Rancangan tahunan sains tahun 4
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Rancangan tahunan sains tahun 4 Presentation Transcript

  • 1. SCIENCE YEARLY PLAN (YEAR 4) THEME : INVESTIGATING LIVING THINGSWEEK LEARNING LEARNING LEARNING SUGGESTED LEARNING ACTIVITIES SKILLS VOCABULARY AREA OBJECTIVE OUTCOMES 1 1. Living 1.1 a) identify the a) Pupils view video that shows various SPS : Basic needs - things Understanding basic needs of footage related to the basic needs of Obseving Keperluan Asas have basic that humans have humans. humans. i.e: Comparing Breath - needs basic needs a. A child/ family taking drinks Relating Nafas b) give reasons why and a balanced diet. Making Breathe – humans need food, b. Movement of the chest of a Inferens bernafas water, air and sleeping baby. Predicting Flat – rumah shelter. c. Different types of houses. pangsa b) Based on the video pupils discuss the Hut – pondok basic needs of humans i.e. food, water, Long house – air and shelter. Pupils discuss that : rumah panjang a. humans need to eat/drink to Movement – help them grow and to stay pergerakkan healthy. Terrace house – b. Humans need air to breath. Rumah teres c. Humans need to protect Shelter – tempat themselves from danger, sun perlindungan and rain. Balanced diet – c) Pupils discuss and explain what will makanan happen if there is no food, water, air seimbang and shelter. 1
  • 2. 2 2. Living 1.2 understanding a) identify the basic a) Pupils keep pets such as hamster or SPS : Holes – lubang Things have that animals basic needs of animals. chick. Observing Cage – sangkar basic needs. needs. b) Pupils observe and record what they do Interpreting Container – b) give reason why to keep their alive and healthy. Calssifying bekas animals need food, c) Pupils discuss why hamster or chicks Predicting Reference – water, air and are kept in a cage and not in airtight, rujukan shelter. covered container MS : Air tight – kedap d) Based on their records pupils discuss Handle udara c) describe tyres of the basic needs of animals. Pupils specimens shelter for animals. discuss that correctly and - animals need to eat/drink to carefully help them grow and healthy. - Animals need air to breath. - Animals need to protect themselves from danger, sun,and rain. e) Pupils study pictures or video and describe different types shelter s or animals such as nests, caves, and holes. 2
  • 3. 3 1. Living 1.3 understanding a) identify the basic Pupil carry out activities to show the SPS : Condition – things have that plants have needs of plants. basic needs of plants by comparing Classifying keadaan basic needs. basic needs. similar balsam plants kept in different Experimenting Similar – serupa conditions : Observing Watered – - 1 watered, 1 without water. Making disiram - 1 kept outdoor, 1 kept in a tight Inferens Sunlight – cahaya plastic Interpreting matahari bag. data - 1 kept outdoor and 1 kept in dark Controling cupboard. variable b) Pupils observe and record their daily observations. MS : Use the handle c) Based on their records pupils discuss to science conclude that the basic needs of plants apparatus and are water, air and sunlight. substances 3
  • 4. 4 2. Living 2.1 Analyzing a) explain that a) Pupils use their hand to feel the movement of Observing things undergo life processes that humans breathe. their chest as they breathe. life processes. humans undergo. Water viper b) describe what b) Pupils discuss to conclude that the movement (wap air) inhale is. of the chest is due to breathing. Conclusion c) describe what c) Pupils discuss that when they inhale they take Communicating Wind pipe exhale is. in air and when they exhale they give out air. (trakea) d) differentiate the d) Pupils gather information and discuss that : air that we inhale - inhaled air has more oxygen than exhale Comparing & and the air we air. Contrasting Exhale. - exhaled air more carbon dioxide than Inhale air. e) State that humans use lungs e) Pupils observe model or view video of to breathe human body to see that the lungs is a Observing breathing organ for humans Relating f) Identify the f) To identify the passage of air movement passage of air when during breathing. human breathes g) conclude that not all individuals g) Pupils carry out activity to count the number have the same of chest movement in a minute. rate of breathing. 4
  • 5. 5 2. Living 2.1 Analyzing a) state that humans a) Pupils discuss to conclude that humans things undergo life processes that excrete and excrete and defecate. life processes. humans undergo. defecate. b) Pupils discuss that when humans : Observing - excrete they produce urine, Conclusion b) state the sweat and water. Communicating products - Defecate they produce faeces. of humans c) Pupils discuss that humans excrete and excretion. defecate to get rid of waste materials from their bodies. c) state the product d) Pupils discuss to infer the effect on Making of human health if humans do not excrete and inference defecation. defecate. d) Give reason why humans need excrete and defecate. 5
  • 6. 6 2. Living 2. Analyzing life a) state that humans a) Pupils view video or carry out things undergo processes that respond to activities to show how humans respond Experimenting life processes. humans undergo. stimuli. to stimuli. e.g. when touching a glass of hot water. b) give reason why b) Pupils discuss to infer that humans humans respond respond to stimuli to protect to stimuli. themselves from danger or for survival. c) Pupils draw family trees of their Synthesizing c) state that humans families for three generations. Pupils reproduce. Compare each other’s diagram and Comparing conclude that humans produce d) predict what will offspring from one generation to happen if humans another. do not reproduce. d) Pupils discuss what will happen if humans do not reproduce. 6
  • 7. 7 2. Living things 2.2 Being aware • give example of Pupils discuss to identify bad habits in SPS Smoker- undergo life that behaviour can habits that bring harm humans Hypothesis perokok processes disturb life to human life e.g. smoking, drinking alcohol taking processes processes. drugs. Thinking Skill Affect – Generating ideas meberi kesan . state the effects of Pupils look at picture or video of a Predicting smoking on lungs. smoker’s lungs and discuss the effects of Affect – smoking on lungs. kesan/akibat Pupils watch demonstration by teacher to SPS Drunken – observe the harmful substances produced Observing mabuk when the cigarette is being burned. Thinking Skill Delay – Pupils listen to the talk on smoking and Attributing melambatkan health given by health officer. Cause – Pupils draw poster about the effects of memyebabkan . explain that taking smoking on health. drugs and alcohol can Drug – dadah delay a person’s Pupils view video to see the effects of response to stimuli. drug and alcohol on human terms of the Aiconol – effects of delaying a person’s response to minuman . participate in a stimuli e.g. Suggested topics for the keras campaign to talk : discourage a) ability to walk in straight line a) Smoking and Health Peers – rakan smoking,drugs taking sebaya and alcohol drinking b) delayed reaction of an drunken driver b) How Smoking among their peers. or a driver high on drug can cause Affects Health 7
  • 8. 8 2. Living Things 2.3 Analysing the Pupils Pupils observe animals in science garden SPS undergo life life processes that to conclude that animals defecate and Observing processes animals undergo * state that animals excrete excrete TS Pupils discuss that animal excrete and Making conclusion * state that animal defecate to get rid of waste product from defecate their bodies. MS Handle specimens * give reasons why Pupils discuss to infer the effects on correctly and carefully animals need to health if animals do not excrete and excrete and defecate defecate. SPS Making inferences * state that animals Pupils look at models or live specimens to Observing breathe. see the breating structures of : Classifying * identify the a) bird breathing structures b) fish for certain animals c) grasshopper d) crab * state that breathing e) frog structures for f) monkey different types of animals may be different 8
  • 9. a) Based on the viewing of video/ SPS9 2. Living things 2. 3 Analysing the a) state that animals models/ live specimens pupils Observing undergo life life processes that reproduce. conclude that breathing processes animals undergo. structures for animals may be b) state that some different . pupils view video TS animals give birth showing animals giving birth Making conclusions some animals lays and chicks hatching from eggs. egg. b) Pupils discuss to conclude that SPS c) classify animals some animals give birth some Classifying according to the animals lays egg. way they reproduce. c) Pupils discuss to classfy animals into those that lay eggs and those that give birth to their young. 9
  • 10. 10 2. Living things 2.3 Analysing the a) describe the life a) Pupils observe animals such as SPS undergo life life process that cycles of different butterfly, frog, hamster or Observing processes animals undergo. animals. chicken from birth/eggs to adult. Pupils record the changes SPS b) conclude that in size/ form at the different Comparing animals may have stages of the life cycles. different life cycles b) Based on their observations and SPS record pupils discuss to conclude Making Conclusion that animals may have different life cycles. TS c) Pupils make a scrap book on real Relating animals as imaginary pets ex. Tiger, whale, lizard pangolin, bat, worm, snake. Pupils may write, draw or paste pictures on their scrap books to tell about MS their pets. Use and handle science - What pupils have to do apparatus and to keep their pets alive substances and healthy. - Suitable home for their pets - Food for their pets - How their pets take care of their young - Life processes of their pets. 10
  • 11. 11 2. Living things 2.4 Understanding Pupils; Pupils carry out activities to study how SPS Water lettuce- undergo life the life processes ● state that plants plant respond to stimuli i.e. Observing kiambang processes that plants respond to stimuli. water,sunlight, touch and gravity. Bryophyllum- undergo SPS Setawar ● identify the part of Pupils observe and record their Making Inferences Extinct- plant that responds findings. pupus to water. TS Based on the above activities pupils Interpreting Data ● identify the part of discuss to identify the part of plants that Comparing plant that responds respond to stimuli: to graviti. d) roots respond to water and gravity. 11
  • 12. 12 2. Living things 2.4 Understanding Pupils; e) shoot respond to sunlight. SPS Shoot – undergo life the life processes ● identify the part of f) Certain leaflets respond to Observing pucuk processes that plants plant that responds touch. Leaflets- anak undergo to sunlight. SPS daun Pupils observe : Measuring and using Young plant- ● identify the part of numbers anak pokok plant that responds a) begonia plants / bryophyllum Parent plant – to touch. that have young plants MS pokok induk growing from the leaves. Use and handle ● state the plants b) Banana trees that have young science apparatus and reproduce to touch. plants growing around the substances parent plants. c) Water lettuce that have young plants attached to parent plants. 12
  • 13. 13 2. Living things 2.4 Understanding Pupils; Pupil carry out discussion based on CTS : Spores-spora undergo life the life processes ● explain why plants their observations that plant reproduce. Sucker- processes that plants need to reproduce. -Generating Ideas sulur/anak undergo Pupils watch picture / view video and -Making pokok ● predict what will discuss that plants reproduce to ensure Generalisations Stem cutting – happen to the world the survival of their species. keratan if plants do not SPS : batang reproduce. Pupils discuss and predict what will Underground happen to the world if plants do not -Observing stem – batang ● explain the reproduce e.g. no food supply for man -Communicating bawah tanah various ways plants and certain animals. -Predicting Tapioca plant reproduce. -Observing – pokok ubi Pupils study live specimens / view kayu video to find out the various ways Mushroom – plants reproduce i.e. ; CTS : cendawan Fern- paku- a) through seeds e.g. balsam, corn Making pakis and durian, Generalisations Various – b) through spores e.g. fern and Communicating pelbagai mushroom, Visualising Corn – c) through suckers e.g. banana jagung and pineapple, Dispersal – d) through stem cutting e.g. pencaran hibiscus , rose and tapioca, Splitting- e) through leaves e.g. letupan bryophyllum and begonia, Lovegrass – f) through underground stem e.g. kemuncup potato, onion, ginger and lily. Ensure – memastikan relationship- hubungan Flame of forest – semarak api Shorea - meranti 13
  • 14. 14 2. Animals and 3.1 Understanding Pupils; Pupils touch animals such as garden SPS : Curl up – plants protect that animals have ● identify special snails or millipedes and observe how -Observing menggulung themselves specific characteristics of they react to danger. -Communicating Millipede – characteristics and animals that protect -Making Inferences ulat gonggok behaviour to them from danger. Pupils describe what they observe and Centipede – protect themselves give reasons for the animal’s behaviour MS : lipan from danger. ● identify special e.g. millipede curls up to protect itself 1. Use and handle Behaviour – behaviour of from danger. science apparatus perlakuan animals that protect and substances. Hurt – cedera them from danger. Pupils look at live specimen or collect 2. Handle specimens Pangolin – information by looking at picture or correctly and carefully. tenggiling ● describe how the viewing video of various animals to 3. Draw specimens Scale – sisik special identify the characteristics and and Bed bug – characteristics and behaviour of animals that protect them apparatus. pijat behaviour of from danger. Chameleon – animals help to Thinking Skill : sesumpah protect them from e.g.: Sting - sengat danger. - Comparing and a) pangolins have hard scales to contrasting protect themselves from - Relating enemies, - Makimg inferences b) bed bug have bad smell to repel enemies, c) chameleons have the ability to change skin colour according to the surrounding, d) scorpions have stings to protect themselves from enemies. Pupils discuss and explain how the characteristics and behaviour of these animals protect them from danger. Pupils present their findings to the class. 14
  • 15. 15 2. Animals and 3.2 Pupils Pupils view video of animals that live in SPS : Rhinocerous – plants protect Understanding ● identify specific very hot or cold weather. badak sumbu themselves that animals have characteristic and - Observing Extereme specific behaviour of Pupils list the special characteristics and - Classifying weather – characteristics and animals that protect behaviour of animals and describe how - Measuring cuaca behaviour to them from very hot these characteristics and behaviour help - Making melampau protect themselves or cold weather. to protect them from very hot or cold Inferences from extreme weather e.g. : weather. ● describe how MS : specific a) rhinoceros keep their bodies characteristic and cool by wallowing in mud - handle behaviour of holes, specimens animals help to b) polar bears have thick fur to correctly and protect them from enable them to live in very carefully very hot or cold cold weather, - Draw weather. c) camels have humps on their specimen backs to food and water to And enable them to survive in apparatus derserts. TS : Pupils present their findings to the class. - Comparing and Constrasting - Group and Classifying - Visualising 15
  • 16. 16 2. Animals and 3.3 Understanding Pupils Pupils discuss that animals need to - classifying Excessive- plants protect that animals have ● recognize the need protect themselves from enemies and berlebihan themselves specific or animals to protect extreme weather conditions to enable - observing characteristics and themselves from them to survive. behavior to enable enemies and - communicating them to survive. extreme weather Pupils design a model of an imaginary conditions. animal that can protect itself from its - predicting enemy and extreme weather conditions. ● make a model of - making inference an imaginary animal Pupils build their models and justify that can survive both why models are built with certain extreme weather and characteristics. enemies. ● give reasons why models are built in such ways. 16
  • 17. 17 2. Animals and 3.4 Understanding Pupils Pupils look at the pictures /view video - observing plants protect that plants have ● identify the of various of plant to identify special themselves specific specific characteristics that protect these plants - classifying characteristic to characteristics of from their enemies. protect themselves plant that protect - communicating from enemies them from enemies. Pupils list the specific characteristics of plants. - making inference ● describe how the specific Pupils describe how these - making hypothesis characteristics of characteristics of plants help to protect plants help to protect them from enemies. e.g. : them from enemies. a) mimosas close their leaflets when touched, b) papaya leaves produce latex to prevent them from being eaten, c) pineapple plants have thorns to protect themselves, d) bamboos have very fine hairs that can cause it itchiness. Pupils present their findings to the class. 17
  • 18. 18 Measurement 1.1 Understanding Pupil : the measurement - Observing Measurement of length. - State the different Pupils discuss the different ways to – ukuran ways to measure measure length such as using straw , -Communicating length . arm , span , string , ruler and measuring Length – tape . -Measuring and using panjang - State the standard numbers unit for length in the Pupils discuss the standard unit for Width – lebar metric system . length in metric system i.e . mm , cm -Making inferences ,m and km. Height – - Choose the -Interpreting data tinggi appropriate measuring tools to Pupils choose the appropriate tools and -Controlling variable Circumferenc measure length . measure in standard units : e – lilitan - Measure length a) the length of object the object such a Arm span – using the correct eraser , pencil or book . depa technique. b) the length and height of teacher’s Graphic table . organizer – penyusun c) the length and width of the classroom grafik . Calculate – d) the height of their friends . hitung - Record lengths in e) the circumference of any part of their Standard unit standard units . bodies or round objects . – unit piawai Record the measurements in a graphic organizer . 18
  • 19. 19 Measurement 12. Understanding Pupil Pupils compare object of different - observing how to calculate - compare a square shapes such as a square and a rectangle area and a rectangle and and guess which object has a bigger -Measuring using guess which object area . numbers has a bigger area . a) s square ( 4cm x 4cm ) -Defining - carry out a test to b) a rectangle ( 8cm x 2cm ) operationally confirm their guesses. Pupils confirm their guess by filling the -Communicating 4cm x 4cm square and 8cm x 2cm - State that area = rectangle with 1cm x 1cm cards and length x width count the number of 1cm x 1cm cards used . -State the standard unit for area in the Pupils discuss to state the relationship metric system . between the number of 1cm x 1cm squares and the length and width of the - calculate the area above square m and square km . of a given shape in standard unit . Pupils calculate the area of any given square and rectangle in standard unit . 19
  • 20. 20 Measurement 1.3 Understanding Pupil Pupils compare 2 different object such - observing Volume – how to measure -compare a cup and as a cube and a cuboid and guess which isipadu the volume of a cuboid and guess object has a bigger volume . -Measuring using solid . which one has a e.g . numbers Solid – bigger volume . a) a cube ( 4cm x 4cm x 4cm ) pepejal b) a cuboid ( 8cm x 4cm x 2cm ) -Defining operationally Cube – kiub -carry out a test to Pupils confirm their guesses by filling confirm their guess . the 4cm x 4cm x 4cm cube and 8cm x -Communicating Cuboid - 4cm x 2cm cuboid with 1cm x 1cm kuboid x1cm cubes used . -State that volume = length x width x Pupils discuss to state the relationship height between the number of 1cm x 1cm x 1cm cubes and the length, width and height of the above cube and cuboid . - State the standard unit for solids in the Pupils discuss the standard unit for metric system . volume of solid in metric system i.e . cubic mm , cubic cm and cubic m . -calculate the volume of cubes Pupils calculate the volumes of any cuboids based on the given cubes and cuboids in standard measurement taken unit . in standard unit . 20
  • 21. 21 Measurement 1.4understanding Pupils how to measure -State thee different Pupils discuss the different ways that - observing Liquids – volume of liquid ways to measure the can be used to measure the volume of a cecair volume of liquid . liquid such as using cup , the cap of a -Measuring using bottle , beaker and measuring cylinder . numbers Beaker – bikar -State the standard Pupils discuss the standard unit for -Defining unit for volume of volume of liquid in metric system i.e operationally Measuring liquids in the metric ml , and l . cylinder – system . -Interpreting data silinder penyukat -Choose the -Controlling variable appropriate Pupils choose the appropriate tool for Meniscus – measuring tools to measuring the volume of a liquid . meniscus measure the volume of liquid . Pupils discuss the correct techniques to take readings . i.e . a) taking the reading at the lowest part of the meniscus . b) eyes must be at the same level as the - Measure the volume of liquid Pupils carry out activities to measure using the correct the volumes of liquids using the correct technique . techniques . -Record the volume measured in Pupils record measurement in a graphic standard unit . organizer. 21
  • 22. SPS :22 Measurement 1.5 Understanding Pupils Pupils study lever balance and discuss - observing Lever balance hoe to measure -State tools for that it can be used to measure mass of -Measuring using – neraca tuas mass measuring mass . various object . numbers -Defining Compression - State the standard operationally balance - unit for mass in the Pupils discuss the standard unit for -Communicating neraca metric system . mass in metric system i.e . mg , g and MS : mampatan kg -use and handle - Measure the mass science apparatus and Mass – jisim of an object using substances the correct technique Pupils use tools to measure the masses -store science . of various object such as books , pencil apparatus cases or school bags. CTS: -Record the -relating measurement using -comparing and standard unit . Pupils record the measurement in a contrasting graphic organizer . 22
  • 23. 23 Measurement 1.6 Understanding Pupils Pupils gather information about Uniformly how to measure - Identify different different ways to measure time . SPS: repeated – time ways to measure berulang time. Pupils discuss and conclude that a - observing secara process that repeats uniformly can be -Measuring using seragam -State that processes used to measure time . numbers that repeat - Controlling variable Swing – uniformly can be Pupils observe the following processes : -Communicating ayunan used to measure a) the swinging of a pendulum -Making hypothesis time . b) water dripping Pendulum – c) pulse. bandul MS: State the standard -use and handle unit for time in the science apparatus and metric system. Pupils discuss why the above processes substances can be used to measure time . -store science Water -Identify tools for apparatus dripping – air measuring time . menitis Pupils discuss to choose and use CTS: -Measure time using appropriate tools and units to measure - attributing appropriate tools . time . -relating Pulse rate – -comparing and kadar Pupils measure the time taken to carry contrasting denyutan nadi -Record the time out certain activities using the correct measured in tools and appropriate units. standard unit . Pupils record the measurement in appropriate standard unit in a graphic organizer . 23
  • 24. 24 Measurement 1.7 Realising the Pupils Pupil are shown a piece of play dough Dough – importance of - Choose and use the made earlier by teacher and ask to SPS : adunan using standard appropriate tools to prepare their own play dough using the - observing units measure the given recipe . -Measuring using Texture – volumes of liquids numbers tekstur and masses of the Based on the given recipe pupils discuss -Controlling variable ingredients in a what tools to use for measuring the - Making inference Accuracy – recipe . ingredients and how to measure . ketepatan MS: -Give reasons for Pupils make the play dough by -use and handle Knead – uli any differences in measuring the ingredients using the science apparatus and the dough prepared measuring tools and units that they have substances Ingredient – by using the given choose. -store science bahan recipe . apparatus Pupils feel that texture of the dough -clean science Mixture – -Conclude the need and given reasons for any difference in apparatus campuran for using standard their dough as compared to the play unit . dough prepared by the teacher . CTS: - attributing Pupils conclude that standard units are -relating needed for accuracy and consistency . -comparing and contrasting -making inferences 24
  • 25. Properties 1.1 Understanding Pupils Pupils are given various objects made of25 Of the properties of Classify objects into groups wood, plastic, metal, glass or rubber and SPS Material-bahan Materials materials according to the materials they are group them according to the materials they ~Observing Conductor- made of. are made of. ~ Classifying pengalir Identify materials that conduct  Predicting Insulator- electricity. penebat Identify materials that conduct Metal- logam heat. Pupils test objects made of wood, plastics, MS Float-terapung Identify materials that float on metal, glass or rubber to find out if there : ~ Handle Absorb- water a. Conduct electricity specimens menyerap Identify materials that absorb b. Conduct heat correctly and Stretch-regang water c. Float on water carefully. d. Absorb water ~ Store e. Can be stretched science f. Allow lights to pass through apparatus TS ~ Attributing ~ Grouping and classifying 25
  • 26. Properties 1.1 Understanding Pupils SPS26 Of the properties of Identify materials that can be Pupils record their findings in a graphic ~Observing Materials materials stretched. organizer ~ Classifying Identify materials that allow light ~ to pass trough. Communicati State what a conductor is. ng State what an insulator is Conclude that a good conductor Discuss what conductor and insulator are. of heat is also a good conductor of MS Electricity ~ Draw Based on the graphic organizer, pupils specimens and conclude that a good heat conductor is also apparatus. a good electric conductor TS ~ Comparing and contrasting. ~ Making conclusions. 26
  • 27. Properties 1.1 Understanding Pupils Pupils carry out activities to test different SPS27 Of The properties of Classify materials based on their materials such as glass, wood rubber, metal ~Observing Materials materials abilities to allow light to pass and plastic to find out their abilities to allow ~ Classifying through light to pass through. ~ Making . Based on the above activities, pupils classify inferences State what a transparent material materials into three categories e.g: is. a. Transparent material that allows most MS State what a translucent material light to pass through, ~ Draw is. b. Translucent material that allows some specimens and State what an opaque material is. light to pass through, apparatus. List uses of transparent, c. Opaque material that does not allow any ~ Store translucent and opaque materials. light to pass through. science apparatus. TS ~ Comparing and contrasting ~ Prioritizing ~ Making conclusions 27
  • 28. Properties 1.2 Applying the suggest ways to keep Pupils observe models or view video to see Observing28 Of knowledge of things cold. the structure of polystyrene container or Classifying Materials properties of suggest ways to keep thins thermos flask to understand how they work. Communicati materials in every hot. ng day life Pupils design an affective Pupils discuss and suggest ways to keep way to keep things hot or things cold e.g. keeping cold drinks for a to keep things cold. picnic. Pupils discuss and suggest ways to keep things hot e.g. drinks or food for picnic. Pupils carry out activities to test their suggestions. Pupils discuss to conclude the best way to keep things hot or cold. 1.3 Synthesising Pupils will; the knowledge List objects and the Pupils study objects and list the materials about uses of materials that they are that these objects are made of. materials based on made of. Observing their properties Classifying Give reasons why Pupils suggest reasons why the materials are Communicati particular materials are used to make the objects. ng used to make an object. Interpreting State that materials are data chosen to make an object Pupils discuss that different materials have based on their properties. different properties which are taken into consideration when choosing materials to make an object. e.g. metal and glass are Design an object for a used to make a pair of glasses. specific purpose and give reasons why certain Pupils design an object for a specific materials are used to make purpose using the material of their choice it. and justify why they choose the materials. 28
  • 29. Observing29 1. 1.4 KNOWING Give examples of natural Pupils observe and classify object around Properties THE materials. them into: Classifying of Materials IMPORTANCE Give examples of man- a) Object made of natural materials OF REUSE, made materials. i.e: wood, soil, metal, leather, Making REDUCE AND State that man-made cotton, fur, rubber, and silk. inferences RECYCLE OF materials come from b) Object made of man-made MATERIALS natural materials. materials i.e:plastic and synthetic Communicati Give reasons why cloth. ng materials need to be conserved. Pupils discuss that man-made materials Practise reusing, reducing, come from natural materials. and recycling to conserve materials. Pupils conclude that we need conserve materials because man-made materials and natural materials are limited and may be used up if there is no effort to conserve them. Pupils carry out activities about reusing, reducing use and recycling of materials throughout the year. 29
  • 30. Observing30 1. 1.5 Differentiate between a Pupils observe a rusty nail and a nail Classifying Properties UNDERSTANDI rusty object and non rusty without rust and tell the differences. of NG THAT SOME object. Making materials. MATERIALS Pupils observe objects around the school inferences CAN RUST Identify object tah can and classify objects as: rust. a) rusty Controlling b) non-rusty. variables Conclude that object made from iron can rust. Making Pupils discuss to conclude that objects made Hypothesis Design a fair test to find iron can rust. out what factors cause Defining rusting by deciding what Pupils carry out activities to investigate to change, what to observe factors that cause rusting i.e: presence of air operationally and what to keep the same. and water. Carry out the test and record the observe the observation 30
  • 31. Properties 1.1 Understanding Pupils31 Of the properties of • state the different ways to Iron from coming into contact with air and Observing,Co Grease - gris Materials materials prevent objects from water by coating iron with paint, oil, grease mparng and rusting. or non- rusting materials. contrasting(T • Explain how these ways S), can prevent rusting. Pupils discuss the advantages of preventing Experimentin • Explain why it is rusting g, necessary to prevent Making rusting. hypotheses, Communicati ng, Predicting,Rel ating(TS) Interpreting data 31
  • 32. 1.The Solar Understanding the Pupils study a model or view simulation of Observing,Rel Solar System— System solar system Pupils the Solar System . ating(TS) sistem suria32 • List the constituents of the Communicati Mercury— Solar System Pupils discuss the constituents of the Solar ng, Utarid • List the planet in the Solar System. Making Venus—Zuhrah System in a sequence inference Earth—Bumi • State that planet move Pupils simulate to demonstrate the relative Mars—Marikh around the sun distance of the planet in the Solar System. Jupiter— Musytari Pupils discuss that all the planets in the Saturn—Zuhal Solar System move around the sun. Uranus— Uranus Neptune— Neptun Pluto--Pluto 32
  • 33. 33 1.The Solar 1.2 Understanding Pupils Pupils compare the size of a sago,a glass, Measuring Sago—sagu System the relative • State the size of the Sun marble and a basket ball to show the relative and using Support lives— science and relative to the size of the size of the Moon,,Earth and Sun. number,Comp menyokong distance between Earth. aring and hidupan the Earth ,Moon • State the size of the Earth Sate the size of the Earth relative to the size contrasting(T Absence of and the Sun relative to the size of the of the Moon. S) water— Moon. Prediction,vis ketiadaan air • State the relative distance State the relative distance from the Earth to ualizing (TS) Absence of from the Earth to the Sun the Sun compare to the relative distance Using space- air—ketiadaan compare to the relative from the Earth to the Moon. time udara distance from the Earth to Relationship,s the Moon. equencing (TS) 33
  • 34. 34 1.The Solar 1.3 Appreciating Pupils Pupils gather tnformation about planet in Observing System the perfect • State why certain planet the Solar System. communicatin placement of the are not conducive for g, planet Earth in the living things . Pupils discuss how the distance of a planet predicting, Solar System. from the Sun affects how hot or cold it is. making • Predict what will happen if hypothesis the Earth is placed much nearer or farther from the Pupils discuss to relate how hot or cold a Sun. planet is to its ability to support life. • Conclude that the Earth is the only planet in the Solar Pupils discuss to predict what will happen if System that has living the Earth is placed much nearer or farther things. from the Sun. Pupils discuss other factors that affect a planet’s ability to support lives e.g. absence of water and absent of air. 34
  • 35. 35 1. Technol 1.1 Understanding • State that there are limitations to Pupils test their abilities e.g. Observing Memorise- ogy the importance of human’s abilities to do things. a) try to memorise a telephone number Communicati mengingat technology in and then try to memorise another 5 ng Device – alat everyday life. telephone numbers without writing Predicting Abilities – them down. keupayaan b) try to jump as high as possible and Magnifying touch the ceiling. glass – kanta c) Try to read the same writing from pembesar different distance. Overcome - Pupils discuss the limit of their abilities. mengatasi Pupils view video to see how technology are used to overcome human’s limitations. Pupils discuss and give other examples of human’s limitations and ways to overcome them e.g. a) Unable to see the fine details on an object. This can be overcome by using magnifying glass or microscope, b) Unable to speak loud enough for someone far away to hear. This can be overcome by using microphone, megaphone or telephone. c) Unable to walk for long distance. This can be overcome by riding a bicycle or traveling by car, train, ship or aeroplane. 35
  • 36. 36 1. 1.2 Understanding Pupils, Pupils gather information and create folio Observing Communication Technology the development about the development of technology in the – komunikasi of technology . give examples of development fields of : Cummunica- of technology ting Transportation – a) communication, pengangkutan b) transportation, c) agriculture, Agriculture – d) construction. pertanian Construction – E.g. in communication the development of pembinan technology from smoke signal to drum, . recognize the needs to innovate telephone, walkie-talkie, cell phone and Innovate – or invent devices for the betterment teleconferencing. mencipta of mankind. Pupils give reasons on the needs to innovate Betterment – or invent devices for the betterment of kebaikan mankind. Mankind – manusia sejagat 36
  • 37. 37 1. 1.3 Synthesising Pupils Pupils discuss and list the problems that Communicat Encounter – Technolo how technology . identify problems they they encounter in everyday life. ing hadapi gy can be used to encounter in their daily life. Problems – solve problems. . generate ideas to solve the Predicting masalah problems identified. Pupils carry out brainstorming session Solve – . design the device to solve the on how to solve the problems identified. MS1 menyelesaikan problems identified. MS2 Dust – habuk . demonstrate how the divice Pupils design and make devices to solve MS3 Design – invented can be used to solve the problems identified. MS5 mereka bentuk the problem identified. Recycle – kitar Pupils present their innovations to the semula class. Material – bahan 37
  • 38. 38 1. 1.4 Analysing Pupils, Pupils discuss and list the advantages Classifying Benefit – Technolog that technology . state that technology has and disadvantages of technology to manfaat y can benefit advantages and disadvantages. mankind. Wisely – mankind if used secara wisely. . conclude that technology can Pupils hold debates on topics related to bijaksana benefit mankind if used wisely. technology. Harmful – berbahaya Pupils make a conclusion from the Debate – debate that technology can benefit perbahasan mankind if used wisely. Advantage – kebaikan Disadvantage – keburukan Related – berkaitan Conclusion - kesimpulan 38