Integrated Curriculum For Secondary Schools Curriculum Specifications SCIENCE Year 5
MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum For Secondary Schools
Curriculum Specifications
SCIENCE Year 5
Curriculum Development Centre Ministry of Education Malaysia 2006
Copyright © 2006 Curriculum Development Centre Ministry of Education Malaysia Pusat Pentadbiran Kerajaan Persekutuan 62604 Putrajaya
First published 2006
Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director of the Curriculum Development Centre, Ministry of Education Malaysia.
TABLE OF CONTENTS
Page
The National Philosophy v National Philosophy of Education
vii National Science Education Philosophy
ix Preface
xi Introduction
1 Aims and Objectives
1 Scientific Skills
2 Thinking Skills
3 Scientific Attitudes and Noble Values
7 Teaching and Learning Strategies
7 Content Organisation
Investigating Living Things
Learning Area:
Microorganisms
Survival of the species
Investigating Force and Energy
Learning Area:
Energy
Electricity
Light
Heat
Investigating Materials
Learning Area:
States of matter
Acid and alkali
Investigating The Earth and The Universe
Learning Area:
Constellation
The Earth, The Moon and The Sun
Investigating Technology
Learning Area:
Strength and Stability
Panel of Writers
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
Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the 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.
PREFACE
In a recent development, the Government has made a decision to The aspiration of the nation to become an industrialised society
introduce English as the medium of instruction in the teaching and depends on science and technology. It is envisaged that success in
learning of science and mathematics. This measure will enable providing quality science education to Malaysians from an early age
pupils to keep abreast of developments in science and technology will serve to spearhead the nation into becoming a knowledge
in contemporary society by enhancing their capability and know- society and a competitive player in the global arena. Towards this
how to tap the diverse sources of information on science written in end, the Malaysian education system is giving greater emphasis to
the English language. At the same time, this move would also science and mathematics education.
provide opportunities for pupils to use the English language and hence, increase their proficiency in the language. Thus, in
The Science curriculum has been designed not only to provide implementing the science curriculum, attention is given to opportunities for pupils to acquire science knowledge and skills,
developing pupils’ ability to use English for study and develop thinking skills and thinking strategies, and to apply this
communication, especially in the early years of learning. knowledge and skills in everyday life, but also to inculcate in them noble values and the spirit of patriotism. It is hoped that the
The development of this curriculum and the preparation of the educational process en route to achieving these aims would
corresponding Curriculum Specifications have been the work of produce well-balanced citizens capable of contributing to the
many individuals over a period of time. To all those who have harmony and prosperity of the nation and its people.
contributed in one way or another to this effort, may I, on behalf of the Ministry of Education, express my sincere gratitude and thanks
The Science curriculum aims at producing active learners. To this
for the time and labour expended.
end, pupils are given ample opportunities to engage in scientific
investigations through hands-on activities and experimentations.
The inquiry approach, incorporating thinking skills, thinking
strategies and thoughtful learning, should be emphasised
throughout the teaching-learning process. The content and contexts
(MAHZAN BIN BAKAR
SMP, AMP )
suggested are chosen based on their relevance and appeal to
Director
pupils so that their interest in the subject is enhanced.
Curriculum Development Centre Ministry of Education Malaysia
INTRODUCTION AIMS
The aim of the primary school science curriculum is to develop As articulated in the National Education Policy, education in pupils’ interest and creativity through everyday experiences and Malaysia is an on-going effort towards developing the potential of investigations that promote the acquisition of scientific and thinking individuals in a holistic and integrated manner to produce skills as well as the inculcation of scientific attitudes and values. individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious. The primary and secondary
school science curriculum is developed with the aim of producing such individuals.
OBJECTIVES
The Level Two Primary School Science curriculum is
designed to stimulate pupils’ curiosity and develop their interest as The Level Two Primary School Science Curriculum aims to: well to enable pupils to learn more about themselves and the world
1. Stimulate pupils’ curiosity and develop their interest about around them through pupil-centered activities.
the world around them.
2. Provide pupils with opportunities to develop science process The curriculum is articulated in two documents: the syllabus
skills and thinking skills.
and the curriculum specifications. The syllabus presents the aims, objectives and the outline of the curriculum content for a period of 3
3. Develop pupils’ creativity.
years for Level Two Primary School Science. The curriculum
4. Provide pupils with basic science knowledge and concepts. specifications provides the details of the curriculum, which includes the aims and objectives of the curriculum, brief descriptions on
5. To provide learning opportunities for pupils to apply thinking skills and thinking strategies, scientific skills, scientific
knowledge and skills in a creative, critical and analytical manner for problem solving and decision-making.
attitudes and noble values, teaching and learning strategies, and curriculum content. The curriculum content covers the learning
6. Inculcate scientific attitudes and positive values. objectives, suggested learning activities, learning outcomes, notes and vocabulary.
7. Foster the appreciation on the contributions of science and technology towards national development and well-being of
mankind.
8. Be aware of the need to love and care for the environment.
SCIENTIFIC SKILLS
Making a forecast about what will happen in problem solving processes, scientific and thinking skills are utilised.
Science emphasises inquiry and problem solving. In inquiry and
Predicting
the future based on prior knowledge gained Scientific skills are important in any scientific investigation such as
through experiences or collected data. conducting experiments and carrying out projects.
Using words or graphic symbols such as Scientific skills encompass science process skills and
Communicating
tables, graphs, figures or models to describe manipulative skills.
an action, object or event.
Science Process Skills
Using space-time Describing changes in parameter with time.
Examples of parameters are location, Science process skills enable pupils to formulate their questions
relationship
direction, shape, size, volume, weight and and find out the answers systematically.
mass.
Descriptions of the science process skills are as follows:
Interpreting data
Giving rational explanations about an object, event or pattern derived from collected data.
Observing
Using the sense of hearing, touch, smell,
Defining concepts by describing what must events.
taste and sight to find out about objects or
Defining
operationally
be done and what should be observed.
Classifying
Using observations to group objects or
Naming the fixed variables, manipulated events according to similarities or differences.
Controlling
variables
variable and responding variable in an investigation. The manipulated variable is
Measuring and
changed to observe its relationship with the
Using Numbers
comparing to a conventional or non- responding variable. At the same time, the conventional standard.
fixed variables are kept constant.
Making
Using past experiences or previously
Inferences
collected data to draw conclusions and explain events.
Making
Making a general statement about the
Thinking is a mental process that requires an individual to integrate
Hypotheses
relationship between a manipulated variable
knowledge, skills and attitude in an effort to understand the
and a responding variable to explain an
environment.
observation or event. The statement can be tested to determine its validity.
One of the objectives of the national education system is to enhance the thinking ability of pupils. This objective can be
Experimenting
Planning and conducting activities to test a
achieved through a curriculum that emphasises thoughtful learning.
(design a fair test)
Teaching and learning that emphasises thinking skills is a
collecting, analysing and interpreting data
foundation for thoughtful learning.
and making conclusions.
Thoughtful learning is achieved if pupils are actively involved in the teaching and learning process. Activities should be organised
Manipulative Skills
to provide opportunities for pupils to apply thinking skills in conceptualisation, problem solving and decision-making.
Manipulative skills in scientific investigation are psychomotor skills
that enable pupils to: Thinking skills can be categorised into critical and creative thinking skills. A person who thinks critically always evaluates an • Use and handle science apparatus and substances.
idea in a systematic manner before accepting it. A person who • Handle specimens correctly and carefully.
thinks creatively has a high level of imagination, is able to generate Draw specimens and apparatus.
original and innovative ideas, and modify ideas and products. •
• Clean science apparatus.
Thinking strategies are higher order thinking processes that • Store science apparatus. involve various steps. Each step involves various critical and
creative thinking skills. The ability to formulate thinking strategies is the ultimate aim of introducing thinking activities in the teaching and learning process.
THINKING SKILLS
Critical Thinking Skills
A brief description of each critical thinking skill is as follows:
Detecting Bias
Identifying views or opinions that have
qualities and elements of a concept or
the tendency to support or oppose
an object.
something in an unfair or misleading way.
Comparing and
Finding similarities and differences
Contrasting
based on criteria such as characteristics,
Evaluating
Making judgements on the quality or
features, qualities and elements of a
value of something based on valid
concept or event.
reasons or evidence.
Grouping and
Separating objects or phenomena into
Making
Making a statement about the outcome
Classifying
categories based on certain criteria such
Conclusions
of an investigation that is based on a
as common characteristics or features.
hypothesis.
Sequencing
Arranging objects and information in
order based on the quality or quantity of common characteristics or features such as size, time, shape or number.
Prioritising
Arranging objects and information in order based on their importance or priority.
Analysing
Examining information in detail by breaking it down into smaller parts to find implicit meanings and relationships.
Creative Thinking Skills
A brief description of each creative thinking skill is as follows:
Generating Ideas
Producing or giving ideas in a discussion.
Synthesising
Combining separate elements or parts to form a general picture in various forms
such as writing, drawing or artefact.
Relating
Making connections in a certain situation
to determine a structure or pattern of
Making
Making general statements about the
relationship.
Hypotheses
relationship between manipulated variable and responding variable to
Making
Using past experiences or previously
explain an observation or event. The
Inferences
collected data to draw conclusions and
statements can be tested to determine
explain events.
their validity.
Predicting
Making a forecast about what will happen
Making Analogies
Understanding an abstract or complex
in the future based on prior knowledge
concepts by relating it to simpler or
gained through experiences or collected
concrete
concepts with similar
Making a general conclusion about a
Inventing
Producing something new or adapting
Generalisations
group based on observations on, or
something already in existence to
information from, samples of the group.
overcome problems in a systematic manner.
Visualising
Recalling or forming mental images about
a particular idea, concept, situation or
vision.
Thinking Strategy
Description of each thinking strategy is as follows:
Thinking Skills
Conceptualising
Making generalisations based on inter- related and common characteristics in order to construct meaning, concept or model.
Critical
Creative
Making Decisions
Selecting the best solution from various
• Attributing
• Generating ideas
alternatives based on specific criteria to
• Comparing and
• Relating
achieve a specific aim.
contrasting
• Making inferences
• Grouping and
• Predicting
Problem Solving
Finding solutions to challenging or
classifying
Reasoning • Making
unfamiliar situations or unanticipated
• Sequencing
hypotheses
difficulties in a systematic manner.
generalisations Besides the above thinking skills and thinking strategies, another
• Detecting bias
• Visualising skill emphasised is reasoning. Reasoning is a skill used in
• Evaluating
• Making
• Making analogies making logical, just and rational judgements. Mastering of critical conclusions • Inventing
and creative thinking skills and thinking strategies is made simpler if an individual is able to reason in an inductive and deductive manner. Figure 1 gives a general picture of thinking
Thinking
skills and thinking strategies.
Strategies
• Conceptualising • Making decisions • Problem solving
Figure 1: TSTS Model in Science
Mastering of thinking skills and thinking strategies (TSTS)
Science Process Skills Thinking Skills
through the teaching and learning of science can be developed through the following phases:
Observing
Attributing
1. Introducing TSTS. Comparing and contrasting
2. Practising TSTS with teacher’s guidance.
Relating
3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations with teacher’s
Classifying
Attributing
guidance. Comparing and contrasting Grouping
5. Applying TSTS together with other skills to accomplish
and classifying
thinking tasks.
Measuring and Using
Relating
Further information about phases of implementing TSTS can be
Comparing and contrasting found in the guidebook “Buku Panduan Penerapan Kemahiran
Numbers
Berfikir dan Strategi Berfikir dalam Pengajaran dan
Making Inferences
Relating
Pembelajaran Sains” (Curriculum Development Centre, 1999). Comparing and contrasting Analysing Making inferences
Relationship between Thinking Skills and
Science Process Skills
Predicting
Relating
Science process skills are skills that are required in the process of
Visualising
finding solutions to a problem or making decisions in a systematic
manner. It is a mental process that promotes critical, creative,
Using Space-Time
Sequencing
analytical and systematic thinking. Mastering of science process
Relationship
Prioritising
skills and the possession of suitable attitudes and knowledge
enable pupils to think effectively.
Interpreting data
Comparing and contrasting Analysing Detecting bias
Making conclusions The mastering of science process skills involves the
mastering of the relevant thinking skills. The thinking skills that are
Generalising
related to a particular science process skill are as follows:
Evaluating
Science Process Skills Thinking Skills
The following is an example and explanation of a learning outcome based on thinking skills and scientific skills.
Defining operationally
Relating
Example:
Making analogy Visualising
Controlling variables
Attributing
Learning Outcome:
Differentiate the air that we inhale and
Comparing and contrasting
the air that we exhale.
Relating
Analysing
Thinking Skills:
Comparing and contrasting
Making hypotheses
Attributing
Explanation:
Relating Comparing and contrasting Generating
To achieve the above learning outcome, knowledge on the
ideas
composition of the air that we inhale and exhale is needed. The
Making hypotheses
mastery of the skill of comparing and contrasting is as important
Predicting
as the acquisition of knowledge on humans and animal
Synthesising
breathing. This would enable pupils to understand that breathing process in humans and animals
Experimenting
All thinking skills
Example:
Communicating
All thinking skills
Level
Year 5
Teaching and Learning based on Thinking Skills and
Scientific Skills
Learning Outcome:
Design a fair test to find out what cause the size of a shadow to change
This Level II Science curriculum emphasises thoughtful learning by deciding what to keep the same, based on thinking skills and scientific skills. Mastery of thinking
what to change and what to observe. skills and scientific skills are integrated with the acquisition of
knowledge in the intended learning outcomes. Thus, in teaching
Scientific Skills:
Experimenting
and learning, teachers need to emphasise the mastery of skills together with the acquisition of knowledge and the inculcation of noble values and scientific attitudes.
Explanation:
• Dare to try. • Thinking rationally.
To achieve the above learning outcome, pupils plan and
• Being confident and independent.
conduct investigation to test the hypothesis. This investigation
should include collecting, analysing and interpreting data and The inculcation of scientific attitudes and noble values generally making conclusion.
occurs through the following stages:
• Being aware of the importance and the need for scientific
SCIENTIFIC ATTITUDES AND NOBLE VALUES
attitudes and noble values. • Giving emphasis to these attitudes and values.
• Practising and internalising these scientific attitudes and noble Science learning experiences can be used as a means to inculcate
values.
scientific attitudes and noble values in pupils. These attitudes and
values encompass the following: When planning teaching and learning activities, teachers need to give due consideration to the above stages to ensure the
• Having an interest and curiosity towards the environment. continuous and effective inculcation of scientific attitudes and • Being honest and accurate in recording and validating data.
values. For example, during science practical work, the teacher • Being diligent and persevering.
should remind pupils and ensure that they carry out experiments in • Being responsible about the safety of oneself, others, and the
a careful, cooperative and honest manner.
environment. • Realising that science is a means to understand nature.
Proper planning is required for effective inculcation of scientific • Appreciating and practising clean and healthy living.
attitudes and noble values during science lessons. Before the first • Appreciating the balance of nature.
lesson related to a learning objective, teachers should examine all • Being respectful and well-mannered.
related learning outcomes and suggested teaching-learning Appreciating the contribution of science and technology.
activities that provide opportunities for the inculcation of scientific •
Being thankful to God.
attitudes and noble values.
• Having critical and analytical thinking. The following is an example of a learning outcome pertaining to the • Being flexible and open-minded.
inculcation of scientific attitudes and values.
• Being kind-hearted and caring.
• Being objective.
Example:
• Being systematic.
• Being cooperative.
Level:
Year 4
• Being fair and just.
Learning Area:
Properties of Materials
TEACHING AND LEARNING STRATEGIES
Learning Objective:
Knowing the importance of reuse, reduce and recycle of materials.
Teaching and learning strategies in the science curriculum emphasise thoughtful learning. Thoughtful learning is a process that
Learning Outcome:
Practise reusing, reducing and
helps pupils acquire knowledge and master skills that will help them
recycling to conserve materials.
develop their minds to the optimum level. Thoughtful learning can occur through various learning approaches such as inquiry,
constructivism, contextual learning, and mastery learning. Learning Suggested Learning
activities should therefore be geared towards activating pupils’ Activities
Pupils carry out activities about
reusing, reducing and recycling of
critical and creative thinking skills and not be confined to routine or
materials throughout the year.
rote learning. Pupils should be made aware of the thinking skills and thinking strategies that they use in their learning. They should
be challenged with higher order questions and problems and be Scientific attitudes and
required to solve problems utilising their creativity and critical noble values
Being responsible about the safety
thinking. The teaching and learning process should enable pupils to
environment.
acquire knowledge, master skills and develop scientific attitudes and noble values in an integrated manner.
Having an intrest and curiosity
towards the environment.
Inquiry-discovery emphasises learning through experiences. Inquiry generally means to find information, to question and to
Appreciating the balance of nature.
investigate a phenomenon that occurs in the environment. Discovery is the main characteristic of inquiry. Learning through
Being cooperative.
discovery occurs when the main concepts and principles of science are investigated and discovered by pupils themselves. Through activities such as experiments, pupils investigate a phenomenon
Inculcating Patriotism
and draw conclusions by themselves. Teachers then lead pupils to understand the science concepts through the results of the inquiry.
The science curriculum provides an opportunity for the development Thinking skills and scientific skills are thus developed further during and strengthening of patriotism among pupils. For example, in
the inquiry process. However, the inquiry approach may not be learning about the earth’s resources, the richness and variety of
suitable for all teaching and learning situations. Sometimes, it may living things and the development of science and technology in the
be more appropriate for teachers to present concepts and principles country, pupils will appreciate the diversity of natural and human
directly to pupils.
resources of the country and deepen their love for the country.
The use of a variety of teaching and learning methods can facilitator and lead a discussion by asking questions that stimulate enhance pupils’ interest in science. Science lessons that are not
thinking and getting pupils to express themselves. interesting will not motivate pupils to learn and subsequently will affect their performances. The choice of teaching methods should
Simulation
be based on the curriculum content, pupils’ abilities, pupils’
repertoire of intelligences, and the availability of resources and In simulation, an activity that resembles the actual situation is infrastructure. Different teaching and learning activities should be
carried out. Examples of simulation are role-play, games and the planned to cater for pupils with different learning styles and
use of models. In role-play, pupils play out a particular role based intelligences.
on certain pre-determined conditions. Games require procedures The following are brief descriptions of some teaching and learning
that need to be followed. Pupils play games in order to learn a methods.
particular principle or to understand the process of decision-making. Models are used to represent objects or actual situations so that
pupils can visualise the said objects or situations and thus
Experiment
understand the concepts and principles to be learned.
An experiment is a method commonly used in science lessons. In experiments, pupils test hypotheses through investigations to
Project
discover specific science concepts and principles. Conducting an experiment involves thinking skills, scientific skills, and manipulative
A project is a learning activity that is generally undertaken by an skills.
individual or a group of pupils to achieve a particular learning objective. A project generally requires several lessons to complete.
In the implementation of this curriculum, besides guiding The outcome of the project either in the form of a report, an artefact pupils to carry out experiments, where appropriate, teachers should
or in other forms needs to be presented to the teacher and other provide pupils with the opportunities to design their own
pupils. Project work promotes the development of problem-solving experiments. This involves pupils drawing up plans as to how to
skills, time management skills, and independent learning. conduct experiments, how to measure and analyse data, and how to present the results of their experiment.
Visits and Use of External Resources
Discussion
The learning of science is not limited to activities carried out in the school compound. Learning of science can be enhanced through
A discussion is an activity in which pupils exchange questions and the use of external resources such as zoos, museums, science opinions based on valid reasons. Discussions can be conducted
centres, research institutes, mangrove swamps, and factories. before, during or after an activity. Teachers should play the role of a
Visits to these places make the learning of science more Visits to these places make the learning of science more
context. Teachers should avoid employing a teaching strategy that involved in the planning process and specific educational tasks
tries to achieve each learning outcome separately according to the should be assigned during the visit. No educational visit is complete
order stated in the curriculum specifications.
without a post-visit discussion. The Suggested Learning Activities provide information on the
Use of Technology
scope and dimension of learning outcomes. The learning activities stated under the column Suggested Learning Activities are given
Technology is a powerful tool that has great potential in enhancing with the intention of providing some guidance as to how learning the learning of science. Through the use of technology such as
outcomes can be achieved. A suggested activity may cover one or television, radio, video, computer, and Internet, the teaching and
more learning outcomes. At the same time, more than one activity learning of science can be made more interesting and effective.
may be suggested for a particular learning outcome. Teachers may Computer simulation and animation are effective tools for the
modify the suggested activity to suit the ability and style of learning teaching and learning of abstract or difficult science concepts.
of their pupils. Teachers are encouraged to design other innovative Computer simulation and animation can be presented through
and effective learning activities to enhance the learning of science. courseware or Web page. Application tools such, as word processors, graphic presentation software and electronic spreadsheets are valuable tools for the analysis and presentation of data.
CONTENT ORGANISATION
The science curriculum is organised around themes. Each theme consists of various learning areas, each of which consists of a number of learning objectives. A learning objective has one or more learning outcomes.
Learning outcomes are written in the form of measurable behavioural terms. In general, the learning outcomes for a particular learning objective are organised in order of complexity. However, in the process of teaching and learning, learning activities should be planned in a holistic and integrated manner that enables the
Suggested Learning
Learning Objectives
Learning Outcomes
yeast- ragi microorganism is a
1.1 Understanding that
Pupils view video showing
Pupils
Teacher uses the
harmful- berbahaya living thing
various types of
Pupils
following recipe to make
microorganism, e.g. bacteria, dough.
magnifying glass- kanta
virus, fungi and protozoa.
• state types of
uses- kegunaan
Pupils make a qualitative
1 cup of flour
sprinkling – merenjis
comparison between the
½ cup of warm water
size of microorganism and
1 teaspoon of dried yeast
that of human and conclude
1 teaspoon of sugar
that microorganism is very tiny.
Method: 1.Mix all ingredients.
Pupils discuss that yeast is a
2.Cover the mixture with
fungi, an example of
a damp cloth.
microorganism.
3.Leave it for 20 minutes.
Pupils observe the effect of
• state that yeast is an
yeast on dough and infer
example of
that microorganism breathes
microorganism.
and causes the dough to rise.
• state that
Ensure pupils use
microorganism
microscope or magnifying
breathes.
glass/hand lens.
Pupils carry out activity and observe the effect when a test tube filled with 2 teaspoon of dried yeast, 1 teaspoon of sugar and half
• state that
test tube of water. The
microorganism
mouth of the test tube is
grows.
attached to a balloon.
Suggested Learning
Learning Objectives
Learning Outcomes
Ensure pupils clean their
Pupils carry out activity by
hands after handling water
sprinkling a few drops of
samples.
water on a slice of bread. Pupils put the bread in a
plastic bag and observe it for
a few days.
Pupils observe rotten
oranges or mouldy rice using
hand lens or microscope and
record their observation for a
few days.
Pupils observe and record their findings by drawing.
• state that
microorganism
moves. Pupils view video on the
movement of
microorganisms in water.
Pupils collect samples of water from ponds, rivers or
drains and observe the
movement of
microorganisms under a
microscope.
Pupils record their
observation.
Suggested Learning
Learning Objectives
Learning Outcomes
Pupils discuss and state that
• conclude that
microorganisms are living
microorganisms are
things and most of them
living things and most
cannot be seen with naked
of them cannot be
eyes.
seen with naked eyes.
contagious- berjangkit some micro-
1.2 Understanding that
Pupils gather information on Pupils
Pupils need not know the
quarantine – diasingkan organisms are
the uses of
methods of making
measles- campak harmful and some
microorganisms, e.g.
• state examples of
bread, tapai, tempe and
chicken pox- cacar are useful.
a) making bread,
use of
fertiliser.
b) making tapai,
microorganisms.
stomach upset- sakit perut
c) making tempe,
cough- batuk
d) making fertiliser.
harm- kesan buruk dengue – denggi
Pupils gather information on
• state the harmful
sneezing – bersin
the harmful effects of
effects of
flu - selsema
microorganisms, e.g.
microorganisms.
mumps – beguk
a) causing illness,
conjunctivitis – sakit mata
b) causing food poisoning,
c) causing food to turn bad,
d) causing tooth decay.
Pupils gather information on
• describe that
Teacher just need to
diseases caused by
diseases caused by
mention the common
microorganisms e.g.
microorganisms can diseases.
stomach upset, measles,
spread from one
cough, flu, chicken pox,
person to another.
dengue, conjunctivitis,
mumps and AIDS.
Suggested Learning
Learning Objectives
Learning Outcomes
Pupils discuss that diseases caused by microorganisms can spread from one person to another.
Pupils discuss on how
• explain ways to
diseases caused by
prevent diseases
microorganisms can be
caused by
prevented from spreading,
microorganisms.
e.g.
a) by washing hands before handling food,
b) by boiling water before drinking,
c) by covering mouth and nose when coughing or sneezing,
d) by washing hands after using the toilet,
e) by putting patients who have chicken pox, conjunctivitis or mumps into quarantine.
f) by covering wounds.
Suggested Learning
Learning Objectives
Learning Outcomes
2. Survival of The Species
kemandirian different animals
2.1 Understanding that Pupils gather information to
Pupils
Teacher may explain that
adapt- menyesuaikan have their own ways that take care of their eggs
find examples of animals
species means similar
take care- menjaga to ensure the
• give examples of
types of living things that
protect- melindungi survival of their
and young, e.g.
animals that take
can breed among
young – anak species.
a) cow,
care of their eggs
themselves
b) hen,
and young.
slimy – berlendir
c) cat,
pouch – kantong
d) bird.
herd – kumpulan yang besar disturbed- diganggu
Pupils view video on how
• explain how animals
plenty – banyak
animals ensure the survival
take care of their
attack- menyerang
of their eggs and young, e.g.
eggs and young.
hide – menyembunyikan
a) keep their young in their
ensure- memastikan
mouths, e.g fish,
feed – memberi makan
b) feed their young, e.g. bird,
c) attack in order to protect their eggs or young when
they are disturbed, e.g. snake or tiger,
d) lay slimy eggs, e.g frog,
e) hide their eggs, e.g. turtle,
f) carry their young in their pouches, e.g kangaroo,
h) stay in herds e.g. elephant.
Suggested Learning
Learning Objectives
Learning Outcomes
Pupils discuss and conclude
• explain why
that animals take care of
animals take care
their eggs and young to
of their eggs and
ensure the survival of their
young.
species.
various – pelbagai different plants have view video or computer
2.2 Understanding that Pupils study live specimens,
Pupils
waxy – berlilin their own ways to
husk – sabut ensure the survival
simulation to find out the on
• state various ways
shell – tempurung of their species
how plants ensure the
plants disperse their
survival of species, e.g.
seeds and fruits.
disperse – pencaran
a) by water,
edible – boleh dimakan
b) by wind,
flame of the forest –
c) by animal,
semarak api
d) by explosive mechanism.
chestnut – buah berangan balsam – keembung
Pupils discuss and conclude
• explain why plants
ocra – kacang bendi
that plants need to disperse
need to disperse
love grass-
their seeds or fruits to
seeds or fruits.
kemuncup
ensure the survival of their species.
Pupils gather information to
• give examples of
Examples of plants that
give examples of plants that
plant that disperse
disperse seeds and fruits
disperse seeds and fruits by:
seeds and fruits by
by:
a) water,
water.
a) water, e.g. coconut
b) wind,
and pong-pong,
c) animal,
• give examples of
b) wind, e.g. lallang and
d) explosive mechanism.
plant that disperse
angsana,
seeds and fruits by
c) animals, e.g. watermelon, love grass
wind.
Suggested Learning
Learning Objectives
Learning Outcomes
and rambutan
Pupils study live specimens
• give examples of
d) explosive mechanism,
or view video and discuss
plant that disperse
e.g. balsam, rubber,
the relationship between
seeds and fruits by
flame of the forest,
characteristics of seeds and
animals.
chestnut and ocra.
fruits and their ways of dispersal :
• give examples of
plant that disperse
a) by water – light and
seeds by explosive
have air space
mechanism.
b) by wind – light, have
wing-like structure, dry,
• relate characteristics
have fine hairs and
of seeds and fruits to
small
the ways they are
c) by animals – fleshy,
dispersed.
brightly coloured, edible,
have smells or have
hooks.
d) explosive mechanism –
dry when ripe.
extinction – importance of
2.3 Realising the
Pupils discuss and predict
Pupils
kepupusan survival of the
the consequences if certain
shortage – species
species of animals and
• predict what will
plants become extinct, e.g.
happen if some
kekurangan
a) shortage of food
species of animals or
resources,
plants do not survive.
b) other species may also face extinction.
Suggested Learning
Learning Objectives
Learning Outcomes
3. Food Chain and Food Web
food chain-rantai makanan chains
3.1 Understanding food
Pupils carry out a
Pupils
Food chains must begin
brainstorming session on
with plants as producers.
producer-pengeluar
animals and the food they
• identify animals and
consumer-pengguna
eat.
the food they eat.
Pupils discuss and classify
• classify animals into
animals into the following
herbivore, carnivore
groups according to the
and omnivore.
food they eat:
a) herbivore
b) carnivore
c) omnivore
Pupils build food chains to
• construct food chain.
show the food relationship
among organisms.
From the food chains pupils
• identify producer.
identify the producers and
the consumers.
• identify consumer.
3.2 Synthesizing food
Pupils construct a food web
Pupils
chains to construct
based on food chains given.
• construct a food web
food web.
Pupils walk around the school compound to study
food webs in places such as
• construct food webs
field, science garden, pond
of different habitats.
or under flower pot.
Suggested Learning
Learning Objectives
Learning Outcomes
Based on the organisms
identified, pupils construct food chains and then food webs for the habitats they
have studied.
Pupils discuss and predict what will happen if there is a • predict what will
happen if there is a
change in the population of a
change in population
certain species in a food of a certain species
web.
in a food web.
Pupils carry out simulation or play games based on food webs.
Pupils view video to study
• explain what will
various species that are
happen to certain
facing extinction because
species of animals if
they only eat one type of
they eat only one
food.
type of food.
Pupils conclude that certain species of animals that eats
one type of food only has
difficulty to survive because their only source of food may
run out, e.g.
Suggested Learning
Learning Objectives
Learning Outcomes
a) panda eats bamboo shoots only,
b) koala bear eats eucalyptus leaves only,
c) pangolin eats ants only.
Learning Objectives
Suggested Learning
Learning Outcomes
sources- sumber uses of energy
1.1 Understanding the
Pupils discuss and
Pupils
conclude that energy is
energy- tenaga
needed:
• explain why energy
bounce-melantun
a) by living things to carry
is needed.
fuel-bahan api
out life processes such
boil-mendidih
as moving, breathing and growing,
b) to move, boil, melt or bounce non-living things.
Pupils gather information
• give examples
and give examples where
where and when
and when energy is used.
energy is used.
Pupils gather information
• state various
about sources of energy,
sources of energy.
e.g.
a) sun,
b) food,
c) wind,
d) fuel,
e) dry cell/ battery.
Pupils discuss that the sun
is the main source of energy.
Learning Objectives
Suggested Learning
Learning Outcomes
transform-berubah energy can be
1.2 Understanding that
Pupils observe various
Pupils
principle-prinsip transformed from
events and identify the
whistle- wisel one form to another
form of energy involved,
• state the various
e.g.
forms of energy.
appliances - peralatan
a) a moving battery- operated toy car,
b) a stretched rubber band,
c) a burning candle,
d) a ringing telephone.
Pupils carry out activities to
• state that energy
discuss the transformation
can be
of energy e.g.
transformed.
a) switching on the lights:
electrical energy
light
energy,
b) lighting a candle: chemical energy
heat
energy + light energy,
c) using a solar powered calculator :
solar energy
electrical
energy
light energy.
Pupils discuss that energy
can be transformed.
Pupils gather information
• give examples of
and identify appliances that
appliances that
make use of energy
make use of
transformation and state the
energy
form of energy involved,
transformation.
Learning Objectives
Suggested Learning
Learning Outcomes
a) electric iron : electrical energy heat energy
b) radio: electrical energy sound energy
c) ceiling fan: electical energy kinetic energy + sound energy,
d) gas stove: chemical energy heat energy + light energy.
renewable energy-tenaga renewable and non-
1.3 Understanding
Pupils discuss that
Pupils
Provide real objects or
substances such as crude diperbaharui renewable energy
renewable energy is the
energy that can be
• state what renewable
oil, charcoal, coal, etc for
non-renewable energy-
replenished when used up
energy is.
pupils to observe and
tenaga yang tidak dapat
and non-renewable energy
• state what non-
discuss.
diperbaharui
is the energy that cannot
renewable energy is.
replenished –
be replenished when used
digantikan
up.
used up- habis digunakan coal- arang batu charcoal- arang kayu
Pupils gather information
• list renewable energy
wisely-secara bijaksana
on the following:
resources.
biomass-biojisim
a) renewable energy resources. e.g. solar, wind and biomass,
b) non-renewable energy
• list non-renewable
resources. e.g.
energy resources.
natural gas, petroleum and coal.
Learning Objectives
Suggested Learning
Learning Outcomes
Pupils discuss and conclude • explain why we need why we need to use energy
to use energy wisely.
wisely e.g.
a) some energy resources cannot be replenished when used up,
b) to save cost,
c) to avoid wastage,
d) to reduce pollution.
Pupils discuss why
• explain why renewable
renewable energy is better
energy is better than
than non-renewable energy.
non-renewable energy.
Pupils carry out
• give examples on how
brainstorming session on
to save energy.
how to save energy in
everyday life.
Pupils draw a list of do’s and • practise saving don’ts on how to save
energy.
energy and use it as a guide
to carry out daily activities.
2. Electricity
dry cell- sel kering of electricity
2.1 Knowing the sources Pupils carry out activity
Pupils
Provide real objects or
such as lighting up a bulb
substances such as dry
hydroelectric power – kuasa
or ringing an electric bell to
• state the sources
cell, accumulator,
hidro elektrik
verify that the following
of electricity.
rechargeable battery,
sources produce electricity
solar cell etc for pupils to observe and discuss.
Learning Objectives
Suggested Learning
Learning Outcomes
a) dry cell/ battery,
b) accumulator,
c) dynamo,
d) solar cell.
series circuit-litar bersiri series circuit and a
2.2 Understanding a
Pupils build as many
Pupils
parellel circuit – litar selari parallel circuit
different electric circuits as
they can.
• identify the
brightness- kecerahan
symbols of various
arrangement-susunan
Pupils are introduced the
components in a
symbols of the components
simple electric
in an electric circuit, i.e
circuit.
battery, bulb, connecting wires and switch.
Pupils draw circuit diagrams
• draw circuit
based on the circuits that
diagrams.
they have built.
Pupils observe various
• identify the
When comparing the
series circuits and parallel
difference in the
brightness of the bulbs in
circuits.
arrangement of
series or parallel circuits
bulbs in series and the number of batteries
Based on observation,
parallel circuits.
and bulbs must be the
pupils discuss the
same.
differences in the arrangement of bulbs in
series and parallel circuits.
Learning Objectives
Suggested Learning
Learning Outcomes
Pupils draw circuit diagrams of series and parallel circuits and compare the arrangement of the bulbs in these circuits.
Pupils are given batteries,
• build a series
bulbs, switches and
circuit.
connecting wires to build series and parallel circuits.
• build a parallel
circuit.
Pupils observe and compare
• compare the
the brightness of the bulbs
brightness of the
in:
bulbs in a series
a) series circuits,
and a parallel
b) parallel circuits,
circuit.
c) between series and
parallel circuits.
• compare the effect
Pupils carry out activities
on the bulbs when
and compare what happen
various switches in
to the bulbs in a series
a series circuit and
circuit and a parallel circuit
a parallel circuit
when various switches in
are off.
each circuit are off.
Teacher can also discuss electric shock- kejutan safety precautions to
2.3 Understanding the
Pupils discuss the danger
Pupils
of mishandling electrical
other general safety
elektrik
appliances- handling electrical
be taken when
appliances, e.g.
• describe the
precautions, e.g.
peralatan appliances
a) electric shock,
danger of
a) do not insert objects
b) fire,
mishandling
into power supply,
Learning Objectives
Suggested Learning
Learning Outcomes
c) burn,
electrical
b) do not touch a switch
d) electrocution.
appliances.
with wet hands,
c) do not touch victims of
Pupils discuss the safety
• explain the safety
electric shock.
precautions to be taken
precautions to be
when using electrical
taken when using
appliances, e.g.
electrical appliances.
a) do not touch electrical
appliances with wet hands,
b) do not use electrical
appliances that are faulty or having broken insulation wires,
c) do not repair electrical appliances on your own,
d) do not connect too many electrical appliances to one power supply.
3. Light
beam- alur cahaya light travels in a
3.1 Understanding that
Pupils carry out activities to
Pupils
travel- bergerak straight line
observe that light travels in
a straight line.
• state that light
opaque – legap
travels in a straight
Pupils gather information
line.
and give examples of events or phenomena that show
• give examples to
light travels in straight line.
verify that light
Learning Objectives
Suggested Learning
Learning Outcomes
travels in a straight line.
Pupils observe and discuss
• describe how
the formations of shadow to
shadow is formed.
conclude that shadow is formed when light is blocked by an opaque or a translucent object.
• design a fair test to
Pupils carry out activities to
find out what cause
investigate the factors that
the size of a
cause the shape and size of
shadow to change
a shadow to change.
by deciding what to keep the same,
Pupils observe, discuss and
what to change
conclude that:
and what to
a) when the distance
observe.
between an object and its light source decreases, the size of the shadow increases
and
when the distance