rancangan p&p baucer tuisyen sains tahun 5

PENDAHULUAN

Skim Baucar Tuisyen merupakan satu usaha murni kerajaan melalui

kementerian Pelajaran Malaysia untuk merapatkan jurang pencapaian antara murid

keluarga miskin dan murid daripada keluarga yang berada. Matlamat Skim Baucar

Tuisyen adalah memberi tuisyen kepada murid miskin yang lemah dalam mata

pelajaran Bahasa Melayu, Bahasa Inggeris, Sains dan Matematik bagi membolehkan

murid tersebut menguasai pengetahuan dan kemahiran asas dalam mata pelajaran

berkenaan.

Proses pengajaran dan pembelajaran dijalankan mengikut kawasan kesukaran

murid yang telah dikenal pasti oleh guru mata pelajaran sebelum pengajaran

dimulakan. Pelbagai kaedah yang disarankan dalam modul ini dapat membantu guru

SBT menjalankan pengajaran dan pembelajaran secara lebih berfokus dan terancang.

Modul ini mengandungi elemen-elemen kurikulum yang berfokuskan kepada

penambahbaikan dalam penguasaan pengetahuan dan kemahiran asas dalam mata

pelajaran tersebut. Set-set bimbingan dan panduan merangkumi kelemahan-

kelemahan murid, panduan guru, dan contoh kemahiran serta aktiviti sesuatu topik

dalam bentuk yang mudah dan sesuai untuk murid tahap sederhana.

Oleh hal yang demikian, diharapkan melalui modul ini masalah pembelajaran

mereka di peringkat awal dapat diatasi bagi kepentingan kemajuan pelajaran mereka

seterusnya. Semoga penghasilan modul ini dapat membantu semua pihak menjayakan

Skim Baucar Tuisyen untuk mengurangkan jurang pencapaian antara murid yang

berkemampuan dengan yang kurang berkemampuan dan kadar penyertaan murid

daripada keluarga miskin pada peringkat yang lebih tinggi akan meningkat.

LATAR BELAKANG SBT

Berdasarkan hasrat YAB Menteri Kewangan dalam

pembentangan bajet 2003 pada 20 September 2002 untuk

memberi baucar kepada pelajar miskin bagi mendapat tuisyen

di luar waktu persekolahan seperti sedutan berikut:

”... Kerajaan sedang menimbang untuk memberikan baucar

kepada anak-anak keluarga miskin bagi membolehkan mereka

mendapat tuisyen daripada guru-guru yang sanggup

memberikan tuisyen khas di luar waktu sekolah. Dengan ini,

bukan sahaja mereka akan dapat tuisyen, guru-guru yang rajin

juga boleh mendapat pendapatan tambahan.”

2

INTERVENSI PENDIDIKAN MELALUI

SKIM BAUCAR TUISYEN (SBT)

TUISYEN UNTUK MURIDLEMAH DAN MISKIN

TUISYEN UNTUK MURIDLEMAH DAN MISKIN

3

IBU BAPAMemastikan anak-anak

hadir kelas tuisyen

KERAJAANMembiayai SBT

GURUPengiktirafan kepada guru-guru

yang mengadakan kelas tambahan

secara sukarela / percuma

MASA PELAKSANAAN SBT

4

Dilaksanakan di luar Jadual Waktu Persekolahan

Pagi, petang, malam, hujung minggu

Tempoh minimum adalah

4 jam sebulan bagisetiap mata pelajaran

1 jam seminggubagi setiap mata

CIRI-CIRI MODUL SBT

- Rancangan P&P, aktiviti, contoh-contoh soalan secara umum dan yang dirancang mengikut aras-aras pencapaian murid disediakan.

- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.

- Cadangan aktiviti telah disediakan, guru boleh mengubahsuai mengikut keperluan pelajar.

- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama ada mahu menggunakan atau sebaliknya. (bergantungkan masa)

- Aktiviti berbentuk permainan seperti : silang kata sains magik, kuiz, isi tempat kosong tangga ular, eksperimen ringkas dan lain-lain.

- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu dibincang bersama pelajar berpandukan teknik menjawab dengan betul.

- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung dalam P&P yang dicadangkan.

5

PENTING :

UNTUK MURID DAN KELAS SBT

1. Pemilihan murid bagi program Skim Baucar Tuisyen (SBT) adalah berdasarkan

kepada :

i. Murid warganegara Malaysia.

ii. Murid Tahun 4, Tahun 5 dan tahun 6.

iii. Pendapatan keluarga RM 530.00 tanpa perkapita.

iv. Lemah dalam mata pelajaran Bahasa Melayu, Bahasa Inggeris,

Matematik atau Sains dengan gred C atau 59 % ke bawah.

2. Seseorang murid tidak semestinya mendapat kemudahan SBT bagi keempat-

empat mata pelajaran.

3. Kelas SBT hendaklah dijalankan di luar waktu pengajaran dan pembelajaran

(P&P) dan tidak boleh diadakan pada waktu ganti atau waktu ’relief’.

4. Kelas SBT sepanjang cuti persekolahan adalah digalakkan. Bagi kelas SBT

Tahun 6 seelok-eloknya dapat ditamatkan sebelum peperiksaan UPSR bermula.

5. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan yang

dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan, teknik belajar,

menjawab soalan dan motivasi.

6. Jumlah maksimum bagi sesebuah kelas SBT adalah tidak lebih daripada 25

orang.

7. Bagi sekolah kekurangan murid, kelas SBT tahun 4 dan Tahun 5 dibenarkan

bergabung manakala bagi Tahun 6 pula, kelas tersebut tidak boleh bergabung

dengan kelas lain.

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8. Kelas SBT tahun 6 lebih berfokus kepada teknik belajar, teknik menjawab soalan

dan motivasi. Bagi tahun 4 dan 5 pula lebih berfokus kepada pemulihan dan

pengukuhan.

9. Galakan dan sokongan harus diberikan kepada murid-murid SBT agar mereka

berminat untuk hadir ke kelas yang diadakan.

10. Kelas SBT yang diadakan haruslah mengambil kira tentang keselamatan murid

sepanjang P & P dijalankan.

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PENTING :

UNTUK GURU TUISYEN SBT

1. Guru tuisyen SBT yang dilantik dalam program ini boleh terdiri daripada guru

sekolah atau guru yang sudah berpencen.

2. Guru sekolah yang dilantik sebagai guru SBT haruslah menjalankan kelas SBT

tanpa menjejaskan tugas hakiki dan tugas-tugas rasmi yang lain.

3. Setiap guru SBT dihadkan mengajar tuisyen kepada 2 kelas bagi mana-mana 2

mata pelajaran atau 4 kelas bagi mana-mana satu mata pelajaran.

4. Guru tuisyen SBT hendaklah melaksanakan kaedah pengajaran tuisyen yang

sesuai untuk memulihkan kelemahan murid dalam sesuatu mata pelajaran.

5. Lembaran kerja, ’hand-outs’ atau fotokopi bahan pengajaran boleh dibuat bagi

meningkatkan prestasi murid.

6. Kelas SBT yang dijalankan adalah bertujuan untuk memulihkan kelemahan

akademik yang dihadapi oleh murid meliputi aktiviti pemulihan, pengukuhan,

teknik belajar, teknik menjawab soalan dan motivasi.

7. Guru SBT juga harus menyediakan jadual waktu kelas SBT, rekod mengajar

berkaitan tajuk dan aktviti, senarai nama murid, kehadiran murid dan pencapaian

murid.

8. Guru tuisyen SBT hendaklah membuat penilaian pelajar apabila tamat sesuatu

sesi pengajaran.

9. Guru harus menggunakan kreativiti dalam pengajaran dan pembelajaran agar

minat murid dapat dikekalkan dalam kelas SBT.

10.Dalam program SBT ini mungkin ada guru yang mengajar mendapat banyak

baucar dan ada pula guru yang sedikit. Apa yang penting adalah ”Konsep

Membantu Pelajar Dengan Ikhlas”.

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PENTING : UNTUK PENTADBIRAN DAN PENGURUSAN SBT

1. Sekolah harus menubuhkan Jawatan Kuasa SBT di peringkat sekolah masing-

masing.

2. Pemilihan murid, guru, pemantauan kelas, pelaksanaan, penilaian dan

penyelenggaraan rekod harus dibuat dengan teliti oleh sekolah.

3. Sekolah boleh mengambil tindakan dengan menarik balik pemberian SBT jika

murid berkenaan melanggar peraturan sekolah.

4. Pihak sekolah juga harus menubuhkan ’Pusat Tuisyen SBT’ di sekolah masing-

masing berdasarkan kepada senarai murid yang layak menerima SBT dengan

menyediakan jadual waktu dan keperluan guru tuisyen secukupnya.

5. Guru Besar boleh menetapkan guru tuisyen SBT dan kalangan guru yang

mengajar murid itu sendiri atau guru dari sekolah lain. Dengan cara ini murid

akan kekal di sekolah dan hanya sebahagian guru sahaja yang bergerak ke

sekolah lain.

6. Pihak sekolah akan menyerahkan sebuah buku baucar tuisyen yang

mengandungi 11 helai baucar dengan nilai RM 10.00 setiap keping. Keping ke

sepuluh adalah untuk ’rizab’ manakala kepingan ke sebelas adalah untuk rekod

simpanan sekolah.

7. Peruntukan satu mata pelajaran adalah sebanyak RM 90.00. Jika pelajar itu

mendapat peruntukan sebanyak empat mata pelajaran maka jumlah

peruntukannya adalah RM 360.00 setahun.

8. Di bawah program SBT, sekolah diperuntukkan sebanyak RM20.00 setahun bagi

setiap murid. Pecahan peruntukan adalah RM15.00 untuk lembaran kerja dan

fotokopi manakala RM 5.00 bahan bercetak, kertas, kapur dan marker pen.

9

9. Baucar yang diterima daripada ibu bapa sebagai bayaran tuisyen SBT boleh

ditunaikan oleh guru SBT di sekolah yang menjadi pusat tuisyen SBT melalui

tuntutan bulanan.

10. Pihak sekolah harus menggalakkan guru-guru SBT menggunakan Modul SBT

yang telah dibekalkan oleh KPM.

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MATA PELAJARAN SAINS

MATLAMAT

Pembelajaran SBT dalam Mata Pelajaran Sains ini adalah bertujuan untuk membolehkan murid

mencari jawapan secara bersistem untuk mengatasi kemahiran proses sains terutamanya

dalam soalan Sains amali di kertas B.

OBJEKTIF

Modul SBT bagi Mata Pelajaran Sains ini membolehkan murid:

1. Memperolehi pengetahuan asas sains dan teknologi dan dapat menghubungkaitkan pengetahuan ini dengan fenomena alam semulajadi dan pengalaman harian.

2. Memperolehi kefahaman fakta dan konsep sains bagi membantu mereka memahami diri sendiri sert alam sekeliling dengan lebih berkesan.

3. Menguasai kemahiran sainstifik iaitu kemahiran proses sains dan kemahiran manipulaitf pendekatan inkuiri penemuan.

4. Menambah masa belajar murid yang lemah pencapaian dengan guru.

5. Meningkatkan keyakinan dan motivasi murid.

6. Meningkatkan pencapaian akademik murid.

7. Mengurangkan jurang pencapaian antara murid lemah dengan murid yang pandai.

8. Meningkatkan kadar penyertaan murid daripada keluarga miskin pada peringkat pendidikan yang lebih tinggi.

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CIRI-CIRI MODUL SBT SAINS

- Rancangan P & P , aktiviti, contoh-contoh soalan secara umum dan yang dirancang mengikut aras-aras pencapaian murid disediakan .

- Set soalan disediakan mengikut aras dalam Huraian Sukatan Pelajaran.

- Cadangan aktiviti telah disediakan , guru boleh mengubahsuai mengikut keperluan pelajar.

- Mempunyai banyak aktiviti terancang, bergantung kepada guru sama ada mahu menggunakan atau sebaliknya. ( bergantungkan masa )

- Aktiviti berbentuk permainan seperti : silang kata, magic sains, kuiz, isi tempat kosong tangga ular, eksperimen ringkas dan lain-lain.

- Soalan-soalan yang diagihkan kepada pelajar untuk tujuan ujian perlu dibincang bersama pelajar berpandukan teknik menjawab dengan betul.

- Penerapan nilai murni & sesi motivasi diterangkan secara tidak langsung dalam P & P yang dicadangkan.

KUMPULAN SASARAN

. Murid-murid Tahun Empat, Lima dan Enam yang lemah.

. Saiz kelas maksimum 25 orang

Masa

. Di Luar jadual waktu sekolah-waktu pagi, petang, malam, dan hujung minggu.

. Tempoh minimum adalah

i) 1 jam seminggu bagi setiap mata pelajaran; dan

ii) 4 jam sebulan bagi setiap mata pelajaran.

12

KELEMAHAN-KELEMAHAN YANG DAPAT DIKESAN DALAM MATA PELAJARAN SAINS.

1. Tidak memahami kehendak soalan terutamanya dalam soalan Bahagian B.

2. Lemah dalam membuat penyelesaian soalan mengikut kehendak kemahiran proses sains.

3. Tidak memahami cara menjalankan eksperimen.

4. Masih tidak memahami sebahagian tajuk yang dipelajari.

5. Tidak memahami teknik menjawab soalan.

6. Tidak memahami istilah sains.

STRATEGI PENGAJARAN DAN PEMBELAJARAN MATA PELAJARAN SAINS

Penekanan kepada konsep Kemahiran Proses Sains dalam soalan di Bahagian B;

1. Memerhati

2. Meramal

3. Mengawal Pemboleh ubah

4. Membuat hipotesis

5. Membuat inferens

6. Mentafsir maklumat

7. Membuat kesimpulan

8. Mengukur dan menggunakan nombor

Guru Sains haruslah memberi penekanan kepada kemahiran yang berkaitan dalam Huraian Pembelajaran Khusus.

1. Penekanan kepada kemahiran proses sains di Bahagian B sahaja.

2. Ulangkaji – Latihan menjurus kepada soalan-soalan UPSR.

3. Latih tubi dalam soalan di Bahagian B terutamanya berkaitan dengan kemahiran proses sains.

CADANGAN PENGAJARAN DAN PEMBELAJARAN BERPANDUKAN CONTOH MODUL

Rancangan Pengajaran Harian Tahun 4, Tahun 5, dan Tahun 6

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PENUTUP

Dengan terbinanya Modul Skim Baucar Tuisyen( SBT ) adalah diharapkan agar Proses Pengajaran Dan Pembelajaran dapat berjalan dengan lebih berkesan dan mencapai objektif.

Terima kasih atas kepercayaan dan mandat yang diberikan oleh Jabatan Pendidikan Negeri kepada Pasukan Petugas Sains Negeri . Walaupun dalam proses penyediaan,masa dan tenaga agak terhad namun kerjasama dan komitmen daripada semua pihak , akhirnya terbinalah Modul Skim Baucar Tuisyen (SBT) Mata pelajaran Sains ini.

Semoga kerjasama dan usaha gigih akan berterusan ke arah pembelajaran Sains Cemerlang.

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TABLE OF CONTENTS

Preface

The National Philosophy

National Philosophy of Education

National Science Education Philosophy

Aims

Objectives

The Features of Science Module

Contents of Science year 5 Syllabus

Mind map of Science Year 5 Syllabus

Questions and Instructions Leading To Science Process Skills

Enabling Questions on Fair Test

Sample of Teaching Plan

Sanple of Lesson Plan Record

Steps for Lesson Activities

Appendix and Worksheets

Answers

Glossary

Acknowledgements / Panel of Modul Writers

15

PREFACE

The Science Module of Tuition Voucher Scheme was conceived out of the desire to

provide high quality science education at early age. It was designed as an on-going

effort towards further individuals’ potential development that will be implemented in

remedial classes

The teaching and learning strategies are planned based on the Science Curiculum

Specifications developed by the Curriculum Development Center, Ministry of Education.

The level of the exercises given are differ slightly from their formal activities but still

encompass science knowledge and skills, develop thinking skills and thinking

strategies, scientific attitudes and given ample opportunities to engage in scientific

investigations through hands-on activities, experiments and inquiry discoveries.

The inquiry approach will be emphasized throughout the teaching-learning process. The

content and contexts suggested are chosen based on their relevance and appeal to the

level of pupils’ ability to enchance their interst towards science subject.

THE NATIONAL PHILOSOPHY

Our nation, Malaysia is dedicated to achieving a greater unity of all her peoples;

to maintaining a democratic way of life;

to creating a just society in which the wealth of the nation shall be equitably shared;

to ensuring a liberal approach to her rich and diverse cultural traditions;

to building a progressive society which shall be oriented towards

modern science and technology.

We, the people of Malaysia, pledge our united efforts to attain these

ends guided by these principles :

BELIEF IN GOD

LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY

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NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort toward developing the potential of

individuals in a holistic and integrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physically balanced and harmonious based on

a firm belief in and devotion to God. Such an effort is designed to produce Malaysian

citizens who are knowledgeable and competent, who possess high moral standards and

who are responsible and capable of achieving a high level personal well being as well

as being able to contribute to the harmony and betterment of the family, society and the

nation at large.

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, science education in Malaysia

nurtures a Science and Technology Culture by focusing on the development of

individuals who are competitive, dynamic, robust and resilient and able to master

scientific knowledge and technological competency.

AIMS

The aims of the primary school Science of Tuition Voucher Scheme are to assist

teachers and provide basic science knowledge and concepts and guide the pupils to

search and discover the answers one step at a time, systematically and accordingly by

referring to the Science Process Skills mainly in answering questions for Section B.

17

OBJECTIVES

Stimulate curiosity and enhance creativity among pupils through everyday

experiences

Develop the potential of personal well being in a competitive manner, as to

produce knowledgeable and competent pupils that will contribute to betterment of

environment.

Promote the acquisition of scientific and thinking skills as well as the inculcation

of scientific attitudes and values and able to master scientific knowledge and

technological competency.

Hence their talents and ability to apply knowledge and skills in a creative and

critical manner for problem solving and decision-making.

Enable pupils to keep abreast of developments in science and technology by

enhancing their capability and know-how to tap the diverse sources of

information on science written.

Improve their academic achievement or progress and bridge the gap from being

lag behind by extending their learning periods with teachers.

Instills the science culture and appreciate the contributions of science and

technology towards national development and the well-being of man kind.

Shaping them into positive characteristics as well as to develop confidence and

motivation.

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THE FEATURES OF SCIENCE MODULE

Includes guidance on how to answer the SPS questions using the correct

technique.

Includes guidance on how to give instructions and form questions that leads to

SPS.

Steps for the lesson plan activities are prepared according to the pupils’ abilities.

Different activities such as crossword puzzles, quizzes, fair test, matching,

labelling etc are provided for teachers which can be use directly or modify

according to the pupils needs and time allocated.

Set of questions are provided which had been prepared according to the Science

Year 5 Curriculum Specifications and Taxonomy Bloom.

Includes glossary to help teachers doing reinforcement on the science

terminology as well as the vocabulary.

Includes suggested answer for the questions given in the activities.

To instill noble values and self-motivation.

THE CONTENTS OF SCIENCE YEAR 5 SYLLABUS

Theme A – Investigating Living Things.

Theme B – Investigating Force and Energy.

Theme C – Investigating Materials.

Theme D – Investigating The Earth and The Universe.

Theme E – Investigating Technology.

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MIND MAP OF SCIENCE YEAR 5 CURRICULUM CONTENTS

Science Year 5

Investigating Force and Energy

Investigating Materials

Investigating Technology

Investigating Living Things

Investigating The Earth and The Universe

MicroorganismSurvival of the

species

Food Chain and food Web

Strength and stability

Energy Heat

LightElectricity

Constellation

States of matter

Acid and Alkali

The Earth, The Moon and The Sun

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Microorganism is a living thing

Type of microorganism

. bacteria

. virus

. fungi

. protozoa

Microorganismgrow

Microorganismmove

Usefulness of microorganism

making tapai

making tempe

Harmfulness of microorganism

causing illness causing food

poisoning causing food to

Diseases caused by microorganism stomach upset flu tooth decay AIDS

ways to prevent diseases caused by microorganism

Microorganism

Microorganismbreathe

Definition microorganism is a living thing that cannot be seen with naked eyes

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Survival of the species

Different animals have their own ways to ensure the survival of their species

Animals take care of their eggs and young

The importance of survival of the species

Different plants have their won ways to ensure the survival of the species

Various ways plants disperse their seeds and fruits by water by wind by animals by explosive

mechanism

Characteristics of seeds and fruits to the way they are dispersed

Examples of plants that disperse their seeds and fruits by water, wind, animals and explosive mechanism

22

Survival of the species

Food webFood chain

Effect on a food web is there is a change in population of a certain species

Animals and the food they eat Herbivore Carnivore omnivore

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Energy

Uses of energy

Renewable energy

forms of energy kinetic energy potential energy chemical energy sound energy light energy

Sources of energy

Transformationof energy

Appliances that make use of energy transformation

non-renewable energy

definition

Sources of non-renewable energy

Ways to save energy

Sources of renewable energy

definition

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Electricity

Sources of electricity dry cell accumulator rechargeable

battery solar cell dynamo

Danger when mishandling electrical appliances

Safety precaution when handling electrical appliances

Series circuit

Parallel circuit

The difference in the arrangement of bulbs

The difference of the brightness of the bulbs

The difference on the effect on the bulb when various switches are off

25

Light

Light travelin a straight

line

How shadowis formed

Factor that cause the size of a shadow to change

Factor that cause the shape of a shadow to change

Light can be reflected

Use of reflection of

light

26

Heat

Heat loss – substance became coolerHeat gain – substance become warmer

Temperature

Metric unit for

temperature

Examples of the application of principle of expension and

contraction

The effects of heaton matter

Heated - expend Cooled - contract

What is temperature

Measuring the

temperature

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States Of Matter

Liquid

Gas Water cycle How cloud is formed How rain is formed How water is

circulated in the enironment Importance of water

cycle Importance of water

Matter can change from one state to another eg: water

Properties has mass has no fixed

shape has no fixed

volume can be

Some liquids flow

faster than others

example

example

Properties has mass has fixed

volume has no

permenent shape

Process involved when a matter changes from one state to another metting boiling evaporation condensation freezing

example

Properties has mass has no fixed

shape has no fixed

Solid

28

Acid And Alkali

Acid Substances

How to identify using litmus paper

Neutral Substances


Alkaline Substances


Taste

Taste

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Strength And Stability

Factor that affect the strenght of a structure Type of materials

used How the structure

is placed

Shapes of objects that are stable

Factor that affect stability of objects

Base area height

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Constellation

Identify orion scorpion big dipper southern cross

Definition

The importance of constellation

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The Earth, The Moon And The Sun

The occurance of day and night

The movements of the Earth, the Moon and the Sun

Day time for the part of the Earth facing the sun

Night time for the part of the Earth facing away

from the sun

Day time for the part of the Earth facing the sun

The moon rotates and moves round the earth

The earth rotates

The moon rotates

Phases of the moon

The moon and the earth move round the sun at the same time

The changes in length and position of the shadow through

out the day

The earth rotates on tis axis from west to east

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SAMPLE OF TEACHING PLAN

Class : 5 A

Theme : Investigating Technology

Learning Area : 1. Strength and Stability

Learning Objectives : Pupils should learn:-

1.1 Knowing the shapes of objects in structures.

1.2 Understanding the strength and stability of a

structure

Learning Outcomes : Pupils should be able to:-

state the shape of objects

identify shapes in structure

identify shapes of objects that are stable

Science Process Skills : Observing, Communicating and Making Inferences

Manipulative Skills :

Use and handle science apparatus substance.

Store science apparatus.

Previous knowledge : Pupils had seen structure of objects around them.

Scientific Attitudes &

Noble Values :

Appreciating contribution of science and

technology

Being cooperative

Materials : straw, cellophane tape, CD, computer and LCD

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Step/Activities

Content Procedure

Set Induction(10 minutes)

To attract pupils(Observing)

To identify the shapes of objects(Observing)

Teacher shows the objects which have basic shapes.

DevelopmentStep 1

(15 minutes)

Step 2(25 minutes)

Step 3(30 minutes)

To identify the shapes of structure(Observing)

To identify the shapes of structure(Observing)

To identify the shapes of objects(Communicating, Making Inferences)

Teacher shows the pictures of buildings:- KLCC- KL Tower- Mosque- Apartment

Pupils identify the shapes of buildings:- Cone- Hemisphere- Cylinder- Cuboids

Pupils walk around the school compound and identify the shapes mentioned above.

Pupils carry out the activities.(Build one structure)

Closure

(10 minutes)Conclusion To enhance pupils knowledge about

the topic.

Teacher distributes the word maze.

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LESSON PLAN RECORDSCIENCE TUITION VOUCHER SCHEME

Date : ………………………… Day:……..……………… Time :…………………….…….

Class : Year 5………………………..……….. Attendance :…………/……….

Subject :.........................................................

Themes : Investigating ………………………………………………………………………..

Learning Area : ………………………………………………………………………………...

Learning Objective :………………………………………………………………………..…

Learning Outcomes :………………………………………………………………………….

Activities :

…………………………………………………………………………………………………..

…………………………………………………………………………………………………...

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

……………………………………………………………………………………………….…

………………………………………………………………………………………………….

Impact : …………………………………………………………………………………………………..

…………………………………………………………………………………………………...

35

QUESTIONS & INSTRUCTIONS LEADING TO SCIENCE PROCESS SKILLS

1.OBSERVING.

What is the difference between these two objects?

What is unusual about this picture?

How does it taste?

What colour is the ball?

How does the object feel?

What can you see?

How does the object feel?

Are they the same?

Does it longer or shorter?

What happen when you push the ball harder?

2. CLASSIFYING

Are all the objects the same?

What is the difference between the seeds in the two groups?

How are the seeds in each group alike?

Why did you put these objects in one group? Why did you put the other

objects in the other group?

Why did you sort/group the objects in such a way?

How did you sort the objects?

How did you group the objects?

Can you sort/group the objects in other way?

3. MEASURING AND USING NUMBERS

Of which colour was the greatest number of buttons?

What unit did you use?

What instrument did you use to measure?

What is the weight/height/length of the object?

36

Which plant is taller?

Which has more leaves?

Count the umber of leaves. How many leaves are there?

How long is the table?

4. MAKING INFERENCES

Why do you think it turns yellow?

What do you think happens?

What do you think cause it?

What do you think the object is?

Are they any other reason for that?

Give one reason based on your observation.

What makes the objects float?

Why do you think the nails become rusting?

5. PREDICTING

What do you think will happen next?

What will happen to stem after 3 weeks?

What will happen to both nails after 7 days?

What do you think will happen to the fish after sometime?

What is the number of animal at the year of 2008?

6. COMMUNICATING

Based on the product label, describe the product.

What can you say about this object?

Tell us how you make the bulb lights up.

Draw how the plant grows after 1 week.

Name one plant that reproduces in the same way as the tapioca plant

Describe what happens when you add water to it?

7.SPACE-TIME RELATIONSHIP

37

Where is the ball after a while?

What will happen to the ice after a few minutes?

What happened before / after that?

What happened first/ last?

How does the tree look like from inside the house?

Where is the canteen located?

How did it look from the top/bottom/side?

8.INTERPRETING DATA

What can you say about brightness of the bulb when one battery is used?

What happened to the brightness of the bulb as the number of batteries

increase?

How does the number of batteries effect the brightness of the bulb?

Based on the pictograph what is the most common height among your

classmates?

What is the trend of the graph.

9.DEFINING OPERATIONALLY

What is a ball? Can you tell me what a ball is? What do you do with the

ball?

What are the things needed to make a complete circuit?

What is a complete circuit?

How did you make a complete circuit?

What did you to the things to make a complete circuit?

What is man made materials?

How do you explain speed?

10 CONTROLLING VARIABLES

What are the things that you use in the activity?

38

What are the things that affect the result of the activity?

What do you keep the same?

What do you measure?

What do you need to change?

How does size of a sponge affect the amount of water it will hold?

11 MAKING HYPOTHESES

What will happen if I add more water?

What do you think will happen if this is change?

What is the relationship between the number of batteries use and the

brightness of the bulb?

What will happen to the result if we change this?

What will be affect if this is change?

Will the plant grow healthier if we use more water?

12 EXPERIMENTING

What is your conclusion?

Describe what you will do to find out what plant need to grow healthy.

How would you prove your hypothesis/inferences?

Design a fair test.

ENABLING QUESTIONS ON FAIR TEST

1.Getting Started

39

What are you investigating? What could you change? What will you change? What do you think will happen?

2. Planning

What are you going to investigate? What are you going to change? How will you change it? What things will you keep the same every time? How will you keep them the same? How will you make it a fair test? What will you measure? How will you measure it? What equipment will you use? How will you make it safe?

3. Carrying out activities and presenting result

How will you make your readings accurate? How will you record your results? What units will you use to measure?

4. Analyzing and interpreting

What do your results tell? Can you see any patterns in your results? What can you conclude from your investigation?

5. Evaluation

Were your results what you expected? Were there any results that didn’t fit the pattern? How could this have happened? Did you make sure you kept everything accurately the same every

time? How? How could you improve your investigation? What further investigation would you like to carry out?

6. Communicating

How could you tell/show others what you did and found out in your investigation so that others could repeat what you did?

40

7. Make sure your report explains the four things:

a) What you do want to find out… Write the title Predicting/hypotheses

b) What you did to show that your test was fair.. Draw diagram of the equipment What is measured and how to measure it Control variables

c) What you found out.. Table Trial measurements & main measurements

d) What you have found… Meaning of data Agreement from others

8. Drawing Table

A table can help to organize an investigation. Decide your variables Write the column headings (include units) Choose the values for your manipulated variable Write in the values for your manipulated variable on the right

column Add in the response variables while you do the practical on the left

column

Two types of things to change (manipulated variable):i. Continuous

- decide which values to be used

- what will be the biggest and smallest

- how many in-between values

- how far apart are they- suitable to use line

graph

41

ii. Categoric- decide which values to be used- the values will be the different types of the variable you are testing- suitable to use bar graph

e.g. continuous variable is used

Amount of sugar added (g) Temperature for the sugar to melt (C)

e.g. categoric variable is used

Types of sugar used Temperature for the sugar to melt (C)

Axes for graph

9. Units and symbols:

Manipulated variable & units

Response variable & units

42

Variable Unit Symbol

Force Newton N

Temperature degree Celcius C

Distance Millimeter mm

Centimeter cm

Metre m

Kilometer km

square millimeter m2

Volume cubic centimeter cm2

Mass Gram g

Kilogram kg

Time Second s

43

MY SCIENCE INVESTIGATION

Name:_______________________________________________

Class:___________________________ Date:_______________

Before the experiment...

Title of Science Investigation :___________________________________________

What do I want to find out? My problem…

__________________________________________________________________

What variables will I …

keep the same change

What will I need to use? Materials needed…

___________________________________________________________________

What do I think will happen? My prediction..

___________________________________________________________________

During the experiment...

44

I record or my results here: My findings…

What do I want to observe/ measure? My inference…

____________________________________________________

After the experiment...

What happened? Things to measure/obseve..(The result)

_____________________________________________________________________

My reasons / explaination why this happened? My hyphoteses…

_____________________________________________________________________

What did I learnt from the experiment? My conclusion...

_____________________________________________________________________

If I could do the experiment again, I would change…..

______________________________________________________________________

LESSON 1

45

Remember to use

Scientific Vocabulary

Theme : Investigating Living Things

Learning Area : 1. Microorganisms

Learning Objective : 1.1 Understanding that microorganism is a living thing.

Learning Outcomes : state types of microorganisms.

state that yeast is an example of microorganism.

Steps :

1. Each pupil is given a worksheet.(L1/WS1)

2. Pupils are asked to join the dots to form each letter for the words given.

3. Pupils are asked to spell and say the words correctly.

4. Each pupil is given a piece of paper with pictures A, B, C and D printed on it.

(L1/APP1)

5. Pupils cut and paste the pictures on the worksheet.(L1/ WS1)

6. Each pupil are asked to name the types of microorganism stated in the worksheet.

7. Teacher explains the different types of microorganisms and one of the

examples is yeast . Pupils observe a picture and a real sample of yeast.(L1/APP2)

8. Each pupil is given another worksheet.(L1/WS2)

9. Pupils are asked to study the group of microorganism according to their types.

10. Pupils are asked to draw a classification chart in their exercise book as shown on

the board.(L1/APP2)

11. Pupils are asked to cut and paste the pictures one by one from L1/WS2 according to

their types into the classification table.

12. Pupils make a conclusion about the various types of microorganism and one

example is yeast with teacher’s guidance.

L1/ WS1

46


Name : __________________________________________________________

Class: _________________________________ Date:____________________

Join the dots to form the letter of the words given.Then cut the pictures and paste them according to the shape given to match the microorganisms and the name given.

1

1.

2.

3.

4.

Microorganism consists of __________________, _________________,

_____________________ and ___________________________.

Yeast is a fungi,it is an example of a ________________.

47

TYPES OF MICROORGANISMS

L1/ APP1

48

A

B

C

D

http://www.rkm.com.au/VIRUS/BACTERIOPHAGE/phage-lambda-replication.html

http://images.google.com.my/imgres?imgurl=http://www.ou.edu/class/pheidole/General%2520Bacteria.jpg&imgrefurl=http://www.afterdreams.com/Bacteria.html&h=359&w=361&sz=27&tbnid=DHgl3QRuCHMmuM:&tbnh=116&tbnw=117&prev=/images%3Fq%3Dbacteria&start=1&sa=X&oi=images&ct=image&cd=1

L1/WS2

a) Bacteria

b) Protozoa

c) Virus

d) Fungi

49

http://images.google.com.my/imgres?imgurl=http://www.sdnhm.org/exhibits/epidemic/teachers/images/bacteria.jpg&imgrefurl=http://www.sdnhm.org/exhibits/epidemic/naturalhistory.html&h=250&w=200&sz=9&tbnid=JNWiXySEK-qK5M:&tbnh=106&tbnw=84&prev=/images%3Fq%3Dbacteria&start=3&sa=X&oi=images&ct=image&cd=3

http://www.rkm.com.au/VIRUS/HIV/HIV-virion.html

http://www.rkm.com.au/VIRUS/Influenza/bird-flu-reassort.html

http://www.rkm.com.au/VIRUS/Influenza/flu-structure.html

http://www.rkm.com.au/VIRUS/SMALLPOX/smallpox-structure.html

http://www.pbase.com/leandre/fungi

L1/APP2

1. Picture of Yeast.

2. Classification chart.

50

Types Of Microorganism

BacteriaFungiProtozoaVirus

LESSON 2



Learning Objective : 1.1 Understanding that microorganism is a living

thing.

Learning Outcomes : state that microorganism breathes.

state that microorganism grows

state that microorganism moves

conclude that microorganisms are living things and

most of them cannot be seen with naked eyes.

Steps :

1. Pupils are asked to list down the life processes of living things on the board.

(Note: Teacher guides the pupils to write down the answers.)

2. Pupils listen to teacher’s explanation that microorganism is a living thing

and undergoes these life processes, such as breathing, growing and moving.

3. A series of pictures are shown to the pupils. (L2/APP1).

4. Pupils observe and listen to teacher’s explanation about the changes of the

bread from day 1 to day 9.

5. Pupils discuss that most of the microorganism are tiny and cannot be seen with

naked eyes but certain microorganisms such as fungi are big, eg. mushroom.

6. Each pupil is given a worksheet to be completed.(L2/WS1)

51

L2 / WS1


Name : ____________________________________________________________

Class: _______________________________ Date: ________________________

A. Rearrange the letters to form the correct words to show the life processes undergo

by the microorganism.

B. Match the pictures of bread with days of activity correctly.

Microorganism is a __________ thing and undergoes life processes such as

_________________, ___________________ and _________________.

52

B S1. B A R T H E E S

2. S G O W R O

3. V S E M O O

DAY 1

DAY 3

DAY 5

DAY 7

DAY 9

e

d

c

b

a

L2 /APP1

53

DAY 1

DAY 3

DAY 5

DAY 7

DAY 9

LESSON 3



Learning Objective : 1.1 Understanding that some microorganisms are

harmful and some are useful.

Learning Outcomes : state the examples of use of microorganisms.

state the harmful effects of microorganisms.

Steps :

1. Pupils read the label of a yogurt drink bottle.

2. Pupils discuss that microorganism is used in making of yogurt drink.

3. Each pupil is given a piece of paper with pictures printed on it to be pasted in the

exercise book.(L3/APP1)

4. Pupils identify the uses of microorganisms based on the pictures given.

5. Pupils carry out a simulation of :

- having flu

- having toothache

6. Pupils discuss that microorganisms causes these situations and list down other

diseases caused by microorganisms.

7. Pupils observe the flash cards one by one and tell whether it is useful or harmful

effects of microorganisms.(L3/APP2)

9. Pupils complete the worksheet given.(L3/WS1)

10. Pupils discuss the answers with the teacher.

54

L3/APP1



The Uses Of Microorganisms.

making tapai making bread

making tempe making fertilizer

making antibiotic making cheese

55

L3/APP2

56

making antibiotic

FOOD POISONING

FOOD TURNS BAD

MAKING YOGHURT

MAKING DOUGH

COUGH

MAKING FERTILIZER

TOOTH DECAY

L3/WS1



Name:__________________________________________________________

Class:____________________________ Date : ________________________

A. List down two harmful effects of microorganisms.

i) __________________________________

ii) __________________________________

B. List down two usefulness of microorganisms.

i) ___________________________________

ii) ___________________________________

C. Match the information with the pictures given.

a)

b)

c)

d)

e)

f)

57

Uses Of Microorganisms

Harmful Effects Of Microorganisms

Some microorganisms can be ________________ and some microorganisms can be

__________________ to human beings.

LESSON 4



Learning Objective : 1.1 Understanding that some microorganisms are harmful

and some are useful.

Learning Outcomes : describe the diseases caused by microorganisms can

spread from one person to another.

explain ways to prevent diseases caused by

microorganisms.

Steps :

1. Each pupil is given a worksheet to be completed.(L4/WS1)

2. Pupils list down all the diseases stated in the worksheet on the board to be

read by them.

3. Pupils listen to teacher’s explanation of how diseases can spread from one

person to another.

4. Each pupil is given a piece of paper and read the statement given in front of

the class one by one with teacher’s guide.(L4/APP1)

4. Pupils discuss the ways to prevent diseases.

5. Each pupil is given a worksheet to be completed. (L4/WS2).

58

L4/WS1



Name:__________________________________________________________

Class:_____________________________ Date : _______________________

Draw line vertically, horizontally or diagonally across the letters to form the words about the harmful effects of microorganisms as given in the box below.

MEASLES MUMPS CHICKEN POX CONJUNCTIVITIS STOMACH ACHE INFLUENZA DISEA SES AIDS SCABI ES

A S D R T D Z X D G B N M S L J

W E Y J K I H T K D H G U O C Q

B D M E A S L E S Q W O E R H U

F F Q D Z E A S D F I G H J I Y

H E S S X A E W S G X Z L M C F

Y I W E C S R T H A C A J N K C

S N E C V E G G D S C A B I E S

X F D U B S U M S X B S G B N R

E L C I N O T W I C N D F V P F

K U F M C Y H D T R M F D V O Y

O E U R U G N V I V D G S C X O

A N K R M M M B V V E F A X Q P

I Z O T F K P J I B W H L Z A S

K A I D S Y L S T N Q J Q U Z A

B R N Y H H F C M M U M P S C

V O Z U K K G N L S L E G S D

S K A I E J K U B C A B I E S

E U S I L A H M J K D L R T S T

E H D O N S G B N J F P T R W R

R E T P B D F F O H G O Y F E E

S T O M A C H A C H E I U C D F

C O N T A G I O U S A A U H N I

59

L4/APP1

60

I must wash my hands before eating

I must wash my hands after using the toilet.

I must drink boiled water.

I must cover my mouth when I cough.

I must cover my nose and mouth when I sneeze.

I cannot share my toothbrush with other people.I must cover the wound to protect it from infection.I must not eat contaminated food

L4/WS2



Name:__________________________________________________________

Class:____________________________ Date : ________________________

A. Write TRUE or FALSE.

1. Measles is a contagious disease.

2. Diseases can be spread through direct contact.

3. We can share our personal items with other people.

4. Microorganisms in the water can be destroyed by boiling the water.

5. You are not allowed to go to school if you have conjunctivitis.

6. Tooth decay can be prevented by brushing our teeth twice a day.

B. Fill in the blanks with the correct answers.

61

influenza prevent microorganisms fungi boiled sick covering yogurt food

1. Food poisoning is one of the harmful effects of ______________________.

2. One example of contagious diseases is ____________________.

3. Diseases can be prevented from spreading by ____________________ our

mouth when cough.

4. We must drink ________________ water and eat healthy _____________.

5. We can get _________________ if we eat spoiled food.

6. ____________________ grows on the food which has turned bad.

7. Microorganism can be used in a process of making ___________________.

Diseases can be ____________________ from one person to another person and there

are ways to ______________________ it.

LESSON 5


Learning Area : 2. Survival of the Species

Learning Objective : 2.1 Understanding that different animals have their own

ways to ensure the survival of their species.

Learning Outcomes : Give examples of animals that take care of their eggs

and youngs.

Explain how animals take care of their eggs and youngs.

Explain why animals take care of their eggs and youngs.

Steps :

1. Pupils listen and guess the answers to the riddles read by the teacher. (L5/APP1)

2. Pupils view video of animals.(using the Year 1Teaching Courseware - CD3)

3. Pupils identify the animals that take care of their eggs and youngs from the video.

4. Pupils are given a worksheet to be completed. (L5/WS1)

5. Pupils identify the ways of animals take care of their eggs and youngs by completing

the worksheet given.(L5/WS2)

62

L5/APP1

Riddles:

a.

I live in the sea.

I lay many eggs on land.

My body is covered with a hard shell.

I do not take care of my eggs.

Who am I?

Answer : ________________

b.I live in a kennel.

I give birth to my young.

My body is covered with thick fur.

I suckle and look after my young.

Who am I?

Answer : ____________________

c.

I tweet.

I live in a nest.

I can fly.

My body is covered with feathers.

I look after my eggs and

I feed my young.

Who am I ?

d.

I croak.

I live in a pond.

I lay slimy eggs.

I can jump.

I do not take care of my eggs.

Who am I?

63

Answer : ________________ Answer: ___________________

L5/WS1

Learning Objective :2.1 Understanding that different animals have their own ways to

ensure the survival of their species

Name : _________________________________________________________

Class : ____________________________Date : ________________________

64

Based on the picture above, classify and list down the animals according to the

information given in the table below.

a. take care of their eggs b. take care of their young

look after , eggs , young

Some animals ___________ their _____ and ______ and some do not.

L5/WS2

Learning Objective :2.1 Understanding that different animals have their own ways

to ensure the survival of their species

Name : __________________________________________________________

Class : ____________________________ Date : ________________________

Fill in the blanks with the correct answers.

1. 2.

65

Keep their youngs in the mouth.Carry their youngs in the pouches.

Hide their eggs. Lay slimy eggs.

Attack their enemies.Feed their youngs.

3. 4.

5. 6.

eggs, young , survival , species

Animals take care of their _____ and ______ to ensure the ______ of their _______

LESSON 6


Learning Area : 2. Survival of the Species

Learning Objective : 2.2 Understanding that different plants have their own


Learning Outcomes : State various ways plant dispersed their seeds and

fruits.

Explain why plants need to disperse seeds or fruits.

Steps :

1. Pupils observe and name the various types of seeds or fruits shown by the

teacher. (L6/APP1)

2. Pupils discuss the ways of dispersal for the seeds or fruits shown.

66

3. Pupils find and colour eight hidden words in the word maze. (L6/WS1)

4. Pupils label the pictures given.(L6/WS2)

L6/APP1

67

L6/WS1

Learning Objective : 2.2 Understanding that different plants have their own ways to ensure the survival of their species.

Name : _____________________________________________________________

Class :___________________________________ Date : ____________________

Find and colour eight hidden words in the word maze below about dispersion of seeds and fruits..

WATER WIND EXPLOSIVE MECHANISM SHOREA

68

LOTUS ANIMALS BEAN RAMBUTAN

E E A F F C Z X E G N M K R D C W WW X D A S D F F G G T R E W W W H A

E G P D R T G C V B E A N D S M F T

R R E L W Q A S D D C F G T S N V E

T E R F O R A M T N N N V D E B F R

Y S D F G S E F C Z X W V F S V P R

U G H N A N I M A L G H X C A C A W

I W E D R F F V F R G G D V X X R S

O D F B H J J N E F T G F F D X F A

P W E D L F V D F M W V R H G Z C S

L E D R O W F W A L E R Y I K Y X X

K D A F T T D I D F S C R H T A A D

R A M B U T A N X B E V H T G A Q F

R B W D S F D D P E R G T A G S A G

A G S H T R E W S A T Y R T N D D H

M T H Y U T R E A E G J F R Y I D J

G A S D F G H J K K H U D E H G S K

S H O R E A S E R F V G H T Y F E M

L6/WS2


Name : _____________________________________________________________

Class :_______________________________ Date : ________________________

Plants have various ways to disperse their seeds and fruits.Label the pictures correctly.

by water by wind by animals by explosive mechanism

a. b. c.

69

d. e. f.

g. h. i.

disperse, seeds , fruits , survival , species

Plants need to ________ their ______ or _______ to ensure the _______ of their

__________.

LESSON 7


Learning Area : 2. Survival of the Species 70

Learning Objective : 2.2 Understanding that different plants have their own


Learning Outcomes : Give examples of plants that disperse seeds and fruits

by water.

Give examples of plants that disperse seeds and

fruits by wind.


fruits by animals.


fruits by explosive mechanism.

Relate the characteristics of seeds and fruits to the

ways they are dispersed.

Steps :

1. Pupils observe the coconut fruit.

2. Pupils put the coconut into a pail of water.

3. Pupils observe a coconut that has been cut into two.

4. Pupils explain with teacher’s guidance what they have observed through the

activities and relate them with the characteristic of the coconut fruit to the way it is

dispersed.

5. Pupils complete the worksheets given. (L7/WS1) , (L7/WS2)

L7/WS1


Name : _____________________________________________________________

71

WAYS OF DISPERSAL

Class :______________________________ Date : _________________________

Group the plants below according to the way they are dispersed.

bean lalang lotus shorea angsana

rambutan love grass coconut clematis balsam fruit

Seeds and fruits of plants can be dispersed by ______________ ,______________,

_________________and _______________.

L7/WS2

72

By water

By wind

By animal

Byexplosive

mechanism


Name : ___________________________________________________________

Class :_____________________________ Date : ________________________

A. Match the pictures with the characteristics of the fruits and seeds..

B. Complete the questions below.

73

Light Have air spaceCovered with waxy skin

Light Wing-like structureDry

FleshyBrightly colouredEdible

Have air space

Dry when ripe

1

2

3

a

4

b

c

d

dispersal , characteristics

1. Seeds and fruits ______________are related to their ways of ________________.

2. Fruits and seeds that are dispersed by water have these characteristics:

a. _____________________________

b. _____________________________

c. _____________________________

3. Fruits and seeds that are dispersed by wind have these characteristics:

a. _____________________________

b. _____________________________

c. _____________________________

4. Fruits and seeds that are dispersed by animals have these characteristics:

a. _____________________________

b. _____________________________

c. _____________________________

5. Fruits and seeds that are dispersed through explosive mechanism have this

characteristic:

a. _____________________________

LESSON 8

74

Theme : Investigating Living Thing

Learning Area : 3 Food Chain and Food Web.

Learning Objective : 3.1 Understanding food chains.

Learning Outcomes : Identify animals and the food they eat.

Classify animals into herbivore, carnivore and omnivore.

Steps :

1. Pupils observe pictures of animals.

2. Pupils discuss types of food these animals eat.

3. Pupils classify the animals into herbivore, carnivore and omnivore.

4. Pupils complete the worksheet given.(L8/WS1) (L8WS2)

.

.

L8/WS1

75


Name: ___________________________________________________________

Class: _________________________________ Date: ____________________

State whether these animals eat plants, other animals or plants and other animals.

a. b. c.

butterfly deer chicken

d. e f.

goat eagle Snake

g. h. i.

frog grasshopper tiger

j. k. l.

mouse tadpole fish

Different animal eat different _____________ of food.

76

L8/WS2Learning Objective : 3.1 Understanding food chains.

Name: __________________________________________________________

Class: _________________________________ Date: ____________________

Cut and paste these pictures into their groups according to their eating habits.

L8/WS2

77

Group the animals according to their eating habits.

Herbivore

Carnivore

L8/WS278

Omnivore

LESSON 9

1. ___________________, _____________________,_____________________

and __________________ are herbivore because they eat _______________

only.

2. ___________________, _____________________, ____________________

and __________________ are carnivore because they eat _______________

only.

3. ___________________, _____________________, ____________________

and __________________ are omnivore because they eat _______________

and ____________________.

LESSON 9

79

Theme : Investigating Living Thing

Learning Area : 3. Food Chain and Food Web.


Learning Outcomes : ● Construct food chain.

Identify producer and consumer.

Steps :

1. Each pupil is given a worksheet. (L9/WS1)

2. Pupils name the plant and animals given in the worksheet.

3. Pupils complete the worksheet given with teacher’s guidance.

4. Pupils are given another worksheet to be completed. (L9/WS2)

L9/WS180


Name: __________________________________________________________

Class: _________________________________ Date: ___________________

Name the living things in the food chains below.

Complete the food chains by putting the arrow ( ) to show eaten by.

a.

b.

c.

d.

L9/WS2

81


Name: __________________________________________________________

Class: _________________________________ Date: ____________________

Identify the living things and state whether, producer or consumer.

a.

b.

c.

d.

In a food chain, plant is the __________________________ and animals are the

__________________________

LESSON 10

82

Theme : Investigating Living Things.

Learning Area : 3. Food Chain and Food Web.

Learning Objective : 3.2 Synthesizing food chains to construct food web.

Learning Outcomes : ● Construct a food web.

● Construct food webs of different habitats.

Steps :

1. Pupils listen to teacher’s explanation on how food web is formed.

2. Pupils complete the worksheet with teacher’s guidance.(L10/WS1)

3. Pupils discuss the answers together with the teacher.

4. Pupils complete another worksheet given.(L10/WS2)

L10/WS183

Learning Objective : 3.2 Synthesizing food chains to construct food web

Name: __________________________________________________________

Class: _________________________________ Date: ___________________

Draw arrows to complete the food web below correctly.

L10/WS2

84

Learning Objective : 3.2 Synthesizing food chains to construct food web

Name: ___________________________________________________________

Class: ___________________________________ Date: __________________

A. Construct a food web based on the living things given below.

Goat Leaf Tiger

Caterpillar Frog Snake

B. Identify the living things below.

85

Construct two food webs according to the habitats given correctly.

Paddy field

Pond

86

Pond

* ____________________________ is a combination of several food chains.

87

Lesson 11

Theme : Investigating Force And Energy.

Learning Area : 1. Energy.

Learning Objective : 1.2 Understanding that energy can be transformed from

one form to another.

Learning Outcomes : • State that energy can be transformed.

Give examples of appliances that make use of energy

transformation.

Steps :

1. Pupils answer questions to recall previous lessons on energy transformations.

2. Each pupils is given a picture of electrical appliance. (L11/APP1)

3. Pupils are asked to write down the energy transformation with teacher’s guidance.

Examples:

i. electrical energy heat energy

ii. electrical energy sound energy

iii. electrical energy kinetic energy + sound energy

iv. chemical energy heat energy + light energy

v. electrical energy heat energy + light energy

4. Pupils find their peers that having the same transformation of energy.

5. Pupils discuss and give conclusion based on the activities done by the pupils with

teacher’s guidance.

6. Pupils complete the worksheet given. (L11/WS1, L11/WS2)

88

Sample of pictures: L11/APP1

hair dryergas stove Iron

television

horn speaker Alarm clock

blender

compact disc player

electric kettle

electric sewing machine Torch rice cooker

toasterHeater

Ship

radio Bulb electric fan

89

L11/WS1

Learning Outcome : 1.2 Give examples of appliances that make use of energy

transformation.

Name : __________________________________________________________

Class : ________________________________ Date : ____________________

A. Match the pictures below to the transformation of energy.

A. electrical energy heat energy

B. electrical energy sound energy

C. electrical energy kinetic energy +

sound energy

D. chemical energy heat energy +

light energy

E. electrical energy heat energy +

light energy

90

5.

4.

3.

2.

1.

7.

6.

L11/ WS2

Learning Outcomes : 1.2 Give examples of appliances that make use of energy

transformation.

Name : __________________________________________________________

Class : ____________________________ Date : ________________________

A. Choose and circle the correct answer.

1. electrical energy heat energy + light energy

Which of the following appliances involves the transformation of energy as

above?

A Electric kettle

B Rice cooker

C Electric fan

D Bulb

2. The diagram shows an appliance that we use everyday

Which of the following transformation of energy is correct?

A Electrical energy kinetic energy + sound energy

B Chemical energy heat energy + light energy

C Electrical energy sound energy

D Electrical energy heat energy

91

L11/ WS2

3. The diagram shows an appliance that we use everyday.

Which of the following objects has the same energy transformation as the

object above?

4. From our lesson you know that energy can be ________________________ from

one form to _______________(another, transformed)

5. Give some examples of energy transformation that you have learnt.

i. ___________________________________________

ii. __________________________________________

iii. _________________________________________

iv. _________________________________________

v. _________________________________________

92

A C

B D

LESSON 12

Theme : Investigating Force And Energy

Learning Area : 1. Energy

Learning Objective : 1.3 Understanding renewable and non-renewable energy

Learning Outcome : • List renewable energy resources

Steps :

1. Pupils solve a picture puzzle given by teacher in a group. (L12/APP1)

2. Pupils say out loud the word in the picture

3. Pupils discuss various renewable resources with teacher’s guidance.

4. Pupils complete the worksheet.(L12/WS1)

93

L12/APP1

PICTURE PUZZLE

94

L12/APP1

95

L12/WS1

Learning Outcomes : List renewable energy resources

Name : _______________________________________________________

Class : _________________________ Date : ________________________

A. Find the renewable energy resources in the puzzle below and colour it.

S A C D E F G H I J

O Y Z Q W A T E R K

L N Q H J J H G F L

A B W G K K G H D M

R V E F L L F J S N

E C R D M P D K A O

N X T B I O M A S S

E Z Y S N O S L A P

R A U A B W I N D Q

G S I Z V I A P Z R

Y D O A C U A T X S

a. SOLAR ENERGY

b. BIOMASS

c. WATER

d. WIND

B. Complete the statement below.

Non-renewable _______________ is an energy that cannot be _______________

(replenished, energy)

C. Rearrange the words to form sentence.

renewable replenishe

d

energy that can be

is an energy

96

___________________________________________________________________

LESSON 13

Theme : Investigating Force And Energy

Learning Area : 1. Energy

Learning Objective : 1.3 Understanding renewable and non-renewable energy

Learning Outcome : • List non-renewable energy resources

Steps :

1. Pupils state 5 non-renewable energy resources according to the pictures

shown by teacher .(Refer to textbook Pg _____)

2. Pupils listen to teacher’s explanation about non-renewable energy resources.

3. Pupils are divided into groups.

4. Each group is given a set of game. (L13/APP1)

5. Pupils play the game after teacher’s explanation .(L13/APP2)

6. Pupils complete the worksheet given. (L13/WS1)

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L13/APP1

RULES OF GAMES:

1. Each group consists of 3 playersand one of them acts as an observer.

2. Each player sets their turn by throwing dice. Who get the highest number start

first.

3. They start the game by throwing the dice and move according to the number on

the dice.

4. The player who steps on the board with picture on it, will take a card having the

same picture and solve the problems by writing the answer in the sheet then

follow the instructions given.

5. The first player who reached is the Winner.

ANSWER SHEET:

a. ___________________________________________

b. ___________________________________________

c. ___________________________________________

d. ___________________________________________

e. ___________________________________________

f. ___________________________________________

g. ___________________________________________

h. ___________________________________________

i. ___________________________________________

j. ___________________________________________

98

Charcoal is

A. Non-renewable energy

B. Renewable energy

If your answer is correct, you may go ahead 4

space, if not, you miss a turn.

Cut the card and fold it to make a questions card for the player.

Fold and paste with glue

Petroleum

A. Can be replenished

B. Cannot be replenished

Answer the question and you can jump 3 step ahead, if not, stay until your next turn.

Read aloud the word below.

COAL

Then you can have another round !

Guest this word ( g___ s)

If your answer is right, you can go ahead 10 space, if not,

stay until your next turn.

List 3 non-renewable energy resources .You will

win the game !

( ask teacher first )

GAMES L13/APP2

L13/APP2

Cut the card and fold it to make a questions card for the player.

Fold and paste with glue

SOLVE THE RIDDLE AND YOU CAN JUMP 5 STEP AHEAD

I am black, People use me to light fire,

I’m made from wood,Who am I?

List 3 non-renewable energy resources and you

win the game !

If not, you have to go back 10 steps !


I am black, People use me to light fire,

They dig me in a mine,Who am I?


I stay in a cylinder,Mom always use me ,But I am dangerous

Who am I?


Transport need me, Without me they cannot move,

My price always increase ,Who am I?

99

L13/WS1

Learning Outcome : List non-renewable energy resources

Name : ______________________________________________________

Class : ____________________________ Date :____________________

A. Answer the questions below.

1. List non-renewable energy resources

a. _______________________________

b. _______________________________

c. _______________________________

d. _______________________________

e. _______________________________

2. Petroleum is energy resource because it

________________ many __________ to be ______________

(non-renewable, formed, need, years)

100

3. What is the use of gas in our house?

A to cook

B for fuel

C generate engine

4. Tick ( √ ) the non-renewable energy resources that have the same way to get it like

natural gas.

petroleum

charcoal

coal

nuclear reactor

L13/WS1

B. Match the pictures to the non-renewable and renewable energy resources.

101

petroleum

solar

coal

1.

2.

3.

LESSON 14

Theme : Investigating Force and Energy

Learning Area : 2. Electricity

Learning Objective : 2.1. Knowing the sources of electricity

Learning Outcome : .● State the sources of electricity

Steps :

1. Pupils observe the sources the electricity shown by teacher.

Example ;

- dry cell

- accumulator

- dynamo

- solar cell

102

water

wind

4.

5.

6.

biomass

2. Pupils name the objects that using sources of electricity mentioned above.

3. Each pupil is given a worksheet to be completed. (L14/WS1)

L14/APP1

Cut and paste the pictures in the correct boxes.

. a.

b.

103

c.

d.

L14 /WS1

Learning Objective : 2.1 Knowing the sources of electricity

Name :______________________________________________________

Class : ____________________________ Date : __________________

A. Paste the correct picture of sources of electricity in the boxes.

dry cell dynamo accumulator solar cell

B. Classify the objects below according to their sources of energy

104bicycle car calculator watch torchlight lorry satellite radio

Sources of electricity

Dry Cell______________________

_____________

Accumulator____________________________________

Dynamo_________________________________

SolarCell

______________________________________

The sources of electricity are _____________, ________________,

_______________ and ____________________.

LESSON 15



Learning Objectives : 2.2 Understanding a series circuit and a parallel circuit .

Learning Outcomes : ● Identify the symbols of various components in a simple

electric circuit .

Steps :

1. Pupils name the objects shown. e.g battery, bulb, wire and switch.

2. Pupils state the components which are use to build an electric circuit .

3. Pupils observe the demonstration done by teacher on making a complete circuit .

4. Pupils observe and label a complete circuit on the chart .

105


6.. Pupils mark out the words of the components of electric circuit in the word maze.

.

L15/WS1

Learning Objective : 2.1 Understanding a series circuit and a parallel circuit

Name :_____________________________________________________

Class : _________________________________ Date :______________

A. Fill in the boxes with the words given.

106

wire battery switch bulb

a

b

c

d

B. Match the components with the correct symbol.

A● B● C● D●

S● T● U● V●

The components of a complete circuit are _____________,_____________,

____________ and _______________ .

C. Find out six hidden words about the components of electric circuit in the word maze

below. (BATTERY , BULB , LIGHT UP , SWITCH , WIRE )

C I R C U I T A S

K K K K K K K K W

D B U L B D D Y I

N N N N N N R N T

O O O O O E O O C

L I G H T U P H H

B B B T B B B B B

F F A F F F F F F

G B G W I R E G G

D. Fill in the blanks with the correct words.

107

1. A b _ _ _ _ _ _ supplies electricity to the circuit.

2. The electricity flows through the _ _ _ e.

3. We use a bulb, a wire, a switch and a battery to make a complete

_ _ _c _ _t.

4. The function of a _w _ _ _ _ is to complete or to break the electrical circuit.

5. In a complete circuit , you can see that the _u _ _ lights up.

6. When there is a break in the circuit, the bulb will not _ _ _ h _ u _.

To make a complete circuit, we need a _________, a ___________, a

_____________ and a battery.

LESSON 16



Learning Objective : 2.2 Understanding a series circuit and a parallel circuit .

Learning Outcomes : ● Draw circuit diagrams .

● Build a series circuit

● Build a parallel circuit .

● Compare the brightness of the bulbs in series circuit.

Steps :

1. Pupils observe models sample of a series circuit and a parallel circuit.

2. Pupils listen to teacher’s explanation.

3. Pupils complete the worksheet given with teacher’s guidance. (L16/WS1)

108

bulb wire battery switch light up

4. Pupils work in groups to build up a series circuit and a parallel circuit using the

components given.

5. Pupils draw and label the diagrams of the circuits in the worksheet. (L16/WS 2)

6. Pupils complete another worksheet given. (L16/WS3)

L16 /WS1

Learning Objective : 2.2 Understanding a series circuit and a parallel circuit.

Name :_____________________________________________________

Class : ______________________________ Date: _________________

Study the diagrams below.

A series circuit A parallel circuit

Write the type of circuit based on the diagram below.

109

a. b.

c. d

There are two types of electric circuits. They are a ___________ circuit and a

_______________ circuit.

L16/WS2


Name :_____________________________________________________

Class :______________________ Date :________________________

A. Draw a diagram of series circuit using the given components.

a. Two batteries ● A switch

b. Some connecting wires ● Two bulbs

110

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B. Draw a diagram of a parallel circuit using the given components.

a. Two batteries ● 2 switches

b. Some connecting wires ● Two bulbs

111

L16/WS3


Name :_____________________________________________________

Class :______________________ Date :________________________

Study the circuits below.

B C

A B C

Answer all the questions .

1. When the switches are ON which circuit light up the bulbs

a) the brightest : ____________________.

b) the dimmest : ____________________

2. Rearrange the above circuit beginning from the dimmest bulb to the brightest

bulb.

__________________________________________________________________

3. How to make the bulbs in each circuit above light up brighter?

4. If you want to make this activity a fair test , what are …

a) things to keep the same : ____________________________

b) things to change : ____________________________

c) things to measure : ____________________________

5. The ( more / less ) bulbs in a series circuit, the dimmer the bulbs are.

112

LESSON 17



Learning Objective : 2.3 Understanding the safety precautions to be

taken when handling electrical appliances.

Learning Outcomes : ● Describe the danger of mishandling electrical appliances.

● Explain the safety precautions to be taken when using

electrical appliances.

Steps :

1. Pupils observe and discuss the causes of mishandling electrical appliances shown

the picture prepared by teacher.

2. Pupils list out the causes on the board with teacher’s guidance.

3. Pupils listen to teacher’s explanation of the safety precautions to be taken when

using electrical appliances.


113

L17/WS1

Learning Objectives : 2.3 Understanding the safety precautions to be taken

when handling electrical appliances.

Name :______________________________________________________

Class : ___________________________ Date :___________________

A. Match correctly.

B. Circle the correct answer.

i) fires / floods ii) electric shocks / fires

iii) electric shocks / burns iv) burn / electrocution

There will be some dangers when electrical appliances are mishandled such as

__________,_____________, ______________ and ____________________ .

114

DANGERR

HELP

BEWARE

Dangers of Mishandling Electrical Appliances

i ii

C. Rearrange the letters and fill in the blanks.

1. Do not __________ electrical appliances with _________ hands.

2. Do not __________ electrical appliances that have ___________

insulation wires.

3. Do not ____________ electrical appliances on your ___________ .

4. Do not ____________ too many electrical appliances to one

____________ supply.

5. Do not ___________ objects into power ______________.

6. Do not touch a ____________ with wet _____________.

7. Do not touch ______________ of _______________ shocks.

___________ _______________ should be taken when handling electrical

appliances.

115

REMEMBER

1. hcuot , tew 2. esu , nekorb 3. riaper , nwo4. tcennoc , rewop 5. tresni , ylppus 6. hctiws , sdnah 7. smitciv , cirtcele

LESSON 18


Learning Area : 4 : Heat

Learning Objective : 4.1 Understanding that temperature

is an indicator of degree of hotness

Learning Outcomes : State that temperature of an object increases

as it gains heat

State that temperature of and object decreases

as it loses heat

Conclude that temperature is an indicator

to measure hotness

Steps :

1. Pupils are asked to observe the ice cubes in a plate and explain why it happens.2. Pupils observe and label a diagram on a chart (L18/APP1)3. Pupils study the table given on the board. (L18/APP1)4. Pupils discuss the purpose of the fair test and the results obtained by completing the worksheet given. (L18/WS1)5. Pupils complete another worksheet given.

L18/APP1116

A

B

Temperature °C 28 38 53 73 95 100 100

Time (min) 0 2 4 6 8 10 12

117

L18/WS1

Learning Objective : 4.1 Understanding that temperature is an indicator

of degree of hotness

Name :______________________________________________________

Class : ___________________________ Date :___________________

:

A. Fill in the blanks below with the correct words given.

increases heat decreases volume time temperature

1 What do you want to find out?

To investigate the rise of _________________ when water is heated .

2 What do you observe from the table given?

The water temperature _________________ until 100°C as the heating time

increases.

3 Predict what will happen to the temperature if we turn off the Bunsen Burner

after the twelfth minute

The water temperature________________ .

4 Give a reason for your answer in (3)

The __________ is released into the atmosphere.

5 If you want to make this activity a fair test, what are ….

a) things to change : _____________taken to heat the water.

b) things to measure : ______________ of water.

c) things to keep the same : ______________ of water.

6 From the fair test, we can find out that the water temperature ___________ as

it gains heat and _________________ as it loses heat.

Temperature °C 28 38 53 73 95 100 100 Time (min) 0 2 4 6 8 10 12

118

B. Fill in the blanks with the correct answer.

lose heat gain heat low temperature Thermometer

scale C high temperature

1 A ________________ is used to measure temperature

2 Before using a thermometer, check the ____________ carefully to make sure

you can read it.

3 A hot object has a ___________________________

4 A cold object has a __________________________

5 When objects or substances ______________, they become hot and temperature increases.

6 When objects or substances ______________, they become cold and the temperature decreases.

7 The unit of temperature is stated in ______________.

C. Complete the table by writing the suitable temperature for each item.

Choose from this list of temperatures:

5˚C 30˚C 33˚C 82˚C 100˚C

Items Temperature

1 Outside the classroom

2 Hot water

3 In the science Laboratory

4 The steam from boiling water in the kettle

5 A glass of water with ice

119

LESSON 19


Learning area : 4 : Heat

Learning Objective : 4.2 Understanding the effects of heat on matter.

Learning Outcomes : State that matter expands when heated

State that matter contracts when cooled

Steps : 1. Pupils observe the pictures on the chart. (L19/APP1)

2. Pupils listen to teacher’s explanation of what had happened to the iron ball before

and after heating.

3. Pupils observe picture of the iron ball after it has been cool down. (L19/APP1)

4. Pupils discuss why the iron ball can pass through the iron ring.

5. Pupils explain the situations in the pictures based on what they have learnt.


L19/APP1

120

L19/WS1

Learning Objective : 4.2 Understanding the effects of heat on matter.

Name : ____________________________________________

Class : ______________________ Date : ________________

A. An experiment below was carried out.

Before heating after heating cooling the ball

Use the words below to fill in the blanks about the experiment

can cannot heating coolingcontracts expands smaller size

decreased temperature


To study the ________and____________ effects on the volume of solid.

2 What can you observe from the experiment?

a) When the iron ball is heated , it __________ pass through the ring.

b) When the iron ball is cooled, it __________ pass through the ring.

3 Give reasons for your answer in (2)

a) The iron ball has ______________ and becomes larger when heated.

The ______________ of the iron ball has increased.

b) The iron ball has _______________ and become ____________

when cooled. The size of the iron ball has ________________


a) things to change : ____________of iron ball.

b) things to observe : ____________of iron ball

c) things to keep the same : ___________ of iron ring.

5 From the fair test we can find out that a solid _____________ when it is heated

and ___________ when cooled.

121

B. Fill in the blanks below with the correct words given.

contracts rises volume expandscooling drops heating temperature


To study the ___________ and __________ effects on the volume of liquid.

2 a) When the conical flask is placed in hot water, the level of the coloured

water in the glass tube ________ higher.

b) When the conical flask is removed from hot water, the water level ______

3 Give reason for your answers in 2(a) and 2(b)

a) In 2(a), the coloured water ___________________

b) In 2(b), the coloured water ___________________


a) things to change : water__________________

b) things to measure : __________and__________

of the level of coloured water.

c) things to keep the same : __________ of coloured water.

5 State your conclusion based on the investigation.

Liquid _________ when it is heated and ____________when cooled.

122

Hot water Coloured water

BasinConical flask

Glass tube

LESSON 20


Learning Area : 3. Light

Learning Objective : 3.1 Understanding that light travels in a straight line.

Learning Outcomes : state that light travels in a straight line.

give examples to verify that light travels in a straight line.

Steps :

1. Pupils arrange the cards given in a straight line.

2. Teacher places a candle at the end of the line and lights it up.

3. Pupils observe and look through the holes on the card.

3. Teacher moves one of the cards slightly to the right and asks pupils to look

through the holes again.

4. Pupils answer the worksheet given. (L20/WS1)

5. Teacher guides pupils to form a conclusion that light travels in a straight line.

Light travels in a straight line.

The candle can be seen.

The candle cannot be seen.

123

L20/WS1Learning Objective : Understanding that light travels in a straight line.

Name : _____________________________________________

Class : ___________________ Date : _________________

Answer the questions with the phrases given below.

a) To find out whether light travels in a straight lines.

b) The size and type of candle, the size of holes, the size and type of cards.

c) Light travels in a straight line.

d) The light from the flame of candle can be seen from the holes.

e) The position of the cards.

f) The presence of light.

1. What is your observation?

________________________________________________________________.

2. What do you want to find out from this activity?

________________________________________________________________.

3. If you want to make this activity a fair test, what are…

a) things to keep the same: _________________________________________.

b) things to change: _______________________________________________.

c) things to measure: ______________________________________________.

4. What the result means?

_______________________________________________________________.

LESSON 21124


Learning Area : 3. Light

Learning Objective : 3.1 Understanding that light travels in a straight line.

Learning Outcomes : Describe how shadow is formed.

Design a fair test to find out what cause the size of a

shadow to change by deciding what to keep the same,

what to change and what to observe.

Design a fair test to find out what factors the size of a

shadow to change by deciding what to keep the same,

what to change and what to observe.

Steps :

1. Teacher flashes a torchlight onto a white paper hanging on the wall.

2. Pupils observe the formation of animal’s shadows using hands.

3. Pupils place an opaque object and observe how light is completely or partially

block by an object.

4. Pupils observe shadows that were form on the opposite side of the light source.

5. Pupils move the source of light at different position and observe the change of

shadows that being form.

6. Pupils observe the changes of shadows when they move an opaque object closer

to the light source but further away from the screen. (L21/APP1)

7. Pupils then moves the object further away from the light source but nearer to the

screen.

8. Pupils compare both observation and state the reason.

9. Pupils do the worksheet given.(L21/WS1)

10.Pupils make conclusion that lights travel in a straight line.

L21/APP1

125

When the opaque object moves closer to the light source and further away from the

screen, the shadow will be bigger and less sharp.

When the opaque object moves further away from the light source and nearer to the

screen, the shadow will be smaller and sharper.

The shape of the shadow changes with the position of the object.

L21/WS1Learning Objective : Understanding that light travels in a straight line.

Name : _____________________________________________

126

Class : _______________________ Date: ________________

A. Draw the shadows form by the objects below.

light

Light

light

Light

B Fill in the blanks with correct answer.

different shape opposite position source straight

1. The change in the _____________ of the Sun causes an object under the Sun to

form shadows that are __________________ in position, size and

_________________ at different times of a sunny day.

2. An object can form shadows of different shapes and sizes, depending on the

position of the object and the position of the ______________ of light.

3. Light cannot bend around objects because it travels in a _____________ line.

4. When light is completely or partially blocked by an object, a shadow is form on

the _________________ side of the light source.

C. An activity is being carried out to study the formation of a shadow. Answer the

questions based on the activity.

127

1. What is the purpose of this activity?

________________________________________________________________

2. If you want to make the test fair, what are…

a) things to keep the same:__________________________________________

b) things to change:________________________________________________

c) things to observe:_______________________________________________

3. Predict what will happen when an opaque object moves further away from the

light source and nearer to the screen?

____________________________________________________________

4. What did you find out from this fair test?

________________________________________________________________

LESSON 22


128

Learning Area : 3 Light

Learning Objective : 3.2 Understanding that light can be reflected.

Learning Outcomes : State that light can be reflected.

Draw ray diagrams to show reflection to light.

Give examples of uses of reflection of light in everyday

life.

Steps :

1. Pupils look at the mirror and see their own reflection.

2. Pupils listen to teacher’s explanation that mirror and shiny objects with even and

smooth surfaces reflect light very well.

3. Pupils listen to teacher’s explanation that we are able to see an object if:

3.1 it is a source of light or if it

3.2 reflects light into our eyes.

4. Pupils try out some of the thing that uses reflection to work.( periscope,

kaleidoscope, side mirror, microscope etc.)

5. Pupils list out some examples of the things that uses reflection.


L22/WS1Learning Objective : Understanding that light can be reflected.

Name : _____________________________________________129

Class : ______________________ Date: _________________

Write the correct answer based on the picture given.

1)

i.

Mirror and shiny objects with even and smooth surfaces _________________

(reflect/retract) light very well.

ii. When light falls on a mirror, it reflect in another _____________(object/direction).

iii. We can see an object if it is a _____________(reflection/source) of light or if it

reflects light into our eyes.

2)

i. We can see the burning wood because it is a source of light. It gives off light that

___________ (enters / exit) our eyes.

ii. We can see the plant although it is not a source of light because it reflects

___________ (shadow / light) from the burning wood to our eyes.

3:

130

i. A periscope makes use of the reflection of light to work. It helps people in a

submarine to look above the _____________(under / surface) of the water.

ii. When a ray of light reaches a surface, some of the light may _____________

(retract / reflect) from the surface, while some of the light may pass through the

surface.

iii. Some materials reflect the ______________ (light / object) but some do not.

LESSON 23

131

Theme : Investigating Materials

Learning Area : 1 States Of Matter

Learning Objective : 1. 1 Understanding that matter exist in the form of solid,

liquid or gas.

Learning Outcomes : ● Classify objects and materials into three states of

matter.

● State the properties of a solid

● State the properties of liquid

● State that some liquids flow faster than

others

● State the properties of gas

Steps :

1. Pupils discuss and state that matter exist in the form of solid, liquid or gas.

2. Pupils give the example of solid, liquid and gas.

3. Each pupil creates a mind map with teacher’s guidance. (L23/WS1)

4. Pupils study the mind map to gain the information.

5. Pupils do worksheet 2 individually and discuss the answer after 10 minutes.

(L23/WS2)

6. Pupils continue with worksheet 3 with teacher’s guidance and discuss the answer

after 10 minutes.(L23/WS3)

L23/WS1132

Learning Objective : Understanding that matter exist in the form of solid, liquid or gas.

Name : ___________________________________________________________

Class : _______________________________ Date : ____________________

Complete the mind map about the matter using the answers given.

L23/WS2Learning Objective : Understanding that matter exist in the form of solid, liquid or gas.

Name : _______________________________________________________

Class : ___________________________ Date : ____________________

133

State Of Matter

SOLID

9.GAS

eraser

7.

8.

WATER

13.

14.

Has mass

2.

1.

5.

Occupies space/ no fixed volume

take container’s shape

3.

hydrogen

4.

Cannot be compressed

11.

10.

6. 12.

Has fixed shape

Has mass

Has no fix volumetake container’s shape

Can be compressed

Has mass

Has fixed volumeCannot be compressed milk

shampoo

Paper clip

smokes

Air in balloon

balloon Liquid

Has fixed volume

shapes of their containers fixed shapeLiquid Solid mass

A) Fill in the blank with the correct answers

1. Liquids and gases do not have ___________________________________

2. Liquids and gases take the _______________________________________

3. ______________________________ can flow slow or fast.

4. _______________________________ has it own shape.

5. Solid, liquid and gases have ______________.

B) Tick the true statements below.

1. Eraser is a solid matter.

2. The shape of liquid is fixed.

3. Butter will melt when heated.

4. Gas takes the shape of the container that holds it.

5. Water flows faster than sauce

L23/WS3Learning Objective : Understanding that matter exist in the form of solid, liquid or

gas.

Name : _______________________________________________________________

Class : _______________________________ Date : _________________________

134

Choose the correct answer.

1. Which of these materials are solids?

A shampoo C stone

B cloud D mango juice

2. What are the similarities of the materials above. .

I have mass

II have fixed volume

III can be compressed

IV have permanent shape

A I and II C II and IV

B II and III D II,III and IV

W – sauce

X _ water

Y – shampoo

Z – blood

3. Arrange the liquids above according to their flow from the slowest to the fastest.

.

A W,Y,Z,X

B W,X,Y,Z

C Z,W,X,Y

D X,W,Y,Z

LESSON 24


Learning Area : 1 State of Matter

Learning Objective : 1.2 Understanding that matter can change from one state

to another

135

JUICE WOOD STONE

Learning Outcome : ● To state that water can change its state .

Steps :

1. Pupils discuss with teacher about the previous lesson.

2. Pupils observe the pictures about the processes involved in the changes of the

states of matter.(L24/APP1)


4. Pupils discuss the daily situations that involve the changes of states of matter with

teacher’s guidance.

L24/APP1

136

condensation ( gas changes to liquid)

melting(solid changes to liquid)

L24/WS1

Learning Objectives: Understanding that matter can change from one state to

another.

Name :_________________________________________________________

Class : ____________________________ Date :______________________

Match the picture with the correct answer.

1.

137

freezing(liquid changes to solid)

boiling(liquid changes to gas)

evaporation(liquid changes to gas)

http://www.primaryschoolscience.com/art/clipart/hotcoffee.jpg

2.

3.

4.

LESSON 25


Learning Area : State of Matter

Learning Objectives : 1.2 Understanding that matter can change from one state

to another.

Learning Outcomes : ● To conclude that water can exist in any of the three

138

freezing

melting

boiling

condensation

Water can change its state by __________________, _____________________,

_____________________________ and ____________________________.

http://www.primaryschoolscience.com/art/clipart/ice.jpg

http://www.primaryschoolscience.com/art/clipart/hotcoffee.jpg

states of matter.

Steps :


2. Pupils listen to the teacher explanations that water can exist in a form of solid,

liquid and gas.

3. Pupils observe the pictures that show water can exists in a form of solid,

liquid and gas. (L25/APP1)

4. Pupils complete the worksheet given..(L25/WS1)

L25/APP1

139

http://www.primaryschoolscience.com/art/clipart/glass-beaker-half-full.jpg

L25/WS1

Learning Outcomes : 1.2 Understanding that matter can change from one state to

another.

Name :_________________________________________________

Class :___________________________ Date :________________

A Fill in the blanks with the correct answers.

1. The ice cubes in Figure 1 below are water in a ……………………….. form.

140

Liquid Solid Gas

http://www.primaryschoolscience.com/art/clipart/ice.jpg

http://www.primaryschoolscience.com/art/clipart/cloud.jpg

Figure 1

2. The paint in Figure 2 represents water in a ………………………….form.

Figure 2

3. Water vapour from the hot coffee in Figure 3 represents water in

a………………………….. form

Figure 3

Water can exist in a form of………………, ………………., and …………………..

LESSON 26


Learning Area : State of Matters

Learning Objectives : 1.2 Understanding that matter can change from one state

to another.

Learning Outcomes : ● To identify the processes involved when a matter

changes from one state to another.

Steps :

1. Pupils discuss about the previous lesson.

2. Pupils listen to teacher’s explanation that matter can change from one state to

another according to the processes involved

141

http://www.primaryschoolscience.com/art/clipart/paint.jpg

2.1 Solid to liquid (melting)

2.2 Liquid to gas ( boiling and evaporation)

2.3 Gas to liquid (condensation)

2.4 Liquid to Solid (freezing)

3. Pupils observe the pictures and say out loud the changes of matter

involved.(L26/APP1)

4. Pupils complete the worksheet given. (L26/WS1).

L26/APP1

SOLID LIQUID

142

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LIQUID GAS

GAS LIQUID

L26/WS1

Learning Objectives: ●Understanding that matter can change from one state to

another.

Name :________________________________________________________

Class : ____________________________ Date : ____________________

A. The diagram below shows that water can change from one state to another. Match the correct answer.

143

Gas to liquid Melting

Solid to liquid

Liquid to solid

Liquid to gas

Condensation

Evaporation

FreezingB.

Complete the sentences with the correct answers.

1. The process that changes water from liquid to solid is called

2. When Ali placed an ice cream under the fan, it is noticed that the ice cream

is

3. Aishah boils water in a kettle. After a while, smoke comes out from the

kettle. The water is

C. Complete the figure with the correct answers.

1. Evaporation is a process that changes water from (liquid/ solid) to ( gas/

solid )

2. Condensation is a process that changes water from (gas/liquid) to ( solid/

144

T G

B L G

F G

M

liquid)

3 .Freezing is a process that changes water from ( liquid/ solid) to ( solid/gas)

4. When the water was boiled, the water changes from ( solid, liquid) to ( liquid ,gas)

The processes involved when matter changes from one state to another is

……………………., ……………………………., ……………………….,

……………………….. and …………………………….

LESSON 27


Learning Area : 1 State of Matter

Learning Objective : 1.2 Understanding that matter can change from one state

to another.

Learning outcomes : ● To identify factors that affect the rate of evaporation of

145

water.

Steps :


2. Pupils explain the process involved when drying a cloth.

3. Pupils discuss the factors that affect the rate of evaporation with teacher’s guided.

4. Pupils relates the factors that affect the rate of evaporation with other situations.


L27/WS1

Learning Objectives : ● Understanding that matter can change from one

state to another.

Name : ____________________________________________________________

Class : ____________________________________ Date: _ _______________

Write ‘TRUE’ or ‘FALSE’ to the statements.

146Hot and windy weather can dry a wet shirt faster .

1.

2.

3.

4.

5.

6.

The factors that affect the rate of evaporation of water is _____________ and

______________________ .

LESSON 28


Learning Area : States of Matter

Learning Objectives : 1.3 Understanding the water cycle

Learning Outcomes : ● Explain how water is circulated in the environment.

Steps :147

Ali wants to dry his shoes and he puts them under the sun.

A wet shirt dries faster under a moving fan.

Badrul places his wet shoes under a refrigerator to dry them faster.

Placing a wet towel in the cupboard can dry it faster.

Abu hangs his wet pant over of a fire to dry it faster.

1. Pupils are divided into groups.

2. Each group is given an envelope contains pieces of picture puzzle.(L28/APP1)

3. Pupils arrange the pieces to form a picture.

4. Pupils read the information written on the jigsaw puzzle.

5. Pupils listen to teacher’s explanation about the process of water cycle.

6. Pupils complete the worksheet given. ( L28/WS1)

L28/APP1

148

L28/WS1Learning Objectives : 1.3 Understanding the water cycle.

Name : _______________________________________________________________

Class : _______________________________ Date : _________________________

A. Fill in the blanks with the words given to complete the water cycle.

evaporation condensation raining

149

evaporates water vapour cloud rain

Water on the Earth surface ________________ and form ______________

when heated by the Sun it rises higher and becomes cooler. Water droplets are formed

and becomes ______________. When the clouds become too heavy, the water

droplets fall to the Earth as _______________.

B. Answer all questions about the water cycle.

150

W

Z

Y

2

1

3

a. W refers to a process in the water cycle.

The process is _e_ __ _a_ __ __ _r_ __ __ _i_ __ _n_

b. X, Y and Z are formed in the water cycle. What is X, Y and Z ?

X : __ _a_ __ __ _r_ _v_ __ __ __ _u_ __

Y : __ __ __ _u_ __

Z : _r_ __ __ __

c State the factors that affect the W.

(I ) _________________________________________________________

(II)__________________________________________________________

C. Fill in the blank with the correct answer.

cloud rain water cycle land water droplets water vapour

1. Water from the river, lake and sea will evaporate and form__________ in the air

2. The water vapour meets cold air, it will condense and form_____________.

3. The water droplets form _______________.

4. When the water droplets in the clouds become too heavy they will fall down as

______________.

5. Rain water will go into the ____________,river, lake and sea.

6. Water is always circulating, from sea to land and back again. This is called the

____________.

D. Fill in the chart of water cycle with correct answer.

151

__ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

EVAPORATION

CONDENSATION

2

13

LESSON 29


Learning Area : State of Matter


Learning Outcomes : ● Describe how clouds are formed.

● Describe how rain is formed.

Steps :

152

water on earth

1. Pupils complete jigsaw puzzles given by teacher (L29/APP1)

2. Pupils fill in the missing letters to form a word in the jigsaw puzzle.

3. Pupils listen to teacher’s explanation based on the jigsaw puzzle completed by the

pupils.


L29/APP1

L29/WS1


Name : _______________________________________________________________

Class : _________________________________ Date : ________________________

A. Complete the crossword puzzled below using the clue given.

153

1. This process will form clouds2. It will form water droplets and cause by

evaporation3. A process that happened on hot surface and

produce water vapour.4. We need rain coat when this situation happened.5. After condensation, water droplets become

_____.

1

c _ _ _ d

r _ _ _

w _ _ _ rv _ _ _ u_

e _ _ _ o _ _ _ _ _ n

B. Copy the story below by replacing the picture with the words given.

hot water vapour cloud cloudy rain animal plant

154

2

3

4

5

http://www.primaryschoolscience.com/art/clipart/bw-cow.jpg

In a day, heat from the water bodies such as river, oceans, seas, lakes,

ponds and on land to evaporate. Living things such as and also give off

. This rises into the sky. condenses to form water droplets in the

sky. Water droplets gather to form . When the water droplets get too big and

heavy, become . Then the water droplet will fall as .

Answer:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

LESSON 30


Learning Area : 1. State of Matter

Learning Objective : 1.4 Appreciating the importance of water resources.

Learning Outcomes : ● Give reasons why we need to keep our water

155

http://www.primaryschoolscience.com/art/clipart/bw-cow.jpg

resources clean.

● Describe ways to keep our water resources clean.

Steps :

1. Pupils complete the jigsaw puzzle prepared by teacher. (L30/APP1)

Suggestion: Teacher can prepare more than one pictures.

2. Pupils name the pictures.

3. Pupils observe the pictures and name the water resources.( L30/WS1)

4. Pupils state the importance of water for living things based on the pictures given.

(L30/WS2)

5. Pupils discuss in group with teacher’s guidance about the effects of human activities

on quality of water supply.

6. Pupils describe ways to keep our water resources clean. (L30/WS3)

7. Pupils give reasons on why we keep our water resources clean.

L30/WS1

Learning Objective : Appreciating the importance of water resources.

Name : __________________________________________________________

Class : _______________________________ Date:_____________________

Name the pictures of water resources below.

156

W __ __ __ __ F __ __ __ L __ K __

D __ __ __ __ A

S T __ __ A __ R__ __ E __

157

1. 4.

2. 5.

3. 6.

L30/APP1

158

L30/WS2


Name : __________________________________________________________

Class : __________________________________ Date: ___________________

State the importance of water for living things.

make food

drinking agriculture

habitat industrial use

washing

1.

2.

5.

4.

6.

159

Water is __________________ for ______________ ___________________

L30/WS3


Name : __________________________________________________________

Class : ________________________________ Date: ____________________

Match the cause with the effect of human activities on quality of water supply.

Oil spills from ships

acid rain

Untreated waste water from houses and buildings

marine animals are injured and killed

Litter thrown on land and water

aquatic life is poisoned and dies

Toxic waste spread diseases

3.

1.

2.

3.

A.

B.

C.

living importance things

160

Human activities can _______________ the quality of water supply.

LESSON 31


Learning Area : 2. Acid and Alkali

Learning Objective : 2.1 Understanding the properties of acidic, alkaline

and neutral substances.

Learning Outcomes : ● identify acidic, alkaline and neutral substances

using litmus paper.

● identify the taste of acidic and alkaline food.

Steps :

1. Pupils observe and state the taste of the substances in the picture.(L31/WS1)

2. Pupils carry out a simple fair test for the substances given using litmus paper and

record the result in a table. .(L31/WS2)

3. Pupils listen to teacher’s explanation about the changes of litmus paper that

relate to acidic, alkaline and neutral substances.

4. Pupils play a game “One Two Som”.(L31/APP1)

5. Pupils cut and paste the pictures according to their properties. (L31/APP2)

(L31/WS3)

Factories and vehicles release carbon monoxide to the atmosphere

marine life and seabirds are killed

4.

5.

D.

E.

161

L31/APP1

Game: “ One Two Som “

1. Pupils in group of five.

2. Pupils play “One Two Som”. Who lose the game will pick the material card.

3. Pupils state the property of that material.

4. Pupils complete the table given.

5. Pupils will be given two marks for the correct answer.

Materials Acidic Alkaline Neutral

cooking oil

tamarind

hair conditioner

toothpaste

soap

sugar

pineapple

salt

shampoo

lemon

162

distilled water

bitter gourd

vinegar

L31/APP2

163

L31/WS1

Learning Objective : Understanding the properties of acidic, alkaline and neutral

substances.

Name : __________________________________________________________

Class : _________________________________ Date: ___________________

Identify the taste of each substance below.

sour tasteless

1.

2.

3.

saltybitter

164

Different substances taste __________________________.

L31/WS2


substances.

Name : __________________________________________________________

Class : _________________________________ Date: ___________________

Write the correct properties of the substances given according to their effects on litmus

paper.

Substances Effect on blue

litmus paper

Effect on red

litmus paper

acid/ alkaline/

neutral

same differently

5.

6.

4.

7.

red blue acidic neutral alkaline

165

1. Vinegar

2. Distilled water

3. Lemon juice

4. Detergent

5. Salt

6. Toothpaste

7. Rice

8. Dishwashing liquid

Different _____________ will change colour of the ______________ according to their

_______________________.

L31/WS3


substances.

Name : __________________________________________________________

Class : _________________________________ Date:_____ ______________

Cut the pictures in Appendix 1 and paste them according to its’ property.

Acidic

Neutral

substances litmus paper property

166

Different ______________________ have different ______________________.

LESSON 32


Learning Area : 2. Acid and Alkali

Learning Objective : 2.1 Understanding the properties of acidic, alkaline

and neutral substances.

Learning Outcomes : ● Conclude the properties of acidic, alkaline and

neutral substances.

Steps :

1. Pupils state the taste and property of the substances in the worksheet given.

(L32/WS1)

2. Pupils form a conclusion based on their discussion after completed the worksheet..

(L32/WS2)


Alkaline

properties substances

167

L32/WS1


substances.

Name : ___________________________________________________________

Class : __________________________________ Date: ___________________

State the taste and the property of each substance below.

1.

2.

3.

168

Different _______________ has different ___________and _____________.

L32/WS2


substances.

Name : __________________________________________________________

Class : _________________________________ Date: ___________________

Complete the statements below.

a) Pineapple, grape juice, and vinegar are ___________________ substances.

These substances turn the colour of litmus paper from

_____________________________. They have a _____________ taste.

property substance taste

sour acidic blue to red

169

b) Distilled water and porridge are ____________________ substances. They

are tasteless. These substances _____________________ the

__________________ of red litmus paper and blue litmus paper.

c) Bitter gourd, soap and detergent are ______________________ substances.

They turn the colour of litmus paper from

____________________________________. They have a ______________

taste.

d) We must not taste detergent with our _______________________ because it

is poisonous and may be _______________________.

L32/WS3


substances.

Name : ___________________________________________________________

Class : _____________________________ Date: ________________________

Answer all the questions.

neutral does not change colour

red to blue alkaline bitter

harmful tongue

170

1. The liquid is tested with blue and red litmus paper. Table below shows the results

for the fair test.

Liquid Blue Litmus Paper Red Litmus Paper

X does not change turns to blue

a) What do you want to find out from the activity above?

To find out _________________________________________________

b) The red litmus paper turns to blue , what is liquid X ?

_________________________________________________________

c) If you want to make the test fair, what are …

I. things to keep the same:_____________________________________

II. things to change :_____________________________________

III. things to observe :_____________________________________

2.

P Q R S

Figure 1

171

Figure 1 shows substances P, Q, R, and S. Which of the following are acidic?

A P and R B P and SC Q and R D Q and S

3. Which of the following substances has effect on the blue litmus paper?

I saltII vinegarIII grape juiceIV toothpaste

A I and II only B II and III onlyC I, II, and IV only D I, II, III and IV

4.Liquid Red litmus paper Blue litmus paper

P does not change does not change

Q does not change turns to red

R turns to blue does not change

Table 1

Table 1 shows the results of a fair test on P, Q, and R when they are tested with litmus papers. Which of the liquids is neutral?

A P only B Q onlyC P and R only D Q and R only

LESSON 33

Theme : Investigating The Earth And The Universe.

Learning Area : 1.Constellation.

Learning Objective : 1.1 Understanding the constellation.

Learning Outcomes : state what constellation is.

identify the constellation.

Steps :

172

1. Each pupils is given a worksheet (L33/WS1).

2. Pupils draw the pattern by joining the stars.

3. Pupils listen to teacher’s explanation of the meaning of constellation.

4. Pupils observe the pictures of constellations. (Refer to text book: pg ______)

5. Pupils learn to identify the constellation in the worksheet given.(L33/ WS2)

6. Pupils join the stars to form the constellation and name them.

7. Pupils spell and say out loud the name of the constellations.

8. Pupils complete another worksheet given. (L33/WS3):

L33/WS1

Learning Objective : Understanding the constellation

Name : ____________________________________________________________

Class : ______________________________ Date : _______________________

Join the stars and build the pattern

173

Constellation is a group of _________ that form a certain __________in the sky

L33/WS2Learning Objectives : Understanding the constellation

Name : ________________________________________________________

Class : _______________________________ Date : ___________________

Join the stars and name the constellation

174

A group of stars that form a certain pattern in the sky is _________________

L33/WS3

Learning Objectives : Understanding the constellation

Name : ____________________________________________________________

Class : _____________________________ Date : ________________________

Complete the crossword puzzle to understanding the constellation

175

5B20 N

3S U T - C SD

1S 6C P

S

L4A U T

I

Across:1. Looks like a scorpion2. Looks like the hunter 3. Looks like a kite 4. Orion can be seen between June and __________

Down:5. Looks like a ladle6. A group of stars that form a certain pattern in the sky

LESSON 34

Theme : Investigating The Earth And The Universe

Learning Area : 1.Constellation

Learning Objectives : 1.1 Understanding the constellation

Learning Outcomes : State the importance of constellation

176

Steps :

1. Pupils observe the pictures of constellations. (Refer the textbook pg _____)

2. Pupils write the name of constellations

3. Pupils take part in a simulation :

a. as a traveller : to show direction

b. as a farmer : to help them with their crops

4. Pupils state the importance of constellation (guide by teacher)

5. Pupils complete the worksheet given. (L34/WS1) .

L34/WS1

Learning Objectives : Understanding the constellation

Name : ____________________________________________________________

Class : _____________________________ Date : ________________________

Complete the mind mapping with the words given below to show the importance of constellation .

plantingdirection 177

LESSON 35

Theme : Investigating The Earth And The Universe

Learning Area : 2. The Earth, The Moon and The Sun

Learning Objectives : 2.1 Understanding the movements of the Earth, the

Moon and The Sun

Learning Outcomes : State that the Earth rotates on its axis

State that the Earth rotates and at the same time

The importance of constellation

To remind of

________________

_

To show

178

moves round the Sun

Steps :

1. Pupils observe the demonstration of the rotation of the Earth on its axis done by

the teacher.

2. Pupils come forward and show how the Earth rotates by using the model.

4. Pupils carry out a simulation to show that Earth rotates on its axis and at the

same time moves around the Sun

5. Pupils complete the worksheet given (L35/WS1)

L35/WS1Learning Objective : Understanding the movements of the Earth, the Moon and the

Sun

Name : ____________________________________________________________

Class : __________________________________ Date : ___________________

A. Write ‘TRUE’ or ‘FALSE’ for each statement given below to understanding the movements of the Earth, the Moon and the Sun

1. The Earth rotates on its axis from east to west

179

2. The Earth never stops rotating on its axis.

3. The Earth moves around the Sun

4. The Earth rotates on its axis

5. The Earth takes 24 hours to make one complete rotation on its axis.

6. The Earth moves around the Sun every 6 months.

B. Draw the arrow to show the rotation of the Earth.

The Earth rotates on its axis from _________ to ___________

Draw the arrow to show the movement of :i. the Earth around the Sunii. the rotation of the Earth on its axis

The Earth rotates on its _________ and at the same time moves round the _____________

LESSON 36

Theme : Investigating The Earth and The Universe.

Learning Area : 2. The Earth, The Moon and The Sun.

Learning Objective : 2.1 Understanding the movements of the Earth, the

Moon and the Sun.

Learning Outcomes : •State that the Moon rotates on its axis.

•State that the Moon rotates and at the same time

Sun

180

moves round the earth.

•State that the Moon and the Earth move round the

Sun at the same time.

Steps :

1. Pupils view video about the movement of the Earth and the Moon.

2. Pupils do the movement of the Earth and the Moon simulation .


.

Learning Objective : 2.1 Understanding the movements of the Earth, the Moon and the Sun.

Name : _________________________________________________________

Class : _________________________________ Date : __________________

A. Fill in the blanks with the correct answers.

1. The Earth, the Moon and the Sun rotates on its _______________________.

L36/WS1

181

2. The Earth rotates on its axis from ________________to ________________.

and completes one rotation every 24 hours.

B. Match to the correct answer.

C. There

are seven hidden words in the word maze below. Find the words and colour them.

S H A D O W C T

U T V Z C D E R

N Z M S R O T O

D O I C W E S T

I X T A R F K A

A Q N S V C Y T

L U W M E N G E

E S U B A B Y O

i. The place where humans, animals and

plants lived here.

The Sun

ii. It is very useful for plants to make

their food..

The Moon

iii. It appears at night and the world

becomes very beautiful when it

reflects the sunlight

The Earth

Shadow Axis Sundial Rotate

Position East West

182

M K B Z S T Q A

P O S I T I O N

D. Underline the correct answer.

1. The Earth rotates on its axis from ( east to west, west to east ).

2. The shadow of a pole is ( long, short ) in the afternoon.

3. The Earth takes ( twenty four hours, thirty days ) to complete their rotation on its

axis.

E. Complete the sentences.

1. The Sun rises in ________________________ and the Sun sets in

__________________________________________.

2. The Moon and the Earth move round _______________ and at the same

time ____________________________________.

LESSON 37

Theme : Investigating The Earth and The Universe.

Learning Area : 2. The Earth, the Moon and the Sun.

Learning Objective : 2.1 Understanding the movements of the Earth, the

Moon and the Sun.

Learning Outcomes : Describe the changes in length and position of

the shadow throughout the day.

183

Steps :

1. Pupils observe the length, shape and direction of shadow of a pole that is formed on

the field.

2.. Pupils discuss about their observation by answering the questions.

3. Pupils listen to teacher’s explanation of the length and direction of a shadow from

morning till evening based on the diagram drawn on the board.(L37/APP1)


. .

.

L37/WS1

Learning Objective : . 2.1 Understanding the movements of the Earth, theMoon and the SunName : __________________________________________________

Class : _____________________________ Date : _______________

A. Study the diagram below and draw the shadow according to the times given.

Time Length of the shadows

8.30 am 5 cm

10.30 am 2 cm

12.30 noon 0 cm

2.30 pm 2 cm

184

4.30 pm 5 cm

B. 1. What do you want to find out from this fair test ?

2. In a way to get a fair result, what are the things.

a. things to keep the same :

___________________________________________________ 2,2 thing to change :

___________________________________________________ 2.3 things to measure :

___________________________________________________

LESSON 38

Learning Area : 2. The Moon, the Earth and the Sun

Learning Objective : 2.2 Understanding the occurrence of day and night.

Learning Outcomes : State that it is a day time for part of the Earth facing the

sun.

State that it is a night time for part of the Earth facing

away from the sun.

Steps :

1. Pupils give respond to teacher’s questions

N

185

e.g Why is it dark at night?

2. Pupils form groups of five.

3. Each group is given a card with instructions written on it and some materials.(L38/APP1)

4. Each group carry out the simulation in front of the class in turns.

5. Representative from each group explains about the activities they have done.

6. Pupils make a conclusion that the side of the Earth facing the Sun is a day

time and the other side is a night time. (Teacher guides the pupils)

7. Pupils complete worksheet given(L38/WS1)

L39/APP1INSTRUCTIONS CARD

Materials : a ping pong ball , plasticine , plastic bottle, a torch.

Pupils do the simulation based on the diagramed showed

L38/WS1

Learning Objective : 2.2 Understanding the occurrence of day and night.

Name : __________________________________________________________

Class: __________________________________ Date: __________________

A. Study the diagram below to show day time and night time and answer the

questions .

186

1. The torchlight represent the ___________________________( Sun, Earth)

2. The glob represent the _____________________________( Sun, Earth)

3. The lighter area on the glob facing the torchlight is the _____________________

(day time, night time)

4. The dark area on the glob facing away the torchlight is the

___________________ (day time, night time)

B. Label the diagram correctly.

LESSON 39

187

Learning Area : 2. The Moon, the Earth and the Sun

Learning Objective : 2.3 Understanding the phases of the Moon

Learning Outcomes :

State that the Moon does not emit light

Describe the phase of the moon

Steps :

1. Two pupils are asked to step forward. Pupil 1 is given a white ball and pupil 2 holds a

torchlight.

2. Pupil 1 switches on the torch light and point to the plastic ball.

Pupils observe and draw their observation on the board. .

3. Student 2 moves in a circle stopping at different positions while holding the ball

(Refer to the diagram given in the appendix) (L39/APP1)

4. Pupils answer questions in the worksheet given(L39/WS1)

(L39/APP1)

L39/WS1

Learning Outcome : State that the Moon does not emit light.

Describe the phase of the moon.

Pupils 2

Pupils 1

188

Name : ______________________________________________________

Class : __________________________ Date : ______________________

A. Find out four hidden words in the word maze below to seek phases of the moon

N E W M O O N A D B

K K K K K K K K B W

H C R E S C E N N T

A N N N N N R N M T

L O F W E R T Y U A

F I P U S D F G H J

M B O A L S D F C B

O F I Z B L Z X C V

O B U X T H M D H L

N T Y A S D F O G H

A X C V B N M M O O

M N B V C X Z A S N

1. NEW MOON2. CRESCENT3. HALF MOON4. FULL MOON

B. Complete the sentences below to describe the phase of the moon.

( round, changed, phase of the moon)

1. The shapes of the Moon seems to be _______________ every night.

2. The differents shapes of the Moon we see are known as the

________________________

3. The phases of the Moon occurs due to the movement of the Moon

_________________ the Earth.

LESSON 40

189

Theme : Investigating Technology.

Learning Area : Strength and Stability.

Learning Objective : 1.1 Knowing the shape of objects in structure.

Learning Outcome : State the shape of object.

Steps :

1. Pupil name the objects. ( cylinder, pyramid, hemisphere)

2. Pupils spell and write the name of the object that teacher shown on the board.

3. Pupils name other objects which having the same shapes as shown before.

4. Pupils say out the characteristic of each shape with teacher’s guidance


L40/WS1

Learning Objective : 1.1 Knowing the shape of objects in structure

Name :_______________________________________________________

Cylinder

one curved face

two flat face

Pyramid

five flat face

five vertex

a square base

Hemisphere

one curved face

one flat face

190

Class : _________________________________ Date :________________

Match the picture with its shape.

1

2

3

4

L40/WS2

Learning Objective : 1.1 Knowing the shape of objects in structure

Name :____________________________________________________________

A

cuboid

B

pyramid

C

cylinder

D

hemisphere

191

Class : ________________________________ Date :______________________

Draw picture according to the shape.

cylinder Sphere pyramid

cube Hemisphere cone

cuboid

L40/WS3

Learning Objective: 1.1 Knowing the shape of objects in structure

Name :__________________________________________________________

192

Class : __________________________________ Date :__________________

Write the shape of the objects.

1) 2)

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

3) 4)

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ____ ____

5) 6)

___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

LESSON 41


cube , sphere, hemisphere, pyramid , cylinder , cuboid

193

Learning Area : Strength and Stability

Learning Objective : 1.2 Understanding the strength and stability of a

structure.

Learning Outcome : ● Explain how base area affect stability

Steps :

1. Pupils to place different base area of cuboids on the

cardboard as shown in the picture.

2. Pupils lift up one side of the cardboard and observe which cuboids easily

fall.

3. Pupils record the result which cuboids fell easily in the table.

4. Pupils can state which cuboids are stable.

5. Pupils answer the question given.

*The bigger the base area, the more stable the object is.

L41/WS1

Learning Objective: 1.2 Understanding the strength and stability of a

structure

194

Name :_________________________________________________________

Class : ______________________________ Date :____________________

Tick ( ) which objects below is stable

# The bigger _________________________ , the more ______________________

the object is.(the base area, stable)

L41/WS2


structure

195

Name :__________________________________________________________

Class : ______________________________ Date :_____________________

Complete the question base of the figure below.

Ali carries out a test to investigate the relationship between base areas of object with

the stability an object.

The stability an object Base area of object

Type of object The bigger the base area, the more

stable the object is.

a.

What to keep the same?

( controlled variable )

b. What to change?( manipulated variable)

c. What to measure? ( responding variable )

d. State the conclusion from the fair test.( experiment)

__________________________________________________________________

LESSON 42

196


Learning Area : Strength and Stability


structure.

Learning Outcome : ● Explain how height affects stability

Steps :

1 Pupils place different height of cuboids on the inclined plane.

2 Record the result which fell easily on the table.

3 Pupils rearrange the cuboids according the most to less stability.

4 Pupils identify which objects are stable or not.

5 Pupils answer the question given.

Conclusion: When height of an object increase, the object can fell easily

L42/WS1

Learning Objective: 1.2 Understanding the strength and stability of a structure

Name :___________________________________________________________

197

Class : _________________________________ Date :____________________

Circle the most stable object.

LS42/WS2

Learning Objective: 1.2 Understanding the strength and stability of a structure.

Name :__________________________________________________________

198

Class : ___________________________________ Date :_________________

Base of the figure below answer the question

Adli used the stool to find out about the stability .He puts the stool on the inclined plane.

a. What must be keep the same?( controlled )

____________________ of the stool , the height of inclined plane.

b. What must be changed.( manipulated )

_____________________ of the stool.

c. What do you want to measure ( result experiment )

The object _____________________________

d. What is the conclusion can you make?

When _________________________increase, the object can _________________.

ANSWERS

L1/WS11.B 2.A, 3.D 4.Cbacteria, protozoa, virus, fungi.microorganisms

199

L1/WS2Classification chart

virus – c, protozoa – b, fungi – d, bacteria – a

L2/WS1A. 1. BREATHES, 2. GROW, 3. MOVESB. Day 1 – a, Day 3 – d, Day 5 – e, Day 7 – c, Day 9 – b

living, breathes, grows, moves

L3/WS1A. coughing, decaying tooth, food poisoning, food turns bad ( choose 2 )B. making yogurt, making dough, making fertilizer ( choose 2 )C. Uses Of Microorganisms – picture a, d and f

Harmful Of Microorganisms – picture b, c and e useful, harmful

L4/WS1

L4/WS2A. 1:T, 2:T,

3:F, 4:T, 5:T, 6:T

B. 1. microorganisms 2. influenza 3. covering 4. boiled, food 5. sick

6. fungi 7.yogurtspread, prevent

L5/APP1Riddle :a. turtle b. dog c. bird d. frog

A S D R T D Z X D G B N M S L JW E Y J K I H T K D H G U O C QB D M E A S L E S Q W O E R H UF F Q D Z E A S D F I G H J I YH E S S X A E W S G X Z L M C FY I W E C S R T H A C A J N K CS N E C V E G G D S C A B I E SX F D U B S U M S X B S G B N RE L C I N O T W I C N D F V P FK U F M C Y H D T R M F D V O YO E U R U G N V I V D G S C X OA N K R M M M B V V E F A X Q PI Z O T F K P J I B W H L Z A SK A I D S Y L S T N Q J Q U Z AB R N Y H H F C M M U M P S CV O Z U K K G N L S L E G S DS K A I E J K U B C A B I E SE U S I L A H M J K D L R T S TE H D O N S G B N J F P T R W RR E T P B D F F O H G O Y F E ES T O M A C H A C H E I U C D FC O N T A G I O U S A A U H N I

200

L5/WS1a. take care of their eggs – eagle, woodpecker, duck, pythonb. take are of their young – lion, monkey, horse, bear, rabbit, squirrel, elephant

look after , eggs ,young

L5/WS2

1. attack their enemies 2. feed their young 3. carry young in their pouches 4. hide their eggs 5. keep their young in the mouth 6. lay slimy eggs eggs ,young ,survival ,species

L6/WS1E E A F F C Z X E G N M K R D C W WW X D A S D F F G G T R E W W W H A

E G P D R T G C V B E A N D S M F T

R R E L W Q A S D D C F G T S N V E

T E R F O R A M T N N N V D E B F R

Y S D F G S E F C Z A N I M A L S R

U G H N R N I M A A G H X C A C A W

I W E D R F F V F B G G D V X X R S

O D F B H J J N E I T G F F D X F A

P W E D L F V D F M W V R H G Z C S

L E D R O W F W A A E R Y I K Y X X

K D A F T T D I D F S C R H T A A D

R A M B U T A N X B E V H T G A Q F

R B W D S F D D P E R G T A G S A G

A G S H T R E W S A T Y R T N D D H

M T H Y U T R E A E G J F R Y I D J

G A S D F G H J K K H U D E H G S K

S H O R E A S E R F V G H T Y F E M

L6/WS2By water – c, hBy wind – b, gBy animals – a, fBy explosive mechanism – d, e, i disperse ,seeds , fruits , survival , species.

L7/WS1Ways Of DispersalBy water - coconut, lotus By wind - lallang, shorea, clematis, angsanaBy animals - rambutan, love grassBy explosive mechanism - bean, balsam fruit

water, wind, animals , explosive mechanism.

201

L7/WS2

A. 1. b 2. d 3.a 4.d

B. 1. dispersal ,characteristics.2. light, have air space, covered with waxy skin3. light, wing-like structure, dry4. fleshy, brightly coloured, edible5. dry when ripe

L8/WS1Plants – a, b, d, hAnimals – e, f, g, i, Plants and animals – c, j, k, lkind

L8/WS2HerbivoreDeer, goat, grasshopper, butterfly.

CarnivoreEagle, tiger, snake, frog.

OmnivoreFish, mouse, chicken, tadpole.

1. deer, goat, grasshopper, butterfly, plants2. Eagle, tiger, snake, frog, animals3. Fish, mouse, chicken, tadpole, plants and animals.

L9/WS1a. Paddy mouse snake eagle b. Flower butterfly frog snakec. Leaf earthworm fish bird d. Leaf deer tiger

L9/WS2a. Producer, consumer, consumer, consumer.b. Consumer, consumer, producer, consumer.c. Consumer, producer, consumer, consumer.d. Consumer, producer, consumer.

Producer, consumer

L10/WS1

A.

Flower202

B.

C.

Paddy field

Pond

Caterpillar Grasshopper

Butterfly

Small bird Frog

Eagle Snake

Leaf

CaterpillarGoat

Frog

Snake

Tiger

Paddy

Caterpillar

Snake

Eagle

MouseSmall bird

Aquatic plant

203

Web chain

L11/WS1 A. 1.:A, 2:C, 3: D, 4:C, 5:A, 6:E ,7: D

L11/WS2

1. D 2. B 3. D

4. transformed ,another.

5. i. Electrical energy heat energy

ii.Electrical energy sound energy

iii.Electrical energy kinetic energy + sound energy

iv.Chemical energy heat energy + light energy

v.Electrical energy heat energy + light energy

L12/WS1

A.

S A C D E F G H I J

O Y Z Q W A T E R K

L N Q H J J H G F L

A B W G K K G H D M

R V E F L L F J S N

E C R D M P D K A O

N X T B I O M A S S

E Z Y S N O S L A P

R A U A B W I N D Q

G S I Z V I A P Z R

Y D O A C U A T X S

B. energy, replenished

C. renewable energy is an energy that can be replenished.

Aquatic plant

Small fish

Tadpole

Prawn

Big fish

Bird

204

L13/WS1

A. 1. petroleum, charcoal, coal, natural gas, nuclear reactor

2. non-renewable , need , years , formed

3.A

4.petroleum, charcoal, coal.

B.

1. solar 5. charcoal

2. biomass 6. coal

3. water 7. wind

4. petroleum

Answers for game

a. B

b. player read the word

c. coal

d. gas

e. petroleum

f. b

g. gas

h. charcoal

i. coal, charcoal, petroleum,natural gas, nuclear reactor

j. coal, charcoal, petroleum,natural gas, nuclear reactor

L14/WS1

A. dry cell- a , dynamo- b , accumulator – d, solar cell - c

B. Dry Cell – torch light, watch, radio

Accumulator – car, lorry

Dynamo – bicycle

Solar Cell – calculator, satellite

dry cell , accumulator , dynamo , solar cell .

L15/WS1

A. a. wire, b. bulb, c. battery, d. switch

B. A = T , B = S , C = V D = U

battery , bulb , wire , switch.

C.

C I R C U I T A S

K K K K K K K K W

205

D B U L B D D Y I

N N N N N N R N T

O O O O O E O O C

L I G H T U P H H

B B B T B B B B B

F F A F F F F F F

G B G W I R E G G

D. 1. battery 2. wire 3. bulb 4. circuit 5. bulb 6. light up

bulb , switch , wire

L16/WS1

A series circuit – a, d

A parallel circuit – b, c

parallel ,series

L16/WS2

Accept any suitable answer

L16/WS3

1. a) C b) B

2. B , A , C

3. add more less batteries, shorten the wire, remove one bulb

4. a) numbers of batteries

b) number of bulbs

c) the brightness of bulbs

5. more

L17/WS1

A

i.. DANGER ii. BEWARE

B.

i) fire ii) electric shock iii) burn iv) electrocution

electric shock, fire, burn electrocution

C.

1. touch , wet 2. use , broken 3. repair , own 4. connect , power 5. insert , supply

6. switch , hands 7. victims , electric

Safety precaution

L18/WS1

206

A.

1 temperature

2 increases

3 decreases

4 heat

5 a) time

b) temperature

c) volume

6 increases, decreases

B)

1 thermometer

2 scale

3 high temperature

4 low temperature

5 gain heat

6 lose heat

7 °C

C)1 33°C 2 82°C

3 30°C4 100°C 5 5°C

L19/WS1

A.1 heating , cooling

2 a) cannot

b) can

3 a) expands, size

b) contracts, smaller, decreased

4. a) temperature

b) changes of size

c) size

5. expands, contracts

B.1 heating, cooling

2 a) rises

b) drops.

3 a) expands.

b) contracts.

4 a) temperature

b) rise , drops

c) volume

5 expands, contracts

207

L20/WS1

1. d, 2. a, 3. a) b, b) e, c) f, 4. c

L21/ WS1

A.

B.1. position, different, shape2. source3. straight4. opposite

C.1. To prove that shadow is formed when an opaque object blocked the lights.2. a) torchlight, display sheet, b) the position/distance of source of light. c) the size of shadows formation.3. The further the object from source of light and nearer to the screen, the bigger the shadow formation will be.4. The size of shadow formation depends on the distance of object to the source of lights as well as to the screen.

light

light

light

light

208

L22/WS1

A. 1) i. reflect, ii. direction, iii. reflection

2) i. enter , ii. Shadow

3) i. surface, ii. Reflect, iii. Light

L23/WS1

1. has fix volume 8. ruler2. cannot be compressed 9. LIQUID3. air in balloon 10. take container’s shape4. smokes 11. cannot be compressed5. has mass 12. has fix volume6. can be compressed 13. milk7. paper clip 14. shampoo

L23/WS2

A 1. fixed shape2. shapes of their containers3. liquid4. Solid5. mass

B1. √ 2. - 3. √ 4. √ 5. √

L23/WS3

1. C 2. A 3. A

L24/WS11. melting

2. condensation

3. evaporation

4. freezing

L25/WS1

A

1. Solid 2. Liquid 3. Gaseous

solid, liquid, gaseous.

L26/WS1

A. Gas to liquid condensation, Solid to liquid melting

Liquid to solid freezing , Liquid to gas evaporation

B. 1. freezing, 2. melting, 3. boiling

C.1. liquid gas, 2. gas liquid, 3. liquid solid, 4. liquid gas

melting , condensation , evaporation , freezing , boiling

209

melting, boiling, condensation, evaporation freezing.

L27/WS1

1. true

2. true

3. true

4. true

5. false

6. true

210

hot weather ,windy condition.

L28/WS1

A. 1. Evaporation 2. Condensation 3. Raining 4. Water cycle 5. keep 6. earth

evaporates, water vapour, cloud, rain

B.

a) evaporation

b) X : Water Vapour

Y : cloud

Z : rain

c) i heat

ii wind

C. 1. water vapour

2. water droplets

3. clouds

4. rain

5. land

6. water cycle

D. 1. water vapour

2. clouds

3. rain

L29/APP1

1. cloud

2. rain

3. water vapour

4. evaporation

L29/WS1

A.

1. Condensation

2. water vapour

3. evaporation

4. raining

5. cloud

B. hot, animals, plant, water vapour, water vapour, water vapour, cloud, cloud, cloudy, rain.

211

L30/WS1

1. Waterfall

2. Dam

3. Stream

4. Lake

5. Sea

6. River

L30/WS2

1. habitat

2. make food

3. washing

4. industrial use

5. agriculture

6. drinking

importance, living things

L30/WS3

1 ---------E

2 ---------D

3----------B

4----------C

5----------A

Affect

L31/WS1

Sour – 2, 4, 5,

Bitter – 3

Salty – 6, 7

Tasteless - 1

differently

L31/WS2

1. blue red = acidic 5. no changes = neutral

2. no changes = neutral 6. red blue = alkaline

3. blue red = acidic 7. no changes = neutral

4. red blue = alkaline 8. red blue = alkaline

substances ,litmus paper , property.

212

L31/WS3

Neutral - cooking oil, rice, honey, salt

Acidic - tomato, pineapple, lemon, vinegar

Alkaline- Baking powder, soap, bitter gourd, toothpaste

substances, properties

L32/WS1

1. bitter ,alkaline

2. sour ,acidic

3. tasteless,neutral

property ,taste ,properties.

L32/WS2

a) acidic / blue to red / sourb) neutral / tasteless / do not change the colour of red litmus paper and blue litmus paper.c) alkaline / red to blue / bitterd) tongue / harmful

L32/WS3

1. a) To find out the properties of materials. b) alkaline c) i) liquid

ii) litmus paper iii) changes of litmus paper.

2. D3. B4. A

213

L33/WS11. According to the student’s answer

Star, pattern

L33/WS2

constellation.

L33/WS31. SCORPION2. ORION3. SOUTHERN CROSS4. AUGUST5. BIG BIPPER6. CONSTELLATION

L34/WS1Planting, direction

214

SCORPIONORION

SOUTHERN CROSSBIG DIPPER

L35/WS1A.

1. False 2. True3. True 4. True5. True 6. False

axis , Sun

B.

west , east

>

axis , Sun

215

The Sun

L36WS1

A) 1. axis

2. west to east

B) i. the earth, ii. The Sun, iii. The Moon C)

D)1.west to east2.short3.twenty four hours

E)

1. th

e morning ,the evening.

2. the Sun ,rotates on its axis.

L37/WS1

A.

B) 1. To differentiate the size of the shadow by the time given2. i. The pole

ii. The timeiii. The length / size of the shadow

S H A D O W C TU T V Z C D E RN Z M S R O T OD O I C W E S TI X T A R F K A

A Q N S V C Y TL U W M E N G EE S U B A B Y OM K B Z S T Q AP O S I T I O N

216

L38/WS1

A. 1. Sun2. Earth3. day time4. night time

B. 1. Sun 2. Earth

L39/WS1 A.

N E W M O O N A D B

K K K K K K K K B W

H C R E S C E N T T

A N N N N N R N M T

L O F W E R T Y U A

F I P U S D F G H J

M B O A L S D F C B

O F I Z B L Z X C V

O B U X T H M D H L

N T Y A S D F O G H

A X C V B N M M O O

M N B V C X Z A S N

B.

4. changed

5. phase of the moon

6. round

L40/WS1

A. 1. C 2.B 3.A 4.D

B.

cylinder sphere pyramid

217

cube hemisphere cone

cuboid

C.

1. CYLINDER 2. CUBOID 3. HEMISPHERE

4. PYRAMID 5. CUBE 6. SPHERE

L41/WS1

A.

218

√

the base area, stable

B.a) Type of objectb) Base area of objectc) The stability an object

d) The bigger the base area, the more stable the object is.

219

√ √

L42/WS1A. i) ii) iii)

B.

a) Typeb) Heightc) Object fell easily.d) the height of objects.

220

GLOSSARY

INVESTIGATING LIVING THINGS

English Bahasa Melayu Equivalent

carnivore haiwan yang makan daging sahaja.

consumer pengguna

food chain rantai makanan

food web siratan makanan

herbivore haiwan yang makan tumbuhan sahaja

omnivore haiwan yang makan tumbuhan dan daging.

producer pengeluar

INVESTIGATING FORCE AND ENERGY


accumulator akumulator

appliances peralatan

arrangement susunan

beam alur cahaya

biomass biomass

brightness kecerahan

burn melecur

charcoal arang kayu

chemical energy tenaga kimia

circuit litar

coal arang batu

component komponen

contract mengecut

decreases berkurang

dry cell sel kering

dynamo dynamo

electric hydro elektrik hidro

expand mengembang

fire kebakaran

heat haba

heat energy tenaga haba

221

increases meningkat

kinetic energy tenaga kinetik (dihasilkan oleh objek yang bergerak )

light energy tenaga cahaya

non - renewable energy tenaga yang tidak dapat diperbaharui

opaque legap

parallel circuit litar selari

petroleum petroleum

ray diagram gambarajah sinar

reflection pembalikan

renewable energy tenaga diperbaharui

replenished digantikan

series circuit litar bersiri

sharp bend selekoh tajam

simple electric circuit litar electric circuit

slacken kendur

solar cell sel suria

solar energy tenaga dari cahaya matahari

sound energy tenaga bunyi

sources sumber / punca

symbols symbol

temperature suhu

transform berubah

travel bergerak

used up habis digunakan

wind angin

INVESTIGATING MATERIALS


acidic asid

air udara

alkaline alkali

bitter pahit

boiling pendidihan

cloud awan

222

condensation kondensasi

dry place tempat kering

evaporation penyejatan

freezing pembekuan

gas gas

hot weather cuaca panas

ice cube kiub ais

juice jus

liquid cecair

melting peleburan

neutral neutral

properties ciri-ciri

rain hujan

solid pepejal

sour masam

substance bahan

taste rasa

water vapour wap air

windy berangin

INVESTIGATING TECHNOLOGY

English Bahasa Melayu

base area luas tapak

controlled dimalarkan

fell easily mudah jatuh

inclined satah condong

increase meningkat

less stability kurang stabil

manipulated manipulasi

measure diukur

most stability lebih stabil

observe diperhatikan

THE EARTH AND THE UNIVERSE

223

English Bahasa Melayu

axis paksi

big dipper biduk

constellation buruj

direction arah

east timur

importance kepentingan

movement pergerakan

orion belantik

pattern corak

position kedudukan

revolves beredar

rotate berputar

scorpion skorpio

shadow baying

southern cross pari

Sundial jam matahari

Throughout sepanjang

West barat

PASUKAN PENGGUBAL

224

PENGERUSIHAJAH NOOR REZAN BINTI BAPOO HASHIM

PENGARAHBAHAGIAN SEKOLAH

KEMENTERIAN PELAJARAN MALAYSIA

NAIB PENGERUSIHAJI MOHD. RADZI BIN ABD. JABARTIMBALAN PENGARAH (SEKOLAH)

BAHAGIAN SEKOLAHKEMENTERIAN PELAJARAN MALAYSIA

SETIAUSAHA

PENOLONG SETIAUSAHA

AHLI-AHLI

ZAINON MAJIDPUSAT PERKEMBANGAN

KURIKULUM (PPK)

NOORZALINA ZAINAL ABIDIN(KETUA KUMPULAN)SK DESA PANDAN,

JALAN 4/76D,DESA PANDAN,

55100 KUALA LUMPUR.

Dr. MUHAMMAD AB RAHMANBAHAGIAN SEKOLAH

CALVIN CHANG SENG LEONGSK STUNGGANG MELAYU,

94500 LUNDU,SARAWAK.

ROZYLA NORDINSK TALANG,

71500 TG IPOH,N.SEMBILAN.

TEH MALIHAH HUSSAINSK SIMPANG EMPAT,

32000 SETIAWAN,PERAK.

VENANCY ANGELA SUIMENSK ST. ALOYSIUS,

LIMBANAK,PETI SURAT 1191088821 KOTA KINABALU,

SABAH.

ASAH TAMBOLSK TAMAN CUEPACS,BT 7 ½, JLN CHERAS,

43200 CHERAS,SELANGOR

SAKINAH SHAARISK PERMATANG PAUH,

13500 PERMATANG PAUH,SEBERANG PRAI (T),

PULAU PINANGCHE ENDUT NGAH

SK KAMPONG, BUKIT,CHENDERING,21080 K.TEREGGANU,

TERENGGANU.

HARAPI HASSANSK KAMPUNG SERDANG,02700 SIMPANG EMPAT,

PERLIS.

SAAD ARIFINSK PULAU KUNDOR,15350 KOTA BHARU,

KELANTAN.

WAN HAMIZA WAN ISMAILSK KEMENDOR,

77000 JASIN,MELAKA.

ZULKEFFLE MD. ZAINSK. POKOK TAI

06720 PENDANG,KEDAH.

ROSLAN YATIMANSK LKTP SG SAYONG,

81000 KULAI,JOHOR.

FADZILAH ABUSK BANDAR TENGGARA 1,

81000 KULAI, JOHOR.

MOHD ARIFF ADNANSK BALOK MAKMUR,

26100 KUANTAN,PAHANG.

NORAZILAH MUHAMADSK TANJUNG ARU, PETI SURAT 8099481097 WP LABUAN

PEGAWAI ICT

MOHAMMAD FAUZI MAHSON AHMAD HARITH MOHD ROSLI MOHD RASHID

225

PPD KERIAN, PERAK (KETUA)SMK BANDAR MAHARANI,

JOHOR

SK PERMAISURI NUR ZAHIRAHTERENGGANU

MODULE WRITERS FOR SCIENCE YEAR 5 TUITION VOUCHER SCHEME 2007.

No. Module School’s Address Telephone & Handphone Numbers &

226

Writers Fax Numbers E-mail Addresses1. Noorzalina bt.

Zainal AbidinSK Desa Pandan,Jalan 4/76 D,Desa Pandan,55100 Kuala Lumpur.

03-9286464303-92864709 (Fax)

[email protected]

2. Calvin Chang Seng Leong

SK Stunggang Melayu,94500 Lundu,Sarawak.

082-735375 [email protected]

3. Teh Malihah bt. Hussain

SK Simpang Empat, 32000 Setiawan,Perak D.E.

05-6911246 012-5623187

4. Venancy Angela Suimen

SK St. Aloysius,LimbanakPeti Surat 1191088821 Kota Kinabalu, Sabah.


5. Rozyla bt. Nordin

SK Talang,71500 Tg Ipoh,N.Sembilan.

06-4887876 013-3294999

6. Harapi bin Hassan

SK Kampung Serdang,02700 Simpang Empat,Perlis.

04-9807682 012 5326575

7. Mohd Ariff bin Adnan

SK Balok Makmur,26100 Kuantan, Pahang.

09-5838411 016-9511693

8. Che Endut bin Ngah

SK Kampong, Bukit,Chendering,21080 K.Teregganu,Terengganu.

09-6175125(Fax)

019-9844211

9. Asah bt. Tambol

SK Taman Cuepacs,Bt 7 ½, Jln Cheras,43200 Cheras, Selangor

03 - 90742131 012- 2633370

10. Wan Hamiza bt. Wan Ismail

SK Kemendor,77000 Jasin,Melaka.

06-5295110 016-9745820

11. Saad bin Arifin SK Pulau Kundor,15350 Kota Bharu,Kelantan.

09-771392109-7713928

[email protected]

12. Zulkeffle bin Md. Zain

SK. Pokok Tai06720 Pendang,


227

mailto:[email protected]





Kedah13. Roslan bin

YatimanSK LKTP Sg Sayong,81000 Kulai,Johor.

07-897839107-8979391(Fax)

[email protected]

14. Sakinah bt. Shaari

SK Permatang Pauh,13500 Permatang Pauh, Seberrang Prai (T),Pulau Pinang.


15. Fadzilah bt Abu SK Bandar Tenggara 1, 81000 Kulai, Johor.

07-8961189 019-7551169

16. Norazilah bt Muhamad

SK Tanjung Aru, Peti Surat 8099481097 WP Labuan

087-422044

228



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