Professional Documents
Culture Documents
Curriculum Specifications
SCIENCE
Year Four
Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic, mechanical, or other
means, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director of
the Curriculum Development Centre, Ministry of Education Malaysia.
Page
Investigating Technology
Learning Area: Technology 47
Acknowledgements 51
Panel of Writers 52
THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life;
creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and
diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;
The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:
• BELIEF IN GOD
• LOYALTY TO KING AND COUNTRY
• SUPREMACY OF THE CONSTITUTION
• RULE OF LAW
• GOOD BEHAVIOUR AND MORALITY
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NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high
level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the
nation at large.
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NATIONAL SCIENCE EDUCATION PHILOSOPHY
ix
PREFACE
ix
INTRODUCTION AIMS
As articulated in the National Education Policy, education in The aim of the primary school science curriculum is to develop
Malaysia is an on-going effort towards developing the potential pupils’ interest and creativity through everyday experiences
of individuals in a holistic and integrated manner to produce and investigations that promote the acquisition of scientific and
individuals who are intellectually, spiritually, emotionally and thinking skills as well as the inculcation of scientific attitudes
physically balanced and harmonious. The primary and and values.
secondary school science curriculum is developed with the
aim of producing such individuals.
OBJECTIVES
The Level Two Primary School Science curriculum is
designed to stimulate pupils’ curiosity and develop their
interest as well to enable pupils to learn more about The Level Two Primary School Science Curriculum aims to:
themselves and the world around them through pupil-centered 1. Stimulate pupils’ curiosity and develop their interest about
activities. the world around them.
2. Provide pupils with opportunities to develop science
The curriculum is articulated in two documents: the process skills and thinking skills.
syllabus and the curriculum specifications. The syllabus 3. Develop pupils’ creativity.
presents the aims, objectives and the outline of the curriculum 4. Provide pupils with basic science knowledge and concepts.
content for a period of 3 years for Level Two Primary School 5. To provide learning opportunities for pupils to apply
Science. The curriculum specifications provides the details of knowledge and skills in a creative, critical and analytical
the curriculum, which includes the aims and objectives of the manner for problem solving and decision-making.
curriculum, brief descriptions on thinking skills and thinking 6. Inculcate scientific attitudes and positive values.
strategies, scientific skills, scientific attitudes and noble values, 7. Foster the appreciation on the contributions of science and
teaching and learning strategies, and curriculum content. The technology towards national development and well-being
curriculum content covers the learning objectives, suggested of mankind.
learning activities, learning outcomes, notes and vocabulary. 8. Be aware of the need to love and care for the environment.
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SCIENTIFIC SKILLS
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Controlling Naming the fixed variables, • Clean science apparatus.
variables manipulated variable and • Store science apparatus.
responding variable in an
investigation. The manipulated THINKING SKILLS
variable is changed to observe
its relationship with the
responding variable. At the
same time, the fixed variables Thinking is a mental process that requires an individual to
are kept constant. integrate knowledge, skills and attitude in an effort to
understand the environment.
Making Making a general statement
Hypotheses about the relationship between a One of the objectives of the national education system
manipulated variable and a is to enhance the thinking ability of pupils. This objective can
responding variable to explain be achieved through a curriculum that emphasises thoughtful
an observation or event. The learning. Teaching and learning that emphasises thinking skills
statement can be tested to is a foundation for thoughtful learning.
determine its validity.
Thoughtful learning is achieved if pupils are actively
Experimenting Planning and conducting involved in the teaching and learning process. Activities should
(design a fair test) activities to test a hypothesis. be organised to provide opportunities for pupils to apply
These activities include thinking skills in conceptualisation, problem solving and
collecting, analysing and decision-making.
interpreting data and making
conclusions. Thinking skills can be categorised into critical and
creative thinking skills. A person who thinks critically always
evaluates an idea in a systematic manner before accepting it.
A person who thinks creatively has a high level of imagination,
Manipulative Skills is able to generate original and innovative ideas, and modify
ideas and products.
Manipulative skills in scientific investigation are psychomotor
skills that enable pupils to: Thinking strategies are higher order thinking processes
that involve various steps. Each step involves various critical
• Use and handle science apparatus and substances. and creative thinking skills. The ability to formulate thinking
• Handle specimens correctly and carefully. strategies is the ultimate aim of introducing thinking activities
• Draw specimens and apparatus. in the teaching and learning process.
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Critical Thinking Skills
Comparing and Finding similarities and Detecting Bias Identifying views or opinions
Contrasting differences based on criteria that have the tendency to
such as characteristics, support or oppose something
features, qualities and in an unfair or misleading way.
elements of a concept or
event. Evaluating Making judgements on the
quality or value of something
Grouping and Separating objects or based on valid reasons or
Classifying phenomena into categories evidence.
based on certain criteria such
as common characteristics or Making Making a statement about the
features. Conclusions outcome of an investigation
that is based on a hypothesis.
Sequencing Arranging objects and
information in order based on
the quality or quantity of
common characteristics or
features such as size, time,
shape or number.
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Creative Thinking Skills
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Thinking Strategy
Figure 1: TSTS Model in Science
Description of each thinking strategy is as follows:
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Mastering of thinking skills and thinking strategies (TSTS)
through the teaching and learning of science can be Science Process Thinking Skills
developed through the following phases: Skills
1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance. Observing Attributing
3. Practising TSTS without teacher’s guidance. Comparing and contrasting
4. Applying TSTS in new situations with teacher’s Relating
guidance.
5. Applying TSTS together with other skills to accomplish Classifying Attributing
thinking tasks. Comparing and contrasting
Grouping and classifying
Further information about phases of implementing TSTS
can be found in the guidebook “Buku Panduan Penerapan Measuring and Using Relating
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran Numbers Comparing and contrasting
dan Pembelajaran Sains” (Curriculum Development
Centre, 1999). Making Inferences Relating
Comparing and contrasting
Analysing
Relationship between Thinking Skills and Making inferences
Science Process Skills
Predicting Relating
Science process skills are skills that are required in the Visualising
process of finding solutions to a problem or making decisions
in a systematic manner. It is a mental process that promotes Using Space-Time Sequencing
critical, creative, analytical and systematic thinking. Mastering Relationship Prioritising
of science process skills and the possession of suitable
attitudes and knowledge enable pupils to think effectively. Interpreting data Comparing and contrasting
Analysing
The mastering of science process skills involves the Detecting bias
mastering of the relevant thinking skills. The thinking skills that Making conclusions
are related to a particular science process skill are as follows: Generalising
Evaluating
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acquisition of knowledge in the intended learning outcomes.
Science Process Thinking Skills Thus, in teaching and learning, teachers need to emphasise
Skills the mastery of skills together with the acquisition of knowledge
and the inculcation of noble values and scientific attitudes.
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Example: • Appreciating the balance of nature.
• Being respectful and well-mannered.
Level Year 5 • Appreciating the contribution of science and technology.
• Being thankful to God.
Learning Outcome: Design a fair test to find out what • Having critical and analytical thinking.
cause the size of a shadow to change • Being flexible and open-minded.
by deciding what to keep the same, • Being kind-hearted and caring.
what to change and what to observe.
• Being objective.
• Being systematic.
Scientific Skills: Experimenting
Explanation: • Being cooperative.
• Being fair and just.
To achieve the above learning outcome, pupils plan and • Dare to try.
conduct investigation to test the hypothesis. This investigation • Thinking rationally.
should include collecting, analysing and interpreting data and • Being confident and independent.
making conclusion.
The inculcation of scientific attitudes and noble values
generally occurs through the following stages:
SCIENTIFIC ATTITUDES AND NOBLE VALUES • Being aware of the importance and the need for scientific
attitudes and noble values.
• Giving emphasis to these attitudes and values.
Science learning experiences can be used as a means to • Practising and internalising these scientific attitudes and
inculcate scientific attitudes and noble values in pupils. These noble values.
attitudes and values encompass the following:
When planning teaching and learning activities, teachers need
• Having an interest and curiosity towards the environment. to give due consideration to the above stages to ensure the
• Being honest and accurate in recording and validating continuous and effective inculcation of scientific attitudes and
data. values. For example, during science practical work, the
• Being diligent and persevering. teacher should remind pupils and ensure that they carry out
experiments in a careful, cooperative and honest manner.
• Being responsible about the safety of oneself, others, and
the environment.
Proper planning is required for effective inculcation of scientific
• Realising that science is a means to understand nature.
attitudes and noble values during science lessons. Before the
• Appreciating and practising clean and healthy living. first lesson related to a learning objective, teachers should
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examine all related learning outcomes and suggested Inculcating Patriotism
teaching-learning activities that provide opportunities for the
inculcation of scientific attitudes and noble values. The science curriculum provides an opportunity for the
development and strengthening of patriotism among pupils.
The following is an example of a learning outcome pertaining For example, in learning about the earth’s resources, the
to the inculcation of scientific attitudes and values. richness and variety of living things and the development of
science and technology in the country, pupils will appreciate
Example: the diversity of natural and human resources of the country
and deepen their love for the country.
Level: Year 4
TEACHING AND LEARNING STRATEGIES
Learning Area: Properties of Materials
Learning Objective: Knowing the importance of reuse, Teaching and learning strategies in the science curriculum
reduce and recycle of materials. emphasise thoughtful learning. Thoughtful learning is a
process that helps pupils acquire knowledge and master skills
Learning Outcome: Practise reusing, reducing and that will help them develop their minds to the optimum level.
recycling to conserve materials. Thoughtful learning can occur through various learning
approaches such as inquiry, constructivism, contextual
Suggested Learning Pupils carry out activities about learning, and mastery learning. Learning activities should
Activities reusing, reducing and recycling of therefore be geared towards activating pupils’ critical and
materials throughout the year. creative thinking skills and not be confined to routine or rote
learning. Pupils should be made aware of the thinking skills
Scientific attitudes and Being responsible about the safety and thinking strategies that they use in their learning. They
noble values of oneself, others and the should be challenged with higher order questions and
environment. problems and be required to solve problems utilising their
creativity and critical thinking. The teaching and learning
Having an intrest and curiosity process should enable pupils to acquire knowledge, master
towards the environment. skills and develop scientific attitudes and noble values in an
integrated manner.
Appreciating the balance of nature.
Inquiry-discovery emphasises learning through
Being cooperative. experiences. Inquiry generally means to find information, to
question and to investigate a phenomenon that occurs in the
environment. Discovery is the main characteristic of inquiry.
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Learning through discovery occurs when the main concepts their own experiments. This involves pupils drawing up plans
and principles of science are investigated and discovered by as to how to conduct experiments, how to measure and
pupils themselves. Through activities such as experiments, analyse data, and how to present the results of their
pupils investigate a phenomenon and draw conclusions by experiment.
themselves. Teachers then lead pupils to understand the
science concepts through the results of the inquiry. Thinking Discussion
skills and scientific skills are thus developed further during the
inquiry process. However, the inquiry approach may not be A discussion is an activity in which pupils exchange questions
suitable for all teaching and learning situations. Sometimes, it and opinions based on valid reasons. Discussions can be
may be more appropriate for teachers to present concepts and conducted before, during or after an activity. Teachers should
principles directly to pupils. play the role of a facilitator and lead a discussion by asking
questions that stimulate thinking and getting pupils to express
The use of a variety of teaching and learning methods themselves.
can enhance pupils’ interest in science. Science lessons that
are not interesting will not motivate pupils to learn and Simulation
subsequently will affect their performances. The choice of
teaching methods should be based on the curriculum content, In simulation, an activity that resembles the actual situation is
pupils’ abilities, pupils’ repertoire of intelligences, and the carried out. Examples of simulation are role-play, games and
availability of resources and infrastructure. Different teaching the use of models. In role-play, pupils play out a particular role
and learning activities should be planned to cater for pupils based on certain pre-determined conditions. Games require
with different learning styles and intelligences. procedures that need to be followed. Pupils play games in
The following are brief descriptions of some teaching and order to learn a particular principle or to understand the
learning methods. process of decision-making. Models are used to represent
objects or actual situations so that pupils can visualise the said
Experiment objects or situations and thus understand the concepts and
principles to be learned.
An experiment is a method commonly used in science
lessons. In experiments, pupils test hypotheses through
investigations to discover specific science concepts and Project
principles. Conducting an experiment involves thinking skills,
scientific skills, and manipulative skills. A project is a learning activity that is generally undertaken by
an individual or a group of pupils to achieve a particular
In the implementation of this curriculum, besides learning objective. A project generally requires several lessons
guiding pupils to carry out experiments, where appropriate, to complete. The outcome of the project either in the form of a
teachers should provide pupils with the opportunities to design
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report, an artefact or in other forms needs to be presented to CONTENT ORGANISATION
the teacher and other pupils. Project work promotes the
development of problem-solving skills, time management
skills, and independent learning. The science curriculum is organised around themes. Each
theme consists of various learning areas, each of which
consists of a number of learning objectives. A learning
Visits and Use of External Resources objective has one or more learning outcomes.
The learning of science is not limited to activities carried out in Learning outcomes are written in the form of
the school compound. Learning of science can be enhanced measurable behavioural terms. In general, the learning
through the use of external resources such as zoos, outcomes for a particular learning objective are organised in
museums, science centres, research institutes, mangrove order of complexity. However, in the process of teaching and
swamps, and factories. Visits to these places make the learning, learning activities should be planned in a holistic and
learning of science more interesting, meaningful and effective. integrated manner that enables the achievement of multiple
To optimise learning opportunities, visits need to be carefully learning outcomes according to needs and context. Teachers
planned. Pupils may be involved in the planning process and should avoid employing a teaching strategy that tries to
specific educational tasks should be assigned during the visit. achieve each learning outcome separately according to the
No educational visit is complete without a post-visit discussion. order stated in the curriculum specifications.
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INVESTIGATING LIVING THINGS
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.2 Understanding Pupils keep pets such as Pupils Remind pupils to handle holes- lubang
that animals hamsters or chicks. animals with care. cage - sangkar
have basic • identify the basic needs of container- bekas
needs Pupils observe and record animals. Guide pupils to conclude reference – rujukan
what they do to keep their that animals’ basic air tight – kedap udara
pets alive and healthy. needs are food, water, alive- hidup
air and shelter. nest- sarang
Pupils discuss why
hamsters or chicks are kept
in a cage and not in an
airtight, covered container.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.3 Understanding Pupils carry out activities to Pupils These activities will take condition- keadaan
that plants have show the basic needs of about two weeks. similar - serupa
basic needs plants by comparing similar • identify the basic needs of watered - disiram
balsam plants kept in plants. sunlight - cahaya matahari
different conditions: outdoor-di luar
a) 1 watered, 1 without
water,
b) 1 kept outdoor, 1 kept in
a tight plastic bag,
c) 1 kept outdoor and 1 kept
in a dark cupboard.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
2. Living Things Undergo Life Processes
2.1 Analysing life Pupils use their hands to Pupils exhale – hembus nafas
processes in feel the movement of their faeces- najis/tinja
humans chests as they breathe. • explain that humans inhale – tarik nafas
breathe. rate – kadar
Pupils discuss to conclude undergo – menjalani
that the movement of the • describe what inhale is. excretion – perkumuhan
chest is due to breathing. defecate – nyahtinja
• describe what exhale is. offspring – anak
Pupils discuss that when chest- dada
they inhale they take in air reaction – gerak balas
and when they exhale they reproduce – membiak
give out air. windpipe- salur pernafasan
lung- peparu
Pupils gather information • differentiate the air that sweat – peluh
and discuss that: we inhale and the air that Pupils just need to know stimuli – rangsangan
a) inhaled air has more we exhale. the main organs survival - kemandirian
oxygen than exhaled air, involved in breathing i.e. urine – air kencing
b) exhaled air has more nose, mouth, wind pipe waste product – bahan
carbon dioxyde than and lungs. buangan
inhaled air.
Pupils observe model or • state that humans use The rate of breathing
view video of human body to lungs to breathe. means the number of
see that the lung is a chest movements in a
breathing organ for human • identify the passage of air period of time.
and to identify the passage during breathing.
of air movement when
human breathes.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
Pupils discuss to infer the • give reasons why humans Do not use boiling
effect on health if humans need to excrete and water.
do not excrete or defecate. defecate.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
2.2 Being aware that Pupils discuss to identify Pupils smoker-perokok
certain bad habits in humans e.g. affect – memberi kesan
behaviour can smoking, drinking alcohol, • give examples of habits effect – kesan/akibat
disturb life taking drugs. that bring harm to human drunken – mabuk
processes life processes. delay- melambatkan
Pupils look at pictures or cause- menyebabkan
video of a smoker’s and • state the effects of drug- dadah
non-smoker’s lungs and smoking on lungs. alcohol- minuman keras
discuss the effects of peers – rakan sebaya
smoking on lungs. harmful – merbahaya
substances – bahan
Pupils watch demonstration cigarette – rokok
by teacher to observe the
harmful substances
produced when a cigarette
is being burned. Suggested topics for the
talk:
Pupils listen to a talk on a) Smoking and Health.
smoking and health given b) How Smoking Affects
by a health officer. Health.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
a) ability to walk in
straight line.
b) delayed reaction of a
drunken driver or a
driver high on drug can • participate in a campaign
cause accident. to discourage smoking,
drugs taking and alcohol
Pupils carry out activities to drinking among their
discourage smoking, drugs peers.
taking and alcohol drinking
among their peers.
2.3 Analysing the Pupils observe animals in Pupils give birth – beranak
life processes in science garden to conclude grasshopper- belalang
animals that animals defecate and • state that animals hatch- menetas
excrete. excrete. lay eggs – bertelur
life cycle – kitar hidup
Pupils discuss that animals • state that animals occur- berlaku
excrete and defecate to get defecate. stage- peringkat
rid of waste products from
their bodies.
Pupils look at models or live • state that animals The breathing organs
specimens to see the breathe. involved are lungs
breathing organs of: (monkey and bird),
spiracles (grasshopper),
books- lung (crab), gills
(fish) and moist skin
(frog).
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
Pupils discuss to conclude • state that some animals Records can be in the
that some animals give birth give birth and some lay form of drawings,
and some lay eggs. eggs. measurements or
descriptions etc.
Pupils discuss to classify • classify animals
animals into those that lay according to the way they
eggs and those that give reproduce.
birth to their young.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
Based on their observations • state that animals may This scrap book project
and records pupils discuss have different life cycles. can be introduced at the
to state that animals may beginning of the topic.
have different life cycles. Pupils may add their
findings into their scrap
Pupils make a scrap book books as they learn
on real animals as about animals.This
imaginary pets e.g. tiger, activity is to help pupils
whale, lizard, pangolin, bat, understand the life
worm, snake etc. Pupils may processes and the
write, draw or paste pictures survival of animals. It
on their scrap books to tell also encourages pupils
about their pets e.g. to find out more about
a) what pupils have to do to animals that interest
keep their pets alive and them.
healthy,
b) suitable home for their
pets,
c) food for their pets,
d) how their pets protect
themselves from
enemies,
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
2.4 Understanding Pupils carry out activities to Pupils water lettuce – kiambang
the life study how plants respond to bryophyllum- setawar
processes in stimuli i.e. water, sunlight, • state that plants respond extinct- pupus
plants touch and gravity. to stimuli. shoot – pucuk
young plant – anak pokok
Pupils observe and record • identify the part of plant spores – spora
their findings. that responds to water. sucker –sulur/anak pokok
stem cutting – keratan batang
Based on the above • identify the part of plant underground stem – batang
activities pupils discuss to that responds to gravity. bawah tanah
identify the parts of plants tapioca plant- pokok ubi kayu
that respond to stimuli: • identify the part of plant fern- paku-pakis
that responds to sunlight. various – pelbagai
a) roots respond to water corn – jagung
and gravity, • identify the part of plant
b) shoots and leaves that responds to touch.
respond to sunlight,
c) certain leaflets respond to
touch.
• state that plants
Pupils observe: reproduce.
a) begonia plants/
bryophyllum that have
young plants growing
from the leaves,
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
25
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
26
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
3.4 Understanding Pupils look at pictures/ view Pupils mimosa- semalu
that plants have video of various plants to latex -susu getah
specific identify special • identify the specific fine hair – bulu halus
characteristics to characteristics that protect characteristics of plants itchiness-kegatalan
protect these plants from their that protect them from thorn-duri
themselves from enemies. enemies. leaflets-dedaun
enemies
Pupils list the specific • describe how the specific
characteristics of plants. characteristics of plants
help to protect them from
Pupils describe how these enemies.
characteristics of plants help
to protect them from
enemies. e.g.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
3.5 Understanding Pupils view video to identify Pupils
that plants have plants that can be found in:
specific • give examples of plants
characteristics to a) dry region, found in very dry region.
protect b) area with strong winds.
themselves • identify specific
from dry region Pupils collect and interpret characteristics of plants
and strong wind data to show how specific that protect them from
characteristics of plants help excessive loss of water.
to protect them from:
• describe how specific
a) excessive loss of water, characteristics of plants
b) strong winds. help them to survive in
dry region.
Pupils carry out an activity
to show which plant can • give examples of plants
survive in dry region. found in strong wind area.
E.g. the following plants are
kept without water for a • identify specific
week: characteristics of plants
that protect them from
a) a potted balsam plant, strong winds.
b) a potted chilly plant,
c) a potted cactus plant. • describe how specific
characteristics of plants
Based on their findings help them to survive in
pupils make conclusion strong winds.
which plant can survive in
dry region.
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INVESTIGATING THE EARTH AND THE UNIVERSE
30
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
31
INVESTIGATING MATERIALS
• state what an
insulator is.
32
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
Discuss what conductor • make a generalisation
and insulator are. that a good conductor
of heat is also a good
Based on the graphic conductor of
organiser, pupils make a electricity.
generalisation that a
good heat conductor is • classify materials
also a good electric based on their
conductor. abilities to allow light
to pass through.
33
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.2 Applying the Pupils observe models Pupils Teacher encourage pupils to use cold – sejuk
knowledge of or view video to see the recycled materials/objects. effective- berkesan
properties of structure of a • suggest ways to keep
materials in polystyrene container or things cold.
everyday life thermos flask to
understand how they • suggest ways to keep
work. things hot.
Pupils discuss to
conclude the best way
to keep things hot or to
keep things cool.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.3 Synthesising Pupils study objects and Pupils Guide pupils to organise
the knowledge list the materials that information in a table such as:
about uses of these objects are made • list objects and the
materials of. materials that they are Object Material Properties
based on their made of. a pair metal hard,
properties of strong
Pupils suggest reasons • give reasons why glasses glass transparent
why the materials are particular materials
used to make the are used to make an
objects. object. Teacher guides pupils to design
an object e.g. use a tin lid and a
wooden ruler to make a frying
Pupils discuss that • state that materials pan.
different materials have are chosen to make
different properties an object based on
which are taken into their properties.
consideration when
choosing materials to
make an object e.g.
metal and glass are
used to make a pair of
glasses. • design an object for a
specific purpose and
Pupils design an object give reasons why
for a specific purpose certain materials are
using the materials of used to make it.
their choice and justify
why they choose the
materials.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.4 Knowing the Pupils observe and Pupils conserve –memulihara
importance of classify objects around natural material-
reuse, reduce them into: • give examples of bahan semula jadi
and recycle of natural materials. man- made- bahan buatan
materials a) objects made of • give examples of reuse-guna semula
natural materials i.e. man-made recycle-kitar
wood, soil, metal, materials. semula
leather, cotton, fur, reduce-mengurangkan
rubber and silk wood-kayu
b) objects made of metal-logam
man-made materials cotton-kapas
e.g. plastic and rubber-getah
synthetic cloth. silk-sutera
leather-kulit
Pupils discuss that • state that man- limited-terhad
man-made materials made materials synthetic cloth-kain sintetik
come from natural come from natural
materials. materials.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.5 Understanding Pupils observe a rusty Pupils rust-karat
that some nail and a nail without rusty-berkarat
materials can rust and tell the • differentiate between
rust differences. a rusty object and a
non-rusty object.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.6 Understanding Pupils observe objects Pupils grease-gris
that rusting around the school coating-menyalut
can be compound and suggest • state the different paint-cat
prevented different ways to prevent ways to prevent
rusting. objects from rusting.
38
INVESTIGATING FORCE AND ENERGY
39
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.2 Understanding Pupils compare objects of Pupils Use 1cm X 1cm
how to calculate different shapes such as a square cards.
area square and a rectangle and • compare a square and a
guess which object has a rectangle and guess Teacher accepts any
bigger area e.g. which object has a bigger ideas given by the
area. pupils. 1 cm
a) a square (4cm x 4cm),
b) a rectangle (8cm x 2cm).
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.3 Understanding Pupils compare 2 different Pupils Use a cube and a
how to measure objects such as a cube and cuboid with the same volume – isipadu
the volume of a cuboid and guess which • compare a cube and a volume solid – pepejal
solid object has a bigger volume. cuboid and guess which cube – kiub
e.g. one has a bigger volume. cuboid - kuboid
a) a cube (4cm x 4cm x
4cm),
b) a cuboid (8cm x 4cm x
2cm).
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.4 Understanding Pupils discuss the different Pupils liquids – cecair
how to measure ways that can be used to beaker – bikar
volume of liquid measure the volume of a • state the different ways to measuring cylinder – silinder
liquid such as using cup, the measure the volume of a penyukat
cap of a bottle, beaker and liquid. meniscus – meniskus
measuring cylinder.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.5 Understanding Pupils study lever balance Pupils The mass of an lever balance – neraca tuas
how to measure and discuss that it can be object should not be compression balance – neraca
mass used to measure mass of • state tools for measuring confused with the mampatan
various objects. mass. weight. Mass is the mass – jisim
amount of matter in matter-jirim
Pupils discuss that the • state the standard unit for an object and it does
standard unit for mass in mass in the metric not change with
metric unit i.e. mg, g and kg. system. location. Weight is
the force of gravity on
Pupils use tools to measure • measure the mass of an an object. Weight
the masses of various object using the correct depends on the
objects such as books, technique. location of the object.
pencil cases or school bags. Weight is measured
in newton (N).
Pupils record the • record the measurement
measurements in a graphic using standard unit.
organiser.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.7 Realising the Pupils are shown a piece of Pupils Teacher use the
importance of playdough made earlier by following recipe to dough – adunan
using standard teacher and ask to prepare • choose and use the make the playdough. texture – tekstur
units their own playdough using appropriate tools to accuracy – ketepatan
the given recipe. measure the volumes of 400 g flour knead – uli
liquids and masses of the 400 g fine salt ingredient – bahan
Based on the given recipe ingredients in a recipe. 150 ml water mixture - campuran
pupils discuss what tools to 100 ml cooking oil
use for measuring the ½ teaspoon food
ingredients and how to colouring
measure. • give reasons for any
differences in the dough Method:
Pupils make the playdough prepared by pupils using 1.Dissolve salt in
by measuring the ingredients the given recipe. water.
using the measuring tools 2. Mix all ingredients
and units that they have in a bowl.
choosen. 3. Knead the mixture
into a dough.
Pupils feel the texture of the
dough and give reasons for Give the following
any difference in their dough recipe to pupils for
as compared to the them to make some
playdough prepared by the playdough.
teacher.
1 bowl of flour
Pupils conclude that • conclude the need for 2 cups of fine salt
standard units are needed using standard unit. ½ glass of water
for accuracy and ¼ cup of cooking
consistency. oil
a pinch of food
colouring
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
Teacher prepares a
few cups and bowls
of various sizes. Let
the pupils choose the
cup and bowl that
they are going to use
for measuring the
ingredients.
Method:
1. Dissolve salt in
water.
2. Mix all ingredients
in a bowl.
3. Knead the mixture
into a dough.
46
INVESTIGATING TECHNOLOGY
Pupils view video to see • identify devices used to Teacher can use video
how technology are used to overcome human’s that shows the use of
overcome human’s limitations. various technologies
limitations. such as:
a) microsurgery,
Pupils discuss and give • relate how certain devices b) hearing aids,
other examples of human’s are used to overcome c) metal detector,
limitations and ways to human’s limitations. d) night vision goggle,
overcome them e.g. e) x-ray.
47
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
48
Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.3 Synthesising Pupils discuss and list the Pupils Problems suggested encounter - hadapi
how technology problems that they may be simple such
can be used to encounter in everyday life. • identify problems they as:
solve problems encounter in their daily
Pupils carry out life. a) losing pencil or
brainstorming session on pen from time to
how to solve the problems • generate ideas to solve time,
identified. the problems identified. b) dust flying around
while cleaning the
Pupils design and make • design a device to solve blackboard.
devices to solve the the problem identified.
problems identified. Teacher advises pupils
• demonstrate how the to design devices that
Pupils present their device invented can be are easy to make.
innovations to the class. used to solve the problem
identified. Encourage pupils to
use recycled materials
when making devices.
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Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
1.4 Analysing that Pupils discuss and list the Pupils Suggested topics for benefit – manfaat
technology can advantages and debate : wisely – secara bijaksana
benefit mankind disadvantages of technology • state that technology has
if used wisely to mankind. advantages and a) Technology can be
disadvantages. harmful to
Pupils hold debates on mankind.
topics related to b) Technology
technology. improves quality of
life.
Pupils make a conclusion • conclude that technology
from the debate that can benefit mankind if
technology can benefit used wisely.
mankind if used wisely.
50
ACKNOWLEDGEMENTS
Editorial Advisors CHEAH ENG JOO PRINCIPAL ASSISTANT DIRECTOR (SCIENCE AND
MATHEMATICS)
CURRICULUM DEVELOPMENT CENTRE
51
PANEL OF WRITERS
CHEAH ENG JOO CURRICULUM DEVELOPMENT LIM YOON KHIM SJKC KWANG HWA,
CENTRE P. PINANG
LANITA MOHD YUSOF CURRICULUM DEVELOPMENT MAHENDRAN A/L SK(L) METHODIST, K.L
CENTRE SUBRAMANIAM
SALBIAH MOHD SOM CURRICULUM DEVELOPMENT MOHD FAUZI HASHIM SK PAYA, PERLIS
CENTRE
SALINA HANUM OSMAN CURRICULUM DEVELOPMENT MOHD NASHUHA JAMIDIN MP SULTAN ABD HALIM,
CENTRE (PH.D) KEDAH
52
YUSOF ISMAIL CURRICULUM DEVELOPMENT NORMAH ABD WAHAB SK AIR TERJUN,
CENTRE TERENGGANU
ZULKIFLI BAHARUDIN CURRICULUM DEVELOPMENT NOR LAILI HJ. SHOED SK PORT DICKSON,
CENTRE N.SEMBILAN
ABD WAHAB ABD AZIZ SK BUKIT LINTANG, MELAKA NORMAH BAHAROM SK SULTANAH ASMA, KEDAH
ARIFFIN JAAFAR SK KEMAHANG 2, KELANTAN OOI CHONG NAM SJKC YANG KOA,
AHMAD HASAN sk KUALA PERLIS, PERLIS ROSANANI GHAZALI SK SERI BIRAM, PAHANG
ABU JALIL HASAN ipda JITRA, KEDAH RAIS ABD AZIZ SK BATU LANCHANG,
P.PINANG
AZIZAH NGAH TASIR MP TEKNIK, KUALA LUMPUR ROHAYA AHMAD SK SG. RAMBAI,
53
FUAD HASHIM sk P SULTAN IBRAHIM, JOHOR ROSNAH JOHARI MP BATU RAKIT ,
TERENGGANU
FARIDAH SALLEH sk JIJAN,NEGERI SEMBILAN SITI NORFARIDAH CHAI SK AGAMA MIRI, SARAWAK
ABDULLAH
IBRAHIM ABDULLAH Sk PENGHULU AHMAD, KEDAH SITI FAUZIAH RIDZUAN SK BATU HAMPAR, KEDAH
INDON SULONG sk MERGONG II, KEDAH TEH MALIHAH HUSSAIN SK SIMPANG EMPAT, PERAK
JAGAJOTHY A/P sk CONVENT GREEN LANE, VENANCY ANGELA SRK ST. ALOYSIUS
SELVARASAH SUIMEN LIMBANAK, SABAH
JAFFRI JOHAN sk BATU HAMPAR, KEDAH WONG POH TECK SK SEMABOK, MELAKA
ZANUDIN
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Curriculum Development Centre
Ministry of Education
2005