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

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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.

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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.

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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

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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

29

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.

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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.

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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