i
KEMENTERIAN PENDIDIKAN MALAYSIA
SAINS
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
TAHUN LIMA ( EDISI BAHASA INGGERIS)
ii
iii
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS TAHUN 5
(Edisi Bahasa Inggeris)
BAHAGIAN PEMBANGUNAN KURIKULUM
Cetakan Pertama 2016 Kementerian Pelajaran Malaysia 2016
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.
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CONTENT
NATIONAL PRINCIPLES v
NATIONAL EDUCATION PHILOSOPHY vi
NATIONAL SCIENCE EDUCATION PHILOSOPHY vii
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1
AIMS AND OBJECTIVES 4
FOCUS 5
ELEMENTS ACROSS THE CURRICULUM 12
SKILLS FOR 21ST
CENTURY 15
SKILLS AND VALUE FOR THE 21ST
CENTURY 16
STUDENT PROFILE 17
TEACHING AND LEARNING STRATEGIES 18
METHODS OF TEACHING AND LEARNING SCIENCE 20
ASSESSMENT OF TEACHING AND LEARNING 23
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26
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THEME : INTRODUCTION TO SCIENCE
1.0 Scientific Skills
2.0 Science Room Rules
30
46
THEME : LIFE SCIENCE
3.0 Life Processes In Animals
4.0 Life Processes In Plants
48
56
THEME : PHYSICAL SCIENCE
5.0 Energy
6.0 Properties of Light
7.0 Electricity
8.0 Heat
60
64
68
72
THEME : MATERIAL SCIENCE
9.0 Matter
10.0 Acid and Alkali
74
78
THEME : EARTH AND SPACE SCIENCE
11.0 Earth, Moon and Sun 80
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
12.0. Technology 84
v
RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:
• KEPERCAYAAN KEPADA TUHAN
• KESETIAAN KEPADA RAJA DAN NEGARA
• KELUHURAN PERLEMBAGAAN
• KEDAULATAN UNDANG-UNDANG
• KESOPANAN DAN KESUSILAAN
vi
vi
Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberikan
sumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat dan negara.
vii
FALSAFAH PENDIDIKAN SAINS NEGARA
FALSAFAH PENDIDIKAN SAINS KEBANGSAAN
Selaras dengan Falsafah Pendidikan Kebangsaan,
pendidikan sains di Malaysia memupuk budaya Sains dan
Teknologi dengan memberi tumpuan kepada
perkembangan individu yang kompetitif, dinamik, tangkas
dan berdaya tahan serta dapat menguasai ilmu sains dan
keterampilan teknologi.
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INTRODUCTION PREFACE
As articulated in the National Education Philosophy, education
in Malaysia is an on-going effort towards developing the
potential of individuals in a holistic and integrated manner to
produce individuals who are intellectually, spiritually,
emotionally and physically balanced. The primary and
secondary school science curriculum standard is developed
with the aim of producing such individuals.
The overall Science Standard Curriculum encompasses
three core science subjects and four elective science subjects. The
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The Elective
Science subjects offered in upper secondary are Biology,
Chemistry, Physics, and Additional Science.
The Core Science Subjects for primary and lower
secondary school are designed with emphasis on the
knowledge and understanding of science to produce science
literate pupils so as to prepare them for science at higher
levels. The Core Science subjects in upper secondary school
aim to develop pupils’ science literacy, innovative skills and to
equip them to enter fields of science. The Elective Science
Subjects offer options to pupils based on their inclinations,
interests and abilities in the science field to venture into
careers specifically in science and technology fields. This
group of pupils will continually contribute to the development
of the nation.
This group of pupils will become the human resources
in the field of science and technology that will contribute to the
continuity in the development of the country.
DESIGN OF THE STANDARD-BASED
CURRICULUM FOR PRIMARY SCHOOL
The concept of strands introduced in KSSR, is a form of
classification of knowledge, skills and values. This concept
focuses on the development of a physically, emotionally, spiritually
and intellectually balanced human capital. Six strands are identified
to represent the fields of knowledge, skills and values that form the
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basis of development of creative and critical thinking, and
innovative individuals (Diagram 1). The strands reflect explicit
structuring of discipline of knowledge, skills and values that pupils
need to acquire. Each strand is interconnected and integrated.
Communication
The communication strand emphasises the integration process of
the language skills in the form of verbal and non-verbal during
interaction. This strand focuses on language skills such as listening
and speaking, reading and writing, as well as the added value of
reasoning. Pupils need to master these skills to assist them in the
process of acquisition of knowledge, skills and values in the other
strands. Language proficiency prepares pupils to select accurate
and systematic language used in social interaction.
The knowledge disciplines within the communication strand include
Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil,
Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa
Semai.
Physical and Aesthetic Development
The Physical Development and Aesthetic strand emphasises on
physical and health development for personal well-being and
nurturing of imagination, creativity, talent and appreciation.
Knowledge disciplines that develop the physical aspects are
Physical Education and Health Education. Creativity, talent and
appreciation are nurtured through Visual Art Education and Music
Education.
Humanity
The Humanity strand emphasises on the mastery and practice of
knowledge about community and the environment locally, nationally
and globally as well as the appreciation of the spirit of patriotism
and unity. History is the knowledge discipline in the Humanity
strand introduced at Level II of the primary school.
3
Figure 1: Framework for Curriculum KSPK and KSSR
Communication
Integration of language skills while
interacting verbally and non-verbally
codes in Bahasa Malaysia, English,
Chinese and Tamil
Physical development & Aesthetics
Physical and health development for
personal well-being
Fostering imagination, creativity, talent
Humanity
Mastery of knowledge and practices regarding social sciences, local environment, country and global. Internalisation of patriotism and unity
Personal
Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities
Science & Technology
Mastery of scientific knowledge
and skills
Mastery of mathematical
knowledge and skills
Mastery of technology-based
knowledge and skills
Spiritual, attitude and values
Internalisation of religious pratices,
beliefs, attitude and values
4
Personal Development
The Personal Development strand emphasises the nurturing of
leadership and character building through curricular and co-curricular
activities. Pupils are given the opportunity to integrate knowledge,
skills and values learned in the classroom and practise them in co-
curricular activities. Participation in co-curricular activities such as
societies, uniformed bodies and sports provide opportunities for
pupils to lighten their potential as leaders to themselves, friends,
family and the community.
Science and Technology
The Science and Technology strand emphasises the mastery of:
scientific knowledge, skills and scientific attitude
knowledge, skills and values in mathematics
knowledge and technology-based skills
Knowledge discipline in Science and Technology Strand are
Science, Mathematics, Design and Technology (DT) and Information
and Communication Technology (ICT).
Spiritual, Attitude and Value
The Spiritual, Attitude and Value strand emphasises the learning
areas that focus on religious practices, beliefs, attitudes and values.
Knowledge disciplines in this strand are Islamic Studies for Muslim
pupils and Moral Education for non-Muslim pupils.
AIMS
The aim of Science Standard Curriculum for primary is to instil
interest and develop creativity amongst pupils through experience
and investigation so as to master knowledge in science, scientific
skills, thinking skills and, scientific attitudes and values.
OBJECTIVES
The Level Two Primary School Science Curriculum aims to:
1. Stimulate pupils’ curiosity and develop their interest about the world around them.
2. Provide pupils with opportunities to develop scientific skills as well as critical and creative thinking skills.
3. Enhance pupils’ creativity.
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4. Provide pupils with an understanding on scientific facts and concepts.
5. Enables pupils to apply knowledge and skills in a critical, creative and analytical manner for problem solving and decision making.
6. Instil scientific attitudes and noble values amongst pupils, thus putting these into practice.
7. Be aware of the need to care for the environment.
FOCUS
Science Curriculum focuses on thoughtful learning. Thoughtful
learning is a process of acquisition and mastery of knowledge and
skills that can develop pupils’ minds to the optimum level. Thoughtful
learning does not just focus on the content to be taught, but also
encompasses pedagogy and assessment. Thoughtful learning
occurs when the inquiry approach that emphasises scientific skills
and thinking skills are integrated.
SCIENTIFIC SKILLS Science emphasizes inquiry method and problem solving. In inquiry
and problem solving processes, scientific and thinking skills need to
be utilised. Scientific skills are vital in any activities involving scientific
investigation.
Scientific skills encompass science process skills and manipulative
skills.
Science Process Skills Science Process Skills enable pupils to formulate questions and find
out the answers systematically.
Descriptions of the science process skills are as the following:
Observing Using the sense of sight, hearing, touch,
taste or smell to gather information about
objects and phenomena.
Classifying Using observations to group objects or
phenomena according to similar characteristics
Measuring and Using Numbers
Making quantitative observations using
numbers or tools with standard units or
tools standardised with reference units.
Making Inferences
\Making initial conclusions that are
reasonable, that may be true or false to
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explain events or observations.
Predicting Making forecast about events based on
observations and previous experiences or
collected data.
Communicating Accepting, choosing, arranging, and
presenting information or ideas in the form
of writing, verbal, tables, graphs, figures
or models.
Using Space- Time Relationship
Describing changes in parameters such
as location, direction, shape, size, volume,
weight and mass with time.
Interpreting Data Giving rational explanations about an
object, event or pattern derived from
collected data.
Defining Operationally
Defining concepts by describing what must
be done and what should be observed.
Controlling Variables
Identifying manipulated variables,
responding variables and fixed variables. In
an investigation, a variable is manipulated to
observe its relationship with the responding
variable. At the same time, the other
variables are kept the same.
Making Hypothesis
Making a general statement about the
relationship between the voo]
ariables that is assumed to be true to explain
an observation or event. The statement can be
tested to determine its validity.
Experimenting
Planning and conducting an investigation to
test a hypothesis, collecting and interpreting
data until a conclusion can be obtained.
Manipulative Skills In a scientific investigation, manipulative skills are psychomotor skills
that enable pupils to:
Use and handle science apparatus and substances correctly.
Store science apparatus and substances correctly and safely.
Clean science apparatus correctly
Handle specimens correctly and carefully.
Sketch specimens, apparatus and substances accurately
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SCIENTIFIC ATTITUDES AND NOBLE VALUES
Learning experiences science can foster positive attitudes and
values in pupils. Positive attitudes and values fostered in the
teaching of science in schools include scientific attitudes and noble
values as the following:
Having an interest and curiosity towards the environment.
Being honest and accurate in recording and validating data.
Being diligent and persevere when carrying out a task.
Being responsible about the safety of oneself, others and the
environment.
Realising that science is a means to understand nature.
Appreciating and practising clean and healthy living.
Appreciating the balance of nature.
Being respectful and well-mannered.
Appreciating the contribution of science and technology.
Being thankful to God.
Having critical and analytical thinking.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective
Being systematic
Being cooperative
Being fair and just.
Dare to try
Thinking rationally
Being confident and independent
The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
Be aware and understand the importance and the need of
scientific attitudes and noble values.
Giving attention and response.
Internalising and practising.
Inculcate scientific attitudes and noble values in life.
In this curriculum standard, learning standard for the affective
domain is written explicitly where appropriate. However, scientific
attitudes and noble values in teaching and learning need to be
integrated continuously. For example, during science practical work,
the teacher should remind pupils the importance of being careful,
thorough, cooperative, honest and persevere when carrying out
experiments.
Proper planning is required to optimize the inculcation of scientific
attitudes and noble values. Teachers are encouraged to go through
all learning standards related to the content standard including the
learning standard about the inculcation of scientific attitudes and
noble values before starting a lesson in the particular learning area.
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Critical Thinking Skills
A brief description of each critical thinking skill is as the following:
Attributing Identifying characteristics, features,
qualities and elements of a concept or an
object.
Comparing and
Contrasting
Finding similarities and differences based
on criteria such as characteristics,
features, qualities and elements of objects
or events.
Grouping and
Classifying
Separating and grouping objects or
phenomena into groups based on certain
criteria such as common characteristics or
features.
Sequencing Arranging objects and information in order
based on the quality or quantity of common
characteristics or features such as size,
time, shape or number.
Prioritising Arranging objects or information in order
based on their importance or urgency.
Analysing Processing information in detail by
breaking it down into smaller parts to
understand concepts or events as well as
to find the implicit meanings.
Detecting Bias
Detecting views or opinions that have the
tendency to support or oppose something.
Evaluating Making consideration on the good and bad
qualities of something based on valid
evidences or propositions.
Making
Conclusions
Making a statement about the outcome of
an investigation based on a hypothesis or
strengthening something based on an
investigation.
Creative Thinking Skills A brief description of each creative thinking skill is as the following:
Generating Ideas Producing ideas related to something.
Relating Making connections in certain situations
or events to find a structure or pattern of
relationship.
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Making
Inferences
Making initial conclusions that are
reasonable, that may be true or false to
explain events or observations.
Predicting Making forecast about events based on
observations and previous experiences
or collected data.
Making
Generalisations
Making a general statement about certain
matter from a group of observations on
samples or some information from that
group.
Visualising Forming perception or making mental
images about a particular idea, concept,
situation or vision.
Synthesising Combining separate elements to produce
an overall picture in the form of writing,
drawing or artefact.
Making
Hypotheses
Making a general statement about the
relationship between the variables that is
assumed to be true to explain an
observation or event. The statement can
be tested to determine its validity.
Making Analogies Forming an understanding about a
complex or abstract concept by relating it
to simple or concrete concepts with
similar characteristics.
Inventing Producing something new or modifying
something already in existence to
overcome problems in a systematic
manner.
Thinking Strategies Description of each thinking strategy is as the following:
Conceptualising Making generalisations towards building
of meaning, concept or model based on
inter-related specific common
characteristics.
Making Decisions
Selecting the best solution from several
alternatives based on specific criteria to
achieve the intended aims.
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Problem Solving Finding the right solutions in a
systematic manner for situations that
are uncertain or challenging or
unanticipated difficulties.
Besides thinking skills and thinking strategies, another skill
emphasised is reasoning. Reasoning is a skill used in making logical,
rational, fair and just consideration. Mastery of critical and creative
thinking skills and thinking strategies is made easier if an individual is
able to provide reasoning in inductive and deductive manner. Figure
2 gives an overall picture of the thinking skills and thinking strategies
(TSTS).
Figure 2: TSTS Model in Science
Thinking Skills
Critical
Attributing
Comparing and contrasting
Grouping and classifying
Sequencing
Prioritising
Analysing
Detecting bias
Evaluating
Making conclusions
Creative
Generating ideas
Relating
Making inferences
Predicting
Making hypothesis
Synthesising
Making generalisations
Visualising
Making analogies
Inventing
Thinking Strategies
Conceptualising
Making decisions
Problem solving
Reasoning
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Mastery of TSTS through the teaching and learning of science can
be developed through the following stages:
1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance.
3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations and developed with teacher’s guidance.
5. Applying TSTS together with other skills to accomplish thinking tasks.
Further information about the stages on the implementation of TSTS
can be referred to the guidebook “Buku Panduan Penerapan
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan
Pembelajaran Sains (Curriculum Development Centre, 1999)”.
Relationship between Thinking Skills and Science
Process Skills
Science Process Skills are skills that are required in the process of
finding solutions to a problem or making decisions in a systematic
manner. It is a mental process that promotes critical, creative,
analytical and systematic thinking. Mastery of Science Process Skills
together with knowledge and suitable attitudes ensure pupils to think
effectively.
The mastery of Science Process Skills requires pupils to master the
relevant thinking skills. The main thinking skills that are related to
each science process skill are as the following:
Science Process Skills
Thinking Skills
Observing
Attributing Comparing and contrasting Relating
Classifying Attributing Comparing and contrasting Grouping and classifying
Measuring and Using Numbers
Relating Comparing and contrasting
Making Inferences Relating Comparing and contrasting Analysing Making Inferences
Predicting Relating Visualising
Using Space-Time Relationship
Sequencing Prioritising
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Science Process Skills
Thinking Skills
Interpreting data Comparing and contrasting
Analysing Detecting bias Making conclusions Making Generalisations Evaluating
Defining operationally Relating Making analogies Visualising Analysing
Controlling variables Attributing Comparing and contrasting Relating Analysing
Making hypothesis Attributing Relating Comparing and contrasting Generating ideas Making hypothesis Predicting Synthesising
Experimenting
All thinking skills
Communicating All thinking skills
Teaching and Learning Based on Thinking Skills
and Scientific Skills
This Science Curriculum Standard emphasises thoughtful learning
based on thinking skills and scientific skills. In this curriculum, the
intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus in
teaching and learning, teachers need to integrate mastery of skills
together with acquisition of knowledge and the inculcation of
scientific attitudes and noble values.
ELEMENTS ACROSS THE CURRICULUM
The Elements across the Curriculum (EMK) is a value-added
element applied in the teaching and learning process other than
those specified in the Content Standard. The integration of these
elements is aimed at strengthening the human capital skills and
competency as well as intended to prepare pupils for the challenges
of the present and the future. The elements across the curriculum in
KBSR i.e. language, science and technology, environmental
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sustainability, values and patriotism are still relevant to be used in
KSSR.
The new elements of EMK, namely creativity and innovation,
entrepreneurship, as well as ICT are identified as a complementary
effort to enhance the quality of KSSR implementation. The following
is a description about the new elements of EMK in KSSR:
Creativity and Innovation
Creativity and Innovation are two related items.
Generally, creativity refers to the act of generating new ideas,
approaches and new actions. Innovation on the other hand, is the
process of generating new ideas and applying creative ideas in
certain contexts.
The element of creativity and innovation is an element that is
stressed upon in KSSR to prepare students to handle 21st century
challenges. Creativity and innovation in students need to be
inculcated and developed to optimum levels so that they are capable
of generating ideas and inventions that are of quality, that become
practices and cultures in the lives of Malaysian citizens in the future.
To reach this aim, the writing of the learning standard for the subject
of Science that is related to inculcating creativity and innovation is
stated clearly. However, teachers are also encouraged to instil
elements of creativity and innovation in any topic deemed suitable if
these elements are not stated clearly. Teachers should prepare
activities that increase interest and creativity and students should be
equipped with knowledge, skills and tools that will enable them to
develop creativity and inculcate attitudes and personalities of
creative individuals.
Entrepreneurship
In the New Economic Model, among the characteristics of Malaysia
in 2020 is innovation and entrepreneurship. The instilling of the
element of entrepreneurship in KSSR is aimed at forming the
characteristics and practices of entrepreneurship until it becomes a
culture among students. Entrepreneurship characteristics can be
formed by:
Practicing entrepreneurship
Applying entrepreneurship thinking
Applying knowledge and business management skills
Formulating concepts, processes or products of
entrepreneurship
Practice moral values and good ethics in entrepreneurship
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All characteristics and practices are implemented according to
primary school children’s abilities.
Information and Communication Technology
Technology is an effective method to strengthen the learning of
science. The use of technology like television, radio, computer,
computer internet software, course software, and computer interface
makes the learning of science more interesting and effective.
Animation and computer simulations are a useful method to learn a
difficult and abstract concept and can be presented in the form of
course software or website.
The element of Information and Communication Technology is one of
the elements added to KSSR. There are three approaches in using
Information and Communication Technology in KSSR:
Learning about ICT
Learning through ICT
Learning with ICT
Teachers must ensure that EMK are integrated effectively in the
teaching and learning process in order to produce individuals as
intended in the National Education Philosophy.
The relationship between EMK and the development of a balanced
individual is illustrated in Diagram 3.
Diagram 3: EMK in the development of a Balanced individual
LANGUAGE
SCIENCE AND TECHNOLOGY
VALUES
Information and
Communication
Technology
Creativity and
Innovation
Entrepreneurship
BALANCED INDIVIDUAL Critical Creative and Innovation Thinking
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SKILLS FOR 21ST CENTURY
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well
balanced, resilient, curious, principled, well informed, and patriotic
and possess thinking and communication skills and able to work in
teams. The 21st century skills are in line with the six aspirations as
outlined in the Malaysia Education Blueprint. The six aspirations are
leadership skills, bilingual proficiency, ethics and spirituality, social
identity, knowledge and thinking skills intended to be acquired by
every pupil to enable them to compete globally.
Thinking skills have been emphasized in the curriculum since 1994
to introduce Creative and Critical Thinking Skills (KBKK). KBKK
emphasises on thinking from the low to the higher level. Starting from
2011, the Primary School Curriculum Standard (KSSR) has placed
emphasis on Higher Order Thinking Skills (HOTS).
Higher order thinking skills is the ability to apply knowledge, skills
and values for reasoning and reflecting in solving problems, making
decisions, to innovate and to create. HOTs refer to the skills of
applying, analizing, evaluating and creating as shown in Table 1.
HOTs Description
Applying Using knowledge, skills and values to take actions in
different situations.
Analizing Breaking down information into smaller parts to
enhance understanding and make relationship between
the parts.
Evaluating Using knowledge, experience, skills and values to
consider, make decisions and give justifications.
Creating Producing ideas, products or methods creatively and
innovatively.
Table 1: Description of HOTs
HOTS can be applied in the classroom through activities in the form
of inquiry, solving problems and projects. Teachers and pupils need
to use the thinking tools such as thinking maps, mind maps, and
Thinking Hats and high level questioning, inside and outside the
classroom to encourage pupils to think. Pupils are accountable to
their own learning.
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SKILLS AND VALUE FOR THE 21st CENTURY
A student must be equipped with skills, knowledge and values to
excel in life and career in the 21st century. The Ministry of Education
Malaysia (MOE) has identified skills and values that each pupil
needs to have to face the 21st century. Skills and values consist of 3
aspects:
Thinking skills: Prepares pupils to face life and current working
environment which is becoming more challenging. The skills are:
Creative
Critical
Reasoning
Innovative
Problem solving
Decision making
Career and Life Skills: Crucial than thinking skills and knowledge.
Pupils develop career and life skills to face a complex life and current
working environment which is becoming more challenging. These
are:
Communication Skills
Information and Communication Technology
Cooperation
Entrepreneurship
Leadership
Lifelong learning
Flexibility
Ability to Adapt
Initiative and Self-direction
Values: Guideline for pupils to become individuals with noble
character, capable of making decisions and act responsibly towards
family, society and country which encompass:
Spirituality
Humanity
Patriotism
Integrity
Responsibility
Unity
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STUDENT PROFILE
The critical factor that contributes towards social growth, culture and
economy of a country is the development of innovative and highly
skilled human capitals. Hence each pupil must be physically,
emotionally, spiritually and intellectually balanced as stated in the
National Education Philosophy.
To compete at a global stage, MOE has outlined 10 Student Profiles
which are characterised as below:
Balanced: Physically, emotionally, spiritually and
intellectually balanced to achieve personal
satisfaction, show empathy, compassion, and
respect for others. Able to contribute towards a
harmonious family, community and country
Resilient: Able to face and overcome difficulties,
overcome challenges with wisdom, confidence,
tolerance and empathy.
Thinker: Able to think critically, creatively and
innovatively; handle complex problems and
make ethical decisions. Think about learning
and themselves as pupils. Generate
questions and are open to perspective, values
and individual and societal traditions. Confident
and creative in handling new learning fields.
Skilled in
communication:
Able to voice out and express their thoughts,
ideas and information with confidence and
creatively in verbal form and in writing, using
various media and technology
Teamwork: Work effectively and harmoniously with others.
Take on responsibility while respecting and
appreciating the contributions given by team
members. Become better leader and team
mate by obtaining interpersonal skills through
collaborative activities
Curious: Develop natural curiosity to explore strategies
and new ideas. Learn skills that are needed to
carry out inquiry and research, as well as
practice independent learning. Enjoy
continuous lifelong learning experiences.
Principled: Honest and have integrity, equality, fair and
respect the dignity of individuals, group and
community. Responsible for their actions,
consequences and decisions.
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Informative: Knowledgeable and form wide understanding
which is balanced across various disciplines.
Explore knowledge on local and global issues
effectively and efficiently. Understand ethical
issues/laws related to the information gained.
Caring/ Concern Show empathy, compassion and respect
towards needs and feelings of others.
Committed to serve the society and ensure
sustainability of nature.
Patriotism Portray love, support and respect towards the
country.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies in the science curriculum
emphasise on thoughtful learning. Thoughtful learning is a process
that helps pupils acquire knowledge and master skills that will help
them develop their minds to the optimum level. Learning activities
should therefore be geared towards activating pupils’ critical and
creative thinking skills and not be confined to routine method. Pupils
should be made aware of the thinking skills and thinking strategies
that are being used in their learning. They should be challenged with
higher order questions and problems and be required to solve
problems creatively and critically. Pupils should be actively involved
in the teaching and learning that integrate the acquisition of
knowledge, mastery of skills and inculcation of scientific attitudes and
noble values. Thoughtful learning can take place through various
learning approaches such as inquiry, constructivism, science,
technology and society, contextual learning and mastery learning.
Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through
experiences. Inquiry generally means to find information, to question
and to investigate a phenomenon. Discovery is the main
characteristic of inquiry. Learning through discovery occurs when the
main concepts and principles of science are investigated and
discovered by pupils themselves. Through activities such as
experiments, pupils investigate a phenomenon and draw conclusions
by themselves. Teachers then lead pupils to understand the science
concepts through the results of the inquiry. Thinking skills and
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scientific skills are thus developed further during the inquiry process.
However, the inquiry-discovery approach may not be suitable for all
teaching and learning situations. Sometimes, it may be more
appropriate for teachers to present concepts and principles directly
or through guided inquiry-discovery to pupils.
Constructivism
Constructivism is an ideology that suggests pupils learn by building
their own understanding that is meaningful to them. The important
attributes of constructivism are:
Teachers considered pupils prior knowledge.
Learning is the result from pupil’s own effort.
Learning occurs when pupils restructure their existing ideas
by relating new ideas to old ones.
Pupils have the opportunities to cooperate, share ideas and experiences and reflect on their learning.
Science, Technology and Society approach
Meaningful learning occurs if pupils can relate what they have learnt
with their daily life. Meaningful learning happens to various
approaches such as contextual learning and the science, technology
and society (STS) approach. The theme and objective of learning
that is based on STS is reflected in this standard curriculum. The
STS approach recommends that the learning of science is done
through investigation and discussions based on science, technology
and society issues. Science and technology knowledge can be learnt
together with the application of science and technology and their
implications on the society.
Meaningful learning occurs if pupils can relate their learning with their
everyday experiences. Meaningful learning can take place in learning
approaches such as contextual learning and Science, Technology
and Society (STS). Learning themes and learning objectives that
carry elements of STS are incorporated into the curriculum. STS
approach suggests that science learning takes place through
investigation and discussion based on science, technology and
society issues. Knowledge of science and technology can be learnt
with the application of science and technology and their impact on
society.
Contextual Learning
Contextual learning is an approach that associates learning with
pupil’s everyday life. This approach involves investigative learning as
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in the inquiry-discovery approach. In contextual learning, the
relationship between knowledge taught and everyday life is explicitly
demonstrated. In this context, pupils not only learn in theory but learn
to appreciate the relevance of science in their lives.
Mastery learning
Mastery learning is an approach that ensures all pupils to acquire
and master the intended learning objectives. This approach is based
on the principle that pupils are able to learn if given the opportunities.
Pupils should be allowed to learn at their own pace, with the
incorporation of remedial and enrichment activities as part of the
teaching-learning process.
METHODS OF TEACHING AND LEARNING
SCIENCE
Teaching and learning approaches can be implemented through
various methods such as experiments, discussions, simulations,
projects, the usage of external resources, future research and
problem solving. In this curriculum standard, suggestions for these
teaching and learning methods are not explicitly stated. This is to
enable teachers to use their own creativity in teaching and pupils to
acquire the intended knowledge, skills, attitudes and values.
The teaching and learning method determined should be based on
the contents of the curriculum standard, pupils’ abilities and pupils’
repertoire of intelligences and the availability of resources and
infrastructure. Besides the role of presenting information and subject
matter expert, teachers also act as facilitators in teaching and
learning. Teachers should be attentive to the various repertoire of
intelligences among pupils. Different methods and activities should
be planned to cater to pupils with multiple intelligences.
The following are brief descriptions of some teaching and learning
methods.
Experiment
An experiment is a method commonly used in science lessons.
Pupils test hypotheses through investigations to discover specific
science concepts and principles. Scientific methods are used when
conducting an experiment involving thinking skills, science process
skills, and manipulative skills.
In general, procedures to follow when conducting an experiment are:
Identifying a problem
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Making a hypotheses
Planning the experiment
- Controlling variables
- Determining equipment and materials needed
- Determining the procedures of the experiment
- Determining the method of data collection
- Determining the method of data analysis
Conducting the experiment
Collecting data
Analysing data
Interpreting data
Making a conclusion
Writing the report
In this standard curriculum, it is suggested that, besides guiding
pupils to carry out experiments, pupils are given the opportunity to
design experiments, which involves drafting their own experimental
method, the data that can be measured, how to analyse data and
how to present the results of their experiments. These activities can
be done individually or in small groups.
Discussion
A discussion is an activity in which pupils question and present their
opinions based on arguments or valid reasons. During discussions,
pupils must have an open mind to accept others’ opinions. The
teacher should play the role of a facilitator by asking questions that
lead pupils towards the topic discussed. Discussions can be
conducted during and after experiments, projects, data collection and
interpretation activities, simulations using external resources,
problem solving etc.
Simulation
Simulation is an activity that resembles the actual situation.
Simulations can be carried out through role-play, games or use of
model. In role-play, pupils act out a particular role spontaneously
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
learn a particular principle or to understand the process of decision-
making. Models are used to represent objects or real situations.
Pupils will be able to visualise the real situation, thus understanding
the concepts and principles learned.
Project
A project is an activity carried out individually or in groups to achieve
a certain goal that takes a long time and exceeds formal teaching
hours. Pupils are required to identify methods to solve the problem
given and thus plan the entire project.The outcome of the project
either in the form of a report, an artefact or in other forms needs to
be presented.
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Visits and Use of External Resources
Learning science through visits to zoos, museums, science centres,
research institutes, mangroves swamps and factories can make
learning more effective, enjoyable and meaningful. Learning through
visits can be optimised by careful planning whereby pupils have to
carry out or perform tasks during the visit. Discussion after the visit
should be held to conclude the activities carried out.
Future Research
Pupils use critical and creative thinking to explore changes from the
past to the future. This pedagogy is pupils-centered and integrates
various fields. Noble values such as responsibility and cooperation
are cultivated through this method.
Problem Solving
Problem solving is a method that involves pupils actively participating
in decision making or to achieve a particular aim. During problem
solving, activities such as simulations, discussions and experiments
can be carried out. Generally, problem solving involves these steps:
Identify and understand a problem
Explain the problem
Finding alternative solutions
Carry out operations to solve the problem
Evaluate solutions
Use of Technology
Technology is an effective tool for enhancing the learning of science.
Through the use of technology such as the television, radio, video,
computer, internet, computer software, courseware and computer
interfaces make the teaching and learning of science more
interesting and effective. Animation and computer simulation is an
effective tool for learning of difficult and abstract science concepts
and can be presented in the form of courseware or website.
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ASSESSMENT OF TEACHING AND LEARNING
Assessment is an element in the learning process that encompasses
describing, collecting, recording, scoring, and interpreting information
about pupils’ learning for a particular purpose. Therefore assessment
is a process of getting information and making evaluation of pupils’
achievement.
Assessment is a yardstick to assess pupils’ achievement in obtaining
knowledge, skills and ethics besides assessing the activities carried
out during T&L.
Assessment supports pupils’ learning and provides valuable
feedback to stakeholders such as administrators, teachers, pupils
and parents/guardians about pupils’ progress and achievement.
The feedback is used to enhance the quality of T&L.
T&L assessment is more inclined to be formative and prioritises the
progress of each pupil from one level to another. A teacher is able to
diagnose and detect the development of pupils. This provides an
opportunity for teachers to rectify mistakes and weaknesses of pupils
immediately so that it is not accumulated. The teachers will be able
to identify pupils’ weaknesses and do follow up. The type and needs
of T&L assessment is illustrated in Figure 4 below.
Achievement Level is arranged in a hierarchy to be used as a
benchmark in the individual report.
STANDARD TERMS OF PERFORMANCE
PERFORMANCE
LEVEL STANDARD
1 Know
2 Know and Understand
3 Know, Understand and Can Do
4 Know, Understand and Can Do with Good
Attitude
5 Know, Understand and Can Do with Good
Attitude and Laudable
6 Know, Understand and Can Do with Excellent
Attitude, Laudable and Exemplary
Who should conduct the assessment?
The task of assessing is not only limited to teachers. Assessment
can also be carried out by peers, pupils themselves and their
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parents/ guardians. Parents/guardians may assess the achievement
of their children, guided by assignment instructions or checklists.
Therefore parents/guardians are directly involved in monitoring the
learning progress of their children.
How is the assessment done?
T&L assessment can be carried out according to the proposed steps
as shown in Figure 5.
Performance Standard
Performance Standard is a statement of pupils’ learning development
level measured based on the standard and it indicates the position of
pupils’ progress in their learning development. Developments in the
Standard are divided into two; i.e. horizontal development (construct)
and vertical development (level of achievement). Pupils’
developments are explained with one or more qualifiers using correct
words or phrases to describe the Standard in the form of learning
outcomes. Performance Standard is developed as a guide for the
teachers to improve School Assessment (SA) in line with Standard
Reference of Assessment.
General Interpretation of Achievement Level
PERFORMANCE
LEVEL INTERPRETATION
1 Pupil knows the basics or can perform basic
skills or can respond to the basics.
2 Pupil shows their understanding by changing
type of communication or translates and can
explain what they have learned.
3 Pupil uses knowledge to perform a skill in a
particular situation.
4 Pupil performs a particular skill with proper
attitude by following procedure or being
systematic.
5 Pupil performs a particular skill in a new situation
by following procedure or being systematic,
persistent with positive attitude.
6
Pupil can express their creative and innovative
ideas, has the ability to make decisions to adapt
to requirements and challenges of everyday life,
communicate to obtain and convey information
using proper and polite sentences and be an
exemplary pupil.
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Interpretation of Achievement Level for Primary
Science
Assessment conducted comprises of knowledge, skills, scientific
attitudes and moral values. Assessment of knowledge and skills are
stated in the Performance Standard related to Content Standard.
PERFORMANCE
LEVEL INTERPRETATION
1 Know the basic knowledge and skills in science
2 Understand the science knowledge and skills
and can explain the understanding in any way.
3 Apply knowledge and scientific skills in
completing the task in a situation
4
Analyzing knowledge and scientific skills to be
applied in completing the task in a situation
systematically
5
Analyze and synthesize knowledge and scientific
skills to be applied in completing the task or in a
new situation persistently, systematically and
with positive attitude
6 Analyze and synthesize knowledge and scientific
skills to be applied creatively and innovatively in
creating, evaluating or conceptualising
something new in completing a task
2. VALUE
Value Interpretation of Achievement Level for Primary Science
PERFORMANCE
LEVEL INTERPRETATION
1 Interest
2 Interest and curious
3 Interests, curious, honest and accurate in
recording data.
4 Interest, curious, honest and accurate in
recording data, brave and systematic.
5
Interest, curious, honest and accurate in
recording data, brave and systematic,
cooperates, diligent and perseverance in
completing task.
6
Interest, curious, honest and accurate in
recording data, brave and systematic,
cooperates, diligent and perseverance in
completing task, responsible for oneself, friends,
environment and courteous.
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ORGANISATION OF THE SCIENCE STANDARD
CURRICULUM
The Science Standard Curriculum for Year 1 to Year 6 has six
themes; Introduction to Science, Life Science, Physical Science,
Science of Matter, Science of the Earth and The Universe as well as
Technology and Sustainability. However, these themes are not
present in every year of study.
Introduction to Science, Life Science, Physical Science, Material
Science, The Earth and The Universe and Technology and
Sustainability are elaborated according to the Content Standard and
Learning Standard. The Content Standard has at least one or more
Learning Standards that are conceptualised based on determined
fields of study. The Content Standards are written according to
hierarchy in cognitive and affective domains. The Content Standard
is a general statement that contains elements of knowledge,
scientific skills, thinking skills, scientific attitudes and noble values in
line with the desired Learning Standard.
The Learning Standard is a tangible learning objective. It comprises
the scope of learning with scientific skills and thinking skills that
require the students to master the intended science concepts.
Generally, the Learning Standard is ordered according to level of
difficulty. However, the Learning Standard can be modified
accordingly. The Content Standard for the affective domain is written
at the end of the relevant cognitive domain. However not all cognitive
domains are followed by affective domains.
Performance Standard is a statement of the level of pupils’ learning
development measured with Standard Content and Learning
Standard as well as to indicate the position of pupils’ progress in their
learning development.
Pupils’ developments are explained with one or more qualifiers using
correct words or phrases to describe the Standards in the form of
learning outcomes. Performance Standard is developed as a guide
for the teachers to implement School Assessment (SA) in line with
Standard Reference of Assessment.
The teaching and learning process should be planned holistically and
integrally to allow several Learning Standards to be achieved.
Teachers should analyse all the Learning Standards and Content
Standards before planning teaching and learning activities. The
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activities can be varied to achieve the Content Standard to fulfil
leaning objectives. Teachers are encouraged to shape activities that
require the active participation of students to generate analytical,
critical, innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.
The teaching and learning process involves activities, investigations
and experiments which are deemed appropriate to achieve learning
standard should be carried out to strengthen students'
understanding.
The Thematic Core Modules of World of Science and Technology is
introduced to Level One pupils. This module is a combination of
Science elements, Design & Technology and Information &
Communication Technology. The time allocated for the subject is 60
minutes per week.
For Level Two, Science is a single subject and the time allocated is
120 minutes per week.
.
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
KSSR Science Year 5
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KSSR Science Year 5
30
INTRODUCTION TO SCIENCE
1.0 SCIENTIFIC SKILLS
CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1
Science
process skills.
1.1.1
Pupils are able to:
Observe
1
2
3
4
State all the senses involved in making
observations about the phenomena that
occurs.
Describe the utilization/use of the senses
involved when making observations about
the phenomena or changes that occur.
Use all the senses involved to make
observations about the phenomena or
changes that occur.
* Use all the senses involved to make
qualitative observations to describe the
phenomena or changes that occur
* Use appropriate tools where necessary to
assist in making observations.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5
6
* Use all the senses involved to make
qualitative and quantitative observations to
describe the phenomena or changes that
occur
* Use appropriate tools where necessary to
assist in making observations.
* Use all the senses involved systematically
to make qualitative and quantitative
observations to describe the phenomena or
changes that occur.
* Use appropriate tools where necessary to
assist in making observations.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.2
Classify.
1
2
3
4
State the characteristics of objects by
observing the/its similarities and
differences
Describe the characteristics of objects by
observing the/its similarities and
differences.
Sort and group the objects based on its
common characteristics and differences.
Sort and group the objects based on its
common characteristics and differences
and state the common characteristics
used.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCELEVEL
DESCRIPTOR
5
6
Sort and group the objects based on its
common characteristics and differences
and state the common characteristics used
and are able to use another characteristic
to sort and group these objects.
Sort and group the objects based on its
common characteristics and different until
to the final stage by stating the
characteristic used
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.3
Measure and use numbers.
1
2
3
4
5
6
State more than one appropriate tool to
measure a quantity.
Describe the tools and correct methods to
measure the quantity.
Measure using tools and standard units
correctly.
Measure using tools and standard units
with correct techniques.
Measure using tools and standard units
with correct techniques and record
systematically and completely in a table
Demonstrate how to measure using tools
and standard units with correct
techniques and record systematically and
completely in a table
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.4
Make inference.
1
2
3
4
5
6
State a reasonable interpretation of an
event or observation.
Describe more than one reasonable
interpretation of an event or observation.
Draw a reasonable initial conclusion
based on interpretations of an event or
observation.
Draw a reasonable initial conclusion of an
event or observation by using gathered
information.
Draw more than one reasonable initial
conclusion of an event or observation by
using gathered information.
Draw more than one reasonable initial
conclusion of an event or observation by
using gathered information and able to
explain the conclusion drawn.
KSSR Science Year 5
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.5
Predict.
1
2
3
4
5
6
State a possibility of an event or data.
Describe a possibility or event.
Make a prediction of an event based on
observations, past experience or data.
Justify the most suitable and reasonable
prediction of an event or data.
Make predictions of an event based on
observations, past experience or data.
Make predictions of an event based on
0bservations, past experience or data.
Predict using interpolation or
extrapolation of data.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.6
Communicate.
1
2
3
4
5
6
Arrange information obtained in a
suitable form.
Record information or ideas in a suitable
form.
Record information or ideas in more than
one suitable form.
Record information or ideas in a suitable
form and present it systematically.
Record information or ideas in a suitable
form, present it systematically and have
a positive attitude towards information
collected.
Record information or ideas in a suitable
form, present it systematically, creatively
and innovatively in various forms and
able to provide feedback.
KSSR Science Year 5
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.7
Use space and time
relationship.
1
2
3
4
5
6
State a parameter that varies with time
based on a situation.
Describe a parameter that varies with time
based on a situation.
Arrange the occurrences of a
phenomenon or event chronologically with
time
Provide reasoning on changes in
parameter of a chronological
phenomenon or event with time
Arrange graphically the occurrences of a
phenomenon or event chronologically with
time.
Present and explain the chronological
changes of a phenomenon or events with
time.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.8
Interpret data.
1
2
3
4
5
6
Provide an explanation based on data.
Provide a description of more than one
explanation based on data.
Choose relevant ideas to make an
explanation about objects, events or
patterns of data
Correlate between the parameters in the
data based on the relationship between the
parameters or science concepts.
Provide a rational explanation using
interpolation of objects, events or patterns
of data collected.
Provide a rational explanation using
interpolation or extrapolation of data
collected.
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CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.9
Define operationally
1
2
3
4
5
6
State what is done and what is observed
in a situation.
Describe what is done and what is
observed in a situation
Interpret what is done and what is
observed in a situation for the
predetermined aspects
Make more than one interpretation of what
is done and what is observed in a situation
for the predetermined aspects
Select the most appropriate interpretation
of a concept by stating what is done and
what is observed in a situation.
Describe the most appropriate
interpretation of a concept by stating what
is done and what is observed in a
situation.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.10
Control variables
1
2
3
4
5
6
Identify the variables that affect an
investigation.
Describe the variables that affect an
investigation
Determine the manipulated variable in an
investigation.
Determine the responding and constant
variables after determining the
manipulated variable in an investigation
Explain the relationship between the
manipulated and responding variable in an
investigation.
Change the constant variable in an
investigation to manipulated variable and
state the new responding variable
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.11
Make hypothesis
1
2
3
4
5
6
State the variables involved in an
investigation.
Describe the variables involved in an
investigation.
Describe the relationship between the
variables in an investigation.
Make a general statement about the
relationship between variables that can be
tested in an investigation.
Relate the manipulated and responding
variable in making a hypothesis to be
tested.
Plan an investigation to test the
hypothesis.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.1.12
Carry out experiment.
1
2
3
4
5
6
State the aim of the identified problem.
Make a hypothesis based on identified
problem.
Specify the appropriate method and
apparatus in planning the experiment.
Carry out the experiment to test the
hypothesis.
Carry out the experiment, collect data,
interpret the data and make a conclusion
to prove the hypothesis and write a report.
Identify a new problem and design an
experiment to test the hypothesis.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
1.2 Science
manipulative
skills.
1.2.1 1.2.2 1.2.3
1.2.4 1.2.5
Pupils are able to: Use and handle science apparatus
and substances correctly.
Handle specimens correctly and
carefully.
Sketch specimens, apparatus and
science substances correctly.
Clean science apparatus correctly.
Store science apparatus and
substances correctly and safely.
1
2
3
4
List science apparatus, substances and
specimens required for an activity.
Describe the use of science apparatus,
substances and specimens required for
an activity with the correct method.
Handling science apparatus, substances
and specimens required for an activity
with the correct method.
Using, handling, sketching, cleaning and
storing the science apparatus,
substances and specimens used in an
activity with the correct method.
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CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5
6
Using, handling, sketching, cleaning and
storing the science apparatus,
substances and specimens used in an
activity with the correct methods,
systematically and sparingly.
Using, handling, sketching, cleaning and
storing the science apparatus,
substances and specimens used in an
activity with the correct methods,
systematically, sparingly and be an
example to others.
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2.0 SCIENCE ROOM RULES
CONTENT STANDARD
LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
2.1 Science room rules.
2.1.1
Pupils are able to : Adhere to science room rules.
1
2
3
4
5
6
State one of the science room rules.
State more than one of the science
room rules.
Apply one of the science room rules.
Apply more than one of the science
room rules.
Give reasons the needs to adhere the
science room rules.
Be an example to peer in adhering to
science room rules.
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KSSR SCIENCE YEAR 5
48
LIFE SCIENCE
3. LIFE PROCESSES IN ANIMALS
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3.1 Specific
characteristics
and behavior of
animals to
protect
themselves
Pupils are able to:
1
State specific characteristics and
behaviour of animals to protect
themselves from enemies and
extreme weather.
3.1.1
Explain with example the specific
characteristics and behavior of animals to
protect themselves from enemies through
observation by using various media, such
as:
sharp spines e.g. porcupine, pufferfish;
hard shell e.g. tortoise, turtle;
hard scales e.g. pangolin, crocodile;
horns e.g. buffalo, deer;
poisonous sting e.g. scorpion,
centipede;
curl up body e.g. millipede, pangolin;
camouflage e.g. chameleon, praying
mantis;
break off part of body e.g. lizard,
octopus;
2
Describe specific characteristics
and behaviour of animals to
protect themselves from enemies
and extreme weather.
3
Explain with examples specific
characteristics and behaviour of
the animals to protect
themselves from enemies and
extreme weather.
KSSR SCIENCE YEAR 5
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CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
hide its body into the shell e.g.
snail, turtle;
live in groups e.g. elephant,
anchovies.
4
Build a graphic organiser of
specific characteristic and
behaviour of animals on how
they protect themselves from
enemies and extreme weather.
3.1.2 Explain with examples the specific
characteristics and behavior of animals
to protect themselves from extreme
weather through observation by using
various media, such as:
thick fur e.g. polar bear, arctic wolf;
thick layer of fat e.g. sea lion, whale,
peguin;
hump e.g. camel, bison;
wallow in mud e.g. buffalo,
rhinoceros;
migrate e.g. stork, whale;
hibernate e.g. bear, fox.
5
6
Support predictions about how
other animals protect themselves
based on the knowledge of the
specific characteristics or
behaviour of the animals
Design an imaginary model of an
animal by applying the
knowledge of specific
characteristics and behaviour
and provide reasoning about the,
characteristics of the model
designed.
KSSR SCIENCE YEAR 5
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CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3.1.3 Explain observations using sketches,
ICT, writing or verbally.
3.2
Create an animal model
Pupils are able to:
3.2.1
3.2.2
Create an imaginary animal model that
can protect themselves from enemies
and extreme weather.
Provide reasoning on how specific
characteristic of the created animal
model can protect itself from enemies
and extreme weather.
KSSR SCIENCE YEAR 5
51
KSSR SCIENCE YEAR 5
52
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3.3 Survival of
animal species
Pupils are able to:
1
2
3
4
State the ways of animal
reproduce.
Describe the ways of animal
ensure their species does not
extinct.
Explain the meaning of survival
of the species.
Provide reasoning the ways of
the animal to ensure the survival
of their species.
3.3.1 State that survival of animal species is
the ability of the animal to preserve its
species to avoid extinction.
3.3.2
Identify the way of the animal lay eggs to
ensure the survival of its species through
observation by using various media, such
as:
hide the eggs e.g. crocodile,
grasshopper, lizard;
lay many eggs e.g. flies,
mosquito, turtle;
slimy eggs e.g. frog;
incubate the eggs e.g. chicken,
penguin;
protect the eggs e.g. snake,bird.
KSSR SCIENCE YEAR 5
53
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3.3.3
3.3.4
Identify the way of the animal takes care of
their young to ensure the survival of its
species through observation by using
various media, such as:
nursing their young e.g. cat, tiger,
cow;
feed their young e.g. bird, lion;
carry their young in the pouch e.g.
kangaroo;
move in groups e.g. elephant,
swallow;
carry their young in the mouth e.g.
crocodile, arowana fish;
attack when its young is disturbed
e.g. chicken, cat.
Make generalization the importance of
the survival of the animal species.
5
Generate the ideas about
importance of the survival of the
animal species to other living
things.
6 Support the predictions the ways
of other animal to ensure the
survival of their species based on
the knowledge of the
characteristics or behavior of that
animal.
3.3.5 Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
54
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3.4 Food relationship among living things
Pupils are able to
3.4.1
State the meaning of food chain is the
food relationship among living things.
1
2
State examples of food chains.
State the meaning of a food
chain and a food web.
Build food chains and food webs
by identifying the producer and
consumer.
3.4.2
3.4.3
Build food chain in various habitats such
as pond, forest, field, paddy field and
plantation.
State the Sun is the main source of
energy in a food chain.
3
4 Make generalization the Sun is
the main source of energy in a
food chain.
3.4.4 Identify the producer and consumers in
the food chain.
3.4.5
State the meaning of a food web is the
combination of food chains in a habitat.
KSSR SCIENCE YEAR 5
55
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
3.4.6
3.4.7
Build a food web in various habitats such
as pond, forest, field, paddy field and
plantation.
Predict the impact on other living things if
there is any change in the population of
a food web in a habitat.
5 Support the opinion of the impact
on other living things if there is
any change in the population.
6
Conclude the food relationships
between living things and the
process of photosynthesis in
terms of energy transfer.
3.4.8
Make generalization the importance of
food web to ensure the survival of the
species.
3.4.9 Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
56
4.0 LIFE PROCESSES IN PLANTS
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
4.1
The specific
characteristic of
plants to protect
itself
Pupils are able to:
1
State the specific characteristics of
plants to protect itself, and adapt to
seasonal changes and climate.
4.1.1
Explain with examples the specific
characteristic of plants to protect
themselves from enemies through
observation of real plants or using
various media i.e.:
thorns e.g. mimosa, cactus;
latex e.g. jackfruit, yam;
fine hairs e.g.bamboo, sugar cane,
lallang;
poison e.g. mushrooms, pong-pong;
bad smell e.g. Rafflesia, tobacco
leaves.
2
Describe the ways of the specific
characteristics of plants protect
itself, and adapt to seasonal
changes and climate
3
Explain with examples the specific
characteristics of plants to protect
themselves, and adapt to the
seasonal changes and climate.
KSSR SCIENCE YEAR 5
57
CONTENT
STANDARD LEARNING STANDARD
PERFORMANCE STANDARD
PERFORMANCE
LEVEL DESCRIPTOR
4.1.2
Explain with examples the specific
characteristic of plants to adapt
themselves during seasonal changes
and climate, through observation of real
plants or using various media i.e:
long roots e.g. cactus;
stem that store water e.g.cactus,
banana trees;
fold its leaf e.g. turmeric leaf,
shed leaves e.g. rubber tree leaves;
needle-shaped leaves e.g. rhu plant
, cactus;
pinnate leaves e.g. coconut trees.
4
5
6
Build a graphic organiser of the
specific characteristics of plants to
protect themselves, and adapt to
the seasonal changes and climate
Support predictions on how
different plants protect and adapt
themselves based on knowledge
of the specific characteristics of
plants.
Generate ideas about the
importance of specific
characteristic of plants to other
living things
4.1.3
Explain observations using sketches, ICT, writing or verbally.
KSSR SCIENCE YEAR 5
58
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
4.2
Survival of plant
species
Pupils are able to:
1
State the ways of plant disperse
their seed or fruit 4.2.1
4.2.2
State the ways of plant disperse its
seed or fruit through observation of
real plants or using various media, i.e:
by water e.g. lily and coconut;
by wind e.g. lallang, angsana;
by human and animals e.g. love
grass, papaya;
by explosivemechanisms e.g.
rubber seeds, saga fruit, balsam
plant.
Relate the characteristics of seeds or
fruits to the ways they are dispersed
through observation of real specimens
or using various media.
2 Give examples of seeds or fruits
based on their way of dispersal.
3 Explain through examples the
relationship between the
characteristics of seeds or fruits to
the way they are dispersed.
4 Provide reasoning on the
importance of dispersal to the
survival of plant species.
KSSR SCIENCE YEAR 5
59
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
4.2.3
Provide reasoning on the importance of
seeds and fruits dispersal to the
survival of the plants species.
5
Generate ideas on the importance of
survival of plant species to other
living things.
4.2.4
Explain observations using sketches,
ICT, writing or verbally
6 Support the predictions on the ways
of seeds or fruits dispersal of other
plants in order to ensure the survival
of their species based on knowledge
of the characteristics of the plant.
4.3 The importance
of survival of the
plant species
Pupils are able to:
4.3.1 Provide reasoning on the importance
of survival of the plant species to
other living things.
KSSR SCIENCE YEAR 5
60
PHYSICAL SCIENCE
5.0 ENERGY
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5.1 Sources and
forms of energy.
Pupils are able to
1
State the sources of energy.
5.1.1
5.1.2
Describe the various sources of energy
such as sun, wind, water, wave, food,
batteries, biomass, nuclear and fossil
fuels through observation by using
various media.
Explain with examples various forms of
energy such as solar energy, heat
energy, chemical energy, electrical
energy, kinetic energy, sound energy,
potential energy, light energy and
nuclear energy through observation of
various situations around us.
2 Describe the sources of energy
and the forms of energy
produced.
3 Explain with examples the
transformation of energy.
4
Make generalisation that energy
can be transformed from one
form to another.
KSSR SCIENCE YEAR 5
61
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5.1.3
State that energy can be transformed
from one form to another through
observation of various situations
around us.
5
Provide reasoning on the
importance of transformation of
energy in everyday life.
5.1.4 Explain through examples the
transformation of energy in appliances
such as radio, cellphone, flash light,
television, candle, bicycle.
6 Design creatively and innovatively
a model and describe the
transformation of the energy
involved.
5.1.5 Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
62
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5.2 Renewable and
non-renewable
energy
Pupils are able to:
1
State the meaning of renewable
and non-renewable energy
5.2.1
5.2.2
5.2.3
State that renewable energy is the
energy that can be replenished when
used up through observation by using
various media.
State that non-renewable energy is the
energy that cannot be replenished
when used up through observation by
using various media.
List the sources of renewable energy
such as wind, sun, water, biomass,
food and wave.
2
Give examples of the sources of
renewable and non-renewable
energy.
3 Build a graphic organizer on the
sources of energy that are
renewable and non-renewable
4 Provide reasoning on the
importance of using sources of
energy wisely.
KSSR SCIENCE YEAR 5
63
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5.2.4
List the sources of non-renewable
energy such as petroleum, coal, and
nuclear materials.
5
6
Generate ideas on the usage of
non-renewable energy to
renewable energy resources in
everyday life.
Generate ideas about the
consequences if the source of
renewable energy decreases.
5.2.5
Provide reasoning on the importance of
using sources of non-renewable energy
wisely.
5.2.6
Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
64
6.0 PROPERTIES OF LIGHT
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
6.1 Light travels in
a straight line
Pupils are able to:
1
State that light travels in a
straight line.
Give examples of activities which
show that light travels in a
straight line.
6.1.1
6.1.2
6.1.3
State that light travels in a straight
line by carrying out activities
Carry out experiments to determine
the factors that affect the size of the
shadow
Carry out experiments to determine
the factors that affect the shape of
the shadow.
2
3
Make inferences about the
formation of shadows.
Predict the factors that affect the
size and shape of the shadow.
4
KSSR SCIENCE YEAR 5
65
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
5
6
Test the factors that affect the
size and the shape of the
shadow.
Draw conclusions about the
factors that affect the size and
the shape of the shadow
KSSR SCIENCE YEAR 5
66
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
6.2. Light can be
reflected
Pupils are able to:
1
State that light can be reflected
and refracted.
6.2.1
State that light can be reflected by
carrying out activities.
6.2.2
Describe the uses of reflection of
light in everyday life such as:
• side mirrors of car;
• periscope;
• mirror.
2
State examples of phenomenon
that shows light can be refracted
and examples of tools that use
the properties of light reflection.
6.2.3
Draw a ray diagram to show the
reflection of light from the surface of
a mirror.
3 Sketch a ray diagram to show the
properties of light reflected from
the surface of a mirror.
6.3 Light can be
refracted
Pupils are able to:
4
Explain through examples the
tools that use the properties of
light reflection by drawing a ray
diagram.
6.3.1
State that light can be refracted by
carrying out activities.
KSSR SCIENCE YEAR 5
67
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
6.3.2
6.3.3
Describe an event or phenomenon
that shows light can be refracted
such as:
position of coin in the water;
shape of a pencil in a glass of
water;
size of an alphabet when viewed
through a glass;
size of fish in an aquarium.
Create a tool or a model that uses
the properties of light.
5
6
Create a tool or a model that
uses the properties of light.
Provide reasoning on the
properties of light used in the
tool or model created.
6.3.4
6.3.5
Provide reasoning the properties of
light used in the tool or model
created.
Explain observations using
sketches, ICT, writing or verball
KSSR SCIENCE YEAR 5
68
7.0 ELECTRICITY
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
7.1 Sources of
electrical
energy.
Pupils are able to
1
State the safety precautions
when handling electrical
appliances.
7.1.1
Explain with examples the sources
that produce electricity such as a dry
cell, solar cell, dynamo, power plant,
accumulators and generators. 2 Give examples of the sources
that produce electricity.
7.2 A complete
electric circuit
Pupils are able to:
3 Build a complete electric circuit
and sketch the diagram using
symbols.
7.2.1 Build a complete electric circuit using
dry cell, bulb, switch and wires.
7.2.2
7.2.3
State the function of a switch in an
electric circuit.
Identify the symbols of electrical
components in a complete electric
circuit.
4 Conclude on the brightness of
bulbs in a series and parallel
circuit by carrying out
experiments.
KSSR SCIENCE YEAR 5
69
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
7.2.4
7.2.5
7.2.6
7.2.7
7.2.8
Sketch a circuit diagram using the
symbol of electrical components.
Carry out an experiment to compare
the brightness of the bulbs if the
number of bulbs or the number of dry
cells are changed.
Identify the arrangement of bulbs in
series circuit and parallel circuit
through observation by using various
media.
Sketch the series circuit and parallel
circuit by using the symbol of electrical
components.
Compare and contrast the brightness
of the bulbs in series circuit and
parallel circuit.
5
Provide reasoning on the
usage of parallel circuits of
daily electricity consumption.
6
Generate ideas on the
advantages and disadvantages
of series circuit and parallel
circuit.
KSSR SCIENCE YEAR 5
70
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
7.2.9
State the effect on the light up of
bulbs when a few of switches in a
series circuit and a parallel circuit are
switched on or off.
7.2.10 Explain observations using
sketches, ICT, writing or verbally.
7.3 Safety
precautions
when handling
electrical
appliances
Pupils are able to:
7.3.1
Generate ideas about the effect of
mishandling electrical appliances
through observation by using
various media.
7.3.2 Describe the safety precautions
when handling electrical appliances.
7.3.3 Explain observations using
sketches, ICT, writing or verbally
KSSR SCIENCE YEAR 5
71
KSSR SCIENCE YEAR 5
72
8.0 HEAT
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
8.1 Temperature
and Heat
Pupils are able to:
1 State the meaning of temperature
and its unit. 8.1.1
8.1.2
State that temperature is a
measurement degree of hotness.
State the standard unit of temperature
.
2
3
Measure temperature using
appropriate tools and correct
techniques.
Make generalisation that the
material becomes warmer when it
gains heat and becomes cooler
when it loses heat.
8.1.3
8.1.4
Measure temperature using
appropriate tools and correct
techniques.
Make generalisation that material
becomes warmer when it gains heat
and becomes cooler when it loses heat
by carrying out activities.
4
Explain through examples the
expansion and contraction of
materials in terms of gaining and
losing heat.
8.1.5
Conclude that temperature increases
when heat is gained and decreases
when heat is lost by carrying out
activities such as heating and cooling
of water.
KSSR SCIENCE YEAR 5
73
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
8.1.6 State that material expands when it
gains heat and contracts when it loses
heat by carrying out activities such as:
heating ring and the iron ball;
heating and cooling of coloured water
in glass tube;
immersing a bottle with a balloon on its
mouth into hot water and ice.
5
6
Communicate the advantages and
disadvantages on the application
of the principle of expansion and
contraction of materials
Generate ideas about the tools
that apply the principle of
expansion and contraction of
materials and the way it functions.
8.1.7 Provide reasoning the importance of
the application in the principle of
expansion and contraction in everyday
life such as:
gap between the railway tracks;
installed electric cable slack or loose;
liquid in the thermometer bulb.
8.1.8 Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
74
MATERIAL SCIENCE
9.0 MATTER
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
9.1 States of matter Pupils are able to: 1 Give examples of solid, liquid and gas.
9.1.1
9.1.2
State that matter can exist as solid,
liquid and gas.
Classify the examples of materials/
objects into solid, liquid and gas
2 Describe the properties of solid,
liquid and gas
3
4
5
6
Classify the examples of materials/
objects based on the states of matter.
Make generalization that water can
exist in three state of matter
Communicate to explain the
arrangement of particles of water in
three states of matter.
Make an analogy on the arrangement
of particles of solids, liquids and gases
with the situations in everyday life.
9.1.3 Characterizing the properties of solid,
liquid and gas by carrying out
activities to show it;
• has mass;
• occupy space;
• has fixed volume;
• has fixed shape.
9.1.4
Make generalization that water can
exist in three states of matter by
carrying out activities.
KSSR SCIENCE YEAR 5
75
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
9.1.5
Explain observations using sketches,
ICT, writing or verbally
9.2 Changes in
states of matter
Pupils are able to:
9.2.1
Describe that water can change its
state through processes of freezing,
melting, boiling, evaporation and
condensation by carrying out
activities.
1
2
List the processes in the change of
states of water
Describe the processes in the
change of states of water when it
gains or loses heat.
9.2.2
Explain with examples the changes of
state of matter occurs when it gain or
lost heat by carrying out activities.
9.2.3
Explain observations using sketches,
ICT, writing or verbally
3 Relate changes in states of water
with the formation of clouds and
the phenomena of rain.
KSSR SCIENCE YEAR 5
76
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
9.3 The natural
water cycle
Pupils are able to:
4
Provide reasoning on the
importance of natural water cycle to
maintain water resources
Generate ideas on factors that
causes contamination of water
resources and ways to maintain its
cleanliness.
9.3.1
9.3.2
9.3.3
Relate the changes in states of water
with the formation of clouds and the
phenomena of rain
Generate ideas on the importance
of natural water cycle.
Explain observations using sketches,
ICT, writing or verbally
5
6 Communicate about the factors that
disrupt the natural water cycle and
its impact on living things
9.4 The importance
of water
resources
Pupils are able to:
9.4.1
9.4.2
State natural water resources such as
river, lake, well and spring.
Explain the importance of maintaining
the cleanliness of water resources.
KSSR SCIENCE YEAR 5
77
KSSR SCIENCE YEAR 5
78
MATERIAL SCIENCE
10. ACID AND ALKALI
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
10.1 Chemical
properties of
substances.
Pupils are able to:
1
Give examples of acidic,
alkaline and neutral substances.
10.1.1
10.1.2
10.1.3
Define operationally the acidic, alkaline
and neutral substances based on the
changes of the colour of litmus paper.
Make generalisation, on the properties
of acidic, alkaline and neutral
substances based on the colour change
of the litmus paper, taste, and touch by
testing a few substances.
Giving examples of acidic, alkaline and
neutral substances.
2
3
4
Classify substances based on
the color changes of the litmus
paper.
Define operationally the acidic,
alkaline and neutral substances
by using litmus paper.
Make generalization on the
properties of acidic, alkaline and
neutral substances based on the
colour changes of the litmus
paper, taste, and touch.
KSSR SCIENCE YEAR 5
79
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
10.1.4
Explain observations using sketches,
ICT, writing or verbally
5
Communicate about the
importance of the properties of
acidic, alkaline and neutral
substances in every day life.
6 Generate ideas about the ability
of acidic and alkaline
substances to change the
property of a substance.
KSSR SCIENCE YEAR 5
80
EARTH AND SPACESCIENCE
11.0 EARTH, MOON AND SUN
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
11.1
The movement
of the Earth
Pupils are able to:
1
State that Earth rotates and
moves.
11.1.1
11.1.2
11.1.3
State that the Earth rotates on its axis
and at the same time moves around the
Sun on its orbit.
Describe the direction and duration of
rotation and movement of Earth around
the Sun through simulation.
Demonstrate the occurrence of day and
night through simulation.
2 Simulate the occurrence of day
and night.
3 Explain the direction and duration
of rotation and movement of Earth
around the Sun.
4 Describe the Earth rotates on its
axis and at the same time moves
around the Sun on its orbit.
KSSR SCIENCE YEAR 5
81
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
11.1.4
Describe the effects of the rotation of
Earth on its axis i.e:
• occurrence of day and night;
• the position of the Sun appears to
vary;
• changes in the length and the direction
of shadow.
5
Explain through examples the
effects of the rotation of Earth
on its axis.
6 Generate ideas about other
effects caused by the rotation
and movement of Earth, the
Moon and the Sun.
11.1.5 Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
82
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
11.2 Phases of the
Moon
Pupils are able to:
1
2
3
State the Moon does not emit
light
Explain the Moon reflects light
from the Sun to the Earth.
Explain the movement of the
Moon and the Earth.
11.2.1
11.2.2
Describe the Moon does not emit light
but reflects the light from the Sun.
Describe the rotation of the Moon on its
axis and at the same time orbits the
Earth in the aspect of direction and
duration through simulation.
11.2.3
Using space and time relationship to
describe the phases of the Moon such
as new moon, crescent, half-moon and
full moon in a complete cycle according
to the Lunar calendar
4
5
Using space and time
relationship to describe the
phases of the Moon.
Generate ideas about the phases
of the Moon relating to the events
of life.
11.2.4 Explain observations using sketches,
ICT, writing or verbally
KSSR SCIENCE YEAR 5
83
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
6
Communicate to state the same
part of the Moon always faces
the Earth and describe the
phenomena.
KSSR SCIENCE YEAR 5
84
TECHNOLOGY AND SUSTAINABILITY OF LIFE
12.0 TECHNOLOGY
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
12.1 The stability
and strength
of an object
and structure
Pupils are able to:
1
State examples of a strong and
stable structure.
12.1.1
Give examples of a strong and stable
structure by observing various media.
12.1.2
Carry out experiments to determine the
factors that affect the stability of an
object such as the base area and
height.
2 Determine the factors that
affect the stability and
strength of a structure
12.1.3
Carry out experiments to determine the
factors that affect the strength of a
structure i.e the type of materials and its
shape
3 Generate ideas on the
importance of a strong and
stable building structural for a
sustainable life
12.1.4
Generate ideas on the importance of a
strong and stable building structure for
the well being of human life.
4 Create a strong and stable
structural models.
KSSR SCIENCE YEAR 5
85
CONTENT STANDARD
LEARNING STANDARD PERFORMANCE STANDARD
PERFORMANCE LEVEL
DESCRIPTOR
12.1.5
12.1.6
Create a strong and stable structure
models using recycle materials.
Provide reasoning on the selected
materials used to build a strong and
stable model to improve the quality of
sustainable life.
5
6
Provide reasoning on a strong
and stable structural models
built/created
Improve the structural models
built based on the findings of
an investigation.
12.1.7 Explain observations using sketches,
ICT, writing or verbally
12.2 Civilizing of
sustainable
living.
Pupils are able to:
12.2.1
12.2.2
Practicing usage of sustainability
materials.
Explain observations using sketches,
ICT, writing or verbally
This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9 Presint 1
Pusat Pentadbiran Kerajaan Persekutuan 62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917 http://www.moe.gov.my/bpk