INVESTIGATING LIVING THINGS

WEEK CONTENTS & SPS/NV LEARNING OBJECTIVES LEARNING OUTCOMES SLA

1. Microorganism.

Lessons 1: At the end of the lessons pupils should: Cooperative learning

1–4 The Unseen Life
1.1 Understanding that • state types of microorganisms. Use of technology by
SPS microorganism is a • state that yeast is an example of viewing a video.
Observing living thing. microorganism.
Making inference • state that microorganism breathes. Demonstration given
• state that microorganism grows. by teacher step by
NV • state that microorganism moves. step how to handle
Being honest, diligent microscope
• conclude that microorganisms are living
Appreciating and
things and most of them cannot be seen
practising clean
with naked eyes.

Lesson 2 : Contextual learning

Friends or Foes • state examples of use of microorganism. by relating into their
5 1.2 Understanding that some • state the harmful effects of microorganism. daily lives
SPS microorganisms are • describe that diseases caused by
Classifying harmful and some are microorganisms can spread from one Cooperative learning
Comminicating useful. person to another. by gathering the
NV • explain ways to prevent diseases caused by information about the
Being systematic and microorganism. useful and harmful
cooperative effects

2. Survival of The Species.

Lesson 1:
Animal Survival Use of technology by
6 SPS 2.1 Understanding that • give examples of animals that take care of viewing a video.
Communicating different animals have their eggs and young.
NV their own ways to ensure • explain how animals take care of their Pupils discussion the
Being responsible, kind- the survival of their eggs and young. ways animals take

1
 hearted, caring and species. explain why animals take care of their eggs care of their eggs and
thankful to God and young. young.

At the end of the lessons pupils should: Use of technology by

Lesson 2: watching a video
Plant Survival 2.2 Understanding that • state various ways plants disperse their about how seeds and
7–8 different plants have their seeds and fruits. fruits are being
SPS own ways to ensure the • explain why plants need to disperse seeds dispersed.
Observing survival of their species. or fruits.
Communicating • give examples of plant that disperse seeds Pupils discuss the
NV and fruits by water, wind and animals. ways of seeds and
Having an interest and • give examples of plant that disperse seeds fruits disperse.
curiosity towards the by explosive mechanism.
environment • relate characteristics of seeds and fruits to
Being responsible the ways they are dispersed.

Lesson 3:
Importance of Survival Use of technology by
8 2.3 Realising the importance • predict what will happen if some species watching a video
SPS of survival of the species. of animals or plants do not survive. about animals in a
Predicting habitat.
NV Pupils discuss the
Appreciating the balance consequences of not
of nature. surviving.

3. Food Chain and Food Web

Lesson 1: At the end of the lessons pupils should: Pupils watching a

Who Eats Who ? video showing what
9 – 10 3.1 Understanding food • identify animals and the food they animal eats in a
SPS chains. eat. habitat.
Classifying • classify animals into herbivore, Pupils discuss how to

2
 NV carnivore and omnivore. construct food chain
Being responsible, caring • construct food chain. in group
and kind-hearted • identify producer.
• identify consumer.

Lesson 2: Pupils watch a video

Tangled Up ! At the end of the lessons pupils should: showing what
11– 12 3.2 Synthesizing food chains animals eat in a
SPS to construct food web. • construct a food web. habitat.
Observing • construct food webs of different habitats. Pupils discuss how to
Predicting • predict what will happen if there is a construct a food web
Communicating change in population of a certain species in from the set of
Analyzing a food web. animals and plants
NV • explain what will happen to a certain picture.
Having an interest and species of animals if they eat only one type Field study by
curiosity towards the of food. observing organism
environment found in a habitat
around the school
compound,then
construct th food
web.

Investigating Force and Energy

1. Energy

Lesson 1: At the end of the lessons pupils should: Pupils discuss in

Wonders of Energy groups to make a list
13-14 1.1 Understanding the uses of • explain why energy is needed. of activities that they
SPS energy. • give examples where and when energy is do in a day which
Making inference used. involve the use of
NV • state various sources of energy. energy.
Being thankful to God

3
 Being systematic

Lesson 2: • state the various forms of energy. Pupils observe and

15-16 Energy in Action 1.2 Understanding that energy • state that energy can be transformed. discuss in groups to
can be transformed from • give examples of appliances that make use identify the forms of
SPS & MS one form to another. of energy transformation energy.
Observation Pupils conduct
Making inference activities to identify
Use and handle science the forms of energy
apparatus and substances exist and the
NV transformation of
Being systematic energy involved.

Lesson 3: • state what renewable energy is.. Pupils brainstorm in

17-18 Renewable or Non- 1.3 Understanding renewable • state what non-renewable energy is. their groups to make
renewable ? and non-renewable energy • list renewable energy resources. a list of the “do’s”
• list non-renewable energy and “don’ts” on how
SPS & MS resources. to save energy.
Classifying • explain why we need to use energy
Use and handle science wisely.
apparatus and substances
• explain why renewable energy is
better than non-renewable energy.
• give examples on how to save
energy.
• practice saving energy.

2. Electricity

Lesson 1: 2.1 Knowing the sources of • state the sources of electricity. Pupils discuss in
19 Sources of Electrivity electricity. group to make
conclusions regarding
SPS &MS the observation they

4
 Observing made from the
Predicting lighting bulb by using
Use and handle science different sources of
apparatus energy

NV
Appreciating the
contribution of science
and technology
Being cooperative

Lesson 2 : 2.2 Understanding a series • identify the symbols of various Experimenting-

20-21 Series and Parallel circuit and a parallel components in a simple electric circuit. pupils test their
Circuits circuit. • draw circuit diagrams. hypothesis in orderto
• identify the difference in the discovera series
SPS & MS arrangement of bulbs in series and parallel circuit and a parallel
Observing circuits. circuit.
Predicting • build a series circuit.
Communicating • build a parallel circuit. Discussion-Pupils
Controlling variables exchange questions
• compare the brightness of the bulbs
Experimenting and opinions based
in a series and a parallel circuit.
Use and handle science on valid reasons from
apparatus • compare the effect on the bulbs their observation and
NV when various switches in a series findings.
Being honest and accurate circuitand parallel circuit are off.
in recording and validating
data

22 Lesson 3 : 2.3 Understanding the safety • describe the danger of mishandling Group discussion
Handle With Care precautions to be taken electrical appliances.
when handling electrical • explain the safety precautions to be Pupils viewing a
SPS appliances taken when using electrical appliances. video
Communicating
Generating idea
NV
Being responsible about
5
 safety of oneself, others
and environment
Being flexible and open-
minded

3. Light

23 Lesson 1 : • state that light travels in a straight line. Group discussion

How does light travel? 3.1 Understanding that light • give examples to verify that light travels in about the phenomena
travels in a straight line. a straight line. shown in the text
SPS & MS • desribe how shadow is formed. book on how light
Observing • design a fair test to find out what cause the travels and how
Measuring and using size of a shadow to change by deciding shadows are formed
numbers what to keep the same, what to change and
Making inference what to observe. Experiment-Pupils
Predicting • design a fair test to find out what factors investigate how light
Controlling variables cause the shape of a shadow to change by travels and how the
Experimenting deciding what to keep the same, what to size and shape of a
Use and handle science change and what to observe. shadow can be
apparatus changed.
NV
Being systematic
Being thankful to God
Lesson 2 : 3.2 Understanding that light • state that light can be reflected. Discussion in group,
24 Bouncing light can be reflected. • draw ray diagrams to show reflection of pupils investigate the
light. reflection of light by
SPS & MS • give examples of uses of reflection of light mirror and aluminium
Observing in everyday life. foil and draw a ray
Communicating diagram to show a
Use and handle science reflection of light and
apparatus the uses of principle
NV of light reflection in
Being systematic everyday life.

6
4. Heat
• state that when a substance gains heat it
25 Lesson 1 : 4.1 Understanding that will become warmer. Group discussion
Hot or Cold? temperature is an • state that when a substance loses heat it about what makes
indicator of degree of will become cooler. thing hot, why water
SPS & MS hotness. • measure temperature using the correct become warmer or
Observing technique. cooler
Making inference • state the metric unit for temperature.
Predicting • state that the temperature of an object or
Experimenting material increases as it gains heat.
Use and handle science
• state that the temperature of an object or
apparatus and substances
material decreases as it loses heat.
NV
Being honest and accurate • conclude that the temperature is an
in recording data indicator to measure hotness.

Lesson 2 : 4.2 Understanding the effects • state that matter expands when heated. Pupils discuss the
26 Expand or Contract? of heat on matter. • state that matter contracts when cooled. effects of heating and
• give examples of the application of the cooling and give
SPS principle of expansion and contraction in examples of
Observing everyday life. application in
Making inference everyday life.
Experimenting Pupils carry out
NV simple activities to
Being systematic observe what happen
to air, water and iron
ball.

7
Investigating Materials

1. State of Matter

Lesson 1 : At the end of the lessons pupils should: Experiment-Pupils

27 Three States of Matter 1.1 Understanding that matter observe properties of
exist in the form of solid, • classify objects and materials into three solid, liquid and gas
SPS & MS liquid or gas. state of matter.
Observing • state the properties of solid. Pupils discuss
Classifying • state the properties of liquid. properties of matter
Measuring and using • state that some liquids flow faster than
numbers others.
Making inference • state the properties of gas.
Communicating
Using and handling
science apparatus
NV
Being hones and accurate
Being systematic

28
Lesson 2 : 1.2 Understanding that matter • state that water can change its state. Pupils watch a video
Changing States can change from one state • conclude that water can exist in any of the of each process
to another. three states of matter. involved in the
SPS & MS • identify the processes involved when a changing states.
Observing matter changes from one state to another.
Predicting • identify factors that affect the rate of Pupils discuss the
Using space-time evaporation of water. changes of statesof
relationship water.
Interpreting data
Use and handling science Experiment-Pupils
apparatus observe the changes
8
 NV that take place when
Realizing that science is a water changes from
mean to understand nature one state to another

Lesson 3 : At the end of the lessons pupils should: Pupils watch a video
29 What goes around comes 1.3 Understanding the water showing the water
around cycle. • describe how clouds are formed. cycle.
• describe how rain is formed.
SPS • explain how water circulated in the Pupils discuss how
Communicating environment. cloud and rain are
NV • explain the importance of water cycle. formed
Being responsible about
the safety of the
environment

Lesson 4 : • give reasons why we need to keep our Pupils watch a video
30 Water resources 1.4 Appreciating the water resources clean. showing how water
importance of water • describe ways to keep our water resources resources get polluted
SPS resources. clean.
Communicating Pupils discuss ways
Generating idea to keep them clean.
NV
Appreciating and
practising clean and
healthy living

9
2. Acid and Alkali

Lesson 1 : Experiment_Pupils
31 Acidic or Alkaline? 2.1 Understanding the • identify acidic, alkaline and neutral carry out simple
properties of acidic, substances using litmus paper. activity to test the
SPS & MS alkaline and neutral • identify the taste of acidic and alkaline properties of
Obsering substances food. substances using
Predicting • conclude the properties of acidic, alkaline litmus paper
Making inference and neutral substances.
Use and handle science Group discussion to
apparatuse and substances form a conclusion
CleansScience apparatus
NV
Appreciating the balance
of nature
Be thankful to God

Investigating The Earth and The Universe

1. Constellation

Lesson 1 : Pupils gather

32 Starry, Starry Night At the end of the lessons pupils should: information and
1.1 Understanding the constellation. discuss in their
SPS • state what constellation is. groups the
Observing • identify constellations. importance of
Communicating • state the importance of constellation constellation.
NV
Being thankful to God Pupils view the video
Having an interest an

10
 curiosity towards the
environmnet

2. The Earth, The Moon and The Sun

Lesson 1: Pupils discuss in their

33 They Move At the end of the lessons pupils should: groups and explain
2.1 Understanding the movements of the rotation of the
SPS the Earth, the Moon and the • state that the Earth rotates on its Earth and the Moon
Observing Sun. axis. and their movement.
Making inference • state that the Earth rotates and at the
Communicating same time moves round the Sun. Simulation-Pupils
Using space-time • state that the Moon rotates on its role play the rotation
relationship axis. of the Earth and the
NV • state that the moon rotates and at the Moon and their
Realizing that science is a same time movesround the Earth. movements around
means to understand • state that the Moon and the Earth the Sun.
nature move round the Sun at the same
Being cooperative time. Pupils make an
experiment on length
• describe the changes in length and
and position of the
position of the shadow throughout
shadow throughout
the day.
the day.
• conclude that the Earth rotates on its
axis from west to east.

Lesson 2:
Day and Night 2.2 Understanding the occurrence of • state that it is day time for the part Use of technology-
34 day and night. of the Earth facing the Sun. Pupils serve internet
SPS • state it isnight time for the part of to find out the
Observing the Earth facing away from the Sun. occurrence of day
Measuring and using • explain that day and nightocur due and night
number to the rotation of the Earth on its Pupils generate ideas
Using space-time axis. in group and present
relationship infront the class

11
 NV
Being thankful to God

35 Lesson 3 : 2.3 Understanding the phases of the • state that the Moon does not emit Uses technology-
Phases of the Moon Moon light. Pupils use the
• explain that the Moon appears internet to find out
SPS bright when it reflets light. information about the
Observing • describe the phases of the Moon. phases of the Moon
Measuring and using
number Pupils generate ideas
Using space-time in group discussion
relationship
NV Pupils do a project on
Being thankful to God the phases of the
Moon

Investigating Technology

1. Strength and Stability

Lesson 1 : At the end of the lessons pupils should: Pupils discuss in

36 See Shapes 1.1 Knowing the shapes of objects groups to identify the
in structures. • state the shapes of objects. shapes of objects in a
SPS • identify shapes in structure. given picture or in a
Observing structure around
Classifying them.
NV
Having an interest and
curiosity towards the
environment
Being Cooperative

12
 Lesson 2 : 1.2 Understanding the strength and • identify shape of objects that are Experiment-Pupils
37 Standing Tall and Lying stabilityof a structure. stable. investigate the effects
Low • identify the factors that affect of base area and
stability of objects. height on the stability
SPS • explain how base area affects of objects and types
Making hypothesis stability. of material on
Predicting • explain how height affects stability. strength and stability.
NV • identify the factors that affect the Pupils discuss in
Appreciate the contribution strength of the structure. group to draw
of science and technology conclusions and
• design a model that is strong and
generate idea on how
stable.
to build the most
stable object and
strongest structure.

Project-Pupils design
and make the most
stable and strongest
tower or bridge in
group.

38-40 Revisions

Prepared by,
Puan Khairiza binti Khalidin 2010

13