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HSP Science Year 1

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Contoh HSP Science Year 1

Contoh HSP Science Year 1

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  • 1. MINISTRY OF EDUCATION MALAYSIA Curriculum Specifications SCIENCE YEAR 1 PUSAT PERKEMBANGAN KURIKULUMKEMENTERIAN PENDIDIKAN MALAYSIA 2002
  • 2. Learning about Living Things LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.0 OurselvesPupils should learn Pupils1.1 the names of Pupils say the names of • identify parts of the head, body, arm(s), different parts of the different parts of the body. body. leg(s) body. Pupils label parts of the body. eye(s), ear(s), nose, mouth hair, neck hand(s), foot(feet) finger(s), toe(s)1.2 the five senses and Pupils carry out activities using • say that they use their : Pupils may say that they see, hear, smell, taste, the part of the body their senses, e.g. use their hands or fingers touch, feel linked with each eyes to see; to feel. Accept this looking at pictures. sense. answer but help them to listening to sounds from a ears to hear; realise that they can also tape. feel things with other smelling soap. nose to smell; parts of their body. tasting sweet and salty food, and tongue to taste; and touching an object with their eyes closed to skin to touch and feel. guess what the object is. 1
  • 3. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.3 to link good health Pupils carry out activities and • practise good daily Remind pupils to practise brush, teeth, bath, with good habits. talk about good habits. For habits. Give reasons good habits such as breakfast example, brushing their teeth, for practising the washing their hands taking their bath, washing their habits. before eating and after hands. using the toilet.1.4 that there are Pupils talk about meal times – • name different foods Remind pupils that they vegetables, fruits, rice, different types of breakfast, lunch, tea and such as rice, bread, also need to drink a lot of fish, chicken, eggs, milk, food. dinner and the different foods vegetables, fruits, fish, water. breakfast, lunch, dinner, and drinks that they take at chicken, eggs, milk. drinks each meal.1.5 to link eating good Pupils talk about choosing • state that we need to healthy, grow foods with good foods that help them to grow eat and drink to grow health. and be healthy. and be healthy. • state that we need to eat at the appropriate times. Pupils talk about a healthy • identify healthy foods Pupils draw pictures of meal. such as vegetables, healthy food. fruits, rice, fish, chicken, eggs, milk. 2
  • 4. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES2.0 AnimalsPupils should learn Pupils Use flash cards.2.1 the names of Pupils look at pictures and • know the names of animal different animals name the different animals, different types of A cow moos, a bird cat, dog, cow, goat, fly, e.g. cat, dog, cow, goat, fly, animals. tweets, a snake hisses, a butterfly, ant, fish, bird, butterfly, ant, fish, bird, snake, frog croaks snake, frog frog. Pupils match animals to their a butterfly flies, a snake moos, tweets, hisses, names glides, a frog jumps croaks Pupils imitate animal sounds How to make playdough: flies, glides, jumps and movements. 1 cup flour 1 cup fine salt Pupils make animals using enough water to dissolve playdough. the salt 1 teaspoon cream of tartar 1 tablespoon cooking oil food colouring Method: 1. Mix all ingredients in a bowl. 2. Knead the mixture into a dough. 3
  • 5. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES2.2 the names of Pupils look at pictures and say • identify different parts of eyes, ears, nose, beak, different parts of the different parts of animals animals. mouth, wing, legs, tail, animals. e.g. eyes, ears, nose, beak, fins, horn mouth, wing, legs, tail, fins, horn. Pupils complete pictures of animals by drawing the missing animal parts. Pupils label the different parts of animals.2.3 where animals live. Pupils walk around the school • communicate Pupils must be house, farm, field, tree, compound to look at animals. observations through supervised during the grass, pond, soil, forest Pupils draw and talk about drawing or descriptions. walk around the school what they see during their compound. Remind them walk. • state where different not to touch any animals animals live. or disturb the places they Pupils talk about where live. different animals live e.g. house, farm, field, tree, grass, pond, soil, forest. Pupils look at pictures and match animals to their homes. 4
  • 6. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES3.0 PlantsPupils should learn Pupils3.1 the names of Pupils walk around the school • communicate Pupils must be plant different plants. compound to look at different observations through supervised during the plants. Pupils point and say the drawings or activity. They must be hibiscus, rose, orchid, names of different plants. descriptions. careful when touching grass, coconut tree, plants. papaya tree Pupils draw and talk about the • know the names of different plants they see. different plants.3.2 the names of Pupils say the different parts of • identify different parts of Pupils may collect small stem, branch, leaf, different parts of a plant, i.e. stem, branch, leaf, plan plants to study the flower, fruit, root plants. flower, fruit, root. different parts. Fruits can be cut open to look Pupils label the different parts of at the seeds. a plant. Pupils collect different leaves, flowers and small plants to press and make into cards or paste into their scrap books. 5
  • 7. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES3.3 that plants need Pupils look at a wilted plant and • state that plants need Accept all the reasons water water to grow. suggest reasons why the plant water to grow. suggested by pupils and has wilted. They suggest how have them test the the wilted plant can be revived. answers. Pupils test their answers, e.g. by watering the plant. After some time, pupils observe and say what happens.3.4 that plants need Pupils look at two plants, one • state that plants need Accept all the reasons sunlight sunlight to grow. that has been kept in the sunlight to grow. suggested by pupils and cupboard and another by a have them test the window. Pupils suggest reasons answers. for the differences in the appearance of the plants. They suggest how the plant which has been kept in the cupboard can be revived. Pupils test their answers, e.g. placing the plant outside the classroom. After a some time, pupils observe and say what happens. 6
  • 8. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES3.3 that plants grow. Pupils grow plants from seeds, • state that plants grow by Pupils use strips of seed, taller, more e.g. balsam, green bean, chilly. comparing the height paper to show Pupils look after and observe and number of leaves. difference in height. the seedlings daily. Pupils record their observations in the • communicate form of drawings. observations through drawings and descriptions. 7
  • 9. Learning about the World around Us LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.0 Using our SensesPupils should learn Pupils1.1 about different Pupils walk around the school • identify different colours. red, blue, green, yellow, colours. compound and identify as white, black, purple, many objects of different brown, orange, pink colours as possible e.g. a purple flower, a green leaf, a red car, a blue dress. Pupils group objects according to their colours. Pupils create a collage using different coloured seeds and spices. 8
  • 10. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.2 about different Pupils walk around the school • identify different shapes. triangle, square, shapes. compound and identify as rectangle, circle many objects of different shapes as possible e.g. a round tyre, a rectangular sign post, a square frame, a triangular shaped roof. Pupils group objects according to their shapes. Pupils create a picture or a The picture can be in model using different shapes the form of a drawing or and colours. collage. The model can be in the form of playdough model or origami.1.3 about different sizes. Pupils look around the • differentiate sizes : big big, small classroom and identify small and small. and big objects. Pupils identify animals and group them into big animals and small animals. 9
  • 11. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.4 to group objects Pupils observe objects of • recognise the similarities Use the same objects same, different using different different colours, shapes and and differences between when grouping criteria. sizes and group them objects and group them according to colour, accordingly. accordingly. shape and size.1.5 about different Pupils listen and identify the • identify different sounds. Pupils are asked to be sounds. different sounds in their quiet and close their surroundings. eyes. Pupils draw and describe the things that make the sounds they hear. Pupils listen to sounds of • identify the sounds of beat, pluck, blow, shake musical instruments e.g. different musical recorder, piano, xylophone, instruments. tambourine, maraca and say how the instruments produce • say how the instrument the sounds e.g. by beating, make a sound. plucking, blowing, shaking. Pupils name the instrument that is making the sound. Pupils make musical instruments using everyday objects e.g. an empty tissue box and rubber bands. 10
  • 12. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARYOBJECTIVES ACTIVITIES Pupils play musical • describe sounds. loud, soft instruments softly and then loudly. Pupils describe the sounds as soft or loud. Pupils play all the musical • recognise that some Pupils should be noisy, quiet instruments at the same time sounds are nice to listen warned that loud loudly. Pupils describe the to and some are not sounds can damage the sound as noisy. ear and disturb other people. Pupils play a tune together using their instruments. Pupils describe the sound they make. Pupils talk about the use of • recognise sounds sounds in the surroundings created for specific e.g. siren, alarm, school bell purposes. etc. 11
  • 13. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.6 about different Pupils smell things that have • say whether a thing has a Smells are subjective. It nice smell, bad smell smells. been placed inside boxes. smell. is for the child to decide Pupils say whether they can whether a smell is nice smell the things inside the • group things according to or bad. boxes. Pupils open the boxes their smells: nice, bad. and say the names of things that have a smell. Pupils group the contents of the boxes into nice and bad smells. 12
  • 14. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.7 about different Pupils taste things such as • differentiate between: Hot, spicy and no taste sweet, sour, salty, bitter tastes. are not considered as sugar and salt sweet and salty. taste. lemon and bitter gourd. sour and bitter. Safety precautions: Pupils draw the food they Food should be kept in taste and label them as sweet clean containers. or salty, sour or bitter. Make sure pupils wash their hands before touching the food. Remind pupils not to taste unknown things. 13
  • 15. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES1.8 about different Pupils touch and feel objects • say whether objects are : hard, soft, rough, smooth, Safety precaution: properties and and describe them as hot, cold, light, heavy conditions of a) rough or smooth. a) rough or smooth. remind pupils not touch materials through b) hard or soft. things that are hot. touch. b) hard or soft. c) hot or cold. c) hot or cold. d) light or heavy. d) light or heavy.1.9 that they use their Pupils guess objects in boxes • say that they smell, Help pupils realise that senses to identify by : touch, feel, hear, taste they usually need to use objects. and see to identify the more than one sense to a) shaking. objects. identify the object. b) touching and feeling. Safety precaution : c) smelling. Allow only known food to be tasted. Pupils take the objects out of the boxes and confirm their guesses by seeing and tasting. 14
  • 16. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES2.0 Finding out about things that float and sinkPupils should learn Pupils2.1 that some things Pupils collect different objects • identify things that float float, sink float and some such as rulers, erasers, and things that sink. things sink. pebbles, leaves and sticks. Pupils guess whether they will sink or float. Pupils test their guesses by putting the objects into water or placing the objects in a basin and then pouring water into the basin. Safety Precaution: Pupils test to see if objects • know that things that that float can be made to sink sink can be made to Do not use glass bottles. and vice-versa e.g. make a float and things that plastic bottle sink or a piece of float can be made to plasticine float. sink. 15
  • 17. LEARNING SUGGESTED LEARNING LEARNING OUTCOMES NOTES VOCABULARY OBJECTIVES ACTIVITIES3.0 Finding out about light and darkPupils should learn Pupils3.1 about light and dark. Pupils sit under a table that • differentiate between Discuss the difference light, dark has been covered with a piece light and dark. between sitting under the of dark cloth. table and sitting in the • say that you need light classroom. Pupils look at an object e.g. a to see. red pencil, a blue pen, a green Discuss with pupils how leaf in the light box with the well they can see at torch light switched on and off. night. Pupils describe what they see. Pupils open the light box and • explain why they can Help pupils to realise that look at the object. see an object clearly they can see things without the help of a clearly because of there torch light. is light. Pupils go outside the class • say how they can make shadow and observe shadows. a shadow. Pupils try to change the shape of their shadows. 16