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Integrated Curriculum for Primary Schools
SCIENCE Year 2
Curriculum Development Centre Ministry of Education Malaysia 2002
Copyright © 2002 Curriculum Development Centre Ministry of Education Malaysia Pesiaran Duta 50604 Kuala Lumpur First published 2002 Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director of the Curriculum Development Centre, Ministry of Education Malaysia.
TABLE OF CONTENTS
Page Pref ace Introduction Aims and Objectives Scientif ic Skills Thin kin g Skills Scientif ic Attitudes and No ble Values Teaching a nd Learnin g Strategies Conten t Organ isation Le arning about Living Things Learning Area: 1. Living Thin gs and Non-living Th ings 2. Ourselves 3. Anima ls 4. Plants Le arning about the World Around Us Learning Area: 1. Long or Short 2. The Magic of Batteries 3. Mixing Thin gs 4. Push and Pu ll iii 17 18 20 21 11 12 14 15 xi 1 1 2 3 7 7 9
to ens uring a liberal approach to her rich and divers e cultural traditions . to building a progressive s ociety which s hall be oriented toward m odern s cience and technology. to creating a jus t s ociety in which the wealth of the nation s hall be equitably s hared. her peoples .THE NATIONAL PHILOS OPHY Our nation. We. Malays ia. pledge our united efforts to attain these ends guided by thes e principles : BELIEF IN GOD LOYALTY TO K ING AND COUNTRY UPHOLDING THE CONSTITUTION RULE OF LAW GOOD BEH AVIOUR ALITY AND MOR v . to m aintaining a dem ocratic way of life. is dedicated to achieving a greater unity of all her peoples .
Such an effort is des igned to produce Malays ian citizens who are knowledgeable and com petent. s piritually. s ociety and the nation at large. vii vii . who poss ess high m oral s tandards and who are res pons ible and capable of achieving a high level personal well being as well as being able to contribute to the harm ony and betterment of the fam ily. s o as to produce individuals who are intellectually.NATIONAL P HILOSOP HY OF EDUCATION Education in Malaysia is an on-going effort toward developing the potential of individuals in a holis tic and integrated m anner. em otionally and phys ically balanced and harm onious based on a firm belief in and devotion to God.
dynam ic. robus t and res ilient and able to m as ter s cientific knowledge and technological com petency ix . s cience education in Malays ia nurtures a Science and Technology Culture by focus ing on the development of individuals who are com petitive.NATIONAL S CIENCE EDUCATION PHILOS OPHY In consonance with the National Education Philos ophy.
the Malaysian education system is giving greater emp hasis to science and mat he matics education. In a recent develop ment. The content and contexts suggested are chosen based on their relevance and appeal to students so that the ir interest in the subject is enhanced. The Science curriculu m has been designed not only to provide opportunities f or students to acquire science know ledge and skills. This measure w ill enab le students to keep abreast of develop ments in science and techno logy in conte mporary society by enhancing their capability and know -how to tap the diverse sources of inf ormation on science w ritten in the En glish la nguage. especially in the early years of learning. this move w ould also provide opportunities f or students to use the Eng lish language and hence. students are given a mple opportunit ies to engage in scientif ic investigations through han ds-on activities and experimentat ions. Tow ards this end. (Dr. attention is given to develop ing students’ ability to use En glish f or study and commu nication. should be e mphasised throughout the teaching-learning process. SHARIFAH MA IMUNAH SY ED Z IN) Director Curriculu m Develo p ment Centre Ministry of Education Ma laysia . o n beha lf of the Ministry of Education. in imple menting the science curriculum. Th us. express my sincere gratitude and thanks f or the time and labour expended. To all those w ho have contributed in one w ay or another to this eff ort. Th e inqu iry approach.PREFACE The aspirat ion of the nat ion t o beco me a n ind ustrialised society depends on science and technology. may I. To th is end. increase the ir prof iciency in the language. thinking strategies and thoughtf ul learning. develop thin king skills and thinking strategies. The develop ment of this curriculum and th e preparation of the corresponding Curriculu m Specif ications have been the w ork of many individua ls over a period of time. t he Govern ment has made a decision to introduce Eng lish as the mediu m of instruction in the teaching and learning of science and mathe ma tics. At the same t ime. incorporating thin king skills. and to apply this know ledge and skills in everyday lif e. The Science curriculu m aims at producing active learners. It is envisaged that success in providing quality science education to Malaysians f rom a n early ag e w ill serve to spearhead the nation into becoming a know ledge society and a compet itive player in the glo bal arena. but also to inculcate in the m nob le valu es and the spirit of patriotism. It is hoped that the education al process en route to achieving these aims w ould produce w ell-balanced citizens capable of contributing t o the harmony and prosperity of the nation an d its peop le.
AIMS The a im of the primary school science curriculum is to develop pupils’ interest and creativity through everyday experiences and investigations that pro mote the acquisit ion of scientif ic and thinking skills as w ell as the inculcation of scientif ic attitudes and values. The curriculum content provides the learning objectives. 5. 6. brief descriptions on thinking skills and th inking strategies. 2. Inculcate scientif ic attitudes and p ositive values. teaching and learning strategies. e motionally and physically balanced and har monious. scientif ic attitudes and noble valu es. education in Ma laysia is an on-going ef f ort tow ards developing the potential of individua ls in a holistic and integrated man ner to produce individua ls w ho are intellectually. and vocabulary. scientif ic skills. The primary and secondary school science curriculum is developed w ith the aim of producing such individuals. spirit ually. The Level One Pr imary Science curriculum is designed to stimu late pup ils’ curiosity and develop their interest as w ell as enablin g pupils to learn more about the mse lves and the w orld around the m through activit ies. The curriculum specif ications provide the details of the curriculum. o bjectives and t he out line of the curriculu m content f or a period of 3 years f or level one primary science. 1 . w hich includes the aims and objectives of the curriculum. The curriculu m is articulated in tw o documents: the syllabus and the curriculu m specif ications. Develop pupils’ creativity. Th e syllabus presents the aims. suggested learning activities.INTRODUCTION As articulated in the Natio nal Education Po licy. Create an aw areness on the need to love and care f or the environmen t. Stimu late pup ils’ curiosity and develop the ir interest about the w orld around them. Provide p upils w ith basic science know ledge and concepts. and curriculum content. Provide p upils w ith opportunities to develop science process skills and thinking skills. 3. 4. OBJ ES ECTIV The level one science curriculum a ims to: 1. the intended le arning outcomes.
SCIENTIFIC S KILLS Science emph asises inquiry and proble m solving. volu me. Using observations to group objects or events according to f ormulate Us ing s pace -time re lations hip Describing changes in parameter w ith time. smell. size.conventional standard. Scient if ic skills are important in any scientif ic investigat ion such as conducting experime nts and carrying out projects. graphs. object or event. scientif ic and thin kin g skills are utilised. Descriptions of the science process skills are as f ollow s: Obs erving Using the sense of hearin g. Using past experiences or previously . Scie nce Process Sk ills Science process skills enable students to their questions and f ind out the answ ers systematically. Predicting Ma king a f orecast about w hat w ill happen in the f uture based on prior know ledge gaine d through experiences or collected data. Comm unicating Interpre ting data Class ifying Giving rat iona l explanat ions about an o bject. Ma king q uantita tive observations by comparing to a conventional or non. touch. taste a nd sight t o f ind out about objects or events. shape. f igures or mode ls to describe an action. Scientif ic skills encompass science process skills and man ipu lative skills. w eight and mass. Exa mp les of parameters are location. Using w ords or graphic symbols such as tables. direction. Me asuring and Us ing Num bers M ak ing Infere nces similari t ies or dif f erence s. event or p attern derived f rom collected data. In inqu iry and proble m solving processes.
De fining operationally Controlling variables Def ining all variables as they are used in an experim ent by describin g w hat must be don e and w hat should be observed . an d respondi ng variable in a n investiga tion. Na ming the f ixed variable.collected data to draw conclusions and make explanations of events. . man ipu lated variable.
This objective can be achieved through a curriculum that e mph asises thoughtf ul learning. Plann ing and conducting activities to test a hypothesis. One of the objectives of the nationa l education system is to enhance the thinking ab ility of students. These activities includ e collecting. Thoughtf ul learnin g is achieved if students are active ly involved in the teaching and learnin g process. Each step involves various critical and creative thinkin g skills. and mod if y ideas and products.ma kin g. Teaching and le arning that e mphasises thinking skills is a f oundation f or thoughtf ul learning. ana lysing and interpreting data a nd ma kin g conclusions. The statement can be tested to determine its validity. proble m solving and decision. Store science apparatus. Thin kin g is a mental process that requires an individual to integrate know ledge. . Thin kin g strategies are higher order thin king processes that involve various steps.THINKING S KILLS M ak ing Hypotheses Ma king a general state me nt about the relationship betw een a man ipu lated variab le and a responding variable to explain an observation or event. is able to generate original and in novative ideas. Thin kin g skills can be categorised in to critical th inking skills and creative thin kin g skills. Hand le specimens correctly and caref ully. A person w ho thinks critically a lw ays evaluates an idea in a systematic manner bef ore accepting it. Draw specimens and apparatus. Activities should be organised to provide opportunit ies f or students to apply thinking skills in conceptualisatio n. A person w ho thinks creatively has a high level of imag inat ion. skills and att itude in an ef f ort to understand the environ ment. Clean science apparatus. Expe rim enting Manipulative Skills Man ipu lative skills in scient if ic investigation are psychomotor skills that enable stude nts to: x x x x x Use and hand le science apparatus and substances. The ability to f ormu late th in king strategies is the ultimate aim of introducing thinking activities in the teaching and learnin g process.
Se que ncing Prioritis ing .Critical Thinking Skills A brief description of each critical thin king skill is as f ollow s: Attributing Ident if ying criteria such as characteristics. Find ing similarities an d dif f based on criteria erences such as characteristics. f eatures. shape or number. time. qualities and ele ments of a concept or event. Separating a nd groupin g objects or phenomena int o categories based on certain criteria such as commo n characteristics or f eatures. Arranging objects and inf ormation in order based on their importance or Analys ing Exa mining inf ormation in deta il by breaking it dow n into smaller parts to f ind imp licit mea ning an d relat ionships. Ident if view s or that have the tendency to support or oppose something in an unf air or mislead ing w ay. Arranging objects and inf ormation in order based on the quality or quantity of common characteristics or f eatures such as size. qualit ies and ele ments of a concept or an object. f eatures. Ma king jud ge ments on th e quality or value of somethin g based on valid reasons or evidence. M ak ing Conclus ions Com paring and Contrasting De te cting Bias Grouping and Class ifying Ev aluating priority.
Ma king a state ment a bout th e outcome of an investigation that is based on a hypothesis. .
Ma king a gen eral conclusion about a group based on observations made on. Using past experiences or previously collected data to draw conclusions and make explanations of events.Creative Thinking Skills A brief description of each creative thinking skill is as f ollow s: Ge nerating Ide as Re lating Producin g or g iving ideas in a discussion. M aking Analogies Synthes is ing Co mb inin g separate e le ments or parts to f orm a genera l picture in various f orms such as w riting. Ma king connectio ns in a certain situation to deter mine a structure or pattern of relationship. Ma king a f orecast about w hat w ill happen in the f uture based on prior know ledge gaine d through experiences or collected data. or some inf ormation from. Ma king a general state me nt about the re latio nship betw een a manip ulated variable and a responding variable to explain an observation or event. situation or vision. concept. samples of the group. The statement can be tested t o determine its validity. draw ing or artef act. Understandin g a certain abstract or complex concept by relating it to a simp ler or concrete concept w ith similar characteristics. Producin g someth ing new or adapting somet hing already in existence to overcome proble ms in a systematic man ner. M ak ing Hypotheses M ak ing Infere nces Predicting M ak ing Ge neralisations Inve nting Visualis ing . Recalling or f orming menta l images about a particular ide a.
analytical and systematic thin king . The th in king skills that are related to a particu lar science process skill are as f ollow s: Scie nce Process Sk ills Observing Think ing Sk ills Scie nce Process Sk ills Pred icting Think ing Sk ills Re lating Visualising Sequencing Prioritising Co mpar ing and contrasting Analysing Detecting bias Ma king conclusions Generalising Evaluating Re lating Ma king analo gy Visualising Analysing Attributing Co mpar ing and contrasting Re lating Analysing Attributing Re lating Co mpar ing and contrasting Ana lysi ng Using SpaceTime Re lationship Interpreting data Def ining operationa lly Attributing Co mpar ing and contrasting Re lating Attributing Co mpar ing and contrasting Grouping a nd classif ying Re lating Co mpar ing and contrasting Re lating Co mpar ing and contrasting Ma king hypothesis Controllin g variables Classif ying Measuring and Using Nu mbers Ma king Inf erences . creative. Mastering of science process skills a nd the possession of suitable attitud es and know ledge enable students to th ink ef f ectively.Relationship between Thinking Skills and Science Process Skills Science process skills are skills that are required in t he process of f inding solutions to a prob le m or ma king decisions in a systemat ic man ner. It is a menta l process that promotes critical. The mastering of science process skills involves the mastering of the relevant thinking skills.
Ma king inf erences Generating ideas Ma king hypothesis Pred icting Synthesising .
others. x Being responsible about the saf ety of oneself . . and the environmen t. x Appreciating the contribution of science and technology. x Being kind-hearted and caring. x Having critical and ana lytical thinking.Scie nce Process Sk ills ills Experime nting skills Co mmunicating skills Think ing Sk All thin king All thin king SCIENTIFIC ALUES ATTITUDES AND NOBLE V Science learning experiences can be used as a means to inculcate scientif ic attitu des and noble values in students. x Being ob jective. x Being respectf ul and w ell-mann ered. x Being tha nkf ul to God. x Being cooperative. x Rea lising th at science is a means to understand nature. x Being d iligent and persevering. x Being ho nest and accurate in recording and valid ating data. x Being f lexible and openminded. x Being systemat ic. x Being f air and just. These attitudes and values enco mpass the f ollow ing: x Having a n interest and curiosity tow ards the environment. x Appreciating and practising clean and healthy living. x Appreciating the balance of nature.
TEACHING TRATEGIES AND LEARNING S Teaching and learning strategies in the science curriculum emp hasise thoughtf ul learning. Thoughtf ul learning can occur through various learning approaches such as inquiry. constructivism. Thou ghtf ul learn . x ing is a process that helps students acquire know ledge and master skills that w ill help the m d evelop the ir minds to the opt imu m level. For example. x Thin kin g rationa lly. Learning activit ies should theref ore be geared tow ards activating Inculcating Patriotism The science curriculum provides an opportunity f or the develop ment and strengthen ing of patriotis m a mong students. x Being conf ident and indepen dent. and mastery learning. the richness and variety of living things and th e develo p ment of science and technology in the country. x Giving e mphasis to these attitu des and values. students w ill appreciate the diversity of natural and hu man resources of the country and deepen the ir love f or the country. in le arning a bout the earth’s resources. x Practising and interna lising these scientif ic attitudes and noble values.x Daring to try. The inculcation of scientif ic attitudes and noble values generally occurs through the f ollow ing stages: Being aw are of the importance and the nee d f or scientif ic attitudes and nob le values. contextual learning.
students t est hypotheses through investigat ions to discover specif ic science concepts and principles. The choice of teaching meth ods should be based on the curriculum content. Dif f erent teaching and le arning activities should be planned to cater f or students w ith diff erent learning styles and int elligences. to question and to investigate a pheno menon th at occurs in the environmen t. students’ reperto ire of inte lligences. Experimen t An experiment is a method commonly used in science lessons. Discussio n A discussion is an activity in w hich students exchange questions and opinions based on valid reasons. Through activities such as experiments. besides gu idin g students to carry out experiments. students investigate a pheno me non an d draw conclusions by themselves. Discovery is the main characteristic of inquiry. In experiments. Inquiry generally means to f ind inf ormatio n. Examp les and the use of models. ga mes In role-play. particular role based on that resemb les the actual situat ion of simu latio n are role-play. They should be challenged w ith higher order questions and proble ms and be required to solve problems utilising their creativity and critical thin king. Discussions can be conducted bef ore. and the availa bility of resources and inf rastructure. w here appropriate. during or af ter an activity. Learning through discovery occurs w hen the main concepts and principles of science are investigated and discovered by students themse lves. The f ollow ing are brief descriptions of some teachin g and le arning meth ods. students’ abilities. Inqu iry-discovery emphasises learning through experiences. . In the imple mentat ion of th is curriculum. students play out a certain pre-determined conditions. it may be more a ppropriate f or teachers to present concepts and principles directly to students. master skills and develop scientif ic attitudes and noble values in an integrated man ner. how to measure and ana lyse data. Conductin g an experiment involves thinking skills. Students should be made aw are of the thinking skills and th inking strategies that they use in their learning. teachers should provide students w ith the opportunities to design their ow n experiments. How ever. The teaching and learning process should enable students to acquire know ledge. the inquiry approach may not be suitab le f or all t eaching and learn ing situ ations. This involves students draw ing up plans as to how to conduct experiments. Teachers then lead students to understand the science concepts through the results of the inquiry. and how to present the results of their experiment. Teachers should play the role of a f acilitator and lead a d iscussion by asking questions that stimu late th inking and gett ing students to express themse lves. The use of a variety of teaching and learning methods can enhance students’ interest in science. Science lessons that are not interesting w ill not mot ivate students to learn and subsequently w ill aff ect their perf ormance.students’ critical and creative thin king skills and not b e conf ined to routine or rote learning. So met imes. Thinking skills and scientif ic skills are thus developed f urther during the inquiry process. an activity is carried out. Simulatio n In simu lation. scientif ic skills. and man ipu lative skills.
Students play ga mes in order to learn a p articular princip le or to u nderstand the process of .Ga mes require procedures that need to be f ollow ed.
an artef act or in other f orms needs to be presented to the teacher and other students. co mputer. teaching and learning of science can be made more interesting and ef f ective. visits need to be caref ully planned. vide o.decision-ma king . Project A project is a learning activity that is generally undertake n by an individua l or a group of students to achieve a particular learning objective. museums. Students may be involved in the p lann ing process and specif ic educational t asks should be assigned during the visit. and indepe ndent learning. and f actories. Use Technology of Technology is a pow erf ul tool that has great potent ial in en hancing the learning of science. To optimise le arning opportunities. Visits to these places make the learn ing of science more interesting. mea ningf ul and ef f ective. Learning of science can be enhanced through the use of external resources such as zoos. time manage ment skills. A project generally requires several lessons to comple te. a nd Internet . science centres. Project w ork promotes the development of proble m-solving skills. Mo dels are used to represent objects or actual situations so that studen ts can visualise the said ob jects or situations and th us understand the concepts and princip les to be learned. No ed ucationa l visit is comple te w ithout a postvisit discussion. Through the use of technology such as television. The outco me of the project either in th e f orm of a report. mangrove sw amps. rad io. research institutes. the . Visits and Resources Use of External The learning of science is not limit ed to activities carried out in the school compound.
Application tools such. le arning activities should be planned in a holistic and integrated manner that enables the achieve ment of mult iple learning o utcomes according to needs and context. The le arning activities stated under the column Suggested Learning Activities are given w ith the intention of providing some guidance as to how learning outco mes can be achieved. Teachers should avoid e mp loying a teaching strategy that tries to achieve each learning outco me separately according to the order stated in the curriculum specif ications. graphic presentation sof tw are and electronic spreadsheets are valuable tools f or the analysis and presentation of data. CONTENT ATION ORGANIS The science curriculum is organised around themes. Co mpu ter simulat ion a nd an imation can be presented through coursew are or Web page. in the process of teaching and learnin g. In general. How ever. At the same time. Learning outcomes are w ritten in the f orm of measurable behavioural ter ms. each of w hich consists of a number of learning objectives. more than one activity may be suggested f or a particular learning . A learning objective has one or more learning o utcomes. A suggested activity may cover one or more learning outco mes. The Sugg ested Learning Activities provide inf ormation on the scope and dimension of learning outco mes. as w ord processors. the learning outco mes f or a particular learnin g objective are organised in order of complexity.Co mpu ter simulation and animation are ef f ective tools f or the teaching and learning of abstract or diff icult science concepts. Each the me consists of various learning areas .
outcome. . Teachers may mod if y the suggested activity to suit the ability and style of learning of their students. Teachers are encouraged to design other innovative and ef f ective learning activities to enhance the learning of science.
e. x group w hat they see into living th ings and nonliving things.: ƒ they need f ood and w ater ƒ they breathe ƒ they can move ƒ they grow ƒ they can produce young. it moves.g.living th ings. Discuss w ith pupils w hy they say someth ing is a living thing. Pu pils g ive reasons w hy they say something is a living th ing e. x record the groups in the f orm of a table. Pu pils w alk around the school compound a nd list out the thin gs that they see. Pupils x ma ke a list of the things they see. it needs f ood and w ater. it grow s and it can produce young.Learning about Living Things Le arning Obje ctives Suggested Le arning Activities Le arning Outcomes Notes Vocabulary Living Things and Non-living Things Pupils s hould le arn to make observations and use these to group things into living things and nonliving things. Pu pils must be supervised during the w alk around the school compound. Pup ils group the m into living th ings and non. i. Allow pupils to redo the grouping according to their new understanding of living th ings. Pu pils look at the grouping that they did earlier. Allow pupils to group living and non-livin g things according to their ow n understanding. it breathes. Pup ils redo their grouping based on the characteristics of living th ings x state the characteristics of living th ings. living th ings non-living th ings grow s f ood w ater breathe move produce 11 . Have the m look back at grouping that they did to see if they still agree w ith it.
grow ing and producing young. an imals and plants as livin g things Notes Vocabulary Ourselves Pupils s hould le arn that they need to f ood and w ater to stay alive Pupils Pu pils ta lk ab out w hat w ill happen if they do not eat and drink f or a f ew days. Pu pils present the list of f oods they eat in a w eek in the f orm of a pictograph. b) grow c) can grow new plants. Pu pils list out the f oods that they eat f or breakf ast or lunch over one w eek. Pu pils ta lk ab out w hat the pictogragh show s x state that they need to eat and drink to stay alive. rice f ish chicken eggs meat vegetables f ruits healthy 12 . x present the list of f oods they eat in the f orm of a pictograph and say w hat this show s e. movin g. that they need to eat dif f erent kinds of f ood to be healthy. 2 days. Le arning Outcomes x recognise humans. Discuss w ith pupils w hat w ill happen to them if they do not eat and drin k f or 1 day. x list some of the dif f erent f oods that they eat.Le arning Obje ctives Suggested Le arning Activities Pu pils w atch videos of animals eat ing.g. Pu pils d iscuss that plants: a) need f ood and w ater. 3 days. the f ood that is eaten most.
themselves since birth to the present. f ruits. x describe changes in Pu pils look at themse lves since photographs of birth. size and w they have changed since eight.g. bread b) help you grow . Pu pils ta lk ab out f ood that: a) give energy. they w ere born.g.Le arning Obje ctives Suggested Le arning Activities Pu pils ta lk ab out the importance of eating dif f erent f oods to stay healthy. f ish. Pu pils co mpare clothes and shoes w hich w ere w orn w hen they w ere younger to the clothes and shoes they w ear now . chicken c) help you stay healthy e. x state the kinds of f ood that: ƒ give energy ƒ help you grow ƒ help you stay healthy Notes Vocabulary that w e grow and change as w e grow older. Pupils x state that they grow in suggest w ays in w hich height. vegetables Le arning Outcomes x recognise that they need to eat dif f erent f oods to stay healthy. e. rice. Pupils ta lk about how they might change as they grow older. Pu pils co mpare handprints/f ootprints taller craw ling w alking running ju mpin g talking size height w eight 13 .g. e.
Pu pils d iscuss the needs of diff erent animals. Pu pils w atch videos of animals eat ing. Pu pils list dow n the names of the animals and t he f ood they eat. x state that some an ima ls: ƒ eat plants ƒ eat other anima ls. Pu pils are g iven a set of pictures of animals f rom baby to adult. ƒ eat plants and oth er animals x state that anima ls grow in size and w eight. the dif f erent f oods that animals eat. w ater and air to stay alive. Pupils arrange them in order f rom baby to adult. x list the f oods eaten by some animals. x state that anima ls change as they grow .Le arning Obje ctives Suggested Le arning Activities Pu pils co mpare records of their w eight and height f rom birth to the present. f ood w ater air that anima ls grow calf chick duckling kitten 14 . Pu pils bring some pets or pictures of pets to classroom. Pu pils visit a zoo at f eeding time to observe w hat anima ls eat. Pupils talk about the needs of pets. Le arning Outcomes Notes Vocabulary heavier bigger Anim als Pupils s hould le arn w hat anima ls need to live. plants grass leaves seeds animals meat Pupils x state that anima ls need f ood.
Pu pils listen to stories accompanied by pictures about animals changing as they grow e. Pu pils keep tadpo les to observe the changes f rom tadpole to f rog. Vocabulary Plants Pupils s hould le arn that plants need t he right a mount of w ater f or healthy grow th Pu pils grow a plant f rom seeds e. Le arning Outcomes x identif y baby animals that look like the ir parents. f rom egg to butterf ly.Le arning Obje ctives Suggested Le arning Activities Pu pils match p icture of animals to the ir babies. Pu pils visit a but terf ly f arm to observe the diff erent stages of grow th of a butterf ly . 1 teaspoon. Notes Have pup ils release the f rogs in a suitable place. e. The Ug ly Duckling.g. Pupils record the changes. 2 teaspoons etc taller bigger more 15 . Pupils x Measure a specif ic volume of w ater.g. beans.g. x describe in w hat w ays the baby animals are dif f erent f rom their parents. Pu pils w ater the plants w ith diff erent volumes of w ater. x identif y baby animals that do not loo k like t heir parents. x observe and measure a grow ing plant Teachers can guide pupils on how to measure a specif ic volume of w ater.
Pu pils observe a plant. nu mber of leaves. Le arning Outcomes x record the observations in a chart. rubber. tomat o. x Ident if y seeds and the plants. x State that p lants need w ater to grow but too much w ater may kill the m. e. balsa m plant. Pu pils p lant the seeds to grow a new plant. Pu pils cut open th e f ruit to look at the seeds. e.Le arning Obje ctives Suggested Le arning Activities Pu pils observe a plant grow ing and record the height. x recognise that f low ering plants produce seeds w hich can grow into new plants. Have pup ils collect seeds f rom dif f erent plants.g. papaya. Notes Vocabulary that f low ering plants produce seeds w hich grow into new plants. balsa m. fruit seeds 16 .g. w ith fruit. Match seeds to plan ts . .
Pu pils record the lengt h or height of and object in non.g. Pu pils measure le ngth or height using n onstandard tools e. using a straw . x measure the length of an object using a non-standard tool. Pu pils co mpare the ir heights by standing next to each other. Pupils x state w hich object is longer or taller. taller longer shorter straw string Suggested Le arning Activities Le arning Outcomes Notes Vocabulary to measure length using non-standard tools.Learning about the World Around Us Le arning Obje ctives Long or Short Pupils s hould le arn to observe and compare le ngths Pu pils look at tw o objects to compare the ir lengt hs or heights. 17 .standard measure ment x describe w ays to measure length. x record the length or height of an object in non-standard measure ment in a tab le. Pu pils look at pictures of objects to compare the ir lengths or heights. a piece of string etc. Pu pils suggest w ays to measure the length or height of an object.
Pu pils are g iven pictures/video and are asked to ident if y the things in the p icture that use batteries. Pupils x identif y things that use batteries. x describe how to insert a battery correctly Use alar m clocks or toys that need only one battery. battery toys radio torchlight 18 . x list things that use batt eries. x recognise that batteries need to be inserted correctly f or them to f unction. Pu pils observe the change to the alar m clock or toy w hen the battery is inserted. Le arning Outcomes Notes Vocabulary The M agic of Batteries Pupils s hould le arn about things that use batteries. Pu pils d iscuss in groups and make a list of things that use batteries.Le arning Obje ctives Suggested Le arning Activities Pu pils co mpare the ir heights by using nonstandard measure ment. Pu pils are g iven a battery and are asked to insert batteries into an a lar m clock or toy. Pu pils observe w hat happens if the battery is x are able to use batteries correctly. how to use a battery. Ensure that th e toy is sw itched on. Ensure that th e alar m clock is set to ring w hen the battery is inserted.
Pu pils test out the ir draw ings by building the circuit. w ire and a bulb.Le arning Obje ctives Suggested Le arning Activities Pu pils are asked t o state how to correctly insert a battery. 19 . Pu pils draw possible w ays of connecting the battery. w ire and bulb to make the bulb light up. Le arning Outcomes Notes If pupils have inserted the battery w rongly. Pu pils draw and explain w hat they did to ma ke the bulb light up. Vocabulary how to make a comple te circuit. Pu pils are g iven a battery. Allow pupils to try dif f bulb w ire erent w ays of connecting the battery. w ire and bulb until th ey get the bulb to light up. x describe diff erent w ays in w hich the battery. w ire and bulb can be connected. w ire and a bulb. x are able to ma ke a comple te circuit using a battery. have them try again. x are able to draw their w orking circuit and explain their draw ing.
Pu pils are asked t o observe and state their observations. cof f ee. w ater salt sugar coff ee pepper curry pow der dissolve 20 . Pu pils are asked t o add a glass of w ater to each of the materials and t o stir it.Le arning Obje ctives M ixing things Pupils s hould le arn that some materials can dissolve in w ater and some cannot. pepper. sand. x are able to recognise that some mater ials can dissolve in w ater. Taste only solutions of edible materia ls. Suggested Le arning Activities Le arning Outcomes Notes Vocabulary Pupils Pu pils are g iven materials such as sugar. salt. x record their observations in a table. f lour. Pu pils check the ir observations by: a) tasting the solutions b) f iltering the solut ions.
the car moves f aster w hen I push it harder. to change the shape of plasticine. e. tw ist. sponge. stretch. Pu pils are g iven a toy car or a ball an d asked to ma ke it move f aster. Pupils say w hether each action is a push or a pull. pull. Pup ils say how they made t he toy car or ball move f aster. slow dow n or change direction f aster slow er direction f aster slow er 21 . do ugh.Le arning Obje ctives Pus h and pull Pupils s hould le arn that pushing and pulling can change the shape of objects Suggested Le arning Activities Le arning Outcomes Notes Vocabulary Pupils Pu pils are g iven a x describe w hat they did variety of materials.g. A tw ist is a combin ation of a push and a pull push pull tw ist stretch squeeze that pushing or pu lling can ma ke thin gs speed up. x describe w hat they did to ma ke th ings speed up.g. move slow er or change direction.g.g. e. stretching is a pull. Pu pils are asked t o change the shape of the mater ials and describe the action they used to do so. e. e . squeezing is a push. mater ials. slow dow n or change direction. slow er or to change direction.
Le arning Obje ctives to make pred ictions and to test the m Suggested Le arning Le arning Outcomes Activities Pu pils are g iven toy cars x predict w hich toy car w of ill travel the f urthest. car in standard or nonstandard measure ment. Pu pils test the ir predictions by making the toy cars x suggest and give reasons move and measuring the w hether a comparison w as distance traveled by each f air or not. Notes Vocabulary 22 .g. urthest. dif f erent sizes and are asked to predict w hich x measure distances in car w ill travel the f appropriate units. I pushed the b ig toy car harder so the comparison w as unf air. e. Pu pils d iscuss w hether their compar ison w as f air.
Ha mid ( Ph.A. Sivagnanache lvi Editor Salin a Hanu m Osma n Moha me d Assistant Director Curriculu m Develo p ment Centre 26 . D) Cheah Eng Joo S.ACKNO WLEDGEM ENTS Advis ors Sharif ah Ma imunah Syed Zin Rohan i Abd. D) ( Ph. D) Director Curriculu m Develo p ment Centre Deputy Director Curriculu m Develo p ment Centre Principal Assistant Director (Science and Mathe matics) Curriculu m Develo p ment Centre Assistant Director (Head of Core Science Unit) Curriculu m Develo p ment Centre Assistant Director (Head of Elective Scie nce Un it) Curriculu m Develo p ment Centre Assistant Director (Head of Eng lish Unit) Curriculu m Develo p ment Centre Editorial Advis ors Ahmad Hozi H. Ra h man Yeap Chin He ng ( Ph.
D) Centre Cheah Eng Joo Centre Salin a Hanu m Osman Moha med Aizatul Adzw a Mohd. Ra h man Centre Yeap Chin He ng ( Ph. Yusof Zaidi Yazid Zainon Abdul Ma jid Curriculu m Develo p ment Curriculu m Develo p ment Curriculu m Develo p ment Arif Fadzilah Mo hd.A.PANEL OF WRITERS Ahmad Hozi H. So m Curriculu m Develo p ment Curriculu m Develo p ment Curriculu m Develo p ment Centre Centre Curriculu m Develo p ment Centre Curriculu m Develo p ment Centre Curriculu m Develo p ment Centre Salehudd in Mustaf a Curriculu m Develo p ment Zaidah Mohd. Sa id Maria m Ibrahim SK Band ar Baru Serting SK Panta i. Sere mban Moh d. Azman Mohd. Ali Tan Man Wai SK Lui Sealatan (F) Je mpo l Ma ktab Perguruan Te knik . Basri Centre Johari Sh a msudin Centre Norani Abdu l Bari Centre Curriculu m Develo p ment Centre Rosli Suleiman Curriculu m Develo p ment Curriculu m Develo p ment Centre Curriculu m Develo p ment Centre Rusilaw ati Othman Salbiah Mohd.
Curriculum Developm ent Centre Minis try of Education 2002 .
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