponds, river, or drains and

observe the movement of microorganism under a microscope
(refer Practical Book page 4 & 5).
Pupils record their observation in their Practical Book.
Pupils conclude that microorganisms are living things and most of
them cannot be seen with naked eyes.

2
(2P)

Learning Area: Microorganism

Learning Objective:
1.1Understanding that microorganism is a living things.
Learning outcomes:
1.4 State that microorganism moves.
1.5 Conclude that microorganisms are living things and most of them cannot
be seen with naked eyes.
Activities:
i.
Pupils viewing video on the movement of microorganism in water.
ii.
Pupils record their findings in the note book.
Reflection:

3
(3P)

Learning Area: Microorganism

Learning Objective:
1.2 Understanding that some microorganism are harmful and some are
useful
Learning outcomes:
1.1 State the example of use of microorganism
1.2 State the harmful effects of microorganism
Activities:
i.

Pupils gather information about the use of microorganism, e.g.:

a. making bread
b. making tapai
c. making tempe
d. making fertilizer
ii.
Pupils gather information on the harmful effects of microorganisms
such as:
a. Causing illness.
b. Causing food poisoning
c. Causing food to turn bad
d. Causing tooth decay
iii. Pupils put all the information in form of mind mapping.
Reflection:
3
(2P)

Learning Area: Microorganism

Learning Objective:
1.2 Understanding that some microorganism are harmful and some are
useful
Learning outcomes:
1.3 Describe that disease caused by microorganism can spread from one
person to another.
Activities:
i.

ii.
iii.
Reflection:

Pupils gather information on diseases caused by microorganisms.

E.g.:
a. stomach upset
b. measles
c. cough
d. flu
e. tooth decay
f. conjunctivitis
g. mumps
h. AIDS
Pupils discuss that disease caused by microorganism can spread
from one person to another.
Pupils put all the information in form of mind mapping.

Learning Area: Microorganism

(3P)
Learning Objective:
1.2 Understanding that some microorganism are harmful and some are
useful
Learning outcomes:
1.4 Explain the ways to prevent disease caused by microorganism.
Activities:
i.

ii.
Reflection:
4
(2P)

Pupils discuss on how diseases caused by microorganism can be

prevented from spreading. e.g.:
a. By washing hands before handling food.
b. By boiling water before drinking.
c. By covering mouth when sneezing or coughing.
d. By covering wound.
e. By not sharing personal items with others.
f. By quarantine the infected patients.
Pupils put all the information in form of mind mapping.

Learning Area: Microorganism

Learning Objective:
1.2 Understanding that some microorganism are harmful and some are
useful
Learning outcomes:
1.4 Explain the ways to prevent disease caused by microorganism.
Activities:
i.
ii.

Pupils do exercises in their textbook to enhance their

understanding on this topic (refer Check Your Understanding page
12)
Pupils and teacher check the correct answer and do the
corrections.

Reflection:
5
(3P)

Learning Area: Survival of the species.

Learning Objective:
2.1 Understanding that different animals have their own ways to ensure the
survival of their species.
Learning outcomes:
1.1 Give examples of animals that take care of their eggs and young.
1.2 Explain how animals take care of their eggs and young.
Activities:
i.

Pupils gather information to find examples of animals that take

care of their eggs and young. E.g. cow, hen, cat and bird.
ii.
Pupils discuss on how animals ensure the survival of their eggs
and young , e.g.:
a. Keep their young in their mouth fish.
b. Feed their young bird
c. Attack in order to protect their egg and young when they being
disturb snake, tiger.
d. Lay slimy egg frog
e. Carry their young in their pouches kangaroo
f. Stay in herds elephant
iii. Pupils put all the information in their scrap book.
Reflection:

5
(2P)

Learning Area: Survival of the species.

Learning Objective:
2.1 Understanding that different animals have their own ways to ensure the
survival of their species.
Learning outcomes:
1.5 Explain why animals take care of their eggs and young.
Activities:
i.
ii.
iii.
Reflection:

6
(3P)

Pupils discuss and conclude that animals take care of their eggs
and young to ensure the survival of their species.
Pupils do the Activity Zone (textbook page 17).
Pupils display their Mothers Day cards in front the class.

Learning Area: Survival of the species.

Learning Objective:
2.2 Understanding that different plants have their own ways to ensure the
survival of their species.
Learning outcomes:
1.1 State various ways plants disperse their seeds and fruits.
1.2 Explain why plants need to disperse their seeds and fruits.
Activities:
i.
ii.
iii.
iv.
v.
vi.
Reflection:

6
(2P)

Teacher asks pupils to bring seeds and fruits from their home.
Pupils are divided into for groups. Each group has to study 3
different types of seeds and fruits. Pupils have to identify the
characteristic of those seeds and fruits.
Groups present their finding in front of the class.
Pupils relate the characteristic of the seeds and fruit to the ways of
dispersion.
Pupils conclude that plants needs to disperse their seeds or fruits
to ensure the survival of their species.
Pupils put all the information in their scrap book.

Learning Area: Survival of the species.

Learning Objective:
2.2 Understanding that different plants have their own ways to ensure the
survival of their species.
Learning outcomes:
1.3
1.4
1.5
1.6

Give examples of plants that disperse seeds and fruits by water.

Give examples of plants that disperse seeds and fruits by wind.
Give examples of plants that disperse seeds and fruits by animals.
Give examples of plants that disperse seeds and fruits by explosive
mechanism.
Activities:
i.

Pupils are divided into 4 groups. Each group has to gather

information to give examples of plants that disperse seeds and
fruits:
a. By wind Group 1
b. By water Group 2
c. By animal Group 3
d. By explosive mechanism Group 4.
ii. Pupils present their finding in front of the class.
Reflection:

Learning Area: Survival of the species.

(3P)
Learning Objective:
2.2 Understanding that different plants have their own ways to ensure the
survival of their species.
Learning outcomes:
1.7 Relate characteristics of seeds and fruits to the ways they are dispersed.
Activities:
i.

ii.
Reflection:
7
(2P)

Pupils relate the characteristics of the seeds and fruits to they

way they are dispersed:
a. By water light and have air space.
b. By wind light, have wing-like structure, dry, have fine hair
and small.
c. By animals fleshy, brightly colored, edible, have smells and
have hooks.
d. By explosive mechanism dry when ripe.
Pupils do the Practical 3 (Practical Book page 7).

Learning Area: Food Chain and Food Web

Learning Objective:
3.1 Understanding food chains.
Learning outcomes:
1.1 Identify animals and the food they eat.
1.2 Classify animals into herbivore, carnivore and omnivore.
Activities:
i.
ii.
iii.

iv.

Pupils carry out a brainstorming session on animals and the food

they eat.
Pupils write down the list of animals on the blackboard and the
food that they eat.
Pupils classify the animals into three groups according to the food
they eat:
a. Herbivore eats plant only
b. Carnivore eats other animals
c. Omnivore eats both plants and other animals.
Pupils copy the information in their note book. (to be used in the
next lesson)

Reflection:
8
(3P)

Learning Area: Food Chain and Food Web

Learning Objective:
3.1 Understanding food chains.
Learning outcomes:
1.3 Construct food chain.
1.4 Identify producer
1.5 Identify consumer
Activities:
i.
ii.
iii.

Using the groups of animals from the last lesson, teacher shows
the pupils how to build up the food chain. (introducing the phrase
is eaten by equal to
)
From the food chain, pupils identify the producer (green plant) and
the consumer (herbivore, carnivore and omnivore) in the food
chain.
Pupils are divided into four groups. Each group is given one
habitat. They need to find the animals in those habitats and
construct at least three food chains that can be found in the
habitat. They need to identify the producer and the consumer in
each food chain.
a. Group 1 paddy field.
b. Group 2 pond
c. Group 3 palm oil plantation

d. Group 4 garden
iv. Pupils present their work in front of the class.
Reflection:
8
(2P)

Learning Area: Food Chain and Food Web

Learning Objective:
3.1 Understanding food chains.
Learning outcomes:
1.6 Construct food chain.
1.7 Identify producer
1.8 Identify consumer
Activities:
i.
ii.
iii.
Reflection:

9
(3P)

Pupils do some multiple choice questions and structured

questions on this topic. (Refer to UPSR pass years questions).
Pupils and teacher discuss the correct answers.
Pupils do the corrections.

Learning Area: Food Chain and Food Web

Learning Objective:
3.2 Synthesizing food chains to construct food web
Learning outcomes:
1.1 Construct a food web
Activities:
i.
ii.
iii.
iv.
Reflection:

9
(2P)

Teacher writes four different food webs from one habitat (Refer
textbook page 28).
Teacher shows how to built food web from the food chains given.
Pupils used the food chains that they had built in the last lesson
(week 8) to construct food web.
Pupils present their food web in front of the class.

Learning Area: Food Chain and Food Web

Learning Objective:
3.2 Synthesizing food chains to construct food web
Learning outcomes:
1.2 Construct food webs of different habitats.
Activities:
i.
ii.
iii.

Pupils work in group to complete Practical 4 in the Practical Book

page 10 & 11.
Pupils present their work in front of the class.
Pupils answer the questions and make the conclusion from what
they have learnt today.

Reflection:

10

Learning Area: Food Chain and Food Web

(3P)
Learning Objective:
3.2 Synthesizing food chains to construct food web
Learning outcomes:
1.2 Predict what ill happen if there is a change in population of certain
species in a food web.
1.3 Explain what will happen to a certain species of animals if they eat only
one type of food.
Activities:
i.
ii.
iii.
iv.
v.
Reflection:

Pupils discuss and predict what will happen if there is a change in

population of a certain species in the food web.
Teacher introduce the up and down arrow to represent the
population of each species in the food web when there is a
change in population of a certain species.
Pupils do some exercises on this topic.
Teacher and pupils discuss the correct answer.
Pupils do the corrections.

10
2

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.1 Understanding the uses of energy.
Learning Outcome: After this lesson pupils should be able to:
- Explain why energy is needed.
- Gives examples where and when energy is used.
Activities:
i.
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.
ii.
Pupils gather information and give example where and when
energy is needed.
iii.
Pupils build the mind map on this topic in their notes book.
Reflection:

11
3

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.1 Understanding the uses of energy.
Learning Outcome: After this lesson pupils should be able to:
- State the various source of energy.
- State the various form of energy.
Activities:
i.
Pupils gather information about sources of energy:
a. sun
b. food
c. wind
d. fuel
e. battery
ii.
Pupils discuss that the sun is the main source of energy
iii.
Pupils observe various events and identify the form of energy
involved:
a. a moving battery operated toy car
b. a stretched rubber band
c. a burning candle
d. a ringing telephone
iv.
Pupils put the information in form of mind map.
Reflection:

11
2

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.2 Understanding that energy can be transformed from
one form to another.
Learning Outcome: After this lesson pupils should be able to:
- state that energy can be transformed.
Activities:
i.
Pupils carry out activities to discuss the transformation of energy
e.g.
a. Switching on the light: electrical energy light energy.
b. Lighting the candle: chemical energy heat energy + light
energy
c. Using a solar power calculator: solar energy electrical
energy + light energy
ii.
Pupils record their observations.
iii.
Pupils conclude that energy can be transformed from one form to
another.
Reflection:

12
3

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.2 Understanding that energy can be transformed from
one form to another.
Learning Outcome: After this lesson pupils should be able to:
- give examples of appliances that make use of energy
transformation.
Activities:
i.
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 heat energy
b. radio: electrical energy sound energy
c. ceiling fan: electrical energy: kinetic energy + sound energy
d. gas stove: chemical energy heat energy light energy.
Reflection:

12
2

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.3 Understanding renewable and non renewable
energy
Learning Outcome: After this lesson pupils should be able to:
- state what renewable energy is
- state what is non renewable energy is
- list renewable energy resources
- list non renewable energy resources
Activities:
i.
Pupils discuss that renewable energy is the energy than can be
replenished when used up and non renewable energy is the
energy that cannot be replenished when used up.
ii.
Pupils gather information on the following:
a. renewable energy resources: solar, wind and biomass
b. non renewable energy resources: natural gas, petroleum and
coal.
iii.
Pupils put all the information in form of mind map.
Reflection:

13
3

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.3 Understanding renewable and non renewable
energy
Learning Outcome: After this lesson pupils should be able to:
- state what renewable energy is
- state what is non renewable energy is
- list renewable energy resources
- list non renewable energy resources
Activities:
i.
Pupils do some exercises objective and structured questions.
ii.
Pupils and teacher discuss the correct answer.
iii.
Pupils do the corrections.
Reflection:

13
2

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.3 Understanding renewable and non renewable
energy
Learning Outcome: After this lesson pupils should be able to:
- Explain why we need to use energy wisely.
Activities:
i.
Pupils discuss why we need to use energy wisely, e.g.
a. some energy resources cannot be replenished when use up.
b. To save cost
c. To avoid wastage
d. To reduce pollution
ii.
Pupils put all the information in the form of mind map.
iii.
Pupils conclude that we need to use the energy wisely.
Reflection:

14
3

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.3 Understanding renewable and non renewable
energy
Learning Outcome: After this lesson pupils should be able to:
- Explain why renewable energy is better that non
renewable energy.
- Give examples on how to save energy.
Activities:
i.
Pupils in groups discuss on why renewable energy is better that
non renewable energy and how to save energy.
ii.
Pupils present their work in front of the class.
iii.
Teacher list the pupils finding on the blackboard.
iv.
Pupils copy the list in their note book.
Reflection:

14
2

Theme: Investigating Force and Energy

Learning Area: Energy
Learning Objective: 1.3 Understanding renewable and non renewable
energy
Learning Outcome: After this lesson pupils should be able to:
- Practice saving energy.
Activities:
i.
Pupils write a list of dos and donts on how to save energy and
use it as guide to carry out daily activities.
ii.
Pupils share their list with their friends.
iii.
Pupils paste the list at the Science Corner.
Reflection:

15
3

Theme: Investigating Force and Energy

Learning Area: Electricity
Learning Objective: 2.1 Knowing the source of electricity
Learning Outcome: After this lesson pupils should be able to:
- state the sources of electricity.
Activities:
i.
Pupils carry out activities such as lighting up the bulb or ringing
the electric bell to verify that the following sources produce
electricity:
a. dry cell
b. accumulator
c. dynamo
d. solar cell
ii.
Pupils conclude that dry cell, accumulator, dynamo and solar cells
are the sources of electricity.
Reflection:

15
2

Theme: Investigating Force and Energy

Learning Area: Electricity
Learning Objective: 2.2 Understanding the series circuit and parallel circuit
Learning Outcome: After this lesson pupils should be able to:
- Identify the symbols of various components in a simple
electric circuit
- Draw circuit diagrams
Activities:
i.
Pupils are introduced the symbols of the component in an electric
circuit.
ii.
Pupils built as many different electric circuits as they can.
iii.
Pupils draw the circuit diagrams based on the circuit that they
have built.
Reflection:

16
3

Theme: Investigating Force and Energy

Learning Area: Electricity
Learning Objective: 2.2 Understanding the series circuit and parallel circuit
Learning Outcome: After this lesson pupils should be able to:
- Identify the different in the arrangement of the bulbs in
series and parallel circuit.
- Built a series circuit
- Built a parallel circuit
Activities:
i.
Pupils observed various series circuit and parallel circuits.
ii.
Based on the observations, pupils discuss the differences in the
arrangement of bulbs in series and parallel circuit.
iii.
Pupils draw the circuit diagrams of series and parallel circuit and
compare the arrangement of the bulb in these circuits.
iv.
Pupils are given batteries, bulb, switches and connecting wires to
build series and parallel circuit.
v.
Pupils draw the circuit diagram of the circuit that they have built.
Reflection:

16
2

17
3

Theme: Investigating Force and Energy

Learning Area: Electricity
Learning Objective: 2.2 Understanding the series circuit and parallel circuit
Learning Outcome: After this lesson pupils should be able to:
- Compare the brightness of the bulb in series and
parallel circuit.
- Compare the effects on the bulbs when various
switches in a series circuit and a parallel circuit are off
Activities:
i.
Pupils observe and compare the brightness of the bulb in:
a. series circuit
b. parallel circuit
c. between series and parallel circuit.
ii.
Pupils carry out activities and compare what happen to the bulbs
in series and parallel circuit when various switches in each circuit
are off.
iii.
Pupils record their observations.
Reflection:
Theme: Investigating Force and Energy
Learning Area: Electricity
Learning Objective: 2.3 Understanding the safety precautions to be taken
when using electrical appliances.
Learning Outcome: After this lesson pupils should be able to:
- Describe the danger in mishandling electrical
appliances.
Activities:
i.
Pupils discuss the danger of mishandling electrical appliances,
.e.g.
a. electric shock
b. fire
c. burn
d. electrocution
ii.
Pupils put all the information in form of mind map.
Reflection:

17
2

18
3

18
2

19
3

Theme: Investigating Force and Energy

Learning Area: Electricity
Learning Objective: 2.3 Understanding the safety precautions to be taken
when using electrical appliances.
Learning Outcome: After this lesson pupils should be able to:
- Explain the safety precautions to be taken when using
electrical appliances.
Activities:
i.
Pupils discuss the safety precautions to be taken when using
electrical appliances:
a. do not touch electrical appliances with wet hand
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.
Reflection:
Theme: Investigating Force and Energy
Learning Area: Light
Learning Objective: 3.1 Understanding that light travels in a straight line.
Learning Outcome: After this lesson pupils should be able to:
- Describe how shadow is formed
- Design a fair test to find out what cause the size of
shadow to change by deciding what to keep the same,
what to change and what to observed.
Activities:
i.
Pupils observe and discuss the formations of shadow to
conclude that shadow is formed when light is blocked by an
opaque or a translucent object.
ii.
Pupils carried out activities to investigate the factors that cause
the size of the shadow to change.
iii.
Pupils observe, discuss and conclude that when the distance
between an object and its light source decreases, the size of the
shadow increases and vice versa.
Reflection:
Theme: Investigating Force and Energy
Learning Area: Light
Learning Objective: 3.1 Understanding that light travels in a straight line.
Learning Outcome: After this lesson pupils should be able to:
- Design 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.
Activities:
i.
Teacher asks the pupils to bring some object from their home.
ii.
Pupils are divided into 6 groups. Each group is given a touch
light and an A4 paper (as a screen).
iii.
By using the object that they have brought from their home,
teacher asks the pupils to shower the object with the light from
different angle. Pupils observe the shape of the shadow from
different angles.
iv.
Pupils observe, discuss and conclude that the shape of the
shadow changes according to the position of light and shape of
the shadow.
Reflection:
Theme: Investigating Force and Energy
Learning Area: Light
Learning Objective: 3.2Understanding that light can be reflected.
Learning Outcome: After this lesson pupils should be able to:
- State that light can be reflected.
- Draw the ray diagrams to show reflection of light.
Activities:
i.
Pupils carry out activities to investigate reflection of light using:
a. A mirror
b. An aluminium foil
ii.
Pupils draw the ray diagrams to show the reflection of light in the
above activities.
Light

Mirror
Figure 3.2: Ray diagram

reflected light

19
2

Theme: Investigating Force and Energy

Learning Area: Light
Learning Objective: 3.2Understanding that light can be reflected.
Learning Outcome: After this lesson pupils should be able to:
- Give examples of uses of reflection of light in everyday
life.
Activities:
i.
Pupils gather information about the uses of reflection of light in
everyday life , e.g.:
a. Side mirror of the car
b. Mirror at the sharp bend of the road.
c. Mirror in the barber shop
d. Periscope
ii.
Pupils apply the principle of light reflection to design a periscope.
Reflection:

20
3

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.1 Understanding that temperature is an indicator of
degree of hotness.
Learning Outcome: After this lesson pupils should be able to:
- State that when a substance gains heat it becomes
warmer.
- State that when a substance loses heat it will become
cooler.
Activities:
i.
Pupils heat 250 ml water for 3 minutes.
ii.
Pupils immerse their fingers in the warm water for every few
seconds to feel the temperature changes.
iii.
Pupils let the warm water to cool down and feel the water every
few second.
iv.
Based 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.
Reflection:

20
2

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.1 Understanding that temperature is an indicator of
degree of hotness.
Learning Outcome: After this lesson pupils should be able to:
- Measure temperature using the correct technique.
- State the metric unit for temperature.
Activities:
i.
Teacher does the demonstration on how to use the thermometer
correctly.
ii.
Pupils are guided to use and read thermometer correctly.
iii.
Pupils gather information on the metric unit for measuring
temperature.
Reflection:

21
3

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.1 Understanding that temperature is an indicator of
degree of hotness.
Learning Outcome: After this lesson pupils should be able to:
- State that temperature of an object or material
increases as it gains heat.
- Conclude that the temperature is an indicator to
measure hotness.
Activities:
i.
Pupils carry out activity to measure temperature:
a. Heat up water and record the temperature every 5 minutes.
ii.
Pupils record their observation in a table.
iii.
Pupils answer the structured question on the fair test done.
iv.
Pupils conclude that the temperature is an indicator to measure
hotness.
Reflection:

21
2

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.1 Understanding that temperature is an indicator of
degree of hotness.
Learning Outcome: After this lesson pupils should be able to:
- State that temperature of an object or material
decreases as it loses heat.
- Conclude that the temperature is an indicator to
measure hotness.
Activities:
i.
Pupils carry out activity to measure temperature:
a. Heat up water and then turn off the Bunsen burner and record
the temperature every few minutes while the water cools off.
ii.
Pupils record their observation in a table.
iii.
Pupils answer the structured question on the fair test done.
iv.
Pupils conclude that the temperature is an indicator to measure
hotness.
Reflection:

22
3

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.2 Understanding the effects of heat on matter.
Learning Outcome: After this lesson pupils should be able to:
- State the matter expands when heated.
- State that matter contracts when cooled.
Activities:
i.
Pupils carry out activities to observe the effects of heat on matter.
ii.
Teacher divides the lesson into three parts, effects of heat on
solid, liquid and gas.
iii.
For the effects of heat on solid, pupils observe the effect of heat
on the iron ball.
iv.
Pupils discuss their observation and conclude that solid will
expands when heated and solid will contracts when cooled.
Reflection:

22
2

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.2 Understanding the effects of heat on matter.
Learning Outcome: After this lesson pupils should be able to:
- State the matter expands when heated.
- State that matter contracts when cooled.
Activities:
i.
Pupils carry out activities to observe the effects of heat on matter.
ii.
Teacher divides the lesson into three parts, effects of heat on
solid, liquid and gas.
iii.
For the effects of heat on liquid, pupils observe the effect of heat
on the coloured water in a beaker with a glass tube.
iv.
Pupils record the water level after heating and cooling.
v.
Pupils discuss their observation and conclude that solid will
expands when heated and solid will contracts when cooled.
Reflection:

23
3

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.2 Understanding the effects of heat on matter.
Learning Outcome: After this lesson pupils should be able to:
- State the matter expands when heated.
- State that matter contracts when cooled.
Activities:
i.
Pupils carry out activities to observe the effects of heat on matter.
ii.
Teacher divides the lesson into three parts, effects of heat on
solid, liquid and gas.
iii.
For the effects of heat on gas, pupils observe the effect of heat on
the dented ping pong ball.
iv.
Pupils discuss their observation and conclude that solid will
expands when heated and solid will contracts when cooled.
Reflection:

23
2

Theme: Investigating Force and Energy

Learning Area: Heat
Learning Objective: 4.2 Understanding the effects of heat on matter.
Learning Outcome: After this lesson pupils should be able to:
- Give examples of the principle of expansion and
contraction in everyday life.
Activities:
i.
Teacher shows some pictures on the examples of the principle of
expansion and contraction in everyday life:
a. An electric cable is installed loosely to prevent it from snapping
when it contracts in cold weather.
b. There are gaps at railway tracks 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.
ii.
Pupils discuss and conclude that matter will expands when heated
and contracts when cooled.
Reflection:

24
(23)

Theme: Investigating Force and Energy

Learning Area: State of Matter
Learning Objective: 1.1 Understanding that matter exist in the form of solid,
liquid and gas.
Learning Outcome: After this lesson pupils should be able to:
- Classify object and materials into three states of
matter.
- State the properties of solid.
Activities:
i.
Teacher brings objects (consists of solid, liquid and gas) into the
classroom and asks the pupils to classify them into solid, liquid
and gas.
ii.
Pupils classify objects and materials into solid, liquid and gas.
iii.
Pupils discuss and give reasons for their classification.
iv.
Pupils are divided into 6 groups. Each groups are given one solid
material. Pupils need to study the properties of the solid by:
a. Weighing it
b. Measure the volume
c. Putting it in the container with various shape.
v.
Pupils discuss and conclude that solid has mass, has fixed
volume and has fixed shape.
Reflection:

24
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Theme: Investigating Materials

Learning Area: State of Matter
Learning Objective: 1.1 Understanding that matter exist in the form of solid,
liquid and gas.
Learning Outcome: After this lesson pupils should be able to:
- State the properties of liquid.
Activities:
i.
Pupils are divided into 6 groups. Each group is given one liquid
material. Pupils need to study the properties of the liquid by:
a. Weighing it
b. Measure the volume
c. Pouring it into the container with various shapes.
ii.
Pupils discuss and conclude that liquid has mass, has fixed
volume and has no permanent shape and takes the shapes of its
container.
Reflection:

25

25

26

Theme: Investigating Materials

Learning Area: State of Matter
Learning Objective: 1.1 Understanding that matter exist in the form of solid,
liquid and gas.
Learning Outcome: After this lesson pupils should be able to:
- State that some liquid flow faster than others.
- State the properties of gas.
Activities:
i.
Pupils are divided into 4 groups. Each group is given
different fair test in order to study the properties of the gas:
a. Balancing two inflated balloons as on a stick and
puncturing one of the balloons.
b. Inflating balloons of difference shapes.
c. Observing smoke in the closed container then placing
an inverted container on it. Removing the cover of the
first container and observe how smoke moves from a
container to another inverted container placed directly
over it.
d. Feeling the pressure of the gas in a syringe when it
plunges is pushes down with nozzle closed.
ii.
Pupils discuss and conclude that gas has mass, has no
fixed shapes but takes the shapes of its container,
occupies paste and has no fixed volume and can be
compressed.
Reflection:
Theme: Investigating Materials
Learning Area: State of Matter
Learning Objective: 1.2 Understanding that matter can be change from one
state to another.
Learning Outcome: After this lesson pupils should be able to:
- State that water can change its state
- Conclude that water can exist in any of the three
states of matter.
Activities:
i.
Pupils carry out the following activities to observes the change of
the state of water:
a. Allowing ice to melt
b. Heating water until it boils
c. Collecting water vapour, allowing its to cold and making it
freeze.
ii.
Pupils discuss and conclude that:
a. Water can change from one state to another
b. Water can exist as solid, liquid and gas.
Reflection:
Theme: Investigating Materials
Learning Area: State of Matter
Learning Objective: 1.2 Understanding that matter can be change from one
state to another.
Learning Outcome: After this lesson pupils should be able to:
- Identify the processes involved when a matter
changes from one state to another.
Activities:
i.
Pupils observe the state changes for water.
ii.
Pupils discuss the process involved when a matter changes from
one state to another:
a. Melting
b. Boiling
c. Evaporation
d. Condensation
e. Freezing.
Reflection:

**26
3

Theme: Investigating Materials

Learning Area: State of Matter
Learning Objective: 1.2 Understanding that matter can be change from one
state to another.
Learning Outcome: After this lesson pupils should be able to:
- Identify the factors that affect the rate of evaporation
of water.
Activities:
i.
Pupils investigate and discuss the factors that effect how fast
water evaporates e.g. hot weather and wind.
ii.
Pupils do the exercise on the structured question based on the
topic.
Reflection:

27
3

Theme: Investigating Materials

Learning Area: State of Matter
Learning Objective: 1.3 Understanding the water cycle.
Learning Outcome: After this lesson pupils should be able to:
- Describe how clouds are formed.
- Describe how rain is formed.
- Explain how water is circulated in the environment.
- Explain the importance of water cycle.
Activities:
i.
Teacher pastes the diagram of clouds formation in front of the
class.
ii.
Pupils discuss and explain the changes in the state of matter in
the water cycle.
iii.
Pupils discuss the importance of water cycle.
iv.
Pupils put the information in form of mind mapping.
Reflection:

27
2

Theme: Investigating Materials

Learning Area: State of Matter
Learning Objective: 1.4 Appreciating the importance of water resources..
Learning Outcome: After this lesson pupils should be able to:
- Give reason why we need to keep our water resources
clean.
Activities:
i.
Pupils are divided into 6 groups. They will discuss the topic on:
a. The importance of water for living things.
b. The effect of human activities on the quality of water supply.
ii.
Each group will put their discussion on the mahjung paper and
present it in front of the class.
Reflection:

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3

Theme: Investigating Materials

Learning Area: State of Matter
Learning Objective: 1.4 Appreciating the importance of water resources..
Learning Outcome: After this lesson pupils should be able to:
- Describe ways to keep our water resources clean.
Activities:
i.
Pupils are divided into 6 groups. They will gather information on
how to keep our water resources clean and present it in form of
folio.
ii.
Each group will put their discussion on the mahjung paper and
present it in front of the class.
Reflection:
Theme: Investigating Materials
Learning Area: Acid and alkali
Learning Objective: 2.1 Understanding the properties of acidic, alkaline and
neutral substances.
Learning Outcome: After this lesson pupils should be able to:
- Identify acidic, alkaline and neutral substances using
litmus paper.
Activities:
i.
Pupils are divided into 6 groups. They will run an experiment to
identify acidic, alkaline and neutral substances using litmus paper.
ii.
Teacher demonstrates how to use the litmus paper.
iii.
Each group use the litmus paper to identify acidic, alkaline and
neutral substances that they have brought from home.
iv.
Pupils record their finding in a table.

28
2

v.

29
3

Pupils conclude that acidic substances will change the blue litmus
paper into red in colour, alkaline substances will change the red
litmus paper into blue and there is no change on the both litmus
paper for neutral substances.

Reflection:
Theme: Investigating Materials
Learning Area: Acid and alkali
Learning Objective: 2.1 Understanding the properties of acidic, alkaline and
neutral substances.
Learning Outcome: After this lesson pupils should be able to:
- Identify acidic, alkaline and neutral substances using
litmus paper.
Activities:
i.
Pupils are divided into 6 groups. They will run an experiment to
identify acidic, alkaline and neutral substances using litmus paper.
ii.
Teacher demonstrates how to use the litmus paper.
iii.
Each group use the litmus paper to identify acidic, alkaline and
neutral substances that they have brought from home.
iv.
Pupils record their finding in a table.
v.
Pupils conclude that acidic substances will change the blue litmus
paper into red in colour, alkaline substances will change the red
litmus paper into blue and there is no change on the both litmus
paper for neutral substances.
Reflection:

29
2

Theme: Investigating Materials

Learning Area: Acid and alkali
Learning Objective: 2.1 Understanding the properties of acidic, alkaline and
neutral substances.
Learning Outcome: After this lesson pupils should be able to:
- Identify the taste of acidic and alkaline food.
Activities:
i.
Pupils are divided into 6 groups. They will run an experiment to
identify the taste of acidic and alkaline food.
ii.
Pupils divide the food that they have brought according to its taste
(e.g. sweet, sour, bitter, salty, and tasteless).
iii.
Pupils test each group of food with litmus paper
iv.
Pupils record their finding in a table.
v.
Pupils conclude that acidic substances taste sour, alkaline
substances taste bitter and sweet, salty and tasteless food are
neutral substance.
Reflection:

30
3

Theme: Investigating Materials

Learning Area: Acid and alkali
Learning Objective: 2.1 Understanding the properties of acidic, alkaline and
neutral substances.
Learning Outcome: After this lesson pupils should be able to:
- Conclude the properties of acidic, alkaline and neutral
substances.
Activities:
i.
Based on the experiment they had done before, pupils conclude
the properties of the acidic, alkaline and neutral substances.
ii.
Pupils do some structured questions on this topic.
iii.
Pupils and teacher discuss the correct answer.
Reflection:

30
2

Theme: Investigating the Earth and the Universe

Learning Area: Constellation
Learning Objective: 1.1 Understanding constellations.
Learning Outcome: After this lesson pupils should be able to:
- State what constellations are?
- Identify the constellations.
Activities:
i.
Pupils view PowerPoint slide to observe various constellations.
ii.
Pupils discuss that constellations is a group of stars that form
certain pattern in the sky.
iii.
Pupils observe the Orion, Scorpion, Big Dipper and Southern
Cross in the sky.
iv.
Pupils build model from sugar paper and torch light to study the
pattern of Scorpion, Big Dipper and Southern Cross.
v.
Pupils draw the pattern of Scorpion, Big Dipper and Southern
Cross in their exercise book.

Reflection:

31
3

31
2

32
3

32
2

Theme: Investigating the Earth and the Universe

Learning Area: Constellation
Learning Objective: 1.1 Understanding constellations.
Learning Outcome: After this lesson pupils should be able to:
- State the importance of constellation.
Activities:
i.
Pupils and teacher discuss and gather information on the
importance of constellations. E.g.:
a. To show direction
b. To indicate the time to carry out certain activities such as
planting season.
ii.
Pupils do some exercises on this topic.
iii.
Pupils and teacher discuss the correct answer.
Reflection:
Theme: Investigating the Earth and the Universe
Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.1 Understanding the movement of the Earth, Moon and
Sun.
Learning Outcome: After this lesson pupils should be able to:
- State that the Earth rotates on its axis.
- State that the Earth rotates and at the same time
moves around the Sun.
Activities:
i.
Pupils view PowerPoint slide to observe the movement of the
Earth, the Moon and the Sun.
ii.
Teacher shows the model of Earth (glob) rotates on its axis.
iii.
Teacher shows that Earth rotates and at the same time moves
around the Sun.
iv.
Teacher asks 3 pupils to do simulation on the phenomenon.
v.
Pupils conclude that Earth rotates on its axis and at the same time
its moves around the Sun.
Reflection:
Theme: Investigating the Earth and the Universe
Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.1 Understanding the movement of the Earth, Moon and
Sun.
Learning Outcome: After this lesson pupils should be able to:
- State that the Moon rotates on its axis.
- State that the Moon rotates and at the same time
moves around the Earth.
Activities:
i.
Pupils view PowerPoint slide to observe the movement of the
Earth, the Moon and the Sun.
ii.
Teacher shows the model of Moon rotates on its axis.
iii.
Teacher shows that Moon rotates and at the same time moves
around the Sun.
iv.
Teacher asks 3 pupils to do simulation on the phenomenon.
v.
Pupils conclude that Moon rotates on its axis and at the same time
its moves around the Earth.
Reflection:
Theme: Investigating the Earth and the Universe
Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.1 Understanding the movement of the Earth, Moon and
Sun.
Learning Outcome: After this lesson pupils should be able to:
- State that the Moon and the Earth move round the
Sun at the same time.
- Describe the changes in the length and position of the
shadow throughout the day.
Activities:
i.
Pupils view PowerPoint slide to observe the movement of the
Earth, the Moon and the Sun.
ii.
Teacher shows that the Moon and the Earth rotates and at the
same time moves around the Sun.
iii.
Teacher asks 3 pupils to do simulation on the phenomenon.
iv.
Teacher demonstrates the changes in the length and position of
the shadow through out the day.
v.
Pupils observe and record the length and position of the shadow

of a pole at different time of the day.

Reflection:
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2

Theme: Investigating the Earth and the Universe

Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.1 Understanding the movement of the Earth, Moon and
Sun.
Learning Outcome: After this lesson pupils should be able to:
- Conclude that the Earth rotates on its axis from west
to east.
Activities:
i.
Pupils fix a tooth pick vertically on the surface of the a globe.
ii.
Pupils observe the length and position of the shadow formed
when the globe is rotated at its axis from west to east over a fixed
light source (the Sun).
iii.
Pupils discuss and conclude that the Earth rotates on its from
west to east.
Reflection:

33
3

Theme: Investigating the Earth and the Universe

Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.2 Understanding the occurrence of day and night.
Learning Outcome: After this lesson pupils should be able to:
- State that it is day time for the parts of the Earth facing
the Sun.
- State that it is night time for the parts of he Earth
facing away from the Sun
Activities:
i.
Pupils view computer simulation on how days and nights are
formed.
ii.
Pupils carry out a simulation by illuminating a rotation globe to
observe the Earth occurrence of day and night.
iii.
Based on above activity, pupils conclude how day and night occur.
Reflection:

33
2

Theme: Investigating the Earth and the Universe

Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.2 Understanding the occurrence of day and night.
Learning Outcome: After this lesson pupils should be able to:
- Explain that day and night occur due to the rotation of
the Earth on its axis.
Activities:
i.
Pupils view computer simulation on how days and nights
are formed.
ii.
Pupils carry out a simulation by illuminating a rotation
globe to observe the Earth occurrence of day and night.
iii.
Based on above activity, pupils conclude that day and night
occur due to the rotation of the Earth on its axis.
Reflection:

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3

Theme: Investigating the Earth and the Universe

Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.3 Understanding the phases of the Moon.
Learning Outcome: After this lesson pupils should be able to:
- State that the Moon does not emit light.
- Explain that the Moon appears bright when it reflects
sunlight.
- Describe the phases of the Moon.
Activities:
i.
Pupils view computer simulation and discuss that the Moon does
not emit light but reflect the sunlight.
ii.
Pupils view computer simulation on the phases of the Moon.
iii.
Pupils draw the phases of the Moon and label it:
a. New moon
b. Crescent
c. Half moon
d. Full moon
Reflection:

34
2

Theme: Investigating the Earth and the Universe

Learning Area: The Earth, The Moon and The Sun.
Learning Objective: 2.3 Understanding the phases of the Moon.
Learning Outcome: After this lesson pupils should be able to:
- Describe the phases of the Moon.
Activities:
i.
Pupils carry out a project to observe and record the phases of the
Moon for a month and relate them to the dates in lunar calendar.
ii.
Pupils prepare the project in the form of folio.
iii.
Pupils have to present their folio after finish it.
Reflection:

35
3

Theme: Investigating Technology

Learning Area: Strength and stability
Learning Objective: 1.1 Knowing the shapes of objects in structures.
Learning Outcome: After this lesson pupils should be able to:
- States the shapes of objects
- Identify shapes in the structures
Activities:
i.
Pupils carry out activities to recognise the shapes of objects:
a. Cube
b. Cuboids
c. Sphere
d. Cone
e. Cylinder
f. Pyramid
g. Hemisphere
ii.
Pupils walk around the school compound and identify the shapes
mentioned above.
iii.
Pupils name and draw the shapes in their exercise book.
Reflection:

35
2

Theme: Investigating Technology

Learning Area: Strength and stability
Learning Objective: 1.2 Understanding the strength and stability of a
structure.
Learning Outcome: After this lesson pupils should be able to:
- Identify the shapes of objects that are stable.
- Identify the factors that affect stability of objects.
Activities:
i.
Pupils carry out activities to identify the shapes of
objects that are stable.
ii.
Pupils carry out activities to investigate factors that
affect the stability of a structure, .e.g.:
a. Pushing a bottle standing upright and bottle
standing upside down.
b. Pushing a high chair and a low chair.
iii.
Pupils discuss and conclude that the stability of an
object is affected by:
a. Base area
b. Height.
Reflection:

36
3

Theme: Investigating Technology

Learning Area: Strength and stability
Learning Objective: 1.2 Understanding the strength and stability of a
structure.
Learning Outcome: After this lesson pupils should be able to:
- Explain how base area affects stability
- Explain how height affects stability
Activities:
i.
Pupils carry out activity to investigate how base area affects the
stability of an object, i.e. the bigger the base, the more stable the
object is.

ii.
iii.
Reflection:

Pupils carry out activity to investigate how height affects the

stability of an objects, i.e. the higher the object, the less stable the
object is.
Pupils record their finding in the exercise book.

36
2

Theme: Investigating Technology

Learning Area: Strength and stability
Learning Objective: 1.2 Understanding the strength and stability of a
structure.
Learning Outcome: After this lesson pupils should be able to:
- Identify the factors that affect the strength of a
structure
Activities:
1. Pupils carry out activity 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. Then put objects of the same mass on each
bridge.
2. Pupils discuss and conclude that the strength of a structure is affected
by:
a. Types of materials used
b. How the structure is placed
Reflection:

37
3

Theme: Investigating Technology

Learning Area: Strength and stability
Learning Objective: 1.2 Understanding the strength and stability of a
structure.
Learning Outcome: After this lesson pupils should be able to:
- Design a model that is strong and stable
Activities:
1. Pupils are divided into 6 groups. Each group has to design the
strongest and most stable structure using materials of their choice.
2. Groups present their work in front of the class.
3. Pupils choose the best design.
Reflection: