TGB SC 1A Complete

TEACHER
GUIDEBOOK
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)
HOTS
STEM-BASED
DSKP-BASED
PAK-21 STRATEGIES
SCIENCE
1A
LIM KEAT HENG
ZALIANA ABDULLAH
SPARKS EDUCATION PLT in collaboration with

TEACHER GUIDE BOOK
SCIENCE 1A
Science and Mathematics in English for SARAWAK
LIM KEAT HENG

ZALIANA ABDULLAH
It is acknowledged that the clip art and graphic images are from copyright-free websites
such as Freepik (https://www.freepik.com/) and Pixabay (https://pixabay.com/).
All You Tube videos quoted in this book are only as links and the rights remained with their
respective owners as per URLs cited.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of SPARKS EDUCATION PLT.
ISBN e978-967-18935-2-4
©SPARKS EDUCATION PLT

Igniting Passion for Learning
Published by:
SPARKS EDUCATION PLT,
72, Lorong Arang, 13H4A, 93250 Kuching.
2020
FOREWORD
It is with great pleasure to present to you a meaningful piece of work by SPARKS

EDUCATION PLT.
It has always been SPARKS EDUCATION PLT’s belief that teaching should be fun and
interesting as learning should be. This Teacher Guide Book or TGB helps the teacher to plan
and carry out differentiated learning, catering for all levels of students within a learning
environment that is constructive and motivating through the integration of STEM
components, HOTS and 21st Century Learning skills as well as Values.
It is our fervent hope that teachers will find this TGB to be helpful and relevant in their
instructional planning and classroom delivery. TGB will not only be a Teacher Guide Book
but will serve as the Teacher’s Great Buddy too!
Our heartiest appreciation and sincere gratitude to all people who without the support,
advice and enthusiasm, this book would not have been accomplished.
Teachers, let this TGB not only be your guidebook but let it be your companion – Teacher’s
Great Buddy!
“SPARKS EDUCATION – Igniting passion for learning!”
Dr. Angie Garet

Chief Executive Officer,
SPARKS EDUCATION PLT.
i
PREFACE
A note to the reader
William Walt teaches us that the The good teacher explains, the superior teacher demonstrates, the
great teacher inspires. We, at SPARKS EDUCATION, would like to add to Walt’s words… He who
succeeds in igniting the passion of learning among students, he is the Greatest Teacher of them all!
Let this book help you achieve that.
This book is about:

• Differentiated Learning because we believe all pupils are unique and learn in different ways.
With our three-tiered activities, no one is left behind.
• STEM integration because we believe in igniting pupils’ interests in the fields of Science,
Technology, Engineering and Mathematics. Look out for STEM icons to see how you can
incorporate activities with the STEM elements.
• HOTS because we believe pupils learn actively – our suggested activities are hands-on with
higher order thinking skills embedded. Source out the HOTS icons and use the questions
suggested to probe and challenge the young thinking minds.
• 21st Century learning skills because we believe pupils should be prepared to handle the new
millennium. Our suggested activities teach pupils to communicate, cooperate, collaborate, and
be creative and critical thinkers.
• Values integration because we believe pupils ought to be educated to be citizens of the
world, to be responsible and contributing members through the inculcation of noble values as
wells as Scientific and Mathematical values.
• Fun, Interesting and meaningful learning because we believe pupils learn best when they are
actively participating, deeply involved, and closely engaged. Our suggested activities are
beyond mere exercises or drills that kills (the fun); ours are hands-on activities that will ignite
pupils’ passion for learning!
• Teachers being reflective practitioners because we believe teaching is not a chore but a
profession that gets better with practice. Use our Teacher’s Reflection page to revisit the
delivery of lessons and reflect for continuous improvement.
• Guiding Teachers and to be a Great Buddy for teachers because we believe this TGB can be
your companion to help plan and deliver interesting lessons using resources available. We
show you how to use the textbook together with the TGB tiered activities, the SPARKS
Student Activity Books (SAB)* and SPARKS Teaching Aids (TA) as an integrated whole. All the
goodness in one package – the TGB, textbook, SAB and TA.
Together, let us ignite the passion of learning among our pupils!
Lim Keat Heng

Project Manager of SPARKS TGB and SAB,
SPARKS EDUCATION PLT.
*(The SAB can be purchased through mindappz at https://mindappz.com. Further details:
stemproduct@gmail.com)
ii
TABLE OF CONTENTS
FOREWORD i
PREFACE ii
TABLE OF CONTENTS iii
FIZZY SODA 1-11

1.0 SCIENTIFIC SKILLS
1.1 Science process skills
1.2 Science manipulative skills
PANDAN, LEMON GRASS AND MINT LEAVES 12-23

LEAF EXPLORING 24-36

COCONUT LEAF FLUTE 37-43

HIBISCUS FLOWER 44-52

SCIENCE ROOM RULES 53-61

2.0 SCIENCE ROOM RULES
2.1 Science room rules
APPENDIX – ACTIVITY SHEETS 62-89
iii
FIZZY
SODA

1.1 SCIENCE PROCESS SKILLS
1.2 MANIPULATIVE SKILLS
AS 1.1
AS 1.2
AS 1.3
FIZZY SODA
CONTENT STANDARD: 1.0 SCIENTIFIC SKILLS
LEARNING STANDARDS
Use together
1.1 Science Process Skills
with 1.1.2 Pupils are able to communicate.
Textbook, pp
2-7
1.2 Manipulative skills
1.2.1 List the apparatus and science specimens required for an activity.
1.2.2 Handle specimens correctly and carefully.
MATERIALS NEEDED
baking soda, vinegar, food dye, clear glasses, teaspoon, plates and dropper.
SET INDUCTION WHOLE CLASS ACTIVITY
• Introduce the term, science substances with examples such as baking powder, food dye and
vinegar. Tell pupils that food dye has several colours such as green, orange, red, blue and yellow.
• Show to pupils the apparatus they will use like glass, teaspoon, plate and dropper.
• Remind pupils to handle the science apparatus carefully.
• Demonstrate to pupils how to spread the baking soda in the glass evenly by shaking it back and
forth.
• Give each group a tin of baking soda. Give a glass each to Tier 1 and 2. Give a plate to Tier 3.
• Distribute group tiered activities to pupils (see below).
DEVELOPMENT OF LESSON TIER1 (simple)
• Work in pairs
• Put three teaspoons of baking powder into a glass. Add three drops of red food dye to the baking
powder. Then add three drops of vinegar.
• Observe the changes.
• Can you see the changes? Can you see bubbles after adding vinegar?
• Can you hear any fizzing sound? What senses did you use in the activity?
• Can you predict what will happen if you add more vinegar ?
• Record your observation in Activity Sheet 1.1.
• Observe, draw and colour the outcome.
• Share your observation with your partner.
2
DEVELOPMENT OF LESSON TIER 2 (moderately difficult)
• Work in pairs
• Put three teaspoons of baking powder into a glass. Add three drops of red food dye to the baking
powder. Then add three drops of vinegar.
• Do you hear any fizzing sound? Do you see bubbles after adding vinegar? What happens if you add more
vinegar?
• How many senses did you use in this activity? What are they? Record your observation in Activity Sheet
1.2
• Share your findings with your partner.
DEVELOPMENT OF LESSON TIER 3 (difficult)
• Work in a small group.

• Put three teaspoons of baking powder on a plate. Add three drops each of red. green and blue food
dye. Then add three drops of vinegar.
• Do you hear any fizzing sound? Do you see bubbles after adding vinegar? What happens if you add
more vinegar?
• How many senses did you use? What are they? Record your observation in Activity Sheet 1.3
• Present your findings to the whole class.
DEVELOPMENT OF LESSON WHOLE CLASS ACTIVITY
• Review with the pupils the main points of activities.

• Ask them which senses helped them the most in the activities.
• Tell them that they did their observation using their sense of sight, touch, smell, taste and hearing.
• Ask them what science substances were used in the activity.
CLOSURE WHOLE CLASS ACTIVITY
• Review with the pupils the main points of the lesson. Textbook, pg 6
• Observe changes closely by using their 5 senses.
• Pupils learn to handle and clean apparatus carefully and return it to its original Reinforcement
Activity SAB
location. Bk 1A pg 16
• Put the used specimens in a plastic bag and throw them into a dustbin.
• Ask the pupils to clean up their table and return all unused baking powder, vinegar and
food dye to their correct places according to the label in the science room.
3
SUMMARY OF INTEGRATION OF STEM, HOTS, AND 21ST CENTURY
LEARNING ELEMENTS AND VALUES IN THE LESSON
• SCIENCE: observing using 5 senses

Handling apparatus and
substances correctly. • Predicting what happens when
• TECH/ENGINEERING: mixing of two substances (baking powder
the substances produce bubbles and vinegar) mix.
and fizzing sound
• MATHS: Number of drops
• Communication • Being curious

(sharing with partner • Being systematic
what they have done) • Responsible
• Collaboration
ASSESSMENT : PERFORMANCE LEVELS Use ACTIVITY SHEETS
1.4 Science Process Skill : 1.1.1 Pupils are able to observe:

PL:4 (i) and (ii) Use all the senses involved in making qualitative observations to explain the phenomena or changes that occur an using
the appropriate tools if necessary to help the observation.
PL:5 (i) and (ii) Use all the senses involved in making qualitative and quantitative observations to explain the phenomena or changes
that occur and using the appropriate tools if necessary to help the observation.
1.4 Science Process Skills:1.1.2 Pupils are able to communicate:
PL:5 and PL:6 Record information or ideas in more than one suitable form and present it systematically and ideas in more than one
suitable form and present it systematically, creatively and innovatively and able to provide feedback.
1.2 Manipulative Skills; 1.2.1 Use and handle science apparatus and substances correctly
PL:1 and PL:2 List the apparatus, specimens required for an activity and describe the use of apparatus, science specimens required
for an activity with the correct method.
PL:3 Handling apparatus, science specimens required for an activity with the correct method.
4
SUMMARY OF SUGGESTED TEACHING STEPS
(USING THE TEXTBOOK, TGB , SAB AND THE SPARKS CHART)
STAGE ACTIVITY REMARKS
ENGAGE • Introduce the term, science substances. • Textbook pg. 6

• Show pupils the science substances used, i.e., baking powder,
food dye and vinegar.
• Remind pupils about the senses that will help them in doing
observations.
• Remind them about handling the science substances carefully.
EXPLORE • Distribute the Activity Sheets.

• Guide pupils to carry out the activities. • Activity Sheets
• Help pupils to handle the dropper so that not too much vinegar is 1.1, 1.2, 1.3
added at a time.
• Remind them to observe the changes slowly– what they can see,
hear and smell.
• Get them to record their observations in Activity Sheets 1.1, 1.2,
and 1.3.
EXPLAIN • Discuss with the pupils their observations in the Activity Sheets.
• Guide them to justify their observations. • Activity Sheets
• Discuss with them the senses they used in the activity 1.1, 1.2, 1.3
ELABORATE • Encourage them to share their experiences with their partners. • Sparks SAB pg.
• Review the main points of the lesson. 16-17
• Discuss their observations.
• Ask pupils to do the reinforcement and enrichment activities in
SAB pg 16-17 as homework..
• Help pupils to make a conclusion: We observe with our senses.
We handle the science substances (baking powder, food dye and
vinegar) carefully and correctly.
EVALUATE • Pupils do a self-assessment after conducting all the activities • Activity Sheets
using Assessment Sheet in TGB. 11, 1.2, 1.3
• Teacher can use the Activity Sheets for assessment. Write at the • Self-
bottom part of the Activity Sheets. assessment
Sheet
https://www.funwithmama.com/volcano
-science-experiment/
Volcano Science Experiment by ( Nadia,
Interesting link!
FUN with MAMA)
5
SELF-ASSESSMENT How well did you do?
SHEET Tick according to how well you did.
Very well Satisfactory, but

Not satisfied
can be improved
Areas of assessment
I can use my senses in

making the observations.
I can see changes when

I drop a few drops of
vinegar on the baking
powder that has food
dye.
I can see bubbles and
hear fizzing sound.
I can share with my

partner my observations
made during the activity.
I can handle, clean and

store science apparatus
and substances correctly
and safely.
SELF-ASSESSMENT How much do you like the activity?

SHEET Tick your answer below the smiley.
(Orange colour smiley means “You like very much”, purple smiley means “No
preference” and green colour one means “You don’t like”)
6
ACTIVITY SHEET Observe the changes.
1.1 Record your observations.
a) Place a teaspoon of baking powder onto a glass. Drop three drops of food dye (red
colour) onto the baking powder. Then add three drops of vinegar. Observe.
Draw and colour the outcome.
Beginning of experiment Outcome of experiment
b) Record your observations :

How many drops of food dye are added? 3
How many drops of vinegar are added?

3
c) Tick ( / ) if you observed changes, put a cross, ( x ) if there are no changes
Changes that can be observed Yes (/) No (x)
1. I can see a change in colour. /
2. I can hear sound coming out from /

it.
3. I can smell something coming out of /

it.
COMMENTS: ASSESSED BY:
DATE:
7
ACTIVITY SHEET Observe the changes.
a) Place a teaspoon of baking powder onto a plate. Drop three drops each of food dye (red
and green colour) onto the baking powder. Then add three drops of vinegar. Observe.
b ) Record your observations:

2
• How many colours of food dye used? _________ .
6
• How many total number of drops of food dye used? ____________ .
3
• How many drops of vinegar used ? ____________ .
c) Tick ( /) if you observed changes, put a cross, ( x ) if there are no changes
2. I can hear sound coming out from it. /
3. I can smell something coming out of it.

/
Science substances Tick ( / ) Science substances Tick ( / )
vinegar / baking powder /
milk food dye /

water oil
e) These are my senses that helped me in the activity.

Circle your answer.
8
ACTIVITY SHEET
Observe the changes.
1.3
Record your observations.
a) Place a teaspoon of baking powder onto a plate. Drop three drops of food dye (red,
green and blue colour) onto the baking powder. Add three drops of vinegar. Observe.

• How many colours of food dye did you use? 3
• How many drops of food dye did you use? 9
• How many drops of vinegar did you use? 3
c) Tick ( /) if you observed changes, put a cross, ( x ) if there are no changes.
2. I can hear sound coming out from it. /
3. I can smell something coming out of it. /
d) What senses help you the most in this activity? Circle your answer.
These are my senses that helped me in the activity.
DATE:
9
d) List the science substances that you used in this activity: Tick ( / ) your answers .
Science substances Tick ( / )
baking powder /
vinegar /
water
food dye /
milk powder
cooking oil
e) Fill in the blanks with the correct apparatus that you used in the activity.
( plate, dropper, teaspoon, cup, forceps, glass)
1. I used a teaspoon
________ to put the baking powder onto the plate.
dropper
2. I used a ________ to place three drops of food dye onto the baking powder.
dropper
3. I used a ________ to add three drops of vinegar to the baking powder.
plate
4. I used a ________ to hold all the science substances used in the activity.
DATE:

PL:4 (i) and (ii) Use all the senses involved in making qualitative observations to explain the phenomena or changes that occur an
using the appropriate tools if necessary to help the observation.
PL:5 (i) and (ii) Use all the senses involved in making qualitative and quantitative observations to explain the phenomena or
changes that occur and using the appropriate tools if necessary to help the observation.
PL:5 and PL:6 Record information or ideas in more than one suitable form and present it systematically and ideas in more than
one suitable form and present it systematically, creatively and innovatively and able to provide feedback.
PL:1 and PL:2 List the apparatus, specimens required for an activity and describe the use of apparatus, science specimens
required for an activity with the correct method.
10
TEACHER’S REFLECTIONS AND NOTES
• What went well?

( reflect on what I am happy about, what I am satisfied about the lesson- the delivery, the
settings, the teaching aids, the students’ participation etc. )
I am happy about ……..
• What can be improved?

(reflect on what is it that I am not happy about, that I am not satisfied about, or what is it
that did not show the outcome that I am expecting – reflect on the delivery, the settings, the
teaching aids, the students’ participation, etc )
I am not happy about …….
• What did I learn?

( reflect on any new learning about my teaching, about my students’ understanding,
performance, etc. )
I learn that ……..
11
Pandan,
Lemon grass
and Mint
leaves
AS 1.4
AS 1.5
AS 1.6
AS 1.7
AS 1.8
PANDAN, LEMON GRASS AND MINT LEAVES ACTIVITY
LEARNING STANDARDS
Use 1.1 Science process skills
together
with
1.1.1 Pupils are able to observe.
Textbook, 1.1.2 Pupils are able to communicate.
pg 1-19 1.2 Manipulative skills
1.2.1 Use and handle science apparatus and substances correctly.
1.2.3 Sketch specimens correctly.
1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus correctly and safely.
MATERIALS NEEDED
screw pine leaves (pandan), lemon grass (serai) and mint (pudina) leaves, onions, magnifying glass, cutter, cutting
board, Sparks chart, “Science Process Skills and Manipulative Skills”
• Engagement– Refer to “What a Nice Onion” on page 8 of the textbook. Prepare to do a

demonstration for pupils to observe.
• Cut the onions into two.
• Pass the cut onions to the pupils including the ones that were cut before class.
• Get the pupils to observe the onion – touch it, smell it, see the pattern of the cut onion.
• Show pupils how to use the magnifying glass to see the pattern on the onion. Textbook pg2
• Ask pupil to sketch the pattern of the onion on a piece of paper.
• Ask pupils to tell their partners what they observed about the onion.
• Show pupils how to clean the cutter and cutting board before storing them away.
• Ask pupils why the apparatus (cutter and chopping board) should be cleaned and stored away
properly.
• Show the Sparks Chart, , “Science Process Skills and Manipulative Skills”.
• Assign group tiered activities to pupils (see below).
• Use Activity Sheet 1.4: Give some pandan leaves to the pupils. Ask pupils to observe a pandan leaf
using a magnifying glass and record their observation using Activity Sheet 1.4.
• Get them to sketch the outline of the leaf. Textbook, pg 6-7
• Guide them to do a leaf rubbing and stick the leaf onto the Activity Sheet.
• Get them to talk to their partner about the leaf rubbing.
13
• Use Activity Sheet 1.4. 1.5 and 1.6 for this activity.
• Distribute the pandan and serai leaves to the pupils.
• Ask pupils to do an observation of these two leaves using a magnifying glass.
• Ask them to write the characteristics of the two leaves in Activity Sheets 1.4 and 1.5.
• Get them to sketch the outline of the leaves.
• Guide them to do leaf rubbings and to stick the leaves onto the Activity sheets.
• Ask them to observe and compare the two types of leaves.
• Use Activity Sheet 1.6 to record the comparison.
• In how many ways are the two types of leaves the same?
• Get pupils to share with a partner how to do leaf rubbing. Get them to also talk about their
observation record in Activity Sheet 1.6.
• Use Activity Sheets 1.4, 1.7 and 1.8 : Give out the pandan and mint leaves to the pupils. Ask them to
do an observation of these two different leaves using the magnifying glass.
• Sketch the outline of the leaves. Textbook pg 2-7
• Compare the leaves and fill in the bubble map on the similarities and differences between the pandan
and the mint leaves.
• In how many ways are the leaves the same?
• In how many ways are they different?
• Get pupils to share with a partner how to do leaf rubbing. Get them to also talk about their
observation record in Activity Sheets 1.4, 1.7, and 1.8.
• Tell the pupils that they will be watching three videos after they have completed the tiered activities.
• The videos are about the pandan, serai and mint leaves.
• Tell the pupils to clean all the apparatus used after this activity.
• Get them to store the apparatus properly.
• Ask them why the apparatus (cutter and cutting board) should be cleaned and stored.
14
• Review with the pupils the main points of the lesson by showing them the Sparks
Chart and textbook pg 2, 6. •Textbook, pg 2, 6
• Guide them to conclude that:
• a) we observe with our senses – we should be grateful for them; •Sparks chart,
• b) manipulative skills are needed to handle apparatus and specimen correctly and “Science process
skills and
carefully, sketching specimens and storing apparatus safely. manipulative skills”.
• Tell pupils they can carry out the hands-on activities in the Student Activity Book
(SAB, Balloon-powered car, pg 1, Can you see sound? Pg.3, Musical glasses, pg 5, •SAB, pg 1 - 19
Rainbow in the milk, pg.7, Fizzy soda, pg.16, Leaf observational drawing, pg.18)

• SCIENCE: observing, communicating • Comparing

• TECH/ENGINEERING: using apparatus • Contrasting
correctly, making sketches of specimens, (the similarities and differences of the
• MATHS: counting number of similarities, leaves)
counting the number of differences.
• Communication • Being systematic

(sharing with partner • Being ethical
• Appreciative of our
senses
Use a QR code scanner and Useful links !

view video on
1.“Lemon grass” at
https://www.youtube.com/ 3. “How to keep
watch?v=vewoypnijlQ mint leaves fresh” at
https://www.youtu
2 “How to grow your own be.com/watch?v=Iw
pandan” at sQYAzxisM&t=3s
https://www.youtube.com/
watch?v=2jv0TPxW380&t=
6s
15
SUGGESTED TEACHING STEPS
ENGAGE • Start with a demonstration of cutting an onion (Textbook, pg 8). • Textbook pg8
• Let the pupils see, smell, touch and taste the cut onion.
• Tell pupils that they are doing an observation of the cut onion with
their senses, a science process skill. (Textbook, pg 2).
EXPLORE • Get them to do the Activity Sheets - do observation of leaves, leaf • Textbook pp 6=7
sketching, leaf rubbing and comparing leaves. • Activity Sheets
• Guide them to use the i-think Bubble map to record the similarities 1.4,-1.8
and difference between leaves.
EXPLAIN • Discuss answers in the Activity Sheets with the pupils. • Activity Sheets
• Focus on their observation of leaves – talk about the shape, colour 1.4,-1.8
and the line patterns they can see on the leaf surfaces.
• Guide them to talk with their partners about their experiences.
ELABORATE • Continue with whole class activity by showing them the videos on • SAB pg.1. 3, 5, 7,
the three different types of leaves i.e, the pandan, lemon grass or 16 and 18.
serai and mint.
• Get them to clean the apparatus used and store them properly to • Sparks Chart,
practice their manipulative skills. “Science Process
• Discuss, revise the main points of the lesson which are about Skills and
science process skills i.e. observation, communication and science Manipulative
manipulative skills. skills”
• Show them the Sparks Chart, “Science Process Skills and
Manipulative skills”.
• Tell pupils they can carry out the hands-on activities in the Student
Activity Book (SAB, Balloon-powered car, pg 1, Can you see sound?
Pg.3, Musical glasses, pg 5, Rainbow in the milk, pg.7, Fizzy soda,
pg.16, Leaf observational drawing, pg.18)
• Conclude the lesson.
EVALUATE • Teacher can use the Activity Sheets for assessment. Write at the • Activity Sheets
bottom part of the Activity Sheets. 1.4, -1.8
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate too ls
Science process skills : Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an activity
with the correct methods systematically and sparingly.
16
ACTIVITY SHEET
Observe the leaf. Write your observation in the boxes below.
1.4
Pandan leaf
Look at the Pandan leaf and Senses Yes No

draw its outline in the box used
below.
Is it smooth?
Is it rough?
Do you like the smell?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then stick the leaf (cut a part of it) in the box below.
Leaf rubbing Pandan leaf
DATE:
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens us ed in an
activity with the correct methods systematically and sparingly.
17
ACTIVITY SHEET
1.5
Serai leaf
Look at the leaf and draw its Senses Yes No

outline in the box below. used
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then cut a part of the leaf and stick it in the box below.
Leaf rubbing Serai leaf
DATE:
4
18
ACTIVITY SHEET Compare the serai leaf and the pandan leaf.
1.6 Write their similarities in the green bubbles.
The ways they are the same Choose from these words:
shape, colour, has smell,
rough surface,
smooth surface
shape
serai pandan
leaf colour leaf
has smell
How many similarities are there?
Are there any other similarities?
DATE:
4
19
ACTIVITY SHEET
1.7
Mint leaf
Look at the mint leaf and Senses Yes No

below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then cut a part of the leaf and paste it in the box below.
Leaf rubbing Mint leaf
DATE:
4
20
ACTIVITY SHEET Compare the pandan leaf and the mint leaf.
Write their differences in the yellow boxes.
Choose from these words:

oval shape, long shape, colour, has smell, rough surface, smooth
surface, long lines on leaf, lines like net on leaf
Differences Similarities Differences
long shape colour oval shape
smooth pandan mint rough

surface surface
leaf leaf
long lines on lines like net

leaf has smell on leaf
How many similarities are there? 2
How many differences are there? 6
Are there any other differences?
DATE:
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing

4 the apparatus, science substances and specimens us ed in an
21
SCIENCE PROCESS SKILLS and
MANIPULATIVE SKILLS
1. Science process skills are skills
that are required when we do
observation.
1.1 We observe using our senses of
• sight
• touch
• smell
• taste and
• hearing
1.2 . We communicate with others

by
• talking
• sketching
• writing
2. Manipulative skill is a
psychomotor skill used during a
science investigation such as: 2.1
2.1 using and handling science
apparatus and materials correctly;
2.2 handling specimens correctly and 2.2

carefully;
2.3 sketching specimens, materials and 2.3

science apparatus correctly;
2.4 cleaning science apparatus

2.4
correctly;
2.5 storing science apparatus and

materials correctly and safely. 2.5
• What went well?



performance, etc. )
23
LEAF EXPLORING
• 1.0 SCIENTIFIC SKILLS
• 1.1 SCIENCE PROCESS SKILLS
• 1.2 MANIPULATIVE SKILLS
• AS 1.9
• AS 1.10
• AS 1.11
LEAF EXPLORING
LEARNING STANDARDS
Use
together 1.1 Science Process Skills
with 1.1.2 Pupils are able to observe.
Textbook,
pg 1-7 1.2 Manipulative skills
1.2.1 List the apparatus and science specimens required for an activity.
MATERIALS NEEDED
balsam leaf, parsley leaf, bayam leaf, curry leaf, coconut leaf, banana leaf, turmeric leaf, galangal or
lengkuas leaf (put all the specimens in a ziplock plastic), petri dish, forceps, cutter, cellophane tape and
magnifying glass
• Engagement – Teacher asks pupils to look at pictures of some common plants found in their home
gardens. (Show Common Plants chart)
• Teacher asks pupils : Do you have any plants at home? What type of plants do you have? Chilli, lemon
grass, flowers (some common examples).
• Ask pupils how to identify the plants. Can we use our senses to identify them?
• Tell pupils they can use their sense of sight, smell, hearing, taste and touch in the activities.
• Show pupils how to use these apparatus: forceps, cutter, magnifying glass and petri dish.
• Use forceps to pick up a leaf and place it in a petri dish. Use a magnifying glass to have a closer look at
the leaf’s surface (count the number of veins, feel the leaf texture).
• Assign group tiered activities to pupils (see below).
• Work in pairs. Assessment –

AS 1.9
• Give every pair these leaves: curry leaf, parsley leaf, balsam leaf and bayam leaf.
• Get them to sketch and colour each leaf.
• Guide them to carefully cut a part of each leaf and paste it in the box.
• Ask them how many of their senses are being used in this activity.
The sense that
• Get them to tell their partners what they can see on the leaves. (Draw their attention they will use is
to characteristics that they can see - the colours, shapes and sizes – Are they the same sight.
colour? Are they the same shape? Are they the same size?)
25
) (Assessment –
• Work in pairs. AS 1.10)
• Give each pair the following leaves in a petri dish, i.e., curry leaf, parsley leaf, balsam
leaf and bayam leaf.
• Get them to sketch the leaves and colour them.
• Ask them to use a pair of forceps and bring each leaf close to their noses.
• Get pupils to smell each leaf. Is there any strong smell from each leaf?
• Get them to record their observation in Activity Sheet 1.10 by pasting the cut leaves
in the boxes according to whether it has any smell or not. The senses that
they will use are
• Ask the pupils how many of their senses are being used for this activity. sight and smell.
• Get them to talk to their partners about what they can see and smell.
• Encourage them to share their experiences of their mothers‘ cooking in using some of
those leaves. Which one(s) do they like? Why?
• Work in a small group to observe 8 different leaves. (Assessment –

AS 1.11 )
• Use a magnifying glass and observe the leaves.
• Draw and colour the leaves.
• Touch and smell the leaves. The senses that
• Cut a small part of each leaf and tape it in the boxes according to their characteristics. they will use are
sight, smell and
• Guide them how to use the apparatus and handle the specimens carefully and touch.
correctly.
• Get them to present their answers to the whole class.
• Paste the Common Plants chart on the board and discuss with the pupils the different plants based on
the answers in their Activity Sheets.
• Tell them that they are doing observation using their sense of sight and smell.
• Discuss about the science apparatus that they used and how they handled the specimens in doing the
activities.
26
• Review with the pupils the main points of the lesson. Textbook, pg 6
• We use our senses when we do observation.
• We should be thankful for our senses. Reinforcement
• Remind pupils to handle and clean the apparatus carefully. Activity SAB
Bk 1A pg 7
• Ask the pupils to clean up their table and return all the apparatus to their original
places.
• Throw away all used specimens into a dustbin.

• SCIENCE: observing using senses • Comparing the the characteristics

• MATHS: count the number of of leaves
leaves with smell and without • Contrasting (Plants have different
smell smell, shapes, sizes )

• Collaboration • Appreciative of our
• Critical thinking senses and nature
Use a QR code scanner and view videos on
1. “All about 3. “Galanga plant”

parsley” at at
https://www.youtu https://www.youtu
be.com/watch?v=k be.com/watch?v=s
1MPPVUmTFo nMqJjSoOTo
2. “How to grow 4. “Amaranth plant

curry leaf plant” at or bayam” at
https://www.youtu https://www.youtu
be.com/watch?v=PI be.com/watch?v=kr
-kQdqUpaw PnwSrt0pk
Useful links !
27
ENGAGE • Start by showing pupils the Common Plants chart. Draw attention • Textbook pg. 2
to the pupils to the common plants chart. • Sparks Chart
• Remind pupils about the five senses that will help them in doing “Common
their observation . plants chart”
EXPLORE • Distribute the tiered activity sheets.

• Explain the task to the pupils. • Activity Sheets
• Guide them to do the observations in the Activity Sheets 1.9, 1.10 and
• Ask them to record their observations in Activity Sheets 1.9, 1.10 1.11
and 1.11. • Sparks Chart
• Help the pupils to handle the specimens, magnifying glass and “Common
cutter carefully and correctly. plants chart”
EXPLAIN • Discuss the pupils’ observations in the Activity Sheets. • Activity Sheets
• Guide them to justify their observations. 1.9, 1.10 and
• Discuss with them the senses that they used for doing 1.11
observation.
ELABORATE • Review the main points of the lesson.

• Guide pupils to make a conclusion:
• We observe with our senses and we handle specimens and
science apparatus carefully and correctly.
using Assessment Sheet in TGB. 1.9, 1.10 and
• Teacher can use the Activity Sheets for assessment. Write 1.11
comments at the bottom part of the Activity Sheets. • Assessment
Sheet
Science Process Skill : 1.1.1 Observe:

PL:4 (i) and (ii) Use all the senses involved in making qualitative observations to explain the phenomena or changes that occur an using
the appropriate tools if necessary to help the observation.
PL:5 (i) and (ii) Use all the senses involved in making qualitative and quantitative observations to explain the phenomena or changes
that occur and using the appropriate tools if necessary to help the observation.
Science Process Skills:1.1.2 Communicate:
PL:5 and PL:6 Record information or ideas in more than one suitable form and present it systematically and ideas in more than one
suitable form and present it systematically, creatively and innovatively and able to provide feedback.
Manipulative Skills: 1.2.1 Use and handle science apparatus correctly, 1.2.2 Handle specimens correctly and carefully
1.2.3 Sketch specimens correctly
PL:1 and PL:2 List the apparatus, specimens required for an activity and describe the use of apparatus, science specimens required for
an activity with the correct method.
PL4: Using, handling and sketching the apparatus and specimens used in an activity with the correct method.
28
Common Plants
Lengkuas lime plant

or galangal
plant
pineapple
plant
turmeric plant chilli plant

© SPARKS EDUCATION PLT
Photos by Zaliana
29
SHEET Tick according to how well you think you did.

Not satisfied
can be improved
Areas of assessment
I can use my senses in

making the observations.
I can smell, hold, touch

and see the leaves of
the plants.
I can share my
observations with my
partner.
I can handle, clean and

store science apparatus
and substances correctly
and safely.
SELF- How much do you like the activity?

ASSESSMENT Tick your answer below the smiley.
SHEET (Orange smiley means “You like it very much”, purple smiley means “No
preference” and green smiley means “You don’t like it”)
30
ACTIVITY SHEET Do the following activities and record your observations in the
1.9 appropriate boxes.
a) Observe each leaf carefully with a magnifying glass. Draw each leaf and colour it.
curry leaf parsley leaf balsam leaf bayam leaf

b) Carefully use a cutter to cut a part of each leaf. Tape the leaves in the boxes below.

c ) What did you use to cut a part of each leaf? Circle your answer.
DATE:

31
ACTIVITY SHEET Do the following activities and record your observations in the appropriate
1.10 boxes.
curry leaf bayam leaf parsley leaf balsam leaf
b) Carefully use a cutter to cut a part of each leaf. Tape the leaves in the boxes below:
Leaves with smell Leaves without smell
DATE:

32
c) Circle your answers:
1. How many types of leaves are with smell ? 1 / 2 / 3 / 4. \
2. How many types of leaves are without smell? 1 / 2 / 3 / 4 .
d) What apparatus did you use for this activity? Circle your answer.
3. What senses helped you the most in this activity?

You can circle more than one sense.
DATE:

33
ACTIVITY SHEET
Comments Do the following activity and record your observations in the appropriate
1.11 boxes.
a) Observe the leaf shape, leaf margin and leaf veins. Draw what you see in the boxes below and
tape a section of an actual leaf in the box beside it.
curry leaf parsley leaf
bayam leaf coconut leaf
banana leaf galangal or lengkuas leaf
balsam leaf turmeric leaf
34
b) Carefully use a cutter to cut a small section of each leaf and tape it in the box according to
its characteristics.
Characteristics of the leaves Tape the cut leaves in the correct box How many?
Leaves with smell.

4
Leaves without smell.

4
Leaves that are long and

without smell. 2
Leaves that are long and with

2
smell.
Leaves that are broad and with
smell. 2
Leaves that are broad and
without smell. 1
Leaves that are hard. 1
Leaves that are soft. 7
c) What senses helped you the most in the activity?

Circle your answer. You can circle more than one senses.

DATE:

PL:3 Handling apparatus, science specimens required for an activity with the correct method. 35
35
• What went well?



performance, etc. )
36
COCONUT
LEAF FLUTE

AS 1.1.2
COCONUT LEAF FLUTE ACTIVITY
Use
LEARNING STANDARDS
together 1.2 Manipulative skills
with
Textbook,
1.2.1 Use and handle science apparatus and substances correctly.
pg 6-7 1.2.2 Handle specimens correctly and carefully.
MATERIALS NEEDED
coconut leaves, magnifying glass, cutter, cutting board, Sparks chart, “Science Proses Skills and
Manipulative Skills”
• Introduction – Refer to “Manipulative skills” on page 6 of the textbook.

• Teacher shows pupils a video about blowing leaves to make music. (“Playing the leaflute” at
https://www.youtube.com/watch?v=1tnQFykvydc )
• Show and blow a flute made of coconut leaves. Can they hear the sound?
• Remind pupils that when doing observation, they can use their senses of sight, smell, touch, taste
and hearing.
• Introduce the focus of the lesson which is manipulative skills. Textbook, pg 6
• Show the Sparks Chart, “Science Process Skills and Manipulative Skills”.
• Show the apparatus they are going to use, i.e. a cutter and explain the manipulative skills involved
(see below).
• Tell pupils that they are going to make a flute out of the coconut leaves.
• Show them the video, “How to make an olappeeppi, a flute from coconut leaves”
(https://www.youtube.com/watch?v=QJpPZcwBmlc).
• Do an observation of the coconut leaves and record it using Activity Sheet 1.12. (Pick a leaflet from the
frond of coconut leaves)
• Touch the coconut leaflet and the middle part called the mid rib, how does it feel? Is it rough or is it
smooth? Is it hard or is it soft?
• Look at one of the leaves, record their physical characteristics. leaflet
• Smell the leaf; any scent?
• Cut a small part of the leaf and clean it. Taste it.
• Shake the coconut leaves. Can you hear any sound?
38
2 • Choose a coconut leaflet from the frond. mid rib

• Notice that it has a middle part called the mid rib that is hard.
• Sketch the leaf.
• Carefully use a cutter and strip along one side of the rib as shown in the
diagram.
• Do the same for the other side of the mid rib.
• Repeat the same for four more leaves.
3 • Cut a small piece from a leaf measuring 2cm by 1cm.
• Cut another similar piece.
• Place these two pieces together and then carefully turn a leaf strip over
them, turning the strip around continuously.
• As the strip nears its “end”, another strip is inserted and the turning action
repeats.
• How do we insert a new strip to make sure it will not come off?
• Follow this action of “wrapping” with the other three more leaf strips.
• Use a short mid rib and pierce it through the open end of the flute. Why
do you think this action is necessary?
• Sketch the completed flute.
• Get the pupils to share with their partner how they made the flute.
• How many strips of coconut leaves are used?
• Tell the pupils to be appreciative of coconut leaves – it has other uses
such as the casing for kuih selorot, a traditional kuih.
4 • Once done, play the flute by blowing it.
• Can you hear the sound? Can you change the sound by blowing it
differently?
• Can other leaves be made into a flute?
• Show the pupils another video that shows the making of flute from
banana leaf. (https://www.youtube.com/watch?v=AtdTDhdVy74)
5. • Before closure, get the pupils to clear their table and clean the apparatus Textbook, pg
that they have used. 6, 9
• Store the apparatus correctly and safely after use.
• Ask pupils why they have to store the apparatus correctly and safely.
• Remind pupils these are also good values to follow.
• Remind pupils to be appreciative of our senses.
39
• Review with the pupils the main points of the lesson by showing them the Sparks •Textbook, pg
6-10
Chart.
• Guide them to conclude that they need manipulative skills to handle apparatus and •Sparks chart,
Science proses
specimen correctly and carefully, sketching specimen and storing apparatus safely. skills and
• Tell pupils they can carry out the hands-on activities in the Student Activity Book manipulative
skills
(SAB, Balloon-powered car, pg 1, Can you hear sound? Pg.3, Musical glasses, pg 5,
Rainbow in the milk, pg.7, Fizzy soda, pg.16, Leaf observational drawing, pg.18) •SAB, pg 1 - 19

• SCIENCE: observing, communicating

• TECH/ENGINEERING: using apparatus • Generating ideas
correctly, making sketches of coconut leaf • Problem-solving (how to wrap the
and the flute, wrapping without glue coconut leaves without glue)
• MATHS: counting number of leaves used.
• Creativity (making sounds) • Being systematic

• Collaboration • Being ethical
• Communication (sharing • Appreciative of our senses
with partner what they • Appreciative of nature – the
have done) many uses of coconut leaves
Use a QR code scanner and view

3. Flute making
video on
(banana and palm
1. “Playing the leaflute” at
leaf) at
https://www.youtube.com/w
https://www.yout
atch?v=1tnQFykvydc
ube.com/watch?v
=AtdTDhdVy74
2. How to make an olappeeppi, a
flute out of coconut leaves at
https://www.youtube.com/watch?
Useful links !
v=QJpPZcwBmlc
40
ENGAGE • Teacher shows pupils a video on blowing leaves to make music. • Textbook
• Show a flute made of coconut leaves and play it. pg6
• Introduce the lesson by saying the focus is on manipulative skills. • Sparks
• Refer pupils to page 6 of the textbook, “Manipulative Skills” and show Chart,
the Sparks Chart, “Science Process Skills and Manipulative Skills”. “Science
• Inform the pupils that they are going to make a flute out of coconut Process
leaves. Skills and
• Show them the apparatus and explain the manipulative skills needed. Manipulativ
e Skills”.
EXPLORE • Show them the video, “How to make an olappeeppi, a flute from coconut • Textbook
leaves. pp 6-7
• Guide them to do the activity of making a flute from coconut leaves. Focus • Activity
on the manipulative skills sketching, cutting and folding of the leaves. Sheet 1.12
• Encourage them to talk with their partners about the processes involved in
making the flute.
EXPLAIN • Discuss the manipulative skills involved. • Activity
• Integrate STEM components by directing pupils’ attention to the Sheet 1.12
mathematics elements (How many strips of coconut leaves are being used?
How many rounds of folds are needed to make the flute?), the technology and
engineering aspects (building the cone structure of the flute, making sure
it is secure, making sounds and so on).
• Once done, play the flute by blowing it. Can they hear the sound?
• We can hear the sound with our ears, by blowing the flute.
ELABORATE • Tell the pupils to be appreciative of coconut leaves. Besides being used for
making flutes, coconut leaves can also be used as casing for kuih selorot, a
traditional kuih.
• Get them to change the sound by blowing the flute differently.
• Can other leaves be made into a flute?
• Show the pupils another video that shows how to make a flute from
banana leaf.
• Before closure, get the pupils to clear their table and clean the apparatus
that they have used.
• Store the apparatus correctly and safely after use.
• Ask pupils why they have to store the apparatus correctly and safely.
• Remind pupils these are good values to follow.
• Remind pupils to be appreciative of their senses.
EVALUATE • Teacher can use the Activity Sheets for assessment. Activity Sheet
• Write at the bottom part of the Activity Sheet. 1.12
Science proses skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate tool s
Science proses skills : Communicate: PL4. Record information in a suitable form and present it systematically.
41
ACTIVITY SHEET
Observe the coconut leaf. Write your observation in the boxes below.
1.12
Coconut leaf
Look at the coconut leaf Senses Yes No

and draw its outline in the used
box below.
Is it smooth?
Is it rough?
Is it soft?
Is it hard?
Is it smelly?
Is it sweet?
Is it bitter?
DATE:
42
• What went well?


teaching aids, the students’ participation, etc. )

performance, etc. )
43
HIBISCUS FLOWER
• AS 1.13
• AS 1.14
• AS 1.15
HIBISCUS ACTIVITY
LEARNING STANDARDS
Use 1.2 Manipulative skills
together
with 1.2.1 Use and handle science apparatus and substances correctly.
textbook, 1.2.2 Handle specimens correctly and carefully.
pg 2-6
MATERIALS NEEDED
magnifying glass, secateurs, petri dish, cutter, forceps and stalks of hibiscus flowers
• Engagement – Refer to pg. 6 of the Textbook and draw pupils’ attention to the word, apparatus.
• Teacher explains the word, apparatus, by showing all the tools that will be used in the activity which
are magnifying glass, secateurs, petri dish, cutter, and forceps.
• Show the pupils how to use the apparatus correctly.
• Inform pupils that the hibiscus flowers will be the specimen used during the activity.
• Tell the pupils to handle the specimens carefully using a pair of forceps.
• Ask each group to cut a stalk of hibiscus flower from outside with secateurs.
• Distribute group tiered activities to pupils (see below).
• Cut a hibiscus flower stalk with a pair of secateurs and bring to class.
• Use a cutter to carefully cut the flower from the stalk.
• Use forceps to transfer it to a petri dish.
• Use a magnifying glass to observe the hibiscus flower
• Let pupils count the number of petals. Note the colour of the flower.
• Pluck one petal and observe it under the magnifying glass.
• What happens to the size of hibiscus flower when you see it using a magnifying glass?
45
• Cut a hibiscus flower stalk with a pair of secateurs – bring to class.

• Use a cutter to cut carefully the flower from the stalk.
• Use a pair of forceps to place it on a petri dish.
• Use a magnifying glass to observe the hibiscus flower.
• Ask pupils to see, smell, and touch.
• Ask the pupils to count the number of petals.
• Take one of the petals and look under the magnifying glass.
• Guide pupils to hold the magnifying glass correctly.
• Ask the pupils to do Activity Sheet 1.14 – get them to observe and draw the hibiscus flower.
• Get them to rearrange the steps taken to handle the apparatus and specimen correctly.
• Display the answers to the whole class.
• Cut a hibiscus flower stalk with a pair of secateurs – bring to class.

• Use a cutter to cut carefully the flower from the stalk.
• Use a pair of forceps to place it on a petri dish.
• Ask pupils to see, smell, and touch it.
• Let pupils count the number of petals.
• Take one of the petals and look at it under the magnifying glass.
• Show the pupils how to hold the magnifying glass correctly.
• Ask the pupils to do Activity Sheet 1.15: Observe and draw the hibiscus flower.
• Get them to rearrange the steps taken to handle the apparatus and specimens correctly.
• Get them to explain whether it is the correct way to handle the apparatus and specimens.
• Display the answers to the whole class.
46
• Teacher discusses with pupils about what they did during the activity- how to handle specimen, how
to use apparatus carefully in the activity.
• Show to the whole class how to clean and store the apparatus.
• Get the pupils to clean up their table and throw the flower into the dustbin.
• Get them to wash the petri dish. Dry it with kitchen tissue paper and store it.
• Wipe the cutter carefully because it is sharp. Then dry and store it.
• Remind pupils to be careful when cleaning the cutter because it is sharp.
• Review the main points of the lesson. Textbook,

• Remind pupils why they need to handle apparatus and specimen carefully and pg 6- 7
correctly.
• Guide pupils to make a conclusion: Manipulative skills in science involve handling
apparatus and specimen carefully and correctly.

• SCIENCE: Observing, manipulative

skills of handling science • Evaluating steps for handling
apparatus. apparatus and specimens.
• MATHS: Number of petals

• Collaboration • Appreciative of our
• Critical thinking senses and nature
47
ENGAGE • Start by referring to the Textbook, pg 6-7 and draw pupils’ • Textbook pg. 6-
attention to the word, apparatus. 7
• Explain the word apparatus and show the pupils how to use the
apparatus correctly.
EXPLORE • Distribute the tiered activities. • Activity Sheets

• Inform pupils what they should do. 1.13, 1.14 and
• Guide them to do the activities. 1.15
• Use hibiscus flowers as specimens.
• Tell the pupils to handle the specimens carefully using a pair of
forceps.
• Guide them to handle and hold the apparatus correctly and
carefully especially the cutter and magnifying glass.
• Get them to record their observations using Activity Sheets 1.13,
1.14 and 1.15.
EXPLAIN • Discuss with the pupils about their observations in the Activity • Activity Sheets
Sheets. 1.13, 1.14 and
• Guide them to justify their observations. 1.15
• Get them to share their answers.
ELABORATE • Review the main points of the lesson.

• Remind pupils the reasons why they should handle the apparatus
and specimen carefully and correctly.
• Guide pupils to make conclusion: Manipulative skills in science
involve handling apparatus and specimen carefully and correctly.
using Assessment Sheet in TGB. 1.13, 1.14 and
• Teacher can use the Activity Sheets for assessment. Write at the 1.15
bottom part of the Activity Sheets. • Self-
assessment
Sheet
1.4 Science Process Skills: 1.1.2 Communicate

PL:4 and PL:5 : Record information or ideas in suitable form and present it systematically or ideas in more than one
suitable form and present it systematically.
1.2 Manipulative Skills: 1.2.1 use and handle science apparatus, 1.2.2 Handle specimens correctly and carefully, 1.2.3 Sketch
specimens, 1.2.4 Clean science apparatus correctly, 1.2.5 Store science apparatus correctly ad safely.
PL: 3 Handling apparatus, science substances and specimens required for an activity with the correct
method
PL:4 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens
used in an activity with the correct method.
PL:5 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens used in an activity with the
correct methods, systematically and sparingly.
48
ACTIVITY SHEET
1.13
a) Circle the apparatus that are used in the activity:
cutter secateurs scissors forceps
petri dish magnifying glass microscope ruler
b) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
c) Circle the correct answer:
• The hibiscus has ______________ petals. (1/2/3/4/5/6)

• Is the petal soft or hard? _______________ (soft/hard)
• Does it have smell? _____________ (Yes/No)
DATE:
1.2 Manipulative Skills

PL: 3 Handling apparatus, science substances and specimens required for an activity with the correct
method
PL:4 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens
used in an activity with the correct method.
PL:5 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens used in an activity with the
correct methods, systematically and sparingly.
49
ACTIVITY SHEET
1.14
a) Circle the apparatus used in the activity.

b) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
1. Use a pair of forceps to place the hibiscus flower in a petri dish.
2. Use a cutter to cut the flower from the stalk.
3. Use a pair of secateurs to cut the hibiscus flower stalk.
4. Use a magnifying glass to observe the hibiscus flower.
Answers:
c) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
d) Circle the correct answer:

50
ACTIVITY SHEET
1.15
a) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
Answers:
b) Tick ( / ) or wrong ( X ) in handling the specimen.
The ways to handle specimen correctly and carefully. Right Wrong

( / ) ( X )
1. Use your hand to pluck the hibiscus flower. X
2. Use a pair of secateurs to cut the flower stalk. /

3. Use a ruler to cut the flower. X
4. Throw the hibiscus into the sink after the activity. /
5. Wash and dry the petri dish after the activity. /
c) Observe the hibiscus flower with a magnifying glass. Draw the flower and colour it.

• Does it has smell? _____________ (Yes/No)
DATE:
51
SHEET Tick according to how you feel you have done.

Not satisfied
can be improved
Areas of assessment
I can cut the flower stalk

with the secateurs.
I can cut the flower from

the stalk with a cutter.
I can share with my

partner on how to
handle and use the
magnifying glass
correctly.
I can share with my

partner observations I
made during the activity.
I can store science

apparatus and
substances correctly and
safely.
SELF- How much do you like the activity?

ASSESSMENT Tick your answer below the smiley.
SHEET (Orange colour smiley means “You like it very much”, purple smiley means “No
preference” and green colour one means “You don’t like it”)
52
• AS 2.1
• AS 2.2
SCIENCE ROOM RULES
CONTENT STANDARD: 2.0 SCIENCE ROOM RULES

Use together
with LEARNING STANDARDS
Textbook, pg 2.1.4 Pupils are able to adhere to science room rules.
11-16
MATERIALS NEEDED
glue, paper, Sparks Chart, “Science room rules”.
• Engagement - Use stimulus page in textbook, pg 11.

• Talk about what the pupils are doing and relate to them following rules.
• Introduce science room rules (textbook, pg 13-15, Sparks Chart) .
• Group tiered activities given to students (see below )
• Ask pupils to look at the pictures in Activity Sheet 2.1. Assessment –

AS 2.1
• Get them to circle good actions by pupils in the science room.
• How many good actions can they identify? Write the answer in the box. Textbook, pg
12-13
• Can these good actions be science room rules?
• Use Activity Sheet 2.2 Assessment –

AS 2.2
• Get them to read the list of good actions in the Activity Sheet 2.2.
• How many good actions are there?
Textbook, pg
• Ask pupils whether these good actions can be rules for the science room. 12-13
• Explain why the good actions can be science room rules. Match the answers.
• Use Activity Sheet 2.2 and repeat the steps above. Assessment –
AS 2.3
• Give pupils Activity Sheet 2.3
• Ask pupils to look at the list of incidents that could happen in the science room.
Textbook, pg
• Ask them to think about what advice they can give. 12-13
• Get them to match their advice to the incidents.
54
• Cut out the good actions.

• Ask the pupils to design a display stand by making use of a rolled paper.
• Roll a piece of paper into a cylindrical shape like a toilet roll.
• Glue the paper at the side.
• Paste the cut out good action pictures onto the roll
• Display the science room rules using the roll.
• Show the video “Understand the Science room rules” using the QR code and link given.
• Review with the pupils the main points of the lesson by showing them the Sparks •Textbook, pg 14-
15:
Chart. The good actions can be rules in the science room. Understanding
• Ask pupils why rules are needed in the science room. the science room
• Tell the pupils that they can play the Science Room Rules game in the Student rules
Activity Book (SAB, pg 20). They can also do the activity, Safety Rules Poster, in the •Sparks chart
SAB, pg 23, for reinforcement and enrichment or homework.
• Help pupils to make a conclusion: We must follow the science room rules for safety. •SAB, pg 20, 23
SUMMARY OF INTEGRATION OF STEM, HOTS, AND 21 ST CENTURY

• Analysing actions.
•SCIENCE: classifying, • Evaluating actions.
•communicating • Generating ideas in designing
•TECH/ENGINEERING: designing a display display stand.
stand, sticking of pictures, making a paper • Creating a display stand of rules.
roll that can stand as a display.
•MATHS: counting number of good actions.
• Being systematic
• Critical thinking • Being ethical
• Creativity • Responsible
• Communication
Use a QR code scanner and view

video on “Understand the Science
Room Rules” at
https://www.youtube.com/watch?
v=rcps2qLwqJo by Learning Port
Interactive
A useful link !
55
ENGAGE • Start with the stimulus page of the topic as the set induction. • Textbook pg11
(Textbook, pg11)
• Introduce the lesson and explain the meaning of rules.
EXPLORE • Discuss obeying the science room rules and its importance • Textbook pp 12-
(Textbook, pg .12-15). 15
• Use the pictures in the textbook and the Sparks Chart, Science • Sparks Chart
Room Rules. “Science Room
• Distribute the three-tiered activity sheets to students based on Rules”
their abilities. • Activity Sheets
• Get them to look at the actions listed in the Activity Sheets and 2.1, 2.2. 2.3
analyse which ones are good actions.
• Get them to relate these good actions to the science room rules.
EXPLAIN • Discuss with the pupils their answers in the Activity Sheets. • Activity Sheets
• Guide them to justify their answers – why a particular action is 2.1, 2.2. 2.3
good. • SAB Book 1A
• Show the video suggested in the TGB, “Understand the Science
Room Rules” and explain why we need to have rules.
• Get the students to play the Science Room Rules game in the
Student Activity Book (SAB, pg 20). They can also do the activity,
Safety Rules Poster, in the SAB, pg 23, for reinforcement and
enrichment or homework.
ELABORATE • Get them to work on making the mobile display of good actions. • Making of
The making of the display stand encourages students to think of display stand
how to roll the paper and glue the pictures to make it stable
(technology/engineering).
• Finally, revise with them that we need to follow science room rules.
• Guide them to conclude that we need to follow science room rules
for safety.
EVALUATE • Teacher can use the Activity Sheets for assessment. Write at the • Activity Sheets
bottom part of the Activity Sheets. 2.1, 2.2. 2.3
PL1: State science room rules.

PL2: Explain science room rules.
56
ACTIVITY SHEET Circle the good actions in the science room.
2.1
playing in the careful in handling

wear safety
science room apparatus
goggles
wash hands eating in the wear gloves

properly science room for safety
listen to follow sleeping in the

teacher instructions science room
How many good actions are there? 6

Can the good actions be science room rules? YES Yes/No
DATE:
PL1: State science room rules. PL2: Explain science room rules.
57
ACTIVITY SHEET What are the reasons for good actions?
2.2 Match the correct answers by drawing lines.
The first one is done for you.
Good actions Reasons
Line up before entering. Table will be clean.
Wipe table. Eyes will be protected.
Clean and tidy up the Being polite and to let teacher

science room. know we are entering.
Ask teacher for permission The science room is for

before entering. studying and not a place for
eating
Wash apparatus properly.
The science room will be clean
and tidy.
Wear goggles.
Pupils can go in orderly.
Follow instructions not to

Avoid touching chemicals.
eat and drink in the
science room.
Apparatus will be clean.
Wear gloves.
How many good actions are there? 8

Can the good actions be science room rules? YES Yes/No
DATE:

58
ACTIVITY SHEET What advice would you give to prevent incidents from happening?
Incidents Advice
Accident in the science room Handle apparatus carefully.
Rubbish everywhere. Report to teacher.
Pupils rushed in. Wear gloves.
Broken glass. Use the dustbin.
Hand burned by chemicals. Wear goggles.
Eyes hurt by chemicals. Line up .
Write down three good actions that can be used as rules for the science room.
1.
2.
• Refer to textbook, pg 12-13, science room rules
3.
DATE:

59
SCIENCE ROOM RULES
1. Line up before you enter

the science room.
2. Keep the science room

clean and tidy.
3. Ask for teacher’s

permission before you enter
the science room.
4. Do not play or run in the

science room.
5. Do not eat or drink in the

science room.
60
• What went well?


teaching aids, the students’ participation, etc. )

performance, etc. )
61
APPENDIX
Activity Sheets
FIZZY
SODA
63

AS 1.1
AS 1.2
AS 1.3
ACTIVITY SHEET Observe carefully the changes.
a) Place a teaspoon of baking powder onto a plate. Drop three drops of food dye (red
colour) onto the baking powder. Then add three drops of vinegar. Observe.
b) Record your observations :

How many drops of food dye are added?
How many drops of vinegar are added?
c) Tick ( / ) if you observed changes, put a cross, ( x ) if there are no changes
1. I can see colour change.
2. I can hear sound coming out from

it.
3. I can smell something coming out of

it.
DATE:
64
a) Place a teaspoon of baking powder onto a plate. Drop three drops each of food dye (red
and green colour) onto the baking powder. Then add three drops of vinegar. Observe.

• How many colours of food dye used? _________ .
• How many total number of drops of food dye used? ____________ .
• How many drops of vinegar used ? ____________ .
c) Tick ( /) if you observed changes, put a cross, ( x ) if there are no changes
2. I can hear sound coming out from it.
d ) List the science substances that you used in this activity. Tick ( / ) your answers.
Science substances Tick ( / ) Science substances Tick ( / )
vinegar baking powder
milk food dye

water oil
e) These are my senses that helped me in the activity.

Circle your answer.
65
a) Place a teaspoon of baking powder onto a plate. Drop three drops of food dye (red,
green and blue colour) onto the baking powder. Add three drops of vinegar. Observe.

• How many colours of food dye did you use? ___________
• How many total number of drops of food dye did you use? ____________
• How many drops of vinegar did you use ? ____________
c) Tick ( /) if you observed changes, put a cross, ( x ) if there are no changes.
2. I can hear sound coming out from it.
d) What senses help you the most in this activity? Circle your answer. These are my
senses that helped me in the activity.
DATE:
66
e) List the science substances that you used in this activity: Tick ( / ) your answers .
Science substances Tick ( / )
baking powder
vinegar
water
food dye
milk powder
cooking oil
f) Fill in the blanks with the correct apparatus that you used in the activity.
( plate, dropper, teaspoon, cup, forceps, glass)
1. I used a ________ to put the baking powder onto the plate.
2. I used a ________ to place three drops of food dye onto the baking powder.
3. I used a ________ to add three drops of vinegar to the baking powder.
4. I used a ________ to hold all the science substances used in the activity
DATE:

67
Pandan,
Lemon grass
and Mint
leaves
AS 1.4
AS 1.5
AS 1.6
AS 1.7
AS 1.8
ACTIVITY SHEET
1.4
Pandan leaf
Look at the Pandan leaf and Senses Yes No

below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then stick the leaf (cut a part of it) in the box below.
Leaf rubbing Pandan leaf
DATE:
10
69
ACTIVITY SHEET
1.5
Serai leaf
Look at the leaf and draw its Senses Yes No

outline in the box below. used
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Serai leaf
DATE:
4
70
ACTIVITY SHEET Compare the serai leaf and the pandan leaf.
The ways they are the same Choose from these words:
shape, colour, has smell,
rough surface,
smooth surface
serai pandan
leaf leaf
In how many ways are they the same?
Any other ways they are the same?
DATE:
4
71
ACTIVITY SHEET
1.7
Mint leaf
Look at the mint leaf and Senses Yes No

below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Mint leaf
DATE:
4
72
ACTIVITY SHEET Compare the pandan leaf and the mint leaf.
Write their differences in the yellow boxes.
Choose from these words:

oval shape, long shape, colour, has smell, rough surface, smooth
surface, long lines on leaf, lines like net on leaf
Differences Similarities Differences
pandan mint
leaf leaf
How many similarities are there?
How many differences are there?
Are there any other differences?
DATE:
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing

4 the apparatus, science substances and specimens us ed in an
73
LEAF EXPLORING
• AS 1.9
• AS 1.10
• AS 1.11
7
4
ACTIVITY SHEET Do the following activities and record your observations in the

b) Carefully use a cutter to cut a part of each leaf. Tape the leaves in the boxes below
c ) What did you use to cut a part of each leaf? Circle your answer.
DATE:

PL4: Using, handling and sketching the appratatus and specimens used in an activity with the correct method.
75
ACTIVITY SHEET Do the following activities and record your observations in the appropriate
1.10 boxes.
curry leaf bayam leaf parsley leaf balsam leaf
b) Carefully use a cutter and cut a part of each leaf. Tape the leaves in the boxes below:
Leaves with smell. Leaves without smell.
DATE:

76
c) Circle your answers:
1. How many types of leaves are with smell ? 1 / 2 / 3 / 4. \
2. How many types of leaves are without smell? 1 / 2 / 3 / 4 .
d) What apparatus did you use for this activity? Circle your answer.
3. What senses helped you the most in this activity?

You can circle more than one sense.
DATE:

77
ACTIVITY
CommentsSHEET Do the following activity and record your observations in the
a) Observe the leaf shape, leaf margin and leaf veins. Draw what you see in the boxes below and
tape a section of an actual leaf in the box beside it.
curry leaf parsley leaf
bayam leaf coconut leaf
banana leaf galanga or lengkuas leaf
balsam leaf turmeric leaf
78
b) Carefully use a cutter to cut a small section of each leaf and paste it in the box according
to its characteristics.
Characteristics of the leaves Tape the cut leaves in the correct box How many?
Leaves with smell.
Leaves without smell.
Leaves that are long, and

without smell.
Leaves that are long and with

smell.
Leaves that are broad and with
smell.
Leaves that are broad without
smell.
Leaves that are hard.
Leaves that are soft.
c) What senses helped you the most in the activity?

Circle your answer. You can circle more than one senses

DATE:

79
79
COCONUT
LEAF FLUTE

AS 1.1.2
ACTIVITY SHEET
Observe the coconut leaf. Write your observation in the boxes below.
1.12
Coconut leaf
Look at the coconut leaf Senses Yes No

and draw its outline in the used
box below.
Is it smooth?
Is it rough?
Is it soft?
Is it hard?
Is it smelly?
Is it sweet?
Is it bitter?
DATE:
81
HIBISCUS FLOWER
• AS 1.13
• AS 1.14
• AS 1.15
82
ACTIVITY SHEET
1.13
a) Circle the apparatus used in the activity:
b) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.
c) Circle the correct answer:

DATE:
83
ACTIVITY SHEET
1.14
a) Circle the apparatus used in the activity.
b) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
• Use a pair of forceps to place the hibiscus flower in a petri dish.
• Use a cutter to cut the flower from the stalk.
• Use a pair of secateurs to cut the hibiscus flower stalk.
Answers:
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
c) Observe the hibiscus flower with a magnifying glass. Draw the hibiscus flower and colour it.

DATE:
84
ACTIVITY SHEET
1.15
a) Rearrange the steps involved in the activity to show the correct sequence in handling the
specimen.
Answers:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
b) Tick ( / ) or wrong ( X ) in handling the specimen.
The ways to handle specimen correctly and carefully. Right Wrong

( / ) ( X )
1. Use your hand to pluck the hibiscus flower.
2. Use a pair of secateurs to cut the flower stalk.

3. Use a ruler to cut the flower.
4. Throw the hibiscus into the sink after the activity.
5. Wash and the dry the petri dish after the activity.
c) Observe the hibiscus flower with a magnifying glass. Draw the flower and colour it.

DATE:
85
• AS 2.1
• AS 2.2
ACTIVITY SHEET Circle the good actions in the science room.
2.1
wear safety playing in the careful in handling

goggles science room apparatus
wash hands eating in the wear gloves

properly science room for safety
listen to follow sleeping in the

teacher instructions science room
How many good actions are there?

Yes/No
Can the good actions be science room rules?
DATE:
PL1: State science room rules. PL2: Explain science room rules.
87
ACTIVITY SHEET What are the reasons for good actions?
Good actions Reasons
Line up before entering. Table will be clean.
Wipe table. Eyes will be protected.
Clean and tidy up the Being polite and to let teacher

science room. know we are entering.
Ask teacher for permission The science room is for

before entering. studying and not a place for
eating
Wash apparatus properly.
The science room will be clean
and tidy.
Wear goggles.
Pupils can go in orderly.
Follow instructions not to

Avoid touching chemicals.
eat and drink in the
science room.
Apparatus will be clean.
Wear gloves.
How many rules are there?

Can the good actions be science room rules? Yes/No
DATE:

88
ACTIVITY SHEET What advice would you give?
Incidents Advice
Accident happened Handle apparatus carefully.
Rubbish everywhere. Report to teacher.
Pupils rushed in. Wear gloves.
Prevent glass broken. Use the dustbin.
Avoid hand burned by Wear goggles.

chemicals.
Protect eyes hurt by chemicals Line up .
Write down three good actions that can be rules for the science room.
1.
2.
3.
DATE:

89
TEACHER
GUIDEBOOK
LIM KEAT HENG & ZALIANA ABDULLAH
TEACHER GUIDE BOOK, SCIENCE (Year 1) is designed as a guide for teachers with suggested activities
making it easy for teachers to plan and deliver lessons effectively. It meets the requirements of the
national curriculum, Kurikulum Standard Sekolah Rendah (KSSR) Sains, enabling teachers to plan fun and
interesting Science lessons. It suggests differentiated learning in three tiered activities for teachers to
adapt and use. It presents hands-on activities that are STEM-based, promoting higher order thinking skills
(HOTS) and 21st Century learning skills through investigations and problem solving.
Special Features:
Follows closely the Content and Learning Standards of Dokumen Standard Kurikulum dan Pentaksiran
(DSKP) Sains;
Covers all Performance Levels in the DSKP;
Offers STEM-based activities;
Offers QR codes to useful links, websites and videos;
Offers Differentiated Learning teaching tips, and
Incorporates HOTS, i-THINK and PAK -21 (21st century learning) strategies.
DR WONG SIEW LANG

DR FOO KIEN KHENG
SPARKS EDUCATION PLT
Igniting Passion for Learning
72, Lorong Arang, 13H4A, 93250 Kuching, Sarawak.

E-mail: stemproduct@gmail.com

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TEACHER

SPARKS EDUCATION PLT in collaboration with

LIM KEAT HENG

©SPARKS EDUCATION PLT

It is with great pleasure to present to you a meaningful piece of work by SPARKS

“SPARKS EDUCATION – Igniting passion for learning!”

Dr. Angie Garet

This book is about:

Together, let us ignite the passion of learning among our pupils!

Lim Keat Heng

FIZZY SODA 1-11

PANDAN, LEMON GRASS AND MINT LEAVES 12-23

LEAF EXPLORING 24-36

COCONUT LEAF FLUTE 37-43

HIBISCUS FLOWER 44-52

SCIENCE ROOM RULES 53-61

APPENDIX – ACTIVITY SHEETS 62-89

1.0 SCIENTIFIC SKILLS

CONTENT STANDARD: 1.0 SCIENTIFIC SKILLS

SET INDUCTION WHOLE CLASS ACTIVITY

DEVELOPMENT OF LESSON TIER1 (simple)

DEVELOPMENT OF LESSON TIER 3 (difficult)

• Work in a small group.

DEVELOPMENT OF LESSON WHOLE CLASS ACTIVITY

• Review with the pupils the main points of activities.

CLOSURE WHOLE CLASS ACTIVITY

• SCIENCE: observing using 5 senses

• Communication • Being curious

ASSESSMENT : PERFORMANCE LEVELS Use ACTIVITY SHEETS

1.4 Science Process Skill : 1.1.1 Pupils are able to observe:

STAGE ACTIVITY REMARKS

ENGAGE • Introduce the term, science substances. • Textbook pg. 6

EXPLORE • Distribute the Activity Sheets.

Very well Satisfactory, but

I can use my senses in

I can see changes when

I can share with my

I can handle, clean and

SELF-ASSESSMENT How much do you like the activity?

Beginning of experiment Outcome of experiment

b) Record your observations :

How many drops of vinegar are added?

c) Tick ( / ) if you observed changes, put a cross, ( x ) if there are no changes

Changes that can be observed Yes (/) No (x)

1. I can see a change in colour. /

2. I can hear sound coming out from /

3. I can smell something coming out of /

COMMENTS: ASSESSED BY:

Beginning of experiment Outcome of experiment

b ) Record your observations:

c) Tick ( /) if you observed changes, put a cross, ( x ) if there are no changes

Changes that can be observed Yes (/) No (x)

1. I can see a change in colour. /

2. I can hear sound coming out from it. /

3. I can smell something coming out of it.

Science substances Tick ( / ) Science substances Tick ( / )

vinegar / baking powder /

milk food dye /

e) These are my senses that helped me in the activity.

Beginning of experiment Outcome of experiment

c) Tick ( /) if you observed changes, put a cross, ( x ) if there are no changes.

Changes that can be observed Yes (/) No (x)

1. I can see a change in colour. /