Rancangan P&P Baucer Tuisyen Sains Tahun 5

PENDAHULUAN
Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui kementerian
Pelajaran Malaysia untuk merapatkan jurang pencapaian antara murid keluarga miskin
dan murid daripada keluarga yang berada. Matlamat Skim Baucar Tuisyen adalah
memberi tuisyen kepada murid miskin yang lemah dalam mata pelajaran Bahasa
Melayu, Bahasa Inggeris, Sains dan Matematik bagi membolehkan murid tersebut
menguasai pengetahuan dan kemahiran asas dalam mata pelajaran berkenaan.
Proses pengajaran dan pembelajaran dijalankan mengikut kawasan kesukaran

murid yang telah dikenal pasti oleh guru mata pelajaran sebelum pengajaran
dimulakan. Pelbagai kaedah yang disarankan dalam modul ini dapat membantu guru
SBT menjalankan pengajaran dan pembelajaran secara lebih berfokus dan terancang.
Modul ini mengandungi elemen-elemen kurikulum yang berfokuskan kepada

penambahbaikan dalam penguasaan pengetahuan dan kemahiran asas dalam mata
pelajaran tersebut. Set-set bimbingan dan panduan merangkumi kelemahan-
kelemahan murid, panduan guru, dan contoh kemahiran serta aktiviti sesuatu topik
dalam bentuk yang mudah dan sesuai untuk murid tahap sederhana.
Oleh hal yang demikian, diharapkan melalui modul ini masalah pembelajaran
mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan pelajaran mereka
seterusnya. Semoga penghasilan modul ini dapat membantu semua pihak menjayakan
Skim Baucar Tuisyen untuk mengurangkan jurang pencapaian antara murid yang
berkemampuan dengan yang kurang berkemampuan dan kadar penyertaan murid
daripada keluarga miskin pada peringkat yang lebih tinggi akan meningkat.
LATAR BELAKANG SBT

Berdasarkan hasrat YAB Menteri Kewangan dalam
pembentangan bajet 2003 pada 20 September 2002 untuk
memberi baucar kepada pelajar miskin bagi mendapat tuisyen
di luar waktu persekolahan seperti sedutan berikut:
”... Kerajaan sedang menimbang untuk memberikan baucar
kepada anak-anak keluarga miskin bagi membolehkan mereka
mendapat tuisyen daripada guru-guru yang sanggup
memberikan tuisyen khas di luar waktu sekolah. Dengan ini,
bukan sahaja mereka akan dapat tuisyen, guru-guru yang rajin
juga boleh mendapat pendapatan tambahan.”
INTERVENSI PENDIDIKAN MELALUI
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SKIM BAUCAR TUISYEN (SBT)
KERAJAAN IBU BAPA

Membiayai SBT Memastikan anak-anak
hadir kelas tuisyen
TUISYEN UNTUK MURID

LEMAH DAN MISKIN
GURU
Pengiktirafan kepada guru-guru
yang mengadakan kelas
tambahan
secara sukarela / percuma
MASA PELAKSANAAN SBT
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Dilaksanakan di luar Jadual Waktu Persekolahan
Pagi, petang, malam, hujung minggu
Tempoh minimum adalah
1 jam seminggu 4 jam sebulan bagi

bagi setiap mata setiap mata pelajaran
CIRI-CIRI MODUL SBT
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- Rancangan P&P, aktiviti, contoh-contoh soalan secara umum dan yang
dirancang mengikut aras-aras pencapaian murid disediakan.
- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.
- Cadangan aktiviti telah disediakan, guru boleh mengubahsuai mengikut

keperluan pelajar.
- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama

ada mahu menggunakan atau sebaliknya. (bergantungkan masa)
- Aktiviti berbentuk permainan seperti : silang kata sains magik, kuiz, isi
tempat kosong tangga ular, eksperimen ringkas dan lain-lain.
- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu

dibincang bersama pelajar berpandukan teknik menjawab dengan betul.
- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung
dalam P&P yang dicadangkan.
PENTING :
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UNTUK MURID DAN KELAS SBT
1. Pemilihan murid bagi program Skim Baucar Tuisyen (SBT) adalah berdasarkan
kepada :
i. Murid warganegara Malaysia.

ii. Murid Tahun 4, Tahun 5 dan tahun 6.
iii. Pendapatan keluarga RM 530.00 tanpa perkapita.
iv. Lemah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris,
Matematik atau Sains dengan gred C atau 59 % ke bawah.
2. Seseorang murid tidak semestinya mendapat kemudahan SBT bagi keempat-

empat mata pelajaran.
3. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan pembelajaran

(P&P) dan tidak boleh diadakan pada waktu ganti atau waktu ’relief’.
4. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas SBT
Tahun 6 seelok-eloknya dapat ditamatkan sebelum peperiksaan UPSR bermula.
5. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan yang
dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan, teknik belajar,
menjawab soalan dan motivasi.
6. Jumlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada 25
orang.
7. Bagi sekolah kekurangan murid, kelas SBT tahun 4 dan Tahun 5 dibenarkan
bergabung manakala bagi Tahun 6 pula, kelas tersebut tidak boleh bergabung
dengan kelas lain.
8. Kelas SBT tahun 6 lebih berfokus kepada teknik belajar, teknik menjawab soalan
dan motivasi. Bagi tahun 4 dan 5 pula lebih berfokus kepada pemulihan dan
pengukuhan.
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9. Galakan dan sokongan harus diberikan kepada murid-murid SBT agar mereka
berminat untuk hadir ke kelas yang diadakan.
10. Kelas SBT yang diadakan haruslah mengambil kira tentang keselamatan murid
sepanjang P & P dijalankan.
PENTING :
UNTUK GURU TUISYEN SBT
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1. Guru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada guru
sekolah atau guru yang sudah berpencen.
2. Guru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas SBT
tanpa menjejaskan tugas hakiki dan tugas-tugas rasmi yang lain.
3. Setiap guru SBT dihadkan mengajar tuisyen kepada 2 kelas bagi mana-mana 2
mata pelajaran atau 4 kelas bagi mana-mana satu mata pelajaran.
4. Guru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen yang

sesuai untuk memulihkan kelemahan murid dalam sesuatu mata pelajaran.
5. Lembaran kerja, ’hand-outs’ atau fotokopi bahan pengajaran boleh dibuat bagi
meningkatkan prestasi murid.
6. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan

akademik yang dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan,
teknik belajar, teknik menjawab soalan dan motivasi.
7. Guru SBT juga harus menyediakan jadual waktu kelas SBT, rekod mengajar
berkaitan tajuk dan aktviti, senarai nama murid, kehadiran murid dan pencapaian
murid.
8. Guru tuisyen SBT hendaklah membuat penilaian pelajar apabila tamat sesuatu
sesi pengajaran.
9. Guru harus menggunakan kreativiti dalam pengajaran dan pembelajaran agar

minat murid dapat dikekalkan dalam kelas SBT.
10. Dalam program SBT ini mungkin ada guru yang mengajar mendapat banyak
baucar dan ada pula guru yang sedikit. Apa yang penting adalah ”Konsep
Membantu Pelajar Dengan Ikhlas”.
PENTING :
UNTUK PENTADBIRAN DAN PENGURUSAN SBT
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1. Sekolah harus menubuhkan Jawatan Kuasa SBT di peringkat sekolah masing-
masing.
2. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan

penyelenggaraan rekod harus dibuat dengan teliti oleh sekolah.
3. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT jika
murid berkenaan melanggar peraturan sekolah.
4. Pihak sekolah juga harus menubuhkan ’Pusat Tuisyen SBT’ di sekolah masing-
masing berdasarkan kepada senarai murid yang layak menerima SBT dengan
menyediakan jadual waktu dan keperluan guru tuisyen secukupnya.
5. Guru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang
mengajar murid itu sendiri atau guru dari sekolah lain. Dengan cara ini murid
akan kekal di sekolah dan hanya sebahagian guru sahaja yang bergerak ke
sekolah lain.
6. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang

mengandungi 11 helai baucar dengan nilai RM 10.00 setiap keping. Keping ke
sepuluh adalah untuk ’rizab’ manakala kepingan ke sebelas adalah untuk rekod
simpanan sekolah.
7. Peruntukan satu mata pelajaran adalah sebanyak RM 90.00. Jika pelajar itu
mendapat peruntukan sebanyak empat mata pelajaran maka jumlah
peruntukannya adalah RM 360.00 setahun.
8. Di bawah program SBT, sekolah diperuntukkan sebanyak RM20.00 setahun bagi

setiap murid. Pecahan peruntukan adalah RM15.00 untuk lembaran kerja dan
fotokopi manakala RM 5.00 bahan bercetak, kertas, kapur dan marker pen.
9. Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT boleh
ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen SBT melalui
tuntutan bulanan.
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10. Pihak sekolah harus menggalakkan guru-guru SBT menggunakan Modul SBT
yang telah dibekalkan oleh KPM.
MATA PELAJARAN SAINS
MATLAMAT
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Pembelajaran SBT dalam Mata Pelajaran Sains ini adalah bertujuan untuk membolehkan murid
mencari jawapan secara bersistem untuk mengatasi kemahiran proses sains terutamanya
dalam soalan Sains amali di kertas B.
OBJEKTIF
Modul SBT bagi Mata Pelajaran Sains ini membolehkan murid:
1. Memperolehi pengetahuan asas sains dan teknologi dan dapat

menghubungkaitkan pengetahuan ini dengan fenomena alam semulajadi dan
pengalaman harian.
2. Memperolehi kefahaman fakta dan konsep sains bagi membantu mereka

memahami diri sendiri sert alam sekeliling dengan lebih berkesan.
3. Menguasai kemahiran sainstifik iaitu kemahiran proses sains dan kemahiran

manipulaitf pendekatan inkuiri penemuan.
4. Menambah masa belajar murid yang lemah pencapaian dengan guru.
5. Meningkatkan keyakinan dan motivasi murid.
6. Meningkatkan pencapaian akademik murid.
7. Mengurangkan jurang pencapaian antara murid lemah dengan murid yang

pandai.
8. Meningkatkan kadar penyertaan murid daripada keluarga miskin pada peringkat

pendidikan yang lebih tinggi.
CIRI-CIRI MODUL SBT SAINS
- Rancangan P & P , aktiviti, contoh-contoh soalan secara umum dan yang dirancang
mengikut aras-aras pencapaian murid disediakan .
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- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.
- Cadangan aktiviti telah disediakan , guru boleh mengubahsuai mengikut keperluan

pelajar.
- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama ada mahu
menggunakan atau sebaliknya. ( bergantungkan masa )
- Aktiviti berbentuk permainan seperti : silang kata, magic sains, kuiz, isi tempat kosong
tangga ular, eksperimen ringkas dan lain-lain.
- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu dibincang
bersama pelajar berpandukan teknik menjawab dengan betul.
- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung dalam P & P
yang dicadangkan.
KUMPULAN SASARAN
. Murid-murid Tahun Empat, Lima dan Enam yang lemah.
. Saiz kelas maksimum 25 orang
Masa
. Di Luar jadual waktu sekolah-

waktu pagi, petang, malam, dan hujung minggu.
. Tempoh minimum adalah
i) 1 jam seminggu bagi setiap mata pelajaran; dan
ii) 4 jam sebulan bagi setiap mata pelajaran.
KELEMAHAN-KELEMAHAN YANG DAPAT DIKESAN DALAM MATA PELAJARAN SAINS.
1. Tidak memahami kehendak soalan terutamanya dalam soalan Bahagian B.
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2. Lemah dalam membuat penyelesaian soalan mengikut kehendak kemahiran proses
sains.
3. Tidak memahami cara menjalankan eksperimen.
4. Masih tidak memahami sebahagian tajuk yang dipelajari.
5. Tidak memahami teknik menjawab soalan.
6. Tidak memahami istilah sains.
STRATEGI PENGAJARAN DAN PEMBELAJARAN MATA PELAJARAN SAINS
Penekanan kepada konsep Kemahiran Proses Sains dalam soalan di Bahagian B;

1. Memerhati
2. Meramal
3. Mengawal Pemboleh ubah
4. Membuat hipotesis
5. Membuat inferens
6. Mentafsir maklumat
7. Membuat kesimpulan
8. Mengukur dan menggunakan nombor
Guru Sains haruslah memberi penekanan kepada kemahiran yang berkaitan dalam
Huraian Pembelajaran Khusus.
1. Penekanan kepada kemahiran proses sains di Bahagian B sahaja.
2. Ulangkaji – Latihan menjurus kepada soalan-soalan UPSR.
3. Latih tubi dalam soalan di Bahagian B terutamanya berkaitan dengan kemahiran

proses sains.
CADANGAN PENGAJARAN DAN PEMBELAJARAN BERPANDUKAN CONTOH MODUL
Rancangan Pengajaran Harian Tahun 4, Tahun 5, dan Tahun 6
PENUTUP
Dengan terbinanya Modul Skim Baucar Tuisyen( SBT ) adalah diharapkan agar Proses
Pengajaran Dan Pembelajaran dapat berjalan dengan lebih berkesan dan mencapai objektif.
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Terima kasih atas kepercayaan dan mandat yang diberikan oleh Jabatan Pendidikan
Negeri kepada Pasukan Petugas Sains Negeri . Walaupun dalam proses penyediaan,masa dan
tenaga agak terhad namun kerjasama dan komitmen daripada semua pihak , akhirnya
terbinalah Modul Skim Baucar Tuisyen (SBT) Mata pelajaran Sains ini.
Semoga kerjasama dan usaha gigih akan berterusan ke arah pembelajaran Sains
Cemerlang.
TABLE OF CONTENTS
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Preface
The National Philosophy
National Philosophy of Education
National Science Education Philosophy
Aims
Objectives
The Features of Science Module
Contents of Science year 5 Syllabus
Mind map of Science Year 5 Syllabus
Questions and Instructions Leading To Science Process Skills
Enabling Questions on Fair Test
Sample of Teaching Plan
Sanple of Lesson Plan Record
Steps for Lesson Activities
Appendix and Worksheets
Answers
Glossary
Acknowledgements / Panel of Modul Writers
PREFACE
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The Science Module of Tuition Voucher Scheme was conceived out of the desire to
provide high quality science education at early age. It was designed as an on-going
effort towards further individuals’ potential development that will be implemented in
remedial classes
The teaching and learning strategies are planned based on the Science Curiculum
Specifications developed by the Curriculum Development Center, Ministry of Education.
The level of the exercises given are differ slightly from their formal activities but still
encompass science knowledge and skills, develop thinking skills and thinking
strategies, scientific attitudes and given ample opportunities to engage in scientific
investigations through hands-on activities, experiments and inquiry discoveries.
The inquiry approach will be emphasized throughout the teaching-learning process. The
content and contexts suggested are chosen based on their relevance and appeal to the
level of pupils’ ability to enchance their interst towards science subject.
THE NATIONAL PHILOSOPHY
Our nation, Malaysia is dedicated to achieving a greater unity of all her peoples;
to maintaining a democratic way of life;
to creating a just society in which the wealth of the nation shall be equitably shared;
to ensuring a liberal approach to her rich and diverse cultural traditions;
to building a progressive society which shall be oriented towards
modern science and technology.
We, the people of Malaysia, pledge our united efforts to attain these
ends guided by these principles :
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
NATIONAL PHILOSOPHY OF EDUCATION

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Education in Malaysia is an on-going effort toward 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 personal well being as well
as being able to contribute to the harmony and betterment of the family, society and the
nation at large.
NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science education in Malaysia

nurtures a Science and Technology Culture by focusing on the development of
individuals who are competitive, dynamic, robust and resilient and able to master
scientific knowledge and technological competency.
AIMS
The aims of the primary school Science of Tuition Voucher Scheme are to assist
teachers and provide basic science knowledge and concepts and guide the pupils to
search and discover the answers one step at a time, systematically and accordingly by
referring to the Science Process Skills mainly in answering questions for Section B.
OBJECTIVES
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 Stimulate curiosity and enhance creativity among pupils through everyday
experiences
 Develop the potential of personal well being in a competitive manner, as to

produce knowledgeable and competent pupils that will contribute to betterment of
environment.
 Promote the acquisition of scientific and thinking skills as well as the inculcation
of scientific attitudes and values and able to master scientific knowledge and
technological competency.
 Hence their talents and ability to apply knowledge and skills in a creative and
critical manner for problem solving and decision-making.
 Enable pupils to keep abreast of developments in science and technology by

enhancing their capability and know-how to tap the diverse sources of
information on science written.
 Improve their academic achievement or progress and bridge the gap from being
lag behind by extending their learning periods with teachers.
 Instills the science culture and appreciate the contributions of science and
technology towards national development and the well-being of man kind.
 Shaping them into positive characteristics as well as to develop confidence and

motivation.
THE FEATURES OF SCIENCE MODULE
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 Includes guidance on how to answer the SPS questions using the correct
technique.
 Includes guidance on how to give instructions and form questions that leads to
SPS.
 Steps for the lesson plan activities are prepared according to the pupils’ abilities.
 Different activities such as crossword puzzles, quizzes, fair test, matching,

labelling etc are provided for teachers which can be use directly or modify
according to the pupils needs and time allocated.
 Set of questions are provided which had been prepared according to the Science
Year 5 Curriculum Specifications and Taxonomy Bloom.
 Includes glossary to help teachers doing reinforcement on the science

terminology as well as the vocabulary.
 Includes suggested answer for the questions given in the activities.
 To instill noble values and self-motivation.
THE CONTENTS OF SCIENCE YEAR 5 SYLLABUS
Theme A – Investigating Living Things.

Theme B – Investigating Force and Energy.
Theme C – Investigating Materials.
Theme D – Investigating The Earth and The Universe.
Theme E – Investigating Technology.
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MIND MAP OF SCIENCE YEAR 5 CURRICULUM CONTENTS
Electricity Light
Survival of the
Microorganism species
Energy Heat
Investigating Living Investigating Force

Things and Energy
Food Chain and

food Web
States of
Science Year 5 matter
Investigating Investigating
Technology Materials
Investigating The
Strength and Earth and The Acid and
stability Universe Alkali
Constellation
The Earth, The Moon

and The Sun
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Microorganism is a living thing Usefulness of microorganism
Type of Definition microorganism is a living thing • making tapai

microorganism that cannot be seen with naked eyes • making tempe
• making fertiliser
. bacteria Microorganism
. virus breathe
. fungi Harmfulness of microorganism
. protozoa
Microorganism Microorganism • causing illness

grow • causing food poisoning
• causing food to turn bad
Diseases caused by microorganism

Microorganism • stomach upset
move
• flu
• tooth decay
• AIDS
ways to prevent diseases caused by

microorganism
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Different plants have their won ways
Different animals have their own ways to to ensure the survival of the species
ensure the survival of their species
Various ways plants disperse

their seeds and fruits
Animals take care of their • by water
eggs and young • by wind
• by animals
• by explosive mechanism
Survival of the species
Characteristics of seeds and

fruits to the way they are
The importance of survival
dispersed
of the species
Examples of plants that disperse
their seeds and fruits by water,
wind, animals and explosive
mechanism
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Food chain Food web
Animals and the food Effect on a food web is there is

they eat a change in population of a
• Herbivore certain species
• Carnivore
• omnivore
Survival of the species
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• forms of energy
• kinetic energy
Sources of energy
• potential energy
• chemical energy
• sound energy
Uses of energy • light energy
Transformation
Energy of energy
Renewable energy
Appliances that make use
of energy transformation
definition
non-renewable energy
Sources of renewable energy
definition
Sources of
non-renewable energy
Ways to save energy
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Sources of electricity
• dry cell
• accumulator
• rechargeable battery The difference in
• solar cell the arrangement
• dynamo Series circuit of bulbs
Danger when mishandling The difference of

the brightness of
electrical appliances Electricity the bulbs
Parallel circuit The difference on

the effect on the
bulb when various
switches are off
Safety precaution when
handling electrical
appliances
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Light travel
in a straight
line
Light can be
reflected
How shadow
is formed Light
Use of reflection
of light
• Factor that cause the

size of a shadow to
change
• Factor that cause the
shape of a shadow to
change
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The effects of heat
Heat loss – substance became cooler on matter
Heat gain – substance become warmer
Heated - expend Cooled - contract
Temperature
Heat
What is
temperature Examples of the application of principle
of expension and contraction
Measuring the
temperature
Metric unit for

temperature
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Liquid Solid
example
example
Properties
• has mass
Properties States Of Matter • has no fixed shape
• has mass • has no fixed volume
• has fixed volume
• has no permenent
shape
Gas Water cycle
• How cloud is formed
Matter can change from one
• How rain is formed
state to another
Some liquids flow faster example • How water is circulated in the
eg: water
enironment
than others • Importance of water cycle
• Importance of water resources
Properties Process involved when a

• has mass matter changes from one
• has no fixed shape state to another
• has no fixed volume • metting
• can be compressed • boiling
• evaporation
• condensation
• freezing
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Neutral Substances
Acid Substances
How to identify using How to identify using

litmus paper litmus paper
Taste
Acid And Alkali
How to identify using Alkaline Taste

litmus paper Substances
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Shapes of Factor that affect the
objects that are strenght of a structure
stable • Type of materials used
• How the structure is
placed
Strength And
Factor that affect stability Stability
of objects
Base area
height
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Identify
Definition • orion
• scorpion
• big dipper
• southern cross
Constellation
The importance of
constellation
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The movements of the Earth,
the Moon and the Sun The occurance of day and
night
The moon The earth

rotates rotates
Day time for the part of the
Earth facing the sun
The moon rotates and moves
round the earth
Night time for the part of

the Earth facing away
Phases of from the sun
the moon
The Earth, The
Moon And The Sun
The moon and the earth move
round the sun at the same time
Day time for the part of the
Earth facing the sun
The changes in length and
position of the shadow through
out the day
The earth rotates on tis axis

from west to east
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SAMPLE OF TEACHING PLAN
Class :5A
Theme : Investigating Technology
Learning Area : 1. Strength and Stability
Learning Objectives : Pupils should learn:-
1.1 Knowing the shapes of objects in structures.
1.2 Understanding the strength and stability of a
structure
Learning Outcomes : Pupils should be able to:-
 state the shape of objects
 identify shapes in structure
 identify shapes of objects that are stable
Science Process Skills : Observing, Communicating and Making Inferences
Manipulative Skills :
 Use and handle science apparatus substance.
 Store science apparatus.
Previous knowledge : Pupils had seen structure of objects around them.
Scientific Attitudes &
Noble Values :
 Appreciating contribution of science and
technology
 Being cooperative
Materials : straw, cellophane tape, CD, computer and LCD
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Step/Activitie
Content Procedure
s
Set Induction To attract pupils Teacher shows the objects which have
(10 minutes) (Observing) basic shapes.
To identify the
shapes of objects
(Observing)
Development To identify the Teacher shows the pictures of

Step 1 shapes of structure buildings:
(15 minutes) (Observing) - KLCC
- KL Tower
- Mosque
- Apartment
Pupils identify the shapes of buildings:

- Cone
- Hemisphere
- Cylinder
- Cuboids
Step 2 To identify the Pupils walk around the school

(25 minutes) shapes of structure compound and identify the shapes
(Observing) mentioned above.
Step 3 To identify the Pupils carry out the activities.

(30 minutes) shapes of objects (Build one structure)
(Communicating,
Making Inferences)
Closure Conclusion To enhance pupils knowledge about

(10 minutes) the topic.
Teacher distributes the word maze.
34
LESSON PLAN RECORD
SCIENCE TUITION VOUCHER SCHEME
Date : ………………………… Day:……..……………… Time :…………………….…….
Class : Year 5………………………..……….. Attendance :…………/……….
Subject :.........................................................
Themes : Investigating ………………………………………………………………………..
Learning Area : ………………………………………………………………………………...
Learning Objective :………………………………………………………………………..…
Learning Outcomes :………………………………………………………………………….
Activities :
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……………………………………………………………………………………………….…
………………………………………………………………………………………………….
Impact :
…………………………………………………………………………………………………..
35
…………………………………………………………………………………………………...
QUESTIONS & INSTRUCTIONS LEADING TO SCIENCE PROCESS SKILLS
1.OBSERVING.
• What is the difference between these two objects?
• What is unusual about this picture?
• How does it taste?
• What colour is the ball?
• How does the object feel?
• What can you see?
• How does the object feel?
• Are they the same?
• Does it longer or shorter?
• What happen when you push the ball harder?
2. CLASSIFYING
• Are all the objects the same?
• What is the difference between the seeds in the two groups?
• How are the seeds in each group alike?
• Why did you put these objects in one group? Why did you put the other
objects in the other group?
• Why did you sort/group the objects in such a way?
• How did you sort the objects?
• How did you group the objects?
• Can you sort/group the objects in other way?
3. MEASURING AND USING NUMBERS

• Of which colour was the greatest number of buttons?
36
• What unit did you use?
• What instrument did you use to measure?
• What is the weight/height/length of the object?
• Which plant is taller?
• Which has more leaves?
• Count the umber of leaves. How many leaves are there?
• How long is the table?
4. MAKING INFERENCES
• Why do you think it turns yellow?
• What do you think happens?
• What do you think cause it?
• What do you think the object is?
• Are they any other reason for that?
• Give one reason based on your observation.
• What makes the objects float?
• Why do you think the nails become rusting?
5. PREDICTING
• What do you think will happen next?
• What will happen to stem after 3 weeks?
• What will happen to both nails after 7 days?
• What do you think will happen to the fish after sometime?
• What is the number of animal at the year of 2008?
6. COMMUNICATING
• Based on the product label, describe the product.
• What can you say about this object?
37
• Tell us how you make the bulb lights up.
• Draw how the plant grows after 1 week.
• Name one plant that reproduces in the same way as the tapioca plant
• Describe what happens when you add water to it?
7.SPACE-TIME RELATIONSHIP
• Where is the ball after a while?
• What will happen to the ice after a few minutes?
• What happened before / after that?
• What happened first/ last?
• How does the tree look like from inside the house?
• Where is the canteen located?
• How did it look from the top/bottom/side?
8.INTERPRETING DATA
• What can you say about brightness of the bulb when one battery is used?
• What happened to the brightness of the bulb as the number of batteries
increase?
• How does the number of batteries effect the brightness of the bulb?
• Based on the pictograph what is the most common height among your
classmates?
• What is the trend of the graph.
9.DEFINING OPERATIONALLY
• What is a ball? Can you tell me what a ball is? What do you do with the
ball?
• What are the things needed to make a complete circuit?
• What is a complete circuit?
• How did you make a complete circuit?
38
• What did you to the things to make a complete circuit?
• What is man made materials?
• How do you explain speed?
10 CONTROLLING VARIABLES
• What are the things that you use in the activity?
• What are the things that affect the result of the activity?
• What do you keep the same?
• What do you measure?
• What do you need to change?
• How does size of a sponge affect the amount of water it will hold?
11 MAKING HYPOTHESES
• What will happen if I add more water?
• What do you think will happen if this is change?
• What is the relationship between the number of batteries use and the
brightness of the bulb?
• What will happen to the result if we change this?
• What will be affect if this is change?
• Will the plant grow healthier if we use more water?
12 EXPERIMENTING
• What is your conclusion?
• Describe what you will do to find out what plant need to grow healthy.
• How would you prove your hypothesis/inferences?
• Design a fair test.
39
ENABLING QUESTIONS ON FAIR TEST
1.Getting Started
• What are you investigating?

• What could you change?
• What will you change?
• What do you think will happen?
2. Planning
• What are you going to investigate?

• What are you going to change?
• How will you change it?
• What things will you keep the same every time?
• How will you keep them the same?
• How will you make it a fair test?
• What will you measure?
• How will you measure it?
• What equipment will you use?
• How will you make it safe?
3. Carrying out activities and presenting result
• How will you make your readings accurate?

• How will you record your results?
• What units will you use to measure?
4. Analyzing and interpreting
• What do your results tell?

• Can you see any patterns in your results?
40
• What can you conclude from your investigation?
5. Evaluation
• Were your results what you expected?

• Were there any results that didn’t fit the pattern?
• How could this have happened?
• Did you make sure you kept everything accurately the same every
time? How?
• How could you improve your investigation?
• What further investigation would you like to carry out?
6. Communicating
• How could you tell/show others what you did and found out in your
investigation so that others could repeat what you did?
7. Make sure your report explains the four things:
a) What you do want to find out…

• Write the title
• Predicting/hypotheses
b) What you did to show that your test was fair..

• Draw diagram of the equipment
• What is measured and how to measure it
• Control variables
c) What you found out..

• Table
• Trial measurements & main measurements
d) What you have found…

• Meaning of data
• Agreement from others
8. Drawing Table
A table can help to organize an investigation.

• Decide your variables
• Write the column headings (include units)
41
• Choose the values for your manipulated variable
• Write in the values for your manipulated variable on the right
column
• Add in the response variables while you do the practical on the left
column
Two types of things to change (manipulated variable):

i. Continuous
- decide which values to
be used
- what will be the biggest
and smallest
- how many in-between
values
- how far apart are they
- suitable to use line
graph
42
ii. Categoric
- decide which values to be used
- the values will be the different types of the variable you are testing
- suitable to use bar graph
e.g. continuous variable is used
Amount of sugar added (g) Temperature for the sugar to melt (C)
e.g. categoric variable is used
Types of sugar used Temperature for the sugar to melt (C)
Axes for graph
Manipulated
variable & units
Response
variable & units
9. Units and symbols:

43
Variable Unit Symbol
Force Newton N
Temperature degree Celcius °C
Distance Millimeter mm
Centimeter cm
Metre m
Kilometer km
square millimeter m2
Volume cubic centimeter cm2
Mass Gram g
Kilogram kg
Time Second s
MY SCIENCE INVESTIGATION
Name:_______________________________________________
44
Class:___________________________ Date:_______________
Before the experiment...
Title of Science Investigation :___________________________________________
What do I want to find out? My problem…
__________________________________________________________________
What variables will I …
keep the same change
What will I need to use? Materials needed…
___________________________________________________________________
What do I think will happen? My prediction..
___________________________________________________________________
During the experiment...
I record or my results here: My findings…
45
What do I want to observe/ measure? My inference…
____________________________________________________
Remember
to use
After the experiment... Scientific
What happened? Things to measure/obseve..(The result)
_____________________________________________________________________
My reasons / explaination why this happened? My hyphoteses…
_____________________________________________________________________
What did I learnt from the experiment? My conclusion...
_____________________________________________________________________
If I could do the experiment again, I would change…..
______________________________________________________________________
LESSON 1
Theme : Investigating Living Things

Learning Area : 1. Microorganisms
46
Learning Objective : 1.1 Understanding that microorganism is a living thing.
Learning Outcomes : • state types of microorganisms.
• state that yeast is an example of microorganism.
Steps :
1. Each pupil is given a worksheet.(L1/WS1)
2. Pupils are asked to join the dots to form each letter for the words given.
3. Pupils are asked to spell and say the words correctly.
4. Each pupil is given a piece of paper with pictures A, B, C and D printed on it.
(L1/APP1)
5. Pupils cut and paste the pictures on the worksheet.(L1/ WS1)
6. Each pupil are asked to name the types of microorganism stated in the worksheet.
7. Teacher explains the different types of microorganisms and one of the
examples is yeast . Pupils observe a picture and a real sample of yeast.(L1/APP2)
8. Each pupil is given another worksheet.(L1/WS2)
9. Pupils are asked to study the group of microorganism according to their types.
10. Pupils are asked to draw a classification chart in their exercise book as shown on
the board.(L1/APP2)
11. Pupils are asked to cut and paste the pictures one by one from L1/WS2 according to
their types into the classification table.
12. Pupils make a conclusion about the various types of microorganism and one
example is yeast with teacher’s guidance.
L1/ WS1
Name : __________________________________________________________
Class: _________________________________ Date:____________________
47
Join the dots to form the letter of the words given.
Then cut the pictures and paste them according to the shape given to match the
microorganisms and the name given.
TYPES OF MICROORGANISMS
1
1.
2.
3.
4.
Microorganism consists of __________________, _________________,

_____________________ and ___________________________.
Yeast is a fungi,it is an example of a ________________.
L1/ APP1
48
A
L1/WS2
a) Bacteria
49
b) Protozoa
c) Virus
d) Fungi
L1/APP2
1. Picture of Yeast.
50
2. Classification chart.
Types Of Microorganism
Virus Protozoa Fungi Bacteria
LESSON 2

51
Learning Objective : 1.1 Understanding that microorganism is a living
thing.
Learning Outcomes : • state that microorganism breathes.
• state that microorganism grows
• state that microorganism moves
• conclude that microorganisms are living things and
most of them cannot be seen with naked eyes.
Steps :
1. Pupils are asked to list down the life processes of living things on the board.
(Note: Teacher guides the pupils to write down the answers.)
2. Pupils listen to teacher’s explanation that microorganism is a living thing
and undergoes these life processes, such as breathing, growing and moving.
3. A series of pictures are shown to the pupils. (L2/APP1).
4. Pupils observe and listen to teacher’s explanation about the changes of the
bread from day 1 to day 9.
5. Pupils discuss that most of the microorganism are tiny and cannot be seen with
naked eyes but certain microorganisms such as fungi are big, eg. mushroom.
6. Each pupil is given a worksheet to be completed.(L2/WS1)
L2 / WS1
Name : ____________________________________________________________
52
Class: _______________________________ Date: ________________________
A. Rearrange the letters to form the correct words to show the life processes undergo
by the microorganism.
1. B A R T H E E S B S
2. S G O W R O
3. V S E M O O
B. Match the pictures of bread with days of activity correctly.
DAY 1 • • a
DAY 3 • • b
DAY 5 • • c
DAY 7 • • d
DAY 9 • • e
Microorganism is a __________ thing and undergoes life processes such as

_________________, ___________________ and _________________.
L2 /APP1
53
DAY 1
DAY 3
DAY 5
DAY 7
DAY 9
LESSON 3
54
Learning Objective : 1.1 Understanding that some microorganisms are
harmful and some are useful.
Learning Outcomes : • state the examples of use of microorganisms.
• state the harmful effects of microorganisms.
Steps :
1. Pupils read the label of a yogurt drink bottle.
2. Pupils discuss that microorganism is used in making of yogurt drink.
3. Each pupil is given a piece of paper with pictures printed on it to be pasted in the
exercise book.(L3/APP1)
4. Pupils identify the uses of microorganisms based on the pictures given.
5. Pupils carry out a simulation of :
- having flu
- having toothache
6. Pupils discuss that microorganisms causes these situations and list down other
diseases caused by microorganisms.
7. Pupils observe the flash cards one by one and tell whether it is useful or harmful
effects of microorganisms.(L3/APP2)
9. Pupils complete the worksheet given.(L3/WS1)
10. Pupils discuss the answers with the teacher.
L3/APP1
55
The Uses Of Microorganisms.
making tapai making bread
making tempe making fertilizer
making antibiotic making cheese
L3/APP2
FOOD POISONING
making antibiotic
56
FOOD TURNS BAD
MAKING YOGHURT
MAKING DOUGH
COUGH
MAKING FERTILIZER
TOOTH DECAY
L3/WS1
57
Name:__________________________________________________________
Class:____________________________ Date : ________________________
A. List down two harmful effects of microorganisms.
i) __________________________________
ii) __________________________________
B. List down two usefulness of microorganisms.
i) ___________________________________
ii) ___________________________________
C. Match the information with the pictures given.
a)
b)
Uses Of
Microorganisms
c)
d)
Harmful Effects Of
Microorganisms e)
f)
Some microorganisms can be ________________ and some microorganisms can be

__________________ to human beings.
LESSON 4
58
Learning Objective : 1.1 Understanding that some microorganisms are harmful
and some are useful.
Learning Outcomes : • describe the diseases caused by microorganisms can
spread from one person to another.
• explain ways to prevent diseases caused by
microorganisms.
Steps :
1. Each pupil is given a worksheet to be completed.(L4/WS1)
2. Pupils list down all the diseases stated in the worksheet on the board to be
read by them.
3. Pupils listen to teacher’s explanation of how diseases can spread from one
person to another.
4. Each pupil is given a piece of paper and read the statement given in front of
the class one by one with teacher’s guide.(L4/APP1)
4. Pupils discuss the ways to prevent diseases.
5. Each pupil is given a worksheet to be completed. (L4/WS2).
L4/WS1
59
Name:__________________________________________________________
Class:_____________________________ Date : _______________________
Draw line vertically, horizontally or diagonally across the letters to form the words
about the harmful effects of microorganisms as given in the box below.
MEASLES MUMPS CHICKEN POX

CONJUNCTIVITIS STOMACH ACHE INFLUENZA
DISEASES AIDS SCABIES
A S D R T D Z X D G B N M S L J
W E Y J K I H T K D H G U O C Q
B D M E A S L E S Q W O E R H U
F F Q D Z E A S D F I G H J I Y
H E S S X A E W S G X Z L M C F
Y I W E C S R T H A C A J N K C
S N E C V E G G D S C A B I E S
X F D U B S U M S X B S G B N R
E L C I N O T W I C N D F V P F
K U F M C Y H D T R M F D V O Y
O E U R U G N V I V D G S C X O
A N K R M M M B V V E F A X Q P
I Z O T F K P J I B W H L Z A S
K A I D S Y L S T N Q J Q U Z A
B R N Y H H F C M M U M P S C
V O Z U K K G N L S L E G S D
S K A I E J K U B C A B I E S
E U S I L A H M J K D L R T S T
E H D O N S G B N J F P T R W R
R E T P B D F F O H G O Y F E E
S T O M A C H A C H E I U C D F
C O N T A G I O U S A A U H N I
60
L4/APP1
I must wash my hands before eating
I must wash my hands after using

the toilet.
I must drink boiled water.
I must cover my mouth when I

cough.
I must cover my nose and mouth

when I sneeze.
I cannot share my toothbrush with

other people.
I must cover the wound
61 to protect it
I must
from not eat contaminated food
infection.
L4/WS2
62
Name:__________________________________________________________
Class:____________________________ Date : ________________________
A. Write TRUE or FALSE.
1. Measles is a contagious disease.
2. Diseases can be spread through direct contact.
3. We can share our personal items with other people.
4. Microorganisms in the water can be destroyed by boiling the water.
5. You are not allowed to go to school if you have conjunctivitis.
6. Tooth decay can be prevented by brushing our teeth twice a day.
B. Fill in the blanks with the correct answers.
influenza prevent microorganisms fungi

boiled sick covering yogurt food
1. Food poisoning is one of the harmful effects of ______________________.

2. One example of contagious diseases is ____________________.
3. Diseases can be prevented from spreading by ____________________ our
mouth when cough.
4. We must drink ________________ water and eat healthy _____________.
5. We can get _________________ if we eat spoiled food.
6. ____________________ grows on the food which has turned bad.
7. Microorganism can be used in a process of making ___________________.
Diseases can be ____________________ from one person to another person and there
are ways to ______________________ it.
LESSON 5
63
Learning Area : 2. 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 : • Give examples of animals that take care of their eggs
and youngs.
• Explain how animals take care of their eggs and youngs.
• Explain why animals take care of their eggs and youngs.
Steps :
1. Pupils listen and guess the answers to the riddles read by the teacher. (L5/APP1)
2. Pupils view video of animals.(using the Year 1Teaching Courseware - CD3)
3. Pupils identify the animals that take care of their eggs and youngs from the video.
4. Pupils are given a worksheet to be completed. (L5/WS1)
5. Pupils identify the ways of animals take care of their eggs and youngs by completing
the worksheet given.(L5/WS2)
L5/APP1
Riddles:
64
a. b.
I live in a kennel.
I live in the sea.
I give birth to my young.
I lay many eggs on land.
My body is covered with thick fur.
My body is covered with a hard shell.
I suckle and look after my young.
I do not take care of my eggs.
Who am I?
Who am I?
Answer : ____________________
Answer : ________________
c. d.
I tweet. I croak.
I live in a nest. I live in a pond.
I can fly. I lay slimy eggs.
My body is covered with feathers. I can jump.
I look after my eggs and I do not take care of my eggs.
I feed my young. Who am I?
Who am I ?
Answer : ________________ Answer: ___________________
L5/WS1
Learning Objective :2.1 Understanding that different animals have their own ways to
ensure the survival of their species
65
Name : _________________________________________________________
Class : ____________________________Date : ________________________
Based on the picture above, classify and list down the animals according to the
information given in the table below.
a. take care of their eggs b. take care of their young
look after , eggs , young
Some animals ___________ their _____ and ______ and some do not.
L5/WS2
Learning Objective :2.1 Understanding that different animals have their own ways
to ensure the survival of their species
Name : __________________________________________________________
66
Class : ____________________________ Date : ________________________
Fill in the blanks with the correct answers.

Feed their youngs. Attack their enemies.
Hide their eggs. Lay slimy eggs.
Carry their youngs in the pouches. Keep their youngs in the mouth.
1. 2.
3. 4.
5. 6.
eggs, young , survival , species
Animals take care of their _____ and ______ to ensure the ______ of their _______
67
LESSON 6

Learning Objective : 2.2 Understanding that different plants have their own
Learning Outcomes : • State various ways plant dispersed their seeds and
fruits.
• Explain why plants need to disperse seeds or fruits.
Steps :
1. Pupils observe and name the various types of seeds or fruits shown by the
teacher. (L6/APP1)
2. Pupils discuss the ways of dispersal for the seeds or fruits shown.
3. Pupils find and colour eight hidden words in the word maze. (L6/WS1)
4. Pupils label the pictures given.(L6/WS2)
68
L6/APP1
69
L6/WS1
Learning Objective : 2.2 Understanding that different plants have their own ways to
ensure the survival of their species.
Name : _____________________________________________________________
Class :___________________________________ Date : ____________________
Find and colour eight hidden words in the word maze below about dispersion of seeds
and fruits..
WATER WIND EXPLOSIVE MECHANISM SHOREA
LOTUS ANIMALS BEAN RAMBUTAN
E E A F F C Z X E G N M K R D C W W
W X D A S D F F G G T R E W W W H A
E G P D R T G C V B E A N D S M F T
R R E L W Q A S D D C F G T S N V E
T E R F O R A M T N N N V D E B F R
Y S D F G S E F C Z X W V F S V P R
U G H N A N I M A L G H X C A C A W
I W E D R F F V F R G G D V X X R S
O D F B H J J N E F T G F F D X F A
P W E D L F V D F M W V R H G Z C S
L E D R O W F W A L E R Y I K Y X X
K D A F T T D I D F S C R H T A A D
R A M B U T A N X B E V H T G A Q F
R B W D S F D D P E R G T A G S A G
A G S H T R E W S A T Y R T N D D H
M T H Y U T R E A E G J F R Y I D J
G A S D F G H J K K H U D E H G S K
S H O R E A S E R F V G H T Y F E M
70
L6/WS2
Name : _____________________________________________________________
Class :_______________________________ Date : ________________________
Plants have various ways to disperse their seeds and fruits.Label the pictures correctly.
by water by wind by animals by explosive mechanism
a. b. c.
d. e. f.
g. h. i.
71
disperse, seeds , fruits , survival , species
Plants need to ________ their ______ or _______ to ensure the _______ of their
__________.
LESSON 7

Learning Objective : 2.2 Understanding that different plants have their own
Learning Outcomes : • Give examples of plants that disperse seeds and fruits
by water.
• Give examples of plants that disperse seeds and
fruits by wind.
fruits by animals.
fruits by explosive mechanism.
• Relate the characteristics of seeds and fruits to the
ways they are dispersed.
Steps :
1. Pupils observe the coconut fruit.
2. Pupils put the coconut into a pail of water.
72
3. Pupils observe a coconut that has been cut into two.
4. Pupils explain with teacher’s guidance what they have observed through the
activities and relate them with the characteristic of the coconut fruit to the way it is
dispersed.
5. Pupils complete the worksheets given. (L7/WS1) , (L7/WS2)
L7/WS1
Name : _____________________________________________________________
Class :______________________________ Date : _________________________
Group the plants below according to the way they are dispersed.
WAYS OF DISPERSAL
By
By explosive
water mechanism
By By
wind animal
73
bean lalang lotus shorea angsana
rambutan love grass coconut clematis balsam fruit
Seeds and fruits of plants can be dispersed by ______________ ,______________,

_________________and _______________.
L7/WS2
Name : ___________________________________________________________
Class :_____________________________ Date : ________________________
A. Match the pictures with the characteristics of the fruits and seeds..
1
a
Light
Have air space
Covered with waxy skin
2
b
Light
Wing-like structure
Dry
74
3 c
Fleshy
Brightly coloured
Edible
4 d
Dry when ripe
B. Complete the questions below.
dispersal , characteristics
1. Seeds and fruits ______________are related to their ways of ________________.
2. Fruits and seeds that are dispersed by water have these characteristics:
a. _____________________________
b. _____________________________
c. _____________________________
3. Fruits and seeds that are dispersed by wind have these characteristics:
a. _____________________________
b. _____________________________
c. _____________________________
4. Fruits and seeds that are dispersed by animals have these characteristics:
a. _____________________________
b. _____________________________
75
c. _____________________________
5. Fruits and seeds that are dispersed through explosive mechanism have this
characteristic:
a. _____________________________
LESSON 8
Theme : Investigating Living Thing
Learning Area : 3 Food Chain and Food Web.

Learning Objective : 3.1 Understanding food chains.
Learning Outcomes : • Identify animals and the food they eat.
• Classify animals into herbivore, carnivore and omnivore.
Steps :
1. Pupils observe pictures of animals.
2. Pupils discuss types of food these animals eat.
3. Pupils classify the animals into herbivore, carnivore and omnivore.
4. Pupils complete the worksheet given.(L8/WS1) (L8WS2)
.
.
76
L8/WS1
Name: ___________________________________________________________
Class: _________________________________ Date: ____________________
State whether these animals eat plants, other animals or plants and other animals.
a. b. c.
butterfly deer chicken
d. e f.
goat eagle Snake
77
g. h. i.
frog grasshopper tiger
j. k. l.
mouse tadpole fish
Different animal eat different _____________ of food.
L8/WS2
Name: __________________________________________________________
Class: _________________________________ Date: ____________________
Cut and paste these pictures into their groups according to their eating habits.
78
L8/WS2
Group the animals according to their eating habits.
Herbivore
Carnivore
79
L8/WS2
Omnivore
LESSON 9
80
1. ___________________, _____________________,_____________________
and __________________ are herbivore because they eat _______________
only.
2. ___________________, _____________________, ____________________

and __________________ are carnivore because they eat _______________
only.
3. ___________________, _____________________, ____________________

and __________________ are omnivore because they eat _______________
and ____________________.
LESSON 9
Theme : Investigating Living Thing

Learning Area : 3. Food Chain and Food Web.
Learning Outcomes : ● Construct food chain.
• Identify producer and consumer.
Steps :
1. Each pupil is given a worksheet. (L9/WS1)
2. Pupils name the plant and animals given in the worksheet.
3. Pupils complete the worksheet given with teacher’s guidance.
4. Pupils are given another worksheet to be completed. (L9/WS2)
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L9/WS1
Name: __________________________________________________________
Class: _________________________________ Date: ___________________
Name the living things in the food chains below.

Complete the food chains by putting the arrow ( ) to show eaten by.
a.
b.
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c.
d.
L9/WS2

Name: __________________________________________________________
Class: _________________________________ Date: ____________________
Identify the living things and state whether, producer or consumer.
a.
b.
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c.
d.
In a food chain, plant is the __________________________ and animals are the

__________________________
LESSON 10
Theme : Investigating Living Things.

Learning Area : 3. Food Chain and Food Web.
Learning Objective : 3.2 Synthesizing food chains to construct food web.
Learning Outcomes :● Construct a food web.
● Construct food webs of different habitats.
Steps :
1. Pupils listen to teacher’s explanation on how food web is formed.
2. Pupils complete the worksheet with teacher’s guidance.(L10/WS1)
3. Pupils discuss the answers together with the teacher.
4. Pupils complete another worksheet given.(L10/WS2)
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L10/WS1
Learning Objective : 3.2 Synthesizing food chains to construct food web
Name: __________________________________________________________
Class: _________________________________ Date: ___________________
Draw arrows to complete the food web below correctly.
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L10/WS2
Learning Objective : 3.2 Synthesizing food chains to construct food web
Name: ___________________________________________________________
Class: ___________________________________ Date: __________________
A. Construct a food web based on the living things given below.
Goat Leaf Tiger
Caterpillar Frog Snake
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B. Identify the living things below.
Construct two food webs according to the habitats given correctly.
87
Paddy field
Pond
Pond
88
* ____________________________ is a combination of several food chains.
Lesson 11
Theme : Investigating Force And Energy.
Learning Area : 1. Energy.

Learning Objective : 1.2 Understanding that energy can be transformed from
one form to another.
Learning Outcomes :• State that energy can be transformed.
• Give examples of appliances that make use of energy
transformation.
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Steps :
1. Pupils answer questions to recall previous lessons on energy transformations.
2. Each pupils is given a picture of electrical appliance. (L11/APP1)
3. Pupils are asked to write down the energy transformation with teacher’s guidance.
Examples:
i. electrical energy  heat energy
ii. electrical energy  sound energy
iii. electrical energy  kinetic energy + sound energy
iv. chemical energy  heat energy + light energy
v. electrical energy  heat energy + light energy
4. Pupils find their peers that having the same transformation of energy.
5. Pupils discuss and give conclusion based on the activities done by the pupils with
teacher’s guidance.
6. Pupils complete the worksheet given. (L11/WS1, L11/WS2)
Sample of pictures: L11/APP1
hair dryer
gas stove Iron
television
horn speaker Alarm clock
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compact disc player
electric kettle
blender
electric sewing machine Torch rice cooker
Heater
toaster Ship
radio Bulb electric fan
L11/WS1
Learning Outcome : 1.2 Give examples of appliances that make use of energy
transformation.
Name : __________________________________________________________
Class : ________________________________ Date : ____________________
A. Match the pictures below to the transformation of energy.
1.
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2. A. electrical energy  heat energy
3. B. electrical energy  sound energy
4. C. electrical energy  kinetic energy +

sound energy
5. D. chemical energy  heat energy +

light energy
6. E. electrical energy  heat energy +

light energy
7.
L11/ WS2
Learning Outcomes : 1.2 Give examples of appliances that make use of energy
transformation.
Name : __________________________________________________________
Class : ____________________________ Date : ________________________
A. Choose and circle the correct answer.
1. electrical energy heat energy + light energy
Which of the following appliances involves the transformation of energy as

above?
A Electric kettle
B Rice cooker
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C Electric fan
D Bulb
2. The diagram shows an appliance that we use everyday
Which of the following transformation of energy is correct?

A Electrical energy  kinetic energy + sound energy
B Chemical energy  heat energy + light energy
C Electrical energy  sound energy
D Electrical energy heat energy
L11/ WS2
3. The diagram shows an appliance that we use everyday.
Which of the following objects has the same energy transformation as the
object above?
A C
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B D
4. From our lesson you know that energy can be ________________________ from
one form to _______________(another, transformed)
5. Give some examples of energy transformation that you have learnt.
i. ___________________________________________
ii. __________________________________________
iii. _________________________________________
iv. _________________________________________
v. _________________________________________
LESSON 12
Theme : Investigating Force And Energy
Learning Area : 1. Energy

Learning Objective : 1.3 Understanding renewable and non-renewable energy
Learning Outcome : • List renewable energy resources
Steps :
1. Pupils solve a picture puzzle given by teacher in a group. (L12/APP1)
2. Pupils say out loud the word in the picture
3. Pupils discuss various renewable resources with teacher’s guidance.
4. Pupils complete the worksheet.(L12/WS1)
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L12/APP1
PICTURE PUZZLE
95
L12/APP1
96
L12/WS1
97
Learning Outcomes : List renewable energy resources
Name : _______________________________________________________
Class : _________________________ Date : ________________________
A. Find the renewable energy resources in the puzzle below and colour it.
S A C D E F G H I J
O Y Z Q W A T E R K
L N Q H J J H G F L
A B W G K K G H D M
R V E F L L F J S N
E C R D M P D K A O
N X T B I O M A S S
E Z Y S N O S L A P
R A U A B W I N D Q
G S I Z V I A P Z R
Y D O A C U A T X S
a. SOLAR ENERGY
b. BIOMASS
c. WATER
d. WIND
B. Complete the statement below.

Non-renewable _______________ is an energy that cannot be _______________
(replenished, energy)
C. Rearrange the words to form sentence.

renewable replenishe energy that can be
d
is an energy
___________________________________________________________________
LESSON 13
Theme : Investigating Force And Energy

Learning Area : 1. Energy
Learning Objective : 1.3 Understanding renewable and non-renewable energy
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Learning Outcome : • List non-renewable energy resources
Steps :
1. Pupils state 5 non-renewable energy resources according to the pictures
shown by teacher .(Refer to textbook Pg _____)
2. Pupils listen to teacher’s explanation about non-renewable energy resources.
3. Pupils are divided into groups.
4. Each group is given a set of game. (L13/APP1)
5. Pupils play the game after teacher’s explanation .(L13/APP2)
6. Pupils complete the worksheet given. (L13/WS1)
L13/APP1
RULES OF GAMES:
1. Each group consists of 3 playersand one of them acts as an observer.
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2. Each player sets their turn by throwing dice. Who get the highest number start
first.
3. They start the game by throwing the dice and move according to the number on
the dice.
4. The player who steps on the board with picture on it, will take a card having the
same picture and solve the problems by writing the answer in the sheet then
follow the instructions given.
5. The first player who reached is the Winner.
ANSWER SHEET:
a. ___________________________________________
b. ___________________________________________
c. ___________________________________________
d. ___________________________________________
e. ___________________________________________
f. ___________________________________________
g. ___________________________________________
h. ___________________________________________
i. ___________________________________________
j. ___________________________________________
GAMES L13/APP2
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Petroleum Charcoal is
Read aloud the word below. A. Can be replenished A. Non-renewable energy
COAL B. Cannot be replenished B. Renewable energy
Then you can have another Answer the question and If your answer is correct,
you can jump 3 step you may go ahead 4
round ! ahead, if not, stay until space, if not, you miss
your next turn. a turn.
Guest this word ( g___ s) Cut the card and fold it to

List 3 non-renewable make a questions card for
If your answer is right, you energy resources .You will the player.
can go ahead 10 space, if not, win the game !
stay until your next turn.
( ask teacher first )
Fold and
paste with
glue
L13/APP2
SOLVE THE RIDDLE AND YOU SOLVE THE RIDDLE AND YOU SOLVE THE RIDDLE AND YOU
CAN JUMP 5 STEP AHEAD CAN JUMP 5 STEP AHEAD CAN JUMP 5 STEP AHEAD
I am black, I am black, Transport need me,

People use me to light fire, People use me to light fire, Without me they cannot move,
I’m made from wood, They dig me in a mine, My price always increase ,
Who am I? Who am I? Who am I?
SOLVE THE RIDDLE AND YOU

CAN JUMP 5 STEP AHEAD Cut the card and fold it to
List 3 non-renewable make a questions card for
energy resources and you the player.
I stay in a cylinder, win the game !
Mom always use me ,
If not, you have to go back
But I am dangerous
10 steps !
Who am I? Fold and
paste with
glue
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L13/WS1
Learning Outcome : List non-renewable energy resources
Name : ______________________________________________________
Class : ____________________________ Date :____________________
A. Answer the questions below.
1. List non-renewable energy resources

a. _______________________________
b. _______________________________
c. _______________________________
d. _______________________________
e. _______________________________
2. Petroleum is energy resource because it

________________ many __________ to be ______________
(non-renewable, formed, need, years)
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3. What is the use of gas in our house?
A to cook
B for fuel
C generate engine
4. Tick ( √ ) the non-renewable energy resources that have the same way to get it like
natural gas.
petroleum
charcoal
coal
nuclear reactor
L13/WS1
B. Match the pictures to the non-renewable and renewable energy resources.
1.
petroleum
2.
solar
3.
coal
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4.
water
wind
5.
biomass
6.
LESSON 14
Theme : Investigating Force and Energy

Learning Area : 2. Electricity
Learning Objective : 2.1. Knowing the sources of electricity
Learning Outcome : .● State the sources of electricity
Steps :
1. Pupils observe the sources the electricity shown by teacher.
Example ;
- dry cell
- accumulator
- dynamo
- solar cell
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2. Pupils name the objects that using sources of electricity mentioned above.
3. Each pupil is given a worksheet to be completed. (L14/WS1)
L14/APP1
Cut and paste the pictures in the correct boxes.
. a.
b.
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c.
d.
L14 /WS1
Learning Objective : 2.1 Knowing the sources of electricity
Name :______________________________________________________
Class : ____________________________ Date : __________________
A. Paste the correct picture of sources of electricity in the boxes.
dry cell dynamo accumulator solar cell

B. Classify the objects below according to their sources of energy
bicycle car 106

calculator watch
torchlight lorry satellite radio
Sources of
electricity
Dry Cell Solar

Accumulator Dynamo
___________ Cell
____________ ___________
___________ ____________
____________ ___________
_____________ _____________
____________ ___________
_____________
The sources of electricity are _____________, ________________,

_______________ and ____________________.
LESSON 15

Learning Objectives : 2.2 Understanding a series circuit and a parallel circuit .
Learning Outcomes : ● Identify the symbols of various components in a simple
electric circuit .
Steps :
1. Pupils name the objects shown. e.g battery, bulb, wire and switch.
2. Pupils state the components which are use to build an electric circuit .
3. Pupils observe the demonstration done by teacher on making a complete circuit .
4. Pupils observe and label a complete circuit on the chart .
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6.. Pupils mark out the words of the components of electric circuit in the word maze.
L15/WS1
Learning Objective : 2.1 Understanding a series circuit and a parallel circuit
Name :_____________________________________________________
Class : _________________________________ Date :______________
A. Fill in the boxes with the words given.
wire battery switch bulb

c
a
b
d
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B. Match the components with the correct symbol.
A● B● C● D●
S● T● U● V●
The components of a complete circuit are _____________,_____________,

____________ and _______________ .
C. Find out six hidden words about the components of electric circuit in the word maze
below. (BATTERY , BULB , LIGHT UP , SWITCH , WIRE )
C I R C U I T A S
K K K K K K K K W
D B U L B D D Y I
N N N N N N R N T
O O O O O E O O C
L I G H T U P H H
B B B T B B B B B
F F A F F F F F F
G B G W I R E G G
D. Fill in the blanks with the correct words.
bulb wire battery switch light up
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1. A b _ _ _ _ _ _ supplies electricity to the circuit.
2. The electricity flows through the _ _ _ e.
3. We use a bulb, a wire, a switch and a battery to make a complete
_ _ _c _ _t.
4. The function of a _w _ _ _ _ is to complete or to break the electrical circuit.
5. In a complete circuit , you can see that the _u _ _ lights up.
6. When there is a break in the circuit, the bulb will not _ _ _ h _ u _.
To make a complete circuit, we need a _________, a ___________, a

_____________ and a battery.
LESSON 16

Learning Objective : 2.2 Understanding a series circuit and a parallel circuit .
Learning Outcomes : ● Draw circuit diagrams .
● Build a series circuit
● Build a parallel circuit .
● Compare the brightness of the bulbs in series circuit.
Steps :
1. Pupils observe models sample of a series circuit and a parallel circuit.
2. Pupils listen to teacher’s explanation.
3. Pupils complete the worksheet given with teacher’s guidance. (L16/WS1)
4. Pupils work in groups to build up a series circuit and a parallel circuit using the
components given.
5. Pupils draw and label the diagrams of the circuits in the worksheet. (L16/WS 2)
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6. Pupils complete another worksheet given. (L16/WS3)
L16 /WS1
Learning Objective : 2.2 Understanding a series circuit and a parallel circuit.
Name :_____________________________________________________
Class : ______________________________ Date: _________________
Study the diagrams below.
A series circuit A parallel circuit
Write the type of circuit based on the diagram below.
111
a. b.
c. d
There are two types of electric circuits. They are a ___________ circuit and a
_______________ circuit.
L16/WS2
Name :_____________________________________________________
Class :______________________ Date :________________________
A. Draw a diagram of series circuit using the given components.

a. Two batteries ● A switch
b. Some connecting wires ● Two bulbs
112
B. Draw a diagram of a parallel circuit using the given components.
a. Two batteries ● 2 switches
b. Some connecting wires ● Two bulbs
L16/WS3
Name :_____________________________________________________
Class :______________________ Date :________________________
Study the circuits below.
B C
A B C
Answer all the questions .
1. When the switches are ON which circuit light up the bulbs
a) the brightest : ____________________.
113
b) the dimmest : ____________________
2. Rearrange the above circuit beginning from the dimmest bulb to the brightest
bulb.
__________________________________________________________________
3. How to make the bulbs in each circuit above light up brighter?
4. If you want to make this activity a fair test , what are …

a) things to keep the same : ____________________________
b) things to change : ____________________________
c) things to measure : ____________________________
5. The ( more / less ) bulbs in a series circuit, the dimmer the bulbs are.
LESSON 17

Learning Objective : 2.3 Understanding the safety precautions to be
taken when handling electrical appliances.
Learning Outcomes : ● Describe the danger of mishandling electrical appliances.
● Explain the safety precautions to be taken when using
electrical appliances.
Steps :
1. Pupils observe and discuss the causes of mishandling electrical appliances shown
the picture prepared by teacher.
2. Pupils list out the causes on the board with teacher’s guidance.
114
3. Pupils listen to teacher’s explanation of the safety precautions to be taken when
using electrical appliances.
L17/WS1
Learning Objectives : 2.3 Understanding the safety precautions to be taken
when handling electrical appliances.
Name :______________________________________________________
Class : ___________________________ Date :___________________
A. Match correctly.
i i
DANGE
HELP
BEWARE
B. Circle the correct answer.
Dangers of Mishandling Electrical Appliances

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i) fires / floods ii) electric shocks / fires
iii) electric shocks / burns iv) burn / electrocution
There will be some dangers when electrical appliances are mishandled such as
__________,_____________, ______________ and ____________________ .
C. Rearrange the letters and fill in the blanks.
1. hcuot , tew 2. esu , nekorb 3. riaper ,

nwo
4. tcennoc , rewop 5. tresni , ylppus
1. Do not __________ electrical appliances with _________ hands.

2. Do not __________ electrical appliances that have ___________
insulation wires.
3. Do not ____________ electrical appliances on your ___________ .
4. Do not ____________ too many electrical appliances to one
____________ supply.
5. Do not ___________ objects into power ______________.
6. Do not touch a ____________ with wet _____________.
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7. Do not touch ______________ of _______________ shocks.
REMEMBE
R
___________ _______________ should be taken when handling electrical

appliances.
LESSON 18

Learning Area : 4 : Heat
Learning Objective : 4.1 Understanding that temperature
is an indicator of degree of hotness
Learning Outcomes : • State that temperature of an object increases
as it gains heat
• State that temperature of and object decreases
as it loses heat
• Conclude that temperature is an indicator
to measure hotness
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Steps :
1. Pupils are asked to observe the ice cubes in a plate and explain why it happens.
2. Pupils observe and label a diagram on a chart (L18/APP1)
3. Pupils study the table given on the board. (L18/APP1)
4. Pupils discuss the purpose of the fair test and the results obtained by completing the
worksheet given. (L18/WS1)
5. Pupils complete another worksheet given.
L18/APP1
A
118
B
Tempera 2 3 5 7 9 10 10
ture °C 8 8 3 3 5 0 0
Time
0 2 4 6 8 10 12
(min)
119
L18/WS1
Learning Objective : 4.1 Understanding that temperature is an indicator

of degree of hotness
Name :______________________________________________________
Class : ___________________________ Date :___________________
Temperature 2 3 5 7 9 10 10
°C 8 8 3 3 5 0 0
Time (min) 0 2 4 6 8 10 12
A. Fill in the blanks below with the correct words given.

increases heat decreases volume time temperature
1 What do you want to find out?

To investigate the rise of _________________ when water is heated .
2 What do you observe from the table given?
The water temperature _________________ until 100°C as the heating time
increases.
3 Predict what will happen to the temperature if we turn off the Bunsen Burner
after the twelfth minute
The water temperature________________ .
4 Give a reason for your answer in (3)
The __________ is released into the atmosphere.
5 If you want to make this activity a fair test, what are ….
a) things to change : _____________taken to heat the water.
b) things to measure : ______________ of water.
c) things to keep the same : ______________ of water.
6 From the fair test, we can find out that the water temperature ___________ as
it gains heat and _________________ as it loses heat.
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B. Fill in the blanks with the correct answer.
lose heat gain heat low temperature Thermometer

scale °C high temperature
1 A ________________ is used to measure temperature
2 Before using a thermometer, check the ____________ carefully to make sure

you can read it.
3 A hot object has a ___________________________
4 A cold object has a __________________________
5 When objects or substances ______________, they become hot and

temperature increases.
6 When objects or substances ______________, they become cold and the

temperature decreases.
7 The unit of temperature is stated in ______________.
C. Complete the table by writing the suitable temperature for each item.
Choose from this list of temperatures:
5˚C 30˚C 33˚C 82˚C 100˚C
Items Temperature
1 Outside the classroom
2 Hot water
3 In the science Laboratory
4 The steam from boiling water in the kettle
5 A glass of water with ice
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LESSON 19

Learning area : 4 : Heat
Learning Objective : 4.2 Understanding the effects of heat on matter.
Learning Outcomes : • State that matter expands when heated
• State that matter contracts when cooled
Steps :
1. Pupils observe the pictures on the chart. (L19/APP1)
2. Pupils listen to teacher’s explanation of what had happened to the iron ball before
and after heating.
3. Pupils observe picture of the iron ball after it has been cool down. (L19/APP1)
4. Pupils discuss why the iron ball can pass through the iron ring.
5. Pupils explain the situations in the pictures based on what they have learnt.
L19/APP1
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L19/WS1
Learning Objective : 4.2 Understanding the effects of heat on matter.

Name : ____________________________________________
Class : ______________________ Date : ________________
A. An experiment below was carried out.
Before heating after heating cooling the ball

Use the words below to fill in the blanks about the experiment
can cannot heating cooling
contracts expands smaller size
decreased temperature

To study the ________and____________ effects on the volume of solid.
2 What can you observe from the experiment?
a) When the iron ball is heated , it __________ pass through the ring.
b) When the iron ball is cooled, it __________ pass through the ring.
3 Give reasons for your answer in (2)
a) The iron ball has ______________ and becomes larger when heated.
The ______________ of the iron ball has increased.
b) The iron ball has _______________ and become ____________
when cooled. The size of the iron ball has ________________
a) things to change : ____________of iron ball.
b) things to observe : ____________of iron ball
c) things to keep the same : ___________ of iron ring.
5 From the fair test we can find out that a solid _____________ when it is heated
and ___________ when cooled.
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B. Fill in the blanks below with the correct words given.
contracts rises volume expands

cooling drops heating temperature
Glass tube
Coloured water Hot water

Conical flask
Basin

To study the ___________ and __________ effects on the volume of liquid.
2 a) When the conical flask is placed in hot water, the level of the coloured
water in the glass tube ________ higher.
b) When the conical flask is removed from hot water, the water level ______
3 Give reason for your answers in 2(a) and 2(b)
a) In 2(a), the coloured water ___________________
b) In 2(b), the coloured water ___________________
a) things to change : water__________________
b) things to measure : __________and__________
of the level of coloured water.
c) things to keep the same : __________ of coloured water.
5 State your conclusion based on the investigation.
Liquid _________ when it is heated and ____________when cooled.
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LESSON 20

Learning Area : 3. Light
Learning Objective : 3.1 Understanding that light travels in a straight line.
Learning Outcomes : • state that light travels in a straight line.
• give examples to verify that light travels in a straight line.
Steps :
1. Pupils arrange the cards given in a straight line.
2. Teacher places a candle at the end of the line and lights it up.
3. Pupils observe and look through the holes on the card.
3. Teacher moves one of the cards slightly to the right and asks pupils to look
through the holes again.
4. Pupils answer the worksheet given. (L20/WS1)
5. Teacher guides pupils to form a conclusion that light travels in a straight line.
Light travels in a straight line.
The candle can be seen.
The candle cannot be seen.
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L20/WS1
Learning Objective : Understanding that light travels in a straight line.
Name : _____________________________________________
Class : ___________________ Date : _________________
Answer the questions with the phrases given below.

a) To find out whether light travels in a straight lines.
b) The size and type of candle, the size of holes, the size and type of cards.
c) Light travels in a straight line.
d) The light from the flame of candle can be seen from the holes.
e) The position of the cards.
f) The presence of light.
1. What is your observation?

________________________________________________________________.
2. What do you want to find out from this activity?
________________________________________________________________.
3. If you want to make this activity a fair test, what are…
a) things to keep the same: _________________________________________.
b) things to change: _______________________________________________.
c) things to measure: ______________________________________________.
4. What the result means?
_______________________________________________________________.
LESSON 21
126
Learning Area : 3. Light
Learning Objective : 3.1 Understanding that light travels in a straight line.
Learning Outcomes : • Describe how shadow is formed.
• Design a fair test to find out what cause the size of a
shadow to change by deciding what to keep the same,
what to change and what to observe.
• Design a fair test to find out what factors the size of a
shadow to change by deciding what to keep the same,
what to change and what to observe.
Steps :
1. Teacher flashes a torchlight onto a white paper hanging on the wall.
2. Pupils observe the formation of animal’s shadows using hands.
3. Pupils place an opaque object and observe how light is completely or partially
block by an object.
4. Pupils observe shadows that were form on the opposite side of the light source.
5. Pupils move the source of light at different position and observe the change of
shadows that being form.
6. Pupils observe the changes of shadows when they move an opaque object closer
to the light source but further away from the screen. (L21/APP1)
7. Pupils then moves the object further away from the light source but nearer to the
screen.
8. Pupils compare both observation and state the reason.
9. Pupils do the worksheet given.(L21/WS1)
10.Pupils make conclusion that lights travel in a straight line.
L21/APP1
127
When the opaque object moves closer to the light source and further away from the
screen, the shadow will be bigger and less sharp.
When the opaque object moves further away from the light source and nearer to the
screen, the shadow will be smaller and sharper.
The shape of the shadow changes with the position of the object.
L21/WS1
Learning Objective : Understanding that light travels in a straight line.
Name : _____________________________________________
128
Class : _______________________ Date: ________________
A. Draw the shadows form by the objects below.
light Light
light Light
B Fill in the blanks with correct answer.

different shape opposite position source straight
1. The change in the _____________ of the Sun causes an object under the Sun to
form shadows that are __________________ in position, size and
_________________ at different times of a sunny day.
2. An object can form shadows of different shapes and sizes, depending on the
position of the object and the position of the ______________ of light.
3. Light cannot bend around objects because it travels in a _____________ line.
4. When light is completely or partially blocked by an object, a shadow is form on
the _________________ side of the light source.
C. An activity is being carried out to study the formation of a shadow. Answer the
questions based on the activity.
129
1. What is the purpose of this activity?
________________________________________________________________
2. If you want to make the test fair, what are…

a) things to keep the same:__________________________________________
b) things to change:________________________________________________
c) things to observe:_______________________________________________
3. Predict what will happen when an opaque object moves further away from the
light source and nearer to the screen?
____________________________________________________________
4. What did you find out from this fair test?

________________________________________________________________
LESSON 22
130
Learning Area : 3 Light
Learning Objective : 3.2 Understanding that light can be reflected.
Learning Outcomes : • State that light can be reflected.
• Draw ray diagrams to show reflection to light.
• Give examples of uses of reflection of light in everyday
life.
Steps :
1. Pupils look at the mirror and see their own reflection.
2. Pupils listen to teacher’s explanation that mirror and shiny objects with even and
smooth surfaces reflect light very well.
3. Pupils listen to teacher’s explanation that we are able to see an object if:
3.1 it is a source of light or if it
3.2 reflects light into our eyes.
4. Pupils try out some of the thing that uses reflection to work.( periscope,
kaleidoscope, side mirror, microscope etc.)
5. Pupils list out some examples of the things that uses reflection.
L22/WS1
Learning Objective : Understanding that light can be reflected.
131
Name : _____________________________________________
Class : ______________________ Date: _________________
Write the correct answer based on the picture given.
1)
i. Mirror and shiny objects with even and smooth surfaces _________________
(reflect/retract) light very well.
ii. When light falls on a mirror, it reflect in another _____________(object/direction).
iii. We can see an object if it is a _____________(reflection/source) of light or if it
reflects light into our eyes.
2)
i. We can see the burning wood because it is a source of light. It gives off light that
___________ (enters / exit) our eyes.
ii. We can see the plant although it is not a source of light because it reflects
___________ (shadow / light) from the burning wood to our eyes.
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3:
i. A periscope makes use of the reflection of light to work. It helps people in a

submarine to look above the _____________(under / surface) of the water.
ii. When a ray of light reaches a surface, some of the light may _____________
(retract / reflect) from the surface, while some of the light may pass through the
surface.
iii. Some materials reflect the ______________ (light / object) but some do not.
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LESSON 23
Theme : Investigating Materials

Learning Area : 1 States Of Matter
Learning Objective : 1. 1 Understanding that matter exist in the form of solid,
liquid or gas.
Learning Outcomes : ● Classify objects and materials into three states of
matter.
● State the properties of a solid
● State the properties of liquid
● State that some liquids flow faster than
others
● State the properties of gas
Steps :
1. Pupils discuss and state that matter exist in the form of solid, liquid or gas.
2. Pupils give the example of solid, liquid and gas.
3. Each pupil creates a mind map with teacher’s guidance. (L23/WS1)
4. Pupils study the mind map to gain the information.
5. Pupils do worksheet 2 individually and discuss the answer after 10
minutes.(L23/WS2)
6. Pupils continue with worksheet 3 with teacher’s guidance and discuss the answer
after 10 minutes.(L23/WS3)
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L23/WS1
Learning Objective : Understanding that matter exist in the form of solid, liquid or gas.
Name : ___________________________________________________________
Class : _______________________________ Date : ____________________
Complete the mind map about the matter using the answers given.
Has mass Cannot be compressed Has fixed volume milk
Has fixed volume Air in balloon Has mass Paper clip
take container’s shape Has no fix volume shampoo smokes
Can be compressed balloon Liquid
Has fixed shape Has mass

eraser
1.
2.
SOLID 7.
8.
3.
hydrogen
State Of
4. Matter
135
GAS 9.
take container’s shape

10.
WATER
Occupies space/ no fixed
volume 11.
13.
5.
Cannot be compressed
14.
6. 12.
L23/WS2
Learning Objective : Understanding that matter exist in the form of solid, liquid or gas.
Name : _______________________________________________________
Class : ___________________________ Date : ____________________
A) Fill in the blank with the correct answers
shapes of their containers Liquid Solid mass fixed shape
1. Liquids and gases do not have ___________________________________

2. Liquids and gases take the _______________________________________
3. ______________________________ can flow slow or fast.
4. _______________________________ has it own shape.
5. Solid, liquid and gases have ______________.
B) Tick the true statements below.

1. Eraser is a solid matter.
2. The shape of liquid is fixed.
136
3. Butter will melt when heated.
4. Gas takes the shape of the container that holds it.
5. Water flows faster than sauce
L23/WS3
Learning Objective : Understanding that matter exist in the form of solid, liquid or
gas.
Name : _______________________________________________________________
Class : _______________________________ Date : _________________________
Choose the correct answer.
1. Which of these materials are solids?

A shampoo C stone
B cloud D mango juice
JUICE WOOD STONE
2. What are the similarities of the materials above. .

I have mass
II have fixed volume
III can be compressed
IV have permanent shape
A I and II C II and IV
B II and III D II,III and IV
137
W – sauce
X _ water
Y – shampoo
Z – blood
3. Arrange the liquids above according to their flow from the slowest to the fastest.
.
A W,Y,Z,X
B W,X,Y,Z
C Z,W,X,Y
D X,W,Y,Z
LESSON 24

Learning Area : 1 State of Matter
Learning Objective : 1.2 Understanding that matter can change from one state
to another
Learning Outcome : ● To state that water can change its state .
Steps :
1. Pupils discuss with teacher about the previous lesson.
2. Pupils observe the pictures about the processes involved in the changes of the
states of matter.(L24/APP1)
4. Pupils discuss the daily situations that involve the changes of states of matter with
teacher’s guidance.
138
L24/APP1
condensation
( gas changes to liquid)
melting
(solid changes to liquid)
boiling
(liquid changes to gas)
evaporation
(liquid changes to gas)
139
freezing
(liquid changes to solid)
L24/WS1
Learning Objectives: Understanding that matter can change from one state to
another.
Name :_________________________________________________________
Class : ____________________________ Date :______________________
Match the picture with the correct answer.
1.
freezing
2.
condensation
3.
melting
4.
140
boiling
Water can change its state by __________________, _____________________,

_____________________________ and ____________________________.
LESSON 25

Learning Area : State of Matter
Learning Objectives : 1.2 Understanding that matter can change from one state
to another.
Learning Outcomes : ● To conclude that water can exist in any of the three
states of matter.
Steps :
2. Pupils listen to the teacher explanations that water can exist in a form of solid,
liquid and gas.
3. Pupils observe the pictures that show water can exists in a form of solid,
liquid and gas. (L25/APP1)
4. Pupils complete the worksheet given..(L25/WS1)
141
L25/APP1
142
L25/WS1
Learning Outcomes : 1.2 Understanding that matter can change from one state to
another.
Name :_________________________________________________
Class :___________________________ Date :________________
A Fill in the blanks with the correct answers.
Liquid Solid Gas
1. The ice cubes in Figure 1 below are water in a ……………………….. form.
Figure 1
2. The paint in Figure 2 represents water in a ………………………….form.
Figure 2
3. Water vapour from the hot coffee in Figure 3 represents water in

a………………………….. form
Figure 3
143
Water can exist in a form of………………, ………………., and …………………..
LESSON 26

Learning Area : State of Matters
Learning Objectives : 1.2 Understanding that matter can change from one state
to another.
Learning Outcomes : ● To identify the processes involved when a matter
changes from one state to another.
Steps :
1. Pupils discuss about the previous lesson.
2. Pupils listen to teacher’s explanation that matter can change from one state to
another according to the processes involved
2.1 Solid to liquid (melting)
2.2 Liquid to gas ( boiling and evaporation)
2.3 Gas to liquid (condensation)
2.4 Liquid to Solid (freezing)
3. Pupils observe the pictures and say out loud the changes of matter
involved.(L26/APP1)
4. Pupils complete the worksheet given. (L26/WS1).
144
L26/APP1
SOLID LIQUID
LIQUID GAS
GAS LIQUID
145
L26/WS1
Learning Objectives: ●Understanding that matter can change from one state to
another.
Name :________________________________________________________
Class : ____________________________ Date : ____________________
A. The diagram below shows that water can change from one state to another.
Match the correct answer.
Gas to liquid Melting
Solid to liquid Condensation
Liquid to solid Evaporation
B.
Liquid to gas Freezing
Complete the sentences with the correct answers.
1. The process that changes water from liquid to solid is called
F G
2. When Ali placed an ice cream under the fan, it is noticed that the ice cream
is T G
M
3. Aishah boils water in a kettle. After a while, smoke comes out from the
146
kettle. The water is
B L G
C. Complete the figure with the correct answers.
1. Evaporation is a process that changes water from (liquid/ solid) to ( gas/

solid )
2. Condensation is a process that changes water from (gas/liquid) to ( solid/

liquid)
3 .Freezing is a process that changes water from ( liquid/ solid) to ( solid/gas)
4. When the water was boiled, the water changes from ( solid, liquid) to ( liquid ,gas)
The processes involved when matter changes from one state to another is …………
…………., ……………………………., ……………………….,
……………………….. and …………………………….
147
LESSON 27

Learning Area : 1 State of Matter
Learning Objective : 1.2 Understanding that matter can change from one state
to another.
Learning outcomes : ● To identify factors that affect the rate of evaporation of
water.
Steps :
2. Pupils explain the process involved when drying a cloth.
3. Pupils discuss the factors that affect the rate of evaporation with teacher’s guided.
4. Pupils relates the factors that affect the rate of evaporation with other situations.
148
L27/WS1
Learning Objectives : ● Understanding that matter can change from one
state to another.
Name : ____________________________________________________________
Class : ____________________________________ Date: _ _______________
Write ‘TRUE’ or ‘FALSE’ to the statements.

1. Hot and windy weather can dry a wet
shirt faster .
2.
Ali wants to dry his shoes and he puts
them under the sun.
3.
A wet shirt dries faster under a
moving fan.
4.
Badrul places his wet shoes under a
refrigerator to dry them faster.
5. Placing a wet towel in the cupboard

can dry it faster.
6. Abu hangs his wet pant over of a fire

to dry it faster.
The factors that affect the rate of evaporation of water is _____________ and
______________________ .
149
LESSON 28

Learning Area : States of Matter
Learning Objectives : 1.3 Understanding the water cycle
Learning Outcomes : ● Explain how water is circulated in the environment.
Steps :
1. Pupils are divided into groups.
2. Each group is given an envelope contains pieces of picture puzzle.(L28/APP1)
3. Pupils arrange the pieces to form a picture.
4. Pupils read the information written on the jigsaw puzzle.
5. Pupils listen to teacher’s explanation about the process of water cycle.
6. Pupils complete the worksheet given. ( L28/WS1)
150
L28/APP1
151
L28/WS1
Learning Objectives : 1.3 Understanding the water cycle.
Name : _______________________________________________________________
Class : _______________________________ Date : _________________________
A. Fill in the blanks with the words given to complete the water cycle.
evaporation condensation raining
3
1
evaporates water vapour cloud rain
152
Water on the Earth surface ________________ and form ______________
when heated by the Sun it rises higher and becomes cooler. Water droplets are formed
and becomes ______________. When the clouds become too heavy, the water droplets
fall to the Earth as _______________.
B. Answer all questions about the water cycle.
a. W refers to a process in the water cycle.

The process is _e_ __ _a_ __ __ _r_ __ __ _i_ __ _n_
b. X, Y and Z are formed in the water cycle. What is X, Y and Z ?

X : __ _a_ __ __ _r_ _v_ __ __ __ _u_ __
Y : __ __ __ _u_ __
Z : _r_ __ __ __
c State the factors that affect the W.

(I ) _________________________________________________________
(II)__________________________________________________________
C. Fill in the blank with the correct answer.

cloud rain water cycle land water droplets water vapour
1. Water from the river, lake and sea will evaporate and form__________ in the air
2. The water vapour meets cold air, it will condense and form_____________.
3. The water droplets form _______________.
4. When the water droplets in the clouds become too heavy they will fall down as
______________.
5. Rain water will go into the ____________,river, lake and sea.
153
6. Water is always circulating, from sea to land and back again. This is called the
____________.
D. Fill in the chart of water cycle with correct answer.
2
__ __ __ __ __
CONDENSATION 3
1
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
EVAPORATION
water on earth
154
LESSON 29

Learning Area : State of Matter
Learning Outcomes : ● Describe how clouds are formed.
● Describe how rain is formed.
Steps :
1. Pupils complete jigsaw puzzles given by teacher (L29/APP1)
2. Pupils fill in the missing letters to form a word in the jigsaw puzzle.
3. Pupils listen to teacher’s explanation based on the jigsaw puzzle completed by the
pupils.
L29/APP1
c___d
r___
w___r 155
v _ _ _ u_
e___o_____n
L29/WS1
Name : _______________________________________________________________
Class : _________________________________ Date : ________________________
A. Complete the crossword puzzled below using the clue given.
1. This process will form clouds

1 2. It will form water droplets and cause by
evaporation
3. A process that happened on hot surface and
produce water vapour.
4. We need rain coat when this situation happened.
5. After condensation, water droplets become
_____.
156
5
B. Copy the story below by replacing the picture with the words given.
hot water vapour cloud cloudy rain animal plant
In a day, heat from the water bodies such as river, oceans, seas, lakes,
ponds and on land to evaporate. Living things such as and also give off
. This rises into the sky. condenses to form water droplets in the
sky. Water droplets gather to form . When the water droplets get too big and
heavy, become . Then the water droplet will fall as .
Answer:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
157
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
LESSON 30

Learning Area : 1. State of Matter
Learning Objective : 1.4 Appreciating the importance of water resources.
Learning Outcomes : ● Give reasons why we need to keep our water
resources clean.
● Describe ways to keep our water resources clean.
Steps :
1. Pupils complete the jigsaw puzzle prepared by teacher. (L30/APP1)
Suggestion: Teacher can prepare more than one pictures.
2. Pupils name the pictures.
3. Pupils observe the pictures and name the water resources.( L30/WS1)
4. Pupils state the importance of water for living things based on the pictures given.
(L30/WS2)
5. Pupils discuss in group with teacher’s guidance about the effects of human activities
on quality of water supply.
6. Pupils describe ways to keep our water resources clean. (L30/WS3)
7. Pupils give reasons on why we keep our water resources clean.
158
L30/WS1
Learning Objective : Appreciating the importance of water resources.
Name : __________________________________________________________
Class : _______________________________ Date:_____________________
Name the pictures of water resources below.
1. 4.
W __ __ __ __ F __ __ __ L __ K __
2. 5.
D __ __ __ __ A
3. 6.
159
S T __ __ A __ R__ __ E __
160
L30/APP1
161
L30/WS2
Name : __________________________________________________________
Class : __________________________________ Date: ___________________
State the importance of water for living things.
industrial use make food

washing habitat
agriculture drinking
1 4
2 5
162
3
living importance things

Water is __________________ for ______________ ___________________
L30/WS3
Name : __________________________________________________________
Class : ________________________________ Date: ____________________
Match the cause with the effect of human activities on quality of water supply.
Oil spills from ships acid rain

1 A
Untreated waste water marine animals are

2 B
from houses and buildings injured and killed
Litter thrown on land and aquatic life is poisoned

3 C
water and dies
163
Toxic waste spread diseases
4 D
Factories and vehicles

marine life and seabirds
5 release carbon monoxide to E
are killed
the atmosphere
Human activities can _______________ the quality of water supply.
LESSON 31

Learning Area : 2. Acid and Alkali
Learning Objective : 2.1 Understanding the properties of acidic, alkaline
and neutral substances.
Learning Outcomes : ● identify acidic, alkaline and neutral substances
using litmus paper.
● identify the taste of acidic and alkaline food.
Steps :
1. Pupils observe and state the taste of the substances in the picture.(L31/WS1)
2. Pupils carry out a simple fair test for the substances given using litmus paper and
record the result in a table. .(L31/WS2)
3. Pupils listen to teacher’s explanation about the changes of litmus paper that
relate to acidic, alkaline and neutral substances.
4. Pupils play a game “One Two Som”.(L31/APP1)
5. Pupils cut and paste the pictures according to their properties. (L31/APP2)
(L31/WS3)
164
L31/APP1
Game: “ One Two Som “
1. Pupils in group of five.

2. Pupils play “One Two Som”. Who lose the game will pick the material card.
3. Pupils state the property of that material.
4. Pupils complete the table given.
5. Pupils will be given two marks for the correct answer.
Materials Acidic Alkaline Neutral

cooking oil
tamarind
hair conditioner
toothpaste
soap
sugar
pineapple
salt
shampoo
lemon
distilled water
bitter gourd
vinegar
165
L31/APP2
166
L31/WS1
Learning Objective : Understanding the properties of acidic, alkaline and neutral
substances.
Name : __________________________________________________________
Class : _________________________________ Date: ___________________
Identify the taste of each substance below.
sour bitter salty tasteless
1 2 3
4 5 6
167
same differently
Different substances taste __________________________.

L31/WS2
substances.
Name : __________________________________________________________
Class : _________________________________ Date: ___________________
Write the correct properties of the substances given according to their effects on litmus
paper.
red blue acidic neutral alkaline
Substances Effect on blue Effect on red acid/ alkaline/

litmus paper litmus paper neutral
1. Vinegar
2. Distilled water
3. Lemon juice
4. Detergent
5. Salt
6. Toothpaste
7. Rice
8. Dishwashing liquid
substances litmus paper property
168
Different _____________ will change colour of the ______________ according to their
_______________________.
L31/WS3
substances.
Name : __________________________________________________________
Class : _________________________________ Date:_____ ______________
Cut the pictures in Appendix 1 and paste them according to its’ property.
Neutral
Acidic
Alkaline
properties substances
169
Different ______________________ have different ______________________.
LESSON 32

Learning Area : 2. Acid and Alkali
Learning Objective : 2.1 Understanding the properties of acidic, alkaline
and neutral substances.
Learning Outcomes : ● Conclude the properties of acidic, alkaline and
neutral substances.
Steps :
1. Pupils state the taste and property of the substances in the worksheet given.
(L32/WS1)
2. Pupils form a conclusion based on their discussion after completed the worksheet..
(L32/WS2)
170
L32/WS1
substances.
Name : ___________________________________________________________
Class : __________________________________ Date: ___________________
State the taste and the property of each substance below.
property substance taste
Different _______________ has different ___________and _____________.
L32/WS2
171
substances.
Name : __________________________________________________________
Class : _________________________________ Date: ___________________
Complete the statements below.
sour acidic blue to red
a) Pineapple, grape juice, and vinegar are ___________________ substances.

These substances turn the colour of litmus paper from
_____________________________. They have a _____________ taste.
neutral does not change colour
b) Distilled water and porridge are ____________________ substances. They

are tasteless. These substances _____________________ the
__________________ of red litmus paper and blue litmus paper.
red to blue alkaline bitter
c) Bitter gourd, soap and detergent are ______________________ substances.

They turn the colour of litmus paper from
____________________________________. They have a ______________
taste.
harmful tongue
d) We must not taste detergent with our _______________________ because it

is poisonous and may be _______________________.
L32/WS3
172
substances.
Name : ___________________________________________________________
Class : _____________________________ Date: ________________________
Answer all the questions.
1. The liquid is tested with blue and red litmus paper. Table below shows the results
for the fair test.
Liquid Blue Litmus Paper Red Litmus Paper

X does not change turns to blue
a) What do you want to find out from the activity above?

To find out _________________________________________________
b) The red litmus paper turns to blue , what is liquid X ?

_________________________________________________________
c) If you want to make the test fair, what are …

I. things to keep the same:_____________________________________
II. things to change :_____________________________________
III. things to observe :_____________________________________
2.
173
P Q R S
Figure 1
Figure 1 shows substances P, Q, R, and S. Which of the following are acidic?
A P and R B P and S
C Q and R D Q and S
3. Which of the following substances has effect on the blue litmus paper?
I salt
II vinegar
III grape juice
IV toothpaste
A I and II only B II and III only

C I, II, and IV only D I, II, III and IV
4.
Liquid Red litmus paper Blue litmus paper
P does not change does not change
Q does not change turns to red
R turns to blue does not change
Table 1
Table 1 shows the results of a fair test on P, Q, and R when they are tested with
litmus papers. Which of the liquids is neutral?
A P only B Q only
C P and R only D Q and R only
LESSON 33
Theme : Investigating The Earth And The Universe.
174
Learning Area : 1.Constellation.
Learning Objective : 1.1 Understanding the constellation.
Learning Outcomes : •state what constellation is.
•identify the constellation.
Steps :
1. Each pupils is given a worksheet (L33/WS1).
2. Pupils draw the pattern by joining the stars.
3. Pupils listen to teacher’s explanation of the meaning of constellation.
4. Pupils observe the pictures of constellations. (Refer to text book: pg ______)
5. Pupils learn to identify the constellation in the worksheet given.(L33/ WS2)
6. Pupils join the stars to form the constellation and name them.
7. Pupils spell and say out loud the name of the constellations.
8. Pupils complete another worksheet given. (L33/WS3):
L33/WS1
Learning Objective : Understanding the constellation

175
Name : ____________________________________________________________
Class : ______________________________ Date : _______________________
Join the stars and build the pattern
Constellation is a group of _________ that form a certain __________in the sky
L33/WS2
Learning Objectives : Understanding the constellation
Name : ________________________________________________________
Class : _______________________________ Date : ___________________
Join the stars and name the constellation

176
A group of stars that form a certain pattern in the sky is _________________
L33/WS3

Name : ____________________________________________________________
Class : _____________________________ Date : ________________________
177
Complete the crossword puzzle to understanding the constellation
B
5
0
2
N
S
3
U T - C S
D
1
S C
6
P
L
A
4
U T
Across:
1. Looks like a scorpion
2. Looks like the hunter
3. Looks like a kite
4. Orion can be seen between June and __________
Down:
5. Looks like a ladle
6. A group of stars that form a certain pattern in the sky
LESSON 34
Theme : Investigating The Earth And The Universe

Learning Area : 1.Constellation
Learning Objectives : 1.1 Understanding the constellation
178
Learning Outcomes : • State the importance of constellation
Steps :
1. Pupils observe the pictures of constellations. (Refer the textbook pg _____)
2. Pupils write the name of constellations
3. Pupils take part in a simulation :
a. as a traveller : to show direction
b. as a farmer : to help them with their crops
4. Pupils state the importance of constellation (guide by teacher)
5. Pupils complete the worksheet given. (L34/WS1) .
L34/WS1
Name : ____________________________________________________________
Class : _____________________________ Date : ________________________
179
Complete the mind mapping with the words given below to show the importance of
constellation .
direction planting
The importance of
constellation
To remind of To show
________________
_
LESSON 35
Theme : Investigating The Earth And The Universe

Learning Area : 2. The Earth, The Moon and The Sun
Learning Objectives : 2.1 Understanding the movements of the Earth, the
180
Moon and The Sun
Learning Outcomes : •State that the Earth rotates on its axis
• State that the Earth rotates and at the same time
moves round the Sun
Steps :
1. Pupils observe the demonstration of the rotation of the Earth on its axis done by
the teacher.
2. Pupils come forward and show how the Earth rotates by using the model.
4. Pupils carry out a simulation to show that Earth rotates on its axis and at the
same time moves around the Sun
5. Pupils complete the worksheet given (L35/WS1)
L35/WS1
Learning Objective :Understanding the movements of the Earth, the Moon and the
Sun
Name : ____________________________________________________________
Class : __________________________________ Date : ___________________
181
A. Write ‘TRUE’ or ‘FALSE’ for each statement given below to understanding the
movements of the Earth, the Moon and the Sun
1. The Earth rotates on its axis from east to west
2. The Earth never stops rotating on its axis.
3. The Earth moves around the Sun
4. The Earth rotates on its axis
5. The Earth takes 24 hours to make one complete rotation on its axis.
6. The Earth moves around the Sun every 6 months.
B. Draw the arrow to show the rotation of the Earth.
The Earth rotates on its axis from _________ to ___________
Draw the arrow to show the movement of :

i. the Earth around the Sun
ii. the rotation of the Earth on its axis
Sun
The Earth rotates on its _________ and at the same time moves round the
_____________
LESSON 36
Theme : Investigating The Earth and The Universe.
Learning Area : 2. The Earth, The Moon and The Sun.
Learning Objective : 2.1 Understanding the movements of the Earth, the
Moon and the Sun.

182
Learning Outcomes : •State that the Moon rotates on its axis.
•State that the Moon rotates and at the same time
moves round the earth.
•State that the Moon and the Earth move round the
Sun at the same time.
Steps :
1. Pupils view video about the movement of the Earth and the Moon.
2. Pupils do the movement of the Earth and the Moon simulation .
L36/WS1
Learning Objective : 2.1 Understanding the movements of the Earth, the Moon
and the Sun.
Name : _________________________________________________________
Class : _________________________________ Date : __________________
183
A. Fill in the blanks with the correct answers.
1. The Earth, the Moon and the Sun rotates on its _______________________.
2. The Earth rotates on its axis from ________________to ________________.
and completes one rotation every 24 hours.
B. Match to the correct answer.
i. The place where humans, animals and

The Sun
plants lived here.
ii. It is very useful for plants to make
The Moon
their food..
iii. It appears at night and the world
becomes very beautiful when it The Earth
reflects the sunlight
C. There are seven hidden words in the word maze below. Find the words and colour
them.
Shadow Axis Sundial Rotate
Position East West
184
D. Underline the correct answer.
1. The Earth rotates on its axis from ( east to west, west to east ).
2. The shadow of a pole is ( long, short ) in the afternoon.
3. The Earth takes ( twenty four hours, thirty days ) to complete their rotation on its
axis.
S H A D O W C T
U T V Z C D E R
N Z M S R O T O
D O I C W E S T
I X T A R F K A
A Q N S V C Y T
L U W M E N G E
E S U B A B Y O
M K B Z S T Q A
P O S I T I O N
E. Complete the sentences.
1. The Sun rises in ________________________ and the Sun sets in
__________________________________________.
2. The Moon and the Earth move round _______________ and at the same
time ____________________________________.
LESSON 37
Theme : Investigating The Earth and The Universe.
Learning Area : 2. The Earth, the Moon and the Sun.
Learning Objective : 2.1 Understanding the movements of the Earth, the
Moon and the Sun.
185
Learning Outcomes : • Describe the changes in length and position of
the shadow throughout the day.
Steps :
1. Pupils observe the length, shape and direction of shadow of a pole that is formed on
the field.
2.. Pupils discuss about their observation by answering the questions.
3. Pupils listen to teacher’s explanation of the length and direction of a shadow from
morning till evening based on the diagram drawn on the board.(L37/APP1)
. .
L37/WS1
Learning Objective : . 2.1 Understanding the movements of the Earth, theMoon
and the Sun
Name : __________________________________________________
Class : _____________________________ Date : _______________
A. Study the diagram below and draw the shadow according to the times given.
Time Length of the shadows
186
8.30 am 5 cm
10.30 am 2 cm
12.30 noon 0 cm
2.30 pm 2 cm
4.30 pm 5 cm
B. 1. What do you want to find out from this fair test ?
2. In a way to get a fair result, what are the things

.
a. things to keep the same :
___________________________________________________
2,2 thing to change :
___________________________________________________
2.3 things to measure :
___________________________________________________
LESSON 38
Learning Area : 2. The Moon, the Earth and the Sun

Learning Objective : 2.2 Understanding the occurrence of day and night.
Learning Outcomes : State that it is a day time for part of the Earth facing the
sun.
• State that it is a night time for part of the Earth facing
away from the sun.
187
Steps :
1. Pupils give respond to teacher’s questions
e.g Why is it dark at night?
2. Pupils form groups of five.
3. Each group is given a card with instructions written on it and some
materials.(L38/APP1)
4. Each group carry out the simulation in front of the class in turns.
5. Representative from each group explains about the activities they have done.
6. Pupils make a conclusion that the side of the Earth facing the Sun is a day
time and the other side is a night time. (Teacher guides the pupils)
7. Pupils complete worksheet given(L38/WS1)
L39/APP1
INSTRUCTIONS CARD
Materials : a ping pong ball , plasticine , plastic bottle, a torch.
Pupils do the simulation based on the diagramed showed
L38/WS1
Learning Objective : 2.2 Understanding the occurrence of day and night.

Name : __________________________________________________________
Class: __________________________________ Date: __________________
A. Study the diagram below to show day time and night time and answer the
questions .
188
1. The torchlight represent the ___________________________( Sun, Earth)
2. The glob represent the _____________________________( Sun, Earth)
3. The lighter area on the glob facing the torchlight is the _____________________
(day time, night time)
4. The dark area on the glob facing away the torchlight is the
___________________ (day time, night time)
B. Label the diagram correctly.
LESSON 39
Learning Area : 2. The Moon, the Earth and the Sun

Learning Objective : 2.3 Understanding the phases of the Moon
189
Learning Outcomes :
• State that the Moon does not emit light
• Describe the phase of the moon
Steps :
1. Two pupils are asked to step forward. Pupil 1 is given a white ball and pupil 2 holds a
torchlight.
2. Pupil 1 switches on the torch light and point to the plastic ball.
Pupils observe and draw their observation on the board. .
3. Student 2 moves in a circle stopping at different positions while holding the ball
(Refer to the diagram given in the appendix) (L39/APP1)
4. Pupils answer questions in the worksheet given(L39/WS1)
(L39/APP1)
Pupils 1
Pupils 2
L39/WS1
Learning Outcome : State that the Moon does not emit light.
Describe the phase of the moon.
Name : ______________________________________________________
Class : __________________________ Date : ______________________
190
A. Find out four hidden words in the word maze below to seek phases of the moon
N E W M O O N A D B
K K K K K K K K B W
H C R E S C E N N T
A N N N N N R N M T
L O F W E R T Y U A
F I P U S D F G H J
M B O A L S D F C B
O F I Z B L Z X C V
O B U X T H M D H L
N T Y A S D F O G H
A X C V B N M M O O
M N B V C X Z A S N
1. NEW MOON
2. CRESCENT
3. HALF MOON
4. FULL MOON
B. Complete the sentences below to describe the phase of the moon.
( round, changed, phase of the moon)
1. The shapes of the Moon seems to be _______________ every night.

2. The differents shapes of the Moon we see are known as the
________________________
3. The phases of the Moon occurs due to the movement of the Moon
_________________ the Earth.
LESSON 40
Theme : Investigating Technology.

Learning Area : Strength and Stability.
Learning Objective : 1.1 Knowing the shape of objects in structure.
Learning Outcome : • State the shape of object.
Steps :
191
1. Pupil name the objects. ( cylinder, pyramid, hemisphere)
2. Pupils spell and write the name of the object that teacher shown on the board.
3. Pupils name other objects which having the same shapes as shown before.
4. Pupils say out the characteristic of each shape with teacher’s guidance
Cylinder Pyramid Hemisphere

one curved face five flat face one curved face
two flat face five vertex one flat face
a square base
L40/WS1
Learning Objective : 1.1 Knowing the shape of objects in structure
Name :_______________________________________________________
Class : _________________________________ Date :________________
Match the picture with its shape.
192
1
A
3
cuboid
B
pyramid
4
C
cylinder
D
hemisphere
L40/WS2
Learning Objective : 1.1 Knowing the shape of objects in structure
193
Name :____________________________________________________________
Class : ________________________________ Date :______________________
Draw picture according to the shape.

cylinder Sphere pyramid
cube Hemisphere cone
cuboid
L40/WS3
Learning Objective: 1.1 Knowing the shape of objects in structure
Name :__________________________________________________________
194
Class : __________________________________ Date :__________________
Write the shape of the objects.
1) 2)
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
3) 4)
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ____ ____
5) 6)
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
cube , sphere, hemisphere, pyramid , cylinder , cuboid
LESSON 41
195
Learning Area : Strength and Stability
Learning Objective : 1.2 Understanding the strength and stability of a
structure.
Learning Outcome : ● Explain how base area affect stability
Steps :
1. Pupils to place different base area of cuboids on the
cardboard as shown in the picture.
2. Pupils lift up one side of the cardboard and observe which cuboids easily
fall.
3. Pupils record the result which cuboids fell easily in the table.
4. Pupils can state which cuboids are stable.
5. Pupils answer the question given.
*The bigger the base area, the more stable the object is.
L41/WS1
Learning Objective: 1.2 Understanding the strength and stability of a
structure
196
Name :_________________________________________________________
Class : ______________________________ Date :____________________
Tick ( √ ) which objects below is stable
# The bigger _________________________ , the more ______________________

the object is.(the base area, stable)
L41/WS2
structure
Name :__________________________________________________________
197
Class : ______________________________ Date :_____________________
Complete the question base of the figure below.
Ali carries out a test to investigate the relationship between base areas of object with
the stability an object.
The stability an object Base area of object

Type of object The bigger the base area, the more
stable the object is.
a.
What to keep the same?(

controlled variable )
b. What to change?( manipulated variable)
c. What to measure? ( responding variable )
d. State the conclusion from the fair test.( experiment)
__________________________________________________________________
LESSON 42
198
Learning Area : Strength and Stability
structure.
Learning Outcome : ● Explain how height affects stability
Steps :
1 Pupils place different height of cuboids on the inclined plane.
2 Record the result which fell easily on the table.
3 Pupils rearrange the cuboids according the most to less stability.
4 Pupils identify which objects are stable or not.
5 Pupils answer the question given.
Conclusion: When height of an object increase, the object can fell easily
L42/WS1
Learning Objective: 1.2 Understanding the strength and stability of a structure
Name :___________________________________________________________
Class : _________________________________ Date :____________________
199
Circle the most stable object.
LS42/WS2
Learning Objective: 1.2 Understanding the strength and stability of a structure.
Name :__________________________________________________________
Class : ___________________________________ Date :_________________
200
Base of the figure below answer the question
Adli used the stool to find out about the stability .He puts the stool on the inclined plane.
a. What must be keep the same?( controlled )
____________________ of the stool , the height of inclined plane.
b. What must be changed.( manipulated )
_____________________ of the stool.
c. What do you want to measure ( result experiment )
The object _____________________________
d. What is the conclusion can you make?

When _________________________increase, the object can _________________.
ANSWERS
L1/WS1
1.B 2.A, 3.D 4.C
bacteria, protozoa, virus, fungi.
microorganisms
L1/WS2
Classification chart
201
virus – c, protozoa – b, fungi – d, bacteria – a
L2/WS1
A. 1. BREATHES, 2. GROW, 3. MOVES
B. Day 1 – a, Day 3 – d, Day 5 – e, Day 7 – c, Day 9 – b
living, breathes, grows, moves
L3/WS1
A. coughing, decaying tooth, food poisoning, food turns bad ( choose 2 )
B. making yogurt, making dough, making fertilizer ( choose 2 )
C. Uses Of Microorganisms – picture a, d and f
Harmful Of Microorganisms – picture b, c and e
useful, harmful
L4/WS1
A S D R T D Z X D G B N M S L J
W E Y J K I H T K D H G U O C Q
B D M E A S L E S Q W O E R H U
F F Q D Z E A S D F I G H J I Y
H E S S X A E W S G X Z L M C F
Y I W E C S R T H A C A J N K C
S N E C V E G G D S C A B I E S
X F D U B S U M S X B S G B N R
E L C I N O T W I C N D F V P F
K U F M C Y H D T R M F D V O Y
O E U R U G N V I V D G S C X O
A N K R M M M B V V E F A X Q P
I Z O T F K P J I B W H L Z A S
K A I D S Y L S T N Q J Q U Z A
B R N Y H H F C M M U M P S C L4/WS2
V O Z U K K G N L S L E G S D A. 1:T, 2:T, 3:F,
S K A I E J K U B C A B I E S 4:T, 5:T, 6:T
E U S I L A H M J K D L R T S T
B. 1.
E H D O N S G B N J F P T R W R
R E T P B D F F O H G O Y F E E
S T O M A C H A C H E I U C D F
C O N T A G I O U S A A U H N I
microorganisms 2. influenza 3. covering 4. boiled, food 5. sick
6. fungi 7.yogurt
spread, prevent
L5/APP1
Riddle :
a. turtle b. dog c. bird d. frog
202
L5/WS1
a. take care of their eggs – eagle, woodpecker, duck, python
b. take are of their young – lion, monkey, horse, bear, rabbit, squirrel, elephant
look after , eggs ,young
L5/WS2
1. attack their enemies 2. feed their young
3. carry young in their pouches 4. hide their eggs
5. keep their young in the mouth 6. lay slimy eggs
eggs ,young ,survival ,species
L6/WS1
E E A F F C Z X E G N M K R D C W W
W X D A S D F F G G T R E W W W H A
E G P D R T G C V B E A N D S M F T
R R E L W Q A S D D C F G T S N V E
T E R F O R A M T N N N V D E B F R
Y S D F G S E F C Z A N I M A L S R
U G H N R N I M A A G H X C A C A W
I W E D R F F V F B G G D V X X R S
O D F B H J J N E I T G F F D X F A
P W E D L F V D F M W V R H G Z C S
L E D R O W F W A A E R Y I K Y X X
K D A F T T D I D F S C R H T A A D
R A M B U T A N X B E V H T G A Q F
R B W D S F D D P E R G T A G S A G
A G S H T R E W S A T Y R T N D D H
M T H Y U T R E A E G J F R Y I D J
G A S D F G H J K K H U D E H G S K
S H O R E A S E R F V G H T Y F E M
L6/WS2
By water – c, h
By wind – b, g
By animals – a, f
By explosive mechanism – d, e, i
disperse ,seeds , fruits , survival , species.
L7/WS1
Ways Of Dispersal
By water - coconut, lotus
By wind - lallang, shorea, clematis, angsana
By animals - rambutan, love grass
By explosive mechanism - bean, balsam fruit
water, wind, animals , explosive mechanism.

203
L7/WS2
A. 1. b 2. d 3.a 4.d
B.
1. dispersal ,characteristics.
2. light, have air space, covered with waxy skin
3. light, wing-like structure, dry
4. fleshy, brightly coloured, edible
5. dry when ripe
L8/WS1
Plants – a, b, d, h
Animals – e, f, g, i,
Plants and animals – c, j, k, l
kind
L8/WS2
Herbivore
Deer, goat, grasshopper, butterfly.
Carnivore
Eagle, tiger, snake, frog.
Omnivore
Fish, mouse, chicken, tadpole.
1. deer, goat, grasshopper, butterfly, plants

2. Eagle, tiger, snake, frog, animals
3. Fish, mouse, chicken, tadpole, plants and animals.
L9/WS1
a. Paddy  mouse  snake  eagle
b. Flower  butterfly  frog  snake
c. Leaf  earthworm  fish  bird
d. Leaf  deer  tiger
L9/WS2
a. Producer, consumer, consumer, consumer.
b. Consumer, consumer, producer, consumer.
c. Consumer, producer, consumer, consumer.
d. Consumer, producer, consumer.
Producer, consumer
L10/WS1
A.
Flower
204
Caterpillar Grasshopper
Butterfly
Small bird Frog
Eagle Snake
B.
Leaf
Caterpillar
Goat
Snake
Frog
Tiger
C.
Paddy field
Paddy
Caterpillar
Small bird Mouse
Snake
Eagle
Pond
Aquatic plant
205
Aquatic plant
Small fish
Big fish
Tadpole
Prawn
Bird
Web chain
L11/WS1
A. 1.:A, 2:C, 3: D, 4:C, 5:A, 6:E ,7: D
L11/WS2
1. D 2. B 3. D
4. transformed ,another.
5. i. Electrical energy  heat energy
ii.Electrical energy  sound energy
iii.Electrical energy  kinetic energy + sound energy
iv.Chemical energy  heat energy + light energy
v.Electrical energy  heat energy + light energy
L12/WS1
A.
S A C D E F G H I J
O Y Z Q W A T E R K
L N Q H J J H G F L
A B W G K K G H D M
R V E F L L F J S N
E C R D M P D K A O
N X T B I O M A S S
E Z Y S N O S L A P
R A U A B W I N D Q
G S I Z V I A P Z R
Y D O A C U A T X S
B. energy, replenished
C. renewable energy is an energy that can be replenished.
L13/WS1
A. 1. petroleum, charcoal, coal, natural gas, nuclear reactor
206
2. non-renewable , need , years , formed
3.A
4.petroleum, charcoal, coal.
B.
1. solar 5. charcoal
2. biomass 6. coal
3. water 7. wind
4. petroleum
Answers for game

a. B
b. player read the word
c. coal
d. gas
e. petroleum
f. b
g. gas
h. charcoal
i. coal, charcoal, petroleum,natural gas, nuclear reactor
j. coal, charcoal, petroleum,natural gas, nuclear reactor
L14/WS1
A. dry cell- a , dynamo- b , accumulator – d, solar cell - c
B. Dry Cell – torch light, watch, radio
Accumulator – car, lorry
Dynamo – bicycle
Solar Cell – calculator, satellite
dry cell , accumulator , dynamo , solar cell .
L15/WS1
A. a. wire, b. bulb, c. battery, d. switch
B. A = T , B = S , C=V D=U
battery , bulb , wire , switch.
C.
C I R C U I T A S
K K K K K K K K W
D B U L B D D Y I
N N N N N N R N T
O O O O O E O O C
L I G H T U P H H
B B B T B B B B B
207
F F A F F F F F F
G B G W I R E G G
D. 1. battery 2. wire 3. bulb 4. circuit 5. bulb 6. light up

bulb , switch , wire
L16/WS1
A series circuit – a, d
A parallel circuit – b, c
parallel ,series
L16/WS2
Accept any suitable answer
L16/WS3
1. a) C b) B
2. B , A , C
3. add more less batteries, shorten the wire, remove one bulb
4. a) numbers of batteries
b) number of bulbs
c) the brightness of bulbs
5. more
L17/WS1
A
i.. DANGER ii. BEWARE
B.
i) fire ii) electric shock iii) burn iv) electrocution
electric shock, fire, burn electrocution
C.
1. touch , wet 2. use , broken 3. repair , own 4. connect , power 5. insert , supply
6. switch , hands 7. victims , electric
Safety precaution
L18/WS1
A.
1 temperature 5 a) time
2 increases b) temperature
3 decreases c) volume
4 heat 6 increases, decreases
B)
208
1 thermometer 5 gain heat
2 scale 6 lose heat
3 high temperature 7 °C
4 low temperature
C) 3 30°C
1 33°C 4 100°C
2 82°C 5 5°C
L19/WS1
A.
1 heating , cooling
2 a) cannot
b) can
3 a) expands, size
b) contracts, smaller, decreased
4. a) temperature
b) changes of size
c) size
5. expands, contracts
B.
1 heating, cooling
2 a) rises
b) drops.
3 a) expands.
b) contracts.
4 a) temperature
b) rise , drops
c) volume
5 expands, contracts
209
L20/WS1
1. d, 2. a, 3. a) b, b) e, c) f, 4. c
L21/ WS1
A.
light
light
light
light
B.
1. position, different, shape
2. source
3. straight
4. opposite
C.
1. To prove that shadow is formed when an opaque object blocked the lights.
2. a) torchlight, display sheet,
b) the position/distance of source of light.
c) the size of shadows formation.
3. The further the object from source of light and nearer to the screen, the
bigger the shadow formation will be.
4. The size of shadow formation depends on the distance of object to the
source of lights as well as to the screen.
210
L22/WS1
A. 1) i. reflect, ii. direction, iii. reflection
2) i. enter , ii. Shadow
3) i. surface, ii. Reflect, iii. Light
L23/WS1
1. has fix volume 8. ruler
2. cannot be compressed 9. LIQUID
3. air in balloon 10. take container’s shape
4. smokes 11. cannot be compressed
5. has mass 12. has fix volume
6. can be compressed 13. milk
7. paper clip 14. shampoo
L23/WS2
A 1. fixed shape
2. shapes of their containers
3. liquid
4. Solid
5. mass
B
1. √ 2. - 3. √ 4. √ 5. √
L23/WS3
1. C 2. A 3. A
L24/WS1
1. melting
2. condensation
3. evaporation
4. freezing
melting, boiling, condensation, evaporation freezing.
L25/WS1
A
1. Solid 2. Liquid 3. Gaseous
solid, liquid, gaseous.
L26/WS1
A. Gas to liquid  condensation, Solid to liquid  melting
Liquid to solid  freezing , Liquid to gas  evaporation
B. 1. freezing, 2. melting, 3. boiling
C.1. liquid  gas, 2. gas  liquid, 3. liquid  solid, 4. liquid  gas
melting , condensation , evaporation , freezing , boiling
211
L27/WS1
1. true 3. true 5. false
2. true 4. true 6. true
hot weather ,windy condition.
L28/WS1
A. 1. Evaporation 2. Condensation 3. Raining 4. Water cycle 5. keep 6. earth
evaporates, water vapour, cloud, rain
B.
a) evaporation
b) X : Water Vapour
Y : cloud
Z : rain
c) i heat
ii wind
C. 1. water vapour
2. water droplets
3. clouds
4. rain
5. land
6. water cycle
D. 1. water vapour
2. clouds
3. rain
L29/APP1
1. cloud
2. rain
3. water vapour
4. evaporation
L29/WS1
A.
1. Condensation
2. water vapour
3. evaporation
4. raining
5. cloud
B. hot, animals, plant, water vapour, water vapour, water vapour, cloud, cloud, cloudy, rain.
212
L30/WS1
1. Waterfall
2. Dam
3. Stream
4. Lake
5. Sea
6. River
L30/WS2
1. habitat
2. make food
3. washing
4. industrial use
5. agriculture
6. drinking
importance, living things
L30/WS3
1 ---------E
2 ---------D
3----------B
4----------C
5----------A
Affect
L31/WS1
Sour – 2, 4, 5,
Bitter – 3
Salty – 6, 7
Tasteless - 1
differently
L31/WS2
1. blue  red = acidic 5. no changes = neutral
2. no changes = neutral 6. red  blue = alkaline
3. blue  red = acidic 7. no changes = neutral
4. red  blue = alkaline 8. red  blue = alkaline
substances ,litmus paper , property.
L31/WS3
213
Neutral - cooking oil, rice, honey, salt
Acidic - tomato, pineapple, lemon, vinegar
Alkaline - Baking powder, soap, bitter gourd, toothpaste
substances, properties
L32/WS1
1. bitter ,alkaline
2. sour ,acidic
3. tasteless,neutral
property ,taste ,properties.
L32/WS2
a) acidic / blue to red / sour
b) neutral / tasteless / do not change the colour of red litmus paper and blue
litmus paper.
c) alkaline / red to blue / bitter
d) tongue / harmful
L32/WS3
1. a) To find out the properties of materials.
b) alkaline
c) i) liquid
ii) litmus paper
iii) changes of litmus paper.
2. D
3. B
4. A
L33/WS1
1. According to the student’s answer
Star, pattern
214
L33/WS2
ORION SCORPION
BIG DIPPER SOUTHERN CROSS
constellation.
L33/WS3
1. SCORPION
2. ORION
3. SOUTHERN CROSS
4. AUGUST
5. BIG BIPPER
6. CONSTELLATION
L34/WS1
Planting, direction
L35/WS1
A.
1. False
2. True
3. True
4. True
5. True
6. False
215
axis , Sun
B.
west , east
The Sun
>
axis , Sun
L36WS1
A) 1. axis
2. west to east
B) i. the earth, ii. The Sun, iii. The Moon
S H A D O W C T C)
U T V Z C D E R
N Z M S R O T O
D O I C W E S T
I X T A R F K A
A Q N S V C Y T
L U W M E N G E 216
E S U B A B Y O
M K B Z S T Q A
P O S I T I O N
D)
1. west to east
2. short
3. twenty four hours
E)
1. the morning ,the evening.
2. the Sun ,rotates on its axis.
L37/WS1
A.
B) 1. To differentiate the size of the shadow by the time given

2. i. The pole
ii. The time
iii. The length / size of the shadow
L38/WS1
A. 1. Sun
2. Earth
3. day time
4. night time
B. 1. Sun
2. Earth
L39/WS1
A.
N E W M O O N A D B
K K K K K K K K B W
H C R E S C E N T T
A N N N N N R N M T
217
L O F W E R T Y U A
F I P U S D F G H J
M B O A L S D F C B
O F I Z B L Z X C V
O B U X T H M D H L
N T Y A S D F O G H
A X C V B N M M O O
M N B V C X Z A S N
B.
4. changed
5. phase of the moon
6. round
L40/WS1
A. 1. C 2.B 3.A 4.D
B.
cylinder sphere pyramid
cube hemisphere cone
cuboid
C.
1. CYLINDER 2. CUBOID 3. HEMISPHERE
4. PYRAMID 5. CUBE 6. SPHERE
218
L41/WS1
A.
√ √
the base area, stable

B.
a) Type of object
b) Base area of object
c) The stability an object
d) The bigger the base area, the more stable the object is.
219
L42/WS1
A. i) ii) iii)
B.
a) Type
b) Height
c) Object fell easily.
d) the height of objects.
220
GLOSSARY
INVESTIGATING LIVING THINGS
English Bahasa Melayu Equivalent

carnivore haiwan yang makan daging sahaja.
consumer pengguna
food chain rantai makanan
food web siratan makanan
herbivore haiwan yang makan tumbuhan sahaja
omnivore haiwan yang makan tumbuhan dan daging.
producer pengeluar
INVESTIGATING FORCE AND ENERGY

accumulator akumulator
appliances peralatan
arrangement susunan
beam alur cahaya
biomass biomass
brightness kecerahan
burn melecur
charcoal arang kayu
chemical energy tenaga kimia
circuit litar
coal arang batu
component komponen
contract mengecut
decreases berkurang
dry cell sel kering
dynamo dynamo
electric hydro elektrik hidro
221
expand mengembang
fire kebakaran
heat haba
heat energy tenaga haba
increases meningkat
kinetic energy tenaga kinetik (dihasilkan oleh objek yang
bergerak )
light energy tenaga cahaya
non - renewable energy tenaga yang tidak dapat diperbaharui
opaque legap
parallel circuit litar selari
petroleum petroleum
ray diagram gambarajah sinar
reflection pembalikan
renewable energy tenaga diperbaharui
replenished digantikan
series circuit litar bersiri
sharp bend selekoh tajam
simple electric circuit litar electric circuit
slacken kendur
solar cell sel suria
solar energy tenaga dari cahaya matahari
sound energy tenaga bunyi
sources sumber / punca
symbols symbol
temperature suhu
transform berubah
travel bergerak
used up habis digunakan
wind angin
INVESTIGATING MATERIALS

acidic asid
air udara
alkaline alkali
bitter pahit
boiling pendidihan
222
cloud awan
condensation kondensasi
dry place tempat kering
evaporation penyejatan
freezing pembekuan
gas gas
hot weather cuaca panas
ice cube kiub ais
juice jus
liquid cecair
melting peleburan
neutral neutral
properties ciri-ciri
rain hujan
solid pepejal
sour masam
substance bahan
taste rasa
water vapour wap air
windy berangin
INVESTIGATING TECHNOLOGY
English Bahasa Melayu

base area luas tapak
controlled dimalarkan
fell easily mudah jatuh
inclined satah condong
increase meningkat
less stability kurang stabil
manipulated manipulasi
measure diukur
most stability lebih stabil
observe diperhatikan
THE EARTH AND THE UNIVERSE
English Bahasa Melayu

axis paksi
big dipper biduk
223
constellation buruj
direction arah
east timur
importance kepentingan
movement pergerakan
orion belantik
pattern corak
position kedudukan
revolves beredar
rotate berputar
scorpion skorpio
shadow baying
southern cross pari
Sundial jam matahari
Throughout sepanjang
West barat
PASUKAN PENGGUBAL
PENGERUSI
HAJAH NOOR REZAN BINTI BAPOO HASHIM
PENGARAH
BAHAGIAN SEKOLAH
KEMENTERIAN PELAJARAN MALAYSIA
NAIB PENGERUSI
HAJI MOHD. RADZI BIN ABD. JABAR
224
TIMBALAN PENGARAH (SEKOLAH)
BAHAGIAN SEKOLAH
KEMENTERIAN PELAJARAN MALAYSIA
SETIAUSAHA
PENOLONG SETIAUSAHA
AHLI-AHLI
ZAINON MAJID NOORZALINA ZAINAL ABIDIN Dr. MUHAMMAD AB RAHMAN

PUSAT PERKEMBANGAN (KETUA KUMPULAN) BAHAGIAN SEKOLAH
KURIKULUM (PPK) SK DESA PANDAN,
JALAN 4/76D,
DESA PANDAN,
55100 KUALA LUMPUR.
CALVIN CHANG SENG LEONG ROZYLA NORDIN TEH MALIHAH HUSSAIN
SK STUNGGANG MELAYU, SK TALANG, SK SIMPANG EMPAT,
94500 LUNDU, 71500 TG IPOH, 32000 SETIAWAN,
SARAWAK. N.SEMBILAN. PERAK.
VENANCY ANGELA SUIMEN ASAH TAMBOL SAKINAH SHAARI
SK ST. ALOYSIUS, SK TAMAN CUEPACS, SK PERMATANG PAUH,
LIMBANAK,PETI SURAT 11910 BT 7 ½, JLN CHERAS, 13500 PERMATANG PAUH,
88821 KOTA KINABALU, SABAH. 43200 CHERAS, SEBERANG PRAI (T),
SELANGOR PULAU PINANG
CHE ENDUT NGAH HARAPI HASSAN SAAD ARIFIN
SK KAMPONG, SK KAMPUNG SERDANG, SK PULAU KUNDOR,
BUKIT,CHENDERING, 02700 SIMPANG EMPAT, 15350 KOTA BHARU,
21080 K.TEREGGANU, PERLIS. KELANTAN.
TERENGGANU.
WAN HAMIZA WAN ISMAIL ZULKEFFLE MD. ZAIN ROSLAN YATIMAN
SK KEMENDOR, SK. POKOK TAI SK LKTP SG SAYONG,
77000 JASIN, 06720 PENDANG, 81000 KULAI,
MELAKA. KEDAH. JOHOR.
FADZILAH ABU MOHD ARIFF ADNAN NORAZILAH MUHAMAD
SK BANDAR TENGGARA 1, SK BALOK MAKMUR, SK TANJUNG ARU,
81000 KULAI, JOHOR. 26100 KUANTAN, PETI SURAT 80994
PAHANG. 81097 WP LABUAN
PEGAWAI ICT
MOHAMMAD FAUZI MAHSON AHMAD HARITH MOHD ROSLI MOHD RASHID

PPD KERIAN, PERAK (KETUA) SK PERMAISURI NUR ZAHIRAH
SMK BANDAR MAHARANI, TERENGGANU
JOHOR
225
MODULE WRITERS FOR SCIENCE YEAR 5 TUITION VOUCHER SCHEME 2007.
No. Module School’s Address Telephone & Handphone Numbers &

Writers Fax Numbers E-mail Addresses
1. Noorzalina bt. SK Desa Pandan, 03-92864643 012-3500142
Zainal Abidin Jalan 4/76 D, 03-92864709 noorzalina_zainal@yahoo.com
Desa Pandan, (Fax)
55100 Kuala
Lumpur.
2. Calvin Chang SK Stunggang 082-735375 013-8299032
Seng Leong Melayu, cavino6@hotmail.com
94500 Lundu,
Sarawak.
3. Teh Malihah bt. SK Simpang 05-6911246 012-5623187
Hussain Empat, 32000
Setiawan,
Perak D.E.
4. Venancy SK St. Aloysius, 088-718071 019-8229351
226
Angela Suimen Limbanak venancysuimen@yahoo.com.my
Peti Surat 11910
88821 Kota
Kinabalu, Sabah.
5. Rozyla bt. SK Talang, 06-4887876 013-3294999
Nordin 71500 Tg Ipoh,
N.Sembilan.
6. Harapi bin SK Kampung 04-9807682 012 5326575
Hassan Serdang,
02700 Simpang
Empat,
Perlis.
7. Mohd Ariff bin SK Balok 09-5838411 016-9511693
Adnan Makmur,
26100 Kuantan,
Pahang.
8. Che Endut bin SK Kampong, 09- 019-9844211
Ngah Bukit,Chendering, 6175125(Fax)
21080
K.Teregganu,
Terengganu.
9. Asah bt. SK Taman 03 - 90742131 012- 2633370
Tambol Cuepacs,
Bt 7 ½, Jln Cheras,
43200 Cheras,
Selangor
10. Wan Hamiza bt. SK Kemendor, 06-5295110 016-9745820
Wan Ismail 77000 Jasin,
Melaka.
11. Saad bin Arifin SK Pulau Kundor, 09-7713921 013-9336040
15350 Kota Bharu, 09-7713928 skkundor@yahoo.com.my
Kelantan.
12. Zulkeffle bin SK. Pokok Tai 04-4681646 019-4426061
Md. Zain 06720 Pendang, horaszulmdzain64@yahoo.com
Kedah
13. Roslan bin SK LKTP Sg 07-8978391 013-7890875
Yatiman Sayong, 07- roslanyt@tm.net.my
81000 Kulai, 8979391(Fax)
Johor.
14. Sakinah bt. SK Permatang 04-3905103 012-4727374
Shaari Pauh, hanikas14@yahoo.com
13500 Permatang
Pauh,
Seberrang Prai (T),
Pulau Pinang.
15. Fadzilah bt Abu SK Bandar 07-8961189 019-7551169
Tenggara 1,
81000 Kulai,
Johor.
16. Norazilah bt SK Tanjung Aru, 087-422044
Muhamad Peti Surat 80994
81097 WP Labuan
227
228
229
230

Rancangan P&amp;P Baucer Tuisyen Sains Tahun 5

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Rancangan P&amp;P Baucer Tuisyen Sains Tahun 5

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PENDAHULUAN

Proses pengajaran dan pembelajaran dijalankan mengikut kawasan kesukaran

Modul ini mengandungi elemen-elemen kurikulum yang berfokuskan kepada

LATAR BELAKANG SBT

pembentangan bajet 2003 pada 20 September 2002 untuk

memberi baucar kepada pelajar miskin bagi mendapat tuisyen

di luar waktu persekolahan seperti sedutan berikut:

”... Kerajaan sedang menimbang untuk memberikan baucar

kepada anak-anak keluarga miskin bagi membolehkan mereka

mendapat tuisyen daripada guru-guru yang sanggup

memberikan tuisyen khas di luar waktu sekolah. Dengan ini,

bukan sahaja mereka akan dapat tuisyen, guru-guru yang rajin

juga boleh mendapat pendapatan tambahan.”

INTERVENSI PENDIDIKAN MELALUI

KERAJAAN IBU BAPA

TUISYEN UNTUK MURID

MASA PELAKSANAAN SBT

Pagi, petang, malam, hujung minggu

Tempoh minimum adalah

1 jam seminggu 4 jam sebulan bagi

CIRI-CIRI MODUL SBT

- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.

- Cadangan aktiviti telah disediakan, guru boleh mengubahsuai mengikut

- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama

- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu

i. Murid warganegara Malaysia.

2. Seseorang murid tidak semestinya mendapat kemudahan SBT bagi keempat-

3. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan pembelajaran

4. Guru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen yang

6. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan

9. Guru harus menggunakan kreativiti dalam pengajaran dan pembelajaran agar

2. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan

6. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang

8. Di bawah program SBT, sekolah diperuntukkan sebanyak RM20.00 setahun bagi

MATA PELAJARAN SAINS

Modul SBT bagi Mata Pelajaran Sains ini membolehkan murid:

1. Memperolehi pengetahuan asas sains dan teknologi dan dapat

2. Memperolehi kefahaman fakta dan konsep sains bagi membantu mereka

3. Menguasai kemahiran sainstifik iaitu kemahiran proses sains dan kemahiran

4. Menambah masa belajar murid yang lemah pencapaian dengan guru.

5. Meningkatkan keyakinan dan motivasi murid.

6. Meningkatkan pencapaian akademik murid.

7. Mengurangkan jurang pencapaian antara murid lemah dengan murid yang

8. Meningkatkan kadar penyertaan murid daripada keluarga miskin pada peringkat

CIRI-CIRI MODUL SBT SAINS

- Cadangan aktiviti telah disediakan , guru boleh mengubahsuai mengikut keperluan

. Murid-murid Tahun Empat, Lima dan Enam yang lemah.

. Saiz kelas maksimum 25 orang

. Di Luar jadual waktu sekolah-

. Tempoh minimum adalah

i) 1 jam seminggu bagi setiap mata pelajaran; dan

ii) 4 jam sebulan bagi setiap mata pelajaran.

KELEMAHAN-KELEMAHAN YANG DAPAT DIKESAN DALAM MATA PELAJARAN SAINS.

1. Tidak memahami kehendak soalan terutamanya dalam soalan Bahagian B.

3. Tidak memahami cara menjalankan eksperimen.

4. Masih tidak memahami sebahagian tajuk yang dipelajari.

5. Tidak memahami teknik menjawab soalan.

6. Tidak memahami istilah sains.

STRATEGI PENGAJARAN DAN PEMBELAJARAN MATA PELAJARAN SAINS

Penekanan kepada konsep Kemahiran Proses Sains dalam soalan di Bahagian B;

1. Penekanan kepada kemahiran proses sains di Bahagian B sahaja.

2. Ulangkaji – Latihan menjurus kepada soalan-soalan UPSR.

3. Latih tubi dalam soalan di Bahagian B terutamanya berkaitan dengan kemahiran

CADANGAN PENGAJARAN DAN PEMBELAJARAN BERPANDUKAN CONTOH MODUL

Rancangan P&P Baucer Tuisyen Sains Tahun 5

Rancangan P&P Baucer Tuisyen Sains Tahun 5