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YEARLY TEACHING PLAN FOR YEAR FOUR SCIENCE

Investigating Living Things

Learning Area 1 : Living Things Have Basic Needs

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
L1 L2 L3
1 1.1 Pupils view video that shows Pupils Scientific Process Teacher
Understanding various footage related to the • identify the Skills guides pupils to 4 - -
that humans basic needs of humans i.e. basic needs of conclude that
have basic humans observing the basic needs
needs a) a child/family taking drinks classifying of humans are
and a balanced diet, communicating water, air and
b) movement of the chest of a shelter.
sleeping baby, Scientific
c) different types of houses, Attitudes/ basic needs –
Noble Values: keperluan asas
Based on the video pupils breath-nafas
discuss the basic needs of Having an interest breathe –
humans i.e.: food, water, air and curiosity bernafas
and shelter. towards the bungalow-
environment banglo
flat-rumah
Being thankful to pangsa
God hut-pondok
long house-
rumah
panjang
movement-
pergerakan
terrace house-
rumah teres

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shelter-
perlindungan
balanced diet-
makanan
seimbang.

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL /VOCABULARY EXERCISES
L1 L2 L3
2 Pupils discuss that: • give reasons Scientific Process Teacher
a) humans need to eat / drink to why humans Skills guides pupils to
help them grow and to stay conclude that the - 2 3
need food,
healthy, water ,air and observing basic needs of
b) humans need air to breathe, shelter. making inferences humans are water,
c) humans need to protect predicting air and shelter
themselves from danger , sun making hypotheses
and rain
Scientific Attitudes/
Pupils discuss and explain what Noble Values: basic needs –
will happen to humans if there is keperluan asas
no food , water , air and shelter Having an interest breath-nafas
and curiosity towards breathe –bernafas
the environment bungalow-banglo
flat-rumah
Being thankful to pangsa
God hut-pondok
long house-
rumah
panjang
movement-
pergerakan
terrace house-
rumah teres
shelter-
perlindungan
balanced diet-
makanan
seimbang

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL /VOCABULARY EXERCISES
L1 L2 L3
3 1.2 Pupils keep pets such as Pupils Scientific Process Remind pupils
Understanding hamsters or chicks. Skills to handle
that animals • identify the animals with 4 - -
have basic Pupils observe and record what basic needs of observing care.
needs they do to keep their pets alive animals making inferences
and healthy. interpreting data Guide pupils to
making hypothesis conclude that
Pupils discuss why hamsters or controlling animals’ basic
chicks are kept in a cage and variables needs are food ,
not in an airtight ,covered water, air and
container. Scientific shelter.
Attitudes/
Based on their records pupils Noble Values: hole– lubang
discuss the basic needs of cage-sangkar
animals having an interest container –
and curiosity bekas
towards the reference-
environment rujukan
airtight-kedap
being honest and udara
accurate in alive-hidup
recording and breathe-
validating data. bernafas
nest-sarang
being kind –
hearted and caring

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
L1 L2 L3
Pupils discuss that: Pupils Scientific Process Remind pupils
Skills to handle
a) animals need to eat / drink • give reasons animals with - - 4
to help them grow and to stay why animals need making inferences care.
healthy, food ,water ,air making hypotheses
b) animals need air to breathe, and shelter controlling Teacher guide
c) animals need to protect variables pupils to
themselves from danger ,sun conclude that
and rain. Scientific animals’ basic
Attitudes/ needs are food ,
Pupils study pictures or video Noble Values: water, air and
and describe different types of shelter.
shelters for animals such as having an interest
nests , cave and holes. and curiosity hole– lubang
towards the cage-sangkar
environment container –
bekas
being kind – reference-
hearted and caring rujukan
airtight-kedap
udara
alive-hidup
breathe-
bernafas
nest-sarang

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL /VOCABULARY EXERCISES
L1 L2 L3
4 Pupils study pictures or video • describe types Scientific Process Remind pupils
and describe different types of of shelters for Skills to handle
shelters for animals such as animals animals with 2 5 -
nests ,cave and holes observing care.
classifying
controlling hole– lubang
variables cage-sangkar
nest-sarang
Scientific cave-gua
Attitudes/
Noble Values:

having an interest
and curiosity
towards the
environment

being kind –
hearted and caring

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL EXERCISES
L1 L2 L3
5,6 1.3 upils carry out activities to Pupils Scientific Process These activities
Understanding show the basic needs of plants • identify the Skills will take about
that plants have by comparing similar balsam two weeks 4 - -
basic needs of
basic needs plants kept in different plants observing
condition: communicating condition–
controlling keadaan
a) 1 watered , 1 without water, variables similar-serupa
b) 1 kept outdoor,1 kept in a interpreting data watered-
tight plastic bag disiram
c) 1 kept out door and 1 kept in Scientific sunlight-cahaya
the dark cupboard. Attitudes/ matahari
Noble Values:
Pupils observe and record their
daily observation. having an interest
and curiosity
Based on their records pupils towards the
discuss to conclude that the environment
basic needs of plants are
water ,air and sunlight. being kind –
hearted and caring

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL /VOCABULARY EXERCISES
7 2.1 Pupils use their hands to feel Pupils Scientific Process Pupils just need L1 L2 L3
Analysing life the movement of their chests Skills to know the
processes in as they breathe. main organs
humans observing involved in
- - 1
undergo Pupils discuss to conclude that • explain the communicating breathing i.e.
the movement of the chests is humans breathe controlling nose ,mouth ,
due to breathing. variables wind pipe ,and
interpreting data lungs
Pupils discuss that when they • describe what measuring using
1 - 1
inhale they take in air and inhale is. and numbers Teacher explain
when they exhale they give out • describe what that the rate of
- - 1
air. exhale is. Scientific breathing means
Pupils gather information and Attitudes/ the number of
discuss that: • differentiate the Noble Values: chest
- 2 -
a) inhaled air has more oxygen air that we inhale movements in a
then exhaled air, and the air that having an interest period of time
b) exhaled air has more carbon we exhale and curiosity
dioxide than inhale air. towards the sweat– peluh
environment stimuli-
Pupils observe model or view • state that rangsangan
1 - -
video of human body to see humans use lungs being kind –hearted survival-
that the lung is a breathing to breathe. and caring kemandirian
,organ for human and to urine-air
identify the passage of air • identify the being honest and kencing
- 2 -
movement when human passage of air accurate in waste product-
breathes. during breathing. recording and bahan buangan
validity data
Pupils carry out activity to
count the number of chest

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils carry out activity to • conclude that L1 L2 L3

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count the number of chest not all individuals
movement as in a minute when have the same - - 1
they are breathing and record rate of breathing
their findings.

Pupils compare their group


findings and conclude that not
everyone has the same rate of
breathing.

8 Pupils discuss to conclude that Pupils Scientific Process


humans excrete and defecate. Skills
• state that 2 - -
Pupils discuss that when humans excrete observing
humans : and defecate.
Scientific
a) excrete they produce urine, • state the Attitudes/ 2 - -
sweat and water , products of Noble Values:
b) defecate they produce humans excretion
faeces, having an interest
Pupils discuss that humans • state the and curiosity - 3 -
excrete and defecate to get rid product of towards the
of waste materials from their humans environment
bodies. defecation
Pupils discuss to infer the • give reasons being thankful to 2 - -
effect on health if humans do why humans need God
not excrete or defecate. to excrete and
defecate

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE


OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES

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9 2.1 Pupils Scientific Process L1 L2 L3
Analysing life Pupils view video or carry out Skills Do not use
processes that activities to show how humans • state that boiling water - 3 -
humans responds to stimuli e.g. when humans respond observing
undergo touching the glass of hot water. to stimuli predicting
making hypothesis
Pupils discuss to infer that interpreting data - - 3
humans respond to stimuli to • give reasons
protect themselves from why respond to
danger or for survival. stimuli Scientific
Attitudes/
Noble Values:

having an interest
and curiosity
towards the
environment

being thankful to
God

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE


OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES

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10 2.1 Pupils Scientific Process L1 L2 L3
Analysing life Skills
processes that Pupils draw family trees of
humans their families for three • state that predicting 3 - -
undergo generations. Pupils compare humans
each other’s diagram and reproduce. Scientific
conclude that humans produce Attitudes/
offspring from one generation Noble Values:
to another.
having an interest
Pupils discuss what will • predict what and curiosity - 2 2
happen if humans do not will happen if towards the
reproduce. humans do not environment
reproduce.
being thankful to
God

realizing that
science is a means
to understand
nature

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
11 2.2 Pupils discuss to identify bad Pupils Scientific Process L1 L2 L3
Being aware habits in humans e.g. smoking, Skills Suggested
that certain ,drinking alcohol , taking • give examples topics for the - 4 -
behaviour can drugs. of habit that bring predicting talk:
disturb life harm to human observing
processes. Pupils look at pictures or video life processes. a) Smoking and
of a smoker’s and non- Health
smoker’s lungs and discuss • state the effects Scientific b) How 2 - -
the effects of smoking on of smoking of Attitudes/ Smoking
lungs. lungs. Noble Values: Affects Health.

Pupils watch demonstrations appreciating and smoker-perokok


by teacher to observe the practicing and clean affect-memberi
harmful substances produce and healthy living kesan/akibat
when a cigarette is being drunken-
burned. being respectful pemabuk
Pupils listen to talk on and well-mannered delay-melambat
smoking and health given a cause-
health officer. being flexible and menyebabkan
Pupils draw posters about the open-minded drug- dadah
effects of smoking on health. alcohol-
• explain that minuman keras
Pupils view video to see the taking drugs and peers-rakan - 3 2
effects of drugs and alcohol alcohol can sebaya
on humans in terms of the delayed a
effects of delaying a person’s person’s respond
to stimuli

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL /VOCABULARY EXERCISES

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respond to stimuli e.g. L1 L2 L3
a) ability to walk in straight
line
b) delayed reaction of a
drunken driver or a driver high
on drug can cause accident.
• participate in a
Pupils carry out activities to campaign to 1 - -
discourage smoking, drugs discourage
taking and alcohol drinking smoking , drugs
among their peers taking and
alcohol drinking
among their
peers.
12 2.3 Pupils observe animals in Pupils Scientific Process The breathing
Analysing the science garden to conclude that Skills organs involved
life processes animals defecate and • state that observing are lungs
that animals excrete. animals excrete. predicting (monkey and 2 - -
undergo. communicating bird) spiracles
Pupils discuss that animals • state that classifying (grasshopper,)b 2 - -
excrete and defecate to get rid animals defecate using space-time ooks-lung
of waste products from their . relationship (crab)gills
bodies. Pupils discuss to infer • give reasons (fish)moist skin
the effect on health if animal why animals need Scientific (frog) - - 2
do not excrete and defecate to excrete and Attitudes/ Pupils do not
defecate Noble Values: have to know
Pupils look at models or live the name of
specimens to see the breathing • state the being kind-hearted these breathing
organs of: animals breathe and caring organs 1 - -

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give birth –
ADEQUATE
LEARNING SUGGESTED LEARNING LEARNING SUGGESTED beranak
NOTES/
EXERCISES
WEEK OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY
hatch – menetas
a) bird • identify the having an interest Record
lay eggscan– be L1 L2 L3
b)fish breathing organs and curiosity in the form of
bertelur
c)grasshopper certain animals towards to the drawings,
life cycle – kitar - 4 -
d)crab environment. measurements
hidup
e) frog or descriptions
drugs – dadah
f)monkey etc.
occur – berlaku
stage -
Based on the viewing of This scrap book
peringkat
video/models/live specimens • state the can be - - 5
pupils conclude that breathing breathing organs introduced at
organs for animals may be for different types the beginning of
different. Pupils view video of animals may the topic. Pupils
showing animals giving birth be different add their
and chicks hatching from eggs. findings into
• state that their scarp
Pupils discuss to conclude that animals books as they 2 - -
animals reproduce. reproduce learn about
• state that some animals.
Pupils discuss to conclude that animals give birth This activity is - 4 -
some animals give birth and and some lay to help pupils
some lay eggs. eggs. understand the
life processes
Pupils discuss to classify • classify animals and the survival
animals into those that lay eggs according to the of the animals.
and those that give birth to way they It also - - 5
their young. reproduce. encourage
pupils to find
out more about

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils observe animals such as • describe the life animals that L1 L2 L3
butterfly, frog, hamster or cycles of different interest them
chicken from birth/eggs to animals. - - 3
adult. Pupils record the
changes in size / form at the
different stages of the life
cycles.
Based on their observations • conclude that - - 3
and records pupils discuss to animals may have
state that animals may have different life
different life cycles. cycles

Pupils make a scrap book on


real animals imaginary pets
e.g. tiger, whale, lizard,
pangolin, bat, worm, snake etc.
Pupils may write, draw or
paste picture on their scrap
books to tell about their pets.
e. g.
a) what pupils have to do to
keep their pets alive and
healthy.
b) suitable home for their pets,

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
c)food for their pets, L1 L2 L3
d)how their pets protect
themselves from enemies,
e)how their pets take care of
their young,
f)life processes of their pets.e

13 2.4 Pupils carry out activities to Pupils Scientific Process water lettuce-
Understanding study how plants respond to Skills kiambang
the life the stimuli i.e. water, sunlight, • state the plants extinct-pupus
processes in touch and gravity respond to stimuli observing shoot-pucuk 4 - -
plants. predicting young plant-
Pupils observe and record • identify the communicating anak pokok
their findings. part of plant that classifying spores -spora 1 - -
responds to water controlling sucker-
Based on the above pupils . variables sulur/anak
discuss to identify the parts of • identify the pokok
plants that respond to stimuli: part of plants that Scientific stem-keratan 2 - -
a) roots respond to water and respond to gravity Attitudes/ batang
gravity, Noble Values: underground
b)shoots respond to sunlight, • identify the stem—batang
c)certain leaflets respond to part of plant that realizing that bawah tanah 2 - -
touch respond to science is a means tapioca-pokok
sunlight to understand ubi kayu
Pupils observe: nature fern-paku-pakis
a)begonia plants / bryophyllum various-

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that have young plant growing having an interest pelbagai
from the leaves, and curiosity corn-jagung

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
b)banana trees that have young • state that plants towards to the L1 L2 L3

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plant growing around the reproduce environment.
parent plant, - - 2
c)water lettuce that have young appreciating the
plant attached to parents balance of nature
plants.

Pupils carry out discussion


based on their observations
that plants reproduce

Pupils watch pictures/view • explain why 2 1 -


video and discuss that plants plants need to
reproduce to ensure the produce
survival of their species.

Pupils and predict what will • predict what - - 3


happen to the world if plants will happen to the
do not reproduce e.g. no food world if plants do
supply for man and certain not reproduce
animals.

Pupils study live • explain the


specimens/view video to find various ways - - 5
out the various ways to plants plants reproduce
reproduce i.e.

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
a) through seeds e.g. balsam,
corn and durian,

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b)through spores e.g. fern and
mushroom,
c) through suckers e.g. banana
and pineapple,
d)through stem cutting e.g.
hibiscus, rose and tapioca,
e)through leaves e.g.
bryophyllum and begonia,
f) through underground stem
e.g. potato, onion, ginger and
lily.

Learning Area 3.Animals and plants protect themselves

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES

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14 3.1 Pupils touch animals such as Pupils Scientific Process Remind pupils L1 L2 L3
Understanding garden snails or millipedes and • identify special Skills not to hurt
that animals observe how they react to characteristics of observing animals and to 2 - -
have specific danger. animals that classifying put them back
characteristics protect them from making inferences where they
and behaviour Pupils describe what they danger making hypothesis were taken
to protect observe and give reasons for
themselves the animal’s behaviour e.g. • identify special Scientific curl up- - 2 -
from danger millipede curls up to protect behaviour of Attitudes/ menggulung
itself from danger. animals that Noble Values: millipede-ulat
protect them from gonggok
danger being kind-hearted centipede-lipan
Pupils look at live specimen or and caring behaviour-
collect information by looking • describe how perlakuan - - 3
at pictures or viewing video of the special having an interest hurt-cedera
various animals to identify the characteristics and curiosity pangolin-
characteristics and behaviour and behaviour of towards to the tenggiling
of animals that protect them animals help to environment. scale-sisik
from danger e.g.: protect them from bed bug-pijat
a) pangolins have hard scales danger chameleon
to protect themselves from sesumpah
enemies sting-sengat
b) bed bugs have bad smell to
repels enemies,

c) chameleons have the ability


to change skin colour
according to the surrounding,

d)scorpions have stings to


protect themselves from
enemies.

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Pupils discuss and explain how
to characteristics and
behaviour of these animals
protect them from danger

Pupils present their findins to


the class.

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
15 3.2 Pupils view video of animals Pupils Scientific Process rhinocerous- L1 L2 L3
Understanding that live in very hot or cold • identify special Skills badak sumbu
that animals weather characteristics of observing extreme - 3 -
have specific Pupils list the special animals that classifying weather-cuaca
characteristics characteristics and behaviour protect them from making inferences melampau
and behaviour of animals and describe how very hit or cold making hypothesis thick fur-bulu
to protect these characteristics and weather tebal
themselves behaviour help to protect them Scientific specific
from extreme from very hot or cold weather • describe how Attitudes/ characteristics- 2 2 1
weather e.g. specific Noble Values: ciri khas
a) rhinocerous-keep their characteristics being kind-hearted humps-bonggol
bodies cool by wallowing in and behaviour of and caring air
mud holes, animals help to having an interest wallowing-
b) polar bears have thick fur to protect them from and curiousity berkubang
enable them to live in very very hot or cold towards to the eccessive-
cold weather, weather environment. berlebihan
c) camels have humps on their
backs to store food and water
to enable them to survive in
deserts.
Pupils present their findins to
the class.

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
15 3.3 Pupils discuss that animals Pupils Scientific Process Teacher L1 L2 L3
Understanding need to protect themselves Skills encourage
that animals from enemies and extreme • recognize the observing pupils to use 3 - -
have specific weather conditions to enable need for animals classifying recycled
characteristics them to survive to protect making inferences materials /
and behaviour themselves from making hypothesis objects.
to enable them enemies and
to survive extreme weather Scientific
Attitudes/
Pupils design a model of an • make a model Noble Values: - 2 -
imaginary animal that can of an imaginary
protect itself from its enemy animal that can being kind-hearted
and extreme weather survive both and caring
conditions. extreme weather
and enemies. having an interest
and curiosity
Pupils build their models and • give reasons towards to the
justify why models are built why models are environment. - - 3
with certain characteristics built in such ways

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
15 3.4 Pupils look at pictures/view • identify mimosa-semalu L1 L2 L3
Understanding video of various plants to specific Scientific Process latex-susu
that plants have identify special characteristics characteristics of Skills getah 3 - -
specific that protect these plants from plants that protect observing fine hair-bulu
characteristics their enemies. them from classifying halus
to protect them enemies making inferences itchiness-
from enemies Pupils list the specific making hypothesis kegatalan 2 2 -
characteristics of plants. • describe how thorn-duri
specific Scientific
Pupils describe how these characteristics Attitudes/
characteristics of plants help to and behaviour of Noble Values:
protect them from enemies. plants help to
e.g. protect enemies being kind-hearted
and caring
a) mimosas close their leaflets
when touched, having an interest
b) papaya leaves produce latex and curiosity
to prevent them from being towards to the
eaten, environment.
c) pineapple plants have thorns
to protect themselves,
d)bamboos have very fine
hairs that can cause itchiness.

Pupils present their findings to


the class

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LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
15 3.5 Pupils view video to identify Pupils Scientific Process L1 L2 L3
Understanding plants that can be found in : Skills
that plants have observing
specific a) dry region, • give examples classifying 2 - -
characteristics b) area with strong winds. of plants found in making inferences
to protect very dry region. making hypothesis - 3 -
themselves Pupils collect and interpret • identify
from dry region data to show how specific specific Scientific
and strong wind characteristics of plants help to characteristics of Attitudes/
protect them from : plants that protect Noble Values:
them from
excessive loss of being kind-hearted
water and caring
a) excessive loss of water, 2 2 -
b)strong winds. • describe how having an interest
specific and curiosity
characteristics of towards to the
plants help them environment.
to survive in dry
region.
Pupils carry out an activity to
show which plant can survive • give examples 4 - -
in dry region. of plants found in
e.g. the following plants are strong wind area
kept without water for a week:

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WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
L1 L2 L3

a) a potted balsam plant • identify specific - - 3


b) a potted chilly plant characteristics of
c) a potted a cactus plant. plants that protect
them from strong
Based on their findings pupils winds
make a conclusion which plant
• describe how
specific
characteristics of
plants help them to - 2 2
survive in strong
wind

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Learning Area : Investigating Force and Energy

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES/ ADEQUATE


OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
16 1.1Understanding Pupils discuss the different Pupils Science Process Suggested L1 L2 L3
the measurement of ways to measure length such as . State the different Skills : Measuring 3 - -
length using straw, arm span, string, ways to measure tools :rulers of
ruler and measuring tape length. Observing different
Measuring and lengths and
Pupils discuss the standard unit . State the standard using numbers measuring 3 - -
for length in metric system i.e. unit for length in Communicating tape and
mm, cm, and km. the metric system. Interpreting data string.
measurement
Pupils choose the appropriate . Choose the – ukuran - 2 -
tools and measure in metric appropriate Manipulative length –
system : measuring tools to Skills : panjang
a) the length of objects measure length. Use and handle width – lebar
such as eraser, pencil science apparatus height –
or book, and substances. tinggi
b) the length and height of circumference
teacher’s table, Noble Values: -lilitan
c) the length and width of Appreciating the arm span –
the classroom, . Measure length contributions. depa - - 1
using the correct Being systematic. graphic
technique. Being honest and organizer-
accurate recording penyusun
and validating data. graphic
calculate –
hitung
standard unit
– unit piawai

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SUGGESTED NOTES
LEARNING SUGGESTED LEARNING LEARNING SUGGESTED
WEEK ADEQUATE /VOCABULARY
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL
EXERCISES

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d ) the heights of their friends,
e ) the circumference of any
part of their bodies or round
objects.

Record the measurements in a • record lengths in


graphic organiser. metric system - - 1

17 1.2 Understanding Pupils compare objects of Pupils Science Process


how to calculate different shapes such as a Skills : Use 1 cm X
area square and a rectangle and • compare a square 1cm square - 4 -
guess which object has a and a rectangle and Observing cards.
bigger area e.g . guess which object Communicating
has a bigger area. Measuring and Teacher
a) a square ( 4 cm x 4 cm ), using numbers accepts any
b) a rectangle ( 8 cm x 2 cm ). Predicting idea given by
• carry out a test to the pupils.
Pupils confirm their guesses by confirm their guesses. Noble Values : - - 1
filling the 4 cm x 4 cm square Being honest and 4 cm x 4 cm
and 8 cm x 2 cm rectangle with accurate in
1 cm x 1 cm cards and count recording and
the number of 1 cm x 1 cm validating data.
cards used. Being systematic.

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED


WEEK NOTES VOCABULARY
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL

Pupils discuss to state the • state the area = 3 - -

30
relationship between the length X width
number of 1cm x 1 cm squares
and the length and width of the
above square and rectangle.

Pupils discuss the standard unit • state the standard - 3 -


for area in metric system i.e, unit for area in the
square mm,square cm,square metric system.
m and square km. 8 cm x 2 cm

• calculate the area - - 2


Pupils calculate the area of any of given shape in
given square and rectangle and metric system.
in metric system.

1.3 Understanding Pupils compare 2 different Pupils Science Process Use a cube
18 and a cuboid
how to measure the objects such as a cube and a • compare a cube and Skills:
volume of solid. cuboid and guess which object a cuboid and guess Observing with the same 4 -
volume. -
has a bigger volume. e.g. which one has a Communicating
a) a cube ( 4 cm x 4 cm x bigger volume. Measuring and volume –
4 cm), using numbers. isipadu
b) a cuboid ( 8 cm x 4 cm solid –
x 2 cm ), pepejal
cuboid –
kuboid
cube – kiub

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED


WEEK NOTES ADEQUATE
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL
VOCABULARY EXERCISES
L1 L2 L3

31
Pupils confirm their guesses by • carry out a test to - - 1
filling the 4 cm x 4 cm x 4 cm confirm their guesses.
cube and 8 cm x 4 cm x 2 cm 4cm x 4cm x
cuboid with 1 cm x 1 cm x 1 4cm
cm cubes and count the
number of 1 cm x 1 cm x 1 cm
cube used.
• state that volume =
Pupils discuss to state the length X width X 4 - -
relationship between the height.
number of 1 cm x 1 cm x 1 cm
cubes and the length , width
and height above cube and
cuboid. • state the standard
unit for volume of
Pupils discuss the metric solids in the metric - 3 -
system of volume of solid in system.
metric system i.e. cubic mm ,
cubic cm , and cubic m. • calculate the
volumes of cubes and
cuboids based on the
Pupils calculate the volumes of measurement taken in
2cm x 4cm x
any given cubes and cuboids in metric system. - - 2
8 cm
metric system.

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
19 1.4 Pupils discuss the different Pupils Science Process Give pupils L1 L2 L3

32
Understanding ways that can be used to • state the different Skills : different - 4 -
how to measure the volume of a liquid ways to measure the volumes of
measure such as using cup,the cap of a volume of a liquid. Observing water and
volume of bottle ,beaker and measuring Communicating allow them to
liquid cylinder. Measuring and try to measure
• state the standard using numbers volumes using - 4 -
Pupils discuss the standard unit unit for volume of Interpreting data different tools
for volume of liquid in metric liquids in the metric e.g.beaker or
system i.e. ml,l . system. measuring
Manipulative cylinders of
• choose the Skills : different - 3 -
appropriate sizes.
Pupils choose the appropriate measuring tools to Use and handle Liquid –
tool for measuring the volume measure the volume science apparatus cecair
of a liquid. of a liquid. and substances. Beaker –
bikar
Pupils discuss the correct Clean science Measuring
techniques to take readings i.e. apparatus. cylinder –
a) taking the reading at silinder
the lowest part of the Store science penyukat
meniscus, . apparatus. Meniscus-
b) eyes must be at the meniskus
same level as the Nobles Values :
lowest part of the
meniscus. Being systematic
Thinking rationally

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES

33
Pupils carry out activities to • measure the - - 3
measure the volumes of liquids volume of a liquid
using the correct techniques. using the correct
technique.
Pupils record measurement in
a graphic organiser. • record the volume - - 3
measured in metric
system.

Pupils Lever
20 1.5 Pupils study lever balance and • state tools for balance – 3 - -
Understanding discuss that it can be used to measuring mass. neraca tuas
how to measure mass of various Compression
measure mass objects. balance –
neraca
Pupils discuss the standard unit • state the standard mampatan - 3 -
for mass in metric system unit for mass in the Mass- jisim
i.e.mg,g,and kg. metric system

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

34
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILLS VOCABULARY EXERCISES

Pupils use tools to measure the • measure the mass


- 5 -
masses of various objects such of an object using the
as books, pencil cases or correct technique.
school bags.

Pupils record the • record the - - 5


measurements in a graphic measurement using in
organiser. metric system.

1.6 Pupils gather information Science Process uniformly


21 Understanding about different ways to Pupils Skills : repeated-
how to measure measure time. berulang
time • identify different Observing secara - 4 -
ways to measure communicating seragam
Pupils discuss and conclude time using space and swing –
that a process that repeats time relationship ayunan
uniformly can be used to measuring and pendulum-
measure time. using numbers bandul

Pupils observe the following • state that processes Manipulative


processes: that repeat Skills : - - 2
a) the swinging of a pendulum, uniformly can be Use and handle
b) water dripping, used to measure time
c) pulse

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WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES

35
Pupils discuss why the above science apparatus L1 L2 L3
processes can be used to and substance
measure time.

Pupils discuss the standard unit • state the Noble Values : 4 - -


for time in metric system i.e. standard unit for
second ,minute and hour. the time in the Being honest and
metric system. accurate in
recording and 1 - -
Pupils discuss to choose and • identify tools validating data
use appropriate tools and units for
to measure time. measuring time. Being cooperative

Pupils measure the time taken - 3 -


to carry out certain activities • measure time
using the correct tools and using appropriate
appropriate units. tools.

Pupils record the measurement - - 3


in appropriate standard unit in • record the time
a graphic organiser. measured in
metric system.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

36
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Science Process Teacher use the L1 L2 L3
22 1.7 Pupils are shown a piece of Pupils Skills : following recipe
Realising the play dough made earlier by to make the
importance of teacher and ask to prepare their • choose and use Observing play dough.
using standard own play dough using the the appropriate Communicating 400 g flour - - 1
units given recipe. tools to measure Measuring and 400 fine salt
the volumes of using numbers 150 ml water
liquids and Making inferences 100 ml cooking
Based on the given recipe masses of the oil
pupils discuss what tools to use ingredients in a ½ teaspoon
for measuring the ingredients recipe. food colouring
and how to measure. Method :
Manipulative 1. Dissolve salt
Pupils make the playdough by • give reasons for Skills : in water. - - 1
measuring the ingredients any differences in 2. Mix all
using the measuring tools and the dough Clean Science ingredients in a
units that they have choosen. prepared by apparatus bowl.
pupils using the Store Science 3. Knead the
Pupils feel the texture of the given recipe. apparatus mixture into a
dough and give reasons for any dough.
different in their dough as Noble Values : dough – adunan
compared to the playdough Daring to try texture – tekstur
prepared by the teacher. Being confident accuracy-
and independent ketepatan
knead- uli
ingredient-
bahan
mixture -
campuran

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

37
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils conclude that metric • conclude the Give the - - 1
system are needed for accuracy need for using following recipe
and consistency. standard unit. to pupils for
them to make
some play
dough.
1 bowl of flour
2 cups of fine
salt
½ glass of water
¼ cup of
cooking oil
A pinch of food
of colouring.
Teacher
prepares a few
cups and bowls
of various
sizes.Let the
pupils choose
the cup and
bowl they are to

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

38
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
going to use for L1 L2 L3
measuring the
ingredients.
Method :
1. Dissolve salt
in water.
2. Mix all
ingredients in a
bowl.
3. Knead the
mixture into the
dough.

23 1.1 Pupils are given various Pupils Sciences Proscess Teacher 5 - -


Understanding objects made of wood, plastic, . classify objects Skills provides
the properties of metal, glass or rubber and into groups various objects
materials group them according to the according to the observing such as wooden
materials they are made of. materials they are communicating ruler, metal
made of. classifying spoon, cloth,
Pupils test objects made of . identify making inferences paper, coin, - 2 -
wood, plastic, metal, glass or materials that piece of leather,
rubber to find out if they: conduct Scientific rubber band,
a) conduct electricity, electricity. Attitudes and glass plate, cork
b) conduct heat, . identify Noble Values and marble. - 2 -
c) float on water, materials that
d) absorb water, conduct heat. Being systematic Activities can
e) can be stretched, . identify being cooperative be carried out - 2 -
f) allow light to pass through. materials that using station
float on water method.
Material –
bahan
Conductor –
pengalir
Insulator –

39
penebat
Metal –
Logam
Heat – haba
Float –
terapung
Absorb –
menyerap
Stretch - regang

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

40
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
24 Pupils record their findings in Sciences Proscess Graphic L1 L2 L3
a graphic organiser. Skills organizer in the
. identify form of a table
Discuss what conductor and materials that Oberving is as shown - 2 -
insulator are. absorb water. Classifying below:
Predicting
Making inferences
Wood Metal
. identify Conduct
electricity
- 2 -
materials that can Interpreting data Conduct
heat
Float on

be stretched. water
Absorb
water
Scientific Can be
stretched

. identify Attitudes and - 2 -


Allow light
to pass
through

materials that Noble Values


allow light to pass
through. Being systematic
Daring to try
. state what a Being confident 3 - -
conductor is. and independent

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

41
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
25 Based on the graphic Sciences Proscess Suggested L1 L2 L3
organizer, pupils conclude that Skills objects are:
a good heat conductor is also a . state what an Glass, book, 2 - -
good electric conductor. insulator is. Observing paper, window
Classifying pane, towel,
. conclude that a Predicting handkerchief, 1
good conductor of Making inferences tissue paper,
heat is also a Making hyphotesis transparency
good conductor of sheet, tracing
Pupils carry out activities to electricity. Scientific paper etc.
test different materials such as Attitudes and
glass, wood, rubber, metal and . classify Noble Values 1 - -
plastic to find out their abilities materials based
to allow light to pass through. on their abilities Being systematic
to allow light to Daring to try
Based on the above activities, pass through. Being confident
pupils classify materials into 3 and independent
categories i.e. . state what a 2 - -
a) transparent material that transparent
allows most light to pass material is.
through,
b) translucent material that . state what a
allows some light to pass translucent 2 - -
through, material
is.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

42
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
L1 L2 L3
26 1.2 Sciences Proscess Teacher can
Applying the c) opaque material that does . state what an Skills provide 2 - -
knowledge of not allow any light to pass opaque material materials
properties of through. is. Predicting needed such as
materials in Making inferences saw dust,
everyday life. Pupils study and discuss the . list uses of Interpreting data polystyrene, - 3 -
uses of transparent, translucent transparent, cardboard boxes
and opaque materials. translucent and of different
opaque materials. Scientific sizes, plastic
Attitudes and bag, cotton
Noble Values wool, coconut
Pupils observe models or view Pupils husk, cloth,
video to see the structure of a Being diligent and towel, tissue
polystyrene container or . suggest ways to persevering paper and - - 1
thermos flask to understand keep things cold. Thinking rationally newspaper.
how they work.
. suggest ways to Cold – sejuk - - 1
Pupils discuss and suggest keep things hot.
ways to keep things cold. e.g.
keeping cold drinks for picnic. . design an - - 1
effective way to
Pupils discuss and suggest keep things hot or
ways to keep things hot e.g. to keep things
keeping hot drinks or food for cold.
picnic.
Pupils discuss to conclude the
best way to keep things hot or
to keep things cool.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

43
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
L1 L2 L3
27 1.3 Pupils study objects and list Pupils Sciences Process Guide pupils to
Synthesising the the materials that these objects Skills organize - 2 -
knowledge are made of. . list objects and information in a
about uses of the materials that Observing table such as:
materials based they are made of. Classifying - - 2
on their Pupils suggest reasons why the . give reasons Predicting
properties materials are used to make the why particular Making inferences
objects. Interpreting data
Object Material Properties
materials that A pair of
glasses
Metal Hard, strong

they are mae of. Making hypothesis


Glass transparent

Pupils discuss that different Teacher guides


. state the - 2 -
materials have different Scientific pupils to design
materials are
properties which are taken into Attitudes and an object e.g.
chosen to make
consideration when choosing Noble Values use a tin lid and
an object based
materials to make an object a wooden ruler
on their
e.g. metal and glass are used to Being systematic to make a frying
properties.
make a pair of glasses. Daring to try pan.
. design an object Being confident - - 1
Pupils design an object for a for a specific and independent
specific purpose using the purpose and give Being fair and just
materials of their choice and reasons why
justify why they choose the certain materials
materials. are used to make
it.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

44
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
conserve – L1 L2 L3
28 1.4 Pupils observe and classify Pupils Sciences Process memelihara
Knowing the objects around them into: Skills natural material
importance of . give examples – bahan semula 3 - -
reuse, reduce a) objects made of natural of natural Observing jadi
and recycle of materials i.e. wood, soil, metal, materials. Classifying man-made –
Materials leather, cotton, fur, rubber and Making inferences bahan buatan
silk Communicating reuse – guna
b) objects made of man-made . state that man- Defining semula - 2 -
materials e.g. plastic and made materials operationally recycle – kitar
synthetic cloth. come from semula
natural materials. Scientific reduce –
Pupils discuss that man-made Attitudes and mengurangkan
materials come from natural Noble Values wood – kayu
materials. metal – logam
Being responsible cotton – kapas
Pupils conclude that we need . give reason why about the safety of rubber – getah - - 1
to conserve materials because materials need to oneself, others and silk – sutera
man-made materials and be concerved. the environment leather - kulit
natural materials are limited Being thankful to
and may be used up if there is God
no effort to conserve them. Being flexible and
. practice reusing, open-minded
Pupils carry out activities reducing and - - 2
about reusing, reducing and recycling to
recycling of materials concerve
throughout the year. materials.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

45
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
29 1.5 Pupils observe a rusty nail and Pupils Sciences Proscess rust - karat L1 L2 L3
Understanding a nail without rust and tell the . differentiate Skills - 2 -
that some differences. between a rusty
materials can object and a non- Oberving
rust rusty object. Classifying
Pupils observe objects around Making inferences
the school and classify objects . identify objects Making hypothesis - - 1
as: that can rust.
a) rusty
b) non-rusty Scientific
Attitudes and
Pupils discuss to conclude that . conclude that Noble Values - - 1
objects made of iron can rust. objects made
from iron can Having critical and
rust. analytical thinking
Pupils carry out activities to . design a fair test Being thankful to - - 1
investigate factors that cause to find out what God
rusting i.e. presence of air and factors cause Being flexible and
water. rusting by open-minded
deciding what to Being honest and
change, what to accurate in
observe and what recording and
to keep the same. validating data

. carry out the test - - 1


and record the
observations.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

46
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Sciences Process grease – gris L1 L2 L3
30 1.6 Pupils observe objects around Pupils Skills - 2 -
Understanding the school compound and . state the
that rusting can suggest different ways to different ways to Observing
be prevented prevent rusting. prevent objects Classifying
from rusting. Making hypothesis
Pupils discuss and conclude . explain how Defining
that rusting can be avoided by these ways can operationally
preventing iron from coming prevent rusting. - - 1
into contact with air and water
by coasting iron with paint, oil,
grease or non-rusting
materials.
Scientific
Pupils discuss the advantages . explain why it is Attitudes and - - 1
of preventing rusting. necessary to Noble Values
prevent rusting
Having critical and
analytical thinking
Being confident
and independent
Thinking rationally

Investigating The Earth and The Universe

47
Learning Area : The Solar System

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
30 1.1 Pupils study a model or view Pupils Sciences Process The constituents L1 L2 L3
Understanding simulation of the Solar System. Skills of the Solar
the Solar . list the Observing System are
System Pupils discuss the constituents constituents of the Making inferences Mercury, 5 - -
of the Solar System. Solar System. Scientific Venus, Earth,
Attitudes and Mars, Saturn,
Pupils simulate to demonstrate . list the planets Noble Values Neptune, 3 - -
the relative distance of the in the Solar Being thankful to Uranus, Jupiter,
planets in the Solar System. System in a God Pluto, natural
sequence. Being flexible and satellites,
open-minded meteors, comets
. state that planets Realising that and asteroids. - 3 -
Pupils discuss that all the move around the science is a means Solar System –
planets in the Solar System Sun. to understand Sistem Suria
Mercury – Utarid
move around the Sun. nature Venus – Zuhrah
Earth – Bumi
Mars – Marikh
Jupiter – Musytari
Saturn – Zuhal
Uranus – Uranus
Neptune – Neptun
Pluto - Pluto

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

48
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils L1 L2 L3
31 1.2 Pupils compare the size of a Sciences Process The ratio of
Understanding sago, a glass marble and a . state the size of Skills size: 4 - -
the relative size basket ball to show the relative the Sun relative to
and distance size of the Moon, Earth and the size of the Observing Moon Earth
between the Sun. Earth. Making inferences Sun
Earth, the Moon Using Space-Time 1 : 4 : 400
and the Sun Pupils discuss to estimate how . state the size of Relationship - 2 -
many times the Sun is bigger the Earth relative sago – sagu
than the Earth is bigger than to the size of the Support lives –
the Moon Moon. Scientific menyokong
Attitudes and hidupan
Pupils gather information to . state the relative Noble Values Absence of - - 1
estimate how far the Sun is distance from the water –
from the Earth relative to the Earth to the Sun Being thankful to ketiadaan air
distance of the Moon from the compared to the God absence of air –
Earth. relative distance Being flexible and ketiadaan
from the Earth to open-minded udara
Pupils discuss and conclude the Moon. Appreciating the
that the distance from the Earth balance of nature
to the Sun is 400 time the
distance from the Earth to the
Moon.

Pupils simulate/built model to


show the relative size and
distance of the Sun and the
Moon from the Earth.

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

49
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils L1 L2 L3
32 1.3 Pupils gather information . state why certain Sciences Process 5 5 -
Appreciating about planets in the Solar planets are not Skills
the perfect System. conducive for
placement of living things. Observing
the planet Earth Pupils discuss how the Making inferences
in the Solar distance of a planet from the Using Space-Time
System Sun affects how hot or cold it Relationship
is.
. predict what will 1 - 3
Pupils discuss to relate how happen if the Scientific
hot or cold a planet is to its Earth is placed Attitudes and
ability to support life. much nearer or Noble Values
farther from the
Sun. Being thankful to
Pupils discuss to predict what . conclude that God - - 1
will happen if the Earth is the Earth is the Being flexible and
place much nearer or farther only planet in the open-minded
from the Sun. Solar System that Appreciating the
has living things. balance of nature
Pupils discuss other factor that
affect a planet’s ability to
support lives e.g. absence of
water and absence of air.

Investigating Technology

50
Learning Area : Technology

LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE


WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Teacher can use L1 L2 L3
33 1.1 Pupils Pupils Sciences Process video that
Understanding Skills shows the use
the importance a) try to memorise a telephone . state that there of various 4 - -
of technology in number and then try to are Defining technologies
everyday life memorise another 5 telephone Limitations to operationally such as:
numbers without writing them human’s abilities Making inferences a)
down. to do things. Predicting microsurgery,
b) try to jump as high as b) hearing aids,
possible and touch the ceiling, c) metal
c) try to read the same writing Scientific detector,
from different distance. Attitudes and d) night vision
Noble Values memorise –
Pupils discuss the limit of their mengingat
device – alat
abilities. Being thankful to abilities –
. identify devices God keupayaan 4 2 -
Pupils view video to see how used to overcome Being flexible and limitation – had
technology are used to human’s open-minded keupayaan
overcome human’s limitations. limitations. Appreciating the magnifying glass –
kanta pembesar
contribution of overcome-
Pupils discuss and give other . explain how sciences and mengatasi - - 2
examples of human’s certain devices technology goggle
limitations and ways to are used to e) x-ray
overcome them e.g. overcome
human’s

WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE

51
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
a) unable to see the fine details limitations. . L1 L2 L3
on an object. This can be
overcome by using magnifying
glass or microscope,
b) unable to speak loud enough
for someone far away to hear.
This can be overcome by using
microphone, megaphone or
telephone.
c) unable to walk for long
distance. This can be overcome
by riding a bicycle or traveling
by car, train, ship or aeroplane
34 . Pupils gather information and Pupils Sciences Process communication
1.2 create folio about the . give examples Skills – komunkasi 5 5 -
Understanding development of technology in of development of transportation
the the fields of : technology. Making inferences - pengangkutan
development of agriculture –
technology a) communication, Scientific pertanian
b) transportation Attitudes and construction –
c) agriculture, Noble Values pembinaan
d) construction innovate –
Being thankful to mencipta
God betterment –
Being flexible and kebaikan
open-minded mankind –
Appreciating the manusia
balance of nature sejagat

52
LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
E.g. in communication the . recognize the L1 L2 L3
development of technology needs to innovate - 4 -
from smoke signal to drum, or invent devices
telephone, walkie-talkie, cell for the betterment
phone and teleconferencing. of mankind

Pupils give reasons on the


needs to innovate or invent
devices for the betterment of
mankind.
1.3 Pupils discuss and list the Pupils Problem
Synthesising problems that they encounter . identify suggested may 4 - -
how technology in everyday life. problems they be simple such
can be used to encounter in their as:
solve problems daily life.
a) losing pencil
or pen from - - 1
. generate ideas to time to time,
Pupils carry out brainstorming solve the problem b) dust flying
session on how to solve the identified. around while
problems identified. cleaning the
. design a device blackboard. - - 1
Pupils design and make to solve the Encounter -
devices to solve the problems problem hadapi
identified. identified.

53
LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
WEEK
OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils present their Teacher advises L1 L2 L3
innovations to the class. . demonstrate pupils to design - - 2
how the device devices that are
invented can be easy to make.
used to solve the
problem Encourage
identified. pupils to use
recycled
materials when
making devices
35 1.4 Pupils discuss and list the Pupils Sciences Process Suggested
Analysing that advantages and disadvantages . state that Skills topics for 5 - -
technology can of technology to mankind. technology has debate:
benefit mankind advantages and Making inferences
if used wisely disadvantages. a) Technology
Pupils hold debates on topics Scientific can be harmful
related to technology. Attitudes and to mankind.
Noble Values b) Technology
improves
Pupils make a conclusion from Being thankful to quality of live.
the debate that technology can . conclude that God benefit –
benefit mankind if used wisely. technology can Being flexible and manfaat - - 2
benefit mankind open-minded wisely – secara
if used wisely. Appreciating the bijaksana
balance of nature

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