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KEMENTERIAN PENDIDIKAN MALAYSIA

SAINS

KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

TAHUN EMPAT ( EDISI BAHASA INGGERIS)

iii

KURIKULUM STANDARD SEKOLAH RENDAH

DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS TAHUN 4

(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

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ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 28

THEME : INTRODUCTION TO SCIENCE

1.0 Scientific Skills

2.0 Science Room Rules

30

46

THEME : LIFE SCIENCE

3.0 Life Processes In Human

4.0 Life Processes In Animals

5.0 Life Processes In Plants

47

52

53

THEME : PHYSICAL SCIENCE

6.0 Measurement 55

THEME : MATERIAL SCIENCE

7.0 Properties Of Material

8.0 Rusting

62

65

THEME : EARTH AND SPACE SCIENCE

9.0 Solar System 66

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE

10.0 Technology 68

v

RUKUN NEGARA

BAHAWASANYA negara kita Malaysia mendukung cita-cita

untuk mencapai perpaduan yang lebih erat dalam kalangan

seluruh masyarakatnya; memelihara satu cara hidup

demokratik; mencipta masyarakat yang adil bagi

kemakmuran negara yang akan dapat dinikmati bersama

secara adil dan saksama; menjamin satu cara yang liberal

terhadap tradisi-tradisi kebudayaannya yang kaya dan

berbagai-bagai corak; membina satu masyarakat progresif

yang akan menggunakan sains dan teknologi moden;

MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan

seluruh tenaga dan usaha kami untuk mencapai cita-cita

tersebut berdasarkan atas prinsip-prinsip yang berikut:

• KEPERCAYAAN KEPADA TUHAN

• KESETIAAN KEPADA RAJA DAN NEGARA

• KELUHURAN PERLEMBAGAAN

• KEDAULATAN UNDANG-UNDANG

• KESOPANAN DAN KESUSILAAN

vi

vi

Pendidikan di Malaysia adalah suatu usaha

berterusan ke arah memperkembangkan lagi

potensi individu secara menyeluruh dan

bersepadu untuk mewujudkan insan yang

seimbang dan harmonis dari segi intelek,

rohani, emosi dan jasmani berdasarkan

kepercayaan dan kepatuhan kepada Tuhan.

Usaha ini adalah bagi melahirkan rakyat

Malaysia yang berilmu pengetahuan,

berketerampilan, berakhlak mulia,

bertanggungjawab dan berkeupayaan

mencapai kesejahteraan diri serta memberikan

sumbangan terhadap keharmonian dan

kemakmuran keluarga, masyarakat dan negara.

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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 Performance 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 Performance 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


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 Performance Level for Primary Science

PERFORMANCE


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 4

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KSSR Science Year 4

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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 LEVEL

DESCRIPTOR

5

6

* Use all the senses involved to make

qualitative and quantitative observations

to describe the phenomena or changes

that occur


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.


necessary to

assist in making observations.

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CONTENT STANDARD

LEARNING 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 LEVEL

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 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.


with correct techniques.


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 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 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 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.


form and present it systematically.


form, present it systematically and have

a positive attitude towards information

collected.


form, present it systematically, creatively

and innovatively in various forms and

able to provide feedback.

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CONTENT STANDARD

LEARNING 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 LEVEL

DESCRIPTOR

1.1.8

Interpret data.

1

2

3

4

5

6

Provide an explanation based on data.

1.

2. Provide a description of more than one

explanation based on data.

3. Choose relevant ideas to make an

explanation about objects, events or

patterns of data

4. Correlate between the parameters in

the data based on the relationship

between the parameters or science

concepts.

5. Provide a rational explanation using

interpolation of objects, events or

patterns of data collected.

6. Provide a rational explanation using

interpolation or extrapolation of data

collected.

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CONTENT STANDARD

LEARNING 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 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 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 LEVEL

DESCRIPTOR

1.1.12

Carry out experiment.

1

2

3

4

5

6

1.

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 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 LEVEL

DESCRIPTOR

5

6




an activity with the correct methods,

systematically and sparingly.




an activity with the correct methods,

systematically, sparingly and be an

example to others.

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2.0 SCIENCE ROOMS RULES

CONTENT STANDARD

LEARNING 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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LIFE SCIENCE

3. LIFE PROCESSES IN HUMAN

CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

3.1 Breathing process in humans.

3.1.1 3.1.2 3.1.3 3.1.4 3.1.5

Pupils are able to: State that human use nose, trachea and lungs to breathe through observations using various media. Sketch the passage of air during inhalation and exhalation. Describe chest movement by placing hand on chest during inhalation and exhalation. Make generalisation that rate of breathing depends on types of activities carried out by observing the chest movement. Explain observations using sketches, ICT, writing or verbally.

1

2

3

4

5

6

State the parts used in breathing are nose, trachea and lungs. Describe the passage of air and movement of chest in the breathing process. Carry out activities to compare the rate of breathing. Conclude that vigorous activities increases the rate of breathing. Justify the importance of fitness activities in every day life to maintain health. Communicate creatively and innovatively the type of fitness activities suitable to gender, age and health.

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CONTENT STANDARD LEARNING STANDARD


PERFORMANCE LEVEL

DESCRIPTOR

3.2 Excretion and defecation.

3.2.1 3.2.2 3.2.3 3.2.4 3.2.5

Pupils are able to: State the meaning of excretion through observations using various media. Identify excretory organs and its products :

kidneys excrete urine

skin excretes sweat

lungs excrete carbon dioxide and water vapour

State the meaning of defecation and its product through observation using various media Explain with examples that human needs to excrete and defecate. Explain observations using sketches, ICT, writing or verbally.

1

2

3

4

5

6

State the examples of excretion and defecation. Describe the meaning of excretion and defecation. Use a graphic organiser to show excretory organs and its products. Provide reasoning on the importance of human undergoing excretion and defecation. Justify through examples the needs of human to undergo excretion and defecation. Generate and present a graphical presentation on the importance of excretion and defecation.

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PERFORMANCE LEVEL

DESCRIPTOR

3.3 Humans respond to stimuli.

3.3.1 3.3.2 3.3.3 3.3.4

Pupils are able to: State that human sensory organs respond to stimuli by carrying out activities. Explain with examples humans’ responses to stimuli in everyday life. Make inferences on the importance of humans’ responses to stimuli. Explain observations using sketches, ICT, writing or verbally.

1

2

3

4

5

6

State that human respond when stimulated. Give examples of humans response to stimuli. Explain with examples sensory organs that respond to stimuli. Conclude on the importance of humans response to stimuli. Justify the importance of caring for the sensory organs. Generate ideas about habits that should be avoided which can cause damage to the sensory organs.

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PERFORMANCE LEVEL

DESCRIPTOR

3.4 Heredity in humans.

3.4.1 3.4.2 3.4.3

Pupils are able to: State that offspring inherit parents’ features such as skin colour, type of hair and looks by carrying out activities. Explain with examples the features of offspring that are inherited from their generation. Explain observations using sketches, ICT, writing or verbally.

1

2

3

4

5

6

State that offspring inherit features of parents. State verbally individual features inherited from parents. Explain with examples the features of offspring that are inherited from their parents. Descibe that the features of offspring can also be inherited from generation. Justify that the features inherited from generation is a gift from God. Generate a graphical presentation on the family tree based on features inherited.

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PERFORMANCE LEVEL

DESCRIPTOR

3.5 Habits that bring harm to human life processes. (120min)

3.5.1 3.5.2 3.5.3

Pupils are able to: Explain with examples, habits that bring harm to human life processes such as:

eating imbalanced food

smoking

glue sniffing

drugs abusing

consuming alcoholic beverages Explain effects of habits that bring harm to human life processes such as:

health

growth

slow down responses to stimuli.

Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State human habits from prior knowledge. Identify habits that bring harm to life processes. Explain with examples the effects of habits that bring harm to life processes. Generate ideas on importance of practising a healthy life style. Justify measures taken to avoid habits that bring harm to life processes. Create a creative and innovative graphic presentation on efforts to prevent unhealthy habits.

3.6 Loving ourself

3.6.1

Pupils are able to: Practise healthy lifestyle in everyday life.

KSSR Science Year 4

52

4. LIFE PROCESSES IN ANIMALS


PERFORMANCE LEVEL

DESCRIPTOR

4.1 Breathing organs of animals.

4.1.1 4.1.2 4.1.3

Pupils are able to: Identify breathing organs of animals through observation of actual animal or various media i.e.:

lungs e.g. cat, dog, crocodile, frog, whale

gills e.g. fish, tadpole, crab, prawn

moist skin e.g. frog, worm

spiracle e.g. cockroach, grasshopper, butterfly, caterpillar

Make generalisation that some animals have more than one breathing organ such as frog. Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State the breathing organs of animals. Give examples of animals with its breathing organs. Classify animals according to its breathing organ. Make generalisation that some animals have more than one breathing organ. Provide reasoning animals that have more than one breathing organ. Create a creative and innovative graphic presentation on breathing organs of animals.

KSSR Science Year 4

53

5. LIFE PROCESSES IN PLANTS


PERFORMANCE LEVEL

DESCRIPTOR

5.1 Plants respond to stimuli.

5.1.1 5.1.2

Pupils are able to: Conclude that plants respond to stimuli by carrying out investigation i.e.:

root responds to water

root responds to gravity

shoot, leaf and flower responds to light

leaf responds to touch Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State parts of plant that respond to stimuli. Describe the type of stimulus that causes response in plants. Explain with examples the respond of parts of plant towards stimuli. Make a hypothesis that plants respond to stimuli. Conclude that parts of plant respond to stimuli. Design a creative and innovative presentation through various method about an investigation of the response of parts of plants towards stimuli.

KSSR Science Year 4

54


PERFORMANCE LEVEL

DESCRIPTOR

5.2 Photosynthesis

5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.2.6

Pupils are able to: State plants make their own food through photosynthesis by observing various media. State photosynthesis needs carbon dioxide, water, sun light, and chlorophyll by observing various media. State photosynthesis produces starch and oxygen. Make inference on the importance of photosynthesis to other living things Provide reasoning why plants do not need to move like animals. Explain observations using sketches, ICT, writing or verbally.

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2

3

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5

6

Recall the basic needs of plants. State photosynthesis is a process of plants making its own food. Using information from various media to state the products of photosynthesis and the need of plants to carry out photosynthesis. Provide reasoning on why plants do not need to move like animals to make food. Justify the importance of photosynthesis to other living things Summarize the process of photosynthesis through creative and innovative sketch.

KSSR Science Year 4

55

PHYSICAL SCIENCE

6. MEASUREMENT


PERFORMANCE LEVEL

DESCRIPTOR

6.1 Length

6.1.1 6.1.2

6.1.3

6.1.4

6.1.5

Pupils are able to: State length is a measurement of distance between two points.

Explain with examples measurement of length using non- standard tools such as:

span, cubit, arm span, and foot,

paper clip, pencil, chalk, straw, thread, string and matchstick

State length can be measured using standard tools such as ruler and measuring tape by carrying out activities.

State standard units of length in metric system; i.e. millimetre (mm), centimetre (cm), meter (m) or kilometre (km).

Measure length with correct methods

by using appropriate tools and

standard units.

1

2

3

4

5

6

State the meaning of length. Measure length by using the similar tools. Measure length using appropriate tools and standard unit. Make generalization of the knowledge of length measurement by using appropriate tools, standards units and correct measuring methods. Conclude the importance of using standard and non-standard tools in everyday life. Summarize the importance of knowledge in using standard measurements in everyday life.

KSSR Science Year 4

56


PERFORMANCE LEVEL

DESCRIPTOR

6.1.6 Explain observations using sketches, ICT, writing or verbally.

6.2 Area

6.2.1

6.2.2

6.2.3

6.2.4

6.2.5

6.2.6

Pupils are able to: State area is the size of a surface. Measure area of a surface by using standard measuring tools such as square paper 1cm x 1cm. State standard units of area in metric system i.e. millimetre square (mm²), centimetre square (cm²), meter square (m²) and kilometre square (km²).

Calculate area of rectangle and square using formula:

area = length x width

Estimate surface area of irregular shape using grid paper 1cm x 1cm. Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State the meaning of area. Measure the surface area by using an appropriate tool. Calculate area using formula and correct standard units. Make generalisation on knowledge about area to make estimations of a surface area by using tools, standard units and correct method. Make generalisation on knowledge about area to carry out a situation or solve a problem in everyday life. Summarise the importance of knowledge about area in everyday life.

KSSR Science Year 4

57


PERFORMANCE LEVEL

DESCRIPTOR

6.3 Volume of object

6.3.1

6.3.2

6.3.3

6.3.4

6.3.5

Pupils are able to:

State that volume is amount of space that is occupied. Measure volume of a hollow box by using standard measuring tool such as cubes measuring 1cm x 1 cm x 1cm. State standard units of volume of object in metric system i.e. millimetre square (mm²), centimetre square (cm²), meter square (m²). Calculate volume of cube and cuboid using formula:

volume = length x width x height


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2

3

4

5

6

State the meaning of volume. Measure the volume of solid and liquid using appropriate tools. Calculate the volume of solid using an appropriate tool and correct standard units. Measure volume of liquid using appropriate tool and correct standard units. Applying knowledge about the correct method to measure volume systematically. Summarise the importance of volume and its uses in everyday life. Generate ideas on the importance of volume to pursue sustainable living.

6.4 Volume of liquid

6.4.1

Pupils are able to: Measure the volume of liquid using non-standard measuring tools such as spoon, glass, cup, bowl, jug and bottle.

KSSR Science Year 4

58


PERFORMANCE LEVEL

DESCRIPTOR

6.4.2 Measure the volume of liquid using standard measuring tools such as measuring cylinder, beaker, flask and graduated container.

6.4.3 6.4.4

6.4.5

State standard units of Volume of liquid in metric system i.e. millimetre (ml) or cubic centimetre (cm³), litre (l) and cubic meter (m³).

Measure volume of liquid using appropriate tools and standard unit with the correct method.


6.5 Application the concept of volume.

6.5.1 6.5.2

Pupils are able to: Calculate the volume of regular-shaped solids such as cube by using water displacement method and using formula. Calculate the volume of irregular-shaped solids by using water displacement method.

KSSR Science Year 4

59


PERFORMANCE LEVEL

DESCRIPTOR

6.5.3


6.6 Mass

6.6.1 6.6.2 6.6.3 6.6.4 6.6.5

Pupils are able to: State mass is quantity of matter in an object. Identify measuring tools for mass such as lever balance or triple beam balance. State standard units of mass in metric system i.e. milligram (mg), gram (g) and kilogram (kg). Measure mass using appropriate tools and standard unit with the correct method. Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State the meaning of mass. Measure using appropriate tools. Measure using appropriate tool and correct standard units. Make generalisation on knowledge about measuring mass using appropriate tools, standard units and correct method. Create a balance to measure the mass of an object. Provide reasoning of the creation based on creativity, innovative, and concept used.

KSSR Science Year 4

60


PERFORMANCE LEVEL

DESCRIPTOR

6.7 Time

6.7.1 6.7.2 6.7.3 6.7.4 6.7.5 6.7.6

Pupils are able to: State that time is the interval between two moments. Make generalisation that time can be measured based on uniformly repeated events such as water droplets, swinging of pendulum and pulse beat. Identify measuring tools for time such as sundials, hour glass, water clock, candle, stopwatch and digital clock.

State standard units of time in metric system i.e. seconds(s), minutes (min), hours (h), day, month and year. Measure time using appropriate tools and standard unit with the correct method.


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2

3

4

5

6

State the meaning of time Identify appropriate tools to measure time Measure time using appropriate tools and correct standard units Make generalisation on knowledge about measuring time using appropriate tools, standard units and systematic method. Create tools to measure time Provide reasoning of the creation based on creativity, innovative, and concept used.

KSSR Science Year 4

61


PERFORMANCE LEVEL

DESCRIPTOR

6.8 Create tools to measure time.

6.8.1 6.8.2

Pupils are able to: Create tools to measure time. Describe the tools created using sketches, ICT, writing or verbally.

6.9 Usage of correct units, tools and methods. (30min)

6.9.1 6.9.2

Pupils are able to: Compare and contrast the measurement using standard and non-standard tools by carrying out activities. Provide reasoning on the importance of measuring using correct measuring tools and methods.

KSSR Science Year 4

62

MATERIAL SCIENCE

7.0 PROPERTIES OF MATERIALS


PERFORMANCE LEVEL

DESCRIPTOR

7.1 Basic resources of materials used to produce objects.

7.1.1 7.1.2 7.1.3

Pupils are able to:

Explain through examples the basic resources of material used to make an object. Classify objects based on its basic source.

Basic resources

Material Object sample

Plants Wood Table

Cotton Clothes

Rubber Tyres

Animals Hide Handbag

Wool Sweater

Silk Scarf

Rock Metal Nail

Soil Mirror

Petroleum Plastic Bucket

Synthetic Cloth

Umbrella


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2

3

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5

6

State the basic resources. Describe the basic source of material for an objects. Classify objects based on materials. Classify objects based on its basic resources. Segregate the materials used to make an object to determine its basic resources. Provide reasoning why certain materials are chosen to make an object. Create an object that combines a variety of basic resources.

KSSR Science Year 4

63


PERFORMANCE LEVEL

DESCRIPTOR

7.2 Properties of materials.

7.2.1 7.2.2 7.2.3 7.2.4 7.2.5

Pupils are able to: Make generalisation on properties of material on its ability to absorb water whether it is absorbent or water proof by carrying out activities. Make generalisation on properties of material on its ability to float whether it sinks or able to float on water surface by carrying out activities. Make generalisation on properties of material based on its elasticity by carrying out activities. Make generalisation on properties of material on its ability to conduct electricity whether it is a conductor or insulator by carrying out activities.

Make generalisation on properties of material on its ability to conduct heat whether it is a conductor or insulator by carrying out activities.

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2

3

4

5

6

State materials and its basic resources. Describe an object based on the type of materials used and its basic resources. Classify objects and state the characteristic used. Make generalisation on properties of materials by carrying out scientific investigation. Segregate the component of an object and make inferences of the materials used. Design or innovate an object/model and provide reasoning about the selected materials.

KSSR Science Year 4

64


PERFORMANCE LEVEL

DESCRIPTOR

7.2.6 7.2.7

Make generalisation on properties of material on its ability to allow light to pass through whether it is opaque, translucent or transparent by carrying out activities. Explain observations using sketches, ICT, writing or verbally.

7.3 Design objects

7.3.1 7.3.1

Pupils are able to: Create an object by applying knowledge on properties of material. Provide reasoning for the selection of materials used in designing the object.

KSSR Science Year 4

65

8. RUSTING


PERFORMANCE LEVEL

DESCRIPTOR

8.1 Rusting of materials

8.1.1

8.1.2

8.1.3

8.1.4

8.1.5

8.1.6

Pupils are able to: Identify rusty and non-rusty objects by making observation on objects in the surrounding . Make generalisation that objects made from iron can rust. Carry out an experiment to determine factors that cause rusting. State ways to prevent rusting such as painting, coating, electroplating and applying oil or grease. Provide reasoning on the importance of preventing rusting. Explain observations using sketches, ICT, writing or verbally.

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2

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6

State example of rusted and non-rusted objects. Classify rusty and non-rusty objects. Make generalisation that objects made from iron can rust. Conclude the factors that cause rusting by carrying out experiment. Justify the importance of preventing rusting Carry out a project to prevent objects in the surrounding from rusting.

KSSR Science Year 4

66

EARTH AND SPACE SCIENCE

9.0 SOLAR SYSTEM


PERFORMANCE LEVEL

DESCRIPTOR

9.1 Solar System

9.1.1

9.1.2

9.1.3

9.1.4

Pupils are able to: Describe constituents of the Solar System i.e. Sun, planets, natural satellites, asteroids, meteoroids, comets by observing various media. Arrange in sequence the planets in the Solar System by carrying out activities. State that planets rotate on its axis and at the same time revolve around the Sun on its orbit by observing various media. Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State constituents of the Solar System. Describe the constituents of the Solar System. Arrange in sequence the planets in the Solar System. Make generalisation that planets rotate on its axis and at the same time revolve around the Sun. Summarise that planets rotate on its axis and at the same time revolve around the Sun on its orbit through simulation. Build a creative and innovative model of the Solar System in the form of real model / using ICT.

KSSR Science Year 4

67


PERFORMANCE LEVEL

DESCRIPTOR

9.2 Relative size and distance between the Earth, the Moon and the Sun.

9.2.1 9.2.2 9.2.3 9.2.4 9.2.5 9.2.6 9.2.7

Pupils are able to: Estimate the relative size of Earth compared to the Sun. Estimate the relative size of Moon compared to the Sun. Estimate the relative size of Moon compared to Earth. Estimate the relative distance of Earth to the Sun compared to the distance of Earth to the Moon. Predict the conditions on Earth if its distance is nearer to the Sun. Predict the conditions on Earth if its distance is further to the Sun. Explain observations using sketches, ICT, writing or verbally.

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2

3

4

5

6

State an estimation of the relative size or distance of Earth, Moon and Sun correctly. Describes the relative size or distance between the Earth, Moon and Sun. Estimate the relative size and distance of the Earth, Moon and Sun by carrying out simulation. Make assumptions of the condition on the Earth, if its distance is nearer or further from the Sun. Summarise and give reasons of the condition on the Earth, if its distance is nearer or further from the Sun. Visualise the impact on oneself if there is a change in the distance between the Earth and the Sun and how to overcome it.

KSSR Science Year 4

68

TECHNOLOGY AND SUSTAINABILITY OF LIFE

10.0 TECHNOLOGY


PERFORMANCE LEVEL

DESCRIPTOR

10.1

Importance of technology in life.

10.1.1 10.1.2 10.1.3 10.1.4 10.1.5

Pupils are able to: Identify activities that are capable and incapable to be carried out by the brain, senses and body parts by carrying out activities. Make generalisation that human has limited capabilities in carrying out activities. Explain through examples the tools used to overcome human limitations by observing various media. State technology is one of the applications of scientific knowledge to overcome human limitations. Explain observations using sketches, ICT, writing or verbally.

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2

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5

6

Give examples of activities that are capable and incapable to be carried out by humans. Relate capability of brain, senses and human body through examples of activities. Make generalisation humans have limited capability in carrying out activities. Solve the problems to overcome human limitations by suggesting suitable tools. Justify the chosen tools used to overcome the human limitations. Innovate a tool creatively to overcome the human limitation capabilities and describe it.

KSSR Science Year 4

69


PERFORMANCE LEVEL

DESCRIPTOR

10.2 Development in technology

10.2.1

10.2.2

Pupils are able to: Arrange in sequence the development in technology in the field of:

agriculture

transportation

construction

communication

medicine Explain observations using sketches, ICT, writing or verbally.

1

2

3

4

5

6

State the technology used in various fields. Talk about the sequence of technology development in various fields. Explain with examples the importance of technology in various fields. Generate ideas on the advantages and disadvantages of technology. Justify the wise usage of materials in the need to create new technologies Design creatively and innovatively future technology in various fields.

KSSR Science Year 4

70


PERFORMANCE LEVEL

DESCRIPTOR

10.3 Contribution of technology to humans

10.3.1 10.3.2 10.3.3 10.3.4

Pupils are able to: Generate idea on advantages and disadvantages of technology by observing various media. Describe the needs of creating new technologies in ensuring continuity of the well-being of mankind. Provide reasoning on the importance using material sparingly in developing technology. 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

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