Professional Documents
Culture Documents
Curriculum Specifications
SCIENCE
Year 5
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 9
Investigating Living Things
Learning Area: Microorganisms 13
Survival of the species 17
Investigating Force and Energy
Learning Area: Energy 23
Electricity 26
Light 29
Heat 32
iii
Investigating Materials
Learning Area: States of matter 36
Acid and alkali 41
Investigating The Earth and The Universe
Learning Area: Constellation 42
The Earth, The Moon and The Sun 43
Investigating Technology
Learning Area: Strength and Stability 46
Acknowledgements 49
Panel of Writers 50
iv
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
v
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.
vii
NATIONAL SCIENCE EDUCATION PHILOSOPHY
ix
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
xi
INTRODUCTION AIMS
1
SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry and Predicting Making a forecast about what will happen in
problem solving processes, scientific and thinking skills are utilised. 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.
Communicating Using words or graphic symbols such as
Scientific skills encompass science process skills and 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.
relationship Examples of parameters are location,
Science process skills enable pupils to formulate their questions 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,
taste and sight to find out about objects or Defining Defining concepts by describing what must
events. operationally be done and what should be observed.
Classifying Using observations to group objects or Controlling Naming the fixed variables, manipulated
events according to similarities or differences. variables variable and responding variable in an
investigation. The manipulated variable is
Measuring and Making quantitative observations by 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.
2
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) hypothesis. These activities include 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
3
Critical Thinking Skills
Attributing Identifying characteristics, features, 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.
4
Creative Thinking Skills
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
data. characteristics.
Making 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
5
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. • Prioritising • Synthesising
• Analysing • Making
• Detecting bias generalisations
Besides the above thinking skills and thinking strategies, another • Evaluating • Visualising
skill emphasised is reasoning. Reasoning is a skill used in • Making • Making analogies
conclusions • Inventing
making logical, just and rational judgements. Mastering of critical
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
6
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 Numbers Comparing and contrasting
found in the guidebook “Buku Panduan Penerapan Kemahiran
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
The mastering of science process skills involves the Making conclusions
mastering of the relevant thinking skills. The thinking skills that are Generalising
related to a particular science process skill are as follows: Evaluating
7
Science Process Skills Thinking Skills The following is an example and explanation of a learning outcome
based on thinking skills and scientific skills.
8
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:
9
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 Pupils carry out activities about activities should therefore be geared towards activating pupils’
Activities 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 Being responsible about the safety required to solve problems utilising their creativity and critical
noble values of oneself, others and the 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.
10
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.
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
11
interesting, meaningful and effective. To optimise learning achievement of multiple learning outcomes according to needs and
opportunities, visits need to be carefully planned. Pupils may be 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
12
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
1. Microorganism
1.1 Understanding that Pupils view video showing Pupils Teacher uses the yeast- ragi
microorganism is a various types of Pupils following recipe to make harmful- berbahaya
living thing microorganism, e.g. bacteria, dough. magnifying glass- kanta
virus, fungi and protozoa. • state types of pembesar
microorganisms. Ingredients: 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.
13
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
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.
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Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
1.2 Understanding that Pupils gather information on Pupils Pupils need not know the contagious- berjangkit
some micro- the uses of methods of making quarantine – diasingkan
organisms are microorganisms, e.g. • state examples of bread, tapai, tempe and measles- campak
harmful and some a) making bread, use of fertiliser. chicken pox- cacar
are useful. 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.
15
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
Pupils discuss that diseases
caused by microorganisms
can spread from one person
to another.
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Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
2. Survival of The Species
2.1 Understanding that Pupils gather information to Pupils Teacher may explain that kemandirian
different animals find examples of animals species means similar adapt- menyesuaikan
have their own ways that take care of their eggs • give examples of types of living things that take care- menjaga
to ensure the and young, e.g. animals that take can breed among protect- melindungi
survival of their a) cow, care of their eggs themselves young – anak
species. 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.
17
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
2.2 Understanding that Pupils study live specimens, Pupils various – pelbagai
different plants have view video or computer waxy – berlilin
their own ways to simulation to find out the on • state various ways husk – sabut
ensure the survival how plants ensure the plants disperse their shell – tempurung
of their species 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.
18
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
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.
19
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
3. Food Chain and Food Web
3.1 Understanding food Pupils carry out a Pupils Food chains must begin food chain-rantai makanan
chains brainstorming session on with plants as producers. producer-pengeluar
animals and the food they • identify animals and consumer-pengguna
eat. the food they eat.
20
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
21
Investigating Force and Energy Science-Year 5
Suggested Learning
Learning Objectives Learning Outcomes Notes Vocabulary
Activities
22
Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
1.3 Understanding Pupils discuss that Pupils Provide real objects or renewable energy-tenaga
renewable and non- renewable energy is the substances such as crude diperbaharui
renewable energy 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.
25
Investigating Force and Energy Science-Year 5
2. Electricity
2.1 Knowing the sources Pupils carry out activity Pupils Provide real objects or dry cell- sel kering
of electricity 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.
26
Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
3. Light
3.1 Understanding that Pupils carry out activities to Pupils beam- alur cahaya
light travels in a observe that light travels in travel- bergerak
straight line 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
29
Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
3.2 Understanding that Pupils carry out activities to Pupils reflection- pembalikan
light can be reflected investigate reflection of light
using: • state that light can sharp bend- selekoh tajam
a) a mirror, be reflected. ray diagram- gambarajah
b) an aluminium foil.
sinar
• draw ray diagrams
Pupils draw ray diagrams to to show reflection
show the reflection of light in of light.
the above activities.
31
Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
4.2 Understanding the Pupils carry out activites to Pupils dent –kemek
effects of heat on observe the effects of heat expand-mengembang
matter. on matter, e.g. • state that matter contract-mengecut
expands when snap - putus
a) heating an iron ball and heated.
inserting it into an iron
ring, • state that matter
b) cooling the heated iron contracts when
ball and inserting it into cooled.
the iron ring,
c) heating some coloured
water in a beaker with a
glass tube dipped into it
33
Investigating Force and Energy Science-Year 5
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Investigating Force and Energy Science-Year 5
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Investigating Materials Science-Year 5
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Investigating Materials Science-Year 5
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Investigating Materials Science-Year 5
1.2 Understanding that Pupils carry out the following Pupils Additional observation: evaporation-penyejatan
matter can change activities to observe the a) melting butter, condensation-kondensasi
from one state to change of the state of • state that water b) melting ice cream. freezing-pembekuan
another matter: can change its melting –
a) allowing ice to melt, state. peleburan
b) heating water until it
boils,
c) collecting water vapour,
allowing it to cool and
making it freeze.
38
Investigating Materials Science-Year 5
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Investigating Materials Science-Year 5
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Investigating Materials Science-Year 5
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Investigating The Earth and The Universe Science-Year 5
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Investigating The Earth and The Universe Science-Year 5
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Investigating The Earth and The Universe Science-Year 5
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Investigating The Earth and The Universe Science-Year 5
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Investigating Technology Science-Year 5
1.2 Understanding the Pupils carry out activities to Pupils strength – kekuatan /
strength and stability identify the shapes of objects kekukuhan.
of a structure. that are stable. • identify shapes of stability – kestabilan
objects that are base area – luas tapak
Pupils carry out activities to stable. affect - mempengaruhi
investigate factors that affect stand at ease – senang diri
the stability of a structure, • identify the factors stand at attention -
e.g. that affect stability of bersedia
a) pushing a bottle standing objects.
upright and a bottle
standing upside down,
b) pushing a high chair and a
low chair,
46
Investigating Technology Science-Year 5
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Investigating Technology Science-Year 5
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ACKNOWLEDGEMENTS
49
PANEL OF WRITERS
CHEAH ENG JOO CURRICULUM DEVELOPMENT CENTRE LIM YOON KHIM SJKC KWANG HWA,
P. PINANG
HO HENG LING CURRICULUM DEVELOPMENT CENTRE LINDA CHENG LEAN BEE SK HUTCHINGS, P. PINANG
ZAIDI YAZID CURRICULUM DEVELOPMENT CENTRE LIM SIEW PENG SK(P) METHODIST, MELAKA
YEAP CHIN HENG (PH.D) CURRICULUM DEVELOPMENT CENTRE MAKRIN SUDI SK SAMPIR, SABAH
ZAINON ABD MAJID CURRICULUM DEVELOPMENT CENTRE MARZITA OMAR SK PERMATANG BERTAM,
P.P
AIZATUL ADZWA M. CURRICULUM DEVELOPMENT CENTRE MUNISAMY A/L SENGODAN SJKT LADANG HENRIETTA,
BASRI KEDAH
AHMAD SALIHIN MAT CURRICULUM DEVELOPMENT CENTRE MISIAH SANUSI SK MERBAU SEMPAK,
SAAT SELANGOR
LANITA MOHD YUSOF CURRICULUM DEVELOPMENT CENTRE MAHENDRAN A/L SK(L) METHODIST, K.L
SUBRAMANIAM
SALBIAH MOHD SOM CURRICULUM DEVELOPMENT CENTRE MOHD FAUZI HASHIM SK PAYA, PERLIS
SALINA HANUM OSMAN CURRICULUM DEVELOPMENT CENTRE MOHD NASHUHA JAMIDIN MP SULTAN ABD HALIM,
(PH.D) KEDAH
YUSOF ISMAIL CURRICULUM DEVELOPMENT CENTRE NORMAH ABD WAHAB SK AIR TERJUN,
TERENGGANU
ZAIDAH MOHD YUSOF CURRICULUM DEVELOPMENT CENTRE NORDIN AMBAK SK RASAU KERTEH,
TERENGGANU
ZAINUSHAM YUSOF CURRICULUM DEVELOPMENT CENTRE NOOR IEMAH ISMAIL SK SG BEHRANG, PERAK
ZULKIFLI BAHARUDIN CURRICULUM DEVELOPMENT CENTRE NOR LAILI HJ. SHOED SK PORT DICKSON,
N.SEMBILAN
ABD WAHAB ABD AZIZ SK BUKIT LINTANG, MELAKA NORMAH BAHAROM SK SULTANAH ASMA, KEDAH
ARIFFIN JAAFAR SK KEMAHANG 2, KELANTAN OOI CHONG NAM SJKC YANG KOA,
ABDULLAH IBRAHIM sk WAKAF BHARU, KELANTAN ROHANI AHMAD SK METHODIST, PERAK
AHMAD HASAN sk KUALA PERLIS, PERLIS ROSANANI GHAZALI SK SERI BIRAM, PAHANG
ABU JALIL HASAN ipda JITRA, KEDAH RAIS ABD AZIZ SK BATU LANCHANG,
P.PINANG
AZIZAH NGAH TASIR MP TEKNIK, KUALA LUMPUR ROHAYA AHMAD SK SG. RAMBAI,
ETTIN AK LAMBAT sk ST. FAITH, SARAWAK ROHANA HUSSEIN SK JLN. 2, BANGI,
SELANGOR
50
FUAD HASHIM sk P SULTAN IBRAHIM, JOHOR ROSNAH JOHARI MP BATU RAKIT ,
TERENGGANU
FARIDAH SALLEH sk JIJAN,NEGERI SEMBILAN SITI NORFARIDAH CHAI SK AGAMA MIRI, SARAWAK
ABDULLAH
FATIMAH YUSOFF mpp MELAYU, MELAKA SHAMSURIA EBNI SK ST ANNES, WP LABUAN
FADZILLAH AB RAHMAN SK SERI BUDIMAN II, TERENGGANU SURIAKUMARI A/LP SJKT PAYA RUMPUT,
PALANIYANDI MELAKA
HASANOR SAID MOHD SK TAMAN MELATI, KL SAAT ARIFFIN SK PULAU KUNDUR,
SABRI KELANTAN
IBRAHIM ABDULLAH Sk PENGHULU AHMAD, KEDAH SITI FAUZIAH RIDZUAN SK BATU HAMPAR, KEDAH
INDON SULONG sk MERGONG II, KEDAH TEH MALIHAH HUSSAIN SK SIMPANG EMPAT, PERAK
JAGAJOTHY A/P sk CONVENT GREEN LANE, VENANCY ANGELA SUIMEN SRK ST. ALOYSIUS
SELVARASAH LIMBANAK, SABAH
JAFFRI JOHAN ZANUDIN sk BATU HAMPAR, KEDAH WONG POH TECK SK SEMABOK, MELAKA
KU NORGAYAH KU SK TASIK APONG, KEDAH ZAINUDDIN ABDULLAH SK BATANG MELAKA,
SULONG MELAKA
51
Curriculum Development Centre
Ministry of Education
2006