TGB Sci 1A

Science
Teacher Guidebook REVISED EDITION
LIM KEAT HENG

ZALIANA ABDULLAH
1A
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)
SPARKS EDUCATION PLT in collaboration with
Science
Teacher Guidebook
REVISED EDITION
1A
SCIENCE AND MATHEMATICS IN ENGLISH FOR SARAWAK (SMES)
LIM KEAT HENG

ZALIANA ABDULLAH
© SPARKS EDUCATION PLT

Igniting Passion for Learning
SCIENCE
TEACHER GUIDEBOOK 1A
Science and Mathematics in English for SARAWAK
(Revised Edition)
Science (Teacher Guidebook, 1A)

Published by:
SPARKS EDUCATION PLT,

72, Lorong Arang, 13H4A,
93250 Kuching, Sarawak.
Website: https://www.sparksonline.com.my
Email: sparkseducationplt@gmail.com
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system or transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of SPARKS EDUCATION PLT.
It is also acknowledged that some images used are designed by Freepik

(https://www.freepik.com/) and Pixabay (https://pixabay.com/). All YouTube videos quoted
in this book are only as links and the rights remained with their respective owners as per
URLs cited.
First published 2020. Revised 2021.
eISBN: 978-967-18935-2-4
© SPARKS EDUCATION PLT

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

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

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

Project Manager of SPARKS TGB and SAB,
SPARKS EDUCATION PLT.
*(The SAB can be purchased through mindappz at https://mindappz.com.
Further details: sparkseducationplt@gmail.com)
ii
TABLE OF CONTENTS
FOREWORD i
PREFACE ii
TABLE OF CONTENTS iii
1.0 INQUIRY IN SCIENCE 1

Activity 1: Fizzy soda 2
Activity 2: Pandan, Lemon grass and Mint leaves 19
Activity 3: Leaf exploring 37
Activity 4: Coconut leaf flute 60
Activity 5: Hibiscus 71
2.0 SCIENCE ROOM RULES 91

Activity 1: Obeying science room rules 92
iii
1.0 Inquiry in Science
Activity 1: Fizzy soda
Activity 2: Pandan, Lemon grass and Mint leaves
Activity 3: Leaf exploring
Activity 4: Coconut leaf flute
Activity 5: Hibiscus
Activity 1: Fizzy soda

CONTENT STANDARD 1.1 Science Process Skills
LEARNING STANDARD 1.1.2 Pupils are able to communicate.
CONTENT STANDARD 1.2 Manipulative skills
LEARNING STANDARDS 1.2.1 List the apparatus and science specimens required for an activity.
1.2.2 Handle specimens correctly and carefully.
Materials
Baking soda, vinegar, food dye, clear glasses, teaspoon, plates and dropper. Use with textbook
(pp. 1-19)
Set Induction Whole Class Activity
 Introduce the term, science substances with examples such as

baking powder, food dye and vinegar. Tell pupils that food dye
has several colours such as green, orange, red, blue and yellow.
 Show to pupils the apparatus they will use like glass, teaspoon,
plate and dropper.
 Remind pupils to handle the science apparatus carefully.
 Demonstrate to pupils how to spread the baking soda in the
glass evenly by shaking it back and forth.
 Give each group a tin of baking soda. Give a glass each to Tier 1
and 2. Give a plate to Tier 3.
 Distribute group tiered activities to pupils (see development of
lesson).
Activity 1: Fizzy Soda | Page 2

Development of Lesson Tier 1 (simple)
 Work in pairs.
 Put three teaspoons of baking powder into a glass. Add three
drops of red food dye to the baking powder. Then add three drops
of vinegar.
 Observe the changes.
Can you see the changes? Can you see bubbles after adding
vinegar?
Can you hear any fizzing sound? What senses did you use in the
activity?
Can you predict what will happen if you add more vinegar?
 Record your observation in Activity Sheet 1.1.
 Observe, draw and colour the outcome.
 Share your observation with your partner.
Development of Lesson Tier 2 (moderately difficult)
 Work in pairs.
 Put three teaspoons of baking powder into a glass. Add three
drops of red food dye to the baking powder. Then add three drops
of vinegar.
Do you hear any fizzing sound? Do you see bubbles after adding
vinegar? What happens if you add more vinegar?
How many senses did you use in this activity? What are they?
 Share your findings with your partner.

Development of Lesson Tier 3 (difficult)
 Work in a small group.

 Put three teaspoons of baking powder on a plate. Add three drops
each of red. green and blue food dye. Then add three drops of
vinegar.
Do you hear any fizzing sound? Do you see bubbles after adding
vinegar? What happens if you add more vinegar?
How many senses did you use? What are they?
 Present your findings to the whole class.
Development of Lesson
Whole Class Activity
 Review with the pupils the main points of activities.

 Ask them which senses helped them the most in the activities.
 Tell them that they did their observation using their sense of sight,
touch, smell, taste and hearing.
 Ask them what science substances were used in the activity.
Closure
Highlights on STEM, HOTS, PAK 21, VALUES Whole Class Activity
 Review with the pupils the main points of the lesson.

 Observe changes closely by using their 5 senses.
 Pupils learn to handle and clean apparatus carefully and return it to
its original location.
 Put the used specimens in a plastic bag and throw them into a
dustbin.
 Ask the pupils to clean up their table and return all unused baking
powder, vinegar and food dye to their correct places according to
the label in the science room.
 Refer to textbook page 6.

Summary of Integration of STEM, HOTS, Values and

21st Century Learning Elements in the Lesson
Science
 Observing using 5 senses Handling apparatus and
substances correctly.
Engineering
 Mixing of the substances produce bubbles and fizzing
sound
Math
USEFUL LINK
 Number of drops
Scan the QR code or
click here
to watch
“Volcano Science
 Predicting what happens when two substances Experiment by
(baking powder and vinegar) mix. ( Nadia, FUN with
MAMA)”.
Useful
 Being curious link !
 Being systematic
 Responsible
 C3 Communication
 C5 Collaboration
PERFORMANCE LEVEL
1.4 Science Process Skill : 1.1.1 Pupils are able to observe:
PL4 (i) and (ii) Use all the senses involved in making qualitative observations to explain the phenomena or changes that
occur an using the appropriate tools if necessary to help the observation.
PL5 (i) and (ii) Use all the senses involved in making qualitative and quantitative observations to explain the phenomena
or changes that occur and using the appropriate tools if necessary to help the observation.
1.4 Science Process Skills:1.1.2 Pupils are able to communicate:
PL5 & PL6 Record information or ideas in more than one suitable form and present it systematically and ideas in more
than one suitable form and present it systematically, creatively and innovatively and able to provide feedback.
1.2 Manipulative Skills; 1.2.1 Use and handle science apparatus and substances correctly
PL1 & PL2 List the apparatus, specimens required for an activity and describe the use of apparatus, science specimens
required for an activity with the correct method.
PL3 Handling apparatus, science specimens required for an activity with the correct method.

Summary of Suggested Teaching Steps

(using the textbook, TGB, SAB and the SPARKS Activity Sheets)
Engage Textbook p. 6
 Introduce the term, science substances.
 Show pupils the science substances used, i.e., baking powder, food dye
and vinegar.
 Remind pupils about the senses that will help them in doing observations.
 Remind them about handling the science substances carefully.
Explore Activity Sheet 1.1

 Distribute the Activity Sheets. Activity Sheet 1.2
 Guide pupils to carry out the activities.
 Help pupils to handle the dropper so that not too much vinegar is added Activity Sheet 1.3
at a time.
 Remind them to observe the changes slowly – what they can see, hear
and smell.
 Get them to record their observations in Activity Sheets 1.1, 1.2, and 1.3.
Explain Activity Sheet 1.1

 Discuss with the pupils their observations in the Activity Sheets. Activity Sheet 1.2
 Guide them to justify their observations.
 Discuss with them the senses they used in the activity. Activity Sheet 1.3
Elaborate Activity 8
 Encourage them to share their experiences with their partners.
 Review the main points of the lesson.
 Discuss their observations.
 Ask pupils to do the reinforcement and enrichment activities in SAB
Activity 8 as homework.
 Help pupils to make a conclusion: We observe with our senses. We
handle the science substances (baking powder, food dye and vinegar)
carefully and correctly.
Evaluate Activity Sheet 1.1

 Pupils do a self-assessment after conducting all the activities using Activity Sheet 1.2
Assessment Sheet in TGB.
 Teacher can use the Activity Sheets for assessment. Write at the bottom Activity Sheet 1.3
part of the Activity Sheets. Self-assessment sheet
Assessment: Performance Levels

 Use ACTIVITY SHEETS.

Activity Sheet 1.1 ANSWERS

Observe the changes. Record your observations.
a. Place a teaspoon of baking powder onto a glass. Drop three drops of

food dye (red colour) onto the baking powder. Then add three drops of
vinegar. Observe. Draw and colour the outcome.
Beginning of experiment Outcome of experiment
b. Record your observations :

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

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

3. I can smell something coming out of it. 
Comments: Assessed by:

Date:
PERFORMANCE LEVEL


a. Place a teaspoon of baking powder onto a plate. Drop three drops each
of food dye (red and green colour) onto the baking powder. Then add
three drops of vinegar. Observe. Draw and colour the outcome.
b. Record your observations:

2
• How many colours of food dye used? .
• How many total number of drops of food dye used? 6 .
3
• How many drops of vinegar used? .
c. Tick () if you observed changes, put a cross, () if there are no changes
I can see a change in colour. 

I can hear sound coming out from it. 
I can smell something coming out of it. 
Continue to the next page.

Activity Sheet 1.2 (continued) ANSWERS

d. Science substances Tick () Science substances Tick ()

vinegar  baking powder 
milk food dye 
water oil
e. These are my senses that helped me in the activity. Circle your answer.

Date:


a. Place a teaspoon of baking powder onto a plate. Drop three drops of

food dye (red, green and blue colour) onto the baking powder. Add three
drops of vinegar. Observe. Draw and colour the outcome.

• How many colours of food dye used? 3 .
• How many total number of drops of food dye used? 9 .
• How many drops of vinegar used? 3 .
1. I can see a change in colour. 

2. I can hear sound coming out from it. 
3. I can smell something coming out of it. 
d. What senses help you the most in this activity? Circle your answer.
These are my senses that helped me in the activity.


e. List the science substances that you used in this activity:

Tick () your answers .
Science substances Tick ()

baking powder 
vinegar 
water
food dye 
milk powder
cooking oil
f. Fill in the blanks with the correct apparatus that you used in the activity.
(plate, dropper, teaspoon, cup, forceps, glass)
1. I used a teaspoon to put the baking powder onto the plate.
2. I used a dropper to place three drops of food dye onto the baking powder.
3. I used a dropper to add three drops of vinegar to the baking powder.
4. I used a plate to hold all the science substances used in the activity.

Date:
PERFORMANCE LEVEL

Activity Sheet 1.1

a. Place a teaspoon of baking powder onto a glass. Drop three drops of

food dye (red colour) onto the baking powder. Then add three drops of
vinegar. Observe. Draw and colour the outcome.
b. Record your observations :

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

Date:
PERFORMANCE LEVEL

Activity Sheet 1.2

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

• How many total number of drops of food dye used? .
I can see a change in colour.
I can hear sound coming out from it.
I can smell something coming out of it.

Activity Sheet 1.2 (continued)

d. Science substances Tick () Science substances Tick ()

vinegar baking powder
milk food dye
water oil
e. These are my senses that helped me in the activity. Circle your answer.

Date:

Activity Sheet 1.3

a. Place a teaspoon of baking powder onto a plate. Drop three drops of

food dye (red, green and blue colour) onto the baking powder. Add three
drops of vinegar. Observe. Draw and colour the outcome.

• How many total number of drops of food dye used? .
1. I can see a change in colour.
2. I can hear sound coming out from it.
3. I can smell something coming out of it.
d. What senses help you the most in this activity? Circle your answer.
These are my senses that helped me in the activity.


e. List the science substances that you used in this activity:

Tick () your answers .
Science substances Tick ()

baking powder
vinegar
water
food dye
milk powder
cooking oil
f. Fill in the blanks with the correct apparatus that you used in the activity.
(plate, dropper, teaspoon, cup, forceps, glass)
1. I used a to put the baking powder onto the plate.
2. I used a to place three drops of food dye onto the baking powder.
3. I used a to add three drops of vinegar to the baking powder.
4. I used a to hold all the science substances used in the activity.

Date:
PERFORMANCE LEVEL

Self-Assessment Sheet
How well did you do?
Tick according to how well you have done.
Satisfactory but
Very well Not satisfactory
AREAS OF can be improved
ASSESSMENT
I can use my senses in

making the
observations.
I can see changes
when I drop a few
drops of vinegar on
the baking powder that
has food dye.
I can see bubbles and
hear fizzing sound.
I can share with my
partner my
observations made
during the activity.
I can handle, clean
and store science
apparatus and
substances correctly
and safely.
How much do you like the activity?
Tick your answer next to the smiley.

Teacher’s Reflections and Notes
What went well?
What am I happy about? What am I satisfied about the lesson?

Reflect on the delivery, the settings, the teaching aids, the students’ participation etc.
I am happy about
What can be improved?

What am I not happy about? What am I not satisfied about? What is it that did not show the outcome that I am
expecting? Reflect on the delivery, the settings, the teaching aids, the students’ participation, etc.
I am not happy about
What did I learn?

Reflect on any new learning about my teaching, about my students’ understanding, performance, etc.
I learnt that

Activity 2: Pandan, Lemon grass and Mint leaves

CONTENT STANDARD 1 1.1 Science Process Skills
LEARNING STANDARDS 1.1.1 Pupils are able to observe.
1.1.2 Pupils are able to communicate.
CONTENT STANDARD 2 1.2 Manipulative skills
LEARNING STANDARDS 1.2.1 Use and handle science apparatus and substances correctly.
1.2.3 Sketch specimens correctly.
1.2.4 Clean science apparatus correctly.
1.2.5 Store science apparatus correctly and safely.
Materials
Screw pine leaves (pandan), lemon grass (serai) and mint (pudina) leaves, Use with textbook
onions, magnifying glass, cutter, cutting board, Sparks chart, “Science Process (pp. 1-19)
Skills and Manipulative Skills”
Set Induction
 Engagement– Refer to “What a Nice Onion” on page 8 of the

textbook. Prepare to do a demonstration for pupils to observe.
 Cut the onions into two.
 Pass the cut onions to the pupils including the ones that were
cut before class.
 Get the pupils to observe the onion – touch it, smell it, see the
pattern of the cut onion.
 Show pupils how to use the magnifying glass to see the pattern
on the onion. (Textbook, p.2)
 Ask pupil to sketch the pattern of the onion on a piece of
paper.
 Ask pupils to tell their partners what they observed about the
onion.
 Show pupils how to clean the cutter and cutting board before
storing them away.
 Ask pupils why the apparatus (cutter and chopping board)
should be cleaned and stored away properly.
 Show the Sparks Chart: “Science Process Skills and
Manipulative Skills”.
 Assign group tiered activities to pupils (see development of
lesson).
Activity 2: Pandan, lemongrass and mint leaves activity | Page 19

 Use Activity Sheet 1.4: Give some pandan leaves to the pupils. Ask
pupils to observe a pandan leaf using a magnifying glass and record
their observation using Activity Sheet 1.4.
 Get them to sketch the outline of the leaf. (Textbook, pp.6-7)
 Guide them to do a leaf rubbing and stick the leaf onto the Activity
Sheet.
 Get them to talk to their partner about the leaf rubbing.
 Use Activity Sheet 1.4. 1.5 and 1.6 for this activity.
 Distribute the pandan and serai leaves to the pupils.
 Ask pupils to do an observation of these two leaves using a
magnifying glass.
 Ask them to write the characteristics of the two leaves in Activity
Sheets 1.4 and 1.5.
 Get them to sketch the outline of the leaves.
 Guide them to do leaf rubbings and to stick the leaves onto the
Activity sheets.
 Ask them to observe and compare the two types of leaves.
 Use Activity Sheet 1.6 to record the comparison.
In how many ways are the two types of leaves the same?
 Get pupils to share with a partner how to do leaf rubbing. Get them
to also talk about their observation record in Activity Sheet 1.6.

 Use Activity Sheets 1.4, 1.7 and 1.8: Give out the pandan and mint
leaves to the pupils. Ask them to do an observation of these two
different leaves using the magnifying glass.
 Sketch the outline of the leaves. (Textbook pp.2-7)
 Compare the leaves and fill in the bubble map on the similarities
and differences between the pandan and the mint leaves.
In how many ways are the leaves the same?
In how many ways are they different?
 Get pupils to share with a partner how to do leaf rubbing. Get
them to also talk about their observation record in Activity Sheets
1.4, 1.7, and 1.8.
 Tell the pupils that they will be watching three videos after they
have completed the tiered activities.
 The videos are about the pandan, serai and mint leaves.
 Tell the pupils to clean all the apparatus used after this activity.
 Get them to store the apparatus properly.
 Ask them why the apparatus (cutter and cutting board) should be
cleaned and stored.
Closure
 Review with the pupils the main points of the lesson by showing
them the Sparks Chart and textbook pages 2 and 6.
 Guide them to conclude that:
a) we observe with our senses – we should be grateful for them;
b) manipulative skills are needed to handle apparatus and
specimen correctly and carefully, sketching specimens and
storing apparatus safely.
 Tell pupils they can carry out the hands-on activities in the Student Sparks chart, “Science
Activity Book (SAB, Balloon-powered car, p.1; Can you see sound? process skills and
P.3; Musical glasses, p.5; Rainbow in the milk, p.7; Fizzy soda, p.16; manipulative skills”.
Leaf observational drawing, p.18)


Science
 Observing, communicating.
Engineering
 Using apparatus correctly, making sketches of
specimens.
Math
 Counting number of similarities, counting the number USEFUL LINK
of differences. Scan the QR code or
click here
to view the video of:
“Lemon grass”.
 Comparing
 Contrasting (the similarities and differences of the
leaves)
 Being ethical
 Responsible
 Appreciative of our senses
USEFUL LINK
Scan the QR code or
 C3 Communication click here
“How to grow your
own pandan”.
USEFUL LINK
Scan the QR code or
click here Useful
to view the video of: links !
“How to keep mint
leaves fresh”.


 Start with a demonstration of cutting an onion. (Textbook, p.8)
 Let the pupils see, smell, touch and taste the cut onion.
 Tell pupils that they are doing an observation of the cut onion with their
senses, a science process skill. (Textbook, p.2)
Explore Textbook pp. 6-7

 Get them to do the Activity Sheets - do observation of leaves, leaf Textbook pg. 2-3
Activity Sheets
sketching, leaf rubbing and comparing leaves. 1.4-1.8
 Guide them to use the i-think Bubble map to record the similarities and
difference between leaves.
Explain Textbook pg. 2-3
Activity Sheets
 Discuss answers in the Activity Sheets with the pupils. 1.4-1.8
 Focus on their observation of leaves – talk about the shape, colour and the
line patterns they can see on the leaf surfaces.
 Guide them to talk with their partners about their experiences.
Elaborate Textbook pg. 2-3

Sparks Chart,
 Continue with whole class activity by showing them the videos on the three “Science Process
different types of leaves i.e, the pandan, lemon grass or serai and mint. Skills and
Manipulative
 Get them to clean the apparatus used and store them properly to practice
skills”
their manipulative skills.
 Discuss, revise the main points of the lesson which are about science
process skills i.e. observation, communication and science manipulative skills.
 Show them the Sparks Chart, “Science Process Skills and Manipulative skills”.
 Tell pupils they can carry out the hands-on activities in the Student Activity
Book (SAB, Balloon-powered car, Can you see sound?, Musical glasses,
Rainbow in the milk, Fizzy soda, Leaf observational drawing)
 Conclude the lesson.
Evaluate Textbook pg. 2-3

Activity Sheets
 Teacher can use the Activity Sheets for assessment. Write at the bottom 1.4-1.8
part of the Activity Sheets.

PERFORMANCE LEVEL
Science process skills: Observe: PL3. Use all the senses involved in making the observations PL4: Using the appropriate tools.
Science process skills: Communicate: PL4. Record information in a suitable form and present it systematically.
Manipulative skills: PL5: Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens
used in an activity with the correct methods systematically and sparingly.


Observe the leaf. Write your observation in the boxes below.
Pandan leaf
Look at the Pandan leaf Senses Yes No
and draw its outline in used
the box below.
Is it smooth?
Is it rough?
Do you like the smell?
Is it sweet?
Is it bitter?
Do a leaf rubbing and then stick the leaf (cut a part of it) in the box below.
Leaf rubbing Pandan leaf

Date:
PERFORMANCE LEVEL
Science process skills: Observe
PL3 Use all the senses involved in making the observations
PL4 Using the appropriate tools
Science process skills: Communicate
PL4 Record information in a suitable form and present it systematically.
Manipulative skills:
PL5 Using, handling, sketching, cleaning and storing the apparatus, science substances and
specimens used in an activity with the correct methods systematically and sparingly.


Serai leaf
Look at the serai leaf Senses Yes No
the box below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Serai leaf

Date:
PERFORMANCE LEVEL


Compare the serai leaf and the pandan leaf.
Write their similarities in the green bubbles.
The ways they Choose from these words:

are the same shape, colour, has smell,
rough surface,
smooth surface
shape
serai pandan
colour
leaf leaf
has smell
How many similarities are there?
Are there any other similarities?

Date:
PERFORMANCE LEVEL


Mint leaf
Look at the mint leaf Senses Yes No
the box below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Mint leaf

Date:
PERFORMANCE LEVEL


Compare the pandan leaf and the mint leaf. Write their similarities in the
green bubbles. Write their differences in the yellow boxes.
Choose from these words:
oval shape, long shape, colour, has smell, rough surface,
smooth surface, long lines on leaf, lines like net on leaf
Differences Similarities Differences
oval
long shape colour shape
smooth pandan mint rough

surface leaf leaf surface
long lines lines like

on leaf has smell
net on leaf
How many similarities are there? 2
How many differences are there? 6

Are there any other differences?

Date:
PERFORMANCE LEVEL

Activity Sheet 1.4

Pandan leaf
Look at the Pandan leaf Senses Yes No
the box below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Pandan leaf

Date:
PERFORMANCE LEVEL

Activity Sheet 1.5

Serai leaf
Look at the serai leaf Senses Yes No
the box below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Serai leaf

Date:
PERFORMANCE LEVEL

Activity Sheet 1.6

Compare the serai leaf and the pandan leaf.
Write their similarities in the green bubbles.
The ways they Choose from these words:

are the same shape, colour, has smell,
rough surface,
smooth surface
serai pandan
leaf leaf

Date:
PERFORMANCE LEVEL

Activity Sheet 1.7

Mint leaf
Look at the mint leaf Senses Yes No
the box below.
Is it smooth?
Is it rough?
Is it sweet?
Is it bitter?
Leaf rubbing Mint leaf

Date:
PERFORMANCE LEVEL

Activity Sheet 1.8

Compare the pandan leaf and the mint leaf. Write their similarities in the
green bubbles. Write their differences in the yellow boxes.
Choose from these words:
oval shape, long shape, colour, has smell, rough surface,
smooth surface, long lines on leaf, lines like net on leaf
Differences Similarities Differences
pandan mint
leaf leaf
How many differences are there?

Are there any other differences?

Date:
PERFORMANCE LEVEL

Science process skills and manipulative skills
1.0 Science process skills are skills that are required when we do observation.
1.1 We observe using our senses of

• sight
• touch
• smell
• taste and
• hearing
1.2 We communicate with others by

• talking
• sketching
• writing
2.0 Manipulative skill is a psychomotor skill

used during a science investigation such as:
2.1
2.1 using and handling science apparatus and

materials correctly;
2.2
2.2 handling specimens correctly and carefully;
2.3 sketching specimens, materials and science

2.3
apparatus correctly;
2.4 cleaning science apparatus correctly;

2.4
2.5 storing science apparatus and materials

correctly and safely.
2.5
Poster: Science process skills and manipulative skills | Page 34

Satisfactory but Not

Very well
AREAS OF can be improved satisfactory
ASSESSMENT
I can use all my senses in

making observations.
I can record my
observations in a suitable
form and present it
systematically.
I can handle, sketch, clean
and store the apparatus,
and specimens used in the
activities correctly and
safely.
Tick your answer below the smiley.
Activity Sheet 1.4
Activity Sheet 1.5
Activity Sheet 1.6
Activity Sheet 1.7
Activity Sheet 1.8

What went well?

I am happy about

What did I learn?

I learnt that

1.0 Scientific skills
Activity 3: Leaf exploring

CONTENT STANDARD 1 1.1 Science Process Skills
LEARNING STANDARD 1.1.2 Pupils are able to observe.
CONTENT STANDARD 2 1.2 Manipulative skills
LEARNING STANDARDS 1.2.1 List the apparatus and science specimens required for an activity.
Materials
Balsam leaf, parsley leaf, bayam leaf, curry leaf, coconut leaf, banana leaf, Use with textbook
turmeric leaf, galangal or lengkuas leaf (put all the specimens in a ziplock (pp. 1-7)
plastic), petri dish, forceps, cutter, cellophane tape and magnifying glass
 Engagement – Teacher asks pupils to look at pictures of some

common plants found in their home gardens. (Show Common
Plants chart)
 Teacher asks pupils :
Do you have any plants at home?
What type of plants do you have?
Chilli, lemon grass, flowers (some common examples).
Ask pupils how to identify the plants.
Can we use our senses to identify them?
 Tell pupils they can use their sense of sight, smell, hearing, taste
and touch in the activities.
 Show pupils how to use these apparatus: forceps, cutter,
magnifying glass and petri dish.
 Use forceps to pick up a leaf and place it in a petri dish. Use a
magnifying glass to have a closer look at the leaf’s surface
(count the number of veins, feel the leaf texture).
 Assign group tiered activities to pupils (see development of
lesson).
Activity 3: Leaf exploring | Page 37

 Work in pairs.
 Give every pair these leaves: curry leaf, parsley leaf, balsam leaf Assessment:
and bayam leaf. Activity Sheet 1.9
 Get them to sketch and colour each leaf.
 Guide them to carefully cut a part of each leaf and paste it in the
box.
The sense that
 Ask them how many of their senses are being used in this activity.
they will use is
 Get them to tell their partners what they can see on the leaves. sight.
(Draw their attention to characteristics that they can see - the
colours, shapes and sizes – Are they the same colour? Are they
the same shape? Are they the same size?)

Assessment:
 Work in pairs. Activity Sheet 1.10
 Give each pair the following leaves in a petri dish, i.e., curry leaf,
parsley leaf, balsam leaf and bayam leaf.
 Get them to sketch the leaves and colour them.
 Ask them to use a pair of forceps and bring each leaf close to their
noses.
 Get pupils to smell each leaf.
Is there any strong smell from each leaf?
 Get them to record their observation in Activity Sheet 1.10 by
pasting the cut leaves in the boxes according to whether it has any
smell or not.
 Ask the pupils how many of their senses are being used for this The sense that they will
activity. use are sight and smell.
 Get them to talk to their partners about what they can see and
smell.
 Encourage them to share their experiences of their mothers‘
cooking in using some of those leaves. Which one(s) do they like?
Why?

 Work in a small group to observe 8 different leaves.

 Use a magnifying glass and observe the leaves. Assessment:
Activity Sheet 1.11
 Draw and colour the leaves.
 Touch and smell the leaves. The sense that they will
use are sight, smell and
 Cut a small part of each leaf and tape it in the boxes according to
touch.
their characteristics.
 Guide them how to use the apparatus and handle the specimens
 Get them to present their answers to the whole class.
 Paste the Common Plants chart on the board and discuss with the
pupils the different plants based on the answers in their Activity
Sheets.
 Tell them that they are doing observation using their sense of sight
and smell.
 Discuss about the science apparatus that they used and how they
handled the specimens in doing the activities.
Closure
 Review with the pupils the main points of the lesson.

 We use our senses when we do observation.
 We should be thankful for our senses.
 Remind pupils to handle and clean the apparatus carefully.
 Ask the pupils to clean up their table and return all the apparatus
to their original places.
 Throw away all used specimens into a dustbin.
 Refer to textbook page 6.


Science
 Observing using senses.
Math
 Count the number of leaves with smell and without
smell.
 Comparing the characteristics of leaves

 Contrasting (Plants have different smell, shapes,
sizes)
 Being ethical
 Responsible
 Appreciative of our senses and nature
 C1 Critical thinking Useful

links!
 C3 Communication (sharing with partner what they
have done)
USEFUL LINK USEFUL LINK

Scan the QR code or Scan the QR code or
click here click here
to view the video of to view the video of
“All about parsley” “Galanga plant”
USEFUL LINK USEFUL LINK

Scan the QR code or Scan the QR code or
click here click here
to view the video of to view the video of
“How to grow curry “Amaranth plant or
leaf plant” bayam”


 Start by showing pupils the Common Plants chart. Draw attention to the Textbook pg. 2-3
Sparks Chart
pupils to the common plants chart. “Common plants
 Remind pupils about the five senses that will help them in doing their chart”
observation .
Explore Activity Sheets 1.9

 Distribute the tiered activity sheets. Activity Sheets 1.10
 Explain the task to the pupils.
 Guide them to do the observations in the Activity Sheets Activity Sheets 1.11
 Ask them to record their observations in Activity Sheets 1.9, 1.10 and
Sparks Chart
Textbook pg. 2-3
1.11.
“Common plants
 Help the pupils to handle the specimens, magnifying glass and cutter chart”
Explain Activity Sheets 1.9

 Discuss the pupils’ observations in the Activity Sheets. Activity Sheets 1.10
 Discuss with them the senses that they used for doing observation. Activity Sheets 1.11
Elaborate
 Guide pupils to make a conclusion:
 We observe with our senses and we handle specimens and science
apparatus carefully and correctly.
Evaluate Activity Sheets 1.9

 Pupils do a self-assessment after conducting all the activities using Activity Sheets 1.10
 Teacher can use the Activity Sheets for assessment. Write comments at Activity Sheets 1.11
the bottom part of the Activity Sheets.
Self-assessment sheet


PERFORMANCE LEVEL
Science Process Skill: 1.1.1 Observe:
PL5 (i) and (ii) Use all the senses involved in making qualitative and quantitative observations to explain the phenomena or
changes that occur and using the appropriate tools if necessary to help the observation.
Science Process Skills:1.1.2 Communicate:

Manipulative Skills: 1.2.1 Use and handle science apparatus correctly

1.2.2 Handle specimens correctly and carefully
1.2.3 Sketch specimens correctly
PL4 Using, handling and sketching the apparatus and specimens used in an activity with the correct method.

COMMON PLANTS
Lengkuas or lime plant

galangal plant
pineapple plant
turmeric plant chilli plant
Photos by Zaliana
Poster: Common Plants | Page 43


Do the following activities and record your observations in the
appropriate boxes.
a. Observe each leaf carefully with a magnifying glass. Draw each leaf and
colour it.
curry leaf parsley leaf balsam leaf bayam leaf
b. Carefully use a cutter to cut a part of each leaf. Tape the leaves in the
boxes below.


appropriate boxes.
c. What did you use to cut a part of each leaf? Circle your answer.

Date:
PERFORMANCE LEVEL
Science process skills: 1.1.1 Observe:
PL4 (i) and (ii) Use all the senses involved in making qualitative observations to explain the phenomena or changes that occur
an using the appropriate tools if necessary to help the observation.
Science process skills: 1.1.2 Communicate:
PL5 and PL6 Record information or ideas in more than one suitable form and present it systematically and ideas in more
Manipulative skills: 1.2.1 Use and handle science apparatus correctly
PL1 and PL2 List the apparatus, specimens required for an activity and describe the use of apparatus, science specimens


appropriate boxes.
colour it.
boxes below:
leaves with smell leaves without smell
c. Circle your answers:
1. How many types of leaves are with smell ? 1 / 2 / 3 / 4.
2. How many types of leaves are without smell? 1 / 2 / 3 / 4.


appropriate boxes.
d. What apparatus did you use for this activity? Circle your answer.
e. What senses helped you the most in this activity? You can circle more
than one sense.

Date:
PERFORMANCE LEVEL


Do the following activity and record your observations in the appropriate
boxes.
a. Observe the leaf shape, leaf margin and leaf veins. Draw what you see in
the boxes below and tape a section of an actual leaf in the box beside it.
curry leaf parsley leaf
bayam leaf coconut leaf
banana leaf galangal or lengkuas leaf
balsam leaf turmeric leaf


boxes.
b. Carefully use a cutter to cut a small section of each leaf and tape it in
the box according to its characteristics.
Characteristics of the leaves Tape the cut leaves in the How

correct box many?
Leaves with smell. 4
Leaves without smell. 4
Leaves that are long and

2
without smell.
Leaves that are long and with

2
smell.
Leaves that are broad and with

2
smell.
Leaves that are broad and

1
without smell.
Leaves that are hard. 1
Leaves that are soft. 7


boxes.
c. What senses helped you the most in the activity?

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

Date:
PERFORMANCE LEVEL

Activity Sheet 1.9

appropriate boxes.
colour it.
boxes below.


appropriate boxes.
c. What did you use to cut a part of each leaf? Circle your answer.

Date:
PERFORMANCE LEVEL

Activity Sheet 1.10

appropriate boxes.
colour it.
boxes below:
leaves with smell leaves without smell
c. Circle your answers:
1. How many types of leaves are with smell ? 1 / 2 / 3 / 4.
2. How many types of leaves are without smell? 1 / 2 / 3 / 4 .


appropriate boxes.
d. What apparatus did you use for this activity? Circle your answer.
e. What senses helped you the most in this activity? You can circle more
than one sense.

Date:
PERFORMANCE LEVEL

Activity Sheet 1.11

boxes.
a. Observe the leaf shape, leaf margin and leaf veins. Draw what you see in
the boxes below and tape a section of an actual leaf in the box beside it.
curry leaf parsley leaf
bayam leaf coconut leaf
banana leaf galangal or lengkuas leaf
balsam leaf turmeric leaf


boxes.
b. Carefully use a cutter to cut a small section of each leaf and tape it in
the box according to its characteristics.
Characteristics of the leaves Tape the cut leaves in the How

correct box many?
Leaves with smell.
Leaves without smell.
Leaves that are long and

without smell.
Leaves that are long and with

smell.
Leaves that are broad and with

smell.
Leaves that are broad and

without smell.
Leaves that are hard.
Leaves that are soft.


boxes.
c. What senses helped you the most in the activity?

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

Date:
PERFORMANCE LEVEL

Satisfactory but
ASSESSMENT
I can use my senses in

making the
observations.
I can smell, hold, touch

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

and store science
apparatus and
and safely.

What went well?

I am happy about

What did I learn?

I learnt that

Activity 4: Coconut leaf flute

Materials
Coconut leaves, magnifying glass, cutter, cutting board, Sparks chart, Use with textbook
“Science Process Skills and Manipulative Skills” (pp. 6-7)
 Introduction – Refer to “Manipulative skills” on page 6 of the

textbook.
 Teacher shows pupils a video about blowing leaves to make
music. (“Playing the leaflute” at
https://www.youtube.com/watch?v=1tnQFykvydc )
 Show and blow a flute made of coconut leaves. Can they hear
the sound?
 Remind pupils that when doing observation, they can use their
senses of sight, smell, touch, taste and hearing.
 Introduce the focus of the lesson which is manipulative skills.
(Textbook, p.6)
 Show the Sparks Chart, “Science Process Skills and
Manipulative Skills”.
 Show the apparatus they are going to use, i.e. a cutter and
explain the manipulative skills involved.
 Tell pupils that they are going to make a flute out of the
coconut leaves.
 Show them the video, “How to make an olappeeppi, a flute from
coconut leaves”
(https://www.youtube.com/watch?v=QJpPZcwBmlc ).
Activity 4: Coconut leaf flute | Page 60

Development of Lesson Whole Class Activity
Part 1:
 Do an observation of the coconut leaves and record it using
Activity Sheet 1.12. (Pick a leaflet from the frond of coconut
leaflet
leaves)
Touch the coconut leaflet and the middle part called the mid
rib, how does it feel? Is it rough or is it smooth? Is it hard or is
it soft?
 Look at one of the leaves, record their physical characteristics.
Smell the leaf; any scent?
 Cut a small part of the leaf and clean it. Taste it.
Shake the coconut leaves. Can you hear any sound?
Part 2:
mid rib
 Choose a coconut leaflet from the frond.
 Notice that it has a middle part called the mid rib that is hard.
 Sketch the leaf.
 Carefully use a cutter and strip along one side of the rib as
shown in the diagram.
 Do the same for the other side of the mid rib.
 Repeat the same for four more leaves.

Part 3:
 Cut a small piece from a leaf measuring 2cm by 1cm.
 Cut another similar piece.
 Place these two pieces together and then carefully turn a leaf
strip over them, turning the strip around continuously.
 As the strip nears its “end”, another strip is inserted and the
turning action repeats.
How do we insert a new strip to make sure it will not come
off?
 Follow this action of “wrapping” with the other three more leaf
strips.
 Use a short mid rib and pierce it through the open end of the
flute.
Why do you think this action is necessary?
 Sketch the completed flute.
 Get the pupils to share with their partner how they made the
flute.
How many strips of coconut leaves are used?
 Tell the pupils to be appreciative of coconut leaves – it has
other uses such as the casing for kuih selorot, a traditional kuih.
Part 4:
 Once done, play the flute by blowing it.
Can you hear the sound? Can you change the sound by
blowing it differently?
Can other leaves be made into a flute?
 Show the pupils another video that shows the making of flute
from banana leaf.
(https://www.youtube.com/watch?v=AtdTDhdVy74 )

Part 5:
 Before closure, get the pupils to clear their table and clean the
apparatus that they have used.
 Store the apparatus correctly and safely after use.
 Ask pupils why they have to store the apparatus correctly and
safely.
 Remind pupils these are also good values to follow.
 Remind pupils to be appreciative of our senses.
 Refer to textbook pages 6 and 9.
Closure
 Review with the pupils the main points of the lesson by showing
them the Sparks Chart.
Sparks chart, Science
 Guide them to conclude that they need manipulative skills to process skills and
handle apparatus and specimen correctly and carefully, sketching manipulative skills
specimen and storing apparatus safely.
 Tell pupils they can carry out the hands-on activities in the Student
Activity Book (SAB, Balloon-powered car, Can you hear sound?,
Musical glasses, Rainbow in the milk, Fizzy soda, Leaf observational
drawing)
 Refer to textbook pages 6-10.


Science
 Observing, communicating
Tech/ Engineering
 Using apparatus correctly, making sketches of coconut
leaf and the flute, wrapping without glue
Math USEFUL LINK

 Counting number of leaves used Scan the QR code or
click here
“Playing the leaflute”.
 Generating ideas
 Problem-solving (how to wrap the coconut leaves
without glue)
 Being systematic  Appreciative of nature –

 Being ethical the many uses of coconut
 Appreciative of our leaves
USEFUL LINK
senses Scan the QR code or
click here
“How to make an
 C2 Creativity (making sounds) olappeeppi, a flute out
 C3 Communication (sharing with partner what they of coconut leaves”.
have done)
Useful USEFUL LINK

link ! Scan the QR code or
click here
“Flute making (banana
and palm leaf) ”.


 Teacher shows pupils a video on blowing leaves to make music. Textbook pg. 2-3
Sparks Chart,
 Show a flute made of coconut leaves and play it.
“Science Process
 Introduce the lesson by saying the focus is on manipulative skills. Skills and
 Refer pupils to page 6 of the textbook, “Manipulative Skills” and show the Manipulative
Sparks Chart, “Science Process Skills and Manipulative Skills”. Skills”.
 Inform the pupils that they are going to make a flute out of coconut leaves.
 Show them the apparatus and explain the manipulative skills needed.

 Show them the video, “How to make an olappeeppi, a flute from coconut Activity Sheet 1.12
leaves.
 Guide them to do the activity of making a flute from coconut leaves. Focus
on the manipulative skills sketching, cutting and folding of the leaves.
 Encourage them to talk with their partners about the processes involved in
making the flute.
Explain Activity Sheet 1.12

 Discuss the manipulative skills involved.
 Integrate STEM components by directing pupils’ attention to the
mathematics elements (How many strips of coconut leaves are being used?
How many rounds of folds are needed to make the flute?), the technology
and engineering aspects (building the cone structure of the flute, making
sure it is secure, making sounds and so on).
 Once done, play the flute by blowing it. Can they hear the sound?
 We can hear the sound with our ears, by blowing the flute.
Elaborate
 Tell the pupils to be appreciative of coconut leaves. Besides being used for
making flutes, coconut leaves can also be used as casing for kuih selorot, a
traditional kuih.
 Get them to change the sound by blowing the flute differently.
 Can other leaves be made into a flute?
 Show the pupils another video that shows how to make a flute from banana
leaf.
 Before closure, get the pupils to clear their table and clean the apparatus
that they have used.
 Store the apparatus correctly and safely after use.
 Ask pupils why they have to store the apparatus correctly and safely.
 Remind pupils these are good values to follow.
 Remind pupils to be appreciative of their senses.

Suggested Teaching Steps

Evaluate Activity Sheet 1.12

 Teacher can use the Activity Sheets for assessment.
 Write at the bottom part of the Activity Sheet.

PERFORMANCE LEVEL

PL5 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens


Observe the coconut leaf. Write your observation in the boxes below.
Coconut leaf
Look at the coconut Senses Yes No
leaf and draw its used
outline in the box
below.
Is it smooth?
Is it rough?
Is it soft?
Is it hard?
Is it smelly
Is it sweet?
Is it bitter?

Date:
PERFORMANCE LEVEL


Activity Sheet 1.12

Observe the coconut leaf. Write your observation in the boxes below.
Coconut leaf
Look at the coconut Senses Yes No
leaf and draw its used
outline in the box
below.
Is it smooth?
Is it rough?
Is it soft?
Is it hard?
Is it smelly
Is it sweet?
Is it bitter?

Date:
PERFORMANCE LEVEL


Satisfactory but
ASSESSMENT
I can use all my senses

in making
observations.
I can record my
observations in a
suitable form and
present it
systematically.
I can handle, sketch,
clean and store the
apparatus, and
specimens used in the
activities correctly and
safely.

What went well?

I am happy about

What did I learn?

I learnt that

Activity 5: Hibiscus
Materials
Magnifying glass, secateurs, petri dish, cutter, forceps and stalks of hibiscus Use with textbook
flowers (pp. 2-6)
 Engagement – Refer to page 6 of the Textbook and draw pupils’

attention to the word, apparatus.
 Teacher explains the word, apparatus, by showing all the tools that
will be used in the activity which are magnifying glass, secateurs, petri
dish, cutter, and forceps.
 Show the pupils how to use the apparatus correctly.
 Inform pupils that the hibiscus flowers will be the specimen used
during the activity.
 Tell the pupils to handle the specimens carefully using a pair of
forceps.
 Ask each group to cut a stalk of hibiscus flower from outside with
secateurs.
 Distribute group tiered activities to pupils (see development of
lesson).
 Cut a hibiscus flower stalk with a pair of secateurs and bring to class.
 Use a cutter to carefully cut the flower from the stalk.
 Use forceps to transfer it to a petri dish.
 Use a magnifying glass to observe the hibiscus flower
 Let pupils count the number of petals. Note the colour of the flower.
 Pluck one petal and observe it under the magnifying glass.
What happens to the size of hibiscus flower when you see it using
a magnifying glass?
Activity 5: Hibiscus | Page 71

 Cut a hibiscus flower stalk with a pair of secateurs – bring to class.

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

 Use a cutter to cut carefully the flower from the stalk.
 Use a pair of forceps to place it on a petri dish.
 Use a magnifying glass to observe the hibiscus flower.
 Ask pupils to see, smell, and touch it.
 Let pupils count the number of petals.
 Take one of the petals and look at it under the magnifying glass.
 Show the pupils how to hold the magnifying glass correctly.
 Ask the pupils to do Activity Sheet 1.15: Observe and draw the
hibiscus flower.
 Get them to rearrange the steps taken to handle the apparatus and
specimens correctly.
 Get them to explain whether it is the correct way to handle the
apparatus and specimens.
 Display the answers to the whole class.

 Teacher discusses with pupils about what they did during the
activity- how to handle specimen, how to use apparatus carefully in
the activity.
 Show to the whole class how to clean and store the apparatus.
 Get the pupils to clean up their table and throw the flower into the
dustbin.
 Get them to wash the petri dish. Dry it with kitchen tissue paper
and store it.
 Wipe the cutter carefully because it is sharp. Then dry and store it.
 Remind pupils to be careful when cleaning the cutter because it is
sharp.
Closure

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


Science
 Observing, manipulative skills of handling science
apparatus
Math
 Number of petals
 Evaluating steps for handling apparatus and

specimens
 Being ethical
 Responsible
 Appreciative of our senses and nature
 C1 Critical thinking
 C3 Communication (sharing with partner what they
have done)


Engage Textbook pp. 6-7

 Start by referring to the Textbook, pages 6-7 and draw pupils’ attention
to the word, apparatus.
 Explain the word apparatus and show the pupils how to use the
apparatus correctly.
Explore Activity Sheets 1.13

 Distribute the tiered activities. Activity Sheets 1.14
 Inform pupils what they should do.
 Guide them to do the activities. Activity Sheets 1.15
 Use hibiscus flowers as specimens.
 Tell the pupils to handle the specimens carefully using a pair of forceps.
 Guide them to handle and hold the apparatus correctly and carefully
especially the cutter and magnifying glass.
 Get them to record their observations using Activity Sheets 1.13, 1.14
and 1.15.
Explain Activity Sheets 1.13

 Discuss with the pupils about their observations in the Activity Sheets. Activity Sheets 1.14
 Get them to share their answers. Activity Sheets 1.15
Elaborate
 Remind pupils the reasons why they should handle the apparatus and
specimen carefully and correctly.
 Guide pupils to make conclusion: Manipulative skills in science involve
handling apparatus and specimen carefully and correctly.
Evaluate Activity Sheets 1.13

 Pupils do a self-assessment after conducting all the activities using Activity Sheets 1.14
 Teacher can use the Activity Sheets for assessment. Write at the bottom Activity Sheets 1.15
Self-assessment sheet


PERFORMANCE LEVEL
1.4 Science process skills:
1.1.2 Communicate:
PL4 & PL5 Record information or ideas in suitable form and present it systematically or ideas in more than one suitable form ]
and present it systematically.
1.2 Manipulative Skills:
1.2.1 use and handle science apparatus
1.2.3 Sketch specimens,
1.2.4 Clean science apparatus correctly,
1.2.5 Store science apparatus correctly ad safely.
PL3 Handling apparatus, science substances and specimens required for an activity with the correct method
PL4 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens used in an activity
with the correct method.
PL5 Using, handling, sketching, cleaning and storing the apparatus, science substances and specimens used in an activity
with the correct methods, systematically and sparingly.


Record your observations.
a. Circle the apparatus that are used in the activity:
cutter secateurs
scissors forceps
microscope ruler
petri dish magnifying glass


b. Observe the hibiscus flower with a magnifying glass. Draw the hibiscus
flower and colour it.
c. Circle the correct answer:
• The hibiscus has petals. (1/2/3/4/5/6)

• Is the petal soft or hard? (soft/hard)
• Does it have smell? (Yes/No)

Date:
PERFORMANCE LEVEL
1.2 Manipulative skills:
PL3 Handling apparatus, science substances and specimens required for an activity with the correct
method
used in an activity with the correct method.
used in an activity with the correct methods, systematically and sparingly.


cutter secateurs scissors forceps
petri dish magnifying glass microscope ruler
b. Rearrange the steps involved in the activity to show the correct

sequence in handling the specimen.
1. Use a pair of forceps to place the hibiscus flower in a petri dish.
2. Use a cutter to cut the flower from the stalk.
3. Use a pair of secateurs to cut the hibiscus flower stalk.
4. Use a magnifying glass to observe the hibiscus flower.
Answers:


c. Observe the hibiscus flower with a magnifying glass. Draw the hibiscus
d. Circle the correct answer:

• Is the petal soft or hard? ( soft / hard )
• Does it have smell? ( Yes / No )

Date:

Activity Sheet 1.13

cutter secateurs
scissors forceps
microscope ruler
petri dish magnifying glass


b. Observe the hibiscus flower with a magnifying glass. Draw the hibiscus
c. Circle the correct answer:


Date:
PERFORMANCE LEVEL
1.2 Manipulative skills:
PL3 Handling apparatus, science substances and specimens required for an activity with the correct
method
used in an activity with the correct method.
used in an activity with the correct methods, systematically and sparingly.

Activity Sheet 1.14

cutter secateurs scissors forceps
petri dish magnifying glass microscope ruler
b. Rearrange the steps involved in the activity to show the correct

Answers:
1.
2.
3.
4.




Date:


a. Rearrange the steps involved in the activity to show the correct

Answers:
b. Tick () or wrong () in handling the specimen.
The ways to handle specimen correctly and Right Wrong

carefully.
1. Use your hand to pluck the hibiscus flower.
2. Use a pair of secateurs to cut the flower stalk.
3. Use a ruler to cut the flower.
4. Throw the hibiscus into the sink after the activity.
5. Wash and dry the petri dish after the activity.




Date:

Activity Sheet 1.15

a. Rearrange the steps involved in the activity to show the correct

Answers:
1.
2.
3.
4.
b. Tick () or wrong () in handling the specimen.
The ways to handle specimen correctly and Right Wrong

carefully.
1. Use your hand to pluck the hibiscus flower.
2. Use a pair of secateurs to cut the flower stalk.
3. Use a ruler to cut the flower.
4. Throw the hibiscus into the sink after the activity.
5. Wash and dry the petri dish after the activity.




Date:

Satisfactory but
ASSESSMENT
I can cut the flower

stalk with the
secateurs.
I can cut the flower

from the stalk with a
cutter.
I can share with my
partner on how to
handle and use the
magnifying glass
correctly.
I can share with my
partner observations I
made during the
activity.
I can store science
apparatus and
and safely.

What went well?

I am happy about

What did I learn?

I learnt that

2.0 Science room rules
Activity 1: Obeying science room rules

CONTENT STANDARD 2.0 Science Room Rules
LEARNING STANDARD 2.1 Pupils are able to adhere to science room rules
Materials
Glue, paper, Sparks Chart, “Science room rules”, Activity Sheets. Use with textbook
(pp. 11-16)
Talking points
Refer to the stimulus page, textbook, p. 11.
 Draw pupils’ attention to the picture and tell them that the
pupils are in the science room: Let’s look at this picture. Where
do you think the pupils are in? They are in the school science
room.
 Ask the pupils, What experiment are they doing?
 They are doing an experiment on objects that can float or sink.
 Draw pupils’ attention to the boy in the picture, ask pupils,
What is the boy doing? He is putting an object into the water as
instructed by the teacher. The pupils are observing to see whether
the object floats or sink.
 Ask pupils, What good actions can you see being shown by the
pupils? For example, are the pupils working together? TEACHER’S INFO:
You could also say
 Yes, they are working together following teacher’s instructions. that the pupils are
(other responses may be acceptable like being focused and so paying full attention
on). to what they are
observing. Be serious,
 Explain to pupils: Following teacher’s instructions is one of the be focused and
important rules to follow while in the science room. attentive are good
actions to follow.
 Explain to pupils what a rule is: A rule is an instruction that must
be followed or obeyed, for example, all pupils must come to school
on time.
 Tell them that they will be learning about rules in the science
room in this lesson.
Activity 1: Obeying science room rules | Page 92

Set Induction
Activity
 Show pupils Sparks Chart “Science Room Rules”, saying that these
are instructions that must be followed by all pupils in the science
room.
 Ask pupils to refer to their textbook page 12, “Obeying science
room rules”.
 Read the first rule from the chart, “Line up before entering the
science room.”
 Ask pupils to quickly find that rule in their textbook pages 12-13.
 Make it a game, “Who can find it!”, by randomly picking rules from
the chart and getting pupils to look for similar rules in their
textbook.
 Praise the pupil who is the first to find the match.
 Each time, explain what that rule means.
Set Induction
Teaching points:
 Draw students’ attention to what the children are doing in the
pictures shown: Lining up, cleaning, tidying up, asking for
permission. (Textbook, pp. 12-13)
 Ask them, are these good actions? (Refer to the green outlined
boxes)
 Are there any actions that are not good? (Refer to the red outlined
boxes)
 Good actions can be used as science room rules.
 Use the Sparks Chart “Science Room Rules”, and get students to
point out the good actions and the bad ones.

SUGGESTED TIERED ACTIVITIES FOR

DIFFERENTIATED LEARNING:
Good actions can be rules for Science Room.
Teaching points:
1. Tell pupils to get ready for activities.
2. Tiered activity sheets are given to pupils (see below)
3. Tier 1 activity (using Activity Sheet 2.2(a)) is given to pupils who can
work on simple tasks.
4. Tier 2 activity (using Activity Sheet 2.2(b)) is given to pupils who can
work on more than simple tasks than Tier 1 pupils.
5. Tier 3 activity (using Activity Sheet 2.2(b)) is given to pupils who can
do more challenging tasks.
Assessment:
1. Refer to textbook page 12-13. Activity Sheet 2.1(a)
2. Ask pupils to look at the pictures in Activity Sheet 2.1(a).
3. Get them to circle those that are good actions by pupils in the
science room.
4. How many good actions can they identify? Write the answer in
the box.
5. Can these good actions be science room rules?
Assessment:
1. Refer to textbok page 14-15.
Activity Sheet 2.1(a)
2. Ask pupils to look at the pictures in Activity Sheet 2.1(a). Activity Sheet 2.1(b)
3. Get them to circle those that are good actions by pupils in the
science room.
4. How many good actions can they identify? Write the answers in
the box.
5. Use Activity Sheet 2.1(b). Why are they good actions? Match the
answers.
6. Ask pupils whether these good actions can be rules for the
science room.

1. Refer to textbook page 12-13. Assessment:

2. Ask pupils to look at the pictures in Activity Sheet 2.1(a). Activity Sheet 2.1(a)
Activity Sheet 2.1(b)
3. Get them to circle those that are good actions by pupils in the Activity Sheet 2.1(c)
science room.
4. Use Activity Sheet 2.1(b). Why are they good? Match the
answers.
5. Ask pupils whether these good actions can be rules for the
science room.
6. Use Activity Sheet 2.1(c). Look at the bad actions - Match the
advice you would give.
TEACHER’S INFO:
1. Cut out pictures of good actions from the Activity Sheet 2.1(a). The making of the
2. Roll a piece of paper into a cylindrical shape like a toilet roll. display stand
encourages students
3. Glue the paper at the side. to think of how to
roll the paper and
4. Make sure it can stand on the table. glue the pictures to
make it stable.
5. Paste the cut out good action pictures onto the roll.
(technology/
6. Display the science room rules using the roll. engineering).
Teaching points
1. Get pupils to refer to textbook pages 14-15, Understanding
science room rules.
2. Show the pictures and ask What is the outcome if you obey the
science room rules?
3. Guide the students to generate answers by asking: Will the science
room be cleaner, and tidier? What other reasons can you think of?
4. Ask What would happen if you disobey the science room rules?
5. Guide the students to answer by asking: Will you see rubbish
everywhere? Will the science room be clean? Will it be dangerous to
play inside the science room? Why it is dangerous to disobey the
science room rules?
6. Get the students to state the importance of obeying the science
room rules, for example, we need to obey the science room rules for
safety.
7. Show them the video using the link and the QR code on the next
page.

Closure
1. Get pupils to refer to textbook pages 14-15, ‘Understanding

science room rules’.
2. Review with the pupils the main points of the lesson: The good
actions can be rules in the science room.
3. Ask pupils why rules are needed in the science room.
4. Help pupils to make conclusion: We must adhere to the science
room rules for safety.
Enrichment
Teaching points
1. Refer pupils to textbook page 16 on the Science Room Rules
game. They can make the dice and play the game.
2. Draw their attention to the Sparks Student Activity Book, Science
1A, Activity 2.1 and play the Science Room Rules Game.
3. Also, draw their attention to the Sparks Student Activity Book, 1A,
Activity 2.2 and make the Safety Rules poster.
PERFORMANCE LEVEL
PL1 State science room rules.
PL2 Explain science room rules.


Science
 adhere to rules
Tech/ Engineering
 sticking of pictures, make a paper roll that can stand as
a display.
Math
 counting number of good actions.
 Analysing actions.
 Designing a display stand.
 Being careful
 Systematic
 Responsible
 C1 Critical thinking
 C2 Creativity
 C3 Communication
USEFUL LINK
Scan the QR code or
Useful
click here link !
“Understand the
Science Room
Rules” by Cikgu
Noraihan Jamali.
PERFORMANCE LEVEL


 Start with the stimulus page of the topic as the set induction. (Textbook, Textbook pg. 2-3
Sparks Chart
p.11). “Science Room
 Introduce the lesson and explain the meaning of rules. Rules”
 Discuss obeying the science room rules and its importance (Textbook, pp.12-
15).
 Use the pictures in the textbook and the Sparks Chart, “Science Room Rules”.

 Distribute the three tiered activity sheets of the Teacher Guide Book Activity Sheets 2.1(a)
(TGB) to students based on their abilities.
 Get them to look at the actions listed in the Activity Sheets and analyse Activity Sheets 2.1(b)
which ones are good actions. Activity Sheets 2.1(c)
 Get them to relate these good actions with rules of the science room.
Explain Activity Sheets 2.1(a)

 Discuss with the pupils their answers in the Activity Sheets. Activity Sheets 2.1(b)
 Guide them to justify their answers – why they say a particular action is
good. Activity Sheets 2.1(c)
 Discuss with them the good actions.
 Show the video suggested in the TGB, “Understand the Science Room
Rules” and explain why we need to have rules.
Elaborate Textbook pg. 2-3
SAB 1A Activity
 Get them to work on making the display stand of good actions. 2.1 and 2.2
 The making of the display stand encourages students to think of how to
roll the paper and glue the pictures to make it stable (technology/
engineering).
 Get the students to play the Science Room Rules Dice game in the
Student Activity Book (SAB 1A, Activity 2.1). They can also do the
activity, Safety Rules Poster, in the SAB 1A, Activity 2.2, for
reinforcement and enrichment. Can be done at home too.
 Finally, revise with them that we need to adhere to science room rules.
 Guide them to conclude that we need to adhere to science room rules
for safety.
Evaluate Activity Sheets 2.1(a)
 Teacher can use the Activity Sheets for assessment. Write at the bottom Activity Sheets 2.1(b)
Activity Sheets 2.1(c)
PERFORMANCE LEVEL

SCIENCE ROOM RULES
1. Line up before you

enter the science
room.
2. Keep the science

room clean and tidy.
3. Ask for teacher’s

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

the science room.
5. Do not eat or drink

in the science room.
Poster: Science Room Rules | Page 99

Activity Sheet 2.1(a) ANSWERS

Circle the good actions in the science room.
wear safety playing in the careful in handling

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

properly science room safety
follow sleeping in the

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

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

Date:
PERFORMANCE LEVEL
PL1 State one of the science room rules.
PL2 State more than one of the science room rules.

Activity Sheet 2.1(b) ANSWERS

What are the reasons for good actions?
Match the correct answers by drawing lines.
The first one is done for you.
Good actions Reasons
Line up before entering. Table will be clean.
Wipe table. Eyes will be protected.
Clean and tidy up the science Being polite and to let teacher
room. know we are entering.
Ask teacher for permission The science room is for studying
before entering. and not a place for eating
Wash apparatus properly. The science room will be clean

and tidy.
Wear goggles. Pupils can go in orderly.
Follow instructions not to eat

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

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

Date:
PERFORMANCE LEVEL

Activity Sheet 2.1(c) ANSWERS

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

chemicals.
Protect eyes hurt by chemicals Line up .
Write down three good actions that can be rules for the science room.
(Refer to textbook, pg 12-13, science room rules)
1.
2.
3.

Date:
PERFORMANCE LEVEL


Circle the good actions in the science room.
wear safety playing in the careful in handling

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

properly science room safety
follow sleeping in the

listen to teacher
instructions science room
How many good actions are there?

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

Date:
PERFORMANCE LEVEL


What are the reasons for good actions?
Good actions Reasons
Line up before entering. Table will be clean.
Wipe table. Eyes will be protected.
Clean and tidy up the science Being polite and to let teacher
room. know we are entering.
Ask teacher for permission The science room is for studying
before entering. and not a place for eating
Wash apparatus properly. The science room will be clean

and tidy.
Wear goggles. Pupils can go in orderly.
Follow instructions not to eat

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

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

Date:
PERFORMANCE LEVEL


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

chemicals.
Protect eyes hurt by chemicals Line up .
Write down three good actions that can be rules for the science room.
(Refer to textbook, pg 12-13, science room rules)
1.
2.
3.

Date:
PERFORMANCE LEVEL

Satisfactory but
ASSESSMENT
I can state the science

room rules.
I can explain the

science room rules.
I give examples of
good actions that can
be used as science
room rules.
I can explain what
action to take if
something happens in
the science room.
Tick your answer below the smiley.
Activity Sheet 2.1(c)

What went well?

I am happy about

What did I learn?

I learnt that

Writing Team
Writing Team
Mr. Lim Keat Heng has been a lecturer in several teacher

education institutes and has written books in Preschool
Education for Institut Pendidikan Guru Kampus Tun Abdul
Razak (IPGKTAR) and also for Wawasan Open University
(WOU). He is one of the panelists for the Kementerian
Pendidikan’s revised National Preschool curriculum, as well as
a panelist for MQA (Malaysia Qualification Agency) for Early
Childhood Education programme accreditation and has
contributed in training preschool teachers not only in the
Teacher Education institutes but for Jabatan Kemajuan
Masyarakat (KEMAS), Jabatan Perpaduan Negara dan Integrasi
Nasional (JPNIN), and SeDidik Sdn. Bhd. Sarawak (now under
the Sarawak Ministry of Welfare, Community Wellbeing,
Women, Family and Childhood Development) and other
private preschools as well.
Puan Zaliana Abdullah received her first degree from

University of Science, majoring in Science ( Biology) and she is
the former Science Teacher and Education Officer in charge of
Pentaksiran Sekolah Rendah (PBS) and lastly Ketua Unit Pra U
in charge of all activities related to Majlis Peperiksaan Malaysia
in Sektor Penilaian dan Peperiksaan, Jabatan Pendidikan
Negeri Sarawak. She is also involved in marking Science UPSR
Paper and writing the Science Practical Module (PEKA SAINS)
for Primary School organised by Sektor Penilaian dan
Peperiksaan, Jabatan Pendidikan Sarawak.
Writing Team | Page 108

Editorial Team
Editorial Team
Team Leader
LIM KEAT HENG
University of London (MA in Early Childhood Education)

UPM (Bachelor of Agricultural Science Education (Hons.))
Writers
LIM KEAT HENG ZALIANA ABDULLAH
University of London (MA in Early Childhood Education) USM (Bachelor of Science (Hons.) in Biology)
UPM (Bachelor of Agricultural Science Education (Hons.))
Editor
CHIEN LEE SHING
UM (PhD in Chemistry Education - Pedagogical content knowledge)

UNIMAS-IAB, Master of Science (HRD - Cognitive Science)
UM (Bachelor of Science (Hons.) in Chemistry)
Proof Readers
JURIA LAING GOH SEOK AI, SHIRLEY
University of Illinois at Urbana-Champaign (MA TESL) University of Bristol, UK (Master of Education:

Macalester College, St. Paul, USA (BA Linguistics) Management & Language Teaching)
USM (Bachelor of Arts with Education (Hons) English
Language)
Graphic Designer
LIM SHU YI
University College London (BSc (Hons) Speech Sciences)

IPGM (PgDip Special Education)
Editorial Team | Page 109

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

https://www.sparksonline.com.my SPARKS EDUCATION PLT
sparkseducationplt@gmail.com Igniting Passion for Learning

TGB Sci 1A

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Science

Teacher Guidebook REVISED EDITION

LIM KEAT HENG

LIM KEAT HENG

© SPARKS EDUCATION PLT

Science (Teacher Guidebook, 1A)

SPARKS EDUCATION PLT,

It is also acknowledged that some images used are designed by Freepik

First published 2020. Revised 2021.

© SPARKS EDUCATION PLT

“SPARKS EDUCATION – Igniting passion for learning!”

Dr. Angie Anak Garet

This book is about:

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

Lim Keat Heng

1.0 INQUIRY IN SCIENCE 1

2.0 SCIENCE ROOM RULES 91

Activity 1: Fizzy soda

Set Induction Whole Class Activity

 Introduce the term, science substances with examples such as

Activity 1: Fizzy Soda | Page 2

Development of Lesson Tier 1 (simple)

Development of Lesson Tier 2 (moderately difficult)

Activity 1: Fizzy Soda | Page 3

Development of Lesson Tier 3 (difficult)

 Work in a small group.

 Review with the pupils the main points of activities.

 Review with the pupils the main points of the lesson.

Activity 1: Fizzy Soda | Page 4

Summary of Integration of STEM, HOTS, Values and

Activity 1: Fizzy Soda | Page 5

Summary of Suggested Teaching Steps

Explore Activity Sheet 1.1

Explain Activity Sheet 1.1

Evaluate Activity Sheet 1.1

Assessment: Performance Levels

Activity 1: Fizzy Soda | Page 6

Activity Sheet 1.1 ANSWERS

a. Place a teaspoon of baking powder onto a glass. Drop three drops of

Beginning of experiment Outcome of experiment

b. Record your observations :

How many drops of vinegar are added? 3

1. I can see a change in colour. 

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

Comments: Assessed by:

Activity 1: Fizzy Soda | Page 7

Activity Sheet 1.2 ANSWERS

Beginning of experiment Outcome of experiment

b. Record your observations:

Changes that can be observed Yes () No ()

I can see a change in colour. 

Continue to the next page.

Activity 1: Fizzy Soda | Page 8

Activity Sheet 1.2 (continued) ANSWERS

d. Science substances Tick () Science substances Tick ()

Comments: Assessed by:

Activity 1: Fizzy Soda | Page 9

Activity Sheet 1.3 ANSWERS

a. Place a teaspoon of baking powder onto a plate. Drop three drops of

Beginning of experiment Outcome of experiment

b. Record your observations:

Changes that can be observed Yes () No ()

1. I can see a change in colour. 

Continue to the next page.