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