This document provides details on the Year 3 Science curriculum for primary schools in Malaysia, including:
1. An introduction outlining the aims of developing students' interest and skills in science.
2. The objectives of stimulating students' curiosity about the world around them and providing opportunities to develop scientific and thinking skills.
3. An outline of the curriculum content organized into two main learning areas: Living Things and the World Around Us, covering topics such as animals, plants, magnets, electricity, and soil.
4. Guidance on teaching and learning strategies that emphasize hands-on activities and developing students' ability to communicate in English about science topics.
This document contains information about the Year 3 Primary Science curriculum in Malaysia, including:
1. It provides aims and objectives to stimulate students' curiosity and develop their scientific skills, thinking skills, and scientific attitudes.
2. It outlines the scientific skills, thinking skills, and scientific attitudes that are emphasized in the curriculum, such as observing, classifying, predicting, comparing and contrasting, being curious and honest.
3. It describes the teaching strategies used to achieve the aims, such as hands-on activities to develop skills and thoughtful learning to develop thinking abilities.
This document provides curriculum specifications for the Year 6 Science curriculum in Malaysian secondary schools. It outlines the aims, objectives, content organization, teaching and learning strategies, and scientific skills and attitudes that students should develop over the course of the year. The curriculum is designed to stimulate students' interest in science, develop their scientific knowledge and skills, and foster positive scientific values and patriotism. The specifications were developed by the Curriculum Development Centre of the Malaysian Ministry of Education.
This document provides an overview of the Integrated Curriculum for Secondary Schools Science curriculum in Malaysia. It outlines the national philosophy of education and science education philosophy in Malaysia. The curriculum is designed to develop students' scientific knowledge and skills, thinking skills, and noble values and attitudes. It emphasizes hands-on learning and developing students as active learners. The curriculum content is organized into key learning areas such as living things, earth and the universe, materials, forces and energy, and technology. It aims to produce well-rounded citizens who can contribute to Malaysia's development.
This document provides curriculum specifications for the Year 6 Science curriculum in Malaysian secondary schools. It outlines the aims, objectives, content organization, teaching and learning strategies, and scientific skills and attitudes that students should develop over the course of the year. The curriculum is designed to stimulate students' interest in science, develop their scientific knowledge and skills, and foster noble values and patriotism. It takes an inquiry-based approach emphasizing hands-on learning and investigation. The content covers living things, force and energy, materials, Earth and space, and technology. The ultimate goal is to produce well-rounded citizens who can contribute to Malaysia's development.
This document provides an overview of the Integrated Curriculum for Secondary Schools Science curriculum in Malaysia. It outlines the National Philosophy, aims and objectives of science education in Malaysia. It describes scientific skills like observing, classifying, measuring and thinking skills like attributing, comparing and contrasting. It also discusses teaching strategies like emphasizing hands-on activities and the content organization of the curriculum.
This document provides the curriculum specifications for the Level Two Primary School Science curriculum in Malaysia. It outlines the aims, objectives, content organization, teaching and learning strategies, and skills developed through the science curriculum. The curriculum aims to develop students' interest and creativity in science, and provide opportunities for students to acquire scientific knowledge and skills, thinking skills, and scientific attitudes and values. It emphasizes hands-on, inquiry-based learning through investigation and experimentation. The content is organized into focus areas including living things, force and energy, materials, earth and space, and technology.
This document provides the curriculum specifications for the Year 2 primary school science curriculum in Malaysia. The curriculum aims to develop students' interest and creativity in science through hands-on experiences and investigations. It seeks to help students acquire scientific skills and concepts while fostering scientific attitudes and values. The curriculum is organized into two main learning areas: 1) Learning about Living Things, and 2) Learning about the World Around Us. It outlines the objectives, content, and teaching strategies for each area.
This document provides an introduction to the Integrated Curriculum for Secondary Schools Science Form 1 in Malaysia. It outlines the national philosophy of education and science education in Malaysia. The goal is to produce students who are scientifically literate and able to apply their knowledge to everyday life and contribute to the country's development. The science curriculum consists of core subjects for all students and elective subjects for those inclined towards science. It is designed to nurture scientific thinking skills and develop well-rounded citizens. The curriculum specifications provide details to implement the curriculum, including objectives, content, teaching strategies, and learning outcomes.
This document contains information about the Year 3 Primary Science curriculum in Malaysia, including:
1. It provides aims and objectives to stimulate students' curiosity and develop their scientific skills, thinking skills, and scientific attitudes.
2. It outlines the scientific skills, thinking skills, and scientific attitudes that are emphasized in the curriculum, such as observing, classifying, predicting, comparing and contrasting, being curious and honest.
3. It describes the teaching strategies used to achieve the aims, such as hands-on activities to develop skills and thoughtful learning to develop thinking abilities.
This document provides curriculum specifications for the Year 6 Science curriculum in Malaysian secondary schools. It outlines the aims, objectives, content organization, teaching and learning strategies, and scientific skills and attitudes that students should develop over the course of the year. The curriculum is designed to stimulate students' interest in science, develop their scientific knowledge and skills, and foster positive scientific values and patriotism. The specifications were developed by the Curriculum Development Centre of the Malaysian Ministry of Education.
This document provides an overview of the Integrated Curriculum for Secondary Schools Science curriculum in Malaysia. It outlines the national philosophy of education and science education philosophy in Malaysia. The curriculum is designed to develop students' scientific knowledge and skills, thinking skills, and noble values and attitudes. It emphasizes hands-on learning and developing students as active learners. The curriculum content is organized into key learning areas such as living things, earth and the universe, materials, forces and energy, and technology. It aims to produce well-rounded citizens who can contribute to Malaysia's development.
This document provides curriculum specifications for the Year 6 Science curriculum in Malaysian secondary schools. It outlines the aims, objectives, content organization, teaching and learning strategies, and scientific skills and attitudes that students should develop over the course of the year. The curriculum is designed to stimulate students' interest in science, develop their scientific knowledge and skills, and foster noble values and patriotism. It takes an inquiry-based approach emphasizing hands-on learning and investigation. The content covers living things, force and energy, materials, Earth and space, and technology. The ultimate goal is to produce well-rounded citizens who can contribute to Malaysia's development.
This document provides an overview of the Integrated Curriculum for Secondary Schools Science curriculum in Malaysia. It outlines the National Philosophy, aims and objectives of science education in Malaysia. It describes scientific skills like observing, classifying, measuring and thinking skills like attributing, comparing and contrasting. It also discusses teaching strategies like emphasizing hands-on activities and the content organization of the curriculum.
This document provides the curriculum specifications for the Level Two Primary School Science curriculum in Malaysia. It outlines the aims, objectives, content organization, teaching and learning strategies, and skills developed through the science curriculum. The curriculum aims to develop students' interest and creativity in science, and provide opportunities for students to acquire scientific knowledge and skills, thinking skills, and scientific attitudes and values. It emphasizes hands-on, inquiry-based learning through investigation and experimentation. The content is organized into focus areas including living things, force and energy, materials, earth and space, and technology.
This document provides the curriculum specifications for the Year 2 primary school science curriculum in Malaysia. The curriculum aims to develop students' interest and creativity in science through hands-on experiences and investigations. It seeks to help students acquire scientific skills and concepts while fostering scientific attitudes and values. The curriculum is organized into two main learning areas: 1) Learning about Living Things, and 2) Learning about the World Around Us. It outlines the objectives, content, and teaching strategies for each area.
This document provides an introduction to the Integrated Curriculum for Secondary Schools Science Form 1 in Malaysia. It outlines the national philosophy of education and science education in Malaysia. The goal is to produce students who are scientifically literate and able to apply their knowledge to everyday life and contribute to the country's development. The science curriculum consists of core subjects for all students and elective subjects for those inclined towards science. It is designed to nurture scientific thinking skills and develop well-rounded citizens. The curriculum specifications provide details to implement the curriculum, including objectives, content, teaching strategies, and learning outcomes.
The document is a curriculum specification for the biology curriculum in Form 5 from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the scientific skills and thinking skills taught, and the content organization of the curriculum which is divided into themes of physiology of living things and variation and inheritance. The curriculum aims to produce citizens who can apply biological knowledge to improve health and contribute to science advancement.
Curriculum specifications Biology Form 5Maria Ting
The document is a curriculum specification for the biology curriculum in Form 5 secondary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, scientific inquiry abilities, and noble values. The curriculum aims to produce citizens who can apply biological knowledge to improve health and environmental stewardship. It describes the scientific skills, thinking skills, and content areas covered in the Form 5 biology curriculum, which includes physiology of living things and variation and inheritance.
1. The document outlines the aims, objectives, skills, strategies and content organisation for the Level Two Primary School Science Curriculum in Malaysia.
2. The curriculum aims to develop pupils' interest and creativity through investigations that promote scientific and thinking skills as well as scientific attitudes and values.
3. Key skills emphasized include scientific skills like observing, measuring and predicting, as well as thinking skills like comparing, classifying, analyzing and problem solving.
4. Teaching strategies encourage hands-on learning and the application of skills through activities and experimentation.
5. Content is organized into topics that cover living things, force and energy, materials, earth and space,
This document provides curriculum specifications for the Physics Form 4 curriculum in Malaysia. It outlines the aims and objectives of developing students' scientific skills, thinking skills, scientific attitudes and noble values. It recommends teaching and learning strategies that emphasize hands-on activities, experiments, and developing students' thinking abilities. The document organizes the Physics content into key topics including introduction to physics, forces and motion, forces and pressure, heat, and light. It aims to produce active learners who can apply scientific knowledge and contribute to Malaysia's development.
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the curriculum content organization, which is arranged into themes and learning areas covering topics such as cells, physiology, and relationships between living
The document is the 2006 curriculum specifications for chemistry from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in chemistry to solve problems and make decisions based on scientific attitudes and values. The objectives are to acquire scientific knowledge and thinking skills to apply them creatively and critically. It also aims to develop scientific skills, thinking skills like critical and creative thinking, and thinking strategies like conceptualizing and problem solving.
Science Curriculum Specifications Form 5Yip Cheng Yue
The document is a curriculum specifications document from the Ministry of Education Malaysia that outlines the science curriculum for Form 5 (equivalent to 11th grade). It includes the aims and objectives of developing scientific skills, thinking skills, attitudes and values in students. It describes various scientific and thinking skills, such as observing, classifying, analyzing, evaluating, generating ideas, relating concepts and problem solving. It also outlines the curriculum content which is organized into themes and learning areas covering topics such as microorganisms, nutrition, the environment, carbon compounds, motion, food technology and electronics. The curriculum aims to produce scientifically literate students who can apply their knowledge to solve problems and make decisions based on scientific principles and values.
This document provides details about the Malaysian Ministry of Education's Integrated Curriculum for Secondary School Science for Year Four. It outlines the national philosophy of education, which aims to develop students holistically. It also describes the goals of the science curriculum, which are to stimulate curiosity, develop scientific skills and thinking skills, foster creativity, teach scientific concepts and knowledge, and inculcate positive values. The document provides information on scientific skills, thinking skills, teaching strategies, and the organization of curriculum content into learning areas.
This document contains the curriculum specifications for chemistry for Form 4 students in Malaysia. It outlines the aims, objectives, content organization, and teaching strategies for the chemistry curriculum.
The aims are to provide students with knowledge and skills in chemistry to solve problems and make decisions based on scientific attitudes and values. The objectives include acquiring chemistry knowledge and thinking skills, applying knowledge creatively and critically, and developing scientific attitudes.
The content is organized into themes of introducing chemistry, matter around us, interactions between chemicals, and production of manufactured chemicals. Suggested teaching strategies emphasize hands-on learning, thinking skills, and developing scientific attitudes. The curriculum aims to produce active learners who can contribute to science and technology.
This document contains the curriculum specifications for the Form 1 Science curriculum in Malaysia. It outlines the aims and objectives of the science curriculum, which are to provide students with scientific knowledge and skills to solve problems and make decisions based on scientific attitudes. It also describes the development of thinking skills, scientific skills, and noble values in students. The document provides details on the curriculum content, teaching approaches, and assessment.
Curriculum Specifications Form 4 BiologyMaria Ting
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the organization and content of the curriculum, which is divided into themes and learning areas covering topics such as cells, nutrition, respiration
Science Curriculum Specifications Form 4Yip Cheng Yue
This document provides an overview of the Malaysian secondary school science curriculum. It outlines the aims to develop well-rounded students who can contribute to society through acquiring scientific knowledge and skills. The objectives include developing thinking skills, scientific attitudes and problem-solving abilities. Scientific skills such as process skills and manipulative skills are emphasized. Thinking skills like critical thinking, creative thinking and thinking strategies are also detailed. The curriculum aims to produce active learners through hands-on activities and the inquiry approach.
This document provides an overview of the Malaysian secondary school science curriculum. It outlines the aims to develop students' knowledge and skills in science, enable problem solving and decision making based on scientific attitudes and values. The curriculum also aims to develop an innovative society with a science and technology culture that values the environment. The objectives are to acquire scientific knowledge and thinking skills, apply them creatively and critically, and practice scientific attitudes and moral values. The content is organized around themes with learning areas and objectives leading to cognitive and affective learning outcomes.
This document categorizes and describes different types of living things. It discusses animals, distinguishing between vertebrates like horses that have backbones and invertebrates like starfish that do not. It also covers plants, fungi such as mushrooms, and microorganisms including bacteria and viruses. Animals can move and cannot produce their own food, while plants cannot move but can produce food through photosynthesis. Fungi like mushrooms feed off of decaying material and cannot move or produce food. Microorganisms include beneficial bacteria that make yogurt as well as illness-causing bacteria and viruses.
This document discusses health, illness, and healthy habits. It defines health as complete physical, mental, and social well-being. When a person is healthy, they feel well and energetic, but when ill they feel tired and their body does not work correctly. Illness and disease are the opposite of health and change how the body functions, causing symptoms like fever or coughing. To stay healthy, people need a balanced diet, regular mealtimes, good hygiene like washing hands and brushing teeth, sufficient rest through sleeping 9 hours per day, breathing clean air, and physical exercise.
Tingkah laku bermasalah dapat dibagi menjadi dua kategori utama, yaitu tingkah laku bermasalah negatif dan positif. Tingkah laku bermasalah negatif meliputi tingkah laku destruktif dan mengganggu, sedangkan tingkah laku bermasalah positif meliputi rasa ingin tahu yang mendalam dan kecerdasan. Faktor-faktor seperti lingkungan keluarga, sekolah, dan pengalaman pribadi dapat mempengaruhi m
This document contains a science quiz with multiple choice questions testing knowledge of various science topics. It includes questions about biology, anatomy, earth science, and other domains. The quiz is divided into easy, average, difficult, and clincher rounds with increasing challenge. Questions cover topics such as muscles, reproduction, minerals, climate, physics, and ecology.
This document contains a quiz with multiple choice questions about various science topics ranging from biology to physics. There are 10 questions in the Easy Round covering topics like the senses, the sun, animal behaviors, nutrition, motion, anatomy, and learned behaviors. The Average Round contains 10 slightly more difficult questions about sound, geology, states of matter, insulation, optics, meteorology or weather. The Difficult Round poses 10 open-ended questions testing knowledge in areas such as health, camouflage, magnetism, resources, optics, botany, meteorology, the water cycle, and weather systems. The final Clincher Round asks 5 short-answer science questions about plant propagation, thermometers, physical properties, the atmosphere, and
This powerpoint can be used in 3rd grade to introduce the features of living and nonliving things. It meets the ELA CCR Standard 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. It also meets the 3rd grade Science Essential Standard 3.L.2 Understand how plants survive and grow.
This document contains a draft nutrition curriculum for quarter 1. It includes an introduction on the importance of nutrition, sample pre- and post-tests for students, and draft lesson plans on good and bad nutrition as well as protein-energy malnutrition. The two lesson plans aim to help students understand malnutrition, specifically the forms of undernutrition and protein-energy malnutrition. The curriculum provides background information, objectives, activities and assessments for teachers.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
This document provides the curriculum specifications for the Level Two Primary School Science curriculum in Malaysia. It outlines the aims, objectives, content organization, teaching and learning strategies, and skills developed through the science curriculum. The curriculum aims to develop students' interest and creativity in science, and provide opportunities for students to acquire scientific knowledge and skills, thinking skills, and scientific attitudes and values. It emphasizes hands-on, inquiry-based learning through investigation and experimentation. The content is organized into topics investigating living things, forces and energy, materials, Earth and the universe, and technology.
The document is a curriculum specification for the biology curriculum in Form 5 from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the scientific skills and thinking skills taught, and the content organization of the curriculum which is divided into themes of physiology of living things and variation and inheritance. The curriculum aims to produce citizens who can apply biological knowledge to improve health and contribute to science advancement.
Curriculum specifications Biology Form 5Maria Ting
The document is a curriculum specification for the biology curriculum in Form 5 secondary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, scientific inquiry abilities, and noble values. The curriculum aims to produce citizens who can apply biological knowledge to improve health and environmental stewardship. It describes the scientific skills, thinking skills, and content areas covered in the Form 5 biology curriculum, which includes physiology of living things and variation and inheritance.
1. The document outlines the aims, objectives, skills, strategies and content organisation for the Level Two Primary School Science Curriculum in Malaysia.
2. The curriculum aims to develop pupils' interest and creativity through investigations that promote scientific and thinking skills as well as scientific attitudes and values.
3. Key skills emphasized include scientific skills like observing, measuring and predicting, as well as thinking skills like comparing, classifying, analyzing and problem solving.
4. Teaching strategies encourage hands-on learning and the application of skills through activities and experimentation.
5. Content is organized into topics that cover living things, force and energy, materials, earth and space,
This document provides curriculum specifications for the Physics Form 4 curriculum in Malaysia. It outlines the aims and objectives of developing students' scientific skills, thinking skills, scientific attitudes and noble values. It recommends teaching and learning strategies that emphasize hands-on activities, experiments, and developing students' thinking abilities. The document organizes the Physics content into key topics including introduction to physics, forces and motion, forces and pressure, heat, and light. It aims to produce active learners who can apply scientific knowledge and contribute to Malaysia's development.
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the curriculum content organization, which is arranged into themes and learning areas covering topics such as cells, physiology, and relationships between living
The document is the 2006 curriculum specifications for chemistry from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in chemistry to solve problems and make decisions based on scientific attitudes and values. The objectives are to acquire scientific knowledge and thinking skills to apply them creatively and critically. It also aims to develop scientific skills, thinking skills like critical and creative thinking, and thinking strategies like conceptualizing and problem solving.
Science Curriculum Specifications Form 5Yip Cheng Yue
The document is a curriculum specifications document from the Ministry of Education Malaysia that outlines the science curriculum for Form 5 (equivalent to 11th grade). It includes the aims and objectives of developing scientific skills, thinking skills, attitudes and values in students. It describes various scientific and thinking skills, such as observing, classifying, analyzing, evaluating, generating ideas, relating concepts and problem solving. It also outlines the curriculum content which is organized into themes and learning areas covering topics such as microorganisms, nutrition, the environment, carbon compounds, motion, food technology and electronics. The curriculum aims to produce scientifically literate students who can apply their knowledge to solve problems and make decisions based on scientific principles and values.
This document provides details about the Malaysian Ministry of Education's Integrated Curriculum for Secondary School Science for Year Four. It outlines the national philosophy of education, which aims to develop students holistically. It also describes the goals of the science curriculum, which are to stimulate curiosity, develop scientific skills and thinking skills, foster creativity, teach scientific concepts and knowledge, and inculcate positive values. The document provides information on scientific skills, thinking skills, teaching strategies, and the organization of curriculum content into learning areas.
This document contains the curriculum specifications for chemistry for Form 4 students in Malaysia. It outlines the aims, objectives, content organization, and teaching strategies for the chemistry curriculum.
The aims are to provide students with knowledge and skills in chemistry to solve problems and make decisions based on scientific attitudes and values. The objectives include acquiring chemistry knowledge and thinking skills, applying knowledge creatively and critically, and developing scientific attitudes.
The content is organized into themes of introducing chemistry, matter around us, interactions between chemicals, and production of manufactured chemicals. Suggested teaching strategies emphasize hands-on learning, thinking skills, and developing scientific attitudes. The curriculum aims to produce active learners who can contribute to science and technology.
This document contains the curriculum specifications for the Form 1 Science curriculum in Malaysia. It outlines the aims and objectives of the science curriculum, which are to provide students with scientific knowledge and skills to solve problems and make decisions based on scientific attitudes. It also describes the development of thinking skills, scientific skills, and noble values in students. The document provides details on the curriculum content, teaching approaches, and assessment.
Curriculum Specifications Form 4 BiologyMaria Ting
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the organization and content of the curriculum, which is divided into themes and learning areas covering topics such as cells, nutrition, respiration
Science Curriculum Specifications Form 4Yip Cheng Yue
This document provides an overview of the Malaysian secondary school science curriculum. It outlines the aims to develop well-rounded students who can contribute to society through acquiring scientific knowledge and skills. The objectives include developing thinking skills, scientific attitudes and problem-solving abilities. Scientific skills such as process skills and manipulative skills are emphasized. Thinking skills like critical thinking, creative thinking and thinking strategies are also detailed. The curriculum aims to produce active learners through hands-on activities and the inquiry approach.
This document provides an overview of the Malaysian secondary school science curriculum. It outlines the aims to develop students' knowledge and skills in science, enable problem solving and decision making based on scientific attitudes and values. The curriculum also aims to develop an innovative society with a science and technology culture that values the environment. The objectives are to acquire scientific knowledge and thinking skills, apply them creatively and critically, and practice scientific attitudes and moral values. The content is organized around themes with learning areas and objectives leading to cognitive and affective learning outcomes.
This document categorizes and describes different types of living things. It discusses animals, distinguishing between vertebrates like horses that have backbones and invertebrates like starfish that do not. It also covers plants, fungi such as mushrooms, and microorganisms including bacteria and viruses. Animals can move and cannot produce their own food, while plants cannot move but can produce food through photosynthesis. Fungi like mushrooms feed off of decaying material and cannot move or produce food. Microorganisms include beneficial bacteria that make yogurt as well as illness-causing bacteria and viruses.
This document discusses health, illness, and healthy habits. It defines health as complete physical, mental, and social well-being. When a person is healthy, they feel well and energetic, but when ill they feel tired and their body does not work correctly. Illness and disease are the opposite of health and change how the body functions, causing symptoms like fever or coughing. To stay healthy, people need a balanced diet, regular mealtimes, good hygiene like washing hands and brushing teeth, sufficient rest through sleeping 9 hours per day, breathing clean air, and physical exercise.
Tingkah laku bermasalah dapat dibagi menjadi dua kategori utama, yaitu tingkah laku bermasalah negatif dan positif. Tingkah laku bermasalah negatif meliputi tingkah laku destruktif dan mengganggu, sedangkan tingkah laku bermasalah positif meliputi rasa ingin tahu yang mendalam dan kecerdasan. Faktor-faktor seperti lingkungan keluarga, sekolah, dan pengalaman pribadi dapat mempengaruhi m
This document contains a science quiz with multiple choice questions testing knowledge of various science topics. It includes questions about biology, anatomy, earth science, and other domains. The quiz is divided into easy, average, difficult, and clincher rounds with increasing challenge. Questions cover topics such as muscles, reproduction, minerals, climate, physics, and ecology.
This document contains a quiz with multiple choice questions about various science topics ranging from biology to physics. There are 10 questions in the Easy Round covering topics like the senses, the sun, animal behaviors, nutrition, motion, anatomy, and learned behaviors. The Average Round contains 10 slightly more difficult questions about sound, geology, states of matter, insulation, optics, meteorology or weather. The Difficult Round poses 10 open-ended questions testing knowledge in areas such as health, camouflage, magnetism, resources, optics, botany, meteorology, the water cycle, and weather systems. The final Clincher Round asks 5 short-answer science questions about plant propagation, thermometers, physical properties, the atmosphere, and
This powerpoint can be used in 3rd grade to introduce the features of living and nonliving things. It meets the ELA CCR Standard 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. It also meets the 3rd grade Science Essential Standard 3.L.2 Understand how plants survive and grow.
This document contains a draft nutrition curriculum for quarter 1. It includes an introduction on the importance of nutrition, sample pre- and post-tests for students, and draft lesson plans on good and bad nutrition as well as protein-energy malnutrition. The two lesson plans aim to help students understand malnutrition, specifically the forms of undernutrition and protein-energy malnutrition. The curriculum provides background information, objectives, activities and assessments for teachers.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
This document provides the curriculum specifications for the Level Two Primary School Science curriculum in Malaysia. It outlines the aims, objectives, content organization, teaching and learning strategies, and skills developed through the science curriculum. The curriculum aims to develop students' interest and creativity in science, and provide opportunities for students to acquire scientific knowledge and skills, thinking skills, and scientific attitudes and values. It emphasizes hands-on, inquiry-based learning through investigation and experimentation. The content is organized into topics investigating living things, forces and energy, materials, Earth and the universe, and technology.
This document provides the curriculum specifications for the Level Two Primary School Science curriculum in Malaysia. It outlines the aims, objectives, content organization, teaching and learning strategies, and skills developed through the science curriculum. The curriculum aims to develop students' interest and creativity in science, and provide opportunities for students to acquire scientific knowledge and skills, thinking skills, and scientific attitudes and values. It emphasizes hands-on, inquiry-based learning through investigation and experimentation. The content is organized into topics investigating living things, forces and energy, materials, Earth and the universe, and technology.
This document provides the curriculum specifications for the Level Two Primary School Science curriculum in Malaysia. It outlines the aims, objectives, content organization, teaching and learning strategies, and skills developed through the science curriculum. The curriculum aims to develop students' interest and creativity in science, and provide opportunities for students to acquire scientific knowledge and skills, thinking skills, and scientific attitudes and values. It emphasizes hands-on, inquiry-based learning through investigation and experimentation.
The document is a curriculum specification for the biology curriculum in Form 5 secondary schools in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the application of scientific skills and thinking skills, and cultivating scientific attitudes and noble values. The curriculum content is organized into themes on physiology of living things and variation and inheritance, with learning areas, objectives, activities and learning outcomes specified for each theme.
The document is a curriculum specification for the biology curriculum in Form 5 from the Ministry of Education in Malaysia. It outlines the aims of developing students' knowledge and skills in biology, the scientific skills and thinking skills taught, and the content organization of the curriculum which is divided into themes of physiology of living things and variation and inheritance. The curriculum aims to produce citizens who can apply biological knowledge to improve health and contribute to science advancement.
This document provides curriculum specifications for the Form 2 Science curriculum in Malaysia, including the aims, objectives, content organization, and themes. The curriculum aims to develop students' scientific skills, thinking skills, attitudes and values in order to produce knowledgeable and well-rounded citizens who can contribute to Malaysia's social and economic development. The curriculum content is organized around five themes: management and continuity of life, man and the variety of living things, matter in nature, force and motion, and technological and industrial development in society.
This document provides curriculum specifications for the Form 2 Science curriculum in Malaysia, including the aims, objectives, content organization, and themes. The curriculum aims to develop students' scientific skills, thinking skills, attitudes and values in order to produce knowledgeable and well-rounded citizens who can contribute to Malaysia's social and economic development. The curriculum content is organized around five themes: management and continuity of life, man and the variety of living things, matter in nature, force and motion, and technological and industrial development in society.
This document is the curriculum specifications for Form 4 Biology in Malaysia. It outlines the national philosophy of education and science education philosophy. The curriculum aims to develop students' scientific knowledge and skills, thinking skills, and noble values while preparing them for careers in science and technology. It emphasizes hands-on learning and the inquiry approach. The curriculum was developed by a panel of writers over time to support Malaysia's goal of becoming an industrialized, knowledge-based society.
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills, thinking skills, and teaching strategies emphasized in the biology curriculum to develop active, inquisitive learners.
4. An outline of the curriculum content, which is organized into themes and learning areas covering topics like cells, physiology, and relationships between living things and the environment.
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the organization and content of the curriculum, which is divided into themes and learning areas covering topics such as cells, nutrition, respiration
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills and thinking skills emphasized in the curriculum, including science process skills, manipulative skills, critical thinking skills, creative thinking skills and thinking strategies.
4. Details on the organization and content of the curriculum, which is divided into themes and learning areas covering topics such as cells, nutrition, respiration
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national and science education philosophies that guide the curriculum.
2. Objectives of developing students' knowledge and skills in biology, scientific inquiry, problem solving, and noble values.
3. Emphasis on developing students' scientific skills like observation and experimentation, as well as critical and creative thinking skills.
4. Organization of the curriculum content into themes, learning areas and objectives to be achieved through hands-on activities and experiments.
5. Acknowledgement of the many individuals involved in developing the curriculum over time.
This document contains curriculum specifications for the Biology curriculum for Form 4 secondary students in Malaysia. It includes:
1. The national philosophy of education in Malaysia, which aims to produce well-balanced citizens through education.
2. The objectives of the biology curriculum, which are to provide students with knowledge and skills in biology, scientific attitudes and values to solve problems and make decisions.
3. An overview of the scientific skills, thinking skills, and teaching strategies emphasized in the biology curriculum to develop active, inquisitive learners.
4. An outline of the curriculum content, which is organized into themes and learning areas covering topics like cells, physiology, and relationships between living things and the environment.
This document provides curriculum specifications for the Biology subject in Form 5 (equivalent to 11th grade) in Malaysian secondary schools. It outlines the national philosophy of education and science education that guides the curriculum. The curriculum aims to develop students' scientific knowledge and skills, thinking skills, scientific attitudes and values. It emphasizes hands-on learning and developing students as active learners. The curriculum content is organized into themes of physiology of living things and variation and inheritance, with topics like transport, locomotion, reproduction and heredity. It provides learning objectives, activities and assessment details for teachers to implement the curriculum.
This document outlines the curriculum specifications for the Biology subject in Form 5 (age 15-16) in Malaysian secondary schools. It begins with the national philosophy of education and science education in Malaysia. The aims of the Biology curriculum are to provide students with knowledge and skills in biology and technology to solve problems and make decisions based on scientific attitudes and values. It also aims to develop a society with a science and technology culture that values the environment. The objectives are to acquire biological knowledge and thinking/scientific skills, and apply them creatively and critically while internalizing good moral values. The curriculum content is organized into themes and learning areas covering various biological topics.
This document provides curriculum specifications for the Biology subject in Form 5 (equivalent to 11th grade) in Malaysian secondary schools. It outlines the national philosophy of education and science education that guides the curriculum. The curriculum aims to develop students' scientific knowledge and skills, thinking skills, scientific attitudes and values. It emphasizes hands-on learning and developing students as active learners. The curriculum content is organized into themes of physiology of living things and variation and inheritance, with topics like transport, locomotion, reproduction and heredity. It provides learning objectives, activities and assessment details for teachers to implement the curriculum effectively.
This document provides an overview of the Malaysian Ministry of Education's integrated biology curriculum for secondary schools. It outlines the curriculum's aims to develop students' knowledge and skills in biology and scientific inquiry to solve problems and make decisions. The curriculum objectives include acquiring biology knowledge, scientific skills, applying knowledge to improve health and contribute to science and technology development, and appreciating the importance of environmental conservation. It also describes the curriculum's focus on developing scientific skills and thinking skills to enable scientific investigation and problem solving. The document provides a table of contents that outlines the curriculum's themes on physiology of living things and variation and inheritance.
This document provides an introduction to the Biology curriculum specifications for Form 4 secondary schools in Malaysia. It outlines the national philosophy of education and science education, which aim to develop students holistically and produce a society oriented towards science and technology. The Biology curriculum is designed to help students acquire scientific knowledge and skills, develop thinking skills, and apply their learning to everyday life and decision making. It also aims to foster noble values like environmental conservation. The curriculum specifications provide details on the curriculum's content organization, learning strategies, and themes that will be covered, including introducing biology, investigating cells, and examining relationships between living things and their environment.
This document provides an introduction to the Biology curriculum specifications for Form 4 secondary schools in Malaysia. It outlines the national philosophy of education and science education, which aim to develop students holistically and produce a society oriented towards science and technology. The Biology curriculum is designed to help students acquire scientific knowledge and skills, develop thinking skills, and apply their learning to everyday life and decision making. It also aims to foster noble values like environmental conservation. The curriculum specifications provide details on the curriculum's content organization, learning strategies, and themes that will be covered, including introducing biology, investigating cells, and examining relationships between living things and their environment.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Hsp sc y3
1. MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Primary Schools
Curriculum Specifications
SCIENCE
Year 3
Curriculum Development Centre
Ministry of Education Malaysia
2003
2. MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Primary Schools
Curriculum Specifications
SCIENCE
Year 3
Curriculum Development Centre
Ministry of Education Malaysia
2003
3. Copyright (C) 2003 Curriculum Development Centre
Ministry of Education Malaysia
Pesiaran Duta Off Jalan Duta
50604 Kuala Lumpur
First published 2003
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 prior written permission from the Director of the Curriculum Devel-
opment Centre, Ministry of Education Malaysia.
4. TABLE OF CONTENT
Page
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 Organization 9
Learning about Living Things
Learning Area 1. Animals 11
2. Plants 12
Learning about the World around Us
Learning Area 1. Magnets 13
2. Electricity 16
3. Springs 19
4. Absorption 21
5. Soil 23
6. Mi xing Substances 25
iii
5. 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 to modern science and technology;
WE, her peoples, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
v
6. NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards 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 harmony and
betterment of the family, society and the nation at large.
vii
7. NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy,
science education in Malaysia nurtures a
science and technology culture by focusing
on the development of individuals who are competitive,
dynamic, robust and resilient and able to
master scientific knowledge and technological competency.
ix
8. PREFACE
The aspiration of the nation to become an industrialised In a recent development, the Government has made a
society depends on science and technology. It is decision to introduce English as the medium of instruction
envisaged that success in providing quality science in the teaching and learning of science and mathematics.
education to Malaysians from an early age w ill serve to This measure w ill enable students to keep abreast of
spearhead the nation into becoming a know ledge society developments in science and technology in contemporary
and a competitive player in the global arena. Tow ards this society by enhancing their capability and know-how to tap
end, the Malaysian education system is giving greater the diverse sources of information on science w ritten in the
emphasis to science and mathematics education. English language. At the same time, this move w ould also
provide opportunities for students to use the English
The Science curriculum has been designed not only to language and hence, increase their proficiency in the
provide opportunities for students to acquire science language. Thus, in implementing the science curriculum,
know ledge and skills, develop thinking skills and thinking attention is given to developing students’ ability to use
strategies, and to apply this know ledge and skills in English for study and communication, especially in the
everyday life, but also to inculcate in them noble values early years of learning.
and the spirit of patriotism. It is hoped that the educational
process en route to achieving these aims w ould produce The development of this curriculum and the preparation of
well-balanced citizens capable of contributing to the the corresponding Curriculum Specifications have been the
harmony and prosperity of the nation and its people. work of many individuals over a period of time. To all those
who have contributed in one w ay or another to this effort,
may I, on behalf of the Ministry of Education, express my
The Science curriculum aims at producing active learners.
sincere gratitude and thanks for the time and labour
To this end, students are given ample opportunities to
expended.
engage in scientific investigations through hands-on
activities and experimentations. The inquiry approach,
incorporating thinking skills, thinking strategies and
thoughtful learning, should be emphasised throughout the
teaching-learning process. The content and contexts
suggested are chosen based on their relevance and
appeal to students so that their interest in the subject is (Dr. SHARIFAH MA IMUNAH SY ED Z IN)
enhanced. Director
Curriculum Development Centre
Ministry of Education Malaysia
xi
9. INTRODUCTION AIMS
As articulated in the National Education Policy, education in
The aim of the primary school science curriculum is to
Malaysia is an on-going effort towards developing the develop pupils’ interest and creativity through everyday
potential of individuals in a holistic and integrated manner to
experiences and investigations that promote the acquisition
produce individuals w ho are intellectually, spiritually,
of scientific and thinking skills as w ell as the inculcation of
emotionally and physically balanced and har monious. The scientific attitudes and values.
primary and secondary school science curriculum is
developed w ith the aim of producing such individuals.
The Level One Primary Science curriculum is
OBJ ECTIVES
designed to stimulate pupils’ curiosity and develop their
interest as w ell as enabling pupils to learn more about
The level one science curriculum aims to:
themselves and the w orld around them through activities.
1. Stimulate pupils’ curiosity and develop their interest
The curriculum is articulated in tw o documents: the about the w orld around them.
2. Provide pupils w ith opportunities to develop science
syllabus and the curriculum specifications. The syllabus
process skills and thinking skills.
presents the aims, objectives and the outline of the
curriculum content for a period of 3 years for level one 3. Develop pupils’ creativity.
4. Provide pupils w ith basic science know ledge and
primary science. The curriculum specifications provide the
concepts.
details of the curriculum, w hich includes the aims and
objectives of the curriculum, brief descriptions on thinking 5. Inculcate scientific attitudes and positive values.
6. Create an aw areness on the need to love and care for
skills and thinking strategies, scientific skills, scientific
the environment.
attitudes and noble values, teaching and learning strategies,
and curriculum content. The curriculum content provides the
learning objectives, suggested learning activities, the
intended learning outcomes, and vocabulary.
1
10. SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry Predicting Making a forecast about what
and problem solving processes, scientific and thinking skills will happen in the future based
are utilised. Scientific skills are important in any scientific on prior know ledge gained
investigation such as conducting experiments and carrying through experiences or collected
out projects. data.
Scientific skills encompass science process skills and Comm unicating Using w ords or graphic symbols
manipulative skills. such as tables, graphs, figures
or models to describe an action,
Science Process Skills object or event.
Science process skills enable students to formulate their Using space-time Describing changes in
questions and find out the answ ers systematically. relationship parameter w ith time. Examples
of parameters are location,
Descriptions of the science process skills are as follows: direction, shape, size, volume,
weight and mass.
Observing Using the sense of hearing,
touch, smell, taste and sight to Interpreting data Giving rational explanations
find out about objects or events. about an object, event or pattern
derived from collected data.
Classifying Using observations to group
objects or events according to Defining Defining concepts by describing
similarities or differences. operationally what must be done and w hat
should be observed.
Measuring and Making quantitative
Using Num bers observations by comparing to a Controlling Naming the fixed variable,
conventional or non- variables manipulated variable, and
conventional standard. responding variable in an
investigation.
Making Using past experiences or
Inferences previously collected data to draw
conclusions and make
explanations of events.
Making Making a general statement
2
11. Hypotheses about the relationship betw een a THINKING SKILLS
manipulated variable and a
responding variable to explain Thinking is a mental process that requires an individual to
an observation or event. The integrate know ledge, skills and attitude in an effort to
statement can be tested to understand the environment.
determine its validity.
One of the objectives of the national education
Experim enting Planning and conducting system is to enhance the thinking ability of students. This
activities to test a hypothesis. objective can be achieved through a curriculum that
These activities include emphasises thoughtful learning. Teaching and learning that
collecting, analysing and emphasises thinking skills is a foundation for thoughtful
interpreting data and making learning.
conclusions.
Thoughtful learning is achieved if students are
actively involved in the teaching and learning process.
Manipulative Skills Activities should be organised to provide opportunities for
students to apply thinking skills in conceptualisation, problem
Manipulative skills in scientific investigation are psychomotor solving and decision- making.
skills that enable students to:
Thinking skills can be categorised into critical thinking
Use and handle science apparatus and substances. skills and creative thinking skills. A person who thinks
Handle specimens correctly and carefully. critically alw ays evaluates an idea in a systematic manner
Draw specimens and apparatus. before accepting it. A person w ho thinks creatively has a high
Clean science apparatus. level of imagination, is able to generate original and
Store science apparatus. innovative ideas, and modify ideas and products.
Thinking strategies are higher order thinking
processes that involve various steps. Each step involves
various critical and creative thinking skills. The ability to
formulate thinking strategies is the ultimate aim of introducing
thinking activities in the teaching and learning process.
3
12. Critical Thinking Skills
A brief description of each critical thinking skill is as follows:
Attributing Identifying criteria such as Analysing Examining information in detail
characteristics, features, by breaking it dow n into
qualities and elements of a smaller parts to find implicit
concept or an object. meaning and relationships.
Com paring and Finding similarities and Detecting Bias Identifying views or opinions
Contrasting differences based on criteria that have the tendency to
such as characteristics, support or oppose something
features, qualities and in an unfair or misleading w ay.
elements of a concept or
event. Evaluating Making judgements on the
quality or value of something
Grouping and Separating and grouping based on valid reasons or
Classifying objects or phenomena into evidence.
categories based on certain
criteria such as common Making Making a statement about the
characteristics or features. Conclusions outcome of an investigation
that is based on a hypothesis.
Sequencing Arranging objects and
information in order based on
the quality or quantity of
common characteristics or
features such as size, time,
shape or number.
Prioritising Arranging objects and
information in order based on
their importance or priority.
4
13. Creative Thinking Skills
A brief description of each creative thinking skill is as follows:
Generating Ideas Producing or giving ideas in a Synthesising Combining separate elements
discussion. or parts to form a general
picture in various forms such
Relating Making connections in a as writing, draw ing or artefact.
certain situation to deter mine a
structure or pattern of Making Making a general statement
relationship. Hypotheses about the relationship betw een
a manipulated variable and a
Making Using past experiences or responding variable to explain
Inferences previously collected data to an observation or event. The
draw conclusions and make statement can be tested to
explanations of events. determine its validity.
Predicting Making a forecast about what Making Analogies Understanding a certain
will happen in the future based abstract or complex concept
on prior know ledge gained by relating it to a simpler or
through experiences or concrete concept with similar
collected data. characteristics.
Making Making a general conclusion Inventing Producing something new or
Generalisations about a group based on adapting something already in
observations made on, or existence to overcome
some information from, problems in a systematic
samples of the group. manner.
Visualising Recalling or forming mental
images about a particular idea,
concept, situation or vision.
5
14. Relationship between Thinking Skills and
Science Process Skills Science Process Skills Thinking Skills
Science process skills are skills that are required in the
process of finding solutions to a problem or making decisions Predicting Relating
in a systematic Visualising
manner. It is a mental process that promotes critical,
creative, analytical and systematic thinking. Mastering of Using Space-Time Sequencing
science process skills and the possession of suitable Relationship Prioritising
attitudes and know ledge enable students to think effectively.
Interpreting data Compar ing and contrasting
The mastering of science process skills involves the Analysing
mastering of the relevant thinking skills. The thinking skills Detecting bias
that are related to a particular science process skill are as Making conclusions
follow s: Generalising
Evaluating
Science Process Skills Thinking Skills Defining operationally Relating
Making analogy
Visualising
Observing Attributing Analysing
Compar ing and contrasting
Relating Controlling variables Attributing
Compar ing and contrasting
Classifying Attributing Relating
Compar ing and contrasting Analysing
Grouping and classifying
Making hypothesis Attributing
Measuring and Using Relating Relating
Numbers Compar ing and contrasting Compar ing and contrasting
Generating ideas
Making Inferences Relating Making hypothesis
Compar ing and contrasting Predicting
Analysing Synthesising
Making inferences
6
15. Daring to try.
Science Process Skills Thinking Skills Thinking rationally.
Being confident and independent.
Experimenting All thinking skills The inculcation of scientific attitudes and noble values
generally occurs through the follow ing stages:
Communicating All thinking skills
Being aw are of the importance and the need for scientific
attitudes and noble values.
Giving emphasis to these attitudes and values.
SCIENTIFIC ATTITUDES AND NOBLE VALUES Practising and internalising these scientific attitudes and
noble values.
Science learning experiences can be used as a means to
inculcate scientific attitudes and noble values in students.
These attitudes and values encompass the follow ing: Inculcating Patriotism
Having an interest and curiosity tow ards the environment. The science curriculum provides an opportunity for the
Being honest and accurate in recording and validating development and strengthening of patriotism among
data. students. For example, in learning about the earth’s
Being diligent and persevering. resources, the richness and variety of living things and the
Being responsible about the safety of oneself, others, and development of science and technology in the country,
the environment. students w ill appreciate the diversity of natural and human
Realising that science is a means to understand nature. resources of the country and deepen their love for the
Appreciating and practising clean and healthy living. country.
Appreciating the balance of nature.
Being respectful and w ell-mannered.
Appreciating the contribution of science and technology. TEACHING AND LEARNING STRATEGIES
Being thankful to God.
Having critical and analytical thinking.
Being flexible and open- minded. Teaching and learning strategies in the science curriculum
Being kind-hearted and caring. emphasise thoughtful learning. Thoughtful learning is a
Being objective. process that helps students acquire know ledge and master
Being systematic. skills that w ill help them develop their minds to the optimum
level. Thoughtful learning can occur through various learning
Being cooperative.
approaches such as inquiry, constructivism, contextual
Being fair and just. learning, and mastery learning. Learning activities should
7
16. therefore be geared tow ards activating students’ critical and should be planned to cater for students w ith different learning
creative thinking skills and not be confined to routine or rote styles and intelligences.
learning. Students should be made aw are of the thinking The follow ing are brief descriptions of some teaching and
skills and thinking strategies that they use in their learning. learning methods.
They should be challenged w ith higher order questions and
problems and be required to solve problems utilising their Experiment
creativity and critical thinking. The teaching and learning
process should enable students to acquire know ledge, An experiment is a method commonly used in science
master skills and develop scientific attitudes and noble lessons. In experiments, students test hypotheses through
values in an integrated manner. investigations to discover specific science concepts and
principles. Conducting an experiment involves thinking skills,
Inquiry-discovery emphasises learning through scientific skills, and manipulative skills.
experiences. Inquiry generally means to find information, to
question and to investigate a phenomenon that occurs in the In the implementation of this curriculum, besides
environment. Discovery is the main characteristic of inquiry. guiding students to carry out experiments, w here appropriate,
Learning through discovery occurs w hen the main concepts teachers should provide students with the opportunities to
and principles of science are investigated and discovered by design their ow n experiments. This involves students draw ing
students themselves. Through activities such as up plans as to how to conduct experiments, how to measure
experiments, students investigate a phenomenon and draw and analyse data, and how to present the results of their
conclusions by themselves. Teachers then lead students to experiment.
understand the science concepts through the results of the
inquiry. Thinking skills and scientific skills are thus developed Discussion
further during the inquiry process. How ever, the inquiry
approach may not be suitable for all teaching and learning A discussion is an activity in w hich students exchange
situations. Sometimes, it may be more appropriate for questions and opinions based on valid reasons. Discussions
teachers to present concepts and principles directly to can be conducted before, during or after an activity.
students. Teachers should play the role of a facilitator and lead a
discussion by asking questions that stimulate thinking and
The use of a variety of teaching and learning methods getting students to express themselves.
can enhance students’ interest in science. Science lessons
that are not interesting w ill not motivate students to learn and Simulation
subsequently w ill affect their performance. The choice of
teaching methods should be based on the curriculum In simulation, an activity that resembles the actual situation is
content, students’ abilities, students’ repertoire of carried out. Examples of simulation are role-play, games and
intelligences, and the availability of resources and the use of models. In role-play, students play out a particular
infrastructure. Different teaching and learning activities role based on certain pre-deter mined conditions. Games
8
17. require procedures that need to be follow ed. Students play technology such as television, radio, video, computer, and
games in order to learn a particular principle or to understand Internet, the teaching and learning of science can be made
the process of decision-making. Models are used to more interesting and effective. Computer simulation and
represent objects or actual situations so that students can animation are effective tools for the teaching and learning of
visualise the said objects or situations and thus understand abstract or difficult science concepts. Computer simulation
the concepts and principles to be learned. and animation can be presented through coursew are or Web
page. Application tools such, as word processors, graphic
Project presentation software and electronic spreadsheets are
valuable tools for the analysis and presentation of data.
A project is a learning activity that is generally undertaken by
an individual or a group of students to achieve a particular
learning objective. A project generally requires several CONTENT ORGANISATION
lessons to complete. The outcome of the project either in the
form of a report, an artefact or in other forms needs to be
presented to the teacher and other students. Project w ork The science curriculum is organised around themes. Each
promotes the development of problem-solving skills, time theme consists of various learning areas, each of which
management skills, and independent learning. consists of a number of learning objectives. A learning
objective has one or more learning outcomes.
Visits and Use of External Resources
Learning outcomes are w ritten in the form of
The learning of science is not limited to activities carried out measurable behavioural ter ms. In general, the learning
in the school compound. Learning of science can be outcomes for a particular learning objective are organised in
enhanced through the use of external resources such as order of complexity. How ever, in the process of teaching and
zoos, museums, science centres, research institutes, learning, learning activities should be planned in a holistic
mangrove sw amps, and factories. Visits to these places and integrated manner that enables the achievement of
make the learning of science more interesting, meaningful multiple learning outcomes according to needs and context.
and effective. To optimise learning opportunities, visits need Teachers should avoid employing a teaching strategy that
to be carefully planned. Students may be involved in the tries to achieve each learning outcome separately according
planning process and specific educational tasks should be to the order stated in the curriculum specifications.
assigned during the visit. No educational visit is complete
without a post-visit discussion. The Suggested Learning Activities provide information
on the scope and dimension of learning outcomes. The
Use of Technology learning activities stated under the column Suggested
Learning Activities are given w ith the intention of providing
Technology is a pow erful tool that has great potential in some guidance as to how learning outcomes can be
enhancing the learning of science. Through the use of achieved. A suggested activity may cover one or more
9
18. learning outcomes. At the same time, more than one activity
may be suggested for a particular learning outcome.
Teachers may modify the suggested activity to suit the ability
and style of learning of their students. Teachers are
encouraged to design other innovative and effective learning
activities to enhance the learning of science.
10
19. Learning about Living Things
Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
1. Anim als
Pupils should learn Pupils
1.1 to observe and Pupils observe various identify external features of Teachers may need beak
recognise external animals and list the an animal. to help pupils name claw s
features of external features of each some of the external feathers
animals. animal e.g. tail, fur, make a list of the external features of animals. fur
feathers, scales, beak, features of an animal. horn
claw s and number of legs. Discuss w ith pupils legs
record the external features the features that they scales
Pupils discuss and of animals in a table. want to record in the tail
construct a table based on table. wings
the list of external features. explain similarities and
differences between
animals based on the table.
1.2 that animals can Pupils group the animals group animals according to Allow pupils to group
be grouped in different ways based on similarities in external the animals
according to the table. features. according to any
external features. criteria that they
choose based on
1.3 that animals can Pupils present and group animals in different their table.
be grouped in compare each other’s ways.
many w ays. grouping of animals.
11
20. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
2. Plants
Pupils should learn Pupils
2.1 to observe and Pupils observe various identify external features of Teachers may need dull
recognise external plants and list the external a plant. to help pupils name green
features of plants. features of each plant e.g. some of the external red
woody or soft stems, make a list of the external features of plants. rough
flow ering or non-flow ering, features of a plant. shiny
rough or smooth leaf Discuss w ith pupils smooth
surface, colour of leaf and record the external features the features that they soft
shape of leaf. of plants in a table. want to record in the woody
table. yellow
Pupils discuss and to explain similarities and
construct a table based on differences between plants
the list of external features. based on the table.
2.2 that plants can be Pupils group the plants in group plants according to Allow pupils to group
grouped different w ays based on similarities in external the plants according
according to the table. features. to any criteria that
external features. they choose based
on their table.
2.3 that plants can be Pupils present and group plants in different
grouped in many compare each other’s ways.
ways. grouping of plants.
12
21. Learning about the World Around Us
Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
1. Magnets
Pupils should learn Pupils
1.1 that magnets can Pupils explore a variety of demonstrate that magnets Teachers may attract
attract or repel magnets e.g. bar magnets, can attract or repel each introduce the w ords iron
each other. horseshoe magnets, other. north pole and south magnet
cylindrical magnets, pole of a magnet. plastic
circular magnets. Pupils state that magnets can repel
observe what happens attract or repel each other. silver
when they put tw o wooden
magnets near each other. steel
1.2 to handle Pupils discuss the proper demonstrate the proper w ay Remind pupils not to
magnets properly. way to handle magnets to handle magnets. drop or knock a
during activities. magnets as this w ill
cause a magnet to
Pupils discuss the need to lose its magnetis m.
handle magnets properly.
1.3 that magnets Pupils explore a variety of demonstrate that magnets Teachers may use
attract some objects made from attract some materials but the same type of
mater ials. different materials and are not others. object made of
asked to predict w hich different materials for
objects w ill be attracted by record their findings in a this activity e.g.
a magnet. table. wooden spoon, steel
spoon, plastic spoon
Pupils investigate to find state the objects that are and silver spoon.
out w hether their attracted by magnets.
predictions are correct.
13
22. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
Pupils group the materials Teachers explain that
according to w hether or objects that are
not they are attracted by a attracted by magnets
magnet. are made of iron.
1.4 that magnets Pupils design a fair test to design a fair test to Accept all plans.
have different compare the strengths of compare the strengths of Allow pupils to modify
strengths. different magnets. Pupils different magnets by their plans if they
have to decide how to deciding w hat to keep the face dif fic ulties w hen
measure the strength of a same, w hat to change and carrying out their
magnet e.g. how many what to measure. tests.
paper clips the magnet can
attract and hold or how carry out the test and record
close to a paper clip a the observations.
magnet has to be to attract
it. form a conclusion based on
the observations.
Pupils carry out their tests
and record the findings in a explain how they arrive at
table. the conclusion.
Pupils form a conclusion
based on the observations
e.g. magnet A is the
strongest because it can
hold the most number of
paper clips.
14
23. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
1.5 the different uses Pupils bring things that state w here magnets are Teachers can show
of magnets. make use of magnets, e.g. used. examples of things
magnetic pencil box, toys, that use magnets to
and fridge magnets. explain w hat a magnet is help the pupils think
used for. of other things that
Pupils discuss about how use magnets.
magnets are used in the make a toy, a game or a
things they bring. device using magnets.
Pupils make a toy, a game
or a device using magnets
e.g. fishing w ith a magnet,
magnetic dancer and
magnetic fastener.
15
24. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
2. Electricity
Pupils should learn Pupils
2.1 how to make a Pupils are given batteries, suggest w ays to make a Accept all pupils brighter
bulb in a circuit battery holders, connecting bulb in a circuit brighter. plans. Allow pupils to dimmer
brighter or wires, bulbs and bulb modify their plans if
dimmer. holders. design a circuit that makes they face difficulties
the bulb light up brighter. when carrying out the
Pupils build a circuit to tests.
make a bulb light up. show perseverance in
making a circuit that makes Remind pupils to use
Pupils discuss ways to the bulb brighter. only batteries and not
make the bulb in the circuit electricity from the
brighter and dimmer. explain the circuit. mains supply to carry
out experiments as it
Pupils test their draw the circuit. is dangerous.
suggestions.
design a circuit to make a Teachers guide
Pupils draw the circuit that bulb dimmer. pupils to conclude
they made. that the bulb is
brighter w hen more
electricity flows
through it.
16
25. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
2.2 that some Pupils list materials that predict w hich materials can Teachers guide metal
mater ials conduct they think w ill conduct conduct electricity. pupils to understand plastic
electricity. electricity. that w hen a material wood
build a circuit to test w hich that conducts
Pupils plan a circuit to mater ials conduct electricity. electricity completes
investigate w hich materials a circuit, the bulb w ill
conduct electricity. record the findings in a light up.
table.
Pupils build the circuit to To test w hether a
test w hich materials form conclusions based on mater ial conducts
conduct electricity. the findings. electricity, pupils may
use objects make of
Pupils record their findings different materials
in a table. such as wooden
rulers, metal rulers,
Pupils discuss and form plastic spoons etc.
conclusions.
Pupils share their findings.
17
26. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
2.3 that a sw itch is Pupils make an incomplete make a circuit w hich allow s Teachers guide
used to complete circuit. a bulb to be turned on or off. pupils to understand
or break a circuit. that a bulb w ill light
Pupils discuss how to explain how the bulb can be up w hen a circuit is
complete the circuit to turned on or off. complete and w ill not
allow the bulb to be turned light up w hen a circuit
on or off. state that a sw itch is used to is incomplete.
complete or break a circuit.
Pupils build the circuit and
test it. create a simple sw itch.
Pupils examine different
types of simple sw itches
and try to explain how
each type of sw itch w orks.
Pupils discuss different
ways that a bulb can be
turned on or off. .
Pupils create a simple
sw itch using everyday
objects e.g. spring and
paper clips.
18
27. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
3. Springs
Pupils should learn Pupils
3.1 that a spring Pupils bend, tw ist, stretch state that a spring returns to bend
returns to its or squeeze springs of its original size and shape shape
original size and different lengths and after being bent, tw isted, size
shape after being diameters. stretched or squeezed. spring
bent, tw is ted, squeeze
stretched or state that it is easier to stretch
squeezed. bend, tw ist, stretch and tw ist
squeeze some springs than
others.
3.2 that springs Pupils discuss design a fair test to find out Accept all plans.
stretch differently. a) what type of springs which spring stretches the Allow pupils to modify
they w ant to test e.g. most by deciding w hat to their plans if they
springs of different keep the same, w hat to face dif fic ulties w hen
lengths or springs of change and w hat to carrying out the tests.
different diameters. measure.
b) how to test which spring Pupils can use non-
stretches the most e.g. carry out the test and record standard tools such
by hanging an object of the observations. as strips of paper to
the same w eight at the measure how much
end of the spring and form a conclusion based on the spring stretches.
measuring how much it the observations. The strips of paper
stretches. can be used as a
c) how to record their explain how they arrive at record of how much
findings. the conclusion. the spring stretches.
19
28. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
Pupils carry out their tests
and record their findings.
Pupils form a conclusion
based on the findings e.g.
the longest spring
stretches the most.
3.3 the uses of Pupils bring things that use state w here springs are
springs. springs e.g. mechanical used.
pencils and hand ball-
pens. explain w hat the spring is
used for.
Pupils discuss how springs
are used in these things.
20
29. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
4. Absorption
Pupils should learn Pupils
4.1 that some Pupils carry out an activity identify materials that Pupils can use absorb
mater ials can to find out w hich materials absorb w ater. everyday objects cloth
absorb w ater. absorb w ater. made of different coins
mater ials for this pebbles
activity, e.g. coins, tissue paper
cloth, pebbles, paper
and tissue paper.
4.2 that some Pupils discuss design a fair test to test the Accept all plans.
mater ials can a) what materials they ability of different materials Allow pupils to modify
absorb more want to test e.g. different in absorbing w ater by their plans if they
water than others. mater ials or different deciding w hat to keep the face dif fic ulties w hen
types of tissue paper. same, w hat to change and carrying out their
b) how to find out w hich what to measure. tests.
mater ials absorb the
most w ater. carry out the test and record
c) how to record their the observations.
findings.
form a conclusion based on
Pupils carry out the test the observations.
and record their results in
a table. explain how they arrive at
the conclusion.
21
30. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
Pupils form conclusions
based on their findings e.g.
tissue paper A is the most
absorbent because it
absorbed the most amount
of water.
4.3 the uses of the Pupils discuss why the explain the uses of the
ability of materials ability of materials to ability of materials to absorb
to absorb w ater. absorb w ater is useful for water.
certain jobs e.g. a mop
needs to be absorbent to
mop up w ater.
22
31. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
5. Soil
Pupils should learn Pupils
5.1 what soil is made Pupils mix some soil w ith describe w hat soil is made Teachers guide clay
up of. water in a tall container. up of. pupils to understand garden soil
that soil contains sand
Pupils shake the mixture state the differences living things and non- soil
and allow it to settle. betw een soil samples from living things.
different places.
Pupils observe the layers
that are formed.
Pupils draw , label and
describe w hat they
observe.
Pupils repeat the process
using soil samples from
different places.
5.2 the flow of water Pupils discuss design a fair test to Accept all plans.
through different a) what type of soils they compare how well w ater Allow pupils to modify
types of soil. want to test. moves through sand, clay their plans if they
b) how to compare how and garden soil by deciding face dif fic ulties w hen
well w ater moves what to keep the same, carrying out the tests.
through different types what to change and w hat to
of soil. measure. Pupils should get the
c) how to record their same amount of
findings. carry out the test and record sand, clay and
the observations. garden soil.
23
32. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
Pupils carry out the test form a conclusion based on
and record their findings. the observations.
Pupils form a conclusion explain how they arrive at
based on their findings. the conclusion.
5.3 that certain soils Pupils discuss design a fair test to compare Accept all pupils
are more suitable a) how to compare the the grow th of green beans plans. Allow pupils to
for plant grow th. grow th of a green bean in clay, garden soil and modify their plans if
in clay, garden soil and sand by deciding w hat to they face difficulties
sand. keep the same, w hat to when carrying out
b) how to record their change and w hat to their tests.
findings. measure.
Pupils carry out the test carry out the test and record
and record their findings. the observations.
Pupils form a conclusion form a conclusion based on
based on their findings. the observations.
explain how they arrive at
the conclusion.
24
33. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
6. Mixing Substances
Pupils should learn Pupils
6.1 that different Pupils are given different state the properties of Pupils should not baking pow der
substances have substances such as wheat different substances in touch, taste or mix milk pow der
different flour, tapioca flour, sugar, terms of appearance, smell, substances unless salt
properties. salt, baking pow der and feel and colour. the teacher tells them tapioca flour
milk pow der. it is safe to do so. vinegar
describe the results of water
Pupils observe and record mixing different substances Pupils should test wheat flour
the appearance, smell, feel with w ater. only a small amount
and colour of the of each substance.
substances. describe the results of
mixing different substances Pupils may find that
Pupils test the substances with vinegar. their findings might
with w ater and vinegar and not be enough to
record their observations. state that different form a conclusion.
substances have different
properties.
6.2 that some Pupils are show n labels for identify labels for unsafe Teachers need only
substances are some unsafe substances. substances. to discuss labels on
unsafe and should household
be handled w ith Pupils discuss the danger explain the meaning of the substances such as
care. of touching, smelling or labels. detergent, bleaching
tasting these unsafe agent and medicine.
substances. list unsafe substances.
25
34. Learning Objectives Suggested Learning Learning Outcomes Notes Vocabulary
Activities
Pupils w atch a video on state the need to look at
how unsafe substances labels or ask an adult
cause harm and how these before touching or tasting
unsafe substances should any substance.
be handled.
Pupils list unsafe list the har m caused by
substances and tell w hat unsafe substances.
harm they can cause.
6.3 that a mixture of Pupils are given a mixture plan how to separate a Teachers discuss
substances can of substances e.g. fine mixture of substances. possible methods of
be separated. sand, small stones, small separating mixtures
polystyrene balls, salt and present their processes of e.g. using filter paper,
paper clips. separating the mixture in magnets, sieve etc.
words or diagrams.
Pupils are challenged to
separate the mixture in the
shortest possible time.
Pupils discuss in groups give reasons why the
on how mixtures can be methods are able to
separated. separate the mixtures.
Pupils carry out their plans compare different methods
to separate the mixture. of separating the mixtures
Pupils evaluate methods of explain w hy one method of
separating the mixture separating mixtures may be
presented by others. better than another.
26
35. ACKNOWLEDGEMENTS
Advisors Sharifah Maimunah Syed Zin Director
(Ph.D) Curriculum Development Centre
Rohani Abd. Hamid ( Ph.D) Deputy Director
Curriculum Development Centre
Editorial Ahmad Hozi H.A. Rahman Principal Assistant Director (Science and Mathematics)
Advisors Curriculum Development Centre
Cheah Eng Joo Assistant Director (Head of Elective Science Unit)
Curriculum Development Centre
Yeap Chin Heng ( Ph.D) Assistant Director (Head of Core Science Unit)
Curriculum Development Centre
S. Sivagnanachelvi Assistant Director (Head of English Unit)
Curriculum Development Centre
Editor Salina Hanum Osman Mohamed Assistant Director
Curriculum Development Centre
27
36. PANEL OF WRITERS
Ahmad Hozi H.A. Rahman Curriculum Development Centre Rosli Suleiman Curriculum Development Centre
Yeap Chin Heng ( Ph.D) Curriculum Development Centre Rusilaw ati Othman Curriculum Development Centre
Cheah Eng Joo Curriculum Development Centre Salbiah Mohd. Som Curriculum Development Centre
Salina Hanum Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre
Osman Mohamed
Aizatul Adzwa Mohd. Curriculum Development Centre Zaidah Mohd. Yusof Curriculum Development Centre
Basri
Johari Shamsudin Curriculum Development Centre Zaidi Yazid Curriculum Development Centre
Norani Abdul Bari Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre
Arif Fadzilah Mohd. Said SK Bandar Baru Serting Mohd. Azman Mohd. Ali SK Lui Selatan (F) Jempol
Mariam Ibrahim SK Pantai, Seremban Tan Man Wai Maktab Perguruan Teknik
28