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Lesson 1

Theme: Investigating Living Things.


Learning objective: 1.1 Understanding that some animals live in
groups and others live in solitary.
Learning outcomes: At the end of the lesson, pupils should be able to:
• state that some animals live in groups;
• state that some animals live in solitary;
• give examples of animals that live in groups;
• give examples of animals that live in solitary.
SPS: Observing, making inferences and communicating.
STEPS Activities
1 Picture (L1/APP1).
Preparation
2 Worksheets (L1/WS1, L1WS2).
1 Explains the objective of the lesson and the tasks
Teacher’s assigned to the pupils.
briefing 2 Distributes the pictures and asks pupils to name
the animals.(L1/APP1)
1 Pupils name the animals.(L1/APP1)
2 Pupils discuss the ways animals live.
3 Pupils group the animals according to the way of
Pupils’ living.
action 4 Pupils present the result of their discussion to the
class.
5 Pupils work individually to complete the worksheet
given.(L1/WS1)
Teacher guides pupils to make conclusion that some
Conclusion
animals live in groups and some live in solitary.
Follow up Pupils complete the worksheet given. (L1/WS2)
LI/APP1
Animals
L1/WS1
Name: __________________________________________________

Class: __________________________ Date: ____________

Fill in the blanks with the correct answer.

live in solitary live in groups

1.

A tiger __________________________.

An elephant _____________________.
3.

A polar bear _____________________.


4.

A fruit bat _______________________.

5.

A zebra _________________________.
LI/WS2
Name: __________________________________________________

Class: _______________________________ Date: _________

Group the animals according to the way they live.

Tiger Orang Utan Fox

Leopard Ant Zebra

Elephant Eagle Cow

Goat Bat Bear

Live In Groups Live In Solitary


Lesson 2
Theme: Investigating Living Things.
Learning objective: 1.1 Understanding that some animals live in
groups and others live in solitary.
Learning outcomes: At the end of the lesson, pupils should be able to:
• explain why animals live in groups;
• explain why animals live in solitary;
• state that cooperation is a form of interaction
among animals.
SPS: Observing, classifying and predicting.
Steps Activities
1 Picture (L2/APP1).
Preparation
2 Worksheets (L2/WS1, L2/WS2, L2/WS3).
1 Explains the objective of the lesson and the tasks
Teacher’s assigned to the pupils.
briefing 2 Distributes the pictures and explains about the
animals. (L2/APP1)
1 Name the animals that live in solitary and the
animals that live in groups.
Pupil’s
2 Give reasons why some animals live in groups
action
and some live in solitary.
3 Complete the worksheet. (L2/WS1)
Teacher guides the pupils to make conclusion that
some animals live in groups for safety and food and
Conclusion
some animals live in solitary to avoid competition for
food and space.
Follow up Pupils complete the worksheet given. (LP/WS2)
L2/APP1

Animals That Live In Solitary Animals That Live In Groups


L2/APP2

Reasons For Animals To Live In Solitary And In Groups.

A bobcat lives in solitary to avoid competition for food and space.

A tiger lives in solitary to avoid competition for food and space.

Deer live in groups for safety.

Lions live in groups to search for food.


L2/WS1
Name: __________________________________________________

Class: _______________________ Date: _______________

Choose the correct word to fill in the blanks.

safety food space

1.

A tiger lives in solitary to avoid competition for

_______________________.

2.

Elephants live in groups for ____________________.

3.

A polar bear lives in solitary to avoid competition for

____________________.

4.

A zebra lives in groups for ______________________.


L2/WS2

Name: __________________________________________________

Class: ________________________ Date: ____________

Group the animals according to the way they live.

Fox Deer Leopard

Zebra Cow Ant

Goat Tiger Bear

Live In Solitary
Live In Groups

Fill in the blanks with the correct answers.

(i) Deer live in groups for _____________________________.

(ii) A leopard lives in solitary to avoid competition for


__________________________.

food and safety food and space


Lesson 3
Theme: Investigating Living Things
Learning Objectives: 1.2 Understanding that competition is a form of
interaction among living things.
Learning Outcomes : At the end of the lesson, pupils should be able to:
• state that living things interact with one
another in the environment;
• state that competition is a form of
interaction;
• list the factors that animals compete for;
• give the reasons why animals compete.
SPS : Interpreting data , making inferences and communicating.
Approaches Activities

1 Pictures (L3/APP1), (L3/APP2).


Preparation
2 Worksheets (L3/WS1), (L3/WS2).

1 Explains the objective for the lesson.


2 Discusses the factors that animals compete for.
3 Distributes pictures and text and explains about
Teacher’s
interactions among the animals in the environment.
briefing
(L3/APP1), (L3/APP2)
4 Guides pupils to complete the given worksheet.
(L3 / WS1 )
Pupils’ List factors which animals compete for ( food,
action water, mate, shelter/territory or space ).
1 Pupils discuss the answers.
Conclusion 2 Teacher guides pupils to make conclusions based
on their discussion.
Follow-up Pupils complete the worksheet given. (L3/WS2).
L3 /APP1

Factors That Animals Compete For.

a) Competition for food and water.

Food and water are the basic needs of animals. Competition


occurs when the food and water resources are limited. If the food and
water resources are abundant, animals do not need to compete for
them.

b) Competition for mate.

Competition for mate occurs among the same species of


animals. Animals need to mate to ensure the survival of their
species. Competition occurs when two male animals fight for a
mate.
L3 /APP2

c) Competition for space and shelter

Competition occurs when animals are looking for shelter or


defending their own shelter. Animals also need to be in control
of certain space that provides them with food, water and
shelter.
L3 /WS1

Name : __________________________________________________
Class :_______________________ Date:__________________

Squirrel Owl

Tiger

Cow

Mousedeer
Deer

Crocodile

Live in ground
Duck

Cat Snake
Fish

Based on the picture, list the animals that compete for :


a) food (grass) b) shelter (trees)

(i) __________ (i) ____________

(ii) __________ (ii) ____________

(iii) __________
L3 / WS2

Name : _________________________________________________

Class: ___________________________ Date: _________________

Choose the correct answer.


1 The picture shows animal X and animal Y.

X Y

R - Shelter
S - Food
T - Water

Which of the factors above that animals X and Y compete for ?


A R only
B T only
C R and S
D S and T

2 Diagram 2 shows the inter-relationship between living things in a


habitat.

Diagram 2
Which of the following factors increases the competition among
carnivores in a habitat?
A The amount of grass increases
B The number of deer decreases
C The number of tiger decreases
D The number of zebra increases

3 The diagram shows animal M and animal N

M N
Diagram 3

R - M competes with N to get food


S - Both animals are carnivores
T - M and N are living in the same habitat.
U - Both animals give birth.

Based on the statements above, choose the correct statements


for animal M and N.
A R and S
B S and T
C T and U
D R and U
4 The animals above are competing for
A food chain
B life cycle
C a mate
D the survival of their species

5 The factors that animals compete for are

I sunlight
II shelter
III water
IV food

A I and II
B II and III
C II, II and IV
D I, II, III and IV
Lesson 4
Theme: Investigating Living Things
Learning Objectives: 1.2 Understanding that competition is a form of
Interaction among living things.
Learning Outcomes: At the end of the lesson, pupils should be able to:
• state that living things interact with one
another in the environment;
• state that competition is a form of
interaction;
• list the factors that plants compete for;
• give the reasons why plants compete.
SPS : Observing, making inferences and communicating.
Approaches Activities
1 Picture and text (L4/APP1).
Preparation
2 Worksheets (L4/WS1, L4/WS2).
1 Distributes picture and text and explains why
Teacher’s plants compete with each other. (L4/APP1)
briefing 2 Guides pupils to complete the worksheet given.
(L4/WS1)
Pupils’
Pupils complete the worksheet. (L4/WS1)
action
Teacher guides the pupils to make conclusion
Conclusion that plants compete with each other to get enough
sunlight, water, space and nutrients.

Follow up Pupils complete the worksheet given. (L4/WS2)


L4 /APP1
Factors That Plant Compete For.

Sunlight Nutrients

Space Water

Competition among plants in their habitats.


Plants compete for sunlight, water, nutrients and space.
If more plants grow in the area, the competition among plants
increases.
L4/WS1
Name: __________________________________________________

Class: __________________________ Date: ____________

Fill in the missing letters to form the correct words.


1

C P E T N

N E R C T N

L M I T D

N T R N S

I N E S C E
L4/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

1 Plants in a habitat compete for


I nutrients
II water
III sunlight
IV space

A I and III
B II and III
C II, III, and IV
D I, II, III and IV

2 Plants will not compete for


A water
B space
C mate
D sunlight

3 Diagram 1 shows some seedlings planted in a pot.

Seedlings

pot

Diagram 1
There is competition among the seedlings for
I water
II light
III space
IV air
A I, II and III
B I, II and IV
C I, III and IV
D I, II, III and IV

4 Diagram 2 shows the competition of plants for water and


nutrients.

Which container shows the competition of plants for water and nutrients ?

A II only
B I and II only
C II and III only
D I, II and III

5 Which of the following is the effect of competition among


plants in a habitat?
A Growth of plants is retarded
B Growth of plants gets better
C New species start to form
D Plants migrate to a new habitat
Lesson 5
Theme: Investigating Living Things
Learning Objective: 1.3 Understanding the responsibility of human
beings in protecting endangered species.
Learning Outcomes: At the end of the lesson, pupils should be able to:
• give examples of extinct animals;
• give examples of endangered animals;
• explain why certain animals are facing the
threat of extinction;
• suggest ways to prevent animals from
extinction.
SPS : Observing, communicating, classifying and predicting.
Approaches Activities
1 Picture and notes (L5/APP1).
Preparation
2 Worksheets (L5/WS1, L5/WS2, L5/WS3)
1 Explains the objective of the lesson and the tasks
given to the pupils.
Teacher’s 2 Explains to the pupils how to classify the animals
briefing in the picture. (L5/APP1)
3 Guides the pupils to complete the worksheets
given. (L5/WS1, L5/WS2)
Work in groups to name the animals in the picture and
Pupils’
classify the animals according to endangered and non-
action
endangered species. (L5/WS1, L5/WS2)
Teacher guides the pupils to make conclusion that
Conclusion certain species of animals are endangered and are
also facing the threat of extinction.
Follow-up Pupils complete the worksheet given. (L5/WS3)
L5/APP1

Animals That Are Extinct

Dinosaur Dodo bird Tasmanian tiger

Animals that are facing the threat of extinction


Animals Cause for threat
Rhinoceros
Tapir
Orang utan
Tiger Logging and hunting
Hornbill
Panda bear
Elephant
Dolphin
Whale
Turtle
Water pollution
Manatee
Dugong
L5/WS1
Name: __________________________________________________

Class: __________________________ Date: ____________

Name the animals.

Tapir Rhinoceros Gorilla Tiger Turtle Elephant Whale


L5/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Classify these animals into groups of endangered and non-endangered


animals.

Panda Sea turtle Gorilla Snake

Whale Elephant Rhinoceros Frog

Monkey Dolphin Hornbill Tapir

Praying Mantis Cat Rat Hen


Endangered Animals Non-endangered

1 1

2 2

3 3

4 4

5 5

6 6

7 7
L5/WS3
Name: __________________________________________________

Class: __________________________ Date: ____________

Circle the correct answer.


1 Which of the following animals is facing the threat of extinction?

A B

C D

2 P - Elephant
Q - Hen
R - Rhinoceros
S - Frog

Which of the following animals are facing the threat of extinction?


A P and Q
B P and R
C P, Q and R
D Q, R and S
3 The diagram shows animal P.

Which of the following activities cause the extinction of animal P ?

A Burning
B Fishing
C Pollution
D Hunting

4 These animals are extinct except


A dodo bird
B dinosaur
C tasmanian tiger
D elephant

5 The statement below is about X.

• Facing extinction
• Lives in the jungle
• Hunted for its tusks

What is X?
A Tiger
B Tapir
C Elephant
D Rhinoceros
Lesson 6
Theme: Investigating Living Things
Learning Objective: 1.3 Understanding the responsibility of human
beings in protecting endangered species.
Learning Outcomes: At the end of the lesson, pupils should be able to:
• give example of endangered plants;
• explain why certain plants are facing the
threat of extinction;
• suggest ways to prevent plants from
extinction.
SPS: Observing, making inferences, communicating and classifying.
Approaches Activities
1 Pictures of endangered plants (L6/APP1).
Preparation 2 Notes (L6/APP2).
3 Worksheets (L6/WS1, L6/WS2).
1 Explains the objective of the lesson and the tasks
assigned for the pupils.
Teacher’s
2 Distributes pictures and notes and explains about
briefing
what will happen to the plants if human beings do
not protect them.
1 Identify the endangered species of plants and
discuss ways of preventing them from extinction.
Pupils’
(L6/APP1, L6/APP2)
action
2 Name the endangered species of plants in the
picture. (L6/WS1)
Teacher guides pupils to make conclusion that humans
Conclusion are responsible in protecting the endangered species
of plants.
Follow Up Pupils complete the worksheet given. (L6/WS2)
L6/APP1
Endangered species of plants.

Wild orchid

Venus fly trap

Sidalcea

Callirhoe papave

Rafflesia

Pitcher plant
L6/APP2

Ways of preventing endangered animals and plants from


extinction.

Ways of preventing Agencies

1 Organizing campaigns The Government and Non-


against excessive logging. Government ( NGO) bodies.

2 Educating the public about Parents, schools and universities.


the importance of protecting
and conserving animals and
plants.

3 Avoid consuming or buying The community, parents and NGO


products made from bodies.
endangered animals and
plants species.

4 Enforcing law to protect the The Government.


endangered plant species.
L6/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

A. Choose and write the correct name of these endangered plants.

Rafflesia

2 Wild orchid

Pitcher plant

3
Venus fly trap

B. Write true or false for the statements.

1. Campaigns against excessive logging must be carried out. ( )


2. Buy more products made of endangered species of plants. ( )
3. Educate the public about the importance of conserving the
endangered species. ( )
4. Enforcing law to protect the endangered species. ( )
L6/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Study the bar chart and answer the questions.


1 Hafiz and his friends gathered information about a species of animal
in a habitat. The bar chart shows the information obtained by them.

Number of
animals

1998 2001 2004 2007 Year

(a) What is the trend in the number of the animals?


________________________________________________________
(b) Give two inferences to explain the trend in (a).
i. _____________________________________________________
ii. ______________________________________________________
(c) Predict what will happen in 2010 to the species in the trend
continues.

(d) Suggest two ways to increase the number of the animal species in
this habitat.
i _______________________________________________________
ii _______________________________________________________
Lesson 7
Theme: Investigating Living Things
Learning objective: 1.4 Knowing the impact of human activities on
environment.
Learning outcomes: At the end of the lesson, pupils should be able to:
• give examples of environmental destruction
caused by human;
• explain how human activities cause
environmental destruction.
SPS: Observing, making inferences and communicating
Approaches Activities
1 A picture puzzle (L7/APP1).
Preparation 2 Pictures and notes (L7/APP2).
3 Worksheets (L7/WS1, L7/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
Teacher’s 2 Distributes and explains about the picture puzzle.
briefing (L7/APP1)
3 Guides pupils to read and identify the keywords from
the text given.
1 Solve the picture puzzle (L7/APP1).
2 Read and identify the keywords in the text
Pupils’
(L7/APP2)
action
3 Present the product of their discussion to the class.
4 Complete the worksheet given. (L7/WS1)
Teacher guides pupils to make conclusion that some
Debriefing human activities can cause environmental destructions.
Follow up Pupils complete the worksheet given. (L7/WS2)
L7/APP1
L7/APP2

Environmental Destruction Caused By Human

• Cutting down too many trees will


lead to soil erosion.

Erosion

• Erosion of the soil can cause


landslides.

Landslide

• Throwing rubbish into drains and


rivers can block the flow of water
and can cause flashfloods
during heavy rain.

Flash-flood

• Throwing rubbish and toxic


wastes from factories into rivers
can cause water pollution.

Water Pollution

• Smoking, open burning and


fume from vehicles and factories
give out poisonous gases which
can cause air pollution.

Air Pollution
L7/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

Write the cause of these environmental destructions.

Environmental Destruction Cause

Erosion

Landslide

Flash-flood

Water Pollution

Air Pollution
L7/WS2

Name : _________________________________________________

Class: ___________________________ Date: _________________

Circle the correct answer.

1 Water pollution is caused by.


A smoke
B acid rain
C burning of fuels
D domestic waste

2 The figure below shows open burning of waste.

What is the effect of this activity?


A Water pollution
B Air pollution
C Landslide
D Erosion

3 Refer to the pictures below.

Before After

The situation above is caused by.

A burning
B logging
C hunting
D conserving
4 What will happen to the Earth if human activities are not
controlled?

A The number of trees increases


B The number of animals increases
C Acid rain will not happen
D Environmental destruction will occur

5 Match the pictures to the phrases.

air pollution
A

B landslide

C flash-flood

D water pollution

E erosion
Lesson 8
Theme: Investigating Force and Energy
Learning Objective: 1.1 Pupils should learn that pushing and pulling
can change the shape of an object.
Learning Outcomes: At the end of the lesson pupils should be able to:
• state that push and pull are force.

SPS: Observing, inferring and classifying.


Approaches Activities
1 Spring, rubber band, tin can and a piece of
Preparation dough.
2 Worksheet (L8/WS1).
1 Asks the pupils to use force upon the objects
given so that their shape changes.
Teacher’s 2 Discusses with the pupils the type of force used.
briefing 3 Distributes and guides the pupils to complete the
worksheet (L8/WS1).
Pupils’ Pupils work in groups to do the activities and to
action complete the worksheet given. (L8/WS1)
Teacher guides the pupils to make conclusion that
Conclusion pushing and pulling is a force.
Follow-up Pupils complete the worksheet given. (L8/WS2)
L8/WS1
Name : ________________________________________________

Class: ___________________________ Date: ________________

Do the activities below and state the type of force used.

1. Compress a spring.

2. Squeeze a sponge.

3. Kick a ball.

4. Stretch a rubber band.

5. Open the drawer.

6. Lift a pencil.
L8/WS2
Name: _________________________________________________

Class: ___________________________ Date: ________________

Match the activities in the picture to the correct forces.

E
PUSH

C
G
PULL

D
H
Lesson 9
Theme: Investigating Force and Energy.
Learning objective: 1.2 Understanding the effects of a force.
Learning outcomes: At the end of the lesson, pupils should be able to:
• state that a force can move a stationary object;
• state that a force can stop moving object.
SPS: Observing and communicating.
Approaches Activities
1 A toy car.
Preparation
2 Worksheets (L9/WS1, L9/WS2)
1 Explains the objective of the lesson.
Teacher’s
2 Distributes the worksheet and shows the pupils how
briefing
to do the activities. (L9/WS1)
1 Do the activities in small groups and complete the
Pupils’
worksheet. (L9/WS1)
action
2 Read out the answers.
Teacher guides pupils to make conclusion that force
Conclusion
can move stationary objects and stop moving objects.
Follow up Pupils complete the worksheet. (L9/WS2)
L9/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

ACTIVITY 1.
1 Teacher gives a toy car to each group.
2 Pupils push the toy car in their groups.
3 Pupils make an observation.
Observation :
The toy car ___________________ when pushed.
(moves, does not move )
Conclusion :
A force __________________ a stationary object.
( can move, cannot move)

ACTIVITY 2.
1 Pupils push the toy car and then stop it with their hands.
2 Pupils make an observation.

Observation:
The toy car ______________________________ when pushed.
(moves, stops)

Conclusion :
A force can ____________________ a moving object.
(move, stop)
L9/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

A Match the activities to the correct effect of force.

A force can move a


stationary object.

4 A force can stop a


moving object.

5
L9/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Circle the correct answer.


1 Diagram 1 shows a stationary marble on the floor.

Diagram 1
What will happen if we push the marble?

A The marble moves.


B The marble breaks.
C The marble changes in shape.
D The marble changes direction.

2 Diagram 2 shows an investigation carried out by Ali .

Diagram 2
Based on the observation in diagram 2, what is the effect of
force on the ping pong ball?
A Force can stop the ping pong ball moving.
B Force changes the shape of the ping pong ball .
C Force causes the stationary ping pong ball to move.
D Force can slow down the movement of the ping pong ball.
Lesson 10
Theme: Investigating Force and Energy.
Learning objective: 1.2 Understanding the effects of a force.
Learning outcomes: At the end of the lesson, pupils should be able to:
• State that a force can change the motion of an
object.
SPS: Observing and communicating
Approaches Activities
1 Some ping pong balls and straws.
Preparation
2 Worksheets (L10/WS1, L10/WS2).
1 Asks pupils to state the effects of a force that
Teacher’s they have learned in the previous lesson.
briefing 2 Distributes the worksheet and briefs pupils how
to do the activities. (L10/WS1)
1 Carry out the activities in small groups.
Pupils’
2 Write observations and conclusions in the
action
worksheet. (L10/WS1)
Teacher guides pupils to make conclusion that a
force can:
• change the direction of a moving object;
Conclusion
• make an object move faster;
• make an object move slower.
Follow up Pupils complete the worksheet. (L10/WS2)
L10/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

ACTIVITY 1
1 Blow a moving table tennis ball as shown in diagram 1.
Table tennis ball is moving straw

Direction of blow

Diagram 1

Observation:
The table tennis ball moves forward ________________.
(faster, slower)
Conclusion :
A force can make an object moves _____________________ .
( faster, slower )
ACTIVITY 2
1 Blow a moving table tennis ball as shown in diagram 2.
straw
Blowing direction movement of table tennis ball

Diagram 2
Observation:
The table tennis ball moves __________________________.
( slower, faster )
Conclusion:
A force can make an object moves ___________________.
(slower, faster)
L10/WS1
ACTIVITY 3

1 Blow a moving ping pong ball from one side.


blow

straw

movement of ping pong ball

Diagram 3
Observation :
The ping pong ball moves to the __________________________.
( side, back ).

Conclusion:
A force can change the ___________________________ of a
moving object. ( direction, shape ).
L10/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Find and colour the given words in the word maze.


EFFECT FORCE MOVE STOP
SLOWER FASTER CHANGE SHAPE
DIRECTION STATIONARY

A E F F E C T H I L

C X V R G F O R C E

D I R E C T I O N G

E H S L O W E R Q M

G D C M C H A N G E

H S H A P E J T R I

I X G F A S T E R I

S T O P O P M O V E

S T A T I O N A R Y
L10/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Circle the correct answer.

1 The arrow in the diagram below shows the direction of a moving


ping pong ball.

__________________________

What will happen if we blow the ping pong ball in the same
direction ?

A The ping pong ball stops.

B The ping pong ball moves faster.

C The ping pong ball moves slower.

D The ping pong ball changes direction.

2 Which of these is not affected by force?

A Mass of an object.

B Shape of an object.

C The speed of a moving object.

D The direction of a moving object.


Lesson 11
Theme: Investigating Force and Energy
Learning Objectives: 1.3 Analysing Friction
Learning Outcomes: At the end of the lesson, pupils should be able to:
● state that friction is a type of force.
● describe the effects of friction.
SPS : Observing, communicating and measuring and using numbers.

Approaches Activities

1. A rubber ball and some chalks.


Preparation
2. Worksheets (L11/WS1, L11/WS2).
1 Explains the objective of the lesson and the tasks
Teacher’s assigned to the pupils.
briefing 2 Guides pupils to do activities based on worksheet
(L11/WS1).
1 Pupils do the activities and complete the worksheet
Pupils’ given. (L11/WS1)
action 2 Pupils present the answers to the class.
Teacher guides the pupils to make conclusion that
Conclusion friction can change the size of an object and slows
down the movement of an object.
Pupils complete the worksheet given. (L11/WS2)
Follow up
L11/APP1

Notes for the teacher:

• Possible question :
What is the purpose / aim of this investigation?
• Possible answers:
To know / show / investigate / test / find out the relationship
between the (manipulated variable) and the (responding
variable).
• Possible question :
State the relationship between the two variables in this
investigation?
• Possible answers:
(can be used for answering hypothesis)
• Possible questions and answers:
State
i What to keep the same
(constant / controlled / fixed variable)
ii What to change
(manipulated variable)
iii What to measure
(responding variable)
L11/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

A. Chalk Dance

Procedure

1. Measure the length of the chalk.


2. Rub the chalk vertically on a rough surface.
3. Measure the length of the chalk after rubbing.
Before After
Length of the chalk
(cm)

Conclusion:
Friction can _____________________ the size of an object.

B. Rolling Ball

Procedure
1. Roll a ball on the cement floor and measure the distance
travelled.
2. Roll the ball on the grass and measure the distance travelled.
Cement floor Grass
Distance travelled by
the ball (cm)

Observation:
i. Cement floor: (Longer / Shorter) distance.
ii. Grass: (Longer / Shorter) distance.
Inference:
i. Cement floor has (lesser / more) friction.
ii. Grass has (lesser / more) friction.
L11/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Answer the questions.

Fahrin carried out an investigation to study the distance travelled by a


ball on different surfaces. He used three different types of surface.

Marble surface
Ball

200 cm

Cement surface
Ball

200 cm

Ball Grass

200 cm
He recorded the distance the ball moved on each surface.

Distance travelled by the ball


Type of surface
(cm)
Marble 100
Cement 50
Grass 30

a What is the aim of this investigation?


To investigate the relationship between ___________________
and the ___________________________________________ .
b State:
i What to keep the same (controlled variable)
Size of ________________________
ii What to change (manipulated variable)
Type of ________________________
iii What to measure (responding variable)
________________ travelled by the ball.
c State the relationship between the two variables in this
investigation.
The ( rougher / smoother ) the type of surface, the ( shorter /
longer) the distance the ball moves.
d Why do you think that the distance of the ball moving on the
marble surface is the furthest? Give one reason.
The surface of the marble has the (least / most) friction.
Lesson 12
Theme: Investigating Force and Energy
Learning Objectives: 1.3 Analysing Friction
Learning Outcomes: At the end of the lesson, pupils should be able to:
● describe ways to reduce friction.
SPS : Observing, communicating and measuring and using numbers.

Approaches Activities

1 Some wooden blocks, oil and rulers.


Preparation
2 Worksheets (L12/WS1, L12/WS2).
1 Explains the objective of the lesson and the tasks
Teacher’s assigned to the pupils.
briefing 2 Guides the pupils how to do the activities in the
worksheet (L12/WS1).

1 Do the activities and complete the activity form.


Pupils’ action (L12/WS1)
2 Discuss the answers with the teacher.

Teacher guides the pupils to make conclusion about


Conclusion
the ways to reduce friction.

Follow up Pupils complete the worksheet given (L12/WS2)


L12/WS1
Name : _________________________________________________

Class: ___________________________ Date: ________________

Non-oily surface

Wooden
block

Oily surface

Procedure

1. Push the wooden block on the non-oily surface. Measure and


record the distance of the block moving.
2. Push the wooden block on the oily surface. Measure and record
the distance of the block moving.
Observation

Distance travelled by block


Type of surface
(cm)
Non-oily surface
Oily surface

Inference
The distance travelled by the block on the oily surface is
____________ (farther, shorter) because it has ___________ (less,
more) friction.
Conclusion:

Oil can _________________ friction.


L12/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

In this experiment, Daneena pushes a wooden block on a non-oily surface.


Then she pushes the same wooden block on an oily surface. The result is as
follows:
The block moves further on the oily surface.

Non-oily surface

Wooden blocks

Oily surface

a) The block moves further on the oily surface. Give one reason.
__________________________________________________

b) State the following:


i) What to keep the same (controlled variable)?
__________________________________________

ii) What to change (manipulated variable)?


__________________________________________

iii) What to measure (responding variable)?


___________________________________________

c) State one conclusion that can be made from the experiment on


the oily surface.

_________________________________ can reduce friction.


Lesson 13
Theme : Investigating Force and Energy
Learning Objectives: 1.3 Analysing Friction
Learning Outcomes: At the end of the lesson, pupils should be able to:
● describe ways to increase friction.
SPS: Observing, communicating and measuring and using numbers.

Approaches Activities

1 New sole of shoes

Preparation 2 Worn-out sole of shoes


3 Worksheets (L13/WS1, L13/WS2).
1 Explains the objective of the lesson and the
tasks assigned to the pupils.
Teacher’s
2 Shows two different soles of shoes to the pupils
briefing
and explains that the pattern on soles of shoes
can increase friction.
1 Observe both shoes and fill in the activity form.
Pupils’
(L13/WS1)
action
2 Discuss the answers with the teacher.
Teacher guides the pupils to make conclusion that
Conclusion one way to increase friction is by making patterns
on the surface of objects.

Pupils complete the worksheet given. (L13/WS2)


Follow up
L13/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

Activity

Observe two different soles of shoes.

A - New shoes
B - Worn-out shoes

Answer the following questions:

1 What will happen when we use shoes A on a wet floor?


Answer: ______________________________________

2 What will happen when we use shoes B on a wet floor?


Answer: ______________________________________

3 Give a reason to your observation on shoes A.


Answer: ______________________________________

4 Give another way to increase friction.


Answer: ______________________________________

Conclusion:

We can increase friction by using ______________________


L13/WS2
Name : _________________________________________________

Class: ___________________________ Date: _________________

Answer the questions.

1 Which of the following is safe to use?

A A worn-out tyre
B A pair of worn-out shoes.
C A pair of new shoes with patterns on the soles.
D A pair of new shoes without patterns on the soles.

2 Which of the following statements explain the benefit of patterns


on the surface of car tyres?
I To make the car look good.
II The car can move safely during a rainy day.
III The driver has confidence while driving.
IV When the driver breaks his car, the car can stop safely.

A I and II
B I and IV
C II, III and IV
D I, II, III and IV

3 What will happen if Aminah uses a pair of worn-out shoes on a


wet surface?

A She will slip. C She will laugh.


B She will move faster. D Nothing will happen.
4 Which of the following can increase friction?
II Use oil.
III Patterns on the tyres.
IIII Use of wheels or rollers
IIV Patterns on the sole of shoes.

A I and II only C II and III only


B I and III only D III and IV only

5 What is the use of the patterns on soles of shoes?


A To increase friction.
B To decrease friction.
C To make the shoe last longer
D To make the shoe more beautiful
Lesson 14
Theme: Investigating Force and Energy
Learning Objectives: 1.3 Analysing Friction
Learning Outcomes: By the end of the lesson, pupils should be able to:
● state the advantages of friction.
● state the disadvantages of friction.
● conclude that friction occurs when two
surfaces are in contact.
SPS : Observing and communicating.

Approaches Activities
1 A worn-out shoe
Preparation 2 A mind map (L14/APP1).
3 Worksheets (L14/WS1, L14/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
Teacher’s
briefing 2 Explains the advantages and disadvantages of
friction using a mind map. (L14/APP1)
1 Read the text and colour keywords as instructed.
Pupils’ L14/WS1)
action
2 Present the answers to the class.
Teacher guides the pupils to make conclusion that:
Conclusion i. friction occurs when two surfaces are in contact.
ii. friction has its advantages and disadvantages.
Follow-up Pupils complete the worksheet given. (L14/WS2)
L14/APP1
Advantages and Disadvantages of Friction

Allow
vehicles to
travel on the
road safely

Slow
Enable us
down or
to sharpen
stops
a knife ADVANTAGES moving
vehicles

Allow us to
walk or run Enable us
without to hold
slipping things

Cause surfaces
to wear-out
e.g. Tyres, Sole
of shoes

DISADVANTAGES

Waste Produce heat


energy that damages
parts of
machines
L14/WS1
Name : _________________________________________________

Class: ___________________________ Date: _________________

Read the following text and then carry out the task below.

Friction is a force that opposes the movement of an object.


Friction only occurs when two surfaces are in contact.
Friction is useful in our everyday life. Friction allows us to walk
or run without slipping. Without friction, we will not be able to walk or
run on the ground. Friction also allows vehicles to travel on the road
safely. The brake system in the vehicles makes use of friction to slow
down or stop the vehicles. A friction enables us to hold things because
it prevents the objects from slipping. Friction enables us to sharpen
knives and other tools.
Despite all these benefits of friction, it can also cause problems
in our everyday life. Friction makes objects move slower. We need
more energy to make them move faster. Friction can also cause
surfaces to wear out, for examples tyres and sole of shoes. Friction
produces heat that damages surfaces or parts of machines.

Use the coloured pencils to underline the answers for the


following questions:

1 What is friction? (blue)


2 What are the advantages of friction? (green)
3 What are the disadvantages of friction? (red)
L14/WS2
Name : _________________________________________________

Class: ___________________________ Date: ________________

Write True or False.

1. Friction only occurs when two surfaces are in contact. ( )

2. The direction of the frictional force is always opposite


to the direction of movement of an object. ( )

3. Friction allows us to walk or run without slipping. ( )

4. Friction allows vehicles to travel on the road safely. ( )

5. The brake system in the vehicles makes use of friction to


enable the vehicles to move faster. ( )

6. Friction enables us to hold a pen when writing. ( )

7. Friction enables us to sharpen a pencil. ( )

8. Friction makes objects move faster. ( )

9. Friction does not cause surfaces to wear out. ( )

10. Friction produces heat that damages some part of


machines. ( )
Lesson 15
Theme: Investigating Force and Energy
Learning Objective: 1.3 Analysing Friction
Learning Outcome: At the end of the lesson pupils should be able to:
• Find out how different types of surfaces
affect that distance a trolley moves by
deciding what to change, what to keep the
same and what to measure.
SPS: Observing, making inferences, communication, interpreting data
and controlling variables.
Approaches Activities

Preparation Worksheets (LS15/WS1, L15/WS 2)

1 Explains the objective of the lesson and the tasks


assigned to the pupils.
Teacher ‘s
briefing 2 Guides the pupils how to do a fair test.
3 Distributes a worksheet. (LS15/WS1)
1 Complete the worksheet by carrying out a fair
Pupils’ test. (L15/WS1)
action
2 Pupils present their answer to the class.
Teacher guides the pupils to make conclusion that
i The smoother the surface is, the longer the
distance the trolley moves.

Conclusion ii The rougher the surface is, the shorter the


distance the trolley moves Pupils descried
the way to change the distance traveled by
a trolley.

Follow up Pupils complete the worksheet given. (L15/WS2)


L15/WS1

Name: _________________________________________________

Class: ___________________________ Date: ________________

An investigation is carried out to study the factors that affect the


distance a trolley moves by using different types of surface. The results
are recorded in the table below.
Types of surfaces The distance a trolley moves (cm)
Glass 50
Cement 40
Wood 30
Tar road 10
a State the following
i) What to keep the same (controlled variable)?
__________________________________________

ii) What to change (manipulated variable)?


__________________________________________

iii)
What to measure (responding variable)?
___________________________________________
b Observation :
i The trolley moves ____________ (farther, nearer) on a glass
surface than on the other surfaces.
ii The trolley moves_____________ (farther, nearer) on a tar
road than on the other surfaces.
c Conclusion:
i The __________the surface, the longer the distance a trolley
moves. (rougher, smoother)
ii The __________the surface is, the shorter is the distance a
trolley moves. (rougher, smoother ).
L15/WS2

Name : _________________________________________________

Class: ___________________________ Date: _________________

a What do you want to find out from this investigation?

To investigate the relationship between the


_________________ and the ________________________.

b Based on this investigation, match the following answers


correctly.

What to change
(manipulated variable) Size of the trolley

What to measure
(responding variable) Different types of
surface

What to keep the same The distance a trolley


(fixed variable) moves

c State the relationship between the type of surface and the


distance the trolley moves.

The ____________ (smoother, rougher) the surface, the


_________(shorter, longer) the distance the trolley moves.
Lesson 16
Theme : Investigating Force and Energy
Learning Objective : 2.1 Understanding Speed
Learning Outcomes: At the end of the lesson pupils should be able to:
• state that an object which moves faster
travels a longer distance in a given time
• state that an object which moves faster takes
a shorter time to travel a given distance.
SPS : Observing, measuring and using numbers and making
inferences.
Approaches Activities
1 Notes (L16 /APP1)
Preparation
2 Worksheets (L16 /WS1, L16 /WS2)
1 Explains the objective of the lesson.
Teacher’s
2 Distributes notes to the pupils and explains
briefing
about the relationship between speed and
distance. (L16/APP1).
3 Distributes worksheets to the pupils (L16/WS1)
Complete the worksheet with teacher’s guidance.
Pupils’
action (L16/WS1)
Teacher guides the pupils to make conclusion that
Conclusion
the relationship between speed and distance of an
object.
Follow Up Pupils answer the worksheets given. (L16 /WS2)
L16 /APP1

Speed :

1) Speed is a measurement of how fast an object moves.


2) Every moving object has speed.
3) An object that moves faster can travel farther at a given time.

Situation I

A brown cat runs 30


A black cat runs 10
metres in 20
metres in 20 seconds.
seconds.

• Which cat is faster?


The brown cat.

• Give your reason :


The brown cat is able to run farther than the black cat
within 20 seconds.

Situation II

Car X travels 40km in 1 Car Y travels 30km in


hour. 1 hour.

• Which car is faster?


Car X

• Give your reason:


Car X moves farther than car Y in one hour.
4) An object that moves faster takes less time to travel at
a given distance.

Situation I

Siti takes 10 seconds to Fatimah takes 15


run a distance of 50 seconds to run a
metres. distance of 50 metres.

• Who is faster?
Siti

• Give your reason


Siti takes less time than Fatimah to run at the same
distance.

5) How to calculate speed .

Speed = Distance travelled


Time taken
Situation I

In a race, an athlete Speed = Distance travelled


can run a distance of Time taken
100 metres in 20
seconds. = 100 metres
20 seconds
Calculate his speed.
= 5 m/s

Situation II

A train takes 3 hours to travel a distance of 180 km.


Calculate the speed of the train.

Speed = Distance travelled =180 km = 60 km/hr


Time taken 3 hours
L16/WS1

Name : _________________________________________________

Class : __________________________________ Date : __________

Which moves faster? Circle the answer.

1.
Time taken = 2 minutes Time taken = 2 minutes
Distance = 10km Distance = 5km
Car A Car B

2.
Time taken = 3 minutes Time taken = 3 minutes
Distance = 12km Distance = 15km
Car C Car D

3.
Time taken = 5 minutes Time taken = 5 minutes
Distance = 15km Distance = 18km
Car E Car F

4.
Time taken = 1 minute Time taken = 1 minute
Distance = 1km Distance = 3km
Car G Car H

5.
Time taken = 10minutes Time taken = 10minutes
Distance = 25 km Distance = 20 km
Car I Car J
L16/WS 2
Name : __________________________________________________

Class : ________________________________ Date : ____________

Which moves faster? Tick (√ ) the correct answer.

A B

1.
Distance : 10 metres Distance : 10 metres

Time taken : 7 seconds Time taken : 5 seconds

2.
Distance : 100 metres Distance : 100 metres

Time taken :14 seconds Time taken : 15 seconds

3.
Distance : 800 metres Distance : 800 metres

Time taken : 5 minutes Time taken : 7 minutes

4.
Distance : 10 kilometres Distance : 10 kilometres

Time taken : 45 minutes Time taken : 40 minutes

5.
Distance : 100 kilometres Distance : 100 kilometres
Time taken : 1 hour Time taken : 2 hours
Lesson 17
Theme : Investigating Force and Energy
Learning Objective : 2.1 Understanding Speed
Learning Outcomes: At the end of the lesson pupils should be able to:
• state what speed is;
• solve problems using the formula.

SPS : Observing, making inferences and using space-time


relationship.
Approaches Activities
1 Notes (L17/APP1).
Preparation
2 Worksheets (L17/WS1 , L17/WS2).
1 Explains the objective of the lesson
2 Explains about speed and how to calculate
Teacher’s
speed using the formula. (L17/APP1)
briefing
3 Distributes worksheets and guides pupils to
calculate speed. (L17/WS1, L17/WS2)
1 Solve problems on speed using the formula.
(L17/APP1)
Pupils’
2 Complete the worksheets. (L17/WS1,
action
L17/WS2)
3 Read out the answer to the class.
Teacher guides pupils to make conclusion what
Conclusion speed is and to solve problems using the formula
given.
Follow Up Pupils answer the worksheet given. (L17 /WS3)
L17/WS1
Name : __________________________________________________

Class : ____________________________________ Date : ________

Tick ( / ) the action that involves speed .

1. Zikry is walking to school.

2. The leaves are falling from the tree.

3. Sofian is sleeping on his bed.

4. They are playing kites in the field.

5. A car is parked near the hospital.

6. The children are standing on the staircase.

7. Zulaikha is sitting on her chair.

8. Zul and Zamri are swimming in the pool.


L17/WS 2

Name :__________________________________________________

Class : ______________________________Date : ______________

Calculate the speed and match with the correct answer.

Distance : 20 metres,
Time taken : 4 seconds 6 m/s
1 A

Distance : 10 metres,
Time taken : 5 seconds 10 m/s
2 B

Distance : 30 metres,
Time taken : 5 seconds 5 m/s
3 C

Distance : 60 metres,
Time taken : 5 seconds 4 D 2 m/s

Distance : 100 metres


Time taken : 10 seconds
5 E 12 m/s
L17/WS3
Name : __________________________________________________

Class : ___________________________________Date : __________

Answer all questions.

The table below shows the time taken by five objects to travel at a
distance of 100 metres.

Object Distance (m) Time taken (s)


A 100 14
B 100 12
C 100 11
D 100 16
E 100 15

1. Which object is the fastest ?

________________________________________________

2. Which object is the slowest?

________________________________________________

3. Arrange the objects from the fastest to the slowest.

________________________________________________

4. What to keep the same (fixed variable)?

________________________________________________

5. Underline the correct answer for the conclusion below.

The object which moves faster takes a (longer time / shorter


time) to travel at a given distance.
Lesson 18
Theme : Investigating Materials
Learning objective : Understanding food spoilage.
Learning outcomes : At the end of the lesson, pupils should be able to:
• describe what spoilt food is;
• identify characteristics of spoilt food.
SPS: Observing and communicating
Approaches Activities
1 Fresh and rotten milk.
Preparation 2 Mind map (L18/APP1).
3 Worksheets (L18/WS1, L18/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
Teacher’s 2 Discusses with the pupils pertaining to food
briefing spoilage as shown. (L18/APP1).
3 Guides the pupils to complete the activity sheet.
(L18/WS1)
1 Observe the food and give observations and
Pupils’
inferences pertaining to food spoilage verbally.
action
2 Complete the activity sheet. (L18/WS1)
Teacher guides pupils to make conclusion about
Conclusion
characteristics of spoilt food.
Follow up Pupils complete the worksheet given. (L18/WS2)
L18/APP1

Food Spoilage

Characteristics of food
spoilage

Unpleasant smell Unpleasant taste

- bad smell - sour to taste

Mouldy

-have dark/
brown spots

Changed colour Changed texture

becomes - becomes slimy


- brown - curdles
- yellowish - limp/wilted
- dark
L18/WS1
Name : ________________________________________________
Class : ___________________________ Date: ___________

Observe two different conditions of milk and answer the following


questions.
a)
Conditions of milk
Characteristics
A B

Surface layer

Smell

Taste

b) Which milk is spoiled?


________________________________________________________

c) List other characteristics of spoilt food.

I ______________________________________________________

Il ______________________________________________________

Ill ______________________________________________________

IV ______________________________________________________
L18/WS2

Underline the correct answers.

1 When food is spoiled, it usually (changes, does not change) in


appearance.

2 Food (will, will not) stay fresh if we keep properly for a long time.

3 (Milk, Bread) contains mould when it is spoiled.

4 Spoilt bread has (curd, mould) on its surface.

5 Spoilt food has (pleasant , unpleasant ) taste.

6 (Prawns, Green peas) will turn bad faster than (prawns, green
peas) if they are left at room temperature for a few days.

7 Spoilt porridge tastes (sweet, sour).


Lesson 19
Theme: Investigating Materials
Learning objective: 1.1 Understanding food spoilage.
Learning outcomes: At the end of the lesson, pupils should be able to:
• State that microorganisms can spoil food.
• State the conditions for microorganisms to
grow.
SPS : Observing, communicating, predicting
Approaches Activities
1 Mouldy bread.
Preparation 2 Mind map (L19/APP1).
3 Worksheets (L19/WS, L19/WS2).
1 Explains the objective of the lesson and the task
Teacher’s
assigned to the pupils.
briefing
2 Discusses with the pupils pertaining to spoilt
bread as shown. (L19/APP1).
1 Observe mouldy bread under the magnifying
Pupils’ glass or microscope and state its characteristics
action verbally. (L19/APP1).
2 Complete the worksheet given. (L19/WS1)
Teacher guides pupils to make conclusion that
Conclusion microorganisms cause food spoilage and they need
special conditions to grow.
Follow up Pupils complete the worksheet given. (L19/WS2)
L19/APP1

MICROORGANISMS

bacteria fungi

Caused
by

FOOD
SPOILAGE

Presence Conditions for Suitable


of air microorganisms temperature
to grow

Presence
of water Suitable
acidity

Presence of
nutrients
L19/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________

A. Observe the bread given to you. Write your observation in the


table below.

Characteristics Observation on the surface of bread

Appearance

Smell

Touch

B. Draw the microorganisms that you see under the magnifying glass
or microscope.
1 Name the microorganisms that was observed on the bread.
____________________________________________________

2 The bread turns bad because ___________________________.

3 List the conditions suitable for the microorganisms to grow.

a _______________________________________________

b _______________________________________________

c _______________________________________________

d _______________________________________________

e _______________________________________________
L19/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________

Circle the correct answer.

1 What causes bread to spoil?

A Air
B Insects
C Microorganisms
D Water

2 The diagram below shows different types of food.

I II III IV

Which of these food cannot last long if we leave them at room


temperature for a few days?

A I and II
B I and IV
C II and III
D II and IV
3 Diagram 1 shows a spoilt bread.

Diagram 1

What is X?

A Algae
B Fungi
C Protozoa
D Worm

4 Refer to Diagram 1, what are the conditions for X to grow?

I Air
II Water
III Nutrient
IV Suitable temperature

A I and II
B I, II and III
C I, II, and IV
D I, II, III and IV
Lesson 20
Them: Investigating Materials
Learning objective: 1.2 Synthesising the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
• Describe ways to preserve food;
• Give examples of food for each type of food
preservation.
SPS: Making inferences and communicating
Approaches Activities
1 A word puzzle (L20/APP1).
Preparation 2 A mind map (L20/APP2).
3 Worksheets (L20/WS, L20/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Guides the pupils to complete the word puzzle. and
Teacher’s
explains about food preservation(L20/APP1,
briefing
L20/APP2).
3 Guides the pupils to complete the worksheet.
(L20/WS1)
1 Complete the word puzzle and the worksheet
given. (L20/APP1, L20/WS1).
Pupils’
2 Discuss about food preservation and list the types
action
of food suitable for different type of preservation.
(L20/APP2)
Teacher guides pupils to make conclusion that food can
Conclusion
be preserved in different ways.
Follow up Pupils complete the worksheet given. (L20/WS2)
L20/APP1

F O O D
P R S E R V A T I O N

Complete the word puzzle using the alphabets given below .

I E R O
L20/APP2

Waxing
Bottling/Canning
• Sardine
•Apple
• Chilly sauce •Orange
Smoking
Boiling •Banana
•Tapioca •Fish
•Tapai
Salting
Cooling FOOD •Egg
•Vegetables PRESERVATION •Fish
•Fruits
Pasteurising
Freezing
•Meat •Yoghurt
•Milk
•Fish

Pickling Drying
•Mango •Chilly
Vacuum Packing •Fish
•Mushroom
•Fruits
L20/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________

Write the suitable food in the table below :

Type Of Food Preservation Food


1.
1 Waxing
2.
1.
2 Smoking
2.
1.
3 Salting
2.
1.
4 Pasteurising
2.
1.
5 Drying
2.
1.
6 Vacuum packing
2.
1.
7 Pickling
2.
1.
8 Freezing
2.
1.
9 Cooling
2.
1.
10 Boiling
2.
1.
11 Bottling / Canning
2.
L20/WS2
Name: __________________________________________________
Class: ____________________ Date : ___________

Name the type of food preservation for each of these food.


Food Type Of Preservation
Lesson 21
Theme: Investigating Materials
Learning objective: 1.2 Synthesizing the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
• Give reasons why each form of food
preservation is used.
SPS: Interpreting, making inferences and communicating
Approaches Activities
1 A word puzzle (L21/APP1).
Preparation 2 A mind map (L21/APP2).
3 Worksheets (L21/WS1, L21/WS2).
1 Explains the objectives of the lesson and the task
assigned to the pupils.
2 Asks pupils to complete the word puzzle.
Teacher’s
(L21/APP1), then explains the contents of mind
briefing
map to pupils.
3 Guides pupils to complete the worksheet.
(L21/WS1)
1 Complete the word puzzle and discuss about the
relationship between food preservation and the
condition for bacteria to grow. (L21/APP,
Pupil’s
L21/APP2).
action
2 Present the outcome of their discussion to the
class.
3 Complete the worksheet given. (L21/WS1)
Teacher guides the pupils to make conclusion that
various ways of food preservation provides various
Conclusion
situation unsuitable for bacteria to grow.
Follow up Pupils complete the worksheet given. (L21/WS2)
L21/APP1
Complete the word puzzle below :

B C T R I

Clue:

1. It is a living thing.
2. It is a type of microorganism.
3. It cannot be seen with naked eyes.
L21/APP2

Bacteria needs water, air and food to grow.

No water Too acidic

Too hot
Too cold

CONDITION THAT
ARE NOT SUITABLE
FOR
BACTERIA

No air
Too salty

Dry place
L21/WS1
Name: __________________________________________________
Class: ____________________ Date : ___________

Fill in the table with suitable answers :

No water Too cold Too hot

Dry place Too acidic

No air Too salty

Type Of Food Preservation Why Microorganism Cannot Grow


1.Salting

2. Drying

3. Pickling

4. Vacuum Packing

5. Bottling and Canning

6. Freezing
L21/WS2
Name: __________________________________________________
Class : ____________________ Date : ___________

Fill in the blanks with the correct answers:

air salty water cold

a. Bacteria needs ______________ and ______________ to grow.

b. Bacteria cannot grow on dry food because there is no

________________

c. Bacteria is not active in _______________________ place.

d. Vacuum packing will prevent food from turning bad because there

is no ______________________.

e. Bacteria cannot grow in salted fish because the condition is too

___________.

.
Lesson 22
Theme: Investigating Materials
Learning objective: 1.2 Synthesising the concept of food preservation.
Learning outcomes: At the end of the lesson, pupils should be able to:
• State what food preservation is.
SPS: Interpreting, making inferences and communicating
Approaches Activities
1 A mind map (L22/APP1).
Preparation
2 Worksheets (L22/WS1, L22/WS2, L22/WS3).
1 Explains the objectives of the lesson and the tasks
assigned to the pupils.
Teacher’s 2 Explains to the pupils about food preservation
briefing based on the mind map given. (L22/APP1).
3 Guides the pupils to complete the worksheets.
(L22/WS1, L22/WS2)
1 Complete the worksheets given. (L22/WS1,
Pupils’
L22/WS2)
action
2 Present their answers to the class.
Teacher guides pupils to make conclusion about the
Conclusion meaning of food preservation.
Follow up Pupils complete the worksheet L22/WS3
L22/APP1

Food preservation is a process of


slowing down the food from becoming
bad

Food Preservation

Drying Salting

Bottling
Freezing

Cooling
Pickling
Waxing
Smoking
Pasteurising
Boling
Vacuum packing
L22/WS1
Name : __________________________________________________
Class : ____________________ Date : ___________

Match the types of preservation and the food correctly:

Type Of Preservation Food

•Pickling ¤ ¤ Meat

•Salting ¤ ¤ Egg

•Freezing ¤ ¤ Tomato

•Drying ¤ ¤ Mango

•Vacuum packing ¤ ¤ Fish

•Bottling ¤ ¤ Mushroom
L22/WS2
Name : __________________________________________________
Class : ____________________ Date : ___________

Tick (√)the food that can last long:

Meat Canned Meat

Dried fish Fresh fish

Diagram 1

Fresh mangoes
Pickled Mango

Fresh eggs
Salted eggs
L22/WS3

Name : __________________________________________________
Class : ____________________ Date : ___________

P Q
Diagram 1

Diagram 1 shows two conditions of milk.

a. Write one observation based on the investigation above.


____________________________________________________
____________________________________________________

b. Based on your answer in (a), give one inference.


____________________________________________________
____________________________________________________
c. State another observation that can support your inference in (b).
____________________________________________________
____________________________________________________

d. Write one controlled variable based on the investigation.


____________________________________________________
____________________________________________________
Lesson 23
Theme : Investigating Materials
Learning objective : 1.3 Realising the importance of preserving food
Learning outcomes : At the end of the lesson, pupils should be able to:
• Give reasons why we need to preserve
food.
SPS : Communicating, interpreting data
Approaches Activities
Preparation 1 Reading text (3/APP1).
2 Worksheet (L23/W1).

Teacher’s 1 Distributes the passage to the pupils.


briefing (L23/APP1).
2 Guides pupils to read the passage and
underline the importance of preserving food.

Pupils’ 1 Read the text aloud and underline the


action importance of preserving food. (L23/APP1)
2 Complete the worksheet given. (L23/W1).

Teacher guides the pupils to make conclusion that


Conclusion
preserving food has many advantages.
Follow up Pupils list the importance of preserving food.
L23/APP1

The Importance of Preserving Food

Food can last longer if it is preserved. Examples of food


preservations are bottling or canning, cooling, drying, freezing, heating,
pickling, salting, smoking, vacuum-packing, pasteurizing, and waxing.

We can enjoy the food for a longer time even the growing
season is over if the fruits and vegetables are preserved. It is useful for
the people in extreme weather where they cannot go out for hunting,
fishing or farming at certain period. They use preserved food as their
food supply.

Preserved food is easy to store as they become smaller when


dried. So the dried foods need smaller container for storing them.

Preserved food has a long shelf life. It is easier for the soldiers
to carry and take it as a food supply when they are in combat for a long
period.

Preservation also helps prevent wastage. During harvesting


there are plenty of fruits or grain in the market and make the price goes
down. By preserving them, it can avoid the food from destroy.
L23/WS1
Name : _________________________________________________
Class : __________________________ Date : _______________

Fill in the mind map with the importance of preserving food.

The Importance of
Preserving Food

Fill in the blanks with the correct answer.

shelf longer prevent smaller canned store

1 Preserved food can last ___________________________.


2 Grains become _________________________ when dried.
3 Food easy to _______________________ when preserved.
4 Army takes ____________________ food as a food supply during
combat.
5 Preserved food has a long ________________________ life.
6 Preservation _______________________________ food wastage.
Lesson 24
Theme: Investigating Materials
Learning objective: 2.1 Understanding the effects of improper
disposal of waste on the environment.
Learning outcomes: At the end of the lesson, pupils should be able to:
• identify the types of waste in the environment.
• identify the sources of waste.
• state the proper ways of waste disposal.
SPS: Observing, classifying and communicating
Approaches Activities
1 Pictures (L24/APP1, L24/APP2)
Preparation 2 Pictures and text (L24/APP3)
3 Worksheets (L24/WS1, L24/WS2, L24/WS3, L24/WS4)
1 Explains the objectives of the lesson and the tasks
assigned to the pupils.
2 Explains about the different types and sources of waste
Teacher’s
and the text regarding the proper disposal of waste
briefing
(L24/APP1, L24/APP2, L24/APP3).
3 Guides the pupils to complete the task in the
worksheets. (L24/WS1)
1 Label the pictures of different types of waste (L24/WS1)
Pupils’
2 Match the sources to the types of waste (L24/WS2)
action
3 Match pictures to the correct statements (L24/WS3).
Teacher guides pupils to conclude that there are various
Conclusion
types and sources of waste and ways to dispose them.
Follow up Pupils complete the worksheet given. (L24/WS4).
L24/APP1

Types Of Waste

Type Example

Plastic

Plastic bottle

Glass

Glass bottle

Chemical

Toxic material

Metal

Tin can

Organic Waste

Food waste
L24/APP2

Sources Of Waste

Housing area

Rubbish (Plastic, left-over food,


paper, solid waste) and sewage.

Agricultural area

Pesticides and organic fertilizer;


insecticides

Factories

Poisonous gas and smoke, toxic


chemicals, radioactive materials
and organic waste

Motor vehicles

Poisonous gas and smoke;


Oil spills

Shipping

Oil spills and sludge dumping


L24/APP3
Proper Waste Disposal

A B C D

E F G H

A Fit chimneys with cleaning devices.

B Throw rubbish into dustbins.

C Burn waste in incinerators.

D Bury waste in sanitary landfills.

E Sewage is treated before disposal.

F Throw rubbish into waste paper baskets.

G Recycle suitable waste materials.

H Do not litter.
L24/WS1

Name : __________________________________________________

Class : _______________________ Date : __________________

Fill in the blank boxes with suitable types of waste.

Types of waste

1 2 3

4 5

Plastic Glass Metal

Organic waste Chemical waste


L24/WS2

Name : ________________________________________________

Class : ___________________ Date : _______

Match the following waste to its correct sources.

Types of waste Sources of waste

Rubbish
(Plastic, left-over food, I Factories
A
paper, solid waste)

II Agriculture
Sewage B

III Motor
Pesticide and organic
C vehicles
fertilizer

IV Homes
Smoke D

Toxic materials
(Smoke, dust, Open
E V
radioactive materials, burning
hazardous waste)
L24/WS3

Group : ______________________________________

Class : _______________ Date : ____________

Match the pictures to the correct statements about the proper disposal
of waste.

I Throw rubbish
into dustbins.
A

B II Bury waste in
sanitary
landfills.

C Sewage is
III
treated before
disposal.

D
IV Do not litter.

E V Recycle
suitable waste
materials.
L24/WS4

Name : ________________________________________________

Class : _________________ Date : _________________

Fill in the blanks with the correct answer.

dustbin Smoke

Motor vehicles agriculture

chimneys

1. ____________________________ contains dust and dangerous


gases.

2. Rubbish must be thrown into the ___________________________.

3. __________________________ gives off toxic gas.

4. Cleaning devices in ___________________can reduce air


pollution.

5. Organic waste and fertilizers come from ____________________.


Lesson 25
Theme: Investigating Materials
Learning objective: 2.1 Understanding the effects of improper
disposal of waste on the environment.
Learning outcomes: At the end of the lesson, pupils should be able to:
• state the improper ways of waste disposal.
• describe the harmful effects of improper waste
disposal.
SPS : Observing, classifying and communicating
Approaches Activities
1 Pictures (L25/APP1, L25/APP2)
Preparation
2 Worksheet (L25/WS1, L25/WS2, L25/WS3)
1 Explains the objective of the lesson and the task
assigned to the pupils.
2 Displays and explains pictures pertaining to
Teacher’s improper disposal of waste and its impact to
briefing humans and the environment.
3 Guides the pupils to complete the task in the
worksheets.
1 Work individually to label the pictures of improper
Pupils’ disposal of waste. (L25/WS1)
action 2 Work in pairs to find given words from the word
maze. (L25/WS2)
Teacher guides pupils to make conclusion that
Conclusion improper disposal of waste have impacts to humans
and the environment.
Follow up Pupils complete the worksheet (L25/WS3).
L25/APP1

Improper Disposal Of Waste

Releasing of
waste into
rivers

Releasing of
smoke into air

Littering

Open burning
L25/APP2

Harmful Effects Of Improper Disposal Of Waste

Rivers will be polluted.


Fish and water plants will die.

Water Pollution

Dangerous gases will damage


the lungs and irritate our eyes.

Air Pollution

The acidic water will kill the


plants and erode buildings.

Acid Rain

Floods will damage properties.

Flash Floods

Typhoid and dengue fever will


occur.

Sickness And Diseases


L25/WS1

Name : _____________________________________________
Class : _______________________ Date : _______________

Label the following pictures of improper waste disposal.

1. 2.

Littering Releasing of smoke into air

Releasing of waste into rivers Open burning

3. 4.
L25/WS2

Name : _____________________________________________
Class : _______________________ Date : _______________

Find and colour the following words in the word maze below.

SICKNESS WATER POLLUTION AIR POLLUTION

ACID RAIN DISEASES FLASH FLOOD

D E G D V Z M J I Q F B N X U K B
S I C K N E S S G Y K L A O L A C
R V C G K B R M C A H Q C Y V S T
H W L K B K D I S E A S E S Y D B
B G A H L I S C U M J I M A W H O
F E I C A J L U J K H G A D H Y U
M R W A T E R P O L L U T I O N L
Z R H H S W M B U Z W S I C A B R
I A N I N F H O M N A N B D C N M
L C K Q K I J K G B U K S M A C B
A I L L U K D F L A S H F L O O D
G D O X G U K S W R K A D J P Q C
N R W M A I R P O L L U T I O N I
V A E B M L U E K A P U L A N C F
D I O H A T K T H L J G P J V Q V
Q N L A L C L I U K P Q H L A V A
K H K U A U R P O R L U M I D N M
L25/WS3

Name : _____________________________________________

Class : ____________________ Date : __________________

1 Which of the following activities shows improper disposal of


waste?

A Open burning
B Throw rubbish into dustbins
C Recycle suitable waste materials
D Do not throw rubbish every where

2 The diagram below shows a situation.

What is the cause of the above situation?

A Typhoid B Air pollution


C Flash floods D Water pollution

3 The diagram below shows a situation.

What is the effect of the above situation?

A Typhoid B Air pollution


C Flash floods D Water pollution
Lesson 26
Theme: Investigating Materials
Learning objective: 2.2 Understanding that some waste can decay.
Learning outcomes: At the end of the lesson, pupils should be able to:
• give examples of waste that do not decay.
• give examples of waste that can decay.
• state that microorganism can cause waste
materials to decay.
SPS: Observing, classifying and communicating
Approaches Activities
1 Pictures (L26/APP1, L26/APP2)
Preparation 2 Worksheets (L26/WS1, L26/WS2, L26/WS3,
L26/WS4)
1 Explains the objective of the lesson and the task
assigned to the pupils.
2 Distributes and explains pictures of different types
Teacher’s
of waste materials (L26/APP1).
briefing
3 Distributes and explains a poster on waste
decaying process (L26/APP2).
1 Work individually to identify groups of waste
(L26/WS1).
Pupils’ 2 Work in pairs to categorize types of waste
action (L25/WS2); to find the words from word maze and
to label parts of a picture on waste decaying
process (L26/WS3).
Teacher guides pupils to conclude that some waste
Conclusion can decay and are caused by certain microorganisms.

Follow up Pupils complete worksheet (L26/WS4).


L26/APP1
Group Of Waste

An object made of wood can decay.


It is grouped as biodegradable
waste.

Food can decay.


It is grouped as biodegradable
waste.

Newspaper can decay.


It is grouped as biodegradable
waste.

Cotton can decay.


It is grouped as biodegradable
waste.

An object made of polystyrene does


not decay.
It is grouped as non-biodegradable
waste.

An object made of plastic does not


decay.
It is grouped as non-biodegradable
waste.
An object made of metal does not
decay.
It is grouped as non- biodegradable
waste.

An object made of glass does not


decay.
It is grouped as non- biodegradable
waste.
L26/WS1

Name : __________________________________________________

Class : _________________________ Date : __________________

Write the type and reason for the classification of these waste as shown
in the example below.

Group : Biodegradable waste Group : Non-biodegradable waste

Reason : Can decay easily Reason : Do not decay

A B

Group : ___________________ Group : _____________________

Reason : __________________ Reason : ____________________

C D

Group : ____________________ Group : _______________________

Reason:____________________ Reason :______________________


L26/WS2

Complete the flow chart by using all the words given below.

Can decay Plastic Wood

Food Metal Glass

Paper WASTE Cotton


MATERIAL
Do not decay Polysterene

WASTE MATERIAL
L26/WS3

Name : _________________________________________________

Class : ___________________ Date : ____________

Find and circle the words that are listed below.

PLASTIC METAL DECAY COTTON

GLASS WOOD FOOD POLYSTYRENE

DEGRADABLE PAPER WASTE

A F S F Z X K L Q D W E R T
W O O D L C A C P E O I U Y
E O A G W V T B A G H T Y S
R D E C A Y A T I R J R U T
T M P H T B O P L A S T I C
Y N O J S N D O R D K E S A
U B I M E T A L Y A L W D E
I V U K K M S Y U B A Q I L
O C Y G L A S S I L S M F E
P X T L J Q O T L E D N G S
A Z R A H A T Y D F G B H O
S L E P A P E R M D H V K E
D K W S G E L E N A J C L U
F J C O T T O N E S K X C W
G H Q D F U P E R A L Z O N
L26/WS4

Name : _________________________________________________
Class : ___________________ Date : ___________

Fill in the blanks with the correct answer.

plants cotton food non-biodegradable

animals wood paper biodegradable

1. Based on the word list above, list four things that can decay.
i. _______________________________
ii. _______________________________
iii. _______________________________
iv. _______________________________

2. Waste that can decay is known as _______________________


waste.

3. Waste that does not decay is known as ______________waste.

4. Materials that can decay are usually made of _______________


and ____________________.
Lesson 27
Theme: Investigating Materials
Learning objective: 2.2 Understanding that some waste can decay.
Learning outcomes: At the end of the lesson, pupils should be able to:
• state that microorganisms can cause waste
materials to decay.
SPS: Observing, classifying and communicating.
Approaches Activities
1 Pictures. (L27/APP1, L27/APP2)
Preparation
2 Worksheet. (L27/WS1, L27/WS2)
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Distributes and explains the picture of
Teacher’s microorganisms that cause waste decay.
briefing (L27/APP1).
3 Distributes and explains a poster on waste
decaying process (L27/APP2).
1 Work individually to label groups of
Pupils’ microorganisms that cause waste (L27/WS1).
action 2 Work in pairs to label parts of a picture on waste
decaying process (L27/WS2)
Teacher guides pupils to make conclusion that waste
Conclusion
decay is caused by certain microorganisms.
Follow up Pupils complete worksheet (L27/WS3).
L27/APP1
Microorganisms That Cause Waste Decay

Bacteria Fungi
L27/APP2

Decaying Process

Organic Waste

Dead plant Dead animal Waste

Certain microorganisms make dead plants,


dead animals and waste materials to decay.
They are called decomposers.
Decomposers

The decomposers break down thev


organic substances into nutrients
that goes back to the soil.
Nutrients In The Soil

The n

Nutrients make the soil healthy. Plants absorb nutrients in the soil.
Plants are then eaten by animals.
L27/WS1

Name : __________________________________________________

Class : _________________________ Date : __________________

Label the pictures as (B) if they are bacteria and and (F) if they are
fungi.

1. 4.

2. 5.

3. 6.
L27/WS2

Label the pictures with the words given below.

Healthy soil Bacteria Dead animal

Healthy plants Fungi Dead plant

1 2

3 4

5 6
L27/WS3

Name : __________________________________________________

Class : _________________________ Date : __________________

Fill in the blanks using the words given below.

nutrients fungi
Plants

decomposers decay

1. Microorganisms that cause dead plants and animals to rot are


called ______________________________.

2. They cause some types of waste to ______________.

3. Bacteria and ______________ are examples of decomposers.

4. These microorganisms turns organic waste into minerals and


_____________________in the soil.

5. ___________________absorb these nutrients to grow and


become healthy.
Lesson 28
Theme: Investigating Materials
Learning objective: 2.2 Understanding that some waste can decay.
Learning outcomes: At the end of the lesson, pupils should be able to:
• State the advantages of waste decaying.
• State the disadvantages of waste decaying.
SPS: Observing, classifying and communicating
Approaches Activities
1 Text (L28/APP1)
Preparation
2 Worksheets (L28/WS1, L28/WS2, L28/WS3)
1 Explains the objective of the lesson and the task
assigned to the pupils.
Teacher’s 2 Distributes and explains text (L28/APP1) on the
Briefing advantages and disadvantages of waste decaying.
3 Guides pupils to read and identify the keywords
from the text given.
Pupils’ Work individually or in groups to complete the activities
action in worksheets (L28/WS1, L28/WS2).
Teacher guides pupils to make conclusion that waste
decaying has advantages and disadvantages and there
Conclusion
are many effects to the environment if waste does not
decay.
Follow up Pupils complete worksheet (L28/WS3).
L28/APP1

Advantages Of Waste Decay

Decomposers prevents waste


accumulation.

Decayed plants and animals


becomes nutrient for soil

Decomposers helps to turn organic


waste into fertilisers

Disadvantages Of Waste Decay

Decaying waste gives out


unpleasant smell

Burnt Decaying waste also gives out


methane poisonous gas
(e.g. methane)

Decaying waste attracts pests.


L28/WS1

Name : _______________________________________________

Class : ______________ Date : _________________________

Classify these pictures into groups of advantages and disadvantages of


waste decay.

1. 2.

ADVANTAGES DISADVANTAGES

3. 4.
L28/WS2
L28/WS2

Name : ________________________________________________

Class : ____________________________Date : __________

Write the advantage of waste decay given below to the correct picture.

As fertilizers. Becomes nutrient for soil.

Prevents waste accumulation.

3
L28/WS3

Name : __________________________________________________

Class : _____________________ Date : __________

Choose either the statements below are advantages or disadvantages


of waste decay. Underline the best answer.

1. Prevents waste from accumulating in the environment.


( Advantage / Disadvantage )

2. Releases poisonous gases that cause air pollution and effects


human health.
( Advantage / Disadvantage )

3. Waste will be decomposed into simple substances and returns to


soil as nutrient.
( Advantage / Disadvantage )

4. Gives out odour and unpleasant smell.


( Advantage / Disadvantage )

5. As fertilizer (e.g. compost).


( Advantage / Disadvantage )

6. Attracts pests such as houseflies, cockroaches and ants.


( Advantage / Disadvantage )
Lesson 29
Theme : Investigating the Earth and the Universe.
Learning Objective : 1.1 Understanding the eclipse of Moon.
Learning Outcomes :The pupils should be able to:
• state what eclipse of the Moon is.
• state the position of the Moon, the Earth and
the Sun during the eclipse of the Moon.
• explain why eclipse of the Moon occurs.
SPS : Observing, inferring and communicating.
Approaches Activities
1 Picture with text (L29/APP1).
Preparation 2 Worksheets (L29/WS1, L29/WS2).
1 Explains the objective of the lesson and the tasks
assigned to the pupils .
Teacher’s 2 Shows the picture and explains how the eclipse of
briefing the Moon occur (L29/APP1).
3 Guides pupils to read the passage and under line
the keyword .
Pupils’
Pupils complete the worksheet (L29/WS1)
action
Teacher guides the pupils to make conclusion that the
eclipse of the Moon occurs when the Earth is between
Conclusion
the Sun and the Moon in a straight line.
Follow up Pupils complete the worksheet (L29 /WS 2).
L29 / AAP1

Lunar Eclipse

1. The eclipse of the Moon occurs when the Earth is


between the Sun and the Moon in a straight line.

2. Sunlight cannot pass through the Earth because the


Earth is opaque.

3. The Earth blocks sunlight from reaching the Moon.

4. The shadow of the Earth will cover the surface of the


Moon and cause the eclipse of the Moon to occur.
L29/WS1

Name: _____________________________________________________
Class: _______________________________ Date: _______________

Fill in the boxes with the words given.

Moon Sun Earth shadow


L29/WS2
Name: ____________________________________________________
Class: _________________________ Date: _____________________

Circle the given words in the word maze below.


MOON ECLIPSE OPAQUE EARTH LINE
DAY SUN TRAVEL SHADOW BLOCK

F O S D M O M I E T

D H M H T P O R C R

P A T A A A O P L A

S R Y R H Q N N I V

B L O C K U O O P E

T D I H K E R W S L
S H A D O W E A E S
L U O Y O E A R T H

L I N E G O I Y P H

B S S U N A L C D G
Lesson 30
Theme : Investigating the Earth and the Universe

Learning objectives : 1.2 Understanding the eclipse of the Sun.


Learning outcomes : Pupils should be able to:
• state what eclipse of the Sun is
• state the position of the Moon , the Earth and the
Sun during the eclipse of the Sun
SPS : observing, communicating, making inferences.
Approaches Activities
1 Picture and notes (L30/APP1)
Preparation 2 Worksheets (L30/WS1, L30/WS2)
1 Explains the objective of the lesson and the tasks
assigned to the pupils.
2 Distributes and explains the notes to
Teachers the pupils . ( L30 / AAP1)
briefing 3 Guides the pupils to read the passage and colour
the keywords.
1 Demonstrate a simple simulation on the eclipse
Pupils’ action of the Sun .
2 Complete the worksheets. ( L30 /WS 1)

Teacher guides pupils to conclude that eclipse of the Sun


Conclusion occurs when the Moon is between the Sun and the Earth
in a straight line.
Pupils sketch the position of the Moon, the Sun and the
Follow up Earth during the eclipse of the Sun .(L30 /WS 2)
L30/APP1

1. The eclipse of the Sun occurs when the Moon is between


the Sun and the Earth in a straight line.

2. Sunlight is blocked by the Moon from reaching the Earth .

3. The shadow of the Moon is formed on the surface of the


Earth.

4. Eclipse of the Sun can only be observed during the day .


L30/ WS1
Name:___________________________________________________
Class : _________________________________ Date____________

Fill in the blanks with the correct words.

day shadow straight Earth Sun

1. Eclipse of the Sun occurs when the Moon lies between the Sun and the
Earth in a ______________ line.

2. During a eclipse of the Sun, the __________


__ of the Moon is formed on the surface
the Earth.

3.The Moon blocks sunlight from reaching the _____________ .

4. Eclipse of the Sun occurs only during the _________________________.

5.The Moon revolves around the______________________________.


L30/WS2

Draw the position of the Moon, the Sun and the Earth during the eclipse
of the Sun.
Lesson 31
Theme: Investigating Technology
Learning objective: 1.1Understanding simple machines.
Learning outcomes: By the end of the lesson, pupils should be able to:
• explain what a simple machine is
• state types of simple machines
SPS: Observing and communicating
Approaches Activities
1 Pictures of different types of simple machines.
(L31/APP1)
Preparation
2 Worksheets (L31/WS1, L31WS2)
3 A can and a spoon
1 Asks pupils to open the lid of a can using their bare
hands and then using a spoon.
2 Asks pupils which method is easier to open the lid.
Teacher’s
3 Explains that a simple machine is a device which can
briefing
help to make work easier and faster.
4 Introduces different types of simple machines.
(L31/APP 1)
1 Do worksheet (L31/WS1)
Pupils’
2 Pupils read out their answers and teacher explains
action
any misconception.
1 Teacher guides the pupils to conclude that a simple
Conclusions machine is a tool/device to help them to do work
easier and faster (efficiently).
1 Teacher guides pupils to read (L31/APP2).
Follow-up 2 Pupils do worksheet (L31/WS2) as an enrichment
activity.
L31/APP1

LEVER SCREW

PULLEY WHEEL AND AXLE

WEDGE INCLINED PLANE

GEAR
L31/APP2

Read the following text.


1. A machine is a tool which helps us to do our work easier and
faster. There are seven types of simple machines such as
wedge, wheel and axle, lever, pulley, gear, inclined plane and
screw.
2. A gear can move objects forward or backward easily. Gears are
used to change the speed or directions of movement.
3. A pulley consists of a wheel and a rope. It is used to lift objects
to a higher place.
4. A wheel and axle is made up of a wheel connected to a rod
named an axle. It helps us to carry or move heavy objects
easily.
5. A screw is cylindrical and has a thread around it. It has a
pointed end. We use screws to fix two pieces of objects
together.
6. An inclined plane is a flat plane in a slanting position. It is used
to push heavy load up or down easily. It can lessen the effort
needed to move objects.
7. A lever has three parts such as effort, load and fulcrum. We use
a lever to carry or move over heavy objects easily.
8. A wedge has two inclined surfaces. It is sharp at one end. The
wedges are used to cut objects into two parts
L31/WS1
Name:___________________________________________________
Class : _________________________________ Date____________

Fill in the boxes the correct names of simple machines.


Wedge Lever Inclined plane

Screw Gear Wheel and axle Pulley

1 2 3

4 5 6

7
L31/WS1
Name:___________________________________________________
Class : _________________________________ Date____________

Choose and write the use of each type of simple machine from the
answers given below.

2
1

3 4

5 6

• To lift or lower objects


• To cut an object into two parts
• To change the speed and
direction of movement
• To help to moves heavy
objects
• To fix two object together
• To carry or move over heavy
loads
Lesson 32
Theme : Investigating Technology
Learning objective : 1.1 Understanding simple machine
Learning outcomes : By the end of the lesson, pupils should be able to
• give examples for each type of simple
machine.
SPS: Observing and communicating
Approaches Activities
1 Pictures of different examples of simple machines.
Preparation (L32/APP1)
2 Worksheets (L32/WS1, L32WS2) .
1 Asks pupils the names of di fferent types of simple
machines.
Teacher’s 2 Explains further that a simple machine is a device
briefing which can help to make our work easier and faster.
3 Introduces the different examples of each type of
simple machines. (L32/APP1)
Pupils’ Pupils answer worksheet L32/WS1 and then complete
action worksheet L32/WS2 by referring to L32/WS1.
1 Pupils read out the answers and teacher explains
any misconception.
Conclusions 2 Teacher guides pupils to conclude that there are
many examples of simple machines which they have
used in their daily lives.
1 Teacher explains that the different tools or examples
of the simple machine are tools that help them to do
Follow-up
the work in the daily life easier and faster (efficiently).
2 Pupils complete worksheets (L32/WS3 and L32/WS4).
L32/APP1
Examples of simple machine.

Wedge

Lever

A broom A wheelbarrow

Wheel and axle

A water tap A pencil sharpener

Screw

L32/APP1
,
A spanner A tap
Pulley

Gear

A wrist watch An egg beater

Inclined plane

Lifting an object A staircase


L32/WS1
Name:___________________________________________________
Class : _________________________________ Date____________

Read the following text and then carry out the task below.

Tools that use simple machines in our daily life:


1 Wedges : an axe, a knife, a needle, a pair of scissors, a chisel, a
saw and a door wedge.
2 Levers : a hammer, a see-saw, pliers, a fishing rod and a nail
clipper.
3 Pulleys : a crane, a flag post.
4 Gears : a bicycle, a wrist watch, a drill and an egg beater.
5 Inclined planes : the staircase, a slide, driving up the hill slope and
pushing a box up the lorry.
6 Screws : a bolt and nut, a G-clamp, a spanner and a water tap.
7 Wheels and axles : the door knob, water tap, car steering and
roller skates.

Use the colour pencils for the following. (L32 / APP1)


1 What are the types of simple machines? (Colour them in red).
2 Identify two examples of tools for each simple machines listed in
question 1. (Colour the examples in green).
L32/WS2
Name:___________________________________________________
Class : _________________________________ Date____________

Name two tools in the space provided for each type of simple machine.

1. WEDGE

e.g
1
2
7. WHEEL AND 2. LEVER
AXLE

e.g e.g
1 SIMPLE 1
2 MACHINE 2

6. SCREW 3. PULLEY

e.g e.g
1 1
2 2

5. INCLINED PLANE 4. GEAR

e.g e.g
1 1
2 2
L32/WS3
Name:___________________________________________________
Class : _________________________________ Date____________
Name the simple machine used in these devices.

Wedge Lever Inclined plane


Screw Gear Wheel and axle Pulley

TYPES OF DEVICES

1 2 3

4 5 6

7 8 9

L32/WS4
L32/WS4
Name:___________________________________________________
Class : _________________________________ Date____________

Write the name of the simple machine that is described in the


sentences below:
Wedge Lever Inclined plane
Screw Gear Wheel and axle Pulley

1. These two parts act as one simple machine. They are found on
cars, bikes and wheelbarrows. _____________
2. A rope and a wheel to lift or to lower a weight make up this
simple machine. _____________
3. This simple machine can be used to lift a weight. It has a
fulcrum, a load and an effort. _____________
4. These simple machines are wheels with teeth on them. They fit
together when they are turned. _________
5. This simple machine can be used to separate things apart or to
hold a door open. ____________
6. This machine is used to hold things together. It has a thread
around a cylindrical body. It has a sharp end. _____________
7. A heavy object being pushed up along this simple machine uses
less effort, instead of lifting it straight up. _____________
Lesson: 33
Theme : Investigating technology
Learning objective : 1.2 Analysing a complex machine
Learning outcomes: By the end of the lesson, pupils should be able to:
• identify simple machines in a complex
machine
• conclude that a complex machine is made
of more than one simple machine
• give examples of complex machine
SPS : Observing and communicating,
Approaches Activities
1 A hand-drill
Preparation
2 Worksheet (L33/WS1, L33/WS2)
1 Shows and explains that a drill is a type of complex
machine.
2 Describes the meaning of complex machine.
Teacher’s 3 Describes the simple machines found in a drill by
briefing separating its components of it (screw, gear, wheel
and axle).
4 Shows other types of complex machines and their
simple machine components. (L33/APP1)
Pupils’ 1 Complete the worksheet given. (L33/WS1)
action 2 Present their answers in class .
1 Teacher restructures pupils’ answers and explains
any misconception.
Conclusion
2 Teacher concludes that a complex machine is a tool
with more than one simple machine.
Teacher guides pupils to complete the mind map
Follow-up
given. (L33/WS2)
L33/APP1
Simple machines in a complex machine

COMPLEX MACHINES SIMPLE MACHINES

Hand drill

Screw, wheel and axle, wedge

Wheelbarrow

Lever, Wheel and axle

Egg beater

Wheel and axle, gear

Scissors
Lever and wedge

Bicycle

Lever, Wheel and axle, gears

Crane

Lever, pulley and gear


L33/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Name the simple machine that can be found in the complex machine.
Complex machine Simple machine

HAND DRILL

1 Wedge, screw and __________

WHEEL BARROW

2 Wheel and axle and ____________

EGG BEATER
3
Wheel and axle, and _________

SCISSORS
4
Lever and _________

CRANE

5 Lever, ________ and _________

BICYCLE

6 Gears, ___________ and _________

wheel and axle lever gear wedge


pulley gear wheel and axle lever
L33/WS2
Name:___________________________________________________
Class : _________________________________ Date____________

List the simple machines found in these complex machines in the


space provided.

A hand-drill

1
2
3

Wheelbarrow A pair of scissors

1 1
2 2
COMPLEX
MACHINE

Fishing rod
Egg beater
1
1 2
2

Crane Bicycle

1 1
2 2
3 3
Lesson: 34
Theme : Investigating technology
Learning objective : 1.2 Analysing a complex machine
Learning outcomes: By the end of the lesson, pupils should be able to:
• identify simple machines in a complex
machine;
• conclude that a complex machine is made up
of more than one simple machine;
• give examples of complex machine.
SPS : Observing and communicating
Approaches Activities
1 Previous note about simple machines and complex
Preparation machines.
2 Worksheet (L34/WS1)
1 Revises the meaning of simple machine and complex
Teacher’s machine.
briefing 2 Guides pupils to answer structured questions.
(L34/WS1)
1 Pupils complete the worksheet given in groups.
Pupils’
(L34/WS1)
action
2 Pupils present their answers.
1 Teacher emphasises the importance of knowing how
to answer structured questions (answering section B
Conclusion in UPSR examination).
2 Teacher explains the correct answer and pupils write
the correct answer in their worksheet.
Follow-up Pupils do worksheet (L34/WS2)
L34/WS1
Name:___________________________________________________
Class : _________________________________ Date____________
Answer questions below.

(i) (ii)

(iii) (iv)

Figure 1
1 Figure 1 shows some activities which involve different types of
simple machines.
a State the simple machines that are being used.
i) ______________________________
ii) ______________________________
iii) ______________________________
iv) ______________________________

b Name other tools that use the same simple machines as in


question 1(a)
i) ______________________________
ii) ______________________________
iii) ______________________________
iv) ______________________________
L34/WS2
Name:___________________________________________________
Class : _________________________________ Date____________

1 Figure 1 shows an investigation carried out by a group of pupils.

Figure 1
10 pupils were needed to pull the 100 kg load by using a pulley.
This investigation was repeated by using different number of
pulleys. Table 1 shows the result of the investigation
Number of pulley 1 2 3 4
Number of pupils needed to pull
10 5 3 _____
the 100 kg load
Table 1
a) Based on the investigation, state:
i) what to change?
_______________________________________
ii) what to measure?
_______________________________________
iii) Write a hypothesis for this investigation.
The _________ the number of pulleys being used, the _______ the number
of pupils needed to pull the 100 kg load.
c) Predict the number of pupils needed to pull the 100 kg load when 4
pulleys are used.
_____________________________________________________
Lesson 35
Theme : Investigating Technology
Learning area : Machine
Learning objective : 1.3 Appreciating the invention of machines that
make life easier.

Learning outcomes : By the end of the lesson, pupils should be able to:
• predict how life is without machines
• explain how machines can make our lives
easier.
Science process skills: Observing, predicting and communicating
Approaches Activities
1 A piece of wood.

Preparation 2 Names of machines which we use to do our daily


work. (L35/APP1)
1 Asks pupils to split a piece of firewood without
using any tools.
2 Pupils respond to this situation.
Teacher’s 3 Teacher asks pupils to predict how life would
briefing
be without machine.
4 Teacher further explains the importance of
tools/machines in our daily life.
1 Pupils work in groups.
Pupils’ 2 Pupils discuss and explain how machine make
action
our lives easier. (L35/WS1)
A representative from each group read out their

Conclusion answers. Teacher explains on any misconception


by the pupils.
Pupils do worksheet given with the teacher’s
Follow-up
guidance. (L35/WS2)
L35/APP1

Names of different types of machines which we use to do our daily


work.

Wedge - an axe, a needle, a knife

Lever - a broom, a wheelbarrow, a stapler

Wheel and axle - a door knob, a drill, a screw driver

Pulley - a flag on the flag post, lifting a pail of sand

Gear - a wrist watch, bicycle gear, a drill

Inclined plane - pushing an oil drum up the lorry, a slide

Screw - a bottle cap, a spanner, a car jack


L35/WS1
Name:_________________________________________________
Class : ______________________________ Date:______________

Match these devices to the correct uses.


Devices Use
Construction work
An egg beater is made easier

Fast and easy in


A staircase doing laundry

Enable the
A crane housewives to
bake better cakes

A washing Enables us to
machine open the lid of a
tin can.

A spoon Helps us to move


up or down easily.

An aeroplane Work in the field is


easier and have
good agricultural
productivity.

A tractor People can move


very far and very
fast.
L35/WS2
Name:________________________________________________
Class:________________________________ Date:____________

Tick (/) the correct statements and cross (X) the wrong statements.

1. Machines such as cars, trains, and aeroplanes help us travel slowly.

2. We use the clock to know the time accurately.

3. Machines can do more harm if we do not use them correctly.

4. We will live a prehistoric life without machines.

5. Human beings can do everything easily without machines.

6. In our daily lives, machines help to do most of our work.


Lesson 36
Theme: Investigating Technology
Learning area: Machine
Learning objective : 1.3 Appreciating the invention of machines that
make life easier.
Learning outcomes : By the end of the lesson, pupils should be able to:
• design a machine to solve problem
Science process skills: Observing and communicating,
Approaches Activities
1.Boxes, scissors, glue, small sticks, cellophane
Preparation tape, staplers.
2 A picture or a model of a modern car.
1 Revises the importance of machines in our
daily lives. (L36/APP1)
Teacher’s
2 Shows a picture or the model car.
briefing
3 Instructs pupils to plan and sketch a model of
transportation. (L36/APP2)
1 Work in groups to plan and sketch a model of
Pupils’ vehicle using the objects given.
action 2 Build the model with teacher’s guidance.
1 Pupils present their models and state the
purpose of the model in their daily lives.
Conclusion 2 Teacher responds by giving the best model a
reward.
1 Teacher assists the pupils to conclude that
machines make our lives easier. (L36/WS 1)
Follow-up 2 Teacher further explains that lives without
machines is very difficult and like living during
ancient days.
L36/APP1

Appreaciating
machines

- Help to do our work


- Make our life easier and
comfortable

Construction
Agriculture

Transportation
Education

Communication
L36/APP2

CLASSROOM ACTIVITY

Materials needed:
A small box, scissor, wire, glue, plasticine, 4 thread holders.

Instructions:
Follow the steps below.
1. Use the scissors to poke 4 holes near the base of the box.
2. Cut two pieces of wire of 10 cm.
3. Push each of the two pieces of wire through the holes
which are opposite to each other.
4. Fix each thread holder to each end of the wire which sticks
out of the box. Fix with glue and plasticine.
L36/WS1

Name: ___________________________________________________
Class: _______________________________Date:________________

Match the pictures to the correct answers.

Types of machines

A Transportation
1

B Communication

C Education
3

D
Construction
4
ASSESSMENT

SECTION A
Every question is followed by four options A, B, C and D. Choose the
correct answers.

1 Which of following animals live in solitary?

A B

C D

2 The list below shows four animals that live in a habitat.

Cow Goat Buffalo Caterpillar

Which of the following factors will cause competition among the


four animals?
A A limited supply of fruits.
B A limited supply of grass.
C A limited supply of sunlight.
D A limited supply of flowering plants.
3 What are the factors that cause competition among animals?

I food
II space
III mate
IV shelter

A I only
B I and II only
C I, II and III only
D I,II, III and IV

4 The picture below shows 3 types of plants in the same habitat.

These plants compete for


I air
II water
III food
IV sunlight

A I and IV
B II and IV
C I, II and III
D I, III and IV
5 The pictures below shows 2 animals.

A goat and a horse will compete for


I water
II air
III food
IV mate

A I and II
B I and III
C I, II and IV
D I, III and IV

6 Which of following animals live in groups?

A B

C D
7 The list below shows four actions.

R - Pressing a dough
S - Blowing a balloon
T - Opening a door
U- Cycling

Which actions involve a pushing force?


A R and S
B T and U
C R, S and T
D R, S and U

8 Which actions use a pulling force?


I II

III IV

A I and II
B I and III
C II and III
D III and IV
9 The diagram shows a moving ping pong ball that is being hit by
a player.

What is the affect of the force shown in the picture?

A The force slows down the moving object.


B The force changes the shape of the object.
C The force causes the stationary object to move.
D The force changes the direction of the moving object.

10 Which shows the effect of force?


I Move stationary objects.
II Stops moving objects.
III Change direction of moving objects.

A I only
B I and II only
C II and III only
D I, II and III

11 A toy car takes 6 seconds to move 30 cm. Calculate the speed


of the car.

A 180 cm/s
B 63 cm/s
C 8cm/s
D 5 cm/s
12 The table below shows the speed of four buses.

Bus Duration Distance


W Long Near
X Long Far
Y Short Near
Z Short Far

Which bus moved the fastest?

A W
B X
C Y
D Z

13 Which of the following are characteristics of spoilt food?

I Bad smell
II Sour taste
III Change colour
IV Mouldy surfaces

A I and 11 only
B I, II and III only
C II, III, and IV only
D I, II, III and IV

14 Picture shows a piece of spoiled bread.

fungus
What are the conditions for the fungus to grow?

A Dry and cool


B Dry and warm
C Wet and cool
D Wet and warm

15 The picture shows a whole fried chicken.

The fried chicken will spoil if it is left at room temperature for a few
days because

A bacteria and fungi will grow


B water vapour is in the air
C the temperature is suitable
D carbon dioxide is in the air

16 The diagram below shows a picture of some fish.


Which of the following is suitable to preserve the fish?

I Salting
II Waxing
III Pickling
IV Freezing

A I and II
B I and III
C II and III
D I and IV

17 The diagram below shows food that is preserved by canning.

Why do bacteria cannot grow in this food?

A There is no air
B There is no water
C The food is too salty
D The food is too cold

18 Which of the following types of rubbish are plastic wastes?

P – Fish bones
Q – empty mineral water bottle
R – Plastic comb
S – Aluminium foil

A P and Q
B Q and R
C P, Q and R
D Q, R and S
19 Which of the following is the correct combination of the source
of waste?

Smoke Pesticide Toxic chemicals


A Vehicles Factories Homes
B Open burning Agriculture Factories
C Homes Vehicles Agriculture
D Agriculture Homes Open burning

20 An eclipse occurs because


I light travel in a straight lines .
II the Earth rotates on its axis
III Sunlight cannot pass through opaque object
IV the Earth moves around the Sun and the Moon and the Moon moves
around the Earth.

A II only
B I and III only
C I , Ill and IV only
D Il, III and IV only

21 Refer to the table below.


X – Sun
Y - Earth
Z - Moon

Which of the following is the correct sequence during the eclipse of the Sun?
A Y, Z, X
B Y, X, Z
C Z, Y, X
D Z, X, Y
22 The Moon’s shadow is cast on the Earth ‘s surface as shown in
the diagram below.

In which area does eclipse of the Sun occur?


A P
B Q
C R
D S

23 Choose the correct statements about the eclipse of the Moon.

A the Earth blocks the sun from reaching the Moon


B the Moon shadow will cover the Earth surface
C the sun is not visible for a few moments
D the sun is seen in the sky
24

Sun Moon Earth


Which of following may be observed during the eclipse as shown above?
I Daylight becomes dark for a few moments
II Stars can be observed in the day
III The Moon cannot be seen at night

A I and II only
B I and III only
C II and and III only
D I, II and III
25 The picture below shows a type of simple machine.

Based on the figure above, which of the following instruments use the
same principle?

I II

III IV

A I only.
B II and III only.
C I and III only.
D III and IV only.
26 The figure below is a type of instrument.

Which type of simple machines are in this instrument?

A Wedge
B Wedge and lever
C Wedge, screw and wheel and axle
D Wedge, lever, and wheel and axle

27 The figure below shows a pair of scissors.

X
Z

Which parts of the scissors are correctly matched?

X Y Z
A Fulcrum Effort Load
B Effort Fulcrum Load
C Effort Load Fulcrum
D Load Fulcrum Effort
28 The diagram below shows a picture of an axe.

This instrument is used for cutting or chopping. State the


characteristics of this instrument.

A Two inclined planes; two thick ends


B Two inclined planes; two curved ends
C Two inclined planes; sharp at one end
D Two inclined planes; one round surface and one flat surface

29 The description below is about X.

A wheel with teeth


Helps to change the speed
Changes the direction of a movement

What is X?

A wheel and axle


B screw
C pulley
D gear

30 Machines help us because _______________________

I they make our lives easier


II we can live a prehistoric life
III our work will become easier
IV we can travel faster and farther

A I and II only
B I and III only
C I, II and III only
D I, III and IV only
SECTION B

Write your answers in the space provided.

1 The table below shows the numbers of animal X that live in a


habitat from 2000 to 2004.

Year 2000 2001 2002 2003 2004


Numbers of animal X 300 150 90 145 175

a) What is the trend of the number of animals X from year 2000 to


2004?

________________________________________________________

b) Give TWO inferences for the trend of the number of animal X from
year 2000 to 2002.

I _______________________________________________________

II _______________________________________________________

c) Give TWO inferences for the trend of the number of animal X from
year 2002 to 2004.

I _______________________________________________________
II _______________________________________________________
2 The diagram below shows 4 rubber balls of the same size being rolled on 4
different surfaces.
Oily carpet

Cement wooden plank

Each ball is pushed and the distance traveled is recorded in the table below .

Type of surface Distance traveled ( cm )


Oily 3
Cement 2
Carpet 0.5
Wooden plank 1.5

a What is the aim of this investigation?


___________________________________________________
b Based on this investigation , state what must be :
I kept the same : ____________________________________
Ii changed : ____________________________________
Iii observed : ____________________________________

c State a hypothesis for this investigation.


__________________________________________________
d Based on the observation made in the table above, arrange in
sequence starting with the surface which has the highest
amount of friction to the lowest amount of friction.
____________________________________________________
3 In an investigation, three pieces of bread have been sprinkled with
different amount of water and were put in plastic bags. The pieces
of bread are placed in a cupboard for 4 days. The table shows the
result of the investigation.

Bread Number of sprinkles (drops) Number of dark spots


X 3 2
Y 6 4
Z 9 6

(a) What is the aim of the investigation?


_________________________________________________

(b) State what to

I keep the same : ____________________________________


Il change : __________________________________________
Ill observe: __________________________________________

(c) Predict the number of dark spots if the bread is sprinkled with
12 drops of water?

__________________________________________________

(d) State the relationship between the number of sprinkles and the
number of dark spots.

__________________________________________________
4 The figure below shows the apparatus used to investigate eclipse.

X
.

The table tennis ball represents the Moon, the globe represents the
Earth and the torch light represents the Sun . The table tennis ball is
moved around the globe when the torch light is switched on.

(a )What eclipse is repres ented when the table tennis ball is at X ?


_________________________________________________
_________________________________________________

( b) Why is a shadow formed on the surface of the globe?


___________________________________________________

( c ) State two properties of light that is involved during the eclipse .

i _______________________________________________

ii _______________________________________________
5 Diagram 1 shows a boy collecting water from a well.

Diagram 1

(a) Write two observations about the activity that you can make from diagram 1.

1._______________________________________________________

2.______________________________________________________

(2 marks)

(b) What is your inference?

_______________________________________________________
( 1 mark)

( c) What conclusion can you draw based on this investigation?

________________________________________________________

________________________________________________________
( 1 mark)
ANSWER SCHEME

THEME : Investigating Living Things

Lesson 1
L1/WS 1
1. live in solitary 2. live in groups 3. live in solitary 4. live in groups
5. live in groups
LI/WS2
Live In Groups Live In Solitary
Orang-utan Tiger
Zebra Leopard
Ant Eagle
Goat Fox
Cow Bear
Elephant

L2/WS1
1. food/space 2. food/safety 3. food/space 4.safety/food

L2/WS2

1.

Live In Live In Solitary


Groups Bear
Deer Tiger
Cow Leopard
Goat Fox
Zebra
Ant

2. i) food and safety ii) food and space

Lesson 3
L3/WS1
a) i. Deer ii. Mousedeer iii. Cow
b) i. Squirrel ii. Owl

L3/WS2
1. A 2. B 3. C 4. C 5.C

Lesson 4
L4/WS1
1. Competition 2. Interaction
3. Limited 4. Nutrients
5. Interspecies
L4/WS2
1. D 2. D 3. A 4. C 5. A
Lesson 5
L5/WS1
1. Turtle 2. Whale 3. Tapir 4.Elephant 5. Tiger 6.Rhinoceros 7. Gorilla
L5/WS2
Endangered Non-endangered
1. Panda Snake
2. Turtle Frog
3. Gorilla Monkey
4. Whale Hen
5. Elephant Rat
6. Rhinoceros Cat
7. Dolphin Grasshopper
8. Hornbill
9. Tapir
L5/WS3
1. D 2. B 3. D 4. D 5. C

Lesson 6
L6/WS1
1. Rafflesia 2. Sun Flower 3. Sidalcea 4. Phantom Orchid
5. Pitcher plant 6. Callirhoe papave
L6/WS2
a) i. Year of investigation ii. Number of animals b) Decrease
c) i. Hunting ii. Exessive development d) Extinct
e) i. Conservation ii. Enforcing law

THEME :
Investigating Force and Energy

Lesson : 8
L8/WS1
1. Push 2. Push 3. Push 4. Pull 5. Pull 6. Pull
L8/WS2

Push

Pull
Lesson 9
L9/WS1
Acitity 1 : i. moves ii. Moves Activity 2 : i. stops ii. Stop
L9/WS2
A.
1
A force can move the
2 stationaery object
3
A force can stop a moving
4 object
5

B. 1. A 2. A

Lesson10
L10/WS1
Activity 1 : i. faster ii. faster Activity 2 : i. slower ii. slower
Activity 3 : i. side ii. direction
L10/WS2 A

A E F F E C T H I L

C X V R G F O R C E

D I R E C T I O N G

E H S L O W E R Q M

G D C M C H A N G E

H S H A P E J T R I

I X G F A S T E R I

S T O P O P M O V E

S T A T I O N A R Y

B. 1. B 2. A
Lesson 11
L1/WS1
Section A
Friction can change the size of an object.
Section B
Observation
i. Cement floor: (Longer) distance. ii. Grass: (Shorter) distance
Inference
i. Cement floor has (lesser) friction. ii. Grass has (more) friction.
L11/WS2
a) i. Size of the ball ii. Type of surface iii. Distance of the ball moves
b) least
c) Rougher/ more rough …….. slower / more slow

Lesson 12
L12/WS1
Inference : Far , less
Conclusion : Oil can reduce friction.

L12/WS2
a) Oily surface has less friction / oil reduce the friction
b) i. The type of block ii. The type of surface iii. Distance of block moving
c) Oil can reduce friction

Lesson 13
L13/WS1
1. We can walk easily 2.We might slip and fall
3.We use rough surface like sand paper.
Conclusion:
i. Pattern on a surface ii. Rough materials

L13/WS2
1. A 2. C 3. A 4. B 5. B

Lesson 14
L14/WS1
1. Friction is a force that opposes the movement of an object.
2. i. Allow us to walk or run without slipping
ii. Vehicles can travel on the road safely.
iii. The brake vehicles makes use of friction to slow down or stop the vehicles.
iv. Enable to hold things.
v. Enable to sharpen a knife or other tools.
3 i. Make objects move slowly
ii. Cause surfaces to wear out
iii. Friction produce heat that damaging the surfaces or even some part of
machines when heated.

L14/SW2
1. T 2. T 3. T 4. T 5. F
6. T 7. T 8. F 9. F 10. T
Lesson 15
L15/WS1
a) i. Different types of surface ii. The distance a trolley moves
iii. Size of the trolley, the number of the trolley, mass of the trolley
b) Observation
i. further ii. Nearer
c) Conclusion:
i. smoother . ii. rougher .
L14/WS2
a) To investigate the relationship between the different types of surface and the
distance a trolley moves
b) i. Size of the trolley ii. Different types of surface

iii. The distance a trolley moves

c) State the relationship between the two factors.


- The more smoother the surface is, the longer is the distance a trolley
moves /The more rougher the surface is, the shorter is the distance a
trolley moves.

Lesson 16
L16/WS1
1. A 2.B 3. B 4. B 5. A

L16/WS2
1. B 2. A 3. A 4. B 5. A

Lesson 17
L17/WS1

1. √ 2. √ 3. 4. √

5. 6. 7. 8. √

L17/WS2
1. C 2. D 3. A 4. E 5. B

L17/WS3
1. Object C 2. Object D
3. C→B→A→E→D 4. Distance (m) 5. Shorer time
THEME : INVESTIGATING MATERIALS
Lesson 18
L18/W1
A.
Characteristics Conditions of milk after one day.

Surface layer curd

Smell Bad smell

Taste Sour taste


B. List down the characteristics of food spoilage

i. unpleasant smell ii. changed colour


iii. mouldy iv. changed texture
v. unpleasant taste

C. Underline the correct answer in the bracket

1. changes 2. will 3. bread 4. mould


5. unpleasant 6. prawn 7. sour

Lesson 19
L19/W1
1.
Day Observation on the surface of bread
1 Yellow spots / few yellow spots

3 Green spots/ many green spots

6 Dark sport / more dark spots

4 Draw the microorganisms that you see under the magnifying glass or microscope.

5 Fungi 4. Microorganism
5. a) air b) water c) nutrients d) suitable acidity e) suitable temperature
L19/W2
1C 2. B 3. B 4. D

LESSON 20
L20/APP1
Word puzzle : FOOD PRESERVATION
L20/WS1
* Follow the mind map given (L21/APP2)
L20/WS2
TYPE OF PRESERVATION
1. Drying / Pickling
2. Drying / Pickling / Salting/ Freezing
3. Canning
4. Drying / Freezing
5. Bottling
6. Pickling / Drying
7. Canning
8. Pickling

LESSON 21
L21/APP1
Word Puzzle: BACTERIA
L21/WS1
Why microorganism cannot grow
1. Too salty
2. No water
3. No water
4. No air
5. Too hot
6. Too cold
L21/WS2
1. Air , water 2. Water 3. Cold 4.Air 5. Salty

LESSON 22
L22/WS1
1. Pickling – Mango 2. Salting – Egg
3. Freezing – Meat 4. Drying – Fish
5. Vacuum packing – Mushroom 6. Bottling - Tomato

L22/WS2
1. Canning meat 2. Drying fish 3. Pickling mango 4. Salting egg

LESSON 23
L23/W1
A. 1. Enjoy the food for a longer time 2. Prevent wastage
3. Easy to store 4. Has long shelf life
B. 1. Longer 2. Smaller 3. Store 4. Canned 5. Shelf 6. prevent

Lesson 24
L24/WS1
1. Chemical waste 2. Glass 3. Metal 4. Organic waste 5. Plastic
L24/WS2
A. I B. I,IV C. II D. III, IV E. I
L24/WS3
AV B IV C III DI

L24/WS4
1. Smoke 2. dustbin 3. Motor vehicles 4. Chimneys 5. agriculture
Lesson 25
L25/WS1
1. Releasing of waste into rivers 2. Open burning
3. Releasing of smoke into air 4. Littering
L25/WS2
1. A 2.D 3.B

L25/WS2

D E G D V Z M J I Q F B N X U K B
S I C K N E S S G Y K L A O L A C
R V C G K B R M C A H Q C Y V S T
H W L K B K D I S E A S E S Y D B
B G A H L I S C U M J I M A W H O
F E I C A J L U J K H G A D H Y U
M R W A T E R P O L L U T I O N L
Z R H H S W M B U Z W S I C A B R
I A N I N F H O M N A N B D C N M
L C K Q K I J K G B U K S M A C B
A I L L U K D F L A S H F L O O D
G D O X G U K S W R K A D J P Q C
N R W M A I R P O L L U T I O N I
V A E B M L U E K A P U L A N C F
D I O H A T K T H L J G P J V Q V
Q N L A L C L I U K P Q H L A V A
K H K U A U R P O R L U M I D N M

Lesson 26
L26/WS1
A Non-biodegradable waste ; do not decay
B Biodegradable waste ; can decay easily
C Biodegradable waste ; can decay easily
D Non-biodegradable waste ; do not decay
L26/WS2
WASTE MATERIAL

Can decay Do not decay

food plastic

paper metal

cotton glass

wood polysterene

L26/WS3

A F S F Z X K L Q D W E R T
W O O D L C A C P E O I U Y
E O A G W V T B A G H T Y S
R D E C A Y A T I R J R U T
T M P H S B O P L A S T I C
Y N O J T N D O R D K E S A
U B I M E T A L Y A L W D E
I V U K K M S Y U B A Q I L
O C Y G L A S S I L S M F E
P X T L J Q O T L E D N G S
A Z R A H A T E D F G B H O
S L E P A P E R M D H V K E
D K W S G E L I N A J C L U
F J C O T T O N E S K X C W
G H Q D F U P E R A L Z O N
L26/WS4

1. i.wood ii. Food iii. cotton iv. paper


2. biodegradable
3. non-biodegradable
4. animals ; plants

Lesson 27

L27/WS1 L27/WS2 L27/WS3

1. F 1. Dead plant 1. decomposers


2. B 2. Fungi 2. decay
3. F 3. Dead animal 3. fungi
4. B 4. Healthy soil 4. nutrients
5. F 5. Bacteria 5. Plants
6. B 6. Healthy plants

Lesson 28
L28/WS1
1. A 2. D 3. A 4. D
L28/WS2
1. Prevents waste accumulation.
2. Becomes nutrient for soil.
3. As fertilizers
L28/WS3

1. Advantage
2. Disadvantage
3. Advantage
4. Disadvantage
5. Advantage
6. Disadvantage
Lesson 29
L29/WS1
a. Sun b. Earth c. Moon d. Shadow
L29/WS2

F O S D M O M I E T
D H M H T P O R C R
P A T A A A O P L A
S R Y R H Q N N I V
B L O C K U O O P E
T D I H K E R W S L
S H A D O W E A E S

L U O Y O E A R T H
L I N E G O I Y P H

B S S U N A L C D G

L30/WS1
1. Straight 2. shadow 3. Earth 4. day 5. Sun
L30/WS2

Earth
Moon
Sun

Section A
1. B 2. A 3. B 4. A 5. B

Section B
a. The eclipse of the sun b. Because the moon blocks the sunlight
c. i. Light travels in a straight line ii. Light cannot pass through an opaque object

Lesson 31
L31/WS1
1.Gear 2.Pulley 3. Wheel and axle 4. Screw
5. Inclined plane 6. Lever 7. Wedge

L31/WS 2
9. A machine is a tool which helps us to do our work easier and faster.
10. A gear is machinery which can move objects forwards or
backwards easily. Gears are used to change the speed or directions of
movement.
11. A pulley is piece of equipment consisting of a wheel and a rope. A pulley is
used to lift objects to higher place.
12. A wheel and axle is made up of a wheel connected to a rod named an axle. It
helps us to carry or move heavy objects easily.
13. A screw is cylindrical and has a thread
around it. It has a pointed end. We use screws to fix two pieces of wood
together.
14. An inclined plane is a flat plane in a slanting position. It is used to push heavy
load up or down easily. It can lessen the effort needed to move objects.
15. A lever has three parts such as effort, load and fulcrum. We use lever to
carry or over heavy objects easily.
16. A wedge has two inclined surface. It is sharp at one end. The wedges are
used to cut objects into two parts.

Lesson 32
L32/WS1
8 The examples of wedges are an axe, a knife, a needle, a pair of scissors, a
chisel, a saw and a door wedge.
9 Some devices such as a hammer, a see-saw, pliers, a fishing rod and a nail
clipper are examples of levers.
10 A pulley used in a crane and on a flag post.
11 A gear found in a bicycle, a wrist watch, a drill and an egg beater.
12 An inclined plane principle is used in the staircase, a slide, driving up the hill
slope and pushing a box up the lorry.
13 The examples of tools using screws are bolt and nut, G-clamp, a spanner and a
water tap.
14 Wheel and axle used in the door knob, water tap, car steering and roller skates
Note: Double line is for red color, single line is for green color

L32/WS 2
1 WEDGE - an axe, a knife, a needle, a pair of scissors, a door wedge
2 LEVER - a hammer, a see-saw, pliers, a fishing rod, a nail clipper
3 PULLEY - a crane and a flag post
4 GEAR - a bicycle, a wrist watch, a drill and an egg beater
5 INCLINED PLANE - a staircase, a slide pushing a box up the lorry
6 SCREW - bolt and nut, G-clamp, a spanner and a water tap
7 WHEEL AND AXLE - a door knob, water tap, car steering and roller skate

L32/WS 3
1. Gear/ wheel and axle 2. Inclined plane
3. Pulley/lever/gear 4. Lever
5. Wedge 6. Wheel and axle
7. Screw 8. Screw/ wedge/ wheel and axle
9. Wedge

L32/WS 4

1. Wheel and axle 2. Pulley 3. Lever 4. Gear


5. Wedge 6. Screw 7. Inclined plane

Lesson 33

L33/WS1
1 Wheel and axle 2. Wheel and axle 3. Gear
4 Wedge 5. Pulley, gear 6. Wheel and axle, gear
L33/WS2
1 screw, wheel and axle, wedge 2. lever, wedge
3. pulley, wedge, lever 4. lever, wheel and axle, gears
5. lever, pulley, gear 6. wheel and axle, gear
7. lever, wheel and axle

Lesson 34

L34/WS 1
1 (a) (i) Inclined plane (ii) Lever (iii) Wedge (iv) Wheel and axle
(b) (i) Staircase
(ii) Scissors, Wheelbarrow, crane
(iii) Knife, ice pick, saw
(iv) Hand drill, pencil sharpener, screw driver, water tap

2 (a) (i) Number of pulley


(ii) Number of pupils needed to pull the 100 kg load
(b) more, lesser / lesser, more
(c) 2 pupils

Lesson 35

L35/WS1
A–3 B–5 C–1 D–2 E–4 F–7 G–6

L35/WS2
1. X 2. √ 3. √
4. √ 5. X 6. √

Lesson 36
L36/WS1
1. B 2. D 3. A 4. C
ASSESSMENT
SECTION A
1. B 2. B 3. D 4. B 5.B
6. B 7. D 8. B 9. D 10. D
11. D 12. D 13. D 14. D 15. A
16. D 17. A 18. B 19. B 20. C
21. A 22. A 23. A 24. A 25. A
26. C 27. D 28. C 29. D 30. D
SECTION B
1. a) Decreasing and increasing
b) i) The number of animal X from year 2000 to 2002 is decreased because of
illegal hunting.
ii) The number of animal X from year 2000 to 2002 is decreased because
of excessive logging.
„hdeforestation
„hland development
c) i) The number of animal X from year 2002 to 2004 is increased because of
law enforcement.
ii) The number of animal X from year 2002 to 2004 is increased because
of protecting and conserving animals and plants.
2. a) To study / investigate the relationship between the types of surfaces and the
distance travelled by the rubber balls.
b) i) size of rubber balls
ii) types of surfaces
iii) distance travelled by rubber balls
c) If the surface is smooth, then the distance travelled by the rubber ball is
further.
d) Carpet, wooden plank, cement, oily.
3. a) To study/ investigate the relationship between the number of sprinkles and
the number of dark spots.
b) i) type of bread
ii) number of sprinkles
iii) number of dark spots
c) 8
d) The more the number of sprinkles, the more the number of dark spots.
4. a) Eclipse of the Sun
b) Because the light is blocked by the table tennis ball/ an opaque object.
c) i) Light travels in a straight line.
ii) A shadow is formed when light is blocked by an opaque object.
5. a) 1. Easy to get water.
2. More water can be carried.
b) Energy used is less.
c) The wheel and axle can reduce energy to carry a heavy load.
SCIENCE TERMINOLOGY

INVESTIGATING LIVING THINGS

NO. ENGLISH BAHASA MALAYSIA


1. Balance of nature Keseimbangan alam
2. Breeding Pembiakan
3. Cause Punca / sebab
4. Commercial gain Keuntungan komersial
5. Competition Persaingan
6. Conservation Pemuliharaan
8. Consume Menggunakan
9. Cooperation Bekerjasama
10. Defend Mempertahankan
11. Disaster Bencana
12. Destruction Kemusnahan
13. Eliminated Terhapus
14. Endangered Terancam
15. Enforcement Penguatkuasaan
16. Erosion Hakisan
17. Excessive Berleluasa
18. Extinct Pupus
19. Flash-flood Banjir kilat
20. Future generation Generasi masa depan
21. Habitat Tempat tinggal
22. Hornbill Burung enggang
23. Human being Manusia
24. Illegal hunting Pemburuan haram
25. Illegal logging Pembalakan haram
26. Intense mendalam
27. Interaction Interaksi
28. Landslide Tanah runtuh
29. Limited resources Sumber terhad
30. Logging Pembalakan
31. Mate Pasangan
32. Pollution Pencemaran
33. Pollution Pencemaran
34. Preserved Dikekalkan
35. Product Hasil
36. Protection Perlindungan
37. Rafflesia Bunga pakma
38. Responsibility Bertanggungjawab
39. Retarded Terbantut
40. Safety Keselamatan
41. Shelter Tempat perlindungan
42. Solitary Menyendiri
43. Space Ruang
44. Species Spesies/jenis/baka
45. Sufficient space Ruang yang mencukupi
46. Territory Wilayah
47. Threat Ancaman
48. Wildlife Hidupan liar

INVESTIGATING FORCE AND ENERGY

NO. ENGLISH BAHASA MALAYSIA


1. Aerodynamic Aerodinamik
2. Change Berubah
3. Direction Arah
4. Effect Kesan
5. Faster Lebih laju/cepat
6. Force Daya
7. Friction Geseran
8. Increase Menambahkan
9. Motion Pergerakan
10. Moving Bergerak
11. Oppose Bertentangan
12. Palm Tapak tangan
13. Press Tekan
14. Pull Tarikan
15. Push Tolakan
16. Reduce Kurangkan
17. Shape Bentuk
18. Slow Perlahan
19. Speed Kelajuan
20. Stationary Pegun
21. Stop Berhenti
22. Surfaces in contact Permukaan yang bersentuhan
23. Twist Pulas
INVESTIGATING MATERIALS

NO. ENGLISH BAHASA MALAYSIA


1. Bottling Pembotolan
2. Canning Pengetinan
3. Combat Berperang
4. Container Bekas
5. Cooling Pendinginan
6. Culd Berketul
7. Drying Pengeringan
8. Extreme weather Cuaca melampau
9. Food preservation Pengawetan makanan
10. Food supply Sumber makanan
11. Freezing Penyejukbekuan
12. Harmful effects Kesan buruk
13. Harvesting Menuai
14. Heating Pemanasan
15. Medium Keadaan
16. Microorganism Hidupan seni
17. Mouldy Berkulat
18. Pickling Penjerukan
19. Salting Pangasinan
20. Shelf life Jangka hayat
21. Slimy Licin
22. Smoking Pengasapan
23. Spoilt Rosak
24. Store Simpan
25. Unpleasant smell Berbau busuk
26. Unpleasant taste Rasa tak sedap
27. Vacuum packing Pembungkusan vacuum
28. Wastage Pembaziran
30. Waste disposal Pembuangan bahan buangan

INVESTIGATING THE EARTH AND THE UNIVERSE

NO. ENGLISH BAHASA MALAYSIA


Block Halang
1. Eclipse Gerhana
2. Opaque Legap
3. Partial eclipse Gerhana separa
4. Position Kedudukan
5. Reach Sampai
6. Shadow Bayang-bayang
7. Straight line Garis lurus
8. Total eclipse Gerhana penuh
9. Travel Bergerak

INVESTIGATING TECHNOLOGY

NO. ENGLISH BAHASA MALAYSIA


1. Axe Kapak
2. Broom Penyapu
3. Can opener Pembuka tin
4. Claw hammer Penukul berkuku
5. Complex machine Mesin kompleks
6. Crane Kren
7. Drill Gerudi
8. Effort Daya
9. Egg beater Pemukul telur
10. Fishing rod Joran / kail
11. Flag Bendera
12. Fulcrum Fulkrum
13. Gear Gear
14. Inclined Satah condong
15. Lever Tuas
16. Lid Penutup
17. Load Beban
18. Machine Mesin
19. Plier Playar
20. Pulley Takal
21. Rope Tali
22. Scissors Gunting
23. Screw Skru
24. Screwdriver Pemutar skru
25. Simple machine Mesin ringkas
26. Tool Alat
27. Wedge Baji
28. Wheel and axle Roda dan gander
29. Wheel barrow Kereta sorong