PROGRAM PENINGKATAN KEBERKESANAN

PELAKSANAAN KURIKULUM SAINS

BAHAN SUMBER
PENGAJARAN
DAN PEMBELAJARAN

SAINS RENDAH

USAHASAMA:
BAHAGIAN PEMBANGUNAN KURIKULUM
DAN
JABATAN PELAJARAN NEGERI
 PREFACE

As a progressive nation, Malaysia needs to create a society that is scientifically oriented,

knowledgeable, having a high capacity for change, forward-looking, innovative, and
contributing to scientific and technological development in the future. Therefore, there is a need
to produce citizens who are creative, critical, inquisitive, open-minded and competent in
science and technology. The primary and secondary school science curriculum is developed
with the aim of producing such individuals.

Teaching and learning strategies in the primary and secondary school science curriculum
emphasise the development of scientific and thinking skills through various learning
approaches such as inquiry-discovery, constructivism, contextual learning and mastery
learning. Learning activities are not just confined to traditional and rote learning but instead
geared towards activating pupils’ critical and creative thinking skills. The teaching and learning
process enables pupils to acquire knowledge, master skills, develop scientific attitudes and
instil noble values in an integrated manner.

Feedbacks from science teachers on their difficulties in teaching certain topics initiated the idea
to develop this teaching resource, which has been carefully designed for easy understanding
and implementation. Expert teachers were involved in tailoring the activities that are considered
as best practices in teaching and learning. As exemplars with the intention of providing some
guidance in meeting the learning outcomes, this teaching resource provides ideas for teachers
to improve and enhance their teaching strategies.

Ministry of Education would like to thank the officers from the Curriculum Development
Division, State Education Departments, District Education Offices, expert science teachers,
and others who contributed to the materialisation of this teaching resource.
 CONTRIBUTORS

1. Science Curriculum Officers, Curriculum Development Division

2. Science Curriculum Officers, State Education Departments

3. Panel Members of Science Subject (Primary Science)

4. Panel Members of Science Subject (Lower Secondary Science)

5. Panel Members of Science Subject (Upper Secondary Science)

6. Panel Members of Science Subject (Physics)

7. Panel Members of Science Subject (Chemistry)

8. Panel Members of Science Subject (Biology)

9. Panel Members of Science Subject (Additional Science)

ii
 THE ENHANCEMENT OF THE EFFECTIVENESS IN THE
IMPLEMENTATION OF THE SCIENCE CURRICULUM
FOR PRIMARY SCHOOL

1. OBJECTIVE
This resource material is produced to aid teachers in enhancing the
effectiveness of the implementation of the curriculum by focusing on the
aspects of arousing the pupil’s’ interests and understanding.

2. FOCUS
This resource material aims to assist teachers in enhancing the performance
and quality of pupils’ achievement based on these aspects:
• Pupils’ understanding
• Pupils’ interest

3. CONTENT
The resource material produced is not a module but a collection of tips,
guidance and examples that can guide the teachers on how to enhance the
effectiveness in understanding of teaching and learning on certain topics or
concepts. It is also hoped to be able to solve problems usually encountered
during teaching Science Year 5.

iii
 SAMPLE OF TEACHING AND LEARNING BASED ON THE
PRINTED MATERIALS

Science Year 5
Theme: Investigating Force and Energy
Learning Area: Energy
Learning objective:
1.2 Understanding the energy can be transformed from one form to another.
Learning Outcomes:
• State the various forms of energy

Teaching and Learning

Steps Content Activities Remark

Set induction Energy needed to Teacher provides an aluminum SMS:

move an object. can with a hole at the center Handle
on both sides , rubber band, science apparatus
wire, paper clip and satay stick correctly
for each group of pupil and
ask pupils to built a simple T&L Aids:
mini toy car. 1. Aluminum can
Instruction: 2. rubber band
1. Insert a rubber band 3. paper clip
into the hole of the 4. satay stick
aluminum can using 5. wire
the wire.
2. Attach a paper clip at
the end of the rubber
bend while the other
end of the rubber band
is attach a satay stick
to build a mini toy car.

iv
 Teaching and Learning
Steps Content Activities Remark
1. Twist the satay stick to
tighten the rubber band.
Release the mini toy car
on a cement floor and let
it moves.

* Pupils can compete among

themselves.

Development Potential energy 1. Teacher posing some SPS:

Step 1 stored in the questions based on the activity Communicating
twisted rubber in set induction.
band Questions:
1. What happen to the
A moving object mini toy car when you
has kinetic energy released it?
2. Why the toy car
moved?
3. Where does the toy car
gets it’s energy from?
4. What form of energy is
stored in the twisted
rubber band?
5. What form of energy
does the mini toy car
have when it move .
v
 Teaching and Learning
Steps Content Activities Remark

Step 2 Various forms of Teacher introduces the topic Thinking skill:

energy are; for today lesson “Form of Generating ideas
-potential energy energy”
-Kinetic energy
- Heat energy Pupils view the CD Teaching
-Light energy Courseware or science
-Chemical energy textbook or other reading
-Sound energy materials about “Form Of
-Electrical energy Energy”

Pupils gather information

about form of energy from the
viewing or reading and
discussion in their groups.

Step 3 Forms of energy Teacher distributes a blank SPS:

mind map on a plastic Communicating
transparency or mahjong
paper for each group T & L Aid:
Blank mind-
Pupils discuss in group to mapping
complete the mind map by
using the information
gathered in the activity from
step 2.

vi
 Teaching and Learning
Steps Content Activities Remark

Step 4 Forms of energy The leader from each group SPS:

present their ideas in front of Communicating
the class.

Teacher encourage the

pupils to response to their
friend’s ideas during the
presentation.

Step 5 Forms of energy Teacher displays a power T & L Aid:

point slide about Forms Of Power point slide
Energy (Refer slide 14).
SPS:
Pupils counter-check with Communicating
their group mind mapping
that have been done in
activity from steps 4.

Pupils copy the complete

mind mapping in their
science journal.

Step 6 Matching games Teacher provide a matching Scientific attitude

Evaluation about forms of game (refer page ……..) and Nobel value:
energy Pupils complete the game Cooperative
and group with has the most
correct answers in a given
time is the winner

vii
 Teaching and Learning
Steps Content Activities Remark

Closure Form of energy Teacher displays some T & L Aid:

pictures on the various Pictures about form
Forms of Energy on the of energy
blackboard.

Pupils identify and name the

form of energy for each
picture.

viii
 TABLE OF CONTENTS

Page

Preface i

Contributors ii

Preamble

The Enhancement Of The Effectiveness In The Implementation iii

Of The Science Curriculum for Primary School

Sample of teaching plan iv

Chapter : 1 “Tricks in Set Induction”

1.1 Objective 1

1.2 Method 2

1.3 Activity

1.3.1 “The Curious Comb” 3

1.3.2 “Shadow oh Shadow” 4

1.3.3 “ The Falling Cup” 5

1.3.4 “ Rolling Can 6

1.3.5 “ Ice Cube Necklace” 7

1.3.6 “ Blooming Balloon” 8

1.3.7 “ Rain Drops” 11

1.3.8 “ Wonder of Purple Cabbage” 12

1.3.9 “The Moonlighting” 13

1.3.10 “ Standing Toothpicks” 14

 1.3.11 “ Starry-Starry Night” 15

1.3.12 “Enchanted Eggs” 16

1.3.13 “The Magic Lime” 17

1.4 Related Websites/ Resources 18

Chapter 2 : “Mind Map”

2.1 Objective 26

2.2 Guideline On Using the Mind map 26

2.3 Year 5 Mind Map

2.3.1 Investigating Living Things 27

2.3.2 Investigating Force And Energy 31

2.3.3 Investigating Materials 35

2.3.4 Investigating The Earth & The Universe 38

2.3.5 Investigating Technology 40

2.4 Suggested Activity 42

Chapter 3 : “ Mnemonics”

3.1 Objective / Guideline / Criteria 48

3.2 Examples 49

3.3 Year 5 Mnemonics

3.3.1 Investigating Force and Energy 51

3.3.2 Investigating Materials 58

3.3.4 Investigating The Earth & The Universe 63

3.3.5 Investigating Technology 68

Chapter 4 : “ Quiz , Games And Puzzle”

4.1 Year 5 Quiz And Puzzle

4.1.1 Investigating Living Things

4.1.1.1 Word Puzzle 70

4.1.1.2 Matching Cards 71

4.1.1.3 Matching Picture 72

4.1.1.4 Jigsaw Puzzle 73

4.1.2 Investigating Force and Energy

4.1.2.1 Word Puzzle 74

4.1.2.2 Matching 75

4.1.2.3 Bingo 76

4.1.2.4 Nine Squares 77

4.1.2.5 Crossword Puzzle 78

4.1.2.6 Word Jumble 79

4.1.2.7 Cut & Paste 80

4.1.3 Investigating Materials

4.1.3.1 Bingo 83

4.1.3.2 Word Jumble (i) 86

4.1.3.3 Word Puzzle (i) 87

4.1.3.4 Fill in the blanks 89

4.1.3.5 Spelling Terminology 92

4.1.3.6 Crossword Puzzle (i) 95

4.1.3.7 Word Puzzle (ii) 96

4.1.3.8 Word Jumble (ii) 97

 4.1.3.9 Crossword Puzzle (ii) 101

4.1.4 Investigating The Earth And The Universe

4.1.4.1 Join The Dots 102

4.1.4.2 Hidden Words 104

4.1.4.3 Word Jumble 108

4.1.4.4 Fill in the blanks 109

4.1.4.5 Underline 110

4.1.5 Investigating Technology

4.1.5.1 Word Puzzle 111

4.1.5.2 Bingo 112

4.1.5.3 Spelling 114

4.1.5.4 Word Jumble 115

4.1.5.5 Crossword Puzzle 116

4.2 Year 5 Games

4.2.1 Who Wants To Be A Millionaire (All Themes) 117