WORKSHEETSsCIENCE yEAR 4

CONTENT
INQUIRY IN SCIENCE
1.0 Scientific Skills
1.1 Science Process Skills.……………………………………………………………………….. 1
LIFE SCIENCE
2.0 Human
2.1 Breathing Process……............................................................................ 7
2.2 Excretion and defecation …………........................................................... 13
2.3 Human Respond To Stimuli................................................................... 19
3.0 Animal
3.1 Breathing Organs of Animals................................................................. 23
3.2 Vertebrates............................................................................................ 31
4.0 Plant
4.1 Plants Respond to Stimuli...................................................................... 39
PHYSICAL SCIENCE
5.0 Properties Of Light
5.1 Light Travels in a Straight Lines............................................................. 49
5.2 Reflection of Light................................................................................. 55
6.0 Sound
6.1 Sound..................................................................................................... 59
7.0 Energy
7.1 Sources and Forms of Energy................................................................ 67
7.2 Renewable and Non-renewable Energy Sources.………………………………. 71
MATERIALS SCIENCE
8.0 Material
8.1 Properties of Materials.......................................................................... 75
EARTH AND SPACE
9.0 Earth
9.1 Gravity of Earth..................................................................................... 85
9.2 The Rotaion and Revolution of Earth.................................................... 89
TECHNOLOGY AND SUSTAINABILITY OF LIFE
10.0 Machines
10.1 Lever...................................................................................................... 93
10.2 Simple Machines and Complex Machines............................................. 101
INQUIRY IN SCIENCE: YEAR 4
Title Scientific Skills
Content Standard
1.1 Science Process Skills
Learning Standard
1.1.1 Observe by using all the senses involved and
tools if necessary to make qualitative
observations to explain phenomenon or
changes that occur.
1.1.2 Classify by comparing or identifying similarities
and differences based on common
characteristics
1.1.4 Making inferences by stating the initial
conclusion or by giving reasonable
explanations for the observation made using
the information gathered .
1.1.5 Predict by making reasonable assumptions of
an event or phenomenon based on
observations, prior experiences or data
1.1.6 Communicate by recording information or
ideas in a suitable form and presenting them
systematically
1.1.8 Interpret data by selecting relevant ideas about
an object , event or based on the trend of the
data to make an explanation.
1.1.9 Defining operationally by describing an
interpretation of a task carried out and
observed in a situation according to
determined aspects
1.1.10 Controlling variables by determining the
responding and constant variable after the
manipulated variable in an investigation have
been determined.
1.1.11 Make a hypothesis by making a general
statement that can be tested based on the
relationship between the variables in an
investigation.
1
1.1.12 Experiment by using the basic science process

skills to collect and intepret data, summarise to
prove the hypothesis and write a report.
Observing, Classfying, Making inferences,

SPS
Predicting, Communicating, Intepreting data,
Controlling variables, Defining operationally,
Making hypothesis and Experimenting.
Set Induction
(Based on teacher’s creativity)
Activity 1:
1. Pupils observe a complete electrical circuit.
2. Pupils carry out question and answer session with the teacher.
Example of questions.
a. Based on the complete circuit, what can you observe?
b. Why?
c. Predict what will happen if the number of bulbs / dry cells is added?
Activity 2:
i. Each group conducts an investigation based on the task card given (refer
to the task card)
ii. Pupils complete Worksheet 1 and Worksheet 2 based on the task card.
iii. Pupils make a conclusion with a teacher’s guidance.
Assessment :
Pupils answer questions in Worksheet 3
Closure:
Pupils make verbal conclusion.
2
TASK CARD
i. Build a complete circuit as shown in Diagram 1. State your observations.
Diagram 1
ii. Connect the paper clip on section X as shown in Diagram 2 and record the
observation.
Diagram 2
iii. Repeat step ii using other objects like nails, iron rods, iron ruler, plastic
spoon, plastic ruler, paper and eraser.
iv. Each group presents their findings.
v. Pupils classify objects that are electrical conductors and insulators. (refer to
Worksheet 1)
vi. Pupils complete the report of investigation (refer to Worksheet 2)
3
WORKSHEET 1
Note :
Pupils use a suitable Thinking Maps (SPS Classifying)
4
WORKSHEET 2
EXPERIMENT REPORT
Title:
Aim:
Hypothesis
Variable : Manipulated
Responding
Constant
Tools and Materials Tools
Materials
Steps:
Observation:
Note:
Pupils record their
observations based
on their creativity
(SPS :
Communicating)
Conclusion:
5
WORKSHEET 3
Answer the questions based on the investigation.
1. Based on the observation, state one inference.

______________________________________________________________
2. State the variables:

a. Manipulated variable:
_________________________________________
b. Responding variable :
_________________________________________
3. What is the aim of the investigation above?

________________________________________________________________
________________________________________________________________
4. State the conclusion of the investigation above.

________________________________________________________________
________________________________________________________________
5. What is the operational definition of electrical conductor?

________________________________________________________________
_______________________________________________________________
6
LIFE SCIENCE : Year 4
Title Human
Content Standard 2.1 Breathing Process
Learning Standard 2.1.1 Indentify the organs involved in the breathing process
2.1.2 Describe the breathing process in term of air passage
and exchange of gases in the lungs through
observation by using various media.
2.1.6 Explain the observations of human breathing through
written or verbal forms, sketches or ICT in a creative
way.
SPS Observing, Making inference,Communication
Set Induction
(Based on teacher's creativity)
Activity 1:
i. Pupils exhale onto the surface of the mirror.
ii. Pupils observe the surface of the mirror before and after the activity.
iii. Pupils carry out question and answer session about the human breathing
process.
Activity 2:
i. Observe the human breathing organs using various media.
ii. Name the organs involved in the breathing process such as nose, trachea and
lungs using teaching aids.
iii. Pupils complete Worksheet 1.
iv. Pupils explain the air passage way during breathing by using models of human
or diagrams.
 Inhalation
nose trachea lungs
 Exhalation
lungs trachea nose
v. Complete Worksheet 2 and 3.
Assessment:
Pupils answer the questions in Worksheet 1, Worksheet 2 and Worksheet 3.
Closure:
Pupils complete Worksheet 4.
7
WORKSHEET 1
Name: _________________________________________ Class: ____________
Lable the diagram.
Organs involved in breathing process are
……………………………, ………………………………
and ……………………………….………
8
WORKSHEET 2
Name: ______________________________________ Class: _______________
Draw arrows to show the air passage way in the diagram below.
Inhale Blue
Exhale Red
LEMBARAN 3
9
WORKSHEET 3
Name: _________________________________________ Class: ____________
Choose and arrange the words given to show the order of the air passage way during
inhalation and exhalation.
Trachea Skin
Nose Lungs
Inhale
Exhale
10
WORKSHEET 4
Name: _________________________________________ Class: ____________
Find the names of the organs involved in the breathing process.
I T R A C H E A N
I R G U U H K U H
R A P R L I A I E
A K U G U D D S S
L U N G S U O I A
E A E H N N A T E
S B A G M G M A K
List down the words found below.
1. _________________________________________
2. _________________________________________
3. _________________________________________
11
Title Human
Content Standard 2.2 Excretion and defecation.

2.2.1 State the meaning of excretion and defecation.
Learning Standard
2.2.2 Identify the organs and products of excretion.
2.2.3 Make inferences on the importance to rid
products of excretion and defecation.
2.2.4 Explain the observations of human excretion
and defecation through written or verbal forms,
sketches or ICT in a creative way.
Observing, Communicating, Making Inferences,
SPS
Defining Operationally
Set Induction
(Based on the teacher’s creativity)
Activity 1:
i. Pupils exhale in front of the mirror.Murid melihat kesan wap air pada
cermin. Pupils observe the water vapour on the mirror.
ii. Pupils carry out question and answer session with the teacher about the
observation.
Activity 2:
i. Pupils watch video about excretion and defecation.
Example of people doing sports activity :
https://www.youtube.com/watch?v=lL66VOKvM48
Example of people who wants to go the washroom
https://www.youtube.com/watch?v=GcDxFey9mjM
ii. Pupils are guided to state the meaning of excretion and defecation.
Activity 3:
i. In groups, pupils are given pictures of excretion and defecation organs and its
products. (Refer to support materials)
ii. Pupils discuss and match the organs and products of excretion and
defecation.
iii. Pupils present their findings.
Activity 4:
i. In group, pupils make inferences on the importance of excretion and
defecation in human.
ii. Pupils present their findings in the form of a thinking map.
13
Assessment:
Pupils complete Worksheet 1 and presentation.
Closure:
Pupils carry out question and answer session with the teacher about good practises
to ensure the excretion and defecation are not disrupted.
14
WORKSHEET 1
Name : ____________________________ Class: ________________
1. What is meant by
i. excretion?
________________________________________________________
ii. defecation?
________________________________________________________
2. Complete the table.

i.
Excretory organ Product of Excretion
ii.
Organs of Defecation Product of Defecation
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3. State the importance of getting rid of excretion and defecation products.
i._____________________________________________________________
ii.____________________________________________________________
4. List down 3 good practises to ensure excretion and defecation are not
disrupted.
i. _______________________________________________________________
ii. _______________________________________________________________
iii. _______________________________________________________________
5. Find the words in the maze.

KIDNEY LUNGS SKIN
SWEAT URINE CARBON DIOXIDE
WATER VAPOUR INTESTINE DEFECATION
EXCRETION FAECES
K I D N E Y A B S W E A T B A
H J B Y K V H H N K K V S G U
W H K L F C S K I N T H J F R
A J K E K C J L K F A U C E I
T N I X J F H E U F X H J C N
E N B C J L U N G S U O S I E
R B J R J E X G M J S E K N C
V E R E G R M B K X C C L G I
A M V T J K S F A E S V J V N
P W G I F U E O A U H B V H G
O A Z O R M C F N N L C K T L
U K V N S E N I T S E T N I L
R D E F E C A T I O N A N N O
H I G V G A F B J C J C J J S
C A R B O N D I O X I D E A P
16
SUPPORT MATERIALS
Pictures of organs and products of excretion and defecation.
Kidneys Faeces
Lungs Urine
Sweat
Stomach, small intestines and
colon
17
Skin Water vapour
Carbon Dioxide
18
Title Human
Content Standard 2.3 Human Respond To Stimuli

2.3.1 State that human responds when the sensory organs
Learning Standard
receive stimuli.
2.3.2 Explain with examples how human responds to stimuli
in daily life.
2.3.3 Make inferences on the importance of human’s
responses to stimuli.
2.3.4 Explain habits that disrupt the process of human’s
response to stimuli.
2.3.5 Explain the observation of human’s response to stimuli
through written or verbal forms, sketches or ICT in a
creative way.
SPS Observing, Making inference, Communicating
Set Induction
(Based on the teacher’s creativity.)
Activity 1:
i. Pupils react spontaneously by covering their ears with their hands when teacher
blows the whistle loudly.
ii. Pupils state the reason why they close their ears when the whistle was heard.
Activity 2:
i. Watch video abaout humans respond to stimuli at
https://www.youtube.com/watch?v=_nZm4CzYejc
https://www.youtube.com/watch?v=fRYvDbY-2E8
ii. Pupils state the senses involved in every situation in the video:
 eyes
 nose
 ears
 tongue
 skin
iii. Pupils make inferences on why humans respond to stimuli with the teacher’s
guidance.
iv. Pupils complete Worksheet 1.
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Activity 3:
i. Pupils work in groups to produce thinking maps to describe habits that

disrupt the process human’s of response to stimuli.
 Alcohol consumption
 Drug abuse
 Glue sniffing
ii. Pupils present their findings.
iii. Pupils state the importance of human’s responses to stimuli.
Assessment:
Pupils complete Worksheet 1, Worksheet 2 and group presentation.
Closure:
Pupils are guided to summarise the lesson.
20
WORKSHEET 1
Name :_____________________________________ Class: _____________
State the sensory organs involved in the given situations.
Sensory organ: Sensory organ:
Sensory organ: Sensory organ:
Sensory organ:
21
WORKSHEET 2
Name :_______________________________________ Class: _____________
1. Match the correct responses to the stimuli.
Rangsangan / Gerakbalas /
Stimuli Responses
Close the eyes using hands.

1. Maria touched a hot iron.
2. Andrew tasted coffee

Cover her ears immediately.
powder which is bitter.
3. Siva looked at the blazing

Moved her hands away.
Sun.
4. Salina heard loud honking Cover the nose.

sound of a lorry.
5. Ammar passed by a
garbage disposal area Frown
2. Why human’s response to stimuli is important?
___________________________________________________________
___________________________________________________________
22
Title Animals
Content Standard 3.1 Breathing Organs of Animals.
Learning Standard
3.1.1 Identify the breathing organs of animals.
3.1.2 Classify animals according to their breathing
organs.
3.1.3 Make generalisation that some animals have
more than one breathing organ.
3.1.4 Explain the observations about the breathing
organs of animals through written or verbal
forms, sketches or ICT in a creative way.
SPS Observing, Classifying, Communicating
Set Induction
(Based on teacher’s creativity.)
Activity 1:
i. Pupils in groups are given 5 different pictures of animals. (refer to support
materials )
ii. Pupils are asked to find prior information about breathing organs of animals
through various media.
iii. A representative from each group pastes the pictures of animals according to
their breathing organs on the whiteboard.
iv. Pupils conclude that there are four types of breathing organs of animals with
teacher’s guidance.
v. Pupils complete Worksheet 1.
Activity 2:
i. Pupils observe the animals and their breathing organs chart. (Refer
support materials for Activity 2)
ii. Pupils identify animals with more than one breathing organ.
iii. Pupils make generalisation that some animals have more than one
breathing organs.
iv. Pupils complete Worksheet 2.
Evaluation:
Pupils complete Worksheet 1 and Worksheet 2.
Closing:
Teacher asks pupil to conclude the day’s lesson.
23
WORKSHEET 1
Name: _________________________________ Class: _________________
1. Identify the animals circled in Diagram 1. Name the animals and state their
breathing organs.
Animal:
.....................
Breathing Organ:
...............................
...
Animal:
..............................
Breathing Organ:
...............................
Animal:
Animal: .....................
Animal:
..................... ..................... Breathing Organ:
Breathing Organ: ...............................
Breathing Organ: ...
............................... ...............................
... ...
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Animal:
.....................
Animal: Breathing Organ:

..................... ..............................
Breathing Organ:
..................................
Animal:
.....................
Breathing Organ: Animal:

.................................. .....................
Breathing Organ:
................................
Diagram 1
25
2. Classify the animals from Diagram 1 according to their breathing organs in the
thinking map below.
Animal
Lungs
26
WORKSHEET 2
Name : ________________________________ Class: _______________
Identify the animals with more than one breathing organ based on Diagram 2.
List animals with more than one breathing organ.

1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
27
SUPPORT MATERIALS FOR ACTIVITY 1

Pictures of animals in Group 1
Pictures of animals in Group 2.
28
29
SUPPORT MATERIALS FOR ACTIVITY 2
ANIMALS BREATHING ORGAN CLASSIFYING CHART
30
Animals
Title
3.2 Vertebrates
Content Standard
3.2.1 State the meaning of vertebrates and
Learning Standard invertebrates.
3.2.2 Give examples of vertebrates and invertebrates.
3.2.3 Classify vertebrates based on specific
characteristic for mammals, reptiles, amphibians,
bird and fish.
3.2.4 Explain the observation of vertebrates through
written or verbal forms, sketches or ICT in a
creative way.
SPS Observing, Classifying, Communicating, Defining

operationally
Set Induction
Activity 1
i. Pupils watch video about dinasour fossils.

ii. Pupils carry out question and answer session about the video watched.
Activity 2
i. Pupils observe two pictures of animal’s skeleton (Refer to the support

materials)
a) cat (vertebrate)
b) caterpillar (invertebrate)
ii. Pupils compare and contrast both the skeletons.
iii. Pupils are introduced to the term vertebrate and invertebrate.
iv. Pupils collect information and list the examples of vertebrates and
invertebrates using various media.
v. Pupils present their findings.
31
Activity 3
i. Each group is assigned to find information about mammals, reptiles,
amphibians, bird and fish.
ii. Using “ one stay, two stray “ activity, a pupil explains the characteristic of each
animal according to their group. Meanwhile, the other members of the group
move to find information from others group.
Assessment:
Pupils complete Worksheet 1, Worksheet 2 and their findings.
Closure:
Teacher chooses pupils to conclude what they have learned.
32
WORKSHEET 1
Name: …………………………………………………. Class: …………………………..
1. Match the words to its meaning:

Animals with bony skeleton
Vertebrates
Animals without backbone
Invertebrates
Animals with backbone
2. Look at the picture below:
a. Based on the picture above, list out the vertebrates and invertebrates in the
table given.
Vertebrates Invertebrates
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3. Complete the table.

a.
Animal : ……………………….
Group of animal (Underline the correct answer)

mammals / reptile / fish
Specific characteristics:
i. …………………………………………………
ii. …………………………………………………
b.
Animal :…………………………..
Group of animals (Underline the correct answer)
amphibian / reptile / bird
i. ……………………………………………………
ii. …………………………………………………..
Animal:………………………...
Kelas haiwan (gariskan jawapan yang betul):
c. Group of animals (Underline the correct answer)
fish / mammals / amphibia
i. ……………………………………………………
ii. ……………………………………………………
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d.
Animal:………………..
Group of animals (Underline the correct answer)
bird / mammals / amphibia
i. ……………………………………………………
ii. ……………………………………………………
e. Animal:………………..
Group of animals (Underline the correct
answer)
fish / reptile / bird
i. ……………………………………………………
ii. ..……………………………………………………
35
WORKSHEET 2
Name: …………………………………………… Class: …………………………..
1. Based on the story given, circle the animals names according to the specific
characteristics by using the colours given.
Mammals Reptile Amphibian Fish Bird
Red Blue Green Yellow Purple
In a forest there was a colony of rabbits. One it was so beautiful. It had a

set of neatly arranged white teeth. Other animals like spiders, eagles, frogs and
fish were always praising the beauty of this rabbit's teeth.
The compliments and attention from other animals turned the rabbit
arrogant. It started acting as if it was the prettiest in the world. Over time, other
animals including elephants, ants and snakes began to keep away from it. The
rabbit always walk alone since no other animals likes to talk to it.
One day, the rabbit walked along the river and saw a crocodile sunbathing
on the bank. A few birds were in the crocodile’s open mouth pecking its teeth.
The rabbit was afraid to approach the crocodile.
“Hi rabbit, what a beautiful set of teeth you have! If my teeth were as
beautiful as yours, I can certainly be the king of the sea". The crocodile said to
the rabbit. The rabbit was very happy because the crocodile praised it in a very
long. The tortoise sat there watching them.
"How do you care for your teeth?” asked the crocodile again. The rabbit
was so proud of the compliment. Smiling, the rabbit said, "You must eat a lot of
vegetables and less meat."
Then, the crocodile opened its mouth widely. "Can you check my teeth?
My teeth is damaged, "said the crocodile. Without thinking much, the proud
rabbit approached the crocodile and checked its teeth one at a time. Quickly, the
crocodile shut his mouth and ate up the rabbit. That was the end of the life a silly
rabbit who had a pretty set teeth.
36
2. Find the hidden words.
V Y Z A K H G I V E J B Y E B
E C O L D B L O O D E D T N X
R R S K U I W F L T A A Q M Q
T E H L W N L S M R R G J V L
E P Y N G P G S E B A B X J W
B T O X K G L B E S F K A J A
R I E Q E A V T C O N X N Y R
A L B Y M F R B I R D A N D M
T E A M V E C N Z E I N N U B
E L A U V K P X H B D K C H L
F M M N E M V Y I B S F N D O
I O I F E A T H E R I N U J O
S N Z T H F P U F F N R C X D
H A L Y A M W E Y T F L T V E
K M Z T A A F L Z W N N M H D
VERTEBRATE
INVERTEBRATE
FISH
REPTILE
MAMMALS
AMPHIBIAN
BIRD
LAY EGGS
COLD BLOODED
GIVE BIRTH
WARM BLOODED
FEATHER
37
SUPPORT MATERIALS
Cat’s Skeleton Internal part of a caterpillar
V Y Z A K H G I V E J B Y E B
E C O L D B L O O D E D T N X
R R S K U I W F L T A A Q M Q
T E H L W N L S M R R G J V L
E P Y N G P G S E B A B X J W
B T O X K G L B E S F K A J A
R I E Q E A V T C O N X N Y R
A L B Y M F R B I R D A N D M
T E A M V E C N Z E I N N U B
E L A U V K P X H B D K C H L
F M M N E M V Y I B S F N D O
I O I F E A T H E R I N U J O
S N Z T H F P U F F N R C X D
H A L Y A M W E Y T F L T V E
K M Z T A A F L Z W N N M H D
38
Title Plant
Content Standard 4.1 Plants respond to stimuli

4.1.1 State that plants respond to stimuli through
Learning Standard
observation using various media.
4.1.2 Relate parts of plants that respond to different types of
stimuli.
4.1.3 Conclude parts of plants that respond to stimuli by
carrying out investigation.
4.1.4 Explain the observations on responses of plants to
stimuli through written or verbal forms,sketches or
ICT in a creative way.
SPS Observing , Communicating, Making inferences
Set Induction
Activity 1
i. Pupils observe the mimosa pudica plant.
ii. Selected pupils touch the plant with a pencil.
iii. Pupils state their observations.
iv. Pupils are asked to relate the activity with the day’s lesson.
Activity 2
i. Pupils watch videos about how plants respond to stimuli.

ii. Pupils carry our question and answer session with the teacher about the
video.
iii. Pupils complete a graphic organiser about parts of plants and stimuli.
(Worksheet 1)
Activity 3
i. Teacher distributes task cards to the groups. (refer to Support Materials)
a) 2 groups – Investigate plants respond to light

b) 2 groups - Investigate plants respond to water
c) 2 groups – Investigate plants respond to gravity
d) 2 groups – Investigate plants respond to touch
39
ii. Pupils setup their tools and apparatus based on the task card given.
iii. Pupils record their observations after several days on a mahjong paper or a
manila card.
iv. Pupils exhibit the results of the investigation ( Gallery Walk)
v. Pupils complete Worksheet 2(a), 2 (b) and 2 (c) during Gallery Walk.
Assessment:
Record of the investigation and the result of group discussion.
Closure:
Pupils make a summary with the teacher’s guidance.
40
WORKSHEET 1
Graphic Organiser
41
WORKSHEET 2 (a)
Name: ____________________________________ Class : ________________
Record of Investigation
Aim : Plants respond to light
Observation:
a) Based on the investigation, state your observation after seven days
_____________________________________________________________
_____________________________________________________________
b) Based on the observation, state the inference.

____________________________________________________________________
____________________________________________________________________
c) What is the conclusion?
____________________________________________________________________
____________________________________________________________________
42
WORKSHEET 2(b)
Name: _____________________________________ Class: _________________
Aim : Plants respond to water
Observation :
a) Based on the investigation, state your observation after seven days.

_____________________________________________________________
_____________________________________________________________
b) Based on the observation, state your inference.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
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WORKSHEET 2 (c)
Name: ____________________________________ Class: _____________
Aim : Plants respond to gravity
Observation :
a) Based on the investigation, state your observation after seven days.
_____________________________________________________________
_____________________________________________________________
b) Based on the observation, state your inference.
_____________________________________________________________
_____________________________________________________________
____________________________________________________________
_____________________________________________________________
44
TASK CARD 1
TASK CARD
Aim : Plants respond to light.
Materials and apparatus: Two seedlings, a box with hole, scissors and soil.
Apparatus set up:
Seedlings
Box
45
TASK CARD 2
TASK CARD
Aim : Plant respond to water.
Materials and apparatus: Two mineral water bottles (500ml), two seedlings,
wet cotton, scissors, two wire gauze, silica gel.
Apparatus set up :
Seedlings
Wet cotton
Wire gauze
Container filled Container filled with

with water silica gel
46
TASK CARD 3
TASK CARD
Aim: Plants respond to gravity.
Materials and apparatus: A mineral water bottle (500ml), seedling, wet

cotton, scissors, rope.
Apparatus set up:
Rope
Mineral water
bottle Seedling
Wet cotton
47
PHYSICAL SCIENCE : Year 4
Title Properties of light
Content Standard 5.1 Light travels in straight lines
Learning Standard
5.1.1 State that light travels in a straight line by
carrying out activities.
5.1.4 Explain the observations that light travels in
straight lines through sketches, ICT, written or
verbal forms in a creative way.
Observing, Making Inferences,
SPS
Communicating, Predicting
Set induction
Activity 1:
i. Teacher prepares a box with hole that can be opened and closed. (refer to
support materials)
ii. Pupils make an observation of the object in the closed box (no light) and in the
opened box (with light).
iii. Pupils carry out question and answer session and make inferences based on
two situations observed.
Activity 2 :
i. Pupils observe the candle light by using two different tubes:

Rod 1 : Straight tube
Rod 2 : Bent tube
ii. Pupils complete Worksheet 1 for the activities carried out.
iii. Pupils discuss examples of situations in daily life which show that light travels
in a straight line.(Worksheet 2)
iv. Pupils present their findings using thinking maps.
v. Pupils answer worksheet 3.
Assessment:
Pupils answer questions in worksheet 1, 2 and 3 and the presentation of circle map.
Closure :
Pupils answer quiz questions prepared by the teacher.
Note : Teacher can use the applications like “Quizizz”, “Kahoot” or “Frogplay”.
49
WORKSHEET 1
Name: _________________________ Date : ________________
Instruction : Answer all the questions.
Topic : ______________________________________________________
Alat/Bahan : _______________________________________________________
Materials : _______________________________________________________
Candle
Tube P
Candle
Tube Q
(a) Observation __________________________________________________
(b) Based on the observation above, state one suitable reason (inference).
______________________________________________________________
(c) State the conclusion based on the activities carried out.
______________________________________________________________
(d) Predict what will happen if tube P is replaced with a straw as shown below.
_________________________________________________________________
50
WORKSHEET 2
Name : _____________________________ Date : _________________
Instruction : Complete the i-Think map
1. List the examples of situations in daily life that show light travels in a straight line.
Examples of
situations in
daily life that
show light
travels in a
straight line.
51
WORKSHEET 3
Name : ___________________________ Date : ____________
Instruction : Sketch the set up of apparatus to shows that light travels in a straight
line by using the following tools and materials.
Candle Plasticine Cardboard with holes
52
SUPPORT MATERIALS
Box cover that can

be opened and
closed
Small hole to see

the object
53
SUPPORT MATERIALS
Teacher’s note :
 Tube can be replaced with others object like

straw, rubber pipe and etc.
 Quiziz application can be surfed on the

website http://quizizz.com/join-game
 Objects in the box based on teacher’s

creativity.
54
Title Properties of light
Content Standard 5.2 Reflection of light
Learning Standard 5.2.1 State that light can be reflected by carrying out
activities.
5.2.2 Describe the uses of reflection of light in daily
life.
5.2.3 Draw a ray diagram to show the reflection of
light from a mirror.
5.2.4 Explain the observation of reflection of light
through written or verbal forms, sketches or
ICT in a creative way.
SPS Observing, Communicating
Set Induction
Activity 1:
i. Pupils play with the mirror to observe the reflection of sunlight from the mirror
to the wall. (Teacher needs to ensure the safety of pupils)
Note: The activity is carry out outside the classroom.

ii. Pupils carry out question and answer session about the activities that have
been carried out.
Activity 2:
i. Pupils produce light reflection model based on instruction from worksheet 1 in

groups.
ii. Pupils carry out question and answer session about the activities that have
been carried out.
Activity 3:
i. Pupils observe the picture / object such as mirror, dental mirror, kaleidoscope
and periscope that which uses the concept of light reflection.
ii. Pupils state the uses of light reflection in daily life by completing
Worksheet 1.
Assesment:
Presentation of group findings based on Worksheet 1.
Closure :
Pupils make conclusion with the teacher’s guidance.
55
WORKSHEET 1
Name: ____________________________________ Class : _________________
Topic : Light reflection model
Apparatus : Shoe box, mirror (2), torchlight / laser

and materials
Steps Ilustration
Activity :
1. Make two hole at the box as B
shown in the diagram
A
Lubang
2. Fix the mirror into the box B
Cermin
Lubang
3. Place the torchlight in front A

of the hole.
Lampu suluh/Laser
4. Observe the incident ray and

reflected ray. Then, sketch
the observation.
Observation Sketch the incident ray and reflected ray that have been observed in the
diagram below.
56
Questions : 1. Based on activity above, state the properties of light involved.
_______________________________________________________
2. State five uses of light reflection in daily life.
(a) __________________________________________
(b) __________________________________________
(c) __________________________________________
(d) __________________________________________
(e) __________________________________________
57
Title Sound
Content Standard 6.1 Sound
Learning Standard
6.1.1 State that sound is produced by vibrations, by
carrying out activities.
6.1.2 Describe that sound travels in all directions.
SPS Observing, Making Inferences,
Set Induction
Activity 1:
i. A pupil is asked to shake a can containing marble or stone.
ii. Other pupils are asked to observe what happened when the can is shaken.
iii. Pupils carry out question and answer session with teacher.
Example of questions:
(a) What do you hear when the can is shaken?

(b) How is the sound produced?
Activity 2:
i. Each group is supplied with five objects such as recorders, rubber bands,
buckets, plastic bottles, and coins.
ii. Pupils carry out activities by producing sound from the objects.
iii. Pupils state how sound is produced from the objects.
iv. Pupils make inference based on the activities being carried out.
59
Activity 3:
i. Pupils carry out question and answer session about the sound of whistle or
school bell during recess.
(Teacher notes: Teachers can use other examples that produce sound)
Teacher: Can you hear the sound?

Pupil: Yes
Teacher: Why sound can be heard even if you're in a different positions?
Pupil: (multiple answers)
(Pupils are guided to state that sound moves in all directions.)
Assessment:
Pupils answer questions in Worksheet 1 and Worksheet 2.
Closure:
Pupils make conclusion based on the activities carried out.
60
WORKSHEET 1
Instructions: Match the device with ways the sound is produced.
Device Ways sound is produced
plucking
bowing
clapping
blowing
knocking
61
WORKSHEET 2
Instructions: Answer all the questions below.
1. Diagram below shows two bottles P and Q. Bottle P contains some marbles
while bottle Q contains no marbles. Both bottles are shaken simultaneously.
P Q
(a) State the observation based on the above activity.

______________________________________________________
(b) State the inference based on the observation in (a).
_______________________________________________________
2. Mior knocks a table in his classroom. Do you think that all the pupils can hear
the sound ?
Yes No
Why ?
_____________________________________________________________
_____________________________________________________________
62
Title Sound
Content Standard 6.1 Sound
Learning Standard
6.1.3 Give examples of phenomenon that show
sound can be reflected in daily life.
6.1.4 Describe the sound that is useful and harmful
in daily life.
6.1.5 Generate ideas to solve problems in reducing
sound pollution.
SPS Observing, making inferences, communicating
Set Induction
Activity 1:
i. Pupils watch video about construction of buildings.

Note: Sample video about construction of buildings in this link
https://www.youtube.com/watch?v=GmbG4k0jwFE.
ii. Pupils carry out question and answer session with the teacher.
Examples of questions:
(a) What can you see in the video?

(b) What can you hear in the same video?
Activity 2:
i. Pupils watch video about echoes.
ii. Pupils carry out question and answer session on why sounds are heard
repeatedly.
Teacher: What can you hear from the video shown?
Pupil: Sound produced repeatedly.
Teacher: Why this happens?
Pupils: (multiple answers)
(Pupils are guided to state that sound can be reflected.)
iii. Pupils give other examples of phenomenon that show sound can be reflected.
63
iv. Pupils answer questions in worksheet 1.
Activity 3:
i. Pupils listen to two different sounds.

Sound 1: Loud robust song
Sound 2: Vehicle honking sound
ii. Pupils carry out question and answer session about the differences between
the two sounds heard.
Teacher: Why do the vehicles honk?
Pupil: As a warning sign.
Teacher: Among the two sounds heard which sound is useful?
Pupil: Vehicle honking sound is useful while the loud robust song is harmful.
iii. Pupils explain effects of the sounds that are useful and harmful in daily life.
iv. Pupils give other examples of useful and harmful sounds.
Activity 4
i. Pupils are given a few pictures showing situations about sound pollution.
ii. Pupils generate ideas to solve problems in order to reduce sound pollution.
iii. Pupils present the findings of their discussion.

v. Pupils answer questions in Worksheet 2.
Activity 5
i. Pupils are assigned tasks to produce scrapbooks about sound effects in daily
life.
ii. Assignments need to be completed within a week.
Assessment:
Pupils answer the questions in worksheet 1 and worksheet 2.
Closure:
Pupils make conclusion based on the activities carried out.
64
WORKSHEET 1
Instructions: Complete the Circle Map correctly.
echo sonar knocking plucking
radar ultrasonic blowing clapping
Phenomenon of
sound reflection
65
WORKSHEET 2
Instructions: Complete the following multi-flow maps.
Ways to solve
Example
Sound
Pollution
66
Title Energy
Content Standard 7.1 Sources and Forms of Energy
Learning Standard
7.1.1 State the meaning of energy.
7.1.2 Describe the various sources of energy
through observation using various media
7.1.6 Explain the observations on the sources and
forms of energy through written or verbal
forms, sketches or ICT in a creative way.
SPS Observing, Making inferences, Communicating
Set Induction
Activity 1:
i. A pupil role plays according to the task card.
ii. Pupils carry out question and answer session with the teacher.
(a) What can you observe in the role play?
(b) State the inference based on the observation made.
iii. Pupils state the meaning of energy with teacher’s guidance.
Activity 2:
i. Pupils are divided into several small groups.
ii. Each group is given a torch light.
iii. Pupils are asked to on the torch light and to observe.
iv. Pupils are asked to remove the batteries and to repeat step iii.
v. Pupils carry out question and answer session with the teacher.
(a) What can you observe when the batteries are removed from the torch
light?
(b) State the inference based on the observation.
67
Activity 3:
i. Teacher shows a video.
Note: Examples of videos about sources of energy can be found in this link
https://youtu.be/IRFUOPjcwcw.
ii. Based on the video, pupils are asked to list out sources of energy.
iii. Pupils list out various sources of energy by completing Worksheet 1.
Assessment:
Pupils answer questions in Worksheet 1.
Closure:
Pupils state the meaning of energy and list out the sources of energy.
.
68
SUPPORT MATERIALS
TASK CARD
Amir has not eaten for five days.
Act out Amir’s situationat that time.
Amir is asked to lift a chair.
69
WOKSHEET 1
Instructions: Answer the questios below.
(a) Find the sources of energy below.
B A D F M A K A N A N A U
I E S R T Y U O P K O J I
O F M R D A E C K M T A R
J J E A D A K A B R R N E
I L K D T L I A K M J G T
S M A E A A K E C D A I A
I Y S R U I H O U T R N B
M D U B A J M A K F C S A
A B N U K L E A R I D A O
E A A B C M N D A I R U I
B A H A N A P I F O S I L
A I R S A D U S H K T R K
E T A D A C D E T U O J B
(b) Write down the sources of energy found in (a)
i. ___________________________________
ii. ___________________________________
iii. ___________________________________
iv. ___________________________________
v. ___________________________________
vi. ___________________________________
vii. ___________________________________
viii. ___________________________________
ix. ___________________________________
70
Title Energy
Renewable and non-renewable energy
Content Standard 7.2
sources.
Learning Standard
7.2.1 Explain with examples renewable and non-
renewable energy sources through observation
using various media.
Observing, Classifying, Making Inferences,
SPS
Communicating
Set Induction
(Based on the teachers’ creativity)
Activity 1
i. Pupils carry out question and answer session with the teacher about
renewable and non-renewable energy sources based on given situation.
Situation : Qaisy and Laila travelled in a large desert with their family.Qaisy
travelled in car which uses fuel as the source of energy while Laila travelled in
a car powered by solar energy. After travelling 300 km Qaisy’s car stopped but
Laila’s car continued to travel.
Note: Teacher reads out the situation or gives it in the form of task card.
Examples of question:
(a) What happened to both cars in the above situation?
(b) State the inference based on the observation made?
ii. Pupils explain with example renewable and non-renewable energy.
Activity 2:
i. Pupils watch the video.
Note: Example of videos about renewable and non renewable energy can be
found in this link https://youtu.be/a1DqphW3jmU
ii. Pupils complete Worksheet 1 based on the video.
71
Activity 3:
i. Pupils carry out the game named ‘Choose Me’.
ii. Nine small balls are labeled as sources of energy; two baskets are labeled
as renewable energy and non-renewable energy respectively.
iii. Nine pupils are chosen to throw the balls into the prepared baskets.
iv. Pupils and the teacher discuss about the activity that has been carried out.
Assessment:
Pupils answer questions in Worksheet 1.
Closure:
Pupils restate the energy sources according to the classification.
72
WORKSHEET 1
Instruction: Complete the tree map below.
73
TEACHER SUPPORT MATERIALS
Renewable Non-renewable
energy energy
BASKET B
BASKET A
Waves
Water
Wind
Food
Nuclear
Battery Biomass
Fossil
fuels
Sun
74
MATERIAL SCIENCE : Year 4
Material
Title
Content Standard
8.2 Properties of Materials
Learning Standard
8.2.1 Describe the properties of materials by carrying
out activities.
8.2.4 Explain the observations of the properties of
materials through written or verbal forms
sketches or ICT in a creative way.
Observing, Making inferences, Classifying,
SPS
communicating
Set induction:
Activity 1:
i. Pupils carry out activities based on station. (refer task card)
ii. There are 6 stations to test properties of materials which are;

a. Water absorbent and waterproof material
b. Floating and sinking
c. Conduct electricity
d. Ability for light to pass through
e. Conduct heat
f. Elasticity
iii. Pupils move in groups.
iv. Pupils test each material provided at the respective stations.
v. Pupils record their observations in the worksheet prepared according to the

stations.
Assessment:
Pupils complete the worksheet according to the station.
Closure:
Pupils answer the questions in worksheet 7 and conclude the day’s lesson.
75
TASK CARD
Station 1
1. Put the objects that have been provided into a water filled basin.
2. Record your observations in Worksheet 1.
Station 2
1. Put the objects that have been provided into a water filled basin.
Station 3
1. Connect each object to the circuit as shown in Diagram 1
Diagram 1
Station 4
1. Students observe objects using the materials prepared according to the
arrangement in Diagram 2
Diagram 2
76
Station 5
1. Put the objects provided into a container that contains hot water.
Note: Be careful when handling the hot water.
Station 6
1. Stretch each object provided.
77
WORKSHEET 1
Name : _________________________ Class : _______________
Tick (√) according to the properties of material.
Object/Material Water absorbent Waterproof
Nail
Rubber band
Plastic ruler
Sponge
Glass rod
Newspaper
Tissue
Wooden ruler
Small towel
Marbles
78
WORKSHEET 2
Name : _________________________ Class : _______________
Object/material Floating Sinking
Pencil
Ice cream stick
Plastic spoon
Straw
Coins
Cup
Eraser
Key
Marble
Stone
79
WORKSHEET 3
Name : _________________________ Class : _______________
Object /Material Bulb lights up Bulb does not light up
Key
Eraser
Copper sheets
Nails
Ice cream sticks
Ribbon
Rafia string
Carbon pencil
Paper clip
Coin
80
WORKSHEET 4
Name : _________________________ Class : _______________
Object/material Transparent Translucent Opaque
Tracing paper
Cardboard
Book wrapping plastic
WORKSHEET 5
Name: _________________________ Class : _______________
Feels hot Does not feel hot

Type of materials
Metal spoon
Plastic Ladle
Wooden Ladle
81
WORKSHEET 6
Name : _________________________ Class : _______________
Object/Material Elastic Not elastic
Rubber band
Wooden ruler
Rubber gloves
Plastic spoon
Balloon
Pencil
Glass rod
Spring
Metal spoon
Rafia string
82
WORKSHEET 7
Answer all questions.
1. List out the properties of material based on the activities done.
a. _______________________
b. _______________________
c. _______________________
d. _______________________
e. _______________________
f. _______________________
2. Write the inference based on the observation of the activity in Station 3.
_______________________________________________________________
________________________________________________________________
3. Based on the ability for light to pass through, list down other examples of
objects.
Transparent Translucent Opaque
4. Write ‘true’ for correct statement and ‘false’ for incorrect statement.
a. Conductor is a substance that allows electricity to pass through.
b. Plastic is a heat conductor.
c. A ping pong ball will sink in water.
d. Newspapers can be used to wipe spilled water.
e. Car windscreen is opaque.
83
EARTH AND SPACE: YEAR 4
Earth
Title
Content Standard
9.1 Gravity of Earth
Learning Standard
9.1.1 Describe the gravitational pull on Earth based
on observation by carrying out activities
9.1.2 Make generalisation that all objects on Earth

remain in their positions by carrying out
activities
9.1.3 Explain the observations on gravity of Earth
through written or verbal forms, sketches or
ICT in a creative way
SPS Observing, Making Inferences, Communicating
Set Induction:
Teacher’s creativity
Activity 1:
i. Pupils watch video about gravity.
Note: Examples of videos about gravity https://youtu.be/jwPc0kK9VHU
ii. Pupils carry out question and answer session about gravity based on video
observations.
Activity 2:
i. Pupils carry out activities to describe the effects of the gravitational pull on
Earth.
Examples of activities:
a. To lob a ball
b. To drop the coin onto the floor
ii. Pupils carry out question and answer session and complete Worksheet 1.
85
Assessment:
Pupils complete the Worksheet 1.
Closure:
Pupils sing a song about gravity.
Note: Examples of videos about gravity: https://youtu.be/ZzqGDJvY284.
86
WORKSHEET 1
Name: _________________________ Class : _______________
Diagram shows an activity.
1. Why the object did falls onto Earth after it was lobbed?
_______________________________________________________________
_______________________________________________________________
2. What is the meaning of gravity of Earth?
A force that pushes objects towards Earth.
A force that pulls objects towards Earth.
A force that holds objects in their position.
3. State the effects of gravitational pull on Earth.
______________________________________________________________
______________________________________________________________
87
88
Earth
Title
Content Standard
9.2 The rotaion and revolution of Earth
Learning Standard
9.2.1 State that the Earth rotates on its axis and at the
same time revolves around the Sun in its orbit.
9.2.2 Describe the rotation and revolution of the Earth

in terms of direction and duration by carrying out
activities
9.2.4 Explain the observations of rotation
and revolution of the Earth through written or
verbal forms, sketches or ICT in a creative way
Observing, Making Inferences, Communicating
SPS
Set induction:
i. Pupils observe a spinning top shown by the teacher.
ii. Pupils carry out question and answer session about the rotation and
revolution based on the activity shown.
iii. Teacher relates the observation with the day’s topic.
Activity 1:
i. Pupils observe the video related to the rotation and revolution of the
Earth.
Note : Example of video about gravity in the given link
https://youtu.be/V0QX0gvE0Ac
ii. Two pupils are randomly chosen to simulate the rotation and
revolution of the Earth.
iii. Teacher explains about the duration and direction of the rotation and
revolution of the Earth.
a. Pupils carry out question and answer session about the simulation
carried out.
b. Pupils answer the questions in Worksheet 1.
89
Assessment:
Pupils answer the questions in Worksheet 1 and Worksheet 2.
Closure:
Teacher chooses pupils to conclude about what they have learned today.
90
WORKSHEET 1
Name :____________________________ Class :_______________
Complete the table below.
Axis
c. What is shown in Diagram 1?
_______________________________
d. What is the duration taken?

_______________________________
e. State the direction of the Earth’s rotation.

_______________________________
Diagram 1
a. What is shown in Diagram 2?

_______________________________
b. What is the duration taken?

Earth _______________________________
Sun
c. State the direction of the Earth’s revolution.
_______________________________
Diagram 2
91
TECHNOLOGY AND SUSTAINABILITY OF LIFE: YEAR 4
Title Machine
Content Standard 10.1 Lever
Learning Standard
10.1.1 Identify the load, fulcrum and force on the
lever by carrying out activities
10.1.2 Make generalisation on the relationship

between the distances of load from fulcrum with
the required force
10.1.3 Explain the observations of the lever through
written or verbal forms, sketches or ICT in a
creative way.
Observing, Making Inferences, Controlling

SPS
Variables, Making Hypothesis, Communicating
Activity 1:
i. Pupils are required to remove the nails on a piece of board using three tools
such as iron hammer, plier and fork.
ii. Pupils carry out question and answer session about the appropriate tools to
remove the nail and make an inference based on the actions taken.
iii. Pupils identify the position of load, fulcrum and force during the activity of
removing nails using a hammer.
Activity 2:
i. Pupils identify and label the fulcrum, force and load on Worksheet 1.
ii. Pupils check their answers with the teacher.
93
Activity 3:
i. Pupils are given a task card to carry out activities based on the situation:
ii. Pupils identify the variables and make hypothesis from the investigation.
iii. Pupils generalise the relationship between distance of load from the fulcrum
with the required force based on the activity carried out.
iv. Pupils present their findings.
v. Pupils complete Worksheet 2.
Assessment:
Presentation of their findings.
Closure:
Pupils answer the word puzzle (Worksheet 3).
94
WORKSHEET 1
Name: _________________________ Class: _______________
Label the fulcrum, load and force based on pictures given.
1.
2.
3.
95
TASK CARD
Title Machine
Content
Lever
Standard
Tools/
Triangular blocks, planks and bricks
Apparatus
Steps 1. Do this activity in groups.
2. Arrange the tools as shown in Diagram 1 and Diagram 2.
Diagram 1 Diagram 2
3. Pupils lift loads in both situations.

4. Pupils record their observations in the table below.
Position of Force required to lift
Mass of
fulcrum from the load
load (kg)
load (cm) (much / little)
1 25
1 50
5. Based on the investigation, state the…

(a) manipulated variable
______________________________________________
(b) responding variable
______________________________________________
(c) constant variable
______________________________________________
3. State the relationship between the load distance from the fulcrum
and the force required in this investigation.
_______________________________________________________
_____________________________________________________
4. What conclusion can be made from the investigation?
_______________________________________________________
96
WORKSHEET 2
Name: _________________________ Class: _______________
Find SIX hidden words related to the title that you have learned.
P E F U L C R U M N G
U M N L N G B B L N G
H A M H E D F A H U I
T C H A H L U O T U H
H H C L H O I J R U G
E I Z I E A G P A C A
L N I L S D G U U J E
I E K E L N A L D K T
T M E E N G N L A A A
H U V L H U I E K U I
K E P U P U S Y N G Y
R U I L H U L T H U I
97
Complete the sentences below with the answers given.
Load Force Fulcrum Lever
a) ___________ consists of three parts, fulcrum, load and force.
b) __________ is a thing lifted or moved by a lever.
c) ___________ is a fixed point where rods can move freely.
d) ___________ is the push that causes the object to move.
98
SUPPORTING MATERIALS
WORKSHEET 2
ANSWER
Find the hidden words.
Lever, Fulcrum, Load, Force, Machine, Pulley
P E F U L C R U M N G
U M N L N G B B L N G
H A M H E D F A H U I
T C H A H L U O T U H
H H C L H O I J R U G
E I Z I E A G P A C A
L N I L S D G U U J E
I E K E L N A L D K T
T M E E N G N L A A A
H U V L H U I E K U I
K E P U P U S Y N G Y
R U I L H U L T H U I
Complete the sentences below with the answers given.
a) Lever
b) Load
c) Fulcrum
d) Force
99
Machine
Title
10.2 Simple Machines and Complex Machines

Content Standard
10.2.1 Explain with examples the types and uses of

Learning Standard simple machines by carrying out activities.
10.2..2 Solve problems using two or more simple

machines
10.2.3 Summarise the meaning of complex machines.
10.2.4 Explain the observations that light travels in

straight lines through sketches, ICT, written or
verbal forms in a creative way.
Observing, Making inferences, Predicting,

SPS
Communicating
Activity 1:
i. Three pupils were randomly selected and each pupil was given a different tool,
ie scissors, nail clippers and screwdrivers.
ii. Pupils were asked to open the food packets using the supplied tools.
iii. Pupils carry out question and answer session with teacher based on the
activities.
Activity 2:
i. Pupils watch a PowerPoint presentation about the types of simple machines.
ii. Pupils discuss the use of each simple machine shown on the PowerPoint
presentation.
iii. Each group is given several objects such as broom, knife, toy car and door
stopper to identify the simple machine found in them.
iv. Pupils complete Worksheet 1
101
Activity 3:
i. Pupils are given a few situations (refer to support material). Pupils are asked to
identify appropriate simple machines to solve the problem in the situation given.
ii. Pupils present their findings.
Activity 4:
i. Pupils make observation on scissors.
ii. Pupils are required to list the type of simple machines found in scissors.
iii. Pupils formulate the meaning of complex machines and the importance of
creating sustainable machines.
Assessment:
Pupils design a complex machine model through creative and innovative sketches
and present them.
Closure
Pupils are guided to summarise the lesson.
102
WORKSHEET 1
Complete the table below.
Group Name: ___________________________
Object Types of simple machine The uses of simple machines
103
SUPPORT MATERIALS
Situation 1
Muthu’s father works at the harbor. His father needs to lift and move heavy
loads on the lorry. What type of simple machine would be suitable for him to
lift the loads?
Group Task:
Discuss the solutions to the above problem by using the appropriate thinking map.
104
SUPPORT MATERIALS
Situation 2
Sara was hungry and wanted to open a biscuit tin. However, Sara can’t
open it using her fingers. What type of simple machine would help her
open the tin?
Group Task:
Discuss the solutions to the above problem by using the appropriate thinking map.
105

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WORKSHEETSsCIENCE yEAR 4

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CONTENT

Title Scientific Skills

1.1.12 Experiment by using the basic science process

Observing, Classfying, Making inferences,

a. Based on the complete circuit, what can you observe?

iii. Pupils make a conclusion with a teacher’s guidance.

Tools and Materials Tools

1. Based on the observation, state one inference.

2. State the variables:

3. What is the aim of the investigation above?

4. State the conclusion of the investigation above.

5. What is the operational definition of electrical conductor?

Content Standard 2.1 Breathing Process

SPS Observing, Making inference,Communication

v. Complete Worksheet 2 and 3.

Pupils answer the questions in Worksheet 1, Worksheet 2 and Worksheet 3.

Name: _________________________________________ Class: ____________

Lable the diagram.

Organs involved in breathing process are

Name: ______________________________________ Class: _______________

Name: _________________________________________ Class: ____________

Name: _________________________________________ Class: ____________

Find the names of the organs involved in the breathing process.

List down the words found below.

Content Standard 2.2 Excretion and defecation.

Pupils complete Worksheet 1 and presentation.

2. Complete the table.

3. State the importance of getting rid of excretion and defecation products.

5. Find the words in the maze.

Pictures of organs and products of excretion and defecation.

Skin Water vapour

Content Standard 2.3 Human Respond To Stimuli

iv. Pupils complete Worksheet 1.

i. Pupils work in groups to produce thinking maps to describe habits that

ii. Pupils present their findings.

iii. Pupils state the importance of human’s responses to stimuli.

Pupils complete Worksheet 1, Worksheet 2 and group presentation.

Pupils are guided to summarise the lesson.

Name :_____________________________________ Class: _____________

State the sensory organs involved in the given situations.

Sensory organ: Sensory organ:

Sensory organ: Sensory organ:

Name :_______________________________________ Class: _____________

1. Match the correct responses to the stimuli.

Close the eyes using hands.

2. Andrew tasted coffee

3. Siva looked at the blazing

4. Salina heard loud honking Cover the nose.

2. Why human’s response to stimuli is important?

Content Standard 3.1 Breathing Organs of Animals.

(Based on teacher’s creativity.)

Pupils complete Worksheet 1 and Worksheet 2.

Teacher asks pupil to conclude the day’s lesson.

Animal: Breathing Organ:

Breathing Organ: Animal:

List animals with more than one breathing organ.

SUPPORT MATERIALS FOR ACTIVITY 1

Pictures of animals in Group 2.

Pictures of animals in Group 3.

Pictures of animals in Group 4.

SUPPORT MATERIALS FOR ACTIVITY 2

ANIMALS BREATHING ORGAN CLASSIFYING CHART

SPS Observing, Classifying, Communicating, Defining

i. Pupils watch video about dinasour fossils.

Name: _____________________________ Class:

Name: ________________________ Class: _

Name: _____________________________ Class:

Name: _____________________________ Class:

Name :_________________________ Class: _

Name :___________________________ Class: _

Name: ________________________ Class: _

Name: _________ Date :

Name : _____________ Date : _

Name : _______________ Date :

Name: ____________________ Class : _