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1. Microorganism. 1–4 Lessons 1: The Unseen Life SPS Observing Making inference NV Being honest, diligent Appreciating and practising clean Lesson 2 : Friends or Foes 5 SPS Classifying Comminicating NV Being systematic and cooperative 2. Survival of The Species. Lesson 1: Animal Survival 6 SPS Communicating NV Being responsible, kind1.2 Understanding that some microorganisms are harmful and some are useful. 1.1 Understanding that microorganism is a living thing. At the end of the lessons pupils should: • • • • • • state types of microorganisms. state that yeast is an example of microorganism. state that microorganism breathes. state that microorganism grows. state that microorganism moves. conclude that microorganisms are living things and most of them cannot be seen with naked eyes. Cooperative learning Use of technology by viewing a video. Demonstration given by teacher step by step how to handle microscope
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state examples of use of microorganism. state the harmful effects of microorganism. describe that diseases caused by microorganisms can spread from one person to another. explain ways to prevent diseases caused by microorganism.
Contextual learning by relating into their daily lives Cooperative learning by gathering the information about the useful and harmful effects
Understanding that different animals have their own ways to ensure the survival of their
give examples of animals that take care of their eggs and young. explain how animals take care of their eggs and young.
Use of technology by viewing a video. Pupils discussion the ways animals take
hearted, caring and thankful to God
explain why animals take care of their eggs and young.
care of their eggs and young.
At the end of the lessons pupils should: Lesson 2: Plant Survival 7–8 SPS Observing Communicating NV Having an interest and curiosity towards the environment Being responsible Lesson 3: Importance of Survival 8 SPS Predicting NV Appreciating the balance of nature. 3. Food Chain and Food Web Lesson 1: Who Eats Who ? 9 – 10 SPS Classifying 3.1 Understanding food chains. At the end of the lessons pupils should: • • identify animals and the food they eat. classify animals into herbivore, 2.3 Realising the importance of survival of the species. • predict what will happen if some species of animals or plants do not survive. 2.2 Understanding that different plants have their own ways to ensure the survival of their species. • • • • • state various ways plants disperse their seeds and fruits. explain why plants need to disperse seeds or fruits. give examples of plant that disperse seeds and fruits by water, wind and animals. give examples of plant that disperse seeds by explosive mechanism. relate characteristics of seeds and fruits to the ways they are dispersed.
Use of technology by watching a video about how seeds and fruits are being dispersed. Pupils discuss the ways of seeds and fruits disperse.
Use of technology by watching a video about animals in a habitat. Pupils discuss the consequences of not surviving.
Pupils watching a video showing what animal eats in a habitat. Pupils discuss how to
NV Being responsible, caring and kind-hearted
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carnivore and omnivore. construct food chain. identify producer. identify consumer.
construct food chain in group
Lesson 2: Tangled Up ! 11– 12 SPS Observing Predicting Communicating Analyzing NV Having an interest and curiosity towards the environment 3.2 Synthesizing food chains to construct food web.
At the end of the lessons pupils should: • construct a food web. • construct food webs of different habitats. • predict what will happen if there is a change in population of a certain species in a food web. • explain what will happen to a certain species of animals if they eat only one type of food.
Pupils watch a video showing what animals eat in a habitat. Pupils discuss how to construct a food web from the set of animals and plants picture. Field study by observing organism found in a habitat around the school compound,then construct th food web.
Investigating Force and Energy 1. Energy Lesson 1: Wonders of Energy 13-14 SPS Making inference NV Being thankful to God 1.1 Understanding the uses of energy. At the end of the lessons pupils should: • • • explain why energy is needed. give examples where and when energy is used. state various sources of energy. Pupils discuss in groups to make a list of activities that they do in a day which involve the use of energy.
Being systematic Lesson 2: Energy in Action SPS & MS Observation Making inference Use and handle science apparatus and substances NV Being systematic Lesson 3: Renewable or Nonrenewable ? SPS & MS Classifying Use and handle science apparatus and substances • • • Pupils observe and discuss in groups to identify the forms of energy. Pupils conduct activities to identify the forms of energy exist and the transformation of energy involved. Pupils brainstorm in their groups to make a list of the “do’s” and “don’ts” on how to save energy.
Understanding that energy can be transformed from one form to another.
state the various forms of energy. state that energy can be transformed. give examples of appliances that make use of energy transformation
Understanding renewable and non-renewable energy
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state what renewable energy is.. state what non-renewable energy is. list renewable energy resources. list non-renewable energy resources. explain why we need to use energy wisely. explain why renewable energy is better than non-renewable energy. give examples on how to save energy. practice saving energy.
2. Electricity 19 Lesson 1: Sources of Electrivity SPS &MS 2.1 Knowing the sources of electricity. • state the sources of electricity. Pupils discuss in group to make conclusions regarding the observation they
Observing Predicting Use and handle science apparatus NV Appreciating the contribution of science and technology Being cooperative 20-21 Lesson 2 : Series and Parallel Circuits SPS & MS Observing Predicting Communicating Controlling variables Experimenting Use and handle science apparatus NV Being honest and accurate in recording and validating data 22 Lesson 3 : Handle With Care SPS Communicating Generating idea NV Being responsible about 2.3 Understanding the safety precautions to be taken when handling electrical appliances 2.2 Understanding a series circuit and a parallel circuit. • • • • • • • identify the symbols of various components in a simple electric circuit. draw circuit diagrams. identify the difference in the arrangement of bulbs in series and parallel circuits. build a series circuit. build a parallel circuit. compare the brightness of the bulbs in a series and a parallel circuit. compare the effect on the bulbs when various switches in a series circuitand parallel circuit are off.
made from the lighting bulb by using different sources of energy
Experimentingpupils test their hypothesis in orderto discovera series circuit and a parallel circuit. Discussion-Pupils exchange questions and opinions based on valid reasons from their observation and findings.
describe the danger of mishandling electrical appliances. explain the safety precautions to be taken when using electrical appliances.
Group discussion Pupils viewing a video
safety of oneself, others and environment Being flexible and openminded 3. Light 23 Lesson 1 : How does light travel? SPS & MS Observing Measuring and using numbers Making inference Predicting Controlling variables Experimenting Use and handle science apparatus NV Being systematic Being thankful to God Lesson 2 : Bouncing light SPS & MS Observing Communicating Use and handle science apparatus NV Being systematic 3.1 Understanding that light travels in a straight line. • • • • state that light travels in a straight line. give examples to verify that light travels in a straight line. desribe how shadow is formed. design a fair test to find out what cause the size of a shadow to change by deciding what to keep the same, what to change and what to observe. design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same, what to change and what to observe. Group discussion about the phenomena shown in the text book on how light travels and how shadows are formed Experiment-Pupils investigate how light travels and how the size and shape of a shadow can be changed.
Understanding that light can be reflected.
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state that light can be reflected. draw ray diagrams to show reflection of light. give examples of uses of reflection of light in everyday life.
Discussion in group, pupils investigate the reflection of light by mirror and aluminium foil and draw a ray diagram to show a reflection of light and the uses of principle of light reflection in everyday life.
Heat 25 Lesson 1 : Hot or Cold? SPS & MS Observing Making inference Predicting Experimenting Use and handle science apparatus and substances NV Being honest and accurate in recording data 4.1 Understanding that temperature is an indicator of degree of hotness. • • • • • • • state that when a substance gains heat it will become warmer. state that when a substance loses heat it will become cooler. measure temperature using the correct technique. state the metric unit for temperature. state that the temperature of an object or material increases as it gains heat. state that the temperature of an object or material decreases as it loses heat. conclude that the temperature is an indicator to measure hotness. Group discussion about what makes thing hot, why water become warmer or cooler
Lesson 2 : Expand or Contract? SPS Observing Making inference Experimenting NV Being systematic
Understanding the effects of heat on matter.
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state that matter expands when heated. state that matter contracts when cooled. give examples of the application of the principle of expansion and contraction in everyday life.
Pupils discuss the effects of heating and cooling and give examples of application in everyday life. Pupils carry out simple activities to observe what happen to air, water and iron ball.
Investigating Materials 1. State of Matter 27 Lesson 1 : Three States of Matter SPS & MS Observing Classifying Measuring and using numbers Making inference Communicating Using and handling science apparatus NV Being hones and accurate Being systematic At the end of the lessons pupils should: 1.1 Understanding that matter exist in the form of solid, liquid or gas. • • • • • classify objects and materials into three state of matter. state the properties of solid. state the properties of liquid. state that some liquids flow faster than others. state the properties of gas. Experiment-Pupils observe properties of solid, liquid and gas Pupils discuss properties of matter
28 Lesson 2 : Changing States SPS & MS Observing Predicting Using space-time relationship Interpreting data Use and handling science apparatus 1.2 Understanding that matter can change from one state to another. • • • • state that water can change its state. conclude that water can exist in any of the three states of matter. identify the processes involved when a matter changes from one state to another. identify factors that affect the rate of evaporation of water. Pupils watch a video of each process involved in the changing states. Pupils discuss the changes of statesof water. Experiment-Pupils observe the changes
NV Realizing that science is a mean to understand nature
that take place when water changes from one state to another
Lesson 3 : What goes around comes around SPS Communicating NV Being responsible about the safety of the environment Lesson 4 : Water resources SPS Communicating Generating idea NV Appreciating and practising clean and healthy living
At the end of the lessons pupils should: 1.3 Understanding the water cycle. • • • • describe how clouds are formed. describe how rain is formed. explain how water circulated in the environment. explain the importance of water cycle.
Pupils watch a video showing the water cycle. Pupils discuss how cloud and rain are formed
Appreciating the importance of water resources.
give reasons why we need to keep our water resources clean. describe ways to keep our water resources clean.
Pupils watch a video showing how water resources get polluted Pupils discuss ways to keep them clean.
Acid and Alkali Lesson 1 : Acidic or Alkaline? SPS & MS Obsering Predicting Making inference Use and handle science apparatuse and substances CleansScience apparatus NV Appreciating the balance of nature Be thankful to God 2.1 Understanding the properties of acidic, alkaline and neutral substances • • • Experiment_Pupils carry out simple activity to test the properties of substances using litmus paper Group discussion to form a conclusion
identify acidic, alkaline and neutral substances using litmus paper. identify the taste of acidic and alkaline food. conclude the properties of acidic, alkaline and neutral substances.
Investigating The Earth and The Universe 1. Constellation 32 Lesson 1 : Starry, Starry Night 1.1 SPS Observing Communicating NV Being thankful to God Having an interest an Understanding the constellation. • • • state what constellation is. identify constellations. state the importance of constellation At the end of the lessons pupils should: Pupils gather information and discuss in their groups the importance of constellation. Pupils view the video
curiosity towards the environmnet 2. 33 The Earth, The Moon and The Sun Lesson 1: They Move 2.1 SPS Observing Making inference Communicating Using space-time relationship NV Realizing that science is a means to understand nature Being cooperative Understanding the movements of the Earth, the Moon and the Sun. At the end of the lessons pupils should: • • • • • • • Lesson 2: Day and Night 34 SPS Observing Measuring and using number Using space-time relationship state that the Earth rotates on its axis. state that the Earth rotates and at the same time moves round the Sun. state that the Moon rotates on its axis. state that the moon rotates and at the same time movesround the Earth. state that the Moon and the Earth move round the Sun at the same time. describe the changes in length and position of the shadow throughout the day. conclude that the Earth rotates on its axis from west to east. state that it is day time for the part of the Earth facing the Sun. state it isnight time for the part of the Earth facing away from the Sun. explain that day and nightocur due to the rotation of the Earth on its axis. Pupils discuss in their groups and explain the rotation of the Earth and the Moon and their movement. Simulation-Pupils role play the rotation of the Earth and the Moon and their movements around the Sun. Pupils make an experiment on length and position of the shadow throughout the day.
Understanding the occurrence of day and night.
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Use of technologyPupils serve internet to find out the occurrence of day and night Pupils generate ideas in group and present infront the class
NV Being thankful to God 35 Lesson 3 : Phases of the Moon SPS Observing Measuring and using number Using space-time relationship NV Being thankful to God 2.3 Understanding the phases of the Moon • • • state that the Moon does not emit light. explain that the Moon appears bright when it reflets light. describe the phases of the Moon. Uses technologyPupils use the internet to find out information about the phases of the Moon Pupils generate ideas in group discussion Pupils do a project on the phases of the Moon
Investigating Technology 1. Strength and Stability 36 Lesson 1 : See Shapes SPS Observing Classifying NV Having an interest and curiosity towards the environment Being Cooperative At the end of the lessons pupils should: 1.1 Knowing the shapes of objects in structures. • • state the shapes of objects. identify shapes in structure. Pupils discuss in groups to identify the shapes of objects in a given picture or in a structure around them.
Lesson 2 : Standing Tall and Lying Low SPS Making hypothesis Predicting NV Appreciate the contribution of science and technology
Understanding the strength and stabilityof a structure.
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identify shape of objects that are stable. identify the factors that affect stability of objects. explain how base area affects stability. explain how height affects stability. identify the factors that affect the strength of the structure. design a model that is strong and stable.
Experiment-Pupils investigate the effects of base area and height on the stability of objects and types of material on strength and stability. Pupils discuss in group to draw conclusions and generate idea on how to build the most stable object and strongest structure.
Project-Pupils design and make the most stable and strongest tower or bridge in group. 38-40 Revisions Prepared by, Puan Khairiza binti Khalidin 2010