RANCANGAN PENGAJARAN TAHUNAN (RPT

)

SAINS TAHUN 4, 2012

THEME : INVESTIGATING LIVING THINGS WEEK LEARNING AREA LEARNING OBJECTIVES 1.1 Understanding that humans have a basic needs LEARNING OUTCOMES • Pupils identify the basic needs of humans • Pupils give reasons why humans need food, water, air and shelter • Pupils identify the basic needs of animals • Pupils give reasons why animals need food, water, air and shelter. • Pupils describe types of shelters for animals. • Pupils identify the basic needs of plants Pupils • Explain that humans breathe. • Describe what inhale is • Describe what exhale is. • Differentiate the air that we inhale and the air that we exhale • State that humans use lungs to breathe. • Identify the passage of air during breathing. • Conclude that not all individuals have the same rate of breathing • State that humans excrete and defecate. • State the product of humans excretion. NOTE SPS : - Predicting - Observing - Communicating - Making Inferences CTS - Group and Classifying - Analysing -Evaluating

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1.Living things have a basic needs

1.2 Understanding that animals have a basic needs

1.3 Understanding that plants have basic needs 2.1 Analysing life processes that humans undergo

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2. Living things undergo life processes

SPS : - Predicting - Observing - Communicating - Making Inferences -Making Hypotheses CTS - Group and Classifying - Analysing -Evaluating - Making conclusions

SPS : - Predicting SC/Y4/

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Pupils • State the animals excrete.Making conclusions SPS : .Communicating . drugs taking and alcohol drinking among their peers.3 Analysing the life processes that animals undergo -2- .Communicating . • State humans respond to stimuli. Pupils • Give example of habits that bring harm to humans life processes.Predicting .Analysing -Evaluating .Group and Classifying .Observing .Analysing -Evaluating . • State that breathing organ for different .Predicting .Making conclusions 5 2. • Explain that taking drugs and alcohol can delay a person’s response to stimuli.Making Inferences -Making Hypotheses CTS .Communicating .Observing . • Give reasons why humans responds to stimuli • State that humans reproduce • Predict what will happen if humans do not reproduce. SPS : .Group and Classifying . • State that animals breathe • Identify the breathing structures for certain animals. • State the effect of smoking on lungs. • Give reasons why animals need to excrete and defecate.Making Inferences -Making Hypotheses CTS . • Give reasons why humans need to excrete and defecate.2 Being aware that certain behaviors can disturb life processes. • Participate in a campaign to discourage smoking.Analysing -Evaluating .Making SC/Y4/ 6 2.4 • State the product of human defecation.Observing .Making Inferences -Making Hypotheses CTS .Group and Classifying . • State the animals defecate.

Communicating . • Identify the part of plant that responds to touch.1 Understanding that animals have specific characteristics and Pupils • Identify special characteristics of SPS : . • State that animals reproduce. • Classify animals according to the way they reproduce. • Conclude that animals may have different life cycles. • Describe the life cycles of different animals. • Identify the part of plant that responds to water. conclusions SPS : .Making conclusions 3.4 Understanding the life processes that plants undergo.7 8 2. Pupils • State that plants respond to stimuli. Animals and plants protect themselves. -3- 3. types of animals may be different. • Explain why plants need to reproduce.Predicting . • Identify the part of plant that responds to sunlight.Analysing -Evaluating .Group and Classifying . • State that plants reproduce.Making Inferences -Making Hypotheses CTS .Observing . • State that some animals give birth and some lay eggs. • Explain the various ways plants reproduce.Observing SC/Y4/ .Predicting . • Identify the part of plant that responds to gravity. • Predict what will happen to the world if plants do not reproduce.

4 Understanding that -4- Pupils .Communicating . 3. Pupils • Recognise the need for animals to protect themselves from enemies and extreme weather conditions. 9 animals that protect them from danger.Predicting .Analysing -Evaluating .Making conclusions SPS : .Making Inferences -Making Hypotheses CTS .Group and Classifying . • Give reasons why models are built in such ways.Communicating .Analysing -Evaluating .3 Understanding that animals have specific characteristics and behaviors to enable them survive.Group and Classifying .Observing .Group and Classifying .Predicting . • Describe how the special characteristics and behavior of animals help to protect them from danger. • Identify special behavior of animals that protect them from danger. Pupils • Identify specific characteristics and behavior of animals that protect them from very hot or cold weather.Making Inferences -Making Hypotheses CTS .Making Inferences -Making Hypotheses CTS .Observing . .Communicating . • Make a model of an imaginary animal that can survive both extreme weather and enemies.Making conclusions SPS : .Analysing -Evaluating . 11 3.Making conclusions SPS : SC/Y4/ 10 3.2 Understanding that animals have specific characteristics and behavior to protect themselves from extreme weather. • Describe how specific characteristics and behavior of animals help to protect them from very hot and cold weather.behavior to protect themselves from danger.

• Describe how specific characteristic of plants help them to survive in strong winds.Making Inferences -Making Hypotheses CTS .Observing . . dry region and strong • Give example of winds. • Identify specific characteristics of plants that protect them from excessive loss water. SC/Y4/ -5- . Pupils • Give examples of plants found in very dry region.Communicating .Group and Classifying . • Describe how the specific characteristics of plants help to protect them from enemies.5 Understanding that specific plants have specific characteristics of characteristics to plants help them to protect themselves from survive in dry region. • Identify specifics of plants that protect them from strong winds.Analysing -Evaluating .12 plants have specific • Identify the specific characteristics to characteristics of protect themselves from plants that protect enemies. them from enemies.Predicting . plants found in strong winds area.Making conclusions THEME : INVESTIGATING FORCE AND ENERGY. • Describe how 3.

• Record lengths in standard units.WEEK LEARNING AREA 1.2 Understanding how to calculate area.Analysing -Evaluating .Making conclusions 1.3 Understanding how to measure the volume of solid 1.Observing Communicating .Group and Classifying . • Carry out a test to confirm their guesses. Pupils • Compare a cube and cuboids and guess which one bigger volume. Measurement LEARNING OBJECTIVES 1.4 Understanding how to measure volume of liquid. • Choose the appropriate measurement tools to measure length. Pupils • Compare a square and a rectangle and guess which object has a bigger area.1Understanding the measurement of length. • State the standard unit for area in the metric system. • Carry out a test to confirm their guesses. LEARNING OUTCOMES Pupils • State the different ways to measurement length.Predicting . 13 14 15 SPS : . • Calculate the area of a given shape in metrics system. Pupils • State the different ways NOTES 1. • Measure length using the correct technique.Making Inferences -Making Hypotheses CTS . • State that area= length X width. -6- SC/Y4/ . • State the standard unit for volume of solids in the metric system. • State that volume = length X width X height. • State the standard unit for length in the metric system. • Calculate the volumes of cubes and cuboids based on the measurements taken in standard unit.

Making conclusions 1. • State the standard unit for time in the metric system. • Record the volume measured in a metric system. 1.6 Understanding how to measure time to measure the volume of a liquid. First Semester Exam on week19 SC/Y4/ -7- . Pupils • Identify different ways to measure time • State that processes that repeat uniformly can be used to measure time.Group and Classifying . • State the standard units for volume of liquid in the metric system. • Choose the appropriate measuring tools to measure the volume of a liquid.7 Realising the importance of using the metric system. SPS : . Pupils • State tools for measuring mass • State the standard unit for mass in the metric system.5 Understanding how to measure mass.Making Inferences -Making Hypotheses CTS . • Measure time using appropriate tools • Record the time measure in metric system. • Measure the volume of a liquid using the correct technique.Observing Communicating . Pupils • Choose and use the appropriate tools to measure the volume of liquids and masses of the ingredients in a recipe.Analysing -Evaluating . • Identify tools for measuring time. • Record the measurement using standard unit. • Measure the mass of an object using the correct technique.Predicting .16 17 18 19 1.

PENGGAL KEDUA (2) 2011 THEME: INVESTIGATING MATERIALS SC/Y4/ -8- . • Conclude the need for using metric system.• Give reasons for any differences in the dough prepared by pupils using the given recipe.

SPS : . NOTE 21 22 23 24 1.2 Applying the Pupils knowledge of properties • Suggest ways to keep of materials in everyday things cold.Analysing -Evaluating . • State what an opaque material is. Properties of materials LEARNING OBJECTIVES LEARNING OUTCOMES Pupils • Classify objects into groups according to the materials they are made of.Making Inferences -Making Hypotheses CTS . • Design an effective way SC/Y4/ -9- . • State what an insulator is. • Identify materials that float on water. translucent and opaque marerials. • State what a transparent material is.Group and Classifying . • State what a conductor is.Communicating . • Identify materials that conduct electricity. • List uses of transparent.Predicting . • Classify materials based on their abilities to allow light pass through.WEEK LEARNING AREA 1. • Conclude that a good conductor of heat is also good conductor of electricity. • Identify materials that conduct heat.1 Understanding the properties of materials. • Identify materials that can be stretched. • State what a translucent material is. • Suggest ways to keep things hot. • Identify materials that allow light to pass through. life.Observing . • Identify materials that absorb water.Making conclusions 25 1.

• Give reasons why particular materials are used to make an object.Communicating . Pupils • List objects and the materials that they are made.Making Inferences -Making Hypotheses CTS . • Design a fair test to find out what factors cause rusting by deciding what to change. • Give example of manmade materials.Observing . • Identify objects that can rust.Making Inferences -Making Hypotheses SC/Y4/ . what to observe and what to keep the same. 27 28 1.Making conclusions SPS : .4 Knowing the importance of reuse. Pupils • Differentiate between a rusty object and a nonrusty object. reducing and recycling to conserve materials.Communicating . • Conclude that objects made from iron can be rust.5 Understanding that some materials can rust 29 30 31 to keep things hot or to keep things cold.10 - . • Carry out the test and SPS : . • State that materials are chosen to make an object based on their properties.Predicting .Group and Classifying . • Design an object for a specific purpose and give reasons why certain materials are used to make it. reduce and recycle of materials.1. • Practise reusing.Observing . Pupils • Give example of natural materials. • State that man-made materials come from natural materials.Analysing -Evaluating .Predicting .3 Synhesising the knowledge about uses of materials based on their properties. 25 26 1. • Give reasons why materials need to be conserved.

1. CTS . • Explain why it is necessary to prevent rusting. Pupils • State the different ways to prevent objects from rusting.Group and Classifying .Analysing -Evaluating . • Explain how these ways can prevent rusting.6 Understanding that rusting can be prevented 32 record the observation.11 LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES NOTE SC/Y4/ .Making conclusions THEME : INVESTIGATING THE EARTH AND THE UNIVERSE WEEK .

Predicting . the Moon and the Sun. • State the relative distance from the Earth to the Sun compared to the Relative distance from the Moon to the Earth.Observing Communicating .Group and Classifying . • State that planets move around the Sun Pupils • State the size of the Sun relative to the size of the Earth • State the size of the Earth relative to the size of the Moon.1 Understanding the Solar System 33 34 1.Making Inferences -Making Hypotheses CTS . Pupils • State why certain planets are not conducive for living things. SPS : . • Conclude that the Earth is the only planet in the Solar System that has living things. • Predict what will happen if the Earth is placed much nearer or farther from the Sun.2 Understanding the relative size and distance between the Earth .Making conclusions THEME : INVESTIGATING TECHNOLOGY WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES NOTE SC/Y4/ .12 - . 1.3 Appreciating the perfect of the planet Earth in the Solar System.1. The solar system 35 36 1. Pupils • List the constituents of the Solar System • List the planets in the Solar System in a sequence.Analysing -Evaluating .

Technology 40 41 1. Pupils • Give example of development of technology • Recognise the needs to innovate or invent devices for the betterment of mankind. Disahkan Oleh.1 understanding the importance of technology in everyday life. Pupils • State that technology has advantages and disadvantages.Group and Classifying .2 Understanding the development of technology 1. 42 1.Making conclusions Final Exam on week.4 Analysing that technology can benefit mankind if used wisely. • Generate ideas to solve the problems identified.40 Disediakan Oleh. SC/Y4/ . SPS : . • Explain how certain devices are used to overcome human’s limitation. Pupils • Identify problems they encounter in their daily life.Making Inferences -Making Hypotheses CTS . 38 39 1.13 - . Pupils • State that there are limitations to humans abilities to do things • Identify devices used to overcome human’s limitations. • Demonstrate how the device invented can be used to solve the problem identified.37 1.Observing Communicating .Analysing -Evaluating .3 Synthesising how technology can be used to solve problems. • Conclude that technology can benefit mankind if used wisely.Predicting . • Design a device to solve the problem identified.

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