Teaching Learning Module KSSR Semakan 2017 Science Year 2

KURIKULUM STANDARD SEKOLAH RENDAH
(SEMAKAN 2017)
SAINS
TAHUN 2
Modul Pengajaran dan Pembelajaran
(Edisi Bahasa Inggeris)
EDISI PERTAMA
Bahagian Pembangunan Kurikulum
2017
CONTENT
LIFE SCIENCE
Human……………………………………………………………………………… 1
Animal………………………………………………………………………………. 10
PHYSICAL SCIENCE
Light and Dark ……………………………………………………………………. 18
Electric Circuit ……………………………………………………………………. 24
MATERIALS SCIENCE
Mixing Things …………………………………………………………………….. 34
EARTH AND AEROSPACE
Air …………………………………………………………………………………… 40
Water ….………………………….………………………………………………... 51
TECHNOLOGY AND SUSTAINABILITY OF LIFE

Build Up Set…………………….. ………………………………………………… 63
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
THEME : Life Science

TOPIC : Human
TIME : 60 minutes+ 60 minutes + 60 minutes+ 60 minutes
PUPILS ENROLMENT :
LEARNING STANDARDS : 3.1.1,3.1.2, 3.1.3, 3.1.4, 3.1.5
LEARNING OBJECTIVES : By the end of the lessons pupils are able to:
1. State the way of human reproduces.
2. Explain the changed on the size, height and mass since
they were born. Generate ideas that the human growth is
different from one person to another.
3. Explain that the children inherit from their parents or the
generation.
4. Give an example the characteristics that we can inherit
from our parents such as skin colour, eyes colour and the
hair type.
SCIENTIFIC SKILLS Observing, classifying, communicating
CEC : Creative and innovative.
SUGGESTED LEARNING ACTIVITIES PERFORMANCE

NOTES
LEVEL
Activity 1: Teaching
1. Pupils look at the picture shown about a birthday aids:
celebration Pictures, PL1:
Worksheet 1 State that human
Question: reproduce by
i. What can you observe from the picture?
Notes: giving birth.
ii. Why do you celebrate your birthday?
- - Teacher
2. Pupils discuss that birthday celebration is a focus and
celebration based on the birth date. introduce the
word
3. Pupils observe and discuss based on the reproduce.
Worksheet 1about the family from year 2011 until
2015.
1
HUMAN YEAR 2
- Pupils are
free to
Teacher asks: answer the
i. What can you observe from year 2011 and
question
2016?
ii. Does the family members increases? regarding
iii. Why does the family member increases? human
iv. Do you know what is reproduce? reproduce.
v. How does the human reproduce?
SPS:
Observing
Activity 2:
1. Pupils suggest ways in which they have changed Teaching
from birth to the present in Worksheet 2. aids: PL 2:
Worksheet 2 Describe changes
2. Record all the answers in a table on the board. in an individual
since birth.
3. Pupils are asked to complete the Worksheet 2. SPS:
Observing,
communicating
Activity 3:
Teaching
1. Pupils compare the size of their palm, foot, the
height and the mass. aids:
Weighing
a) Draw your palm in Worksheet 3. Compare the scale, PL 5:
size of your palm with your friends. Worksheet 3 Conclude that
b) Does your palm and your friends are the
same size? growth of
c) Measure your weight and compare with your Notes: individual of the
friends? Teacher used same age is
d) Do you have the same weight as your the pupils’ different.
friends? health record
book.
2. Measure your height and compare with your
friends?
3. Based on the information, pupils are guided to

describe the changes in the growing process.
2
HUMAN YEAR 2
Activity 4:
Teaching aid:
1. Teacher chooses two pupils with different look.
Worksheet 4, PL 3
Teacher asks pupils to observe the differences
Worksheet 5, Explain through
between these two pupils based on the type of
the family tree examples the
hair and the colour of their eyes.
chart. features that
offsprings
Teacher ask:
inherited from their
i. Why do your friends have different type of
parents or
hair and different colour of eyes?
foreparents /
generation.
ii. State other characteristics that you can
inherit from your parents or generation?
PL 4:
Make
2. Pupils built their own family tree based on
generalization that
teacher guidance to describe the physical look
inherited features
that they inherited from their parents or
in an individual are
generation.
from generation
based on family
3. Pupils make conclusion about their generation.
tree.
Activity 5 PL 6
Teaching Communicating in
1. Each group is given a card task. aids: creatively and
Card task innovatively way to
2. Pupils predict the characteristics that can be predict features
inherit by the children according to the parent’s SPS: inherited by the
photograph. Predicting, offspring based on
communicating the features that
can be seen in
their parents.
3
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
Fill in the blank based on the diagram below.
2010 2016
1 Anak
child 1 orang 2 children
Anak 2 orang
How does the human reproduce?
Humans reproduce by _________________________.
4
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Write the sequence of changes in an individual since

birth.
5
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
Draw your palm in the space below. Compare the size

of your palms with your friends.
6
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Built your own family tree.
My Family
7
HUMAN YEAR 2
Name:________________________ Class:______________
Task Card 1 Date:
Discuss the characteristics that can be inherited by the

children from their parents.
.
father
mother
child
child
child
8
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 5 Date:
Answer the questions based on the information in the

table below.
. Weight
Pupil Age Size Height (cm)
. (kg)
Siew 7 Moderate 108 24
Azmi 7 Moderate 100 26
Athan 7 Big 123 35
Choong 7 Small 95 17
1. How old are they?

………………………………………………………………………………
2. Who is the biggest?
………………………………………………………………………………..
3. Who is the smallest?
………………………………………………………………………………
4. What is Athan’s height?
………………………………………………………………………………
5. Arrange in sequence from the shortest to the tallest?
………………………………………………………………………………
9
ANIMAL YEAR 2
THEME : Life Science

TITLE : Animal
TIME : 60 minutes + 60 minutes +60 minutes +60 minutes
PUPIL’S ENROLMEN :
LEARNING STANDARDS : 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6
LEARNING OBJECTIVES : At the end of the lesson, pupils can:

1. State animals reproduce by give birth and lay eggs.
2. Classify animals according to the ways they reproduce.
3. Explain with examples at least three types of animals
that lay many eggs and few eggs.
4. Explain with examples at least three types of animals that
give birth to many young and few young.
5. Record the growth of animals by observing the changes in
their life cycles.
6. Explain with examples of animals that look like their
parents and do not look like their parents.
SCIENTIFIC SKILLS: : Observing, Classifying, Communicating
CCE/ EMK : Creative and innovative

NOTES
LEVEL
Activity 1
Teaching aids: PL 1
1. Teacher shows a box that has a number of Egg, hen model, State the animals
objects in it. cat model, kitten that lay eggs and
2. Pupils are asked to guess the objects in the model. animals that give
box. birth.
3. A pupil takes out one object and shows to the - Pupils are free to
others. give answers and
4. Pupils answer the questions. teachers encourage
What is the relationship between: students to focus
a. egg and hen? towards animal
10
ANIMAL YEAR 2
b. kitten and cat? breeding through

questioning.
Activity 2
Teaching aids: PL 2
1. Each pupil is given a `sticky note ' Sticky note, Classify animals
Pupil is asked to write a name of an animal. Worksheet 1 and 2 according to the
2. Pupils paste their 'sticky note' on the way they
whiteboard. - Each sticky reproduce.
3. Pupils identify how these animals reproduce. note for one
4. Pupils classify how animal reproduce by animal. Pupils
using the bubbles map. can use more
5. Pupils complete Worksheet 1 and 2. than one sticky
note.
- SPS:
Classifying,
Communicating
Activity 3
Teaching aids: PL 3
1. Pupils watch video on: Video, Worksheet Make
i. animals that lay many eggs and less eggs 3. generalization that
ii. animals that give birth to many young animals reproduce
and less young. - SPS: in the aspect of
2. Based on the video, pupils discuss about : Classifying, number of eggs
i. Which animals lay many eggs? Communicating, and number of
ii. Which animals lay less eggs? Observing offsprings.
iii. Which animals give birth to many young?
iv.Which animals give birth to less young? HOTS questions:
3. Pupils complete Worksheet 3. - Why are these
animals lay many
eggs?
Activity 4
Teaching aids: PL 4
1. Pupils carry out an investigation to observe - Kit lifecycle / Interpret data
the life cycles of animal such as frog and Power point obtained on the
chicken. slides, changes in growth
2. Pupils answer the questions. Worksheet that occur in the
i. Name the animal in this life cycle? Worksheet 4 life cycle of
11
ANIMAL YEAR 2
ii. What can you observe at the early and 5. animals.

stage of this life cycle? SPS
iii. What is the difference between the - Observing, PL 5
early and the middle stage of life communicating Conclude
cycle. observations there
iv. Do their young look like their parents - Teachers focus are animals which
at the end stage of life cycle? on the changes look alike their
in size and adult and animals
3. Pupils observe and record changes in the appearance of which do not look
growth of animals in Worksheet 4. the animal alike their adult.
4. Pupils are asked to complete Worksheet 5. while observing
They have to state whether the young look or changes in
do not look like their parents. growth.
5. Pupils conclude some young look like their
parents and some do not look like their
parents.
Activity 5
PL 6
1. Pupils are given group assignments as - SPS: Communicate
follows: Communicating creatively and
i. Group 1: Construct a table to classify the - Classifying innovatively to
animals that give birth to many young and explain the various
less young using power point. ways of animals
ii.Group 2: Construct a table to classify protect their eggs
animals that lay many eggs and less eggs by or keep their
using power point. offspring and
iii. Group 3: Explain various ways on how provide reasoning.
animals protect their eggs by using power
point.
iv. Group 4: Explain various ways on how
animals protect their young using power
point.
12
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
Match the animal to the ways it reproduces.
goat
squirrel
giving birth
frog
laying eggs
fish
duck snake
deer whale
13
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Classify animals based on their way it reproduces.

.
ant monkey bird

.
bear snake buffalo
manatee whale goat
lizard turtle crab
cockroach camel
Animals that lay eggs Animals that give birth
14
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
Complete the table below.

.
Animals that giving birth
.They produce more young They produce less young
Animals that laying eggs
They produce more eggs They produce less eggs
15
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Sketch the life cycle of animals that look like its parent.
.
Match the young with its parents. Identify the animal that
is similar or do not similar to its parents.
16
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 5 Date:
Match the young with its parents. Identify the animal

that is similar or do not similar to its parents.
.
Animals that look

like their parents:
Animals do not look

like their parents:
17
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
THEME : Physical Science

TOPIC : Light and dark
TIME : 60 minutes + 60 minutes + 60 minutes
NUMBER OF PUPILS : 30 pupils
LEARNING SUBJECT : 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.1.6
LEARNING OBJECTIVE : At the end of the teaching and learning pupils are able to:
5. State at least four light sources
6. Compare and contrass light and dark.
7. Explain how shadows can be formed
8. Make conclusion to clarify shadows formed
9. Create shadows game
SCIENTIFIC SKILLS : Observation, prediction
CROSS ELEMENT : Environmental education , ICT

CURRICULUM

NOTES
LEVEL
Activity 1
1. Pupils questioning regarding light and dark.
Example:
i) How is the condition on daytime? Other suggestion:
ii) How is the condition at night?
(Suggestion answer: light and dark) Picture / video
iii) Why is the daytime brighter than night? about the PL1:
(Suggestion answer: accept any answer occurrence of day Identify the source
regarding to light source) and night of light
2. Pupils use the thinking map to list out the
source of light.
3. Pupils present their work.
4. Pupils complete the worksheet 1.
18
Activity 2: Teaching Aids:

PL 3:
1. Each group of pupils prepared a dark box. dark box, ping Compare activities
2. Make a hole at the top and at the side of the box pong ball/suitable carried out in bright
as the picture shown. objects, torch light in and dark
condition.
Other
suggestions:
Carry out the
investigation in a
dark room
3. Place a ping pong ball in a dark box.

4. Pupils make observation through the hole on top
of the box.
5. Pupils record their observation.
6. Pupils light up the torch and make the
observation.
7. Pupils record their observation before and after
the torch light up.
PL 5:
Provide reasoning
on the importance
of light to human.
8. Pupils record their findings.

9. Based on the activity, pupils provide reasoning
the importance of light to human.
Activity 3 Teaching Aids:
Torch light, book/ PL 2:
1. Pupils carry out the activity to form a shadow.
other objects to Explain how
2. Pupils describe how shadows can be formed by form shadows. shadows are
placing an object in front of the light source. formed
19
Activity 4 Teaching Aids:

PL 4:
1. Each group is given several objects to carry out
the investigation. Each group has to compare Torchlight, A4 Make conclusion
and contrast the shadows formed (sharp and paper, clear plastic, about the
glass, pencil, sharpness of the
clear, blur, no shadow).
plastic bag. shadows formed.
2. Pupils record their observations in Worksheet 2.
3. Pupils make conclusion on the shadows formed

in Worksheet 3.
Activity 5
Teaching Aids: PL 5:
1. Each group is given a jigsaw puzzle to show the
Provide reasoning
importance of light to human.
jigsaw puzzle on the importance
2. Pupils complete the puzzle and provide of light to human.
reasoning on the importance of light to human. Enrichment
(appendix
3. Pupils complete Worksheet 4 about the provided)
importance of light to human in a daily life.
Activity 6 - Project Teaching Aids:

a piece of card (A4 PL 6:
1. Each group is given a piece of card (A4 size), a
size), a stick and a Create a shadow
stick and a cellophane tape.
cellophane tape game and explain
2. Each group produces a traditional puppet how the shadow is
shows (wayang kulit) by cutting animals’ formed .
Other suggestion:
character using manila card and attach the Forming shadows
sticks at the back of the animal’s character. with hands
3. Each group presents their puppet show by
producing the sound and movement of the Used LCD/light
animals. source to form
shadows.
4. Pupils try to guess the character of animals
presented by their friends.
20
Jigsaw Appendix
* Suggested answer:
The importance of lights is to dry clothes.
21
* Suggested answer
The importance of lights is to write and read at night.
22
Suggested answer:
The importance of lights is to light up camping area at night.
23
ELECTRIC CIRCUIT YEAR 2
THEME : Physical Science

TITLE : Electric Circuit
TIME : 60 minutes + 60 minutes + 60 minutes
NUMBER OF PUPILS : 35 pupils
LEARNING STANDARD : 7.1.1 , 7.1.2 , 7.1.3 , 7.1.4 , 7.1.5 , 7.1.6, 7.1.7
LEARNING : At the end of this lesson, pupils are be able to:

OBJECTIVES 1. Identify the components of electric circuit such as dry cell,
bulb and switch.
2. Explain the function of electric components.
3. Complete the electric circuit.
4. Provide reasoning why bulb does not light up in the
circuit.
5. Record the finding by exchange the switch with another
object or material by conducting investigation.
6. List out the conductors or insulators.
SCIENTIFIC SCILL : Making an inference, Observing, Communicating
CEC : Creativity and Innovation, ICT, Moral Values

NOTES
LEVEL
ACTIVITIES 1
Teaching Aids:
1. Pupils play “mystery box” games. Objects in mystery PL 1:
2. Each group take one electric component in a box State component
mystery box a. Dry cell found in an
3. Pupils name and show a component. b. Bulb electric circuit
4. Pupils complete Worksheet 1. c. Type of switch
d. Wire
ACTIVITIES 2 Teaching Aids: PL 2:
Torchlight, dry cell Explain functions
1. Each group gets a torchlight. Worksheet 2 of the
Question and answer: components in an
i. Teacher: How to light up the torchlight? electric circuit
24
Pupils: Switch on the switch. Notes :

(any suitable answers) Function of electric
component :
ii. Teacher: What is the function of switch? 1. A switch is used
Pupils: Switch can light up the torchlight. to break or
(any suitable answers) complete a circuit
2. Than pupils take out the dry cell from the 2. A dry cell is a
torchlight. source of
Question and answer: electrical energy
i. Teacher: What will happen? for the circuit
Pupils: Bulb does not light up. 3. The wire allows
electricity to flow
ii. Teacher: Why? through the
Pupils: Because there is no dry cell. circuit.
4. The bulb lights
iii. Teacher: Insert the dry cell into the up because
torchlight than switch on, what will electricity flows
happen? through it.
Pupils: Bulb light up
iv. Teacher: What is bulb function?

Pupils: To produce light.
3. Pupils discuss the function of electric

components in a circuit
4. Pupils present their finding.
5. Pupils complete the Worksheet 2.
Activities 3
1. Teacher distributes electric components to Dry cell, bulb, switch, Build a complete
build a circuit for each group. wire and Instruction electric circuit
2. Pupils built an electric circuit. (Refer card with component
Instruction card) provided
3. Teacher guide the group which do not able

to complete the circuit.
25
Activities 4
1. Pupils observe the picture and predict the Bulb, wire, dry cell Build a complete
either the bulb light up or not. (Refer and Worksheet 3 electric circuit with
Worksheet 3) component
provided
2. Pupils build an electric circuit (Refer Notes:
Worksheet 3) Relate with a real PL 4:
3. Pupils identify and make inference about the situation examples Provide
bulb light up or not. Pupils complete the switching the light in reasoning about
Worksheet 3. a bedroom bulbs that do not
light up in a
circuit
Activities 5:
Teaching Aids:
1. Each group builds a circuit and identifies the Dry cell, bulb, switch, PL 5
electric conductor or the insulator (refer wire, Instruction card Summarize
Worksheet 2). 2 and Worksheet 4 objects that can
light up a bulb in
2. Pupils use another material to replace the Note: a circuit are
switch. An electric conductor conductors and
is an object or objects that
3. Pupils record their findings. ( Worksheet 4) material that can light cannot light up a
up the bulb and bulb are
4. Pupils make a conclusion. (an electric electric insulator is insulators.
conductor is an object or material that can an object or material
light up the bulb and electric insulator is an which does not light PL 6
object or material which does not light up the up the bulb Produce and
bulb) present a circuit
that functions
5. Each group change the switch with buzzer using objects
or motor. other than the
bulb.
26
Name:________________________ Class:______________
Worksheet 1 Date:
Circle the component included in an electronic circuit.
switch bulb
wood
thread wire
dry cell
27
Name:________________________ Class:______________
Worksheet 2 Date:
Match the components’ function correctly.
. FUNCTION COMPONENTS
Connecting or
switch
linking circuit
.
Provide electricity
wire
Emit light dry

cells
Link between
bulb
electric
components.
28
Name:________________________ Class:______________
Worksheet 3 Date:
Predict which bulb will emit light in the circuit.
.
Circuits
1.
Emit / Not Emit
Reason :
2.
Emit / Not Emit
Reason :
3.
Emit / Not Emit
Reason :
/
4.
Emit / Not Emit
Reason :
T
29
Name:________________________ Class:______________
Worksheet 4 Date:
Tick ( ) the correct space.
Bulb condition
. Objects
Emit Not Emit
Pencil
Nail
Eraser
Coin
Paper clip
Plastic ruler
30
Classify objects below into conductor or insulator.
Pencil Eraser Coin
Paper clip Nail Plastic ruler
Conductor Insulator
Conclusion:
1. Objects that allowed electricity flow is known as
_________________________.
2. Objects that do not allowed electricity flow is known as

__________________________.
31
Task card 1
Title : Electric
Materials : Dry cell, wire, bulb, bulb holder, dry cell

holder and switch.
Switch
Dry cell
bulb
Diagram 1
Instruction : Connect the electric component as

shown in Diagram 1 above.
32
Task card 2
Title : Electric
Materials : Pencil, nail, eraser, coin, paper clip, plastic

ruler, dry cell, wire, bulb, bulb holder and
dry cell holder.
Object
Dry cell
bulb
Diagram 2
Steps : 1. Complete the circuit based on the

diagram 2.
2. Test all objects given and observe the
condition of the bulb.
3. Write your observation in worksheet 4.
33
MATERIAL SCIENCE SCIENCE
MIXING THINGS YEAR 2
THEME : Materials
TOPIC : Mixing Things
TIME : 60 minutes + 60 minutes+ 60 minutes
PUPILS ENROLMENT :
LEARNING STANDARDS : 8.1.1, 8.1.2, 8.1.3, 8.1.4, 8.1.5
LEARNING OBJECTIVES : At the end of the lesson pupils are able to:
1. State the suitable method to separate mixed things.
2. Provide reasoning to separate mixed of several things or
materials.
3. State some materials dissolve in water and some do not.
4. State how to dissolve materials in a faster way.
SCIENTIFIC SKILLS : Observing, Classifying, Communicating
CEC : Environmental studies , creativity and innovation and ICT

NOTES
LEVEL
ACTIVITY 1:
Teaching aids:
1. Each group is given different types of a. Station A
materials. Flour & green beans PL 2
b. Station B Describe methods
2. Pupils mix all the materials.
Iron nails & peanuts to separate a
Teacher asks:
c. Station C mixture of various
a. What can you observe?
Glass marbles & materials
pebbles
3. Pupils discuss and state the method used to
d. Station D
sort various mixing things using appropriate
Sugar & sand
thinking map.
e. Station E
4. Pupils complete Worksheet 1 Crushed dried
leaves & uncooked
rice
Worksheet
34
Activity 2 (station activities/ group activities):

Teaching aids: PL 2
1. Apparatus are set on the table.  Sieve Describe method to
 Spoon separate a mixture
2. Each group discuss and choose appropriate  Filter paper of various materials
method and tools to sort the mixed things in  Net
Activity 1. PL 3
Worksheet 2 Separate a mixture
3. Pupils choose only one apparatus to sort the of various materials
mixed things with teacher guidance. or objects
4. Pupils complete Worksheet 2.
5. Each group moves to another station and

complete all activities
a. Station A: Flour & Green bean
b. Station B: Nail & Red bean
c. Station C: Marble & Stone
d. Station D: Dried leaf & rice
e. Station E: Sugar & Sand
Activity 3 Teaching aids:

 Sugar
1. Each group is given sugar, uncooked rice,  Uncooked rice
water, a spoon and two beakers.  Water
 Spoon
2. Pupils mixed sugar and water in the first
 Two beakers
beaker.
3. Pupils mixed the uncooked rice and water

in the second beaker.
Notes:
4. Pupils make an observation.
5. Teacher ask: Sugar dissolves in

a. What happen to the sugar and water meanwhile
uncooked rice before and after the water is uncooked rice does not
added and stirred? dissolved.
b. What is your conclusion from your
investigation?
35
Activity 4
1. Each group is given a beaker filled with brown Teaching aids: PL 1

sugar.  Beaker State examples of
 Spoon materials that are
2. Pupils pour water in the beaker.
 Brown sugar soluble and
3. Teacher asks:  Warm water insoluble in water.
i. What happen to the brown sugar?  Plain water
ii. How can we make the sugar dissolve
faster?
iii. Give another way how can we make the
sugar dissolve faster?
4. Pupils carry out investigation to find out how Accept all the related PL 5
materials can dissolve faster by referring to the answers Summarize how
Task Card. materials can be
dissolve more
5. Pupils present their conclusion on how quickly
materials can be dissolved faster based on
their investigation.
6. Pupils are guided to use the table to make

conclusion in their report.
Activity 5
Teaching aids:
1. Pupils carry out mini project based on the  Uncooked rice
problem statement below:  Onion PL 6
Situation:  Green beans Solve problems by
Mak Kintan has a problem in cooking the food  Cinnamon carry out a project
because Pak Mustapa has mixed all the  Etc. to separate a
ingredients in a container (uncooked rice, mixture of several
green beans, onion, cinnamon sticks etc) materials to obtain
the original
2. You are asked to help Mak Kintan to solve the materials most
problem quickly and
3. Each group is given the mixed materials as effectively.
stated in the situation.
4. Pupils need to separate the materials and
explain how they do it.
36
Name:________________________ Class:______________
Worksheet 1 Date:
Tick ( ) the mixture and ( X ) non mixture .
Nuts Mineral water
Water and oil

Pencils
Sand and stone Marbles
37
Name:________________________ Class:______________
Worksheet 2 Date:
Complete the table below.
Methods to
Group
. Station Mixture
separate mixture
1 A
2 B
3 C
4 D
5 E
38
Name:________________________ Class:______________
Task Card Date:
You are given two beakers contain brown sugar and

spoon. You can choose either warm water or plain
water
. to dissolve the brown sugar.
Based on the task, summarize how material can be

dissolve more quickly?
39
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
THEME : Earth And Aerospace

TITLE : Air
TIME : 60 minute + 60 minute+ 60 minute+ 60 minute+ 60 minute
NUMBER : 30
LEARNING STANDARDS : 9.2.1, 9.2.2, 9.2.3, 9.2.4, 9.2.5, 9.2.6
LEARNING : At the end of the teaching and learning activities on this
OBJECTIVES topic, pupils are able to :
1. State the air is around us.
2. State the air consists of several types of gasses.
3. Describe the moving air is wind.
4. Generate ideas the affect of moving air in human life.
5. Create a model by applying knowledge on the use of
moving air.
SCIENTIFIC SKILLS : Observing, Communicating
EMK : Inventing

NOTES
LEVEL
ACTIVITY 1: Induction sets:

State the air is
1. Pupils are divided into groups and given a large
plastic basins filled with water and an empty around us.
glass / can.
Teaching aids:
2. Pupils put the glass / can upside down in the Plastic basins, a
water and tilt the glass slowly. Pupils observed. glass / can, water,
Worksheet 1.
Teacher’s Question:
i) What do you see ?
ii) Where do the bubbles come from? Notes:
iii) Is the glass completely empty? Teacher guides
iv) What is in the glass? the pupils
v) Does air has colour? focusing on air
vi)Try to smell and taste. and bubble.
*Accept all pupils
40
EARTH YEAR 2
answers.
3. Based on the observation, pupils are guided to *Focus on the
state that air has no colour, taste and smell. We bubble.
can feel the existence of air by using senses of
*Accept all pupils
sight and touch.
answers
*Focus on the
glass.
Activity 2:
Materials: PL1:
1. Pupils watch a video show about the living
things in the water, land and environment. Video show, State that living
Worksheet 2. things need air to
2. Pupils answer these questions: breathe.
a. What can you observe?
b. How do animals breathe?
c. Does air exist in water, environment and
land?
d. What is the air made of?
3. Pupils are guided to state that the land and

water contains air that can be used for
* Divers use tanks PL 2:
breathing.
of oxygen in the Give example the
4. Pupils watch a video showing a diver in the water types of gasses in
ocean. * Prove that the air.
i. Can we breathe in the water? oxygen is a gas
ii. How divers can breathe when diving in found in the air.
the water?
5. Teacher explains that air contains oxygen and

carbon dioxide.
Activity 3:
Materials: PL3:
1. Pupils carry out activities based on task cards 1
a) Observe the movement of flag or coconut Hand fan, table Describe the air
trees’s leaves. fan, paper fan, cannot be seen but
b) Use a piece of paper to fan himself. Task card 1. can be felt when it
is moving.
41
EARTH YEAR 2
Teacher asks:
i) What cause the leaves move and cheek
feel cold?
ii) Can you see air ?
iii) Can you feel the moving air?
iv) Moving air is always around us and what do
we call that ? * Teacher
explains the
2. Pupils complete the card. moving air is PL 4:
called wind. Explain through an
3. Pupils explain through examples that there is air
example that air is
in the water and land.
everywhere
Teacher asks:
including in water
a) Do all animals live in water? Give some
examples. and soil.
b) Name the animals that can live in the soil?
c) What is required by living things to survive
either in the water or in the ground?
d) What is the air made of? Worksheet 3
4. Pupils complete Worksheet 3.
Activity 4 BBM:
1. Pupils generate ideas on the impact of moving Picture PL 5:
air in everyday life. A and B Generate ideas
Situation a: We dry out wet shirt Worksheet 4 advantages and
Situation b: Storms damage homes. disadvantages of
moving air.
2. Based on the situation above, state the
effects of moving air or wind.
3. Pupils complete worksheet 4.
Activity 5 PL 6:
Create a model by
1. Pupils create a model to show the moving air.
applying knowledge
2. Pupils present their model to the class. of moving air.
42
EARTH YEAR 2
Name:________________________ Class:______________
Task Card 1 Date:
Each group need to:

1. Keep watching on the movement of flag or
coconut trees.
2. Use a piece of paper/hand fan to fan himself.
43
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
According to activity 1, answer these questions.

.
(a) (b)
i. What have you seen?
ii. Where are the bubbles

come?
iii. Is the glass completely
empty?
iv. What is in the glass?
v. Does air has colour?
vi. Does air have smell and

taste?
44
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Search word in the box and colour in red.
AIR
. WIND
GAS
OXYGEN
CARBON DIOXIDE
C A I R G A S
A P H N N
R O X Y G E N Y
B Z Y X G
O E B W I N D
N D I O X I D E X
45
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
Tick () to the TRUE statement and (X) for the FALSE.
1. Air doesn’t have smell and taste. ( )

.
2. Fish needs air to stay alive in the water. ( )
3. Land life did not need air to stay alive in the ( )

land.
4. Air cannot be seen but can be felt. ( )
5. Movement of wind we called rain. ( )
6. Worms can live in the soil because the soil ( )

contains air.
7. Cat sleeping on trees prove that air exist ( )

everywhere.
46
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Mark with  to show advantages of wind and  for

disadvantages of wind.
1.
. Moving windmill.
2.
Tree falls due to
strong winds.
3.
Dry up the wet
clothes.
4.
Damaged due to
strong winds.
5.
Produces sound.
47
Diagram 1
Air is moving wind

and around us.
48
Picture A
49
Picture B
50
EARTH AND SPACE SCIENCE
WATER YEAR 2
THEME : Earth and Space

TOPIC : Water
DURATION : 60 minutes + 60 minutes
NUMBER OF PUPILS : 30 persons
LEARNING STANDARDS : 9.1.1, 9.1.2, 9.1.3, 9.1.4.
LEARNING OBJECTIVES : At the end of the lesson, pupils are able to;
1. State the natural sources of water.
2. State the direction of water flow.
3. Arrange in sequence the natural water cycle correctly.
SCIENTIFIC SKILLS : Observing, communicating
CCE : Creativity and innovation
PERFORMANCE
SUGGESTED LEARNING ACTIVITY NOTES
LEVEL
Activity 1
1. Pupils observe a glass of water shown by the
teacher. Teaching aids:
Questions: A glass of water,
i. What is this? display chart,
(Water) Worksheet 1,
ii. Is water important in our lives? Worksheet 2.
iii. Where can we get water?
2. Pupils list out the sources of water in

PL 1
Worksheet 1 based on their observations from Notes:
Lists the natural
a display chart. Natural water
sources of water.
sources such as
3. Pupils discuss their answers with teacher’s rain, river, lake,
guidance. sea.
4. Pupils complete Worksheet 2. The springs are
also natural water
sources.
51
WATER YEAR 2
Activity 2 Teaching aids:

IBSE – Group task: Small cubes PL 2
Plastic bottles Describe the
1. A bottle of water is laid on the surface of table. Hose direction of water
2. Pupils open the cap of the bottle and observe Water flow from high to
low place.
the movement of water out of the bottle. Small pails
Needle pin
3. Pupils discuss the direction the water flows?
Assignment card
4. Each group is given a task card to describe the Worksheet 3
direction of water flow.
5. The results are presented to the class.
6. Pupils relate the direction of water flow in

everyday life such as;
i. Flow of rain
ii. Flow of river
iii. Flow of water in the drain
7. Pupils make a conclusion about the flow of

water from the water sources.
8. Pupils are given Worksheet 3 as an

enrichment activity.
Activity 3
Teaching aids: PL 3
1. Pupils watch a video on the flow of waterfall,
Video, modelling Make
river, flash-flood and collapsed bund.
clay, newspaper, generalization the
2. Pupils build a waterfall model. a bottle of water, natural direction of
label, water flow on earth.
3. Pupils answer the question based on the Worksheet 4.
model.
i. Where is the waterfall from? (Accept
any answers)
ii. Why is this flow known as water fall?
iii. Does the water stop there?
(no)
iv. Where does it flow to?
(into the river)
v. Did you build the flow of river in your
52
WATER YEAR 2
model?
vi. Where does the river flow end? PL 4
Arrange in
4. Complete your model in Worksheet 4.
sequence and label
5. Label the water cycle in the model. the natural water
cycle.
Activity 4
Teaching aids: PL 5
1. Pupils are shown the images of flood and river Pictures of Generate ideas on
pollution.
flooding and river the environmental
2. Pupils discuss in groups about the effect on pollution effects if the water
the environment if flooding and river pollution situation. flow is interrupted.
occurs, and record the information in Worksheet 5
Worksheet 5.
3. Pupils present their thinking maps to the class.
Activity 5 Teaching aids: PL 6

Notes Communicate the
1. Pupils prepare a scrapbook entitled ‘Ways to Scrapbook role of human in
Maintain The Cleanliness of Water Source’. maintaining clean
source of water and
water flow.
53
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
List the water sources around us.
. 2
8. Can we drink all the sources of water? Why?
………………………………………………………………………………………..
54
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Label the sources of water in the diagram below.
( river, sea, rain, waterfall, lake, cloud )
55
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
Label the diagram below using the word sun, clouds,

sea, river, rainwater, and water recycling with an arrow
( ).
56
WATER YEAR 2
Task card
Water flow.
1. Carry out the activity outside the classroom.
2. Fill up completely a rubber hose measuring 1 meter

with water.
3. Close both ends of the rubber hose labeled A and B

to prevent the water from flowing out.
4. The end of the hose labeled A is slightly elevated.
5. Both ends of A and B are pricked with a needle.
6. Observe what happens when both needles are

removed.
57
WATER YEAR 2
Example of Water Flow Model
pin A
Wooden block
pin
B
Answer all the questions.

1. Mark the diagram with an arrow to show the direction
of water flow.
2. Why did you choose that?

……………………………………………………………………
……………………………………………………………………
58
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Waterfall model.
59
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 5 Date:
Construct a mind map to show the impact on the

environment if the water flow is interrupted.
Interrupted water
flash flood new lake
flow
water
. pollution murky water
reservoirs
60
WATER YEAR 2
Name:________________________ Class:______________
Enhancement 1 Date:
Conclusion
.Which of the statement is True or False about water.
1. Rain water, sea water and river water

are examples of the natural water ________________
sources.
2. Water is stored in a container with its lid

opened. _________________
3. Water flows from higher ground to lower

ground. __________________
4. Water flow is disrupted due to clogging. __________________
Water cycle is similar to recycling __________________

5.
papers.
6 Avoid water pollution to maintain clean __________________
water.
61
WATER YEAR 2
Name:________________________ Class:______________
Enhancement 2 Date:
Water cycle
. Complete the flow of water cycle using the

arrow ( )
Sun
Cloud
Rain
Sea water
River
62
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
THEME : Technology and Sustainability Of Life

TOPIC : Build Up Set
DURATION : 60 minutes + 60 minutes + 60 minutes
NUMBER OF PUPILS :
LEARNING STANDARDS : 10.1.1 , 10.1.2 , 10.1.6
LEARNING OBJECTIVES : At the end of the lesson, pupils are able to;
1. Build the structure based on the illustrated manual.
2. Choose the components based on the illustrated manual.
3. Assemble a model based on the illustrated manual.
4. Talk about the built structure verbally.
SCIENTIFIC SKILLS : Observing, communicating

CCE : Creativity and innovation
PERFORMANCE
SUGGESTED LEARNING ACTIVITIES NOTES
LEVEL
Activity 1
Teaching aids:
1. Each group is given a set of puzzle.
Worksheet 1
2. Pupils are given 5 minutes to complete the
puzzle based on Worksheet 1. Notes:
3. Teacher asks the pupils. The induction
aims is
a) What is the picture formed? to introduce the
b) Have you played this game before? build up elements
c) Talk about how you complete the puzzle. in order to
produce a
4. Pupils are explained that the puzzle card is focus product.
on the sketch of drawing, discontinued of colours
and the continuity of pictures or sentences.
63
BUILD UP SET YEAR 2
Activity 2
1. Pupils choose the structure which they want
Teaching aids: PL1:
to build up in group.
Illustrated Manual Choose the
2. Pupils discuss in groups and answer the Worksheet 2 components
question asked by their teacher. needed for the
chosen structure
i. What is the next step to build up the to be built
model with the given components?
3. Pupils assemble the model with the given PL 2:
components. Build the structure
according to the
4. Pupils are required to assess the models that illustrated manual.
are assembled by the other groups using Focus on the
Worksheet 2. group that has PL 4:
followed the Communicate
5. Teacher asks:
about the built up
illustrated
i. Exchange the built models between groups. structure.
manual.
From your observation, are the models of
the other groups similar to the illustrated PL 5:
manual? Assessing the
structure built by a
ii. Which part of the model is not similar to the friend who comply
illustrated manual? with the illustrated
manual.
Activity 3:
Teaching aids: PL 3:
1. Pupils are required to store the components in
Build up model Disassemble the
the storage container.
built structure in
i. Teacher: We are able to store this sequence and
model but it takes up a lot of space. store the
components into a
Suggest a suitable method to
storage container
disassemble this structure. properly.
ii. Teacher: The best method to
disassemble the model is to follow its PL 4:
sequence. Why? (To ensure the Communicate
components are not damaged) about the built up
structure.
64
BUILD UP SET YEAR 2
Activity 4
PL 6
1. Each pupil is required to build a new model
Teaching aids: Create a new
and present it to the teacher.
Worksheet 3 structure and
2. Pupils are required to sketch the new model in Worksheet 4 explain the
Worksheet 3. invention.
3. The sketch is presented in front of the class.

4. Pupils are required to complete Worksheet 4
as an enrichment activity.
65
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
Combine the picture.
66
BUILD UP SET YEAR 2
Illustration diagram
67
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Model Evaluation Form.

Underline answer based on your observation.
Model ……………………………………………….
1. Model shape is (same / different) to the manual

used.
2. The component is combined (completely /

incomplete) with its body component.
3. Model had built (follow / unfollow) the manual steps.
68
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
Sketch your new model here.
69
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Complete the sentences using the words given.
descending order combined choose
. built up steps
a) I need to ___________________ the suitable component

to set built up.
b) Every time I ______________________ component, I need

to mark using number.
c) The number arranged based on the correct

__________________.
d) In this way, my friends can ___________________ the

same model.
e) While storing, I disassemble the component in

__________________number.
70
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E
62604 Putrajaya
Tel: 03-8884 2000 Faks: 03-8884 9917
http://bpk.moe.gov.my

Teaching Learning Module KSSR Semakan 2017 Science Year 2

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Teaching Learning Module KSSR Semakan 2017 Science Year 2

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KURIKULUM STANDARD SEKOLAH RENDAH

Electric Circuit ……………………………………………………………………. 24

EARTH AND AEROSPACE

TECHNOLOGY AND SUSTAINABILITY OF LIFE

THEME : Life Science

LEARNING STANDARDS : 3.1.1,3.1.2, 3.1.3, 3.1.4, 3.1.5

SCIENTIFIC SKILLS Observing, classifying, communicating

CEC : Creative and innovative.

SUGGESTED LEARNING ACTIVITIES PERFORMANCE

3. Based on the information, pupils are guided to

Fill in the blank based on the diagram below.

How does the human reproduce?

Humans reproduce by _________________________.

Write the sequence of changes in an individual since

Draw your palm in the space below. Compare the size

Built your own family tree.

Task Card 1 Date:

Discuss the characteristics that can be inherited by the

Answer the questions based on the information in the

1. How old are they?

THEME : Life Science

LEARNING STANDARDS : 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6

LEARNING OBJECTIVES : At the end of the lesson, pupils can:

SCIENTIFIC SKILLS: : Observing, Classifying, Communicating

CCE/ EMK : Creative and innovative

SUGGESTED LEARNING ACTIVITIES PERFORMANCE

b. kitten and cat? breeding through

ii. What can you observe at the early and 5. animals.

Match the animal to the ways it reproduces.

Classify animals based on their way it reproduces.

ant monkey bird

Animals that lay eggs Animals that give birth

Complete the table below.

.They produce more young They produce less young

Animals that laying eggs

They produce more eggs They produce less eggs

Match the young with its parents. Identify the animal

Animals that look

Animals do not look

THEME : Physical Science

NUMBER OF PUPILS : 30 pupils

LEARNING SUBJECT : 6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.1.5, 6.1.6

CROSS ELEMENT : Environmental education , ICT

SUGGESTED LEARNING ACTIVITIES PERFORMANCE

Activity 2: Teaching Aids:

3. Place a ping pong ball in a dark box.

8. Pupils record their findings.

Activity 4 Teaching Aids:

3. Pupils make conclusion on the shadows formed

Activity 6 - Project Teaching Aids:

THEME : Physical Science

NUMBER OF PUPILS : 35 pupils

LEARNING STANDARD : 7.1.1 , 7.1.2 , 7.1.3 , 7.1.4 , 7.1.5 , 7.1.6, 7.1.7

LEARNING : At the end of this lesson, pupils are be able to:

SCIENTIFIC SCILL : Making an inference, Observing, Communicating

CEC : Creativity and Innovation, ICT, Moral Values

SUGGESTED LEARNING ACTIVITIES PERFORMANCE

Pupils: Switch on the switch. Notes :

iv. Teacher: What is bulb function?

3. Pupils discuss the function of electric

4. Pupils present their finding.

5. Pupils complete the Worksheet 2.

3. Teacher guide the group which do not able

Circle the component included in an electronic circuit.