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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum For Secondary Schools

Curriculum Specifications

SCIENCEYear 5

Curriculum Development CentreMinistry of Education Malaysia

2006

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Copyright 2006 Curriculum Development CentreMinistry of Education MalaysiaPusat Pentadbiran Kerajaan Persekutuan62604 Putrajaya

First published 2006

Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic, mechanical, or other

means, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director ofthe Curriculum Development Centre, Ministry of Education Malaysia.

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TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 1

Scientific Skills 2

Thinking Skills 3

Scientific Attitudes and Noble Values 7

Teaching and Learning Strategies 7

Content Organisation 9

Investigating Living Things

Learning Area: Microorganisms 13

Survival of the species 17

Investigating Force and Energy

Learning Area: Energy 23

Electricity 26

Light 29

Heat 32

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Investigating Materials

Learning Area: States of matter 36

Acid and alkali 41

Investigating The Earth and The Universe

Learning Area: Constellation 42

The Earth, The Moon and The Sun 43

Investigating Technology

Learning Area: Strength and Stability 46

Acknowledgements 49

Panel of Writers 50

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v

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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vii

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further 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 of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.

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NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, science education inMalaysia nurtures a

science and technology culture by focusingon the development of individuals who are competitive, dynamic, robust and

resilient and able tomaster scientific knowledge and technological competency.

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PREFACEThe aspiration of the nation to become an industrialised societydepends on science and technology. It is envisaged that success inproviding quality science education to Malaysians from an early agewill serve to spearhead the nation into becoming a knowledgesociety and a competitive player in the global arena. Towards thisend, the Malaysian education system is giving greater emphasis toscience and mathematics education.

The Science curriculum has been designed not only to provideopportunities for pupils to acquire science knowledge and skills,develop thinking skills and thinking strategies, and to apply this

knowledge and skills in everyday life, but also to inculcate in themnoble values and the spirit of patriotism. It is hoped that theeducational process en route to achieving these aims wouldproduce well-balanced citizens capable of contributing to theharmony and prosperity of the nation and its people.

The Science curriculum aims at producing active learners. To thisend, pupils are given ample opportunities to engage in scientificinvestigations through hands-on activities and experimentations.The inquiry approach, incorporating thinking skills, thinkingstrategies and thoughtful learning, should be emphasisedthroughout the teaching-learning process. The content and contextssuggested are chosen based on their relevance and appeal topupils so that their interest in the subject is enhanced.

In a recent development, the Government has made a decision tointroduce English as the medium of instruction in the teaching andlearning of science and mathematics. This measure will enablepupils to keep abreast of developments in science and technologyin contemporary society by enhancing their capability and know-how to tap the diverse sources of information on science written inthe English language. At the same time, this move would alsoprovide opportunities for pupils to use the English language andhence, increase their proficiency in the language. Thus, inimplementing the science curriculum, attention is given todeveloping pupils ability to use English for study andcommunication, especially in the early years of learning.

The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the work ofmany individuals over a period of time. To all those who havecontributed in one way or another to this effort, may I, on behalf ofthe Ministry of Education, express my sincere gratitude and thanksfor the time and labour expended.

(MAHZAN BIN BAKAR SMP, AMP)DirectorCurriculum Development CentreMinistry of Education Malaysia

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INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potential ofindividuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producingsuch individuals.

The Level Two Primary School Science curriculum isdesigned to stimulate pupils curiosity and develop their interest aswell to enable pupils to learn more about themselves and the world

around them through pupil-centered activities.

The curriculum is articulated in two documents: the syllabusand the curriculum specifications. The syllabus presents the aims,objectives and the outline of the curriculum content for a period of 3years for Level Two Primary School Science. The curriculumspecifications provides the details of the curriculum, which includesthe aims and objectives of the curriculum, brief descriptions onthinking skills and thinking strategies, scientific skills, scientificattitudes and noble values, teaching and learning strategies, andcurriculum content. The curriculum content covers the learningobjectives, suggested learning activities, learning outcomes, notesand vocabulary.

AIMS

The aim of the primary school science curriculum is to developpupils interest and creativity through everyday experiences andinvestigations that promote the acquisition of scientific and thinkingskills as well as the inculcation of scientific attitudes and values.

OBJECTIVES

The Level Two Primary School Science Curriculum aims to:1. Stimulate pupils curiosity and develop their interest about

the world around them.2. Provide pupils with opportunities to develop science process

skills and thinking skills.

3. Develop pupils creativity.

4. Provide pupils with basic science knowledge and concepts.

5. To provide learning opportunities for pupils to applyknowledge and skills in a creative, critical and analyticalmanner for problem solving and decision-making.

6. Inculcate scientific attitudes and positive values.

7. Foster the appreciation on the contributions of science andtechnology towards national development and well-being ofmankind.

8. Be aware of the need to love and care for the environment.

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SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills are utilised.Scientific skills are important in any scientific investigation such asconducting experiments and carrying out projects.

Scientific skills encompass science process skills andmanipulative skills.

Science Process Skills

Science process skills enable pupils to formulate their questions

and find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch, smell,taste and sight to find out about objects orevents.

Classifying Using observations to group objects or events according to similarities or differences.

Measuring and

Using Numbers

Making quantitative observations by

comparing to a conventional or non-conventional standard.

MakingInferences

Using past experiences or previouslycol lected data to draw conclusions andexplain events.

Predicting Making a forecast about what will happen inthe future based on prior knowledge gainedthrough experiences or collected data.

Communicating Using words or graphic symbols such astables, graphs, figures or models to describean action, object or event.

Using space-timerelationship

Describing changes in parameter with time.Examples of parameters are location,direction, shape, size, volume, weight andmass.

Interpreting data Giving rational explanations about an object,event or pattern derived from collected data.

Definingoperationally

Defining concepts by describing what mustbe done and what should be observed.

Controllingvariables

Naming the fixed variables, manipulatedvariable and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with the

responding variable. At the same time, thefixed variables are kept constant.

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MakingHypotheses

Making a general statement about therelationship between a manipulated variableand a responding variable to explain an

observation or event. The statement can betested to determine its validity.

Experimenting(design a fair test)

Planning and conducting activities to test ahypothesis. These activities includecollecting, analysing and interpreting dataand making conclusions.

Manipulative Skills

Manipulative skills in scientific investigation are psychomotor skillsthat enable pupils to:

Use and handle science apparatus and substances. Handle specimens correctly and carefully.

Draw specimens and apparatus. Clean science apparatus.

Store science apparatus.

THINKING SKILLS

Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand theenvironment.

One of the objectives of the national education system is toenhance the thinking ability of pupils. This objective can beachieved through a curriculum that emphasises thoughtful learning.Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.

Thoughtful learning is achieved if pupils are actively involvedin the teaching and learning process. Activities should be organisedto provide opportunities for pupils to apply thinking skills inconceptualisation, problem solving and decision-making.

Thinking skills can be categorised into critical and creativethinking skills. A person who thinks critically always evaluates anidea in a systematic manner before accepting it. A person whothinks creatively has a high level of imagination, is able to generateoriginal and innovative ideas, and modify ideas and products.

Thinking strategies are higher order thinking processes thatinvolve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinking strategies isthe ultimate aim of introducing thinking activities in the teaching andlearning process.

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Critical Thinking Skills

A brief description of each critical thinking skill is as follows:

Attributing Identifying characteristics, features,qualities and elements of a concept oran object.

Comparing andContrasting

Finding similar ities and differencesbased on criteria such as characteristics,features, qualities and elements of aconcept or event.

Grouping andClassifying

Separating objects or phenomena intocategories based on certain criteria suchas common characteristics or features.

Sequencing Arranging objects and information inorder based on the quality or quantity ofcommon characteristics or features suchas size, time, shape or number.

Prioritising Arranging objects and information inorder based on their importance or priority.

Analysing Examining information in detail bybreaking it down into smaller parts to findimplicit meanings and relationships.

Detecting Bias Identifying views or opinions that havethe tendency to support or opposesomething in an unfair or misleadingway.

Evaluating Making judgements on the quality orvalue of something based on validreasons or evidence.

MakingConclusions

Making a statement about the outcomeof an investigation that is based on ahypothesis.

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Creative Thinking Skills

A brief description of each creative thinking skill is as follows:

Generating Ideas Producing or giving ideas in a discussion.

Relating Making connections in a certain situationto determine a structure or pattern ofrelationship.

MakingInferences

Using past experiences or previouslycollected data to draw conclusions andexplain events.

Predicting Making a forecast about what will happenin the future based on prior knowledgegained through experiences or collecteddata.

MakingGeneralisations

Making a general conclusion about agroup based on observations on, orinformation from, samples of the group.

Visualising Recalling or forming mental images abouta particular idea, concept, situation orvision.

Synthesising Combining separate elements or parts toform a general picture in various formssuch as writing, drawing or artefact.

MakingHypotheses

Making general statements about therelationship between manipulatedvariable and responding variable toexplain an observation or event. Thestatements can be tested to determinetheir validity.

Making Analogies Understanding an abstract or complexconcepts by relating it to simpler orconcrete concepts with similar characteristics.

Inventing Producing something new or adaptingsomething already in existence toovercome problems in a systematicmanner.

Thinking Strategy

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Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-related and common characteristics inorder to construct meaning, concept ormodel.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.

Problem Solving Finding solutions to challenging or unfamiliar situations or unanticipateddifficulties in a systematic manner.

Besides the above thinking skills and thinking strategies, anotherskill emphasised is reasoning. Reasoning is a skill used inmaking logical, just and rational judgements. Mastering of criticaland creative thinking skills and thinking strategies is madesimpler if an individual is able to reason in an inductive anddeductive manner. Figure 1 gives a general picture of thinkingskills and thinking strategies.

Figure 1: TSTS Model in Science

Thinking Skills

Critical

Attributing

Comparing andcontrasting

Grouping andclassifying

Sequencing

Prioritising

AnalysingDetecting bias

Evaluating

Makingconclusions

Creative

Generating ideas

Relating

Making inferences

Predicting

Makinghypotheses

Synthesising

Makinggeneralisations

Visualising

Making analogies

Inventing

ThinkingStrategies

Conceptualising

Making decisions

Problem solving

Reasoning

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Mastering of thinking skills and thinking strategies (TSTS)through the teaching and learning of science can be developedthrough the following phases:

1. Introducing TSTS.2. Practising TSTS with teachers guidance.3. Practising TSTS without teachers guidance.4. Applying TSTS in new situations with teachers

guidance.5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS can befound in the guidebook Buku Panduan Penerapan KemahiranBerfikir dan Strategi Berfikir dalam Pengajaran dan

Pembelajaran Sains(Curriculum DevelopmentCentre, 1999).

Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in the process offinding solutions to a problem or making decisions in a systematicmanner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of science processskills and the possession of suitable attitudes and knowledge

enable pupils to think effectively.

The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as follows:

Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrasting Groupingand classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences Relating

Comparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrasting AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

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Science Process Skills Thinking Skills

Defining operationally RelatingMaking analogyVisualising

Analysing

Controlling variables AttributingComparing and contrastingRelating

Analysing

Making hypotheses AttributingRelatingComparing and contrasting Generating

ideasMaking hypothesesPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skills andScientific Skills

This Level II Science curriculum emphasises thoughtful learningbased on thinking skills and scientific skills. Mastery of thinkingskills and scientific skills are integrated with the acquisition ofknowledge in the intended learning outcomes. Thus, in teachingand learning, teachers need to emphasise the mastery of skillstogether with the acquisition of knowledge and the inculcation ofnoble values and scientific attitudes.

The following is an example and explanation of a learning outcomebased on thinking skills and scientific skills.

Example:

Level

Learning Outcome:

Thinking Skills:

Year 4

Differentiate the air that we inhale andthe air that we exhale.

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge on the

composition of the air that we inhale and exhale is needed. Themastery of the skill of comparing and contrasting is as importantas the acquisition of knowledge on humans and animalbreathing. This would enable pupils to understand that breathingprocess in humans and animals

Example:

Level

Learning Outcome:

Scientific Skills:

Year 5

Design a fair test to find out whatcause the size of a shadow to changeby deciding what to keep the same,what to change and what to observe.

Experimenting

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Explanation:

To achieve the above learning outcome, pupils plan and

conduct investigation to test the hypothesis. This investigationshould include collecting, analysing and interpreting data andmaking conclusion.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to inculcatescientific attitudes and noble values in pupils. These attitudes andvalues encompass the following:

Having an interest and curiosity towards the environment.

Being honest and accurate in recording and validating data.

Being diligent and persevering.

Being responsible about the safety of oneself, others, and theenvironment.

Realising that science is a means to understand nature.

Appreciating and practising clean and healthy living.

Appreciating the balance of nature.

Being respectful and well-mannered.

Appreciating the contribution of science and technology. Being thankful to God.

Having critical and analytical thinking. Being flexible and open-minded.

Being kind-hearted and caring.

Being objective.

Being systematic.

Being cooperative.

Being fair and just.

Dare to try. Thinking rationally.

Being confident and independent.

The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:

Being aware of the importance and the need for scientificattitudes and noble values.

Giving emphasis to these attitudes and values.

Practising and internalising these scientific attitudes and noblevalues.

When planning teaching and learning activities, teachers need togive due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.

Proper planning is required for effective inculcation of scientificattitudes and noble values during science lessons. Before the firstlesson related to a learning objective, teachers should examine allrelated learning outcomes and suggested teaching-learningactivities that provide opportunities for the inculcation of scientificattitudes and noble values.

The following is an example of a learning outcome pertaining to theinculcation of scientific attitudes and values.

Example:

Level: Year 4

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Learning Area:

Learning Objective:

Learning Outcome:

Suggested LearningActivities

Scientific attitudes and

noble values

Properties of Materials

Knowing the importance of reuse,

reduce and recycle of materials.

Practise reusing, reducing andrecycling to conserve materials.

Pupils carry out activities aboutreusing, reducing and recycling ofmaterials throughout the year.

Being responsible about the safety

of oneself, others and theenvironment.

Having an intrest and curiositytowards the environment.

Appreciating the balance of nature.

Being cooperative.

Inculcating Patriotism

The science curriculum provides an opportunity for the developmentand strengthening of patriotism among pupils. For example, inlearning about the earths resources, the richness and variety ofliving things and the development of science and technology in thecountry, pupils will appreciate the diversity of natural and humanresources of the country and deepen their love for the country.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculumemphasise thoughtful learning. Thoughtful learning is a process thathelps pupils acquire knowledge and master skills that will help themdevelop their minds to the optimum level. Thoughtful learning canoccur through various learning approaches such as inquiry,constructivism, contextual learning, and mastery learning. Learningactivities should therefore be geared towards activating pupilscritical and creative thinking skills and not be confined to routine orrote learning. Pupils should be made aware of the thinking skillsand thinking strategies that they use in their learning. They shouldbe challenged with higher order questions and problems and berequired to solve problems utilising their creativity and critical

thinking. The teaching and learning process should enable pupils toacquire knowledge, master skills and develop scientific attitudesand noble values in an integrated manner.

Inquiry-discovery emphasises learning through experiences.Inquiry generally means to find information, to question and toinvestigate a phenomenon that occurs in the environment.Discovery is the main characteristic of inquiry. Learning throughdiscovery occurs when the main concepts and principles of scienceare investigated and discovered by pupils themselves. Throughactivities such as experiments, pupils investigate a phenomenon

and draw conclusions by themselves. Teachers then lead pupils tounderstand the science concepts through the results of the inquiry.Thinking skills and scientific skills are thus developed further duringthe inquiry process. However, the inquiry approach may not besuitable for all teaching and learning situations. Sometimes, it maybe more appropriate for teachers to present concepts and principlesdirectly to pupils.

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The use of a variety of teaching and learning methods canenhance pupils interest in science. Science lessons that are notinteresting will not motivate pupils to learn and subsequently will

affect their performances. The choice of teaching methods shouldbe based on the curriculum content, pupils abilities, pupilsrepertoire of intelligences, and the availability of resources andinfrastructure. Different teaching and learning activities should beplanned to cater for pupils with different learning styles andintelligences.The following are brief descriptions of some teaching and learningmethods.

Experiment

An experiment is a method commonly used in science lessons. Inexperiments, pupils test hypotheses through investigations todiscover specific science concepts and principles. Conducting anexperiment involves thinking skills, scientific skills, and manipulativeskills.

In the implementation of this curriculum, besides guidingpupils to carry out experiments, where appropriate, teachers shouldprovide pupils with the opportunities to design their ownexperiments. This involves pupils drawing up plans as to how toconduct experiments, how to measure and analyse data, and how

to present the results of their experiment.

Discussion

A discussion is an activity in which pupils exchange questions andopinions based on valid reasons. Discussions can be conductedbefore, during or after an activity. Teachers should play the role of a

facilitator and lead a discussion by asking questions that stimulatethinking and getting pupils to express themselves.

Simulation

In simulation, an activity that resembles the actual situation iscarried out. Examples of simulation are role-play, games and theuse of models. In role-play, pupils play out a particular role basedon certain pre-determined conditions. Games require proceduresthat need to be followed. Pupils play games in order to learn aparticular principle or to understand the process of decision-making.Models are used to represent objects or actual situations so thatpupils can visualise the said objects or situations and thusunderstand the concepts and principles to be learned.

Project

A project is a learning activity that is generally undertaken by anindividual or a group of pupils to achieve a particular learningobjective. A project generally requires several lessons to complete.The outcome of the project either in the form of a report, an artefactor in other forms needs to be presented to the teacher and otherpupils. Project work promotes the development of problem-solvingskills, time management skills, and independent learning.

Visits and Use of External Resources

The learning of science is not limited to activities carried out in theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangrove swamps, and factories.Visits to these places make the learning of science more

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interesting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Pupils may beinvolved in the planning process and specific educational tasks

should be assigned during the visit. No educational visit is completewithout a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.Computer simulation and animation can be presented through

courseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and presentation ofdata.

CONTENT ORGANISATION

The science curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of a

number of learning objectives. A learning objective has one or morelearning outcomes.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for a particularlearning objective are organised in order of complexity. However, inthe process of teaching and learning, learning activities should beplanned in a holistic and integrated manner that enables the

achievement of multiple learning outcomes according to needs andcontext. Teachers should avoid employing a teaching strategy thattries to achieve each learning outcome separately according to the

order stated in the curriculum specifications.

The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learning activitiesstated under the column Suggested Learning Activities are givenwith the intention of providing some guidance as to how learningoutcomes can be achieved. A suggested activity may cover one ormore learning outcomes. At the same time, more than one activitymay be suggested for a particular learning outcome. Teachers maymodify the suggested activity to suit the ability and style of learningof their pupils. Teachers are encouraged to design other innovativeand effective learning activities to enhance the learning of science.

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Investigating Force and Energy Science-Year 5

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Learning ObjectivesSuggested Learning

ActivitiesLearning Outcomes Notes Vocabulary

1. Microorganism

1.1 Understanding thatmicroorganism is aliving thing

Pupils view video showingvarious types ofmicroorganism, e.g. bacteria,virus, fungi and protozoa.

Pupils make a qualitativecomparison between thesize of microorganism andthat of human and concludethat microorganism is verytiny.

Pupils discuss that yeast is afungi, an example ofmicroorganism.

Pupils observe the effect ofyeast on dough and inferthat microorganism breathesand causes the dough torise.

Pupils carry out activity andobserve the effect when atest tube filled with 2teaspoon of dried yeast, 1teaspoon of sugar and halftest tube of water. Themouth of the test tube isattached to a balloon.

PupilsPupils

state types ofmicroorganisms.

state that yeast is anexample ofmicroorganism.

state thatmicroorganismbreathes.

state thatmicroorganismgrows.

Teacher uses thefollowing recipe to makedough.

Ingredients:1 cup of flour cup of warm water1 teaspoon of dried yeast1 teaspoon of sugar

Method:

1.Mix all ingredients.2.Cover the mixture witha damp cloth.

3.Leave it for 20 minutes.

Ensure pupils usemicroscope or magnifyingglass/hand lens.

yeast- ragiharmful- berbahayamagnifying glass- kanta

pembesaruses- kegunaansprinkling merenjis

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Pupils carry out activity bysprinkling a few drops ofwater on a slice of bread.Pupils put the bread in aplastic bag and observe it fora few days.

Pupils observe rottenoranges or mouldy rice usinghand lens or microscope andrecord their observation for afew days.

Pupils observe and recordtheir findings by drawing.

Pupils view video on themovement ofmicroorganisms in water.

Pupils collect samples ofwater from ponds, rivers ordrains and observe the

movement ofmicroorganisms under amicroscope.

Pupils record theirobservation.

state thatmicroorganismmoves.

Ensure pupils clean their

hands after handling watersamples.

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Pupils discuss and state thatmicroorganisms are livingthings and most of themcannot be seen with nakedeyes.

conclude thatmicroorganisms areliving things and mostof them cannot beseen with nakedeyes.

1.2 Understanding thatsome micro-organisms areharmful and some

are useful.

Pupils gather information onthe uses ofmicroorganisms, e.g.a) making bread,

b) making tapai,c) making tempe,d) making fertiliser.

Pupils gather information onthe harmful effects ofmicroorganisms, e.g.a) causing illness,b) causing food poisoning,c) causing food to turn bad,d) causing tooth decay.

Pupils gather information ondiseases caused bymicroorganisms e.g.stomach upset, measles,cough, flu, chicken pox,dengue, conjunctivitis,mumps and AIDS.

Pupils

state examples ofuse of

microorganisms.

state the harmfuleffects ofmicroorganisms.

describe thatdiseases caused bymicroorganisms canspread from oneperson to another.

Pupils need not know themethods of makingbread, tapai, tempe andfertiliser.

Teacher just need tomention the commondiseases.

contagious- berjangkitquarantine diasingkanmeasles- campakchicken pox- cacar

stomach upset- sakit perutcough- batukharm- kesan burukdengue denggisneezing bersinflu - selsemamumps begukconjunctivitis sakit mata

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Pupils discuss that diseases

caused by microorganismscan spread from one personto another.

Pupils discuss on howdiseases caused bymicroorganisms can beprevented from spreading,e.g.a) by washing hands

before handling food,b) by boiling water before

drinking,c) by covering mouth and

nose when coughing orsneezing,

d) by washing hands afterusing the toilet,

e) by putting patients whohave chicken pox,conjunctivitis or mumpsinto quarantine.

f) by covering wounds.

explain ways toprevent diseasescaused bymicroorganisms.

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2. Survival of The Species

2.1 Understanding thatdifferent animalshave their own waysto ensure thesurvival of theirspecies.

Pupils gather information tofind examples of animalsthat take care of their eggsand young, e.g.a) cow,b) hen,c) cat,d) bird.

Pupils view video on howanimals ensure the survival

of their eggs and young, e.g.a) keep their young in their

mouths, e.g fish,b) feed their young, e.g. bird,c) attack in order to protect

their eggs or young whenthey are disturbed, e.g.snake or tiger,

d) lay slimy eggs, e.g frog,e) hide their eggs, e.g.

turtle,

f) carry their young in theirpouches, e.g kangaroo,h) stay in herds e.g.

elephant.

Pupils

give examples ofanimals that takecare of their eggsand young.

explain how animalstake care of theireggs and young.

Teacher may explain thatspecies means similartypes of living things thatcan breed amongthemselves

kemandirianadapt- menyesuaikantake care- menjagaprotect- melindungiyoung anakslimy berlendirpouch kantongherd kumpulan yang besardisturbed- digangguplenty banyakattack- menyerang

hide menyembunyikanensure- memastikanfeed memberi makan

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Pupils discuss and concludethat animals take care oftheir eggs and young toensure the survival of theirspecies.

explain whyanimals take careof their eggs andyoung.

2.2 Understanding thatdifferent plants havetheir own ways toensure the survivalof their species

Pupils study live specimens,view video or computersimulation to find out the onhow plants ensure thesurvival of species, e.g.a) by water,

b) by wind,c) by animal,d) by explosive mechanism.

Pupils discuss and concludethat plants need to dispersetheir seeds or fruits toensure the survival of theirspecies.

Pupils gather information togive examples of plants that

disperse seeds and fruits by:a) water,b) wind,c) animal,d) explosive mechanism.

Pupils

state various waysplants disperse theirseeds and fruits.

explain why plantsneed to disperseseeds or fruits.

give examples ofplant that disperseseeds and fruits bywater.

give examples ofplant that disperseseeds and fruits bywind.

Examples of plants thatdisperse seeds and fruits

by:a) water, e.g. coconut

and pong-pong,b) wind, e.g. lallang and

angsana,c) animals, e.g.

watermelon, love grass

various pelbagaiwaxy berlilinhusk sabutshell tempurungdisperse pencaranedible boleh dimakan

flame of the forest semarak apichestnut buah beranganbalsam keembungocra kacang bendilove grass-kemuncup

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Pupils study live specimensor view video and discussthe relationship betweencharacteristics of seeds andfruits and their ways ofdispersal :

a) by water light andhave air space

b) by wind light, havewing-like structure, dry,have fine hairs and

smallc) by animals fleshy,

brightly coloured, edible,have smells or havehooks.

d) explosive mechanism dry when ripe.

give examples ofplant that disperseseeds and fruits byanimals.

give examples ofplant that disperseseeds by explosivemechanism.

relate characteristicsof seeds and fruits tothe ways they aredispersed.

and rambutan

d) explosive mechanism,e.g. balsam, rubber,flame of the forest,chestnut and ocra.

2.3 Realising theimportance of

survival of thespecies

Pupils discuss and predictthe consequences if certain

species of animals andplants become extinct, e.g.a) shortage of food

resources,b) other species may also

face extinction.

Pupils

predict what willhappen if somespecies of animals orplants do not survive.

extinction kepupusan

shortage kekurangan

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3. Food Chain and Food Web

3.1 Understanding foodchains

Pupils carry out abrainstorming session onanimals and the food theyeat.

Pupils discuss and classifyanimals into the followinggroups according to thefood they eat:a) herbivoreb) carnivore

c) omnivore

Pupils build food chains toshow the food relationshipamong organisms.

From the food chains pupilsidentify the producers andthe consumers.

Pupils

identify animals andthe food they eat.

classify animals intoherbivore, carnivoreand omnivore.

construct food chain.

identify producer.

identify consumer.

Food chains must beginwith plants as producers.

food chain-rantai makananproducer-pengeluarconsumer-pengguna

3.2 Synthesizing food

chains to constructfood web.

Pupils construct a food web

based on food chains given.

Pupils walk around theschool compound to studyfood webs in places such asfield, science garden, pondor under flower pot.

Pupils

construct a food web

construct food websof different habitats.

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Based on the organismsidentified, pupils constructfood chains and then foodwebs for the habitats theyhave studied.

Pupils discuss and predictwhat will happen if there is achange in the population of acertain species in a foodweb.

Pupils carry out simulation orplay games based on foodwebs.

Pupils view video to studyvarious species that arefacing extinction becausethey only eat one type offood.

Pupils conclude that certainspecies of animals that eatsone type of food only hasdifficulty to survive becausetheir only source of food mayrun out, e.g.

predict what willhappen if there is achange in populationof a certain speciesin a food web.

explain what willhappen to certainspecies of animals ifthey eat only onetype of food.

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a) panda eats bambooshoots only,

b) koala bear eatseucalyptus leaves only,

c) pangolin eats ants only.

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Learning Objectives Suggested LearningActivities

Learning Outcomes Notes Vocabulary

1. Energy

1.1 Understanding theuses of energy

Pupils discuss andconclude that energy isneeded:a) by living things to carry

out life processes suchas moving, breathingand growing,

b) to move, boil, melt orbounce non-livingthings.

Pupils gather informationand give examples whereand when energy is used.

Pupils gather informationabout sources of energy,e.g.a) sun,b) food,c) wind,d) fuel,e) dry cell/ battery.

Pupils discuss that the sunis the main source ofenergy.

Pupils

explain why energyis needed.

give exampleswhere and whenenergy is used.

state varioussources of energy.

sources- sumberenergy- tenagabounce-melantunfuel-bahan apiboil-mendidih

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1.2 Understanding that

energy can betransformed fromone form to another

Pupils observe various

events and identify theform of energy involved,e.g.

a) a moving battery-operated toy car,

b) a stretched rubber band,c) a burning candle,d) a ringing telephone.

Pupils carry out activities todiscuss the transformationof energy e.g.

a) switching on the lights:electrical energy lightenergy,

b) lighting a candle:chemical energy heatenergy + light energy,

c) using a solar poweredcalculator :solar energy electricalenergy light energy.

Pupils discuss that energycan be transformed.

Pupils gather informationand identify appliances thatmake use of energytransformation and state theform of energy involved,

Pupils

state the variousforms of energy.

state that energycan betransformed.

give examples ofappliances thatmake use ofenergytransformation.

transform-berubah

principle-prinsipwhistle- wiselappliances -peralatan

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e.g.

a) electric iron : electricalenergy heat energyb) radio: electrical energy

sound energyc) ceiling fan: electical

energy kinetic energy +sound energy,

d) gas stove: chemicalenergy heat energy +light energy.

1.3 Understanding

renewable and non-renewable energy

Pupils discuss that

renewable energy is theenergy that can bereplenished when used upand non-renewable energyis the energy that cannotbe replenished when usedup.

Pupils gather informationon the following:a) renewable energy

resources. e.g.solar, wind and biomass,

b) non-renewable energyresources. e.g.natural gas, petroleumand coal.

Pupils

state what renewableenergy is.

state what non-renewable energy is.

list renewable energyresources.

list non-renewableenergy resources.

Provide real objects or

substances such as crudeoil, charcoal, coal, etc forpupils to observe anddiscuss.

renewable energy-tenaga

diperbaharuinon-renewable energy-tenaga yang tidak dapatdiperbaharuireplenished digantikanused up- habis digunakancoal- arang batucharcoal- arang kayuwisely-secara bijaksanabiomass-biojisim

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Pupils discuss and conclude

why we need to use energywisely e.g.a) some energy resources

cannot be replenishedwhen used up,

b) to save cost,c) to avoid wastage,d) to reduce pollution.

Pupils discuss whyrenewable energy is betterthan non-renewable energy.

Pupils carry outbrainstorming session onhow to save energy ineveryday life.

Pupils draw a list of dos anddonts on how to saveenergy and use it as a guideto carry out daily activities.

explain why we need

to use energy wisely.

explain why renewableenergy is better thannon-renewable energy.

give examples on howto save energy.

practise savingenergy.

2. Electricity

2.1 Knowing the sourcesof electricity

Pupils carry out activitysuch as lighting up a bulbor ringing an electric bell toverify that the followingsources produce electricity

Pupils

state the sourcesof electricity.

Provide real objects orsubstances such as drycell, accumulator,rechargeable battery,solar cell etc for pupils toobserve and discuss.

dry cell- sel keringhydroelectric power kuasahidro elektrik

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e.g.

a) dry cell/ battery,b) accumulator,c) dynamo,d) solar cell.

2.2 Understanding aseries circuit and aparallel circuit

Pupils build as manydifferent electric circuits asthey can.

Pupils are introduced thesymbols of the componentsin an electric circuit, i.e

battery, bulb, connectingwires and switch.

Pupils draw circuit diagramsbased on the circuits thatthey have built.

Pupils observe variousseries circuits and parallelcircuits.

Based on observation,pupils discuss thedifferences in thearrangement of bulbs inseries and parallel circuits.

Pupils

identify thesymbols of variouscomponents in asimple electriccircuit.

draw circuitdiagrams.

identify thedifference in thearrangement ofbulbs in series and

parallel circuits.

When comparing thebrightness of the bulbs inseries or parallel circuitsthe number of batteriesand bulbs must be thesame.

series circuit-litar bersiriparellel circuit litar selaribrightness- kecerahanarrangement-susunan

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Pupils draw circuit diagramsof series and parallelcircuits and compare thearrangement of the bulbs inthese circuits.

Pupils are given batteries,bulbs, switches andconnecting wires to buildseries and parallel circuits.

Pupils observe and comparethe brightness of the bulbsin:a) series circuits,b) parallel circuits,c) between series and

parallel circuits.

Pupils carry out activitiesand compare what happento the bulbs in a seriescircuit and a parallel circuitwhen various switches ineach circuit are off.

build a seriescircuit.

build a parallelcircuit.

compare thebrightness of thebulbs in a seriesand a parallelcircuit.

compare the effecton the bulbs whenvarious switches ina series circuit and

a parallel circuitare off.

2.3 Understanding thesafety precautions tobe taken whenhandling electricalappliances

Pupils discuss the dangerof mishandling electricalappliances, e.g.a) electric shock,b) fire,

Pupils

describe thedanger ofmishandling

Teacher can also discussother general safetyprecautions, e.g.a) do not insert objects

into power supply,

electric shock- kejutanelektrikappliances-

peralatan

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c) burn,

d) electrocution.

Pupils discuss the safetyprecautions to be takenwhen using electricalappliances, e.g.

a) do not touch electricalappliances with wethands,

b) do not use electricalappliances that are

faulty or having brokeninsulation wires,

c) do not repair electricalappliances on yourown,

d) do not connect toomany electricalappliances to onepower supply.

electrical

appliances.

explain the safetyprecautions to betaken when usingelectricalappliances.

b) do not touch a switch

with wet hands,c) do not touch victims ofelectric shock.

3. Light

3.1 Understanding thatlight travels in astraight line

Pupils carry out activities toobserve that light travels ina straight line.

Pupils gather informationand give examples of eventsor phenomena that showlight travels in straight line.

Pupils

state that lighttravels in a straightline.

give examples toverify that light

beam- alur cahayatravel- bergerakopaque legap

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Pupils observe and discussthe formations of shadow toconclude that shadow isformed when light is blockedby an opaque or atranslucent object.

Pupils carry out activities toinvestigate the factors thatcause the shape and size of

a shadow to change.

Pupils observe, discuss andconclude that:a) when the distance

between an object andits light sourcedecreases, the size ofthe shadow increases

andwhen the distancebetween an object andthe screen decreases thesize of the shadowdecreases.

b) the shape of theshadow changesaccording to the

travels in a straight

line.

describe howshadow is formed.

design a fair test tofind out what causethe size of ashadow to change

by deciding what tokeep the same,what to changeand what toobserve.

design a fair test tofind out whatfactors cause the

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position of light source.

and the shape of theshadow changesaccording to theposition of an object.

shape of a shadow

to change bydeciding what tokeep the same,what to changeand what toobserve.

3.2 Understanding thatlight can be reflected

Pupils carry out activities toinvestigate reflection of lightusing:a) a mirror,b) an aluminium foil.

Pupils draw ray diagrams toshow the reflection of light inthe above activities.

Pupils gather informationabout the uses of reflectionof light in everyday life, e.g.a) side mirror of a car,b) mirror at the sharp bend

of a road,c) mirror in the barbershop,d) periscope.

Pupils apply the principle oflight reflection to designdevices, e.g.a) periscopeb) kaleidoscope.

Pupils

state that light canbe reflected.

draw ray diagramsto show reflectionof light.

give examples ofuses of reflectionof light in everydaylife.

reflection-pembalikan

sharp bend- selekoh tajamray diagram- gambarajahsinar

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4. Heat

4.1 Understanding thattemperature is anindicator of degreeof hotness

Pupils heat 250ml of waterfor 3 minutes and feel thewater every few secondswhile heating to feel thechange of temperature.

Pupils let the warm watercool down and feel thewater every few seconds.

Based on the aboveactivities, pupils discuss andconclude that:

a) heat gain causes thewater to become warmer

b) heat loss causes thewater to become cooler.

Pupils are guided to use andread thermometer correctly.

Pupils gather information on

the metric unit for measuringtemperature.

Pupils carry out activity tomeasure temperature, e.g.a) heat up water and

record the temperatureevery few minutes,

Pupils

state that when asubstance gainsheat it will becomewarmer.

state that when asubstance losesheat it will becomecooler.

measuretemperature usingthe correcttechnique.

state the metricunit fortemperature.

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b) turn off the Bunsen

burner and record thetemperature every fewminutes while the watercools off.

Pupils discuss and concludethat the temperature:a) increases when heat is

gained,b) decreases when heat is

lost.

Pupils discuss and concludethat the temperature is anindicator to measurehotness.

state thattemperature of anobject or materialincreases as itgains heat.

state thattemperature of anobject or materialdecreases as itloses heat.

conclude that thetemperature is anindicator tomeasure hotness.

4.2 Understanding theeffects of heat onmatter.

Pupils carry out activites toobserve the effects of heaton matter, e.g.

a) heating an iron ball andinserting it into an ironring,

b) cooling the heated ironball and inserting it intothe iron ring,

c) heating some colouredwater in a beaker with aglass tube dipped into it

Pupils

state that matterexpands whenheated.

state that mattercontracts whencooled.

dent kemekexpand-mengembangcontract-mengecutsnap -putus

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and observing the water

level in the glass tube,d) putting a dented pingpong ball in hot water,

e) cooling some colouredwater in a beaker with aglass tube dipped into itand observing the waterlevel in the glass tube.

Pupils discuss theirobservations of the activitiesand conclude that:

a) matter expands whenheated,

b) matter contracts whencooled.

Pupils view video orcomputer simulation on theexpansion and contractionof matter in everyday life,e.g.

a) an electric cable isinstalled loosely toprevent it from snappingwhen it contracts in coldweather,

give examples ofthe application ofthe principle ofexpansion andcontraction ineveryday life.

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b) there are gaps at railwaytracks to allow forexpansion in hot weather,

c) a tight bottle cap can beloosened by immersing itin hot water,

d) concrete slabs onpavements have gaps toallow for expansion.

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Investigating Materials Science-Year 5

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1. States of Matter

1.1 Understanding thatmatter exist in theform of solid, liquidor gas.

Pupils classify objects andmaterials into solid, liquidand gas. Pupils discuss andgive reasons for theirclassification.

Pupils study the properties ofsolid by:a) weighing various kinds of

solids,b) measuring the volumes of

various kinds of solids,c) putting various types of

solids into containers ofvarious shapes.

Pupils discuss and concludethe properties of solids, i.e. asolid:a) has mass,b) has fixed volume,c) has fixed shape.

Pupils study the properties ofliquids by:a) weighing various kind of

liquids,b) measuring the volumes of

liquids,c) pouring liquid into

containers of various

Pupils

classify objectsand materials intothree states ofmatter.

state theproperties of solid.

state theproperties ofliquid.

Suggested objects andmaterials for pupils toclassify are:Inflated balloon,deflatedballoon, stone, cookingoil, milk, water, paper,paper clip, ruler, glue andbicycle pump.

solid pepejalliquid cecairgas gaswater vapour wap airevaporation penyejatancondensation kondensasiwater cycle kitar airinterchangeable bolehsaling bertukarsyringe - picagari

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shapes.

Pupils discuss and concludethe properties of liquids, i.e.a liquid:a) has mass,b) has fixed volume,c) has no permanent shape

but takes the shape of itscontainer.

Pupils observe the flow ofdifferent liquids as they are

poured into containers.

Pupils discuss to concludethat some liquids flow fasterthan others.

Pupils study the properties ofgas by:a) balancing two inflated

balloons on a stick andpuncturing one of theballoons,

b) inflating balloons ofdifferent shapes,

c) observing smoke in aclosed container thenplacing an invertedcontainer on it. Removingthe cover of the first

state that someliquids flow faster

than others.

state theproperties of gas.

Examples of liquids:a) waterb) milkc) condensed milkd) cooking oil

e) tomato saucef) cordialg) shampooh) glue

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container and observe

how smoke moves from acontainer to anotherinverted container placeddirectly over it,

d) feeling the pressure ofgas in a syringe when itsplunges is pushed downwith nozzle closed.

Pupils discuss and concludethe properties of gas, i.e. gasa) has mass,

b) has no fixed shape buttakes the shape of itscontainer,

c) occupies space and hasno fixed volume,

d) can be compressed.

1.2 Understanding thatmatter can changefrom one state toanother

Pupils carry out the followingactivities to observe thechange of the state ofmatter:

a) allowing ice to melt,b) heating water until it

boils,c) collecting water vapour,

allowing it to cool andmaking it freeze.

Pupils

state that watercan change itsstate.

Additional observation:a) melting butter,b) melting ice cream.

evaporation-penyejatancondensation-kondensasifreezing-pembekuanmelting

peleburan

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Pupils discuss and conclude

that:a) water can change fromone state to another,

b) water can exist as solid,liquid and gas.

Pupils discuss the processinvolved when a matterchanges from one state toanother, i.e.

a) melting,

b) boiling,c) evaporation,d) condensation,e) freezing.

Pupils investigate anddiscuss the factors thataffect how fast waterevaporates e.g.a) hot weatherb) windy

conclude that

water can exist inany of the threestates of matter.

identify theprocessesinvolved when amatter changesfrom one state toanother.

identify factors thataffect the rate ofevaporation ofwater.

Evaporation occurs at thesurface of a liquid at anytemperature.

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1.3 Understanding the

water cycle

Pupils view computer

simulation to study theformation of clouds and rain.

Pupils discuss and explainthe changes in the state ofmatter in the water cycle.

Pupils view computersimulation on how water iscirculated in theenvironment.

Pupils discuss theimportance of water cycle.

Pupils

describe howclouds are formed.

describe how rainis formed.

explain how wateris circulated in theenvironment.

explain the

importance ofwater cycle.

cloud awan

water cycle kitaran air

1.4 Appreciating theimportance ofwater resources

Pupils view video about:a) the importance of water

for living things,b) the effects of human

activities on quality ofwater supply.

Pupils gather information onhow to keep our waterresources clean and presentit in the form of folio.

Pupils draw posters to showappreciation that water is animportant resource.

Pupils

give reasons whywe need to keepour waterresources clean.

describe ways tokeep our waterresources clean.

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2. Acid and Alkali

2.1 Understanding theproperties of acidic,alkaline and neutralsubstances.

Pupils test substances todetermine whether they areacidic, alkaline or neutralsubstances based on thechange of wet litmus paperscolour.

Pupils determine whetherfood samples are acidic oralkaline by tasting the foodsamples and testing withlitmus paper.

Pupils carry out discussionand conclude the propertiesof acidic, alkaline and neutralsubstances in terms of tasteand colour changes of litmuspaper.

Pupils

identify acidic,alkaline andneutralsubstances usinglitmus paper

identify the tasteof acidic andalkaline food.

conclude theproperties ofacidic alkaline andneutralsubstances.

Pupils should taste thefood samples providedonly and not any othersubstances.

litmus paper kertas litmussour masambitter pahitneutral neutralacidic keasidanalkaline-kealkalianproperty-sifat

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Investigating The Earth and The Universe Science-Year 5

42



1. Constellation

1.1 Understanding theconstellation

Pupils view video orcomputer simulation or visitplanetarium to observevarious constellations.

Pupils discuss thatconstellation is a group ofstars that form a certainpattern in the sky.

Pupils observe the Orion,Scorpion, Big Dipper andSouthern Cross in the sky.

Pupils build a model tostudy the pattern of Orion,Scorpion, Big Dipper andSouthern Cross.

Pupils gather information onthe importance ofconstellations, e.g.a) to show directions,

b) to indicate the time tocarry out certain activities,e.g planting season.

Pupils

state whatconstellation is.

identifyconstellations.

state the importanceof constellations.

Big Dipper and SouthernCross can be seenbetween April Junearound 8.00pm to10.00pm.

Orion can be seenbetween December February around 8.00pmto 10.00pm.

Scorpion can be seenbetween June to Augustaround 8.00pm to10.00pm.

constellation - burujOrion - BelantikScorpion - SkorpioBig Dipper - BidukSouthern Cross Paripattern corakdirection arahseason - musim

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2. The Earth, The Moon and The Sun

2.1 Understanding themovements of theEarth, the Moon andthe Sun

Pupils view video, computersimulation or model aboutthe movement of the Earth,the Moon and the Sun.

Pupils discuss and explainthe rotation of the Earth andthe Moon and theirmovements around the Sun.

Pupils observe and recordthe length and position of theshadow of a pole at differenttime of the day (pole as theobject and the Sun as thesource of light).

Pupils

state that the Earthrotates on its axis.

state that the Earthrotates and at thesame time movesround the Sun.

state that the Moonrotates on its axis.

state that the Moonrotates and at thesame time movesround the Earth.

state that the Moonand the Earth moveround the Sun at thesame time.

describe the changesin length and positionof the shadowthroughout the day.

The Earth rotates on itsaxis from west to eastand completes onerotation every 24 hours.

rotate berputarsundial jam matahariaxis -paksiwest barateast timurmovement pergerakanposition kedudukanthroughout sepanjangshadow bayang-bayang

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Pupils fix a toothpickvertically on the surface of aglobe. Pupils observe thelength and position of theshadow formed when theglobe is rotated at its axisover a fixed light source.

Pupils build a sundial.

Pupils discuss and concludethat the Earth rotates on itsaxis from west to east.

conclude that theEarth rotates on itsaxis from west to

east.

2.2 Understanding theoccurrence of dayand night.

Pupils view video or computer simulation on howdays and nights are formedor carry out a simulation byilluminating a rotating globeto observe the occurrence ofday and night.

Based on the above activity,pupils discuss how day and

night occur.

Pupils draw diagrams toshow the occurrence of dayand night.

Pupils

state that it is daytime for the part of theEarth facing the Sun.

state it is night timefor the part of theEarth facing awayfrom the Sun.

explain that day andnight occur due to therotation of the earthon its axis.

illuminating menyuluhfacing menghadaprotating globe glob yangberputarday siangnight malamoccurrence-kejadian

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2.3 Understanding thephases of the Moon

Pupils view video orcomputer simulation anddiscuss that the Moon doesnot emit light but reflects thesunlight.

Pupils view video on thephases of the Moon.

Pupils use a ping-pong balland light source to simulatethe following phases of the

moon:a) new moon,b) crescent,c) half moon,d) full moon.

Pupils carry out a project toobserve and record thephases of the Moon for amonth and relate them to thedates of the lunar calendar.

Pupils

state that the Moondoes not emit light.

explain that the Moonappears bright whenit reflects sunlight.

describe the phasesof the Moon.

new moon anak bulancrescent - bulan sabithalf moon -bulan separafull moon bulan purnamareflect - memantulkanphase - fasalunar calendar TakwimQamariemit - memancarkan

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Investigating Technology Science-Year 5

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1. Strength and Stability

1.1 Knowing the shapesof objects instructures.

Pupils carry out activity torecognise the shapes ofobjects, i.e.a) cube,b) cuboid,c) sphere,d) cone,e) cylinder,f) pyramid,g) hemisphere.

Pupils walk around the

school compound andidentify shapes mentionedabove.

Pupils state the shapes of

objects.

identify shapes instructure.

shape bentukcube - kubuscuboid - kuboidsphere - sferacone - koncylinder - silinderpyramid -piramidhemisphere - hemisferastructure - struktur

1.2 Understanding thestrength and stabilityof a structure.

Pupils carry out activities toidentify the shapes of objectsthat are stable.

Pupils carry out activities toinvestigate factors that affectthe stability of a structure,

e.g.a) pushing a bottle standingupright and a bottlestanding upside down,

b) pushing a high chair and alow chair,

Pupils

identify shapes ofobjects that arestable.

identify the factors

that affect stability ofobjects.

strength kekuatan /kekukuhan.stability kestabilanbase area luas tapakaffect - mempengaruhistand at ease senang diristand at attention -

bersedia

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Pupils discuss and concludethat the stability of an objectis affected by:a) base area,b) height.

Pupils carry out activity toinvestigate how base areaaffects the stability of anobject, i.e. the bigger thebase area, the more stablethe object is.

Pupils carry out activity toinvestigate how heightaffects the stability of anobject, i.e. the higher theobject, the less stable theobject is.

Pupils carry out activities tostudy the factors that affectthe strength of a structure,e.g.a) suspend a weight on a

straw and then on apencil,

b) make two bridges, oneusing a piece of flatpaper and the otherusing a folded paper.Then put objects of the

explain how basearea affects stability.

explain how heightaffects stability.

identify the factorsthat affect thestrength of astructure.

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same mass on eachbridge.

Pupils discuss and concludethat the strength of astructure is affected by:a) types of materials used,b) how the structure is

placed.

Pupils design the strongestand most stable structureusing materials of their

choice.

design a model thatis strong and stable.

Suggestion:use recycled materials.

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ACKNOWLEDGEMENTS

Advisors MAHZAN BAKAR SMP, AMP DIRECTORCURRICULUM DEVELOPMENT CENTRE

ZULKIFLY MOHD. WAZIR DEPUTY DIRECTORCURRICULUM DEVELOPMENT CENTRE(JULY 2005 UNTIL AUGUST 2006)

MAZNAH ABDUL HAMID DEPUTY DIRECTORCURRICULUM DEVELOPMENT CENTRE

Editorial Advisors CHEAH ENG JOO PRINCIPAL ASSISTANT DIRECTOR(SCIENCE AND MATHEMATICS SECTION)CURRICULUM DEVELOPMENT CENTRE

YEAP CHIN HENG (PH.D) ASSISTANT DIRECTOR(HEAD OF CORE SCIENCE UNIT)

CURRICULUM DEVELOPMENT CENTRE(UNTIL JULY 2005)

HO HENG LING ASSISTANT DIRECTOR(HEAD OF CORE SCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE

ZAIDI YAZID ASSISTANT DIRECTOR(HEAD OF ELECTIVE SCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE(UNTIL DEC. 2005)

ZAIDAH MOHD. YUSOFF ASSISTANT DIRECTOR

(HEAD OF ELECTIVE SCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE

Editor ZAINON ABD MAJID ASSISTANT DIRECTORCURRICULUM DEVELOPMENT CENTRE

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PANEL OF WRITERS

CHEAH ENG JOO CURRICULUM DEVELOPMENT CENTRE LIM YOON KHIM SJKC KWANG HWA,

P. PINANGHO HENG LING CURRICULUM DEVELOPMENT CENTRE LINDA CHENG LEAN BEE SK HUTCHINGS, P. PINANGZAIDI YAZID CURRICULUM DEVELOPMENT CENTRE LIM SIEW PENG SK(P) METHODIST, MELAKAYEAP CHIN HENG (PH.D) CURRICULUM DEVELOPMENT CENTRE MAKRIN SUDI SK SAMPIR, SABAHZAINON ABD MAJID CURRICULUM DEVELOPMENT CENTRE MARZITA OMAR SK PERMATANG BERTAM,

P.PAIZATUL ADZWA M.BASRI

CURRICULUM DEVELOPMENT CENTRE MUNISAMY A/L SENGODAN SJKT LADANG HENRIETTA,KEDAH

AHMAD SALIHIN MATSAAT

CURRICULUM DEVELOPMENT CENTRE MISIAH SANUSI SK MERBAU SEMPAK,SELANGOR

LANITA MOHD YUSOF CURRICULUM DEVELOPMENT CENTRE MAHENDRAN A/LSUBRAMANIAM

SK(L) METHODIST, K.L

SALBIAH MOHD SOM CURRICULUM DEVELOPMENT CENTRE MOHD FAUZI HASHIM SK PAYA, PERLISSALINA HANUM OSMAN CURRICULUM DEVELOPMENT CENTRE MOHD NASHUHA JAMIDIN

(PH.D)MP SULTAN ABD HALIM,KEDAH

YUSOF ISMAIL CURRICULUM DEVELOPMENT CENTRE NORMAH ABD WAHAB SK AIR TERJUN,TERENGGANU

ZAIDAH MOHD YUSOF CURRICULUM DEVELOPMENT CENTRE NORDIN AMBAK SK RASAU KERTEH,TERENGGANU

ZAINUSHAM YUSOF CURRICULUM DEVELOPMENT CENTRE NOOR IEMAH ISMAIL SK SG BEHRANG, PERAKZULKIFLI BAHARUDIN CURRICULUM DEVELOPMENT CENTRE NOR LAILI HJ. SHOED SK PORT DICKSON,

N.SEMBILANABD WAHAB ABD AZIZ SK BUKIT LINTANG, MELAKA NORMAH BAHAROM SK SULTANAH ASMA, KEDAHARIFFIN JAAFAR SK KEMAHANG 2, KELANTAN OOI CHONG NAM SJKC YANG KOA,ABDULLAH IBRAHIM sk WAKAF BHARU, KELANTAN ROHANI AHMAD SK METHODIST, PERAKAHMAD HASAN sk KUALA PERLIS, PERLIS ROSANANI GHAZALI SK SERI BIRAM, PAHANGABU JALIL HASAN ipda JITRA, KEDAH RAIS ABD AZIZ SK BATU LANCHANG,

P.PINANGAZIZAH NGAH TASIR MP TEKNIK, KUALA LUMPUR ROHAYA AHMAD SK SG. RAMBAI,ETTIN AK LAMBAT sk ST. FAITH, SARAWAK ROHANA HUSSEIN SK JLN. 2, BANGI,

SELANGOR

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FUAD HASHIM sk P SULTAN IBRAHIM, JOHOR ROSNAH JOHARI MP BATU RAKIT ,TERENGGANU

FARIDAH SALLEH sk JIJAN,NEGERI SEMBILAN SITI NORFARIDAH CHAIABDULLAH

SK AGAMA MIRI, SARAWAK

FATIMAH YUSOFF mpp MELAYU, MELAKA SHAMSURIA EBNI SK ST ANNES, WP LABUAN

FADZILLAH AB RAHMAN SK SERI BUDIMAN II, TERENGGANU SURIAKUMARI A/LPPALANIYANDI

SJKT PAYA RUMPUT,MELAKA

HASANOR SAID MOHDSABRI

SK TAMAN MELATI, KL SAAT ARIFFIN SK PULAU KUNDUR,KELANTAN

IBRAHIM ABDULLAH Sk PENGHULU AHMAD, KEDAH SITI FAUZIAH RIDZUAN SK BATU HAMPAR, KEDAHINDON SULONG sk MERGONG II, KEDAH TEH MALIHAH HUSSAIN SK SIMPANG EMPAT, PERAKJAGAJOTHY A/PSELVARASAH

sk CONVENT GREEN LANE, VENANCY ANGELA SUIMEN SRK ST. ALOYSIUSLIMBANAK, SABAH

JAFFRI JOHAN ZANUDIN sk BATU HAMPAR, KEDAH WONG POH TECK SK SEMABOK, MELAKAKU NORGAYAH KUSULONG

SK TASIK APONG, KEDAH ZAINUDDIN ABDULLAH SK BATANG MELAKA,MELAKA

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Curriculum Development CentreMinistry of Education

2006

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