Professional Documents
Culture Documents
Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui kementerian
Pelajaran Malaysia untuk merapatkan jurang pencapaian antara murid keluarga miskin
dan murid daripada keluarga yang berada. Matlamat Skim Baucar Tuisyen adalah
memberi tuisyen kepada murid miskin yang lemah dalam mata pelajaran Bahasa
Melayu, Bahasa Inggeris, Sains dan Matematik bagi membolehkan murid tersebut
menguasai pengetahuan dan kemahiran asas dalam mata pelajaran berkenaan.
Oleh hal yang demikian, diharapkan melalui modul ini masalah pembelajaran
mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan pelajaran mereka
seterusnya. Semoga penghasilan modul ini dapat membantu semua pihak menjayakan
Skim Baucar Tuisyen untuk mengurangkan jurang pencapaian antara murid yang
berkemampuan dengan yang kurang berkemampuan dan kadar penyertaan murid
daripada keluarga miskin pada peringkat yang lebih tinggi akan meningkat.
2
SKIM BAUCAR TUISYEN (SBT)
GURU
Pengiktirafan kepada guru-guru
yang mengadakan kelas
tambahan
secara sukarela / percuma
3
Dilaksanakan di luar Jadual Waktu Persekolahan
4
- Rancangan P&P, aktiviti, contoh-contoh soalan secara umum dan yang
dirancang mengikut aras-aras pencapaian murid disediakan.
- Aktiviti berbentuk permainan seperti : silang kata sains magik, kuiz, isi
tempat kosong tangga ular, eksperimen ringkas dan lain-lain.
- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung
dalam P&P yang dicadangkan.
PENTING :
5
UNTUK MURID DAN KELAS SBT
1. Pemilihan murid bagi program Skim Baucar Tuisyen (SBT) adalah berdasarkan
kepada :
4. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas SBT
Tahun 6 seelok-eloknya dapat ditamatkan sebelum peperiksaan UPSR bermula.
5. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan yang
dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan, teknik belajar,
menjawab soalan dan motivasi.
6. Jumlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada 25
orang.
7. Bagi sekolah kekurangan murid, kelas SBT tahun 4 dan Tahun 5 dibenarkan
bergabung manakala bagi Tahun 6 pula, kelas tersebut tidak boleh bergabung
dengan kelas lain.
8. Kelas SBT tahun 6 lebih berfokus kepada teknik belajar, teknik menjawab soalan
dan motivasi. Bagi tahun 4 dan 5 pula lebih berfokus kepada pemulihan dan
pengukuhan.
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9. Galakan dan sokongan harus diberikan kepada murid-murid SBT agar mereka
berminat untuk hadir ke kelas yang diadakan.
10. Kelas SBT yang diadakan haruslah mengambil kira tentang keselamatan murid
sepanjang P & P dijalankan.
PENTING :
UNTUK GURU TUISYEN SBT
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1. Guru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada guru
sekolah atau guru yang sudah berpencen.
2. Guru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas SBT
tanpa menjejaskan tugas hakiki dan tugas-tugas rasmi yang lain.
3. Setiap guru SBT dihadkan mengajar tuisyen kepada 2 kelas bagi mana-mana 2
mata pelajaran atau 4 kelas bagi mana-mana satu mata pelajaran.
5. Lembaran kerja, ’hand-outs’ atau fotokopi bahan pengajaran boleh dibuat bagi
meningkatkan prestasi murid.
7. Guru SBT juga harus menyediakan jadual waktu kelas SBT, rekod mengajar
berkaitan tajuk dan aktviti, senarai nama murid, kehadiran murid dan pencapaian
murid.
8. Guru tuisyen SBT hendaklah membuat penilaian pelajar apabila tamat sesuatu
sesi pengajaran.
10. Dalam program SBT ini mungkin ada guru yang mengajar mendapat banyak
baucar dan ada pula guru yang sedikit. Apa yang penting adalah ”Konsep
Membantu Pelajar Dengan Ikhlas”.
PENTING :
UNTUK PENTADBIRAN DAN PENGURUSAN SBT
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1. Sekolah harus menubuhkan Jawatan Kuasa SBT di peringkat sekolah masing-
masing.
3. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT jika
murid berkenaan melanggar peraturan sekolah.
4. Pihak sekolah juga harus menubuhkan ’Pusat Tuisyen SBT’ di sekolah masing-
masing berdasarkan kepada senarai murid yang layak menerima SBT dengan
menyediakan jadual waktu dan keperluan guru tuisyen secukupnya.
5. Guru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang
mengajar murid itu sendiri atau guru dari sekolah lain. Dengan cara ini murid
akan kekal di sekolah dan hanya sebahagian guru sahaja yang bergerak ke
sekolah lain.
7. Peruntukan satu mata pelajaran adalah sebanyak RM 90.00. Jika pelajar itu
mendapat peruntukan sebanyak empat mata pelajaran maka jumlah
peruntukannya adalah RM 360.00 setahun.
9. Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT boleh
ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen SBT melalui
tuntutan bulanan.
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10. Pihak sekolah harus menggalakkan guru-guru SBT menggunakan Modul SBT
yang telah dibekalkan oleh KPM.
MATLAMAT
10
Pembelajaran SBT dalam Mata Pelajaran Sains ini adalah bertujuan untuk membolehkan murid
mencari jawapan secara bersistem untuk mengatasi kemahiran proses sains terutamanya
dalam soalan Sains amali di kertas B.
OBJEKTIF
- Rancangan P & P , aktiviti, contoh-contoh soalan secara umum dan yang dirancang
mengikut aras-aras pencapaian murid disediakan .
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- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.
- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama ada mahu
menggunakan atau sebaliknya. ( bergantungkan masa )
- Aktiviti berbentuk permainan seperti : silang kata, magic sains, kuiz, isi tempat kosong
tangga ular, eksperimen ringkas dan lain-lain.
- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu dibincang
bersama pelajar berpandukan teknik menjawab dengan betul.
- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung dalam P & P
yang dicadangkan.
KUMPULAN SASARAN
Masa
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2. Lemah dalam membuat penyelesaian soalan mengikut kehendak kemahiran proses
sains.
Guru Sains haruslah memberi penekanan kepada kemahiran yang berkaitan dalam
Huraian Pembelajaran Khusus.
PENUTUP
Dengan terbinanya Modul Skim Baucar Tuisyen( SBT ) adalah diharapkan agar Proses
Pengajaran Dan Pembelajaran dapat berjalan dengan lebih berkesan dan mencapai objektif.
13
Terima kasih atas kepercayaan dan mandat yang diberikan oleh Jabatan Pendidikan
Negeri kepada Pasukan Petugas Sains Negeri . Walaupun dalam proses penyediaan,masa dan
tenaga agak terhad namun kerjasama dan komitmen daripada semua pihak , akhirnya
terbinalah Modul Skim Baucar Tuisyen (SBT) Mata pelajaran Sains ini.
Semoga kerjasama dan usaha gigih akan berterusan ke arah pembelajaran Sains
Cemerlang.
TABLE OF CONTENTS
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Preface
The National Philosophy
National Philosophy of Education
National Science Education Philosophy
Aims
Objectives
The Features of Science Module
Contents of Science year 5 Syllabus
Mind map of Science Year 5 Syllabus
Questions and Instructions Leading To Science Process Skills
Enabling Questions on Fair Test
Sample of Teaching Plan
Sanple of Lesson Plan Record
Steps for Lesson Activities
Appendix and Worksheets
Answers
Glossary
Acknowledgements / Panel of Modul Writers
PREFACE
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The Science Module of Tuition Voucher Scheme was conceived out of the desire to
provide high quality science education at early age. It was designed as an on-going
effort towards further individuals’ potential development that will be implemented in
remedial classes
The teaching and learning strategies are planned based on the Science Curiculum
Specifications developed by the Curriculum Development Center, Ministry of Education.
The level of the exercises given are differ slightly from their formal activities but still
encompass science knowledge and skills, develop thinking skills and thinking
strategies, scientific attitudes and given ample opportunities to engage in scientific
investigations through hands-on activities, experiments and inquiry discoveries.
The inquiry approach will be emphasized throughout the teaching-learning process. The
content and contexts suggested are chosen based on their relevance and appeal to the
level of pupils’ ability to enchance their interst towards science subject.
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
AIMS
The aims of the primary school Science of Tuition Voucher Scheme are to assist
teachers and provide basic science knowledge and concepts and guide the pupils to
search and discover the answers one step at a time, systematically and accordingly by
referring to the Science Process Skills mainly in answering questions for Section B.
OBJECTIVES
17
Stimulate curiosity and enhance creativity among pupils through everyday
experiences
Promote the acquisition of scientific and thinking skills as well as the inculcation
of scientific attitudes and values and able to master scientific knowledge and
technological competency.
Hence their talents and ability to apply knowledge and skills in a creative and
critical manner for problem solving and decision-making.
Improve their academic achievement or progress and bridge the gap from being
lag behind by extending their learning periods with teachers.
Instills the science culture and appreciate the contributions of science and
technology towards national development and the well-being of man kind.
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Includes guidance on how to answer the SPS questions using the correct
technique.
Includes guidance on how to give instructions and form questions that leads to
SPS.
Steps for the lesson plan activities are prepared according to the pupils’ abilities.
Set of questions are provided which had been prepared according to the Science
Year 5 Curriculum Specifications and Taxonomy Bloom.
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MIND MAP OF SCIENCE YEAR 5 CURRICULUM CONTENTS
Electricity Light
Survival of the
Microorganism species
Energy Heat
Investigating Investigating
Technology Materials
Investigating The
Strength and Earth and The Acid and
stability Universe Alkali
Constellation
20
Microorganism is a living thing Usefulness of microorganism
. bacteria Microorganism
. virus breathe
. fungi Harmfulness of microorganism
. protozoa
21
Different plants have their won ways
Different animals have their own ways to to ensure the survival of the species
ensure the survival of their species
22
Food chain Food web
23
• forms of energy
• kinetic energy
Sources of energy
• potential energy
• chemical energy
• sound energy
Uses of energy • light energy
Transformation
Energy of energy
Renewable energy
Appliances that make use
of energy transformation
definition
non-renewable energy
Sources of renewable energy
definition
Sources of
non-renewable energy
Ways to save energy
24
Sources of electricity
• dry cell
• accumulator
• rechargeable battery The difference in
• solar cell the arrangement
• dynamo Series circuit of bulbs
25
Light travel
in a straight
line
Light can be
reflected
How shadow
is formed Light
Use of reflection
of light
26
The effects of heat
Heat loss – substance became cooler on matter
Heat gain – substance become warmer
Temperature
Heat
What is
temperature Examples of the application of principle
of expension and contraction
Measuring the
temperature
27
Liquid Solid
example
example
Properties
• has mass
Properties States Of Matter • has no fixed shape
• has mass • has no fixed volume
• has fixed volume
• has no permenent
shape
Gas Water cycle
• How cloud is formed
Matter can change from one
• How rain is formed
state to another
Some liquids flow faster example • How water is circulated in the
eg: water
enironment
than others • Importance of water cycle
• Importance of water resources
28
Neutral Substances
Acid Substances
Taste
29
Shapes of Factor that affect the
objects that are strenght of a structure
stable • Type of materials used
• How the structure is
placed
Strength And
Factor that affect stability Stability
of objects
Base area
height
30
Identify
Definition • orion
• scorpion
• big dipper
• southern cross
Constellation
The importance of
constellation
31
The movements of the Earth,
the Moon and the Sun The occurance of day and
night
32
SAMPLE OF TEACHING PLAN
Class :5A
Theme : Investigating Technology
Learning Area : 1. Strength and Stability
Learning Objectives : Pupils should learn:-
1.1 Knowing the shapes of objects in structures.
1.2 Understanding the strength and stability of a
structure
Learning Outcomes : Pupils should be able to:-
state the shape of objects
identify shapes in structure
identify shapes of objects that are stable
Science Process Skills : Observing, Communicating and Making Inferences
Manipulative Skills :
Use and handle science apparatus substance.
Store science apparatus.
Previous knowledge : Pupils had seen structure of objects around them.
Scientific Attitudes &
Noble Values :
Appreciating contribution of science and
technology
Being cooperative
Materials : straw, cellophane tape, CD, computer and LCD
33
Step/Activitie
Content Procedure
s
Set Induction To attract pupils Teacher shows the objects which have
(10 minutes) (Observing) basic shapes.
To identify the
shapes of objects
(Observing)
34
LESSON PLAN RECORD
SCIENCE TUITION VOUCHER SCHEME
Subject :.........................................................
Activities :
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
……………………………………………………………………………………………….…
………………………………………………………………………………………………….
Impact :
…………………………………………………………………………………………………..
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…………………………………………………………………………………………………...
1.OBSERVING.
• What is the difference between these two objects?
• What is unusual about this picture?
• How does it taste?
• What colour is the ball?
• How does the object feel?
• What can you see?
• How does the object feel?
• Are they the same?
• Does it longer or shorter?
• What happen when you push the ball harder?
2. CLASSIFYING
• Are all the objects the same?
• What is the difference between the seeds in the two groups?
• How are the seeds in each group alike?
• Why did you put these objects in one group? Why did you put the other
objects in the other group?
• Why did you sort/group the objects in such a way?
• How did you sort the objects?
• How did you group the objects?
• Can you sort/group the objects in other way?
36
• What unit did you use?
• What instrument did you use to measure?
• What is the weight/height/length of the object?
• Which plant is taller?
• Which has more leaves?
• Count the umber of leaves. How many leaves are there?
• How long is the table?
4. MAKING INFERENCES
• Why do you think it turns yellow?
• What do you think happens?
• What do you think cause it?
• What do you think the object is?
• Are they any other reason for that?
• Give one reason based on your observation.
• What makes the objects float?
• Why do you think the nails become rusting?
5. PREDICTING
• What do you think will happen next?
• What will happen to stem after 3 weeks?
• What will happen to both nails after 7 days?
• What do you think will happen to the fish after sometime?
• What is the number of animal at the year of 2008?
6. COMMUNICATING
• Based on the product label, describe the product.
• What can you say about this object?
37
• Tell us how you make the bulb lights up.
• Draw how the plant grows after 1 week.
• Name one plant that reproduces in the same way as the tapioca plant
• Describe what happens when you add water to it?
7.SPACE-TIME RELATIONSHIP
• Where is the ball after a while?
• What will happen to the ice after a few minutes?
• What happened before / after that?
• What happened first/ last?
• How does the tree look like from inside the house?
• Where is the canteen located?
• How did it look from the top/bottom/side?
8.INTERPRETING DATA
• What can you say about brightness of the bulb when one battery is used?
• What happened to the brightness of the bulb as the number of batteries
increase?
• How does the number of batteries effect the brightness of the bulb?
• Based on the pictograph what is the most common height among your
classmates?
• What is the trend of the graph.
9.DEFINING OPERATIONALLY
• What is a ball? Can you tell me what a ball is? What do you do with the
ball?
• What are the things needed to make a complete circuit?
• What is a complete circuit?
• How did you make a complete circuit?
38
• What did you to the things to make a complete circuit?
• What is man made materials?
• How do you explain speed?
10 CONTROLLING VARIABLES
• What are the things that you use in the activity?
• What are the things that affect the result of the activity?
• What do you keep the same?
• What do you measure?
• What do you need to change?
• How does size of a sponge affect the amount of water it will hold?
11 MAKING HYPOTHESES
• What will happen if I add more water?
• What do you think will happen if this is change?
• What is the relationship between the number of batteries use and the
brightness of the bulb?
• What will happen to the result if we change this?
• What will be affect if this is change?
• Will the plant grow healthier if we use more water?
12 EXPERIMENTING
• What is your conclusion?
• Describe what you will do to find out what plant need to grow healthy.
• How would you prove your hypothesis/inferences?
• Design a fair test.
39
ENABLING QUESTIONS ON FAIR TEST
1.Getting Started
2. Planning
40
• What can you conclude from your investigation?
5. Evaluation
6. Communicating
• How could you tell/show others what you did and found out in your
investigation so that others could repeat what you did?
8. Drawing Table
41
• Choose the values for your manipulated variable
• Write in the values for your manipulated variable on the right
column
• Add in the response variables while you do the practical on the left
column
42
ii. Categoric
- decide which values to be used
- the values will be the different types of the variable you are testing
- suitable to use bar graph
Amount of sugar added (g) Temperature for the sugar to melt (C)
Manipulated
variable & units
Response
variable & units
MY SCIENCE INVESTIGATION
Name:_______________________________________________
44
Class:___________________________ Date:_______________
__________________________________________________________________
___________________________________________________________________
___________________________________________________________________
45
What do I want to observe/ measure? My inference…
____________________________________________________
Remember
to use
After the experiment... Scientific
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
______________________________________________________________________
LESSON 1
46
Learning Objective : 1.1 Understanding that microorganism is a living thing.
Learning Outcomes : • state types of microorganisms.
• state that yeast is an example of microorganism.
Steps :
1. Each pupil is given a worksheet.(L1/WS1)
2. Pupils are asked to join the dots to form each letter for the words given.
3. Pupils are asked to spell and say the words correctly.
4. Each pupil is given a piece of paper with pictures A, B, C and D printed on it.
(L1/APP1)
5. Pupils cut and paste the pictures on the worksheet.(L1/ WS1)
6. Each pupil are asked to name the types of microorganism stated in the worksheet.
7. Teacher explains the different types of microorganisms and one of the
examples is yeast . Pupils observe a picture and a real sample of yeast.(L1/APP2)
8. Each pupil is given another worksheet.(L1/WS2)
9. Pupils are asked to study the group of microorganism according to their types.
10. Pupils are asked to draw a classification chart in their exercise book as shown on
the board.(L1/APP2)
11. Pupils are asked to cut and paste the pictures one by one from L1/WS2 according to
their types into the classification table.
12. Pupils make a conclusion about the various types of microorganism and one
example is yeast with teacher’s guidance.
L1/ WS1
Learning Objective : 1.1 Understanding that microorganism is a living thing.
Name : __________________________________________________________
Class: _________________________________ Date:____________________
47
Join the dots to form the letter of the words given.
Then cut the pictures and paste them according to the shape given to match the
microorganisms and the name given.
TYPES OF MICROORGANISMS
1
1.
2.
3.
4.
L1/ APP1
48
A
L1/WS2
a) Bacteria
49
b) Protozoa
c) Virus
d) Fungi
L1/APP2
1. Picture of Yeast.
50
2. Classification chart.
Types Of Microorganism
LESSON 2
Steps :
1. Pupils are asked to list down the life processes of living things on the board.
(Note: Teacher guides the pupils to write down the answers.)
2. Pupils listen to teacher’s explanation that microorganism is a living thing
and undergoes these life processes, such as breathing, growing and moving.
3. A series of pictures are shown to the pupils. (L2/APP1).
4. Pupils observe and listen to teacher’s explanation about the changes of the
bread from day 1 to day 9.
5. Pupils discuss that most of the microorganism are tiny and cannot be seen with
naked eyes but certain microorganisms such as fungi are big, eg. mushroom.
6. Each pupil is given a worksheet to be completed.(L2/WS1)
L2 / WS1
Learning Objective : 1.1 Understanding that microorganism is a living thing.
Name : ____________________________________________________________
52
Class: _______________________________ Date: ________________________
A. Rearrange the letters to form the correct words to show the life processes undergo
by the microorganism.
1. B A R T H E E S B S
2. S G O W R O
3. V S E M O O
DAY 1 • • a
DAY 3 • • b
DAY 5 • • c
DAY 7 • • d
DAY 9 • • e
L2 /APP1
53
DAY 1
DAY 3
DAY 5
DAY 7
DAY 9
LESSON 3
54
Theme : Investigating Living Things
Learning Area : 1. Microorganisms
Learning Objective : 1.1 Understanding that some microorganisms are
harmful and some are useful.
Learning Outcomes : • state the examples of use of microorganisms.
• state the harmful effects of microorganisms.
Steps :
1. Pupils read the label of a yogurt drink bottle.
2. Pupils discuss that microorganism is used in making of yogurt drink.
3. Each pupil is given a piece of paper with pictures printed on it to be pasted in the
exercise book.(L3/APP1)
4. Pupils identify the uses of microorganisms based on the pictures given.
5. Pupils carry out a simulation of :
- having flu
- having toothache
6. Pupils discuss that microorganisms causes these situations and list down other
diseases caused by microorganisms.
7. Pupils observe the flash cards one by one and tell whether it is useful or harmful
effects of microorganisms.(L3/APP2)
9. Pupils complete the worksheet given.(L3/WS1)
10. Pupils discuss the answers with the teacher.
L3/APP1
55
Learning Objective : 1.1 Understanding that some microorganisms are
harmful and some are useful.
The Uses Of Microorganisms.
L3/APP2
FOOD POISONING
making antibiotic
56
FOOD TURNS BAD
MAKING YOGHURT
MAKING DOUGH
COUGH
MAKING FERTILIZER
TOOTH DECAY
L3/WS1
Learning Objective : 1.1 Understanding that some microorganisms are
harmful and some are useful.
57
Name:__________________________________________________________
Class:____________________________ Date : ________________________
i) __________________________________
ii) __________________________________
i) ___________________________________
ii) ___________________________________
a)
b)
Uses Of
Microorganisms
c)
d)
Harmful Effects Of
Microorganisms e)
f)
LESSON 4
58
Theme : Investigating Living Things
Learning Area : 1. Microorganisms
Learning Objective : 1.1 Understanding that some microorganisms are harmful
and some are useful.
Learning Outcomes : • describe the diseases caused by microorganisms can
spread from one person to another.
• explain ways to prevent diseases caused by
microorganisms.
Steps :
1. Each pupil is given a worksheet to be completed.(L4/WS1)
2. Pupils list down all the diseases stated in the worksheet on the board to be
read by them.
3. Pupils listen to teacher’s explanation of how diseases can spread from one
person to another.
4. Each pupil is given a piece of paper and read the statement given in front of
the class one by one with teacher’s guide.(L4/APP1)
4. Pupils discuss the ways to prevent diseases.
5. Each pupil is given a worksheet to be completed. (L4/WS2).
L4/WS1
Learning Objective : 1.1 Understanding that some microorganisms are
59
harmful and some are useful.
Name:__________________________________________________________
Class:_____________________________ Date : _______________________
Draw line vertically, horizontally or diagonally across the letters to form the words
about the harmful effects of microorganisms as given in the box below.
A S D R T D Z X D G B N M S L J
W E Y J K I H T K D H G U O C Q
B D M E A S L E S Q W O E R H U
F F Q D Z E A S D F I G H J I Y
H E S S X A E W S G X Z L M C F
Y I W E C S R T H A C A J N K C
S N E C V E G G D S C A B I E S
X F D U B S U M S X B S G B N R
E L C I N O T W I C N D F V P F
K U F M C Y H D T R M F D V O Y
O E U R U G N V I V D G S C X O
A N K R M M M B V V E F A X Q P
I Z O T F K P J I B W H L Z A S
K A I D S Y L S T N Q J Q U Z A
B R N Y H H F C M M U M P S C
V O Z U K K G N L S L E G S D
S K A I E J K U B C A B I E S
E U S I L A H M J K D L R T S T
E H D O N S G B N J F P T R W R
R E T P B D F F O H G O Y F E E
S T O M A C H A C H E I U C D F
C O N T A G I O U S A A U H N I
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L4/APP1
Diseases can be ____________________ from one person to another person and there
are ways to ______________________ it.
LESSON 5
63
Theme : Investigating Living Things
Learning Area : 2. Survival of the Species
Learning Objective : 2.1 Understanding that different animals have their own
ways to ensure the survival of their species.
Learning Outcomes : • Give examples of animals that take care of their eggs
and youngs.
• Explain how animals take care of their eggs and youngs.
• Explain why animals take care of their eggs and youngs.
Steps :
1. Pupils listen and guess the answers to the riddles read by the teacher. (L5/APP1)
2. Pupils view video of animals.(using the Year 1Teaching Courseware - CD3)
3. Pupils identify the animals that take care of their eggs and youngs from the video.
4. Pupils are given a worksheet to be completed. (L5/WS1)
5. Pupils identify the ways of animals take care of their eggs and youngs by completing
the worksheet given.(L5/WS2)
L5/APP1
Riddles:
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a. b.
I live in a kennel.
I live in the sea.
I give birth to my young.
I lay many eggs on land.
My body is covered with thick fur.
My body is covered with a hard shell.
I suckle and look after my young.
I do not take care of my eggs.
Who am I?
Who am I?
Answer : ____________________
Answer : ________________
c. d.
I tweet. I croak.
I live in a nest. I live in a pond.
I can fly. I lay slimy eggs.
My body is covered with feathers. I can jump.
I look after my eggs and I do not take care of my eggs.
I feed my young. Who am I?
Who am I ?
L5/WS1
Learning Objective :2.1 Understanding that different animals have their own ways to
ensure the survival of their species
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Name : _________________________________________________________
Class : ____________________________Date : ________________________
Based on the picture above, classify and list down the animals according to the
information given in the table below.
a. take care of their eggs b. take care of their young
Some animals ___________ their _____ and ______ and some do not.
L5/WS2
Learning Objective :2.1 Understanding that different animals have their own ways
to ensure the survival of their species
Name : __________________________________________________________
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Class : ____________________________ Date : ________________________
Carry their youngs in the pouches. Keep their youngs in the mouth.
1. 2.
3. 4.
5. 6.
Animals take care of their _____ and ______ to ensure the ______ of their _______
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LESSON 6
Steps :
1. Pupils observe and name the various types of seeds or fruits shown by the
teacher. (L6/APP1)
2. Pupils discuss the ways of dispersal for the seeds or fruits shown.
3. Pupils find and colour eight hidden words in the word maze. (L6/WS1)
4. Pupils label the pictures given.(L6/WS2)
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L6/APP1
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L6/WS1
Learning Objective : 2.2 Understanding that different plants have their own ways to
ensure the survival of their species.
Name : _____________________________________________________________
Class :___________________________________ Date : ____________________
Find and colour eight hidden words in the word maze below about dispersion of seeds
and fruits..
E E A F F C Z X E G N M K R D C W W
W X D A S D F F G G T R E W W W H A
E G P D R T G C V B E A N D S M F T
R R E L W Q A S D D C F G T S N V E
T E R F O R A M T N N N V D E B F R
Y S D F G S E F C Z X W V F S V P R
U G H N A N I M A L G H X C A C A W
I W E D R F F V F R G G D V X X R S
O D F B H J J N E F T G F F D X F A
P W E D L F V D F M W V R H G Z C S
L E D R O W F W A L E R Y I K Y X X
K D A F T T D I D F S C R H T A A D
R A M B U T A N X B E V H T G A Q F
R B W D S F D D P E R G T A G S A G
A G S H T R E W S A T Y R T N D D H
M T H Y U T R E A E G J F R Y I D J
G A S D F G H J K K H U D E H G S K
S H O R E A S E R F V G H T Y F E M
70
L6/WS2
Learning Objective : 2.2 Understanding that different plants have their own ways to
ensure the survival of their species.
Name : _____________________________________________________________
Class :_______________________________ Date : ________________________
Plants have various ways to disperse their seeds and fruits.Label the pictures correctly.
a. b. c.
d. e. f.
g. h. i.
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disperse, seeds , fruits , survival , species
Plants need to ________ their ______ or _______ to ensure the _______ of their
__________.
LESSON 7
Steps :
1. Pupils observe the coconut fruit.
2. Pupils put the coconut into a pail of water.
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3. Pupils observe a coconut that has been cut into two.
4. Pupils explain with teacher’s guidance what they have observed through the
activities and relate them with the characteristic of the coconut fruit to the way it is
dispersed.
5. Pupils complete the worksheets given. (L7/WS1) , (L7/WS2)
L7/WS1
Learning Objective : 2.2 Understanding that different plants have their own ways to
ensure the survival of their species.
Name : _____________________________________________________________
Class :______________________________ Date : _________________________
Group the plants below according to the way they are dispersed.
WAYS OF DISPERSAL
By
By explosive
water mechanism
By By
wind animal
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bean lalang lotus shorea angsana
Learning Objective : 2.2 Understanding that different plants have their own ways to
ensure the survival of their species.
Name : ___________________________________________________________
Class :_____________________________ Date : ________________________
A. Match the pictures with the characteristics of the fruits and seeds..
1
a
Light
Have air space
Covered with waxy skin
2
b
Light
Wing-like structure
Dry
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3 c
Fleshy
Brightly coloured
Edible
4 d
dispersal , characteristics
2. Fruits and seeds that are dispersed by water have these characteristics:
a. _____________________________
b. _____________________________
c. _____________________________
3. Fruits and seeds that are dispersed by wind have these characteristics:
a. _____________________________
b. _____________________________
c. _____________________________
4. Fruits and seeds that are dispersed by animals have these characteristics:
a. _____________________________
b. _____________________________
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c. _____________________________
5. Fruits and seeds that are dispersed through explosive mechanism have this
characteristic:
a. _____________________________
LESSON 8
Steps :
1. Pupils observe pictures of animals.
2. Pupils discuss types of food these animals eat.
3. Pupils classify the animals into herbivore, carnivore and omnivore.
4. Pupils complete the worksheet given.(L8/WS1) (L8WS2)
.
.
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L8/WS1
Learning Objective : 3.1 Understanding food chains.
Name: ___________________________________________________________
Class: _________________________________ Date: ____________________
State whether these animals eat plants, other animals or plants and other animals.
a. b. c.
d. e f.
77
g. h. i.
j. k. l.
L8/WS2
Learning Objective : 3.1 Understanding food chains.
Name: __________________________________________________________
Class: _________________________________ Date: ____________________
Cut and paste these pictures into their groups according to their eating habits.
78
L8/WS2
Group the animals according to their eating habits.
Herbivore
Carnivore
79
L8/WS2
Omnivore
LESSON 9
80
1. ___________________, _____________________,_____________________
and __________________ are herbivore because they eat _______________
only.
LESSON 9
Steps :
1. Each pupil is given a worksheet. (L9/WS1)
2. Pupils name the plant and animals given in the worksheet.
3. Pupils complete the worksheet given with teacher’s guidance.
4. Pupils are given another worksheet to be completed. (L9/WS2)
81
L9/WS1
Learning Objective : 3.1 Understanding food chains.
Name: __________________________________________________________
Class: _________________________________ Date: ___________________
b.
82
c.
d.
L9/WS2
a.
b.
83
c.
d.
LESSON 10
Steps :
1. Pupils listen to teacher’s explanation on how food web is formed.
2. Pupils complete the worksheet with teacher’s guidance.(L10/WS1)
3. Pupils discuss the answers together with the teacher.
4. Pupils complete another worksheet given.(L10/WS2)
84
L10/WS1
Learning Objective : 3.2 Synthesizing food chains to construct food web
Name: __________________________________________________________
Class: _________________________________ Date: ___________________
85
L10/WS2
Learning Objective : 3.2 Synthesizing food chains to construct food web
Name: ___________________________________________________________
Class: ___________________________________ Date: __________________
86
B. Identify the living things below.
Construct two food webs according to the habitats given correctly.
87
Paddy field
Pond
Pond
88
* ____________________________ is a combination of several food chains.
Lesson 11
89
Steps :
1. Pupils answer questions to recall previous lessons on energy transformations.
2. Each pupils is given a picture of electrical appliance. (L11/APP1)
3. Pupils are asked to write down the energy transformation with teacher’s guidance.
Examples:
i. electrical energy heat energy
ii. electrical energy sound energy
iii. electrical energy kinetic energy + sound energy
iv. chemical energy heat energy + light energy
v. electrical energy heat energy + light energy
4. Pupils find their peers that having the same transformation of energy.
5. Pupils discuss and give conclusion based on the activities done by the pupils with
teacher’s guidance.
6. Pupils complete the worksheet given. (L11/WS1, L11/WS2)
hair dryer
gas stove Iron
television
horn speaker Alarm clock
90
compact disc player
electric kettle
blender
Heater
toaster Ship
L11/WS1
Learning Outcome : 1.2 Give examples of appliances that make use of energy
transformation.
Name : __________________________________________________________
Class : ________________________________ Date : ____________________
1.
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2. A. electrical energy heat energy
7.
L11/ WS2
Learning Outcomes : 1.2 Give examples of appliances that make use of energy
transformation.
Name : __________________________________________________________
Class : ____________________________ Date : ________________________
L11/ WS2
3. The diagram shows an appliance that we use everyday.
Which of the following objects has the same energy transformation as the
object above?
A C
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B D
4. From our lesson you know that energy can be ________________________ from
i. ___________________________________________
ii. __________________________________________
iii. _________________________________________
iv. _________________________________________
v. _________________________________________
LESSON 12
Steps :
1. Pupils solve a picture puzzle given by teacher in a group. (L12/APP1)
2. Pupils say out loud the word in the picture
3. Pupils discuss various renewable resources with teacher’s guidance.
4. Pupils complete the worksheet.(L12/WS1)
94
L12/APP1
PICTURE PUZZLE
95
L12/APP1
96
L12/WS1
97
Learning Outcomes : List renewable energy resources
Name : _______________________________________________________
Class : _________________________ Date : ________________________
A. Find the renewable energy resources in the puzzle below and colour it.
S A C D E F G H I J
O Y Z Q W A T E R K
L N Q H J J H G F L
A B W G K K G H D M
R V E F L L F J S N
E C R D M P D K A O
N X T B I O M A S S
E Z Y S N O S L A P
R A U A B W I N D Q
G S I Z V I A P Z R
Y D O A C U A T X S
a. SOLAR ENERGY
b. BIOMASS
c. WATER
d. WIND
___________________________________________________________________
LESSON 13
98
Learning Outcome : • List non-renewable energy resources
Steps :
1. Pupils state 5 non-renewable energy resources according to the pictures
shown by teacher .(Refer to textbook Pg _____)
2. Pupils listen to teacher’s explanation about non-renewable energy resources.
3. Pupils are divided into groups.
4. Each group is given a set of game. (L13/APP1)
5. Pupils play the game after teacher’s explanation .(L13/APP2)
6. Pupils complete the worksheet given. (L13/WS1)
L13/APP1
RULES OF GAMES:
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2. Each player sets their turn by throwing dice. Who get the highest number start
first.
3. They start the game by throwing the dice and move according to the number on
the dice.
4. The player who steps on the board with picture on it, will take a card having the
same picture and solve the problems by writing the answer in the sheet then
follow the instructions given.
5. The first player who reached is the Winner.
ANSWER SHEET:
a. ___________________________________________
b. ___________________________________________
c. ___________________________________________
d. ___________________________________________
e. ___________________________________________
f. ___________________________________________
g. ___________________________________________
h. ___________________________________________
i. ___________________________________________
j. ___________________________________________
GAMES L13/APP2
100
Petroleum Charcoal is
Read aloud the word below. A. Can be replenished A. Non-renewable energy
COAL B. Cannot be replenished B. Renewable energy
Then you can have another Answer the question and If your answer is correct,
you can jump 3 step you may go ahead 4
round ! ahead, if not, stay until space, if not, you miss
your next turn. a turn.
L13/APP2
SOLVE THE RIDDLE AND YOU SOLVE THE RIDDLE AND YOU SOLVE THE RIDDLE AND YOU
CAN JUMP 5 STEP AHEAD CAN JUMP 5 STEP AHEAD CAN JUMP 5 STEP AHEAD
101
L13/WS1
Learning Outcome : List non-renewable energy resources
Name : ______________________________________________________
Class : ____________________________ Date :____________________
102
3. What is the use of gas in our house?
A to cook
B for fuel
C generate engine
4. Tick ( √ ) the non-renewable energy resources that have the same way to get it like
natural gas.
petroleum
charcoal
coal
nuclear reactor
L13/WS1
1.
petroleum
2.
solar
3.
coal
103
4.
water
wind
5.
biomass
6.
LESSON 14
Steps :
1. Pupils observe the sources the electricity shown by teacher.
Example ;
- dry cell
- accumulator
- dynamo
- solar cell
104
2. Pupils name the objects that using sources of electricity mentioned above.
3. Each pupil is given a worksheet to be completed. (L14/WS1)
L14/APP1
Cut and paste the pictures in the correct boxes.
. a.
b.
105
c.
d.
L14 /WS1
Learning Objective : 2.1 Knowing the sources of electricity
Name :______________________________________________________
Class : ____________________________ Date : __________________
LESSON 15
Steps :
1. Pupils name the objects shown. e.g battery, bulb, wire and switch.
2. Pupils state the components which are use to build an electric circuit .
3. Pupils observe the demonstration done by teacher on making a complete circuit .
4. Pupils observe and label a complete circuit on the chart .
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5. Pupils complete the worksheet given.(L15/WS1)
6.. Pupils mark out the words of the components of electric circuit in the word maze.
L15/WS1
Learning Objective : 2.1 Understanding a series circuit and a parallel circuit
Name :_____________________________________________________
Class : _________________________________ Date :______________
b
d
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B. Match the components with the correct symbol.
A● B● C● D●
S● T● U● V●
C. Find out six hidden words about the components of electric circuit in the word maze
below. (BATTERY , BULB , LIGHT UP , SWITCH , WIRE )
C I R C U I T A S
K K K K K K K K W
D B U L B D D Y I
N N N N N N R N T
O O O O O E O O C
L I G H T U P H H
B B B T B B B B B
F F A F F F F F F
G B G W I R E G G
109
1. A b _ _ _ _ _ _ supplies electricity to the circuit.
2. The electricity flows through the _ _ _ e.
3. We use a bulb, a wire, a switch and a battery to make a complete
_ _ _c _ _t.
4. The function of a _w _ _ _ _ is to complete or to break the electrical circuit.
5. In a complete circuit , you can see that the _u _ _ lights up.
6. When there is a break in the circuit, the bulb will not _ _ _ h _ u _.
LESSON 16
Steps :
1. Pupils observe models sample of a series circuit and a parallel circuit.
2. Pupils listen to teacher’s explanation.
3. Pupils complete the worksheet given with teacher’s guidance. (L16/WS1)
4. Pupils work in groups to build up a series circuit and a parallel circuit using the
components given.
5. Pupils draw and label the diagrams of the circuits in the worksheet. (L16/WS 2)
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6. Pupils complete another worksheet given. (L16/WS3)
L16 /WS1
Learning Objective : 2.2 Understanding a series circuit and a parallel circuit.
Name :_____________________________________________________
Class : ______________________________ Date: _________________
111
a. b.
c. d
There are two types of electric circuits. They are a ___________ circuit and a
_______________ circuit.
L16/WS2
Learning Objective : 2.2 Understanding a series circuit and a parallel circuit
Name :_____________________________________________________
Class :______________________ Date :________________________
112
B. Draw a diagram of a parallel circuit using the given components.
a. Two batteries ● 2 switches
b. Some connecting wires ● Two bulbs
L16/WS3
Learning Objective : 2.2 Understanding a series circuit and a parallel circuit
Name :_____________________________________________________
Class :______________________ Date :________________________
B C
A B C
Answer all the questions .
1. When the switches are ON which circuit light up the bulbs
a) the brightest : ____________________.
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b) the dimmest : ____________________
2. Rearrange the above circuit beginning from the dimmest bulb to the brightest
bulb.
__________________________________________________________________
5. The ( more / less ) bulbs in a series circuit, the dimmer the bulbs are.
LESSON 17
Steps :
1. Pupils observe and discuss the causes of mishandling electrical appliances shown
the picture prepared by teacher.
2. Pupils list out the causes on the board with teacher’s guidance.
114
3. Pupils listen to teacher’s explanation of the safety precautions to be taken when
using electrical appliances.
4. Pupils complete the worksheet given.(L17/WS1)
L17/WS1
Learning Objectives : 2.3 Understanding the safety precautions to be taken
when handling electrical appliances.
Name :______________________________________________________
Class : ___________________________ Date :___________________
A. Match correctly.
i i
DANGE
HELP
BEWARE
There will be some dangers when electrical appliances are mishandled such as
__________,_____________, ______________ and ____________________ .
REMEMBE
R
LESSON 18
117
Steps :
1. Pupils are asked to observe the ice cubes in a plate and explain why it happens.
2. Pupils observe and label a diagram on a chart (L18/APP1)
3. Pupils study the table given on the board. (L18/APP1)
4. Pupils discuss the purpose of the fair test and the results obtained by completing the
worksheet given. (L18/WS1)
5. Pupils complete another worksheet given.
L18/APP1
A
118
B
Tempera 2 3 5 7 9 10 10
ture °C 8 8 3 3 5 0 0
Time
0 2 4 6 8 10 12
(min)
119
L18/WS1
Temperature 2 3 5 7 9 10 10
°C 8 8 3 3 5 0 0
Time (min) 0 2 4 6 8 10 12
120
B. Fill in the blanks with the correct answer.
C. Complete the table by writing the suitable temperature for each item.
Choose from this list of temperatures:
5˚C 30˚C 33˚C 82˚C 100˚C
Items Temperature
1 Outside the classroom
2 Hot water
3 In the science Laboratory
4 The steam from boiling water in the kettle
5 A glass of water with ice
121
LESSON 19
Steps :
1. Pupils observe the pictures on the chart. (L19/APP1)
2. Pupils listen to teacher’s explanation of what had happened to the iron ball before
and after heating.
3. Pupils observe picture of the iron ball after it has been cool down. (L19/APP1)
4. Pupils discuss why the iron ball can pass through the iron ring.
5. Pupils explain the situations in the pictures based on what they have learnt.
6. Pupils complete the worksheet given with teacher’s guidance. (L19/WS1)
L19/APP1
122
L19/WS1
5 From the fair test we can find out that a solid _____________ when it is heated
and ___________ when cooled.
123
B. Fill in the blanks below with the correct words given.
Glass tube
124
LESSON 20
Steps :
1. Pupils arrange the cards given in a straight line.
2. Teacher places a candle at the end of the line and lights it up.
3. Pupils observe and look through the holes on the card.
3. Teacher moves one of the cards slightly to the right and asks pupils to look
through the holes again.
4. Pupils answer the worksheet given. (L20/WS1)
5. Teacher guides pupils to form a conclusion that light travels in a straight line.
125
L20/WS1
Learning Objective : Understanding that light travels in a straight line.
Name : _____________________________________________
Class : ___________________ Date : _________________
LESSON 21
126
Theme : Investigating Force and Energy
Learning Area : 3. Light
Learning Objective : 3.1 Understanding that light travels in a straight line.
Learning Outcomes : • Describe how shadow is formed.
• Design a fair test to find out what cause the size of a
shadow to change by deciding what to keep the same,
what to change and what to observe.
• Design a fair test to find out what factors the size of a
shadow to change by deciding what to keep the same,
what to change and what to observe.
Steps :
1. Teacher flashes a torchlight onto a white paper hanging on the wall.
2. Pupils observe the formation of animal’s shadows using hands.
3. Pupils place an opaque object and observe how light is completely or partially
block by an object.
4. Pupils observe shadows that were form on the opposite side of the light source.
5. Pupils move the source of light at different position and observe the change of
shadows that being form.
6. Pupils observe the changes of shadows when they move an opaque object closer
to the light source but further away from the screen. (L21/APP1)
7. Pupils then moves the object further away from the light source but nearer to the
screen.
8. Pupils compare both observation and state the reason.
9. Pupils do the worksheet given.(L21/WS1)
10.Pupils make conclusion that lights travel in a straight line.
L21/APP1
127
When the opaque object moves closer to the light source and further away from the
screen, the shadow will be bigger and less sharp.
When the opaque object moves further away from the light source and nearer to the
screen, the shadow will be smaller and sharper.
The shape of the shadow changes with the position of the object.
L21/WS1
Learning Objective : Understanding that light travels in a straight line.
Name : _____________________________________________
128
Class : _______________________ Date: ________________
A. Draw the shadows form by the objects below.
light Light
light Light
1. The change in the _____________ of the Sun causes an object under the Sun to
form shadows that are __________________ in position, size and
_________________ at different times of a sunny day.
2. An object can form shadows of different shapes and sizes, depending on the
position of the object and the position of the ______________ of light.
3. Light cannot bend around objects because it travels in a _____________ line.
4. When light is completely or partially blocked by an object, a shadow is form on
the _________________ side of the light source.
C. An activity is being carried out to study the formation of a shadow. Answer the
questions based on the activity.
129
1. What is the purpose of this activity?
________________________________________________________________
3. Predict what will happen when an opaque object moves further away from the
light source and nearer to the screen?
____________________________________________________________
LESSON 22
130
Learning Area : 3 Light
Learning Objective : 3.2 Understanding that light can be reflected.
Learning Outcomes : • State that light can be reflected.
• Draw ray diagrams to show reflection to light.
• Give examples of uses of reflection of light in everyday
life.
Steps :
1. Pupils look at the mirror and see their own reflection.
2. Pupils listen to teacher’s explanation that mirror and shiny objects with even and
smooth surfaces reflect light very well.
3. Pupils listen to teacher’s explanation that we are able to see an object if:
3.1 it is a source of light or if it
3.2 reflects light into our eyes.
4. Pupils try out some of the thing that uses reflection to work.( periscope,
kaleidoscope, side mirror, microscope etc.)
5. Pupils list out some examples of the things that uses reflection.
6. Pupils complete the worksheet given. (L22/WS1)
L22/WS1
Learning Objective : Understanding that light can be reflected.
131
Name : _____________________________________________
Class : ______________________ Date: _________________
Write the correct answer based on the picture given.
1)
i. Mirror and shiny objects with even and smooth surfaces _________________
(reflect/retract) light very well.
ii. When light falls on a mirror, it reflect in another _____________(object/direction).
iii. We can see an object if it is a _____________(reflection/source) of light or if it
reflects light into our eyes.
2)
i. We can see the burning wood because it is a source of light. It gives off light that
___________ (enters / exit) our eyes.
ii. We can see the plant although it is not a source of light because it reflects
___________ (shadow / light) from the burning wood to our eyes.
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3:
ii. When a ray of light reaches a surface, some of the light may _____________
(retract / reflect) from the surface, while some of the light may pass through the
surface.
iii. Some materials reflect the ______________ (light / object) but some do not.
133
LESSON 23
Steps :
1. Pupils discuss and state that matter exist in the form of solid, liquid or gas.
2. Pupils give the example of solid, liquid and gas.
3. Each pupil creates a mind map with teacher’s guidance. (L23/WS1)
4. Pupils study the mind map to gain the information.
5. Pupils do worksheet 2 individually and discuss the answer after 10
minutes.(L23/WS2)
6. Pupils continue with worksheet 3 with teacher’s guidance and discuss the answer
after 10 minutes.(L23/WS3)
134
L23/WS1
Learning Objective : Understanding that matter exist in the form of solid, liquid or gas.
Name : ___________________________________________________________
Class : _______________________________ Date : ____________________
Complete the mind map about the matter using the answers given.
2.
SOLID 7.
8.
3.
hydrogen
State Of
4. Matter
135
GAS 9.
L23/WS2
Learning Objective : Understanding that matter exist in the form of solid, liquid or gas.
Name : _______________________________________________________
Class : ___________________________ Date : ____________________
L23/WS3
Learning Objective : Understanding that matter exist in the form of solid, liquid or
gas.
Name : _______________________________________________________________
Class : _______________________________ Date : _________________________
A I and II C II and IV
B II and III D II,III and IV
137
W – sauce
X _ water
Y – shampoo
Z – blood
3. Arrange the liquids above according to their flow from the slowest to the fastest.
.
A W,Y,Z,X
B W,X,Y,Z
C Z,W,X,Y
D X,W,Y,Z
LESSON 24
Steps :
1. Pupils discuss with teacher about the previous lesson.
2. Pupils observe the pictures about the processes involved in the changes of the
states of matter.(L24/APP1)
3. Pupils complete the worksheet given. (L24/WS1)
4. Pupils discuss the daily situations that involve the changes of states of matter with
teacher’s guidance.
138
L24/APP1
condensation
( gas changes to liquid)
melting
(solid changes to liquid)
boiling
(liquid changes to gas)
evaporation
(liquid changes to gas)
139
freezing
(liquid changes to solid)
L24/WS1
Learning Objectives: Understanding that matter can change from one state to
another.
Name :_________________________________________________________
Class : ____________________________ Date :______________________
Match the picture with the correct answer.
1.
freezing
2.
condensation
3.
melting
4.
140
boiling
LESSON 25
Steps :
1. Pupils discuss with teacher about the previous lesson.
2. Pupils listen to the teacher explanations that water can exist in a form of solid,
liquid and gas.
3. Pupils observe the pictures that show water can exists in a form of solid,
liquid and gas. (L25/APP1)
4. Pupils complete the worksheet given..(L25/WS1)
141
L25/APP1
142
L25/WS1
Learning Outcomes : 1.2 Understanding that matter can change from one state to
another.
Name :_________________________________________________
Class :___________________________ Date :________________
Figure 1
Figure 2
Figure 3
143
Water can exist in a form of………………, ………………., and …………………..
LESSON 26
Steps :
1. Pupils discuss about the previous lesson.
2. Pupils listen to teacher’s explanation that matter can change from one state to
another according to the processes involved
2.1 Solid to liquid (melting)
2.2 Liquid to gas ( boiling and evaporation)
2.3 Gas to liquid (condensation)
2.4 Liquid to Solid (freezing)
3. Pupils observe the pictures and say out loud the changes of matter
involved.(L26/APP1)
4. Pupils complete the worksheet given. (L26/WS1).
144
L26/APP1
SOLID LIQUID
LIQUID GAS
GAS LIQUID
145
L26/WS1
Learning Objectives: ●Understanding that matter can change from one state to
another.
Name :________________________________________________________
Class : ____________________________ Date : ____________________
A. The diagram below shows that water can change from one state to another.
Match the correct answer.
B.
Liquid to gas Freezing
F G
2. When Ali placed an ice cream under the fan, it is noticed that the ice cream
is T G
M
3. Aishah boils water in a kettle. After a while, smoke comes out from the
146
kettle. The water is
B L G
4. When the water was boiled, the water changes from ( solid, liquid) to ( liquid ,gas)
The processes involved when matter changes from one state to another is …………
…………., ……………………………., ……………………….,
……………………….. and …………………………….
147
LESSON 27
Steps :
1. Pupils discuss with teacher about the previous lesson.
2. Pupils explain the process involved when drying a cloth.
3. Pupils discuss the factors that affect the rate of evaporation with teacher’s guided.
4. Pupils relates the factors that affect the rate of evaporation with other situations.
5. Pupils complete the worksheet given. (L27/WS1)
148
L27/WS1
Learning Objectives : ● Understanding that matter can change from one
state to another.
Name : ____________________________________________________________
Class : ____________________________________ Date: _ _______________
2.
Ali wants to dry his shoes and he puts
them under the sun.
3.
A wet shirt dries faster under a
moving fan.
4.
Badrul places his wet shoes under a
refrigerator to dry them faster.
The factors that affect the rate of evaporation of water is _____________ and
______________________ .
149
LESSON 28
Steps :
1. Pupils are divided into groups.
2. Each group is given an envelope contains pieces of picture puzzle.(L28/APP1)
3. Pupils arrange the pieces to form a picture.
4. Pupils read the information written on the jigsaw puzzle.
5. Pupils listen to teacher’s explanation about the process of water cycle.
6. Pupils complete the worksheet given. ( L28/WS1)
150
L28/APP1
151
L28/WS1
Learning Objectives : 1.3 Understanding the water cycle.
Name : _______________________________________________________________
Class : _______________________________ Date : _________________________
A. Fill in the blanks with the words given to complete the water cycle.
3
1
152
Water on the Earth surface ________________ and form ______________
when heated by the Sun it rises higher and becomes cooler. Water droplets are formed
and becomes ______________. When the clouds become too heavy, the water droplets
fall to the Earth as _______________.
1. Water from the river, lake and sea will evaporate and form__________ in the air
2. The water vapour meets cold air, it will condense and form_____________.
3. The water droplets form _______________.
4. When the water droplets in the clouds become too heavy they will fall down as
______________.
5. Rain water will go into the ____________,river, lake and sea.
153
6. Water is always circulating, from sea to land and back again. This is called the
____________.
2
__ __ __ __ __
CONDENSATION 3
1
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
EVAPORATION
water on earth
154
LESSON 29
Steps :
1. Pupils complete jigsaw puzzles given by teacher (L29/APP1)
2. Pupils fill in the missing letters to form a word in the jigsaw puzzle.
3. Pupils listen to teacher’s explanation based on the jigsaw puzzle completed by the
pupils.
4. Pupils complete the worksheet given. (L29/WS1)
L29/APP1
c___d
r___
w___r 155
v _ _ _ u_
e___o_____n
L29/WS1
Learning Objectives : 1.3 Understanding the water cycle
Name : _______________________________________________________________
Class : _________________________________ Date : ________________________
156
5
B. Copy the story below by replacing the picture with the words given.
In a day, heat from the water bodies such as river, oceans, seas, lakes,
ponds and on land to evaporate. Living things such as and also give off
. This rises into the sky. condenses to form water droplets in the
sky. Water droplets gather to form . When the water droplets get too big and
Answer:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
157
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
LESSON 30
Steps :
1. Pupils complete the jigsaw puzzle prepared by teacher. (L30/APP1)
Suggestion: Teacher can prepare more than one pictures.
2. Pupils name the pictures.
3. Pupils observe the pictures and name the water resources.( L30/WS1)
4. Pupils state the importance of water for living things based on the pictures given.
(L30/WS2)
5. Pupils discuss in group with teacher’s guidance about the effects of human activities
on quality of water supply.
6. Pupils describe ways to keep our water resources clean. (L30/WS3)
7. Pupils give reasons on why we keep our water resources clean.
158
L30/WS1
Learning Objective : Appreciating the importance of water resources.
Name : __________________________________________________________
Class : _______________________________ Date:_____________________
Name the pictures of water resources below.
1. 4.
W __ __ __ __ F __ __ __ L __ K __
2. 5.
D __ __ __ __ A
3. 6.
159
S T __ __ A __ R__ __ E __
160
L30/APP1
161
L30/WS2
Learning Objective : Appreciating the importance of water resources.
Name : __________________________________________________________
Class : __________________________________ Date: ___________________
agriculture drinking
1 4
2 5
162
3
Match the cause with the effect of human activities on quality of water supply.
163
Toxic waste spread diseases
4 D
LESSON 31
Steps :
1. Pupils observe and state the taste of the substances in the picture.(L31/WS1)
2. Pupils carry out a simple fair test for the substances given using litmus paper and
record the result in a table. .(L31/WS2)
3. Pupils listen to teacher’s explanation about the changes of litmus paper that
relate to acidic, alkaline and neutral substances.
4. Pupils play a game “One Two Som”.(L31/APP1)
5. Pupils cut and paste the pictures according to their properties. (L31/APP2)
(L31/WS3)
164
L31/APP1
Game: “ One Two Som “
165
L31/APP2
166
L31/WS1
Learning Objective : Understanding the properties of acidic, alkaline and neutral
substances.
Name : __________________________________________________________
Class : _________________________________ Date: ___________________
1 2 3
4 5 6
167
same differently
Write the correct properties of the substances given according to their effects on litmus
paper.
1. Vinegar
2. Distilled water
3. Lemon juice
4. Detergent
5. Salt
6. Toothpaste
7. Rice
8. Dishwashing liquid
168
Different _____________ will change colour of the ______________ according to their
_______________________.
L31/WS3
Learning Objective : Understanding the properties of acidic, alkaline and neutral
substances.
Name : __________________________________________________________
Class : _________________________________ Date:_____ ______________
Cut the pictures in Appendix 1 and paste them according to its’ property.
Neutral
Acidic
Alkaline
properties substances
169
Different ______________________ have different ______________________.
LESSON 32
Steps :
1. Pupils state the taste and property of the substances in the worksheet given.
(L32/WS1)
2. Pupils form a conclusion based on their discussion after completed the worksheet..
(L32/WS2)
3. Pupils complete the worksheet given with teacher’s guidance. (L32/WS3)
170
L32/WS1
Learning Objective : Understanding the properties of acidic, alkaline and neutral
substances.
Name : ___________________________________________________________
Class : __________________________________ Date: ___________________
State the taste and the property of each substance below.
L32/WS2
Learning Objective : Understanding the properties of acidic, alkaline and neutral
171
substances.
Name : __________________________________________________________
Class : _________________________________ Date: ___________________
harmful tongue
L32/WS3
Learning Objective : Understanding the properties of acidic, alkaline and neutral
172
substances.
Name : ___________________________________________________________
Class : _____________________________ Date: ________________________
1. The liquid is tested with blue and red litmus paper. Table below shows the results
for the fair test.
2.
173
P Q R S
Figure 1
A P and R B P and S
C Q and R D Q and S
3. Which of the following substances has effect on the blue litmus paper?
I salt
II vinegar
III grape juice
IV toothpaste
4.
Liquid Red litmus paper Blue litmus paper
P does not change does not change
Q does not change turns to red
R turns to blue does not change
Table 1
Table 1 shows the results of a fair test on P, Q, and R when they are tested with
litmus papers. Which of the liquids is neutral?
A P only B Q only
C P and R only D Q and R only
LESSON 33
174
Learning Area : 1.Constellation.
Learning Objective : 1.1 Understanding the constellation.
Learning Outcomes : •state what constellation is.
•identify the constellation.
Steps :
1. Each pupils is given a worksheet (L33/WS1).
2. Pupils draw the pattern by joining the stars.
3. Pupils listen to teacher’s explanation of the meaning of constellation.
4. Pupils observe the pictures of constellations. (Refer to text book: pg ______)
5. Pupils learn to identify the constellation in the worksheet given.(L33/ WS2)
6. Pupils join the stars to form the constellation and name them.
7. Pupils spell and say out loud the name of the constellations.
8. Pupils complete another worksheet given. (L33/WS3):
L33/WS1
L33/WS2
Learning Objectives : Understanding the constellation
Name : ________________________________________________________
Class : _______________________________ Date : ___________________
L33/WS3
177
Complete the crossword puzzle to understanding the constellation
B
5
0
2
N
S
3
U T - C S
D
1
S C
6
P
L
A
4
U T
Across:
1. Looks like a scorpion
2. Looks like the hunter
3. Looks like a kite
4. Orion can be seen between June and __________
Down:
5. Looks like a ladle
6. A group of stars that form a certain pattern in the sky
LESSON 34
Steps :
1. Pupils observe the pictures of constellations. (Refer the textbook pg _____)
2. Pupils write the name of constellations
3. Pupils take part in a simulation :
a. as a traveller : to show direction
b. as a farmer : to help them with their crops
4. Pupils state the importance of constellation (guide by teacher)
5. Pupils complete the worksheet given. (L34/WS1) .
L34/WS1
Learning Objectives : Understanding the constellation
Name : ____________________________________________________________
Class : _____________________________ Date : ________________________
179
Complete the mind mapping with the words given below to show the importance of
constellation .
direction planting
The importance of
constellation
To remind of To show
________________
_
LESSON 35
Steps :
1. Pupils observe the demonstration of the rotation of the Earth on its axis done by
the teacher.
2. Pupils come forward and show how the Earth rotates by using the model.
4. Pupils carry out a simulation to show that Earth rotates on its axis and at the
same time moves around the Sun
5. Pupils complete the worksheet given (L35/WS1)
L35/WS1
Learning Objective :Understanding the movements of the Earth, the Moon and the
Sun
Name : ____________________________________________________________
Class : __________________________________ Date : ___________________
181
A. Write ‘TRUE’ or ‘FALSE’ for each statement given below to understanding the
movements of the Earth, the Moon and the Sun
5. The Earth takes 24 hours to make one complete rotation on its axis.
Sun
The Earth rotates on its _________ and at the same time moves round the
_____________
LESSON 36
•State that the Moon and the Earth move round the
Steps :
1. Pupils view video about the movement of the Earth and the Moon.
L36/WS1
Learning Objective : 2.1 Understanding the movements of the Earth, the Moon
and the Sun.
Name : _________________________________________________________
183
A. Fill in the blanks with the correct answers.
1. The Earth, the Moon and the Sun rotates on its _______________________.
C. There are seven hidden words in the word maze below. Find the words and colour
them.
184
D. Underline the correct answer.
1. The Earth rotates on its axis from ( east to west, west to east ).
2. The shadow of a pole is ( long, short ) in the afternoon.
3. The Earth takes ( twenty four hours, thirty days ) to complete their rotation on its
axis.
S H A D O W C T
U T V Z C D E R
N Z M S R O T O
D O I C W E S T
I X T A R F K A
A Q N S V C Y T
L U W M E N G E
E S U B A B Y O
M K B Z S T Q A
P O S I T I O N
E. Complete the sentences.
__________________________________________.
2. The Moon and the Earth move round _______________ and at the same
time ____________________________________.
LESSON 37
185
Learning Outcomes : • Describe the changes in length and position of
Steps :
1. Pupils observe the length, shape and direction of shadow of a pole that is formed on
the field.
3. Pupils listen to teacher’s explanation of the length and direction of a shadow from
. .
L37/WS1
Learning Objective : . 2.1 Understanding the movements of the Earth, theMoon
and the Sun
Name : __________________________________________________
A. Study the diagram below and draw the shadow according to the times given.
Time Length of the shadows
186
8.30 am 5 cm
10.30 am 2 cm
12.30 noon 0 cm
2.30 pm 2 cm
4.30 pm 5 cm
___________________________________________________
2,2 thing to change :
___________________________________________________
2.3 things to measure :
___________________________________________________
LESSON 38
187
Steps :
1. Pupils give respond to teacher’s questions
e.g Why is it dark at night?
2. Pupils form groups of five.
3. Each group is given a card with instructions written on it and some
materials.(L38/APP1)
4. Each group carry out the simulation in front of the class in turns.
5. Representative from each group explains about the activities they have done.
6. Pupils make a conclusion that the side of the Earth facing the Sun is a day
time and the other side is a night time. (Teacher guides the pupils)
7. Pupils complete worksheet given(L38/WS1)
L39/APP1
INSTRUCTIONS CARD
Materials : a ping pong ball , plasticine , plastic bottle, a torch.
L38/WS1
A. Study the diagram below to show day time and night time and answer the
questions .
188
1. The torchlight represent the ___________________________( Sun, Earth)
2. The glob represent the _____________________________( Sun, Earth)
3. The lighter area on the glob facing the torchlight is the _____________________
(day time, night time)
4. The dark area on the glob facing away the torchlight is the
___________________ (day time, night time)
LESSON 39
189
Learning Outcomes :
• State that the Moon does not emit light
• Describe the phase of the moon
Steps :
1. Two pupils are asked to step forward. Pupil 1 is given a white ball and pupil 2 holds a
torchlight.
2. Pupil 1 switches on the torch light and point to the plastic ball.
Pupils observe and draw their observation on the board. .
3. Student 2 moves in a circle stopping at different positions while holding the ball
(Refer to the diagram given in the appendix) (L39/APP1)
4. Pupils answer questions in the worksheet given(L39/WS1)
(L39/APP1)
Pupils 1
Pupils 2
L39/WS1
Learning Outcome : State that the Moon does not emit light.
Describe the phase of the moon.
Name : ______________________________________________________
Class : __________________________ Date : ______________________
190
A. Find out four hidden words in the word maze below to seek phases of the moon
N E W M O O N A D B
K K K K K K K K B W
H C R E S C E N N T
A N N N N N R N M T
L O F W E R T Y U A
F I P U S D F G H J
M B O A L S D F C B
O F I Z B L Z X C V
O B U X T H M D H L
N T Y A S D F O G H
A X C V B N M M O O
M N B V C X Z A S N
1. NEW MOON
2. CRESCENT
3. HALF MOON
4. FULL MOON
LESSON 40
Steps :
191
1. Pupil name the objects. ( cylinder, pyramid, hemisphere)
2. Pupils spell and write the name of the object that teacher shown on the board.
3. Pupils name other objects which having the same shapes as shown before.
4. Pupils say out the characteristic of each shape with teacher’s guidance
5. Pupils complete the worksheet given.(L40/WS1)
L40/WS1
Learning Objective : 1.1 Knowing the shape of objects in structure
Name :_______________________________________________________
Class : _________________________________ Date :________________
192
1
A
3
cuboid
B
pyramid
4
C
cylinder
D
hemisphere
L40/WS2
Learning Objective : 1.1 Knowing the shape of objects in structure
193
Name :____________________________________________________________
Class : ________________________________ Date :______________________
cuboid
L40/WS3
Learning Objective: 1.1 Knowing the shape of objects in structure
Name :__________________________________________________________
194
Class : __________________________________ Date :__________________
Write the shape of the objects.
1) 2)
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
3) 4)
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ____ ____
5) 6)
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
LESSON 41
195
Learning Area : Strength and Stability
Learning Objective : 1.2 Understanding the strength and stability of a
structure.
Learning Outcome : ● Explain how base area affect stability
Steps :
1. Pupils to place different base area of cuboids on the
cardboard as shown in the picture.
2. Pupils lift up one side of the cardboard and observe which cuboids easily
fall.
3. Pupils record the result which cuboids fell easily in the table.
4. Pupils can state which cuboids are stable.
5. Pupils answer the question given.
*The bigger the base area, the more stable the object is.
L41/WS1
Learning Objective: 1.2 Understanding the strength and stability of a
structure
196
Name :_________________________________________________________
Class : ______________________________ Date :____________________
Tick ( √ ) which objects below is stable
197
Class : ______________________________ Date :_____________________
Ali carries out a test to investigate the relationship between base areas of object with
the stability an object.
a.
__________________________________________________________________
LESSON 42
198
Learning Area : Strength and Stability
Learning Objective : 1.2 Understanding the strength and stability of a
structure.
Learning Outcome : ● Explain how height affects stability
Steps :
1 Pupils place different height of cuboids on the inclined plane.
2 Record the result which fell easily on the table.
3 Pupils rearrange the cuboids according the most to less stability.
4 Pupils identify which objects are stable or not.
5 Pupils answer the question given.
Conclusion: When height of an object increase, the object can fell easily
L42/WS1
Learning Objective: 1.2 Understanding the strength and stability of a structure
Name :___________________________________________________________
Class : _________________________________ Date :____________________
199
Circle the most stable object.
LS42/WS2
Learning Objective: 1.2 Understanding the strength and stability of a structure.
Name :__________________________________________________________
Class : ___________________________________ Date :_________________
200
Base of the figure below answer the question
Adli used the stool to find out about the stability .He puts the stool on the inclined plane.
ANSWERS
L1/WS1
1.B 2.A, 3.D 4.C
bacteria, protozoa, virus, fungi.
microorganisms
L1/WS2
Classification chart
201
virus – c, protozoa – b, fungi – d, bacteria – a
L2/WS1
A. 1. BREATHES, 2. GROW, 3. MOVES
B. Day 1 – a, Day 3 – d, Day 5 – e, Day 7 – c, Day 9 – b
living, breathes, grows, moves
L3/WS1
A. coughing, decaying tooth, food poisoning, food turns bad ( choose 2 )
B. making yogurt, making dough, making fertilizer ( choose 2 )
C. Uses Of Microorganisms – picture a, d and f
Harmful Of Microorganisms – picture b, c and e
useful, harmful
L4/WS1
A S D R T D Z X D G B N M S L J
W E Y J K I H T K D H G U O C Q
B D M E A S L E S Q W O E R H U
F F Q D Z E A S D F I G H J I Y
H E S S X A E W S G X Z L M C F
Y I W E C S R T H A C A J N K C
S N E C V E G G D S C A B I E S
X F D U B S U M S X B S G B N R
E L C I N O T W I C N D F V P F
K U F M C Y H D T R M F D V O Y
O E U R U G N V I V D G S C X O
A N K R M M M B V V E F A X Q P
I Z O T F K P J I B W H L Z A S
K A I D S Y L S T N Q J Q U Z A
B R N Y H H F C M M U M P S C L4/WS2
V O Z U K K G N L S L E G S D A. 1:T, 2:T, 3:F,
S K A I E J K U B C A B I E S 4:T, 5:T, 6:T
E U S I L A H M J K D L R T S T
B. 1.
E H D O N S G B N J F P T R W R
R E T P B D F F O H G O Y F E E
S T O M A C H A C H E I U C D F
C O N T A G I O U S A A U H N I
microorganisms 2. influenza 3. covering 4. boiled, food 5. sick
6. fungi 7.yogurt
spread, prevent
L5/APP1
Riddle :
a. turtle b. dog c. bird d. frog
202
L5/WS1
a. take care of their eggs – eagle, woodpecker, duck, python
b. take are of their young – lion, monkey, horse, bear, rabbit, squirrel, elephant
look after , eggs ,young
L5/WS2
1. attack their enemies 2. feed their young
3. carry young in their pouches 4. hide their eggs
5. keep their young in the mouth 6. lay slimy eggs
eggs ,young ,survival ,species
L6/WS1
E E A F F C Z X E G N M K R D C W W
W X D A S D F F G G T R E W W W H A
E G P D R T G C V B E A N D S M F T
R R E L W Q A S D D C F G T S N V E
T E R F O R A M T N N N V D E B F R
Y S D F G S E F C Z A N I M A L S R
U G H N R N I M A A G H X C A C A W
I W E D R F F V F B G G D V X X R S
O D F B H J J N E I T G F F D X F A
P W E D L F V D F M W V R H G Z C S
L E D R O W F W A A E R Y I K Y X X
K D A F T T D I D F S C R H T A A D
R A M B U T A N X B E V H T G A Q F
R B W D S F D D P E R G T A G S A G
A G S H T R E W S A T Y R T N D D H
M T H Y U T R E A E G J F R Y I D J
G A S D F G H J K K H U D E H G S K
S H O R E A S E R F V G H T Y F E M
L6/WS2
By water – c, h
By wind – b, g
By animals – a, f
By explosive mechanism – d, e, i
L7/WS1
Ways Of Dispersal
By water - coconut, lotus
By wind - lallang, shorea, clematis, angsana
By animals - rambutan, love grass
By explosive mechanism - bean, balsam fruit
B.
1. dispersal ,characteristics.
2. light, have air space, covered with waxy skin
3. light, wing-like structure, dry
4. fleshy, brightly coloured, edible
5. dry when ripe
L8/WS1
Plants – a, b, d, h
Animals – e, f, g, i,
Plants and animals – c, j, k, l
kind
L8/WS2
Herbivore
Deer, goat, grasshopper, butterfly.
Carnivore
Eagle, tiger, snake, frog.
Omnivore
Fish, mouse, chicken, tadpole.
L9/WS1
a. Paddy mouse snake eagle
b. Flower butterfly frog snake
c. Leaf earthworm fish bird
d. Leaf deer tiger
L9/WS2
a. Producer, consumer, consumer, consumer.
b. Consumer, consumer, producer, consumer.
c. Consumer, producer, consumer, consumer.
d. Consumer, producer, consumer.
Producer, consumer
L10/WS1
A.
Flower
204
Caterpillar Grasshopper
Butterfly
Eagle Snake
B.
Leaf
Caterpillar
Goat
Snake
Frog
Tiger
C.
Paddy field
Paddy
Caterpillar
Small bird Mouse
Snake
Eagle
Pond
Aquatic plant
205
Aquatic plant
Small fish
Big fish
Tadpole
Prawn
Bird
Web chain
L11/WS1
A. 1.:A, 2:C, 3: D, 4:C, 5:A, 6:E ,7: D
L11/WS2
1. D 2. B 3. D
4. transformed ,another.
5. i. Electrical energy heat energy
ii.Electrical energy sound energy
iii.Electrical energy kinetic energy + sound energy
iv.Chemical energy heat energy + light energy
v.Electrical energy heat energy + light energy
L12/WS1
A.
S A C D E F G H I J
O Y Z Q W A T E R K
L N Q H J J H G F L
A B W G K K G H D M
R V E F L L F J S N
E C R D M P D K A O
N X T B I O M A S S
E Z Y S N O S L A P
R A U A B W I N D Q
G S I Z V I A P Z R
Y D O A C U A T X S
B. energy, replenished
C. renewable energy is an energy that can be replenished.
L13/WS1
A. 1. petroleum, charcoal, coal, natural gas, nuclear reactor
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2. non-renewable , need , years , formed
3.A
4.petroleum, charcoal, coal.
B.
1. solar 5. charcoal
2. biomass 6. coal
3. water 7. wind
4. petroleum
L14/WS1
A. dry cell- a , dynamo- b , accumulator – d, solar cell - c
B. Dry Cell – torch light, watch, radio
Accumulator – car, lorry
Dynamo – bicycle
Solar Cell – calculator, satellite
dry cell , accumulator , dynamo , solar cell .
L15/WS1
A. a. wire, b. bulb, c. battery, d. switch
B. A = T , B = S , C=V D=U
battery , bulb , wire , switch.
C.
C I R C U I T A S
K K K K K K K K W
D B U L B D D Y I
N N N N N N R N T
O O O O O E O O C
L I G H T U P H H
B B B T B B B B B
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F F A F F F F F F
G B G W I R E G G
L16/WS1
A series circuit – a, d
A parallel circuit – b, c
parallel ,series
L16/WS2
Accept any suitable answer
L16/WS3
1. a) C b) B
2. B , A , C
3. add more less batteries, shorten the wire, remove one bulb
4. a) numbers of batteries
b) number of bulbs
c) the brightness of bulbs
5. more
L17/WS1
A
i.. DANGER ii. BEWARE
B.
i) fire ii) electric shock iii) burn iv) electrocution
electric shock, fire, burn electrocution
C.
1. touch , wet 2. use , broken 3. repair , own 4. connect , power 5. insert , supply
6. switch , hands 7. victims , electric
Safety precaution
L18/WS1
A.
1 temperature 5 a) time
2 increases b) temperature
3 decreases c) volume
4 heat 6 increases, decreases
B)
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1 thermometer 5 gain heat
2 scale 6 lose heat
3 high temperature 7 °C
4 low temperature
C) 3 30°C
1 33°C 4 100°C
2 82°C 5 5°C
L19/WS1
A.
1 heating , cooling
2 a) cannot
b) can
3 a) expands, size
b) contracts, smaller, decreased
4. a) temperature
b) changes of size
c) size
5. expands, contracts
B.
1 heating, cooling
2 a) rises
b) drops.
3 a) expands.
b) contracts.
4 a) temperature
b) rise , drops
c) volume
5 expands, contracts
209
L20/WS1
1. d, 2. a, 3. a) b, b) e, c) f, 4. c
L21/ WS1
A.
light
light
light
light
B.
1. position, different, shape
2. source
3. straight
4. opposite
C.
1. To prove that shadow is formed when an opaque object blocked the lights.
2. a) torchlight, display sheet,
b) the position/distance of source of light.
c) the size of shadows formation.
3. The further the object from source of light and nearer to the screen, the
bigger the shadow formation will be.
4. The size of shadow formation depends on the distance of object to the
source of lights as well as to the screen.
210
L22/WS1
A. 1) i. reflect, ii. direction, iii. reflection
2) i. enter , ii. Shadow
3) i. surface, ii. Reflect, iii. Light
L23/WS1
1. has fix volume 8. ruler
2. cannot be compressed 9. LIQUID
3. air in balloon 10. take container’s shape
4. smokes 11. cannot be compressed
5. has mass 12. has fix volume
6. can be compressed 13. milk
7. paper clip 14. shampoo
L23/WS2
A 1. fixed shape
2. shapes of their containers
3. liquid
4. Solid
5. mass
B
1. √ 2. - 3. √ 4. √ 5. √
L23/WS3
1. C 2. A 3. A
L24/WS1
1. melting
2. condensation
3. evaporation
4. freezing
L25/WS1
A
1. Solid 2. Liquid 3. Gaseous
solid, liquid, gaseous.
L26/WS1
A. Gas to liquid condensation, Solid to liquid melting
Liquid to solid freezing , Liquid to gas evaporation
B. 1. freezing, 2. melting, 3. boiling
C.1. liquid gas, 2. gas liquid, 3. liquid solid, 4. liquid gas
melting , condensation , evaporation , freezing , boiling
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L27/WS1
1. true 3. true 5. false
2. true 4. true 6. true
hot weather ,windy condition.
L28/WS1
A. 1. Evaporation 2. Condensation 3. Raining 4. Water cycle 5. keep 6. earth
B.
a) evaporation
b) X : Water Vapour
Y : cloud
Z : rain
c) i heat
ii wind
C. 1. water vapour
2. water droplets
3. clouds
4. rain
5. land
6. water cycle
D. 1. water vapour
2. clouds
3. rain
L29/APP1
1. cloud
2. rain
3. water vapour
4. evaporation
L29/WS1
A.
1. Condensation
2. water vapour
3. evaporation
4. raining
5. cloud
B. hot, animals, plant, water vapour, water vapour, water vapour, cloud, cloud, cloudy, rain.
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L30/WS1
1. Waterfall
2. Dam
3. Stream
4. Lake
5. Sea
6. River
L30/WS2
1. habitat
2. make food
3. washing
4. industrial use
5. agriculture
6. drinking
importance, living things
L30/WS3
1 ---------E
2 ---------D
3----------B
4----------C
5----------A
Affect
L31/WS1
Sour – 2, 4, 5,
Bitter – 3
Salty – 6, 7
Tasteless - 1
differently
L31/WS2
1. blue red = acidic 5. no changes = neutral
L31/WS3
213
Neutral - cooking oil, rice, honey, salt
Acidic - tomato, pineapple, lemon, vinegar
Alkaline - Baking powder, soap, bitter gourd, toothpaste
substances, properties
L32/WS1
1. bitter ,alkaline
2. sour ,acidic
3. tasteless,neutral
L32/WS2
a) acidic / blue to red / sour
b) neutral / tasteless / do not change the colour of red litmus paper and blue
litmus paper.
c) alkaline / red to blue / bitter
d) tongue / harmful
L32/WS3
1. a) To find out the properties of materials.
b) alkaline
c) i) liquid
ii) litmus paper
iii) changes of litmus paper.
2. D
3. B
4. A
L33/WS1
1. According to the student’s answer
Star, pattern
214
L33/WS2
ORION SCORPION
constellation.
L33/WS3
1. SCORPION
2. ORION
3. SOUTHERN CROSS
4. AUGUST
5. BIG BIPPER
6. CONSTELLATION
L34/WS1
Planting, direction
L35/WS1
A.
1. False
2. True
3. True
4. True
5. True
6. False
215
axis , Sun
B.
west , east
The Sun
>
axis , Sun
L36WS1
A) 1. axis
2. west to east
B) i. the earth, ii. The Sun, iii. The Moon
S H A D O W C T C)
U T V Z C D E R
N Z M S R O T O
D O I C W E S T
I X T A R F K A
A Q N S V C Y T
L U W M E N G E 216
E S U B A B Y O
M K B Z S T Q A
P O S I T I O N
D)
1. west to east
2. short
3. twenty four hours
E)
L37/WS1
A.
L38/WS1
A. 1. Sun
2. Earth
3. day time
4. night time
B. 1. Sun
2. Earth
L39/WS1
A.
N E W M O O N A D B
K K K K K K K K B W
H C R E S C E N T T
A N N N N N R N M T
217
L O F W E R T Y U A
F I P U S D F G H J
M B O A L S D F C B
O F I Z B L Z X C V
O B U X T H M D H L
N T Y A S D F O G H
A X C V B N M M O O
M N B V C X Z A S N
B.
4. changed
5. phase of the moon
6. round
L40/WS1
A. 1. C 2.B 3.A 4.D
B.
cylinder sphere pyramid
cuboid
C.
1. CYLINDER 2. CUBOID 3. HEMISPHERE
4. PYRAMID 5. CUBE 6. SPHERE
218
L41/WS1
A.
√ √
219
L42/WS1
A. i) ii) iii)
B.
a) Type
b) Height
c) Object fell easily.
d) the height of objects.
220
GLOSSARY
221
expand mengembang
fire kebakaran
heat haba
heat energy tenaga haba
increases meningkat
kinetic energy tenaga kinetik (dihasilkan oleh objek yang
bergerak )
light energy tenaga cahaya
non - renewable energy tenaga yang tidak dapat diperbaharui
opaque legap
parallel circuit litar selari
petroleum petroleum
ray diagram gambarajah sinar
reflection pembalikan
renewable energy tenaga diperbaharui
replenished digantikan
series circuit litar bersiri
sharp bend selekoh tajam
simple electric circuit litar electric circuit
slacken kendur
solar cell sel suria
solar energy tenaga dari cahaya matahari
sound energy tenaga bunyi
sources sumber / punca
symbols symbol
temperature suhu
transform berubah
travel bergerak
used up habis digunakan
wind angin
INVESTIGATING MATERIALS
222
cloud awan
condensation kondensasi
dry place tempat kering
evaporation penyejatan
freezing pembekuan
gas gas
hot weather cuaca panas
ice cube kiub ais
juice jus
liquid cecair
melting peleburan
neutral neutral
properties ciri-ciri
rain hujan
solid pepejal
sour masam
substance bahan
taste rasa
water vapour wap air
windy berangin
INVESTIGATING TECHNOLOGY
223
constellation buruj
direction arah
east timur
importance kepentingan
movement pergerakan
orion belantik
pattern corak
position kedudukan
revolves beredar
rotate berputar
scorpion skorpio
shadow baying
southern cross pari
Sundial jam matahari
Throughout sepanjang
West barat
PASUKAN PENGGUBAL
PENGERUSI
HAJAH NOOR REZAN BINTI BAPOO HASHIM
PENGARAH
BAHAGIAN SEKOLAH
KEMENTERIAN PELAJARAN MALAYSIA
NAIB PENGERUSI
HAJI MOHD. RADZI BIN ABD. JABAR
224
TIMBALAN PENGARAH (SEKOLAH)
BAHAGIAN SEKOLAH
KEMENTERIAN PELAJARAN MALAYSIA
SETIAUSAHA
PENOLONG SETIAUSAHA
AHLI-AHLI
PEGAWAI ICT
225
MODULE WRITERS FOR SCIENCE YEAR 5 TUITION VOUCHER SCHEME 2007.
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