THEME A : MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA : 1. THE WORLD THROUGH OUR SENSES
Week Learning Objectives Suggested Learning Objectives
1.1 Carry out activities to make
Understanding the connection between the five senses,
sensory organs the sensory organ and the stimuli.
and their functions.
1.2 Discuss what happens in our body
Understanding the after a stimulus is detected.
1
sense of touch. Carry out activities to study
the following :
a) structure of the human skin
involved in stimuli detection,
b) sensitivity of the skin at different
parts of the body towards stimuli.
Discuss the sensitivity of the skin in
connection to the following situations:
a) receiving an injection,
b) using Braille.
1.3 Discuss the structure of the nose and
Understanding the the position of the sensory cells using
sense of smell. models, charts, computer software
and other teaching aids.
1.4 Carry out activities to detect the
2
Understanding the different areas of the tongue that
sense of taste. respond to different tastes.
Carry out activities to find how taste is
related to smell.
Learning Outcomes Notes
A student is able to: The five sensory organs
• identify and relate a sensory have been introduced in
organ to its stimulus, Primary Science.
• state the pathway from stimulus
to response:
Stimulus-> Sensory organs ->
Nerves-> Brain-> Nerves ->
Response
A student is able to: The structures of the
• identify the structure of the human receptors are not
skin involved in stimuli detection, required
• state the function of different
receptors - pressure, heat, pain,
• draw conclusion on the sensitivity
of the skin at different parts of the
body towards stimuli.
A student is able to:
• identify the structure of the nose,
• identify the position of the sensory
cells in the detection of smell.
A student is able to:
• identify the different areas of the
tongue that respond to different
taste,
• relate the sense of taste with the
sense of smell.
Week Learning Objectives Suggested Learning Objectives
1.5 Observe and identify the structure of
Understanding the the human ear.
sense of hearing. Discuss the function of each part
of the ear.
Discuss the hearing mechanism.
3
1.6 Examine the cow's eye or model of a
Understanding the human eye.
sense of sight Collect information on structure and
function of each part of the eye.
Discuss how we see.
1.7 Carry out activities to study:
Understanding light a) reflection of light,
and sight b) refraction of light between two
mediums of different density.
Collect information about the types of
defects of vision and the contribution/
use of technology to rectify them.
Carry out activities to show what is
short sightedness & long sightedness
are and how to correct them.
4 Discuss what astigmatism is and the
way to correct it.
Carry out activities to investigate the
following:
a) optical illusion,
b) blind-spot.
Discuss the connection between
stereoscopic vision and monocular
visions with the survivals of animals.
Learning Outcomes
A student is able to:
• identify the structure of the human
ear,
• explain the function of the
different parts of the ear,
• describe how we hear.
A student is able to:
• identify the structure of the human
eye,
• explain the functions of different
parts of the eye,
• describe how we see.
A student is able to:
• describe the properties of light i.e.
reflection and refraction,
• state the various defects of vision,
• explain ways to correct vision
defects,
• state and give examples of the
limitations of sight,
• connect stereoscopic and
monocular visions with the survival
of animals,
• identify the appropriate device to
overcome the limitations of sight.
Notes
Teacher is encouraged
to use computer
simulation to illustrate
the hearing mechanism.
Relate the properties of
light to natural phenomena
and daily usage. Angles
of incidence, reflection,
refraction and normal are
not required.
Astigmatism, optical
illusions, blind-spot,
monocular and
stereoccopic visions
should be introduced.
Microscope, magnifying
glass, telescope,
binoculars, ultrasound
scanning devices, X- ray
periscope should be
included.
 Gather information about the device to
overcome the limitation of sight.

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes

1.8 Carry out activities to investigate:
Understanding sound a) the production of sound,
and hearing. b) the need of medium for sound to
travel,
c) the reflection and absorption
of sound
Collect information about
1. the defects of hearing,
2. ways to rectify the defects of
hearing.
Discuss the limitations of hearing and
ways of improving it.
5/6
Carry out activities to investigate the
need for stereophonic hearing in
determining of direction of sound.
A student is able to:
• describe the properties of sound,
explain the reflection and
absorption of sound,
• explain the defects of hearing
and ways of rectifying the
defects in hearing,
• state the limitations of hearing,
and the device used to overcome
the limitations of hearing,
• explain stereophonic hearing.
Include devices such as
hearing aids and
stethoscope.

1.9 Carry out experiments to investigate A student is able to: Responses in plants should
Understanding the and identify: • state the stimuli that cause include phototropism,
stimuli and responses a) stimuli detected by plants, response in plants, geotropism, hydrotropism,
in plants. b) the parts of the plants sensitive to • identify the parts of plants nastic movement,
specific stimulus. sensitive to specific stimulus, tigmotropism.
Discuss in what ways the response • relate the response in plants to
of plants towards stimuli are important their survival.
for their survival.

LEARNING AREA : 2. NUTRITION

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes
2.1 Discuss the classes of food i.e. A student is able to: Only the major vitamins
Analysing the carbohydrates, protein, fats, vitamins, minerals,
• explain
fibre through
and examples the (A, B, C, D, E and K) and
classes of food. minerals, fibre, water and state classes of food, minerals (calcium, sodium,
their functions. • state the function of each class iron, iodine, phosphorus

7
 Carry out activities to test for starch
7
(iodine solution), glucose (Benedict
solution), protein (Millon's reagent)
and fats (alcoholemulsion test)
Week Learning Objectives Suggested Learning Objectives
2.2 Discuss:
Evaluating the a) what a balanced diet is,
importance of a b) the factors that determine a
balanced diet. person's balanced diet: age, size, sex, job,
climate state of health.
Collect food wrappers that show
calorific value of food and make a list
to show calorific value for each
type of food.
Discuss to estimate the calories of
food taken in a meal.
Plan a balanced diet for a day.
(breakfast, lunch and dinner)
2.3 Discuss that digestion is the
8 /9 Understanding the breakdown of large food molecules
digestive system in into smaller soluble molecules that can
man. be readily absorbed by the body.
Identify parts of the digestive system
and the flow of food particles in the
alimentary canal using model/chart/CD.
Discuss the functions of the various
organs in the digestive system and
the enzymes found.
Carry out activities to show the action
of enzyme in the saliva on starch.
of food, and potassium) are
• test for starch, glucose, protein required.
and fats. Vit B need not be classified
into BL B2 and so on.
Introduce alcohol-emulsion
test for fat.
Learning Outcomes Notes
A student is able to:
• state what a balanced diet is,
• state the factors that must be
considered when planning a
balanced diet,
• explain how the factors affect a
balanced diet,
• state the quantity of energy in
each gram of carbohydrate,
protein and fats,
• estimate the calories of food taken The unit of energy in food
in a meal, can be measured either in
• plan a balanced diet. joules or calories.
A student is able to: Enzymes should only
• explain what digestion is, include amylase, protease
• identify the parts of the digestive and lipase.
system,
• describe the flow of food particles
in the alimentary canal,
• state the functions of the organs
in the digestive system;
• describe the process of digestion
in the alimentary canal,
• list the end products of digestion
of carbohydrate, protein and fats.
 10
CUTI PERTENGAHAN PENGGAL ( 12.03.2011 - 20.03.2011)
Week Learning Objectives Suggested Learning Objectives
2.4 Discuss the process of absorption of
Understanding the products of digestion in the small
process of absorption of intestine.
11
digested food Carry out an experiment to show the
absorption of glucose through a
Visking tube.
2.5 Discuss the reabsorption of water by
Understanding the large intestine and the process of
reabsorption of water defecation.
and defecation. Discuss the importance of good eating
habits to avoid constipation.
2.6 Plan and carry out a healthy eating
Put into practice the habit.
12 habits of healthy Discuss the following topics :
eating. a) practicing good eating habits i.e.
eating nutritious food and eating in
moderation.
b) the generous distribution of food to
underprivileged / needy,
c) cultural practices in dining
conforming to sensitivities and
religious beliefs.
THEME B : MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA : 3. BIODIVERSITY
Week Learning Objectives Suggested Learning Objectives
UJIAN SELARAS 1
Learning Outcomes Notes
A student is able to: The structure of vilus is not
• explain the process of absorption required. Need only mention
of the products of digestion, vilus increases the surface area
• make inference about the for absorption.
absorption of glucose through a
Visking tube.
A student is able to:
• state how water is reabsorbed in
the large intestine,
• explain defecation,
• relate the problem of defecation
with eating habits.
A student is able to:
• justify the importance of eating
nutritious food,
• put in practice good eating habits,
• justify the generous distribution of
food to the underprivileged /
needy, relate the dining culture of
different people conforming to
sensitivities and religious beliefs.
Learning Outcomes Notes
 3.1 Discuss the diversity in the general
Understanding variety of characteristics of living organisms.
living organisms and
their classification. Collect and classify various plants and
13 animals into a system based on
common characteristics.
Animal: Invertebrate, vertebrate,
mammal, fish, bird, amphibian, reptile.
Plant: Flowering plant, non-flowering
plant (monocotyledon, dicotyledon.)
13 Build a concept map on living organisms
based on the classification above.
Discuss the importance of maintaining
biological diversity as one of the
country's natural heritage.
LEARNING AREA : 4. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
Week Learning Objectives Suggested Learning Objectives
4.1 Carry out a field work to study
Analysing the species, habitat, population, community
interdependence in an ecosystem.
among living
organisms.
4.2 Collect and interpret data on the types
Evaluating the of interactions between living
interaction between organisms as follows:
14
living organisms. a) prey-predator,
b) symbiosis: commensalism,
mutualism and parasitism e.g. remora
and shark, algae and fungi, tape worm
A student is able to:
• explain the diversity of living
organisms in a habitat,
• classify various animals based on
common characteristics,
• classify various plants based on
common characteristics,
• explain the importance of
biodiversity to the environment.
Learning Outcomes
A student is able to:
• state what species, population
and community are,
• state what habitat and ecosystem
are,
A student is able to:
• list the types of interactions
between living organisms,
• explain with examples the
interactions between living
organisms,
• justify the importance of
Basic concept on variety of
living organisms has been
introduced in primary
science.
Emphasize only on the
classification in the
suggested learning activities.
Malaysia is one of the 12
mega-biodiversity countries in
the world should be
highlighted.
Notes
Basic concept of habitat
has been introduced in
primary school
Basic concept of prey
predator and competition
has been taught in primary
school.
Refer to local issues like the
crow problem in Kelang.
 and man
c) competition.
Conduct an activity to show the
importance of the interaction between
organisms and the environment.
Discuss the advantages of biological
control in regulating the numbers of
pests in certain areas
Week Learning Objectives Suggested Learning Objectives
4.3 Collect and interpret data on the
Synthesizing food producer, consumer, decomposer and
web. pyramid number.
Construct a food web from a few food chains• combine a few food chains to
chains and identify the producer,
consumer and decomposer.
Discuss the energy flow in the food
15 web constructed.
Conduct a game to show the effects
of an increase or decrease in the
number of organisms in a pyramid
number. Discuss the consequences
if a component of living organisms
in an ecosystem is missing.
4.4 Carry out discussion on what
Analysing photosynthesis is.
photosynthesis. Carry out experiments to determine the
factors needed for photosynthesis i.e.
carbon dioxide, water, light and
16 chlorophyll.
Discuss the importance of
photosynthesis in maintaining a
balanced ecosystem.
interaction between living
organisms and the environment,
• explain through examples the
advantages and disadvantages of
biological control in regulating the
number of pest in certain areas.
Learning Outcomes Notes
A student is able to: Food chain has been taught
• explain what producers, in primary science.
consumers and decomposers are, Refer to the crown of thorn
problem in the coral reef in
construct a food web, the marine parks.
• identify the producer, consumer
and decomposer in a food web,
• construct a pyramid number from
a food chain,
• relate the food web and the
pyramid number to energy flow,
• predict the consequences if a
certain component of living
organisms in the ecosystem is
is missing.
A student is able to: The carbon and oxygen
• state what photosynthesis is, cycles should be included.
• state the factors required for
photosynthesis,
• state the products of
photosynthesis,
• control the variables that are
required for photosynthesis,
• explain the role of photosynthesis
 Discuss the carbon and oxygen in maintaining a balanced
cycles. ecosystem.
4.5 Collect and interpret data on the A student is able to: The role of man in
Evaluating the conservation and preservation of living • explain what conservation and conservation and
importance of organisms. preservation are, preservation has been
conservation and Carry out a field work in a natural • explain the steps taken to highlighted in primary
17 preservation of living forest reserve (wetlands, highland preserve and conserve living school.
organisms. forest or tropical rain forest) or an organisms.
animal sanctuary to study the • justify the importance of
conservation and preservation of living conservation and preservation of
organisms. living organisms,

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes

Carry out a discussion on how the • Support activities organised by Forest is also home to some
improvement in science and technology various parties to preserve and indigenous people should be
helps in the conservation and conserve the living organisms. included.
preservation of living organisms.
Run a campaign to stress on the
importance of conservation and
preservation.
Carry out a role play involving the
parties concerned in solving problems
related to the conservation and
preservation of living organisms.

4.6 Carry out a brainstorming session to A student is able to: Examples of environmental
Evaluating the role of discuss the environmental issues • explain the effects of human issues: Global climate
man in maintaining the affecting the balance in nature and activities on the balance in nature, changes, habitat destruction,
balance in nature. how to solve it. • describe how man solves species extinction, air, soil
17
problems related to environment, and water pollution, loss
• justify that human need a stable, of wetlands, solid waste
productive and balanced management, deforestation,
ecosystem. land overuse, over fishing,
toxin in the environment,
(release of excessive
 chemicals into our
environment includes
pesticides, fertilizers
and pollutants).

18, 19 & 20 PEPERIKSAAN PERTENGAHAN TAHUN (10.05.2011 - 27.05.2011)

CUTI PERTENGAHAN TAHUN (28.05.2011 - 12.06.2011)

THEME C : MATTER IN NATURE

LEARNING AREA : 5. WATER AND SOLUTION
Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes
5.1 Carry out activities to determine the A student is able to: The Kinetic Theory should
Analysing the physical following: • state the meaning of the freezing be introduced.
characteristics of • the freezing point of water, point of water,
water • the boiling point of water. • state the meaning of the boiling Relate the freezing and
point of water, boiling point of water to the
Carry out an activity to observe the • describe the physical Kinetic Theory
effects of impurities on the physical characteristics of water, The ionic theory on
characteristic of water. • explain through examples the . electrolysis is not needed.
effects of impurities on the
21 physical characteristics of water

5.2 Carry out an electrolysis to determine A student is able to: Understanding that hydrogen is
Analysing the the ratio of hydrogen to oxygen in a • determine the composition of discharged at the cathode
composition of water molecule of water. water, and oxygen at the anode is
• test the presence of hydrogen adequate. The ratio of gases
and oxygen. is required.
 5.3 Carry out experiments to study the
Analysing the process of factor affecting the rate of evaporation
evaporation of water. of water i.e. humidity, the temperature
of the surrounding, surface area and
the movement of air.
Discuss the factors affecting the rate
of evaporation in relation to the Kinetic
Theory.
22
Discuss the similarities and differences
between evaporation and boiling.
Gather information on evaporation
process and its application in daily life.
i.e. drying of clothes, preservation of
agricultural products.
Week Learning Objectives Suggested Learning Objectives
5.4 Discuss the differences between
Analysing solution and solute, solvent and solution. Carry out
solubility. activities to prepare a dilute solution,
a concentrated solution and a
a saturated solution.
Discuss the similarities and differences
between dilute solution, concentrated
solution and saturated solution.
Carry out activities to illustrate the
differences between a solution and a
23 suspension.
Carry out experiments to determine the
factors affecting the solubility of a
solute.
• Nature of solvent,
• Nature of solute,
A student is able to:
• explain what evaporation is,
• explain through examples the
factors that affect the rate of
evaporation of water with
reference to the Kinetic Theory,
• compare and contrast between
evaporation and boiling,
• describe the application of the
evaporation of water in daily life.
Learning Outcomes Notes
A student is able to: Introduce insoluble sediments
• explain what solute, solvent and sediments are known
solution are, as residue.
• contrast and compare between
dilute solution, concentrated and
saturated solution,
• explain what suspension is,
• explain what solubility is,
• explain the factors affecting the
solubility of solutes in water,
• explain the importance of water
as a universal solvent in life,
 • Temperature.
5.5 Carry out activities to study:
Analysing acid and • the properties of acid in terms of pH
alkali. value, taste, corrosive nature, effect
on litmus paper, reaction with metals
such as magnesium and zinc,
24 • the characteristics of alkali in terms
of pH value, taste, corrosive nature,
effect on litmus paper,
• carry out a discussion to define acid
and alkali operationally.
Week Learning Objectives Suggested Learning Objectives
Carry out activities to determine the
acidic and alkaline substances in daily
life
Gather information on the usage of
acid and alkali in everyday life such as
in agriculture and industry.
Discuss on the meaning of
25 neutralisation.
Carry out an activity to show
neutralisation using the hydrochloric
acid and sodium hydroxide of the
same concentration.
Discuss the application of
neutralisation in daily life e.g using
shampoo & conditioner and insect bite
5.6 Make a visit to a water purification site.
Analysing the methods Brainstorming on the following:
26
• give examples on the uses of
organic solvents in our everyday
life.
A students are able to:
• identify the properties of acid,
identify the properties of alkali,
• state that acid and alkali only
show their properties in the
presence of water,
• explain through examples the
definition of acid and alkali,
Learning Outcomes
A students are able to:
• identify the substances which are
acidic or alkaline in everyday life,
• state the uses of acid and alkali in
daily life,
• explain the meaning of
neutralisation,
• write an equation in words to
describe the neutralisation
process,
• explain through examples the
uses of neutralisation in daily life.
A student is able to:
• list the natural sources of water,
Caution:
Chemicals in the laboratory
should not be tasted.
Use only dilute acid and
dilute alkali.
Do not use active metals
such as Potassium and
Sodium in the reaction with
acid
Notes
Caution:
Chemicals in the laboratory
should not be tasted.
Use only dilute acid and
dilute alkali.
Do not use active metals
such as Potassium and
Sodium in the reaction with
acid
The latest developments in
water purification e.g.
 of water purification. • natural resources of water,
• the reasons for water purification.
Discuss the various types of water
26 purification such as filtration, boiling,
chlorination and distillation. Carry out
activities to study the various types of
water purification such as filtration,
boiling and distillation
• state the reasons for water ultraviolet treatment can be
purification, discussed
• describe the various types of
water purification,
• compare the strengths and
weaknesses of the various types
water purification.

5.7 Pupils present their findings to discuss A student is able to:

Analysing the water the strengths and weaknesses of the • describe how the water supply
supply system. various types of water purification. system works,
Make a visit to a water processing • explain ways to save water.
plant to study the water supply system
27
and stages involved in water
purification.
Discuss the ways to save water. Do a
project on how much water the
average household uses.

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes

5.8 Collect and interpret data on types of A student is able to:
Understanding the water pollutants which include: • give examples of water pollutants,
preservation of water • industrial waste such as chemical • explain the effect of water
quality. and radioactive residues, pollution on living things,
• domestic waste such as garbage • explain ways to control water
and sewage, pollution,
• chemicals from the agricultural activity • explain ways to preserve water
such as fertilisers and pesticides, and its quality.
• siltation caused by constructions and
27
deforestation,
• accidental spillage from tankers.
Conduct discussion on the effect of
water pollution on living things.
Generate ideas on ways to control
water pollution.
 Discuss ways to conserve and
preserve water and its quality. Run a
a campaign 'Love Our Rivers'.

LEARNING AREA: 6. AIR PRESSURE

Week Learning Objectives Suggested Learning Objectives
6.1 Carry out an activity to discuss the
Understanding air kinectic theory of gases.
pressure. Carry out an activity to show that air
28 exerts pressure
Carry out activities to show the factors
affecting air pressure, i.e. volume and
temperature
6.2 Collect and interpret data on appliances
Applying the principle of that use the principle of air pressure.
air pressure in daily life. Gather information and discuss the
application of air pressure in syringe,
29
siphon, spraying pump and drinking
straw.
Learning Outcomes Notes
A student is able to:
• explain the existence of air
pressure with reference to the
Kinetic Theory,
• explain the factors affecting air
pressure
A student is able to: Caution:
• explain with examples things that Do not place tank containing
use the principle of air pressure, gas under high pressure
• generate ideas to solve problems near heat.
using the principle of air pressure,
• relate the safety measures taken
when using gas under high
pressure

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes

Discuss ways of using the principle
of air pressure to solve daily problems
such as blockage in sinks
Gather information on how a gas tank
29
containing gas under high pressure
works.
Discuss the safety precautions taken
when using gas under high pressure.
30 UJIAN SELARAS 3 (15.08.2011 - 19.08.2011)

THEME D : FORCE AND MOTION

LEARNING AREA : 7. DYNAMICS
Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes
 7.1 Carry out activities to show pushing
Understanding force. and pulling are forces.
Carry out activities to show the effects
of force (changes in shape, position,
speed and direction).
Carry out activities to show different
31 types of forces (frictional,gravitational,
electrostatic and magnetic force).
7.2 Discuss the unit of force and the
Understanding the principle of a spring balance.
measurement of force. Carry out activity to measure the
magnitude of force
CUTI PERTENGAHAN PENGGAL KE 2 (27.08.2011 - 04.09.2011)
7.3 Discuss with examples to show the
Application of frictional existence of frictional force.
force. Carry out activities to identify the
direction of frictional force and
32
measure the magnitude of the force.
Carry out an experiment to show how
different types of surfaces affect the
magnitude of the force.
Week Learning Objectives Suggested Learning Objectives
Gather information and discuss the
advantages and disadvantages of
friction.
Carry out activities on ways to
32
a) increase friction,
b) reduce friction.
Discuss the application of increasing
and decreasing friction in our daily life
7.4 Discuss with examples to show work
Application of work. is done when an object is moved by
a force.
Carry out activities to determine the
A student is able to:
• state that a force is a push or a
pull,
• explain the effects of forces,
• explain the various types of
forces.
A student is able to:
• state the unit of force,
• explain how a spring balance
works,
• measure the magnitude of force.
A student is able to:
• explain with example the Ignore static frictional force.
existence of frictional force,
• state the direction and the
magnitude of frictional force,
• carry out an experiment to show
how different types of surfaces
affect frictional force,
Learning Outcomes Notes
• explain the advantages and
disadvantages of friction,
• explain ways to increase friction,
explain ways to reduce friction,
• explain with examples the
application of friction in daily life.
A student is able to:
• explain with examples how work
is done.
• state the unit of work,
 work done by using: • calculate the work done.
Work (J) = Force (N) x Distance (m)

7.5 Carry out activities to determine power by A student is able to:

33
Application of power. using: • state the meaning of power,
Power (W) = Work (J) • state the unit of power,
Time (s) calculate power on the work done.

7.6 Create an activity e.g. drawing a poster, A student is able to:

Analysing the sketching or acting to show how life • describe how life will be if force
importance of force would be without force. does not exist.
in life.

LEARNING AREA : 8. SUPPORT AND MOVEMENT

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes
8.1 Gather information and discuss the Explain the support system in For invertebrates introduce
Understanding the various support system in vertebrate and invertebrate. exoskeleton, endoskeleton,
support system in (a) land and aquatic vertebrate. • Compare and contrast the and hydrostatic skleleton.
animals. (b) land and aquatic invertebrate. support system between land and
34
Carry out discussion on the following: aquatic vertebrate.
a) similarities and differences between • Compare and contrast the
support system in land and aquatic support system in land and
vertebrate aquatic invertebrate,

Week Learning Objectives Suggested Learning Objectives Learning Outcomes Notes

b) similarities and differences between
support system in land and aquatic
invertebrate

8.2 Carry out field work to study various A student is able to: Features that help non-
Understanding the support systems in plant. • Explain the various system in woody plants include tendrils,
support system in Carry out activities to classify plants woody and non-woody plants. thorn, air sacs in aquatic
35 plant. based on their support system. • Classify plants based on their plants
support system.
8.3 Discuss issues e.g
 35
Appreciating the support a) inability of whales yo move back to
system in living things. see after being washed in ashore,
b) a crippled person using crutches
for support.
THEME E : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA : 9. STABILITY
Week Learning Objectives Suggested Learning Objectives
9.1 Carry out activities to find the point of
Understanding that the equilibrium in regular and irregular
center of gravity shapes.
affect stability. Carry out experiment to find out how
center of gravity affects the stability of
an object by manipulating the
a) height
b) base area
36
Discuss the relationship between the
center of gravity and stability.
9.2 Carry out a brainstorming session on
Appreciating the ways to improve stability.
importance of stability. Carry out activities like doing projects
or playing games to builds models by
applying the concept of stability.
LEARNING AREA : 10. SIMPLE MACHINE
Week Learning Objectives Suggested Learning Objectives
10.1 Discuss how a small effort can
Anylising levers. overcome large load with the use of a
lever.
Make an observation on devices
that uses the principles of levers.
Identify the load, force and fulcrum, &
then classify the system into first,
A student is able to:
• justify the important of the
support system to living things.
Learning Outcomes Notes
A student is able to:
• determine the point of equilibrium
in regular and irregular shapes.
• Relate the point of equilibrium as
the center of gravity of objects,
• Relate the center of gravity to the
stability of objects.
A student is able to:
• Suggest ways to improve the
stability of objects around them.
• Explains with examples the
applications of stability in life.
Learning Outcomes Notes
A student is able to: When you open the door or
• List thins around them that use use a wrench to loosen a
the principle of the lever nut, we are applying a
• State the lever can do, force that causes the
• Identify load, force and fulcrumin turning effect to accomplish
the lever, the desired task. The turning
• Classify levera, effect is called the moment
 second and third class levers. of force.
Discuss how human apply the
principles of levers to help them
overcome large load.

Discuss that the moment of force • Explain what is meant by the

37
= Force (N) x Perpendicular distance moment of force,
from the pivot to the force (m)
Carry out an activity to show the
relationship between and the product
of force and distance.

Solving problems related to levers • Solves problems related to levers

using the following formula:
Load (N) X distance of the load from
fulcrum (m)
= Effort X distance of effort from the
fulcrum (m).

10.2 Carry out a project to build a device A student is able to:

Appriciating the using the principle of a lever. • Design or improve a device that
innovative efforts in uses the principle of a lever.
38 the design of machine
to simplify work.
LATIHAN ULANGKAJI

39 PEPERIKSAAN AKHIR TAHUN TI, T2, T4 (24.10.2011 - 28.10.2011)

40 PERBINCANGAN

41 PERBINCANGAN

42 CUTI AKHIR TAHUN (19.11.2011 - 01.01.2012)

 Vocabulary
brain - otak
nerve – saraf
response – gerakbalas
stimuli - rangsangan
sensory organ - organ deria

cold - kesejukan
heat - kepanasan
pain - kesakitan
pressure - tekanan
receptor - hujung saraf
sensitivity -
kepekaan
skin - kulit
touch – sentuhan

nose - hidung
sensory cells - sel deria

bitter - pahit
salty - masin
sour - masam
sweet - manis
 Vocabulary
taste - rasa
tongue - lidah
cochlea - koklea
ear – telinga
ear drum - gegendang
telinga

density - ketumpatan
medium -bahantara
reflection -pantulan
refraction - pembiasan
astigmatism - astigmatisme

blind spot - bintik/titik buta

long sightedness – rabun
dekat
dekat
monocular vision -
penglihatan monokular
optical illusion - Ilusi optik
periscope - periskop
short sightedness – rabun
jauh
jauh
stereoscopic vision -
penglihatan stereoskopik
colour blindness - buta
warna

Vocabulary

Vocabulary
fats - lemak
fibre – pelawas
potassium - kalium
starch - kanji
sodium – natrium

Vocabulary
Balanced diet – gizi
seimbang
calorific value - nilai kalori
climate - cuaca
food wrapper –
bungkusan makanan

alimentary canal - salur

penghadaman
anus - dubur
appendix - umbai usus
bile - jus hempedu
digestion - penghadaman
enzyme - enzim
gall bladder – pundi hempedu
hempedu
gut - salur penghadaman
insoluble - tidak larut
large intestine - usus
besar
liver - hati
saliva- air liur
small intestine - usus kecil
stomach – perut

Vocabulary
absorption - penyerapan
analogise - membuat
analogi
blood stream - aliran
darah
diffusion – resapan
constipation - sembelit
defecation - penyahtinjaan
large intestine - usus
besar
reabsoption - penyerapan
semula
habits - amalan
needy - sangat miskin
nutritious food - makanan
berkhasiat
underprivileged - kurang
bernasib baik
religious beliefs -
kepercayaan agama

Vocabulary
amphibian - amfibia
bird – burung
dicotyledon - dikotiledon
diversity - kepelbagaian
fish - ikan
flowering plant -
tumbuhan berbunga
living organism -
organisma hidup

monocotyledon –
monokotiledon
non-flowering plant -
tumbuhan tidak berbunga
reptile - reptilia
mammal - mamalia

Vocabulary
community- komuniti
ecosystem - ekosistem
habitat - habitat
predict – meramal
population - populasi
species – spesis
interdependence -
saling bersandaran
environment - persekitaran
advantage - kebaikan
biological control -
kawalan biologi
competition - persaingan
disadvantage -
keburukan interaction -
interaksi
parasitism – parasitisme
pest - perosak
prey predator -mangsa
pemangsa
regulate - mengawal
symbiosis – simbiosi

Vocabulary
Balance in nature-
keseimbangan alam
consumer - pengguna
decomposer - pengurai
food web - siratan
makanan
primary consumer -
pengguna primer
producer- pengeluar
pyramid number -
piramid nombor
secondary consumer -
pengguna sekunder
tertiary consumer -
pengguna tertie
balanced ecosystem -
ekosistem yang seimbang
oxygen cycle - kitar
oksigen
carbon cycle - kitar
karbon
photosynthesis-
fotosintesis
conservation-pemuliharaan
reserve forest – hutan
simpan
highland forest – hutan
tanah tinggi
indigenous people – orang
asli
preservation-pemeliharaan
sanctuary-santuari

Vocabulary
tropical rainforest - hutan
hujan tropika
wetlands - tanah bencah /
lembap

acid rain - hujan asid

brainstorming -
sumbangsaran
deforestation -penebangan
hutan
climate change -
perubahan iklim
excessive – berlebihan
land overuse -penggunaan
tanah yang berlebihan
green house effect - kesan
rumah hijau
over fishing -penangkapan
ikan tidak terkawal
pollution - pencemaran
solid waste management -
pengurusan sisa
pesticides - pestisid
toxin - toksin
species extinction -
kepupusan species

Vocabulary
boiling point - takat didih
freezing point - takat beku
inference - inferens
impurities - bendasing

physical characteristics -
ciri-ciri fizikal
anode - anod
cathode - katod
electrolysis - elektrolisis
composition – komposisi
ionic theory - teori ionik
discharge - terhasil
agricultural product - hasil
pertanian
humidity - kelembapan
evaporation of water -
penyejatan air
movement of air -
pergerakan udara
food -pemprosesan makanan
makanan
preservation - pengawetan
rate of evaporation - kadar
penyejatan
temperature of the
surrounding -suhu sekeliling
surface area - luas
permukaan

Vocabulary
concentrated solution -
larutan pekat
dilute solution - larutan
cair
nature of solute - jenis zat
pelarut
nature of solvent - jenis
pelarut
organic solvent - pelarut
organik
residue - baki/sisa
suspension - bahan
terampai
saturated solution - larutan
tepu
sediment - bahan
mendapan
solubility - kelarutan
solute -zat pelarut
solution - larutan
solvent - pelarut
universal solvent - pelarut
universal
volume of solvent - isipadu
pelarut
active metal - logam aktif
alkaline substance -bahan
beralkali
concentration - kepekatan
concentrated acid - asid
pekat
concentrated alkali - alkali
pekat
corrosive - mengkakis
dilute acid - asid cair
dilute alkali - alkali cair

Vocabulary
equation in words -
persamaan perkataan
hydrochloric acid - asid
hidroklorik
litmus paper – kertas litmus
metal - logam
neutralization - peneutralan
operational definition -
definisi secara operasi
potassium - kalium
sodium - natrium
sodium hydroxide -
natrium hidroksida

boiling - pendidihan
chlorination - pengklorinan
filtration - penurasan
natural resources -sumber
semulajadi
distillation - penyulingan
water purification site -
loji pembersihan air
air

domestic uses -
penggunaan domestik
usage of water –
pengunaan air
water supply system -
sistem bekalan air

Vocabulary
construction - pembinaan
deforestation - penebangan
hutan
garbage - sampah
industrial waste -
bahan buangan industri
domestic waste - bahan
buangan domestik
fertiliser - baja
pesticide -pestisid
preservation - pemeliharaan
radioactive residue -
sisa radioaktif
siltation -pengelodakan
sewage - sisa bahan
kumbahan
water pollutant - bahan
cemar air

Vocabulary
air pressure - tekanan
udara
appliances -peralatan
existence - kewujudan
temperature - suhu
volume- isipadu

syringe - picagari
siphon - sifon
spray - penyembur
drinking straw - penyedut
minuman
blockage- tersumbat

Vocabulary
gas under high pressure -
gas di bawah tekanan
tinggi
safety measures - langkah
keselamatan

Vocabulary
electrostatic force - daya
elektrostatik
frictional force – daya geseran
gravitational force – daya
graviti
magnetic force – daya
magnetik
speed – kelajuan

magnitude - magnitud
spring balance - neraca spring

existence – kewujudan
surface – permukaan

Vocabulary

distance – jarak
work – kerja
power – kuasa
sketch – lakaran
 Vocabulary

Vocabulary

Beached whale – paus

pantai
Crippled – tempang
Crutches – tongkak ketiak
 Vocabulary

Vocabulary
Perpendicular distance –
jarak tegak
THEME A : MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA : 1. THE WORLD THROUGH OUR SENSES
Week Learning Objectives
Suggested Learning Objectives Learning Outcomes Notes Vocabulary

2 1.1 Understanding the Carry out activities to make A student is able to: The five sensory organs brain - otak

sensory organs and their connection between the five senses,

• identify and relate a sensory have been introduced in nerve – saraf
functions. the sensory organ and the stimuli.
organ to its stimulus, Primary Science. response – gerakbalas
• state the pathway from stimulus stimuli - rangsangan
to response: sensory organ - organ deria
Stimulus-> Sensory organs ->
Nerves-> Brain-> Nerves ->
Response

1.2 Understanding the Discuss what happens in our body

A student is able to: The structures of the cold - kesejukan
sense of touch. after a stimulus is detected. • identify the structure of the human receptors are not heat - kepanasan
Carry out activities to study skin involved in stimuli detection, required pain - kesakitan
the following : • state the function of different pressure - tekanan
receptor - hujung saraf
a) structure of the human skinreceptors - pressure, heat, pain,
sensitivity -
involved in stimuli detection, • draw conclusion on the sensitivity kepekaan
b) sensitivity of the skin at different
of the skin at different parts of the skin - kulit
parts of the body towards stimuli.body towards stimuli. touch – sentuhan
Discuss the sensitivity of the skin in
connection to the following situations:
a) receiving an injection,
b) using Braille.

1.3 Understanding the Discuss the structure of the nose

A student
and is able to: nose - hidung
sense of smell. the position of the sensory cells
• identify
using the structure of the nose, sensory cells - sel deria
models, charts, computer software
• identify the position of the sensory
and other teaching aids. cells in the detection of smell.