Teaching learning module kssr semakan 2017 science year 1 1st edition

KURIKULUM STANDARD SEKOLAH RENDAH
(SEMAKAN 2017)
SAINS
TAHUN 1
Modul Pengajaran dan Pembelajaran
(Edisi Bahasa Inggeris)
EDISI PERTAMA
Bahagian Pembangunan Kurikulum
2016

CONTENT
INQUIRY IN SCIENCE
SPS Observing 1
SPS Communication 11
LIFE SCIENCE
Living Things and Non-Living Things
Basic Needs of Living Things
…………………………………..
23
Human
Senses…………………………………………………….
29
Animals
…………………………………………………………….
37
Plants …...
………………………………………………………...
51
PHYSICAL SCIENCE
Magnet
…………………………………………………………….
61
MATERIALS SCIENCE
Absorption ………………………………………………………. 73
Earth and Space
Surface of The Earth and Soil ….……………………………...
83
TECHNOLOGY AND SUSTAINABILITY OF LIFE
Basic of Building ………………………………………………… 89

SCIENCE PROCESS SKILLS
OBSERVING
1
--------------------------------------------------------------------------------------------------------------------------------
Using various senses efficiently
Identifying the common characteristics of a group of items.
Identifying the odd characteristics of a group of items.
Describing the similarities and diferences
Describing the changes that occurs
Identifying the pola or sequence of a fenomena
Using devices to enhance observations .
Using the sense of sight, hearing, touch, taste or smell to gather information about
objects and phenomena
OBSERVING
INDICATORS

OBSERVING
2
--------------------------------------------------------------------------------------------------------------------------------
EXAMPLE 1
Topic : A Beautiful Garden Snail
Learning Aids : A few Garden Snail.
Instructions :
1. Each group is given a garden snail.
Teacher asks:
Do you know, what is this animal ?
Where can you found this animal ?
2. Pupils are asked to do their observations by using their sight and touch to identify
the characteristics of the garden snail.
Teacher asks.
Observe this garden snail, tell me its characteristics
Touch the shell,its body part and its head. How does it feel?
3 Teacher gives instruction:
Discuss in your group to identify the characteristics of a garden snail.
Complete Worksheet 1 and Worksheet
IMPLEMENTATION

OBSERVING
3
--------------------------------------------------------------------------------------------------------------------------------
Title : The Beautiful Snail
Instruction : Tick ( / ) the characteristics of a garden snail.
No Characteristics of a garden snail Yes No
1. Has legs
2. Has tail
3. Has antenna
4. Has eyes
5. Has ears
6. Has shells
When I observe:
I use my eyes to see
I use my nose to smell
I use my ears to hear
I use my tounge to taste
I use my skin to touch
When I observe I use my sense of sight, hearing, touch, taste
or smell
WORKSHEET 1

OBSERVING
4
--------------------------------------------------------------------------------------------------------------------------------
Title : My Characteristics
Instruction : Fill in the blanks.
1. A garden snail has a _______________________ and
_____________________ shell.
2. A garden snail has a __________________and ___________________
head and body.
When I observe:
or smell
hard soft rough smooth
WORKSHEET 2

OBSERVING
5
--------------------------------------------------------------------------------------------------------------------------------
EXAMPLE 2
Content Standards Learning Standards
6. PLANTS
6.1 Part 6.1.1 Compare and contrast parts of plant i.e.:
plants:
 Leaf: type of vein
 stem: woody, non- stem
 Root: fibrous, tap
Topic : Get to Know Me
Learning Aids : some small plants,manila card, marker pen.
Instructions :
1. Each group is given 2 types of plant, Plant A and Plant B.
2. Teacher asks:
Look at these two plants, do they look the same?
What are their diffferences?
What are their similiarities?
3. Pupils observe using their sight to identify the characteristics of the plants.
4. Teacher asks:
Look at the vein on the leaves. Describe the vein for Plant A and Plant B.
Look at their roots. Do they look the same?
5. Pupils need to touch to identify the characteristics of the plants
6. Teacher asks:
Touch the stems of both plants. How does it feel?
Which stem is harder?
Which plant has soft stem?
7. Pupils are asked to list the characteristics of Plant A and Plant B .
8. Teacher gives instructions:

OBSERVING
6
--------------------------------------------------------------------------------------------------------------------------------
Write Plant A and Plant B on each manila card.
List the characteristics of Plant A and Plant B
9. Pupils complete Worksheet 1 and Worksheet 2
Teacher gives instructions:
complete Worksheet 1 and Worksheet 2
Match the picture with the right answer.

OBSERVING
7
--------------------------------------------------------------------------------------------------------------------------------
Title : The Characteristics of Plant
Instruction : Tick ( / ) the characteristics of a plant.
Plant
Type of vein Type of root Type of stem
parallel network Fibrous Tap woody
Soft stem
A
B
When I observe:
or smell
WORKSHEET 1

OBSERVING
8
--------------------------------------------------------------------------------------------------------------------------------
Title : Plant
Instruction : Match the picture with the correct answer.
When I observe I use my sense of sight, hearing, touch, taste or
smell
fibrous root
parallel vein leaf
tap root
network vein leaf
WORKSHEET 2

OBSERVING
9
--------------------------------------------------------------------------------------------------------------------------------
When I observe:
SELF ASSESSMENT

COMMUNICATION
11
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Speaking, listening or writing to explain an idea to others.
Recording data from an investigation
Drawing and writing notes
Using symbols dan able to explain the meaning of each symbols
Using charts, graphs and tables to convey massages
Questioning clearly
Using references
Writing experiment reports for other people to repeat the experiment
Accepting, choosing, arranging and presenting information or ideas in the form of
writing, verbal, tables, graphs, figures or models.
COMMUNICATION
INDICATORS

COMMUNICATION
12
--------------------------------------------------------------------------------------------------------------------------------
EXAMPLE 1
Topic : My Friends.
Learning Aids : Pupils and mahjong paper
Instructions :
1. Teacher asks:
How many pupils in this class?
2. Teacher draws Table 1, Table 2 and Table 3 on the mahjong paper. Teacher asks.
How many boys are there in this class?
How many girls are there in this class?
Gender Numbers
Boy
Girl
Table 1
How many boys wear glasses?
Boy Numbers
Wear glasses
Do not wear glasses
Table2
How many girls wear glasses?
Girl Numbers
Wear glasses
Do not wear glasses
Table 3
IMPLEMENTATION

COMMUNICATION
13
--------------------------------------------------------------------------------------------------------------------------------
3. Pupils record their findings in the worksheet.
Teacher gives instructions:
Fill in the tables.
Complete your worksheets

COMMUNICATION
14
--------------------------------------------------------------------------------------------------------------------------------
Topic : My Dear Friends
Instruction1 : Fill in the table below.
Gender Number of
your
classmates
Number of pupils
who wear glasses
Number of pupils
who do not wear
glasses
Boy
Girl
Table 1
Table 2 : Complete the classification chart below based on the numbers of
boys and girls from Table 1.
My classmates
Boy Girl
Wear glasses Do not wear glasses Wear glasses Do not wear glasses
WORKSHEET 1

COMMUNICATION
15
--------------------------------------------------------------------------------------------------------------------------------
Instruction 3 : Based on the classification chart, answer these questions.
a. How many boys in your class ?
___________________________________________________________
b. How many girls in your class?
___________________________________________________________
c. How many boys in your class who wear glasses?
___________________________________________________________
d. How many girls in your class who wear glasses?
___________________________________________________________
e. How many boys and girls in your class who do not wear glasses?
___________________________________________________________
Note for teachers: Discuss the answers
I can receive and present informations in a form of:
listening and speaking
writings
tables
classification charts
I can receive and present informations in a form
listening and speaking, writings, tables or classification charts

COMMUNICATION
16
--------------------------------------------------------------------------------------------------------------------------------
Examples 2
Content Standard Learning Standard
8. ABSORPTION
8.1 The ability of materials to absord
wate
8.1.1 Identify the objects that absord water
and cannot absord water through
investigation.
Topic : I can absorb more water.
Learning aids : funnel, beaker, (towel, tissue paper, news paper, handkerchief
all of the same size) water
Instructions :
1. Each group is given 4 materials.
2. Pupils predict based on these questions:
Which material can absorb water?
Which material can absorb water the most?
3. Arrange the apparatus as shown :
towel
News
paper
Tissue
paper
Drinking
glass

COMMUNICATION
17
--------------------------------------------------------------------------------------------------------------------------------
4. Each group has to do these activities;
a. Pour water in each funnel.
b. Observe
c. Mark the water level in each glass using marker pen.
5. Pupils have to complete the Work Sheets based on their observations.
handkerchief
Drinking
glass

COMMUNICATION
18
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Title : Absorption
Instruction 1 : Mark the water level for each glass.
towel tissue paper handkerchief news paper
Instruction 2 : Colour the bar chart according to the amount of water
remain in the glasses.
towel - blue tissue paper - red handkerchief - green news paper - yellow
Ability to absorb water
materials
WORKSHEET 1

COMMUNICATION
19
--------------------------------------------------------------------------------------------------------------------------------
Instruction 3 : Arrange these objects (towel, tissue paper, handkerchief and
news paper) according to their ability to absorb water.
.
, , ,
The ability to absorp water increses
writings
tables
I can receive and present informations in a form
listening and speaking, writings, tables or classification charts

COMMUNICATION
20
--------------------------------------------------------------------------------------------------------------------------------
Example 3
Content Standard Learning Standard
4. PLANTS
4.1 Understanding the
characteristics of plants
3.1.1 Identifying the characteristics of plants;
 Leaf : type of vein
Topic : Get to know me, please
Learning Aids: Leaves.
Instructions :
1. Each pupils has to bring 2 different leaves.
2. Teacher asks:
Which plant or tree does your leaf come from?
3. Pupils are divided into groups. Teacher gives instruction.
Put all the leaves your group on the table. Divide the leaves according to
their shapes.
4. Pupils have to complete the Work Sheets based on their classifications.

COMMUNICATION
21
--------------------------------------------------------------------------------------------------------------------------------
Title : Leaves
Instruction 1 : Pupils follow the steps given.
Steps:
1. Do this activity on your own .
2. Chose two different leaves. Trace each leaves in the boxes below.
3. Draw the vein of each leaves.
WORKSHEET 1

COMMUNICATION
22
--------------------------------------------------------------------------------------------------------------------------------
writings
tables
graphs
diagram
I can receive and present informations in a form listening and speaking,
writings, tables or classification charts.

LIFE SCIENCE
SCIENCE
YEAR 1
23
THEME : Life Science
TIME : 60 minutes + 60 minutes
CONTENT STANDARD : 3.1 Living Things and Non-Living Things
3.2 Basic Needs of Living Things
LEARNING STANDARD : 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5
LEARNING OBJECTIVES : At the end of the lesson, pupils should be able to:
1. State 5 living things and 5 non-living things.
2. Compare and contrast living things and non-living things.
3. Describe the basic needs of living things.
4. Make a sequence of 10 living things according to its size.
5. Give reasoning on the importance of food, water, air and
shelter to humans and animals.
SCIENCE PROCESS
SKILLS
:
SUGGESTED LEARNING ACTIVITIES NOTES
PERFORMANCE
LEVEL
Activity 1 :
1. Pupils are shown a picture/video of animal, a
vase of flower, a pencil, a book and a telephone.
Question:
a. Which one of these are living things?
b. Why do you think an animal is a living thing?
c. Why do you think a pencil is a non-living
thing?
2. Pupils identify other examples of living things and
non-living things given in Worksheet 1.
Notes: Take pupils to the school compound for
this activity.
Teaching Aids
Picture/video of
living things and
non-living things
Worksheet 1
PL1:
Give examples of
living things and
non-living things.

LIFE SCIENCE
SCIENCE
YEAR 1
24
PERFORMANCE
LEVEL
Activity 2:
1. Pupils are shown a video of a cat eating, jumping,
playing and caring for their young.
Teacher asks:
Does the cat:
 breathe?
 need food and water?
 move?
 grow?
 reproduce?
2. Based on the characteristics above, pupils
compare and contrast living things and non-living
things such as:
 A boy and a doll
 A banana tree and a balloon
 A bird and the cloud
Notes: Explain that some non-living things have
characteristics of living things (refer DSKP page 36).
Teaching Aids
Video of a cat
Worksheet 2
PL 2 :
Compare and
contrast living
things and non-
living things.
Activity 3:
Teacher asks:
a. Did you take your breakfast this morning?
b. Why do we need to eat?
c. Other than food, what do we need, for us to
stay alive?
PL3:
Describe the basic
needs of living
things for human,
animals and plants.

LIFE SCIENCE
SCIENCE
YEAR 1
25
PERFORMANCE
LEVEL
Activity 4
1. Pupils work in group. Each group are given 10
pictures of animals. Pupils are asked to arrange
in sequence the animals according to their sizes.
Notes: pictures of animals must be in appropriate
scale.
Teaching aids
Pictures of
different sizes of
animals
PL 4 :
Arrange in
sequence the
examples of living
things according to
their sizes
Activity 5
1. Pupils were shown pictures of:
a. starving children
b. thin animals
c. wilt plant
2. Teacher asks:
a. Why is the child so thin?
b. How can you help this child to make him
healthy?
c. Is the plant healthy?
d. What can you do to help the plant to stay
healthy?
Notes: Teacher nurture the value of grateful to God.
Teaching aids
Pictures
PL 5 :
Provide reasoning
for the importance
of food, water, air
and shelter to
humans and
animals.
Activtity 6
1. Pupils are shown a video of a tiger hunting a
prey.
Teacher asks:
a. How does the tiger get its food?
b. Other than food, what else the tiger need to
stay alive?
PowerPoint
Slides / Video

LIFE SCIENCE
SCIENCE
YEAR 1
26
PERFORMANCE
LEVEL
2. Next, pupils are shown a tree.
Teacher asks:
a. How does this plant get its food?
b. What is the food for the plant?
c. Other than food, what else the plant need to
stay alive?
3. Pupils explain that plants make their own food by
undergoing the photosynthesis process which
need sunlight, water and air.
4. Pupils discuss the different ways on how the
humans, animals and plants get their food, water
and air to stay alive.
5. Pupils sketch on the mahjong paper (with teacher
guidance), pupils make a conclusion that
humans, animals and plants have different ways
to get food, water and air.
PL 6 :
Communicate to
show that humans,
animals and plants
have different ways
to obtain food,
water and air.

Name: _______________________________ Class: __________________
27
Date:Worksheet
Worksheet 1: Circle ( ) the living things and cross ( X ) the non-
living things. (PL1)

Name: _______________________________ Class: __________________
28
Date:Worksheet
Worksheet 2: List down the characteristicsof living things and
non-living things given below. (PL2)
Banana tree Ballon
i) i)
ii) ii)
iii)
iv)
v)
move breath grow
reproduce need food and water

LIFE SCIENCE
Human Sense
SCEINCE
YEAR 1
29
THEME : Human
CONTENT STANDARD : 4.1 Human Senses
LEARNING STANDARD : 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5
LEARNING OBJECTIVES : At the end of the lesson, pupils will be able to:
1. State the parts of human body.
2. State the parts of humans body and relate it with its
sense.
3. Identify the characteristics of objects using senses.
4. Classify the objects given according to a chosen
characteristics.
5. Identify the given objects if one of the senses does not
functioning.
6. Name the tools or devices that help the sensory organ
when it does not in function
SCIENCE PROCESS
SKLILLS
: Observing, Communicating
PERFORMANCE
LEVEL
Activity 1:
1. Pupils were shown a picture of animal.
Teacher asks:
a) Name the parts of an animal
b) What are the parts of animal’s that you don’t
have?
Teaching aids
Picture of animals
SPS
Observing
Communicating
Activity 2 :
1. Pupils are asked to observed their own body and
compare it with their friend.
Question:
a) Observe your own body.
b) State parts of you body
c) Does your friend has the same parts of body
as you?
PL1
State the parts of
human body.

LIFE SCIENCE
Human Sense
SCEINCE
YEAR 1
30
PERFORMANCE
LEVEL
Activity 3:
1. Call a pupil to the front. Blindfold him with a piece
of cloth. This blindfolded pupil is asked to walk
around the class.
Teacher asks:
Can your friend easily walk around the class?
Why?
2. Another pupil was asked to cover his ears and try
to listen to the teacher’s instruction.
Teacher asks:
Can your friend hear clearly what my instruction
is? Why?
3. Pupils discuss to describe the function of each of
the sensory organ.
Teaching aids
A piece of cloth
SPS
Observing
Communicating
PL2
Relate the parts of
the human’s body
with its sense.
Activity 4:
1. Pupils do some activities such as:
a. Moving a drinking bottle from one table to
another table.
b. Looking at the objects outside.
c. Sniffing the objects that have smell.
d. Listening to the sound from the radio.
Teacher asks:
a. What did you doing just now?
b. State the senses you use while doing these
activities.
2. Pupils discussed about identifying the
characteristics of objects using senses in the
activities done.
SPS
Observing
Communicating
PL3
Describe the
characteristic of
objects using
senses.

LIFE SCIENCE
Human Sense
SCEINCE
YEAR 1
31
PERFORMANCE
LEVEL
Activity 5:
1. Each group is given a box filled with various of
objects.
2. Pupils identify the characteristic of objects and
classify the objects according to the chosen
characteristic.
3. Pupils complete the task given in Worksheet 3.
BBM
Various of objects
SPS
Observing
Communicating
PL4
Classify the object
given according to
chosen
characteristic.
Activity 6:
1. A pupil is blindfolded and given one object.
2. The pupil is asked to guess the object given to
him.
Teacher asks:
a. Did you know what the object is?
b. How do you know?
c. What is the sense do you use to identify this
object?
3. Pupils discuss (with teacher guidance) about
using other alternative senses to identify objects.
BBM
A piece of cloth
SPS
Observing
Communicating
PL5
Identify the
objects given if
one of the senses
does dot
functioning.
Activity 7:
1. Teacher asks:
a. How does a blind person walk?
b. How does a dumb person communicate?
c. How does a deaf person hear?
2. Pupils discuss about the devices that can assist
sensory organ when it is not functioning properly.
3. Pupils sketch and name the device that can help
sensory organs to function properly.
PL6
Communicating
about the tools
that can help
sensory organs
when it is not
functioning
properly.

Name: _______________________________ Class:__________________
32
Date:Worksheet
Worksheet 1: Label the parts of humans body. (PL1)
eye - ear - nose - tongue - skin

Name: _______________________________ Class:__________________
33
Date:Worksheet
Worksheet 2: Match the partsof human body with its sense. (PL2)

Name: _______________________________ Class:__________________
34
Date:Worksheet
Worksheet 3: Choose one characteristicof object. Classify the
objects below according to the chosen characteristic. (PL4)
Objects
coin paper eraser ball
bottle cap drink can writing book
marble box

Name: _______________________________ Class:__________________
35
Date:Worksheet
Worksheet 4: Circlethe tools that can help the sensory organ
when it is not function properly. (PL6)

LIFE SCIENCE
Animals
SCIENCE
YEAR 1
37
CONTENT STANDARD : 5.1 Parts of animals
LEARNING
STANDARD
: 5.1.1 ,5.1.2, 5.1.3, 5.1.4, 5.1.5
LEAARNING
OBJECTIVES
: At teh end of the lesson, pupils should be able to:
1. Labels parts of animals such as beak, scale, fine hair,
feathers, horn, feelers, hard skin, shell, wing, head, body, tail,
and webbed feet.
2. Relate the parts of animals with their importance.
3. Explain through examples the pars of animals.
4. Make generalisation that different animals may have the
same part of body.
5. Explain observations about parts of animals using sketches,
ICT, writting or verbally.
SCEINCE PROCESS
SKILL
: Observing, communicating
PERFORMANCE
LEVEL
Activity 1 :
1. Pupils listen to the sounds of animals and were
asked to guess the name of the animals which is
heard.
2. Pupils were given few pictures of animals.
Questions:
a) What is the name of this animals ?
b) Name f the other animals that you know?
Teaching aids
Sound
recording of
various animals
PL1:
Give examples of
animals.
Activity 2:
1. Pupils name the parts of a cat.
tail, feet, eyes, mouth, mustache
Teaching aids
A picture of a
cat

LIFE SCIENCE
Animals
SCIENCE
YEAR 1
38
PERFORMANCE
LEVEL
2. Pupils label the parts of animals body in the
worksheet usig the name card as list below:
 beak
 scale
 fine hair
 feathers
 horn
 feelers
 hard skin
 shell
 wing
 webbed feet
Teaching aids
Worksheet 1a,
1b, 1c, 1d, 1e,
1f and 1g
Name card of
parts of
animals body
PL 2 :
Describe parts of
animals.
Activity 3
1. Pupils state the importance of parts of a cat.
a) What is the uses of feet/hair/eyes to teh cat?
b) What will happen if the cat’s hair fall/if the legs
broken?
2. Pupils match the parts of animals body with its
importance in Worksheet 2.
Teaching aids
Worksheet 2
PL3:
Relate the
importance od
animals’ parts to
themselves.
Activity 4
1. Pupils were asked to choose one animal and the all
the parts of that animal.
Teaching aids
Worksheet 3
PL 4 :
Explain through
examples the parts
of animals.
Activity 5
1. Pupils were given two pictures of animals. Pupils
disscuss the similarities and differences between
the two animals.
Teaching aids
Pictures of
animals
Worksheet 4
PL 5 :
Make
generalization that
different animals
may have same
parts of body.

LIFE SCIENCE
Animals
SCIENCE
YEAR 1
39
PERFORMANCE
LEVEL
2. Pupils record all the similarities and differences
between the two animals in the graphic organiser
given to aech group (Woksheet 4).
3. Every group will present their work.
4. Pupils make a generalization that different animals
may have same parts of body.
Notes: Teacher nurture the noble value of grateful for
thegift from the God and the way to preserve and
conserve the animals.
Activity 6
1. Pupils were shown pictures of mistreated animals.
Pupils disscuss about how can humans play their
role in preventing mistreated animals which it may
lead to injury to parts of animals.
Questions:
a) What can you see in the picture?
b) Why it happen?
c) What can you do to help these animals?
d) What is you pet?
e) How do you care for your pet to stay healthy?
2. Pupils sketches/record what they do to keep their
pet stay alive and healthy.
Teaching aids
Flash card/
slides/ video
PL 6 :
Communicate how
humans play their
role in preventing
mistreated animals
which it may lead to
injury to parts of
animals.

Name: _______________________________ Class : __________________
40
Date:Worksheet
Worksheet 1a

Name: _______________________________ Class : __________________
41
Date:Worksheet
Worksheet 1b

Name: _______________________________ Class : __________________
42
Date:Worksheet
Worksheet 1c

Name: _______________________________ Class : __________________
43
Date:Worksheet
Worksheet 1d

Name: _______________________________ Class : __________________
44
Date:Worksheet
Worksheet 1e

Name: _______________________________ Class : __________________
45
Date:Worksheet
Worksheet 1f

Name: _______________________________ Class : __________________
46
Date:Worksheet
Worksheet 1g

Name: _______________________________ Class : __________________
47
Date:Worksheet
beak scale fin
fine hair feathers horn
webbed feet feelers hard scales
shell feet wing
head body tail

Name: _______________________________ Class : __________________
48
Date:Worksheet
Worksheet 2
Animalspart of body
Importanceof animal’sbody
parts
to run faster
to swim
to headed enemy
to hide
to lfy

Name: _______________________________ Class : __________________
49
Date:Worksheet
Worksheet 3
Animal

Name: _______________________________ Class : __________________
50
Date:Worksheet
Worksheet 4

LIFE SCIENCE
Plant
SCIENCE
YEAR 1
51
CONTENT STANDARD : 6.1 Parts of Plant
LEARNING STANDARD : 6.1.1 ,6.1.2, 6.1.3, 6.1.4, 6.1.5
LEARNING OBJECTIVES : At the end of the lesson, pupils will be able to:
1. Label parts of plants i.e:
i. leaf : types of vein;
ii. flower : flowering, non-flowering;
iii. stem : woody, non-woody; and
iv. root : tap root, fibre root.
2. Relate the parts of plants i.e. leaf, flower, stem and root
with its importance to the plant.
3. Make generalisation that differernt plants may have same
parts.
4. Explain observations about parts of plants using
sketches, ICT, writting and verbally.
SCIENCE PROCESS
SKILL
PERFORMANCE
LEVEL
Activity 1 :
1. Pupils were shown a pot of flower.
Questions:
a. What is this plant?
b. Which parts of this plant is the most beautiful?
c. Name the parts of the plant that you know.
BBM
A pot of flower
PL 1 :
State the parts of
plants.
Activity 2:
1. Each group was given a spinach and
lemongrass, both with the root.
Questions:
a. Observe this two plants. What are the
similarities between them? What are the
differences between them?
BBM
Spinach and
lemongrass with
root
A4 paper

LIFE SCIENCE
Plant
SCIENCE
YEAR 1
52
PERFORMANCE
LEVEL
b. Observe the leaf of these two plants.
i. Do they have the same leaf?
ii. What are the difference between the
leaf?
iii. This part called veins. Do the shape of
the vein is the same for both leaf?
iv. Sketch the vein of spinach and
lemongrass on the A4 paper.
v. Teacher introduce about parallel and
reticulate vein.
c. Observe the root of these two plants.
i. Do they have the same types of root?
ii. What are teh difference between the
root?
iii. This part called root. Are both root
have the same shape?
iv. Sketch the root of spinach and
lemongrass on the A4 paper given.
v. Teacher introduce about tap root and
fibre root.
2. Continue the Q & A session with the stem and
flower.
3. Pupils go around the school in pair to identify the
parts of actual plants in school compound.
4. Pupils record their findings in Worksheet 1 and
disscuss about it.
Notes: Plants for Worksheet 1 must be found in the
school compound.
5. Pupils state the importance of the parts of plants
to it self.
a. Why must plants have a root?
b. What will happen if all the leaves fall?
6. Pupils do the task in Worksheet 2.
Teaching aids
Worksheet 1
Worksheet 2
PL 2 :
Identify parts of
actual chosen
plant.
PL 3 :
State the
importance parts
of plants to it self.

LIFE SCIENCE
Plant
SCIENCE
YEAR 1
53
PERFORMANCE
LEVEL
Activity 3
1. Pupils working in group. Each group will get a set
of pictures of plants.
2. Pupils have to choose one characteric of a plant.
Then, they have to classify the plants given
according to the chosen characteristic.
Question :
a. Observe all the plants given, classify them
into the same group using the characteristic
you have chosen.
When done, teacher ask:
b. Why did you put the plants in the same
group?
Notes: Teacher can also bring the pupils around the
school compound for this activity.
Teaching aids
Set of pictures of
plants
Worksheet 3
PL 4 :
Classify plants
according to
chosen
characteristic.
Aktiviti 4
1. Pupils paste the classifying chart on thw wall.
2. Next, pupils were given a picture of rambutan
tree.
Question:
a. Where do you think you can put this rambutan
tree in your classifying chart?
Pupils write their answer on the flash card given.
b. Why did you put rambutan tree in that group?
c. Repaet step 2 with 3 more plants.
Notes: Teacher can also using the plant around the
school compound for this activity.
PL 5 :
Make
generalization
that different
plants may have
same parts.

LIFE SCIENCE
Plant
SCIENCE
YEAR 1
54
PERFORMANCE
LEVEL
Activity 5
1. Each pair of pupils were given double-bubble
thinking map.
Instructions:
a. Choose any two plants that you know.
b. List down the similiarities between the two
plants.
c. List down the differences between the two
plants.
2. Pupils transfer the information gathered into the
thinking map (with teacher guidance).
BBM
Worksheet 4
PL 6:
Communicate to
differentiate types
of vein of the leaf,
flowering and
non-flowering,
type of stem and
type of root
between two
plants.

Name: _______________________________ Class : __________________
55
Date:Worksheet
Worksheet 1: Identify the partsof plants.Tick (  ) in the suitable
column.
Parts of
Plant
Langsuyar Hibiscus Grass Balsam
Hard stem
Soft stem
Flowering
Non-
flowering
Parallel vein
Reticulate
vein
Tap root
Fibre root

Name: _______________________________ Class : __________________
56
Date:Worksheet
Worksheet 2: Colour the correct answer for each part of plant
below.
to get the sunlight
to produce fruit
to breathe
to breathe
to get the sunlight
to support the branches and
leaves
to produce fruit
to absorb water
leaves
to absorb water
leaves
to breathe

Name: _______________________________ Class : __________________
57
Date:Worksheet
Worksheet 3: Identify the partsof the plantsand group it
accordingly by completing the charts below.
Balsam Grass Langsuyar
Mango tree
Pineapple Coconuttree
Hibiscus Rose
Mushroom

Name: _______________________________ Class : __________________
58
Date:Worksheet
Plants

Name: _______________________________ Class : __________________
59
Date:Worksheet
Choose two plants.List the similaritiesand differences between them in the thinking map below.
Plant 1 Plant 2

PHYSICAL SCIENCE
Magnet
SCEINCE
YEAR 1
61
THEME : Physical Science
CONTENT STANDARD : 7. Magnet
LEARNING STANDARD : 7.1.1 ,7.1.2, 7.1.3, 7.1.4, 7.1.5
1. Give three examples the usage of magnets in daily life.
2. Nane 6 types of magnets i.e. bar magnet, sylinder
magnet, horseshoe magnet, U-shape magnet, button
magnet and ring magnet.
3. Make generalisation of how magnet reflect on various
objects by carrying out activities.
4. Conclude that magnet with same pole will attracts each
other and magnet with different pole will repel each other
through investigation.
5. State the strength of magnet determined by the ability to
attract objects from farthest distance or the ability to
attract more paper clips.
SCIENCE PROCESS
SKILL
PERFORMANCE
LEVEL
Activity 1:
1. Pupils analyse few situation on the usage of the
magnet.
a) Teacher use a magnet to move a nail.
 Why this object can moves even I don’t
touch it?
b) Teacher Guru reversing a chess set.
Questions :
 Why the chess pieces did not fall?
 What are the uses of magnet in this chess
set?
 What happen to the chess pieces if they
are not magnetic?
BBM
Magnet and nail,
magnetic chess
set.
SPS
Observing

PHYSICAL SCIENCE
Magnet
SCEINCE
YEAR 1
62
PERFORMANCE
LEVEL
Activity 2:
1. Pupils answer the questions::
a) Have you notice magnet in other objects other
this meganetc chess?
b) Give example sof other objects that use
magnets in your house.
Notes: Teacher can use the thinking map for this
activity.
PL1:
Give examples of
objects tools that
use magnet.
Activity 3:
1. Each group were given a set of different types of
magnets.
2. Pupils discuss the name of each magnets.
3. The group leader will present teh group work by
matching the magnets with its name.
4. Pupils will discuss with the teacher about the
answer of each grop.
Notes : Teacher remind the pupils about the corret
handling of the magnets.
Teaching Aids
Different types of
magnets
SPS
Observing
PL2:
Identify various
types of magnets.
Activity 4:
1. Each group were given a box with few objects
(Examples of objects: pencil, paper clip, marbles,
key, straw, ice cream stick, can, coin)
Questions :
a) Name all the objects in the box.
b) Which objects do you think will attract to the
magnet?
Teaching aids
Pencil, paper clip,
marbles, key,
straw, ice cream
stick, can, coin
SPS
Observing
Communicating
Experimenting

PHYSICAL SCIENCE
Magnet
SCEINCE
YEAR 1
63
PERFORMANCE
LEVEL
2. Pupils carrying out an investigation to test which
objects will attract to the magnet.
a) Name the objects which attract to the
magnet and which objects do not attract to
the magnet?
b) Are all objects attracted to teh magnet?
3. Teacher explain that only objects made from
metal are attracted to the magnet.
PL3:
Make
generalization of
how magnet
reflects on
various objects.
Activity 4 :
1. Each group were given 2 bar magnet of the
same size. Label one of the magnet as A and the
other magnet as B.
2. Pupils have to label one of the end of magnet A
with red color and the other end with blue colour.
3. Pupils have to bring the two magnets together
and observe what happen.
4. Pupils repeat step 3 by using the other end of
magnet B. (The position of magnet A is remain
unchanged).
Question :
Are the magnets attract to each other in step 3
and step 4? Why?
5. Pupils were briefed that the end of the magnets
which attracted to each other has different poles
and the magnets which repel each other have
same poles.
6. Pupils repeat step 3 and label the end of magnet
B with the same colour of the end of magnet A if
both magnets are repelled each other and vice
versa.
Teaching aids
Magnet bar
SPS
Observing
Communicating
PL4:
Make
generalization
that magnet
attracts or repels
between two
poles.

PHYSICAL SCIENCE
Magnet
SCEINCE
YEAR 1
64
PERFORMANCE
LEVEL
Activity 5a :
Notes: The strength of the magnet determined by the
distance of paper clip can be pulled.
1. Each group was given 3 bar magnets of same
size.
2. Teacher set the initial distance between the
magnets and the paper clip.
Instructions:
a) Move the magnets towards the paper clip.
b) Observe which magnet can attract paper clip
from the farther distance.
c) Which magnet is strongest? Why?
Activity 5b:
Notes: The strength of the magnet determined by the
number of paper clips can magnet attract.
3. Pupils continue thw investigation to show that the
strongest magnet is the one which can attract
most number of paper clips.
Instructions:
a) Move the magnet toward the paper clips.
b) Observe which magnet can hold the most
number of paper clips.
c) Which magnet is the strongest? Why?
Teaching aids
3 bar magnets of
the same size
Paper clips
SPS
Observing
Communicating
Experimenting
PL5 :
Conclude the
strengths of
magnet based on
investigation
done.
Activity 6 :
1. Pupils need to create a game that need to be
played using the magnet.
Question:
If you have magnets to play, what game would
it be?
2. Each group has to design a game using the
given magnets.
3. Each group will present about the game
created.
Notes: Teacher can give examples of game which
use the magnets such as a nail race and cleaning a
bottle.
Teaching aids
Magnets
Bottle and nail (or
any other suitable
objects)
SPS
Observing
Communicating
Experimenting
PL6:
Design a game or
a tool using
magnets.

Name: _______________________________ Class: __________________
65
Date:Worksheet
Colour the objects that havemagnets.(PL1)

Name: _______________________________ Class: __________________
66
Date:Worksheet
2a. Match the magnets with its name. (PL2)
a.
b.
c.
d.
e.
f.
Ring magnet
Bar magnet
Horse shoe magnet
Button magnet
Cylinder magnet
U-shape magnet

Name: _______________________________ Class: __________________
67
Date:Worksheet
2b. Complete the thinking map about different shapes of the
magnets. (PL2)
The shapes of
the magnets

Name: _______________________________ Class: __________________
68
Date:Worksheet
3a. Colour the objects that are attracted towardsthe magnet with
red colour and objects which are not attracted towardsthe magnet
with blue colour. (PL3)
3b. Underline the correct answer.
1. Not all objects ________ tothemagnet. (attracted/repelled)
2. Magnet only attract to objects made of _______.(metal/non-metal)

Name: _______________________________ Class: __________________
69
Date:Worksheet
4. Observethe diagram below. Use the same colour for the poles
which attract to each other and different colour of the poles which
repel each other. (PL 4)
attract
Magnet A Magnet B
repel
Magnet A Magnet B
1. Same pole will _____________ each other.
(attract/repel)
2. Different pole will _____________each other.
(attract/repel)

Name: _______________________________ Class: __________________
70
Date:Worksheet
5a. The picture below shows the distance of paper clip attract by 3
different magnets. (PL 5)
Magnet A
Magnet B
Magnet C
Observation:
1. Magnet ____________ is the strongest.
2. Magnet ____________ is the weakest.
This activityshows that:
The ________________(strongest/weakest) magnet can attract paper
clips from _________________(farthest /nearest) distance

Name: _______________________________ Class: __________________
71
Date:Worksheet
5b. Tick ( √ ) on the strongest magnet. (TP5)
The ________________(strongest/weakest) magnet can attract
________________ (least number/most number) of paper clips.

MATERIAL SCIENCE
Absorption
SCIENCE
YEAR 1
73
THEME : Material Science
TIME : 60 minutes + 60 minutes + 60 minutes
CONTENT STANDARD : 8.1 The ability of materials to absorb water
LEARNING STANDARD : 8.1.1, 8.1.2, 8.1.3, 8.1.4, 8.1.5, 8.1.6
1. State 2 objects that absorbs water and 2 objects that
cannot absorb water.
2. Classify objects that absorb water and cannot absorb
water.
3. Describe the ability of the objects to absorb water based
on types of materials through investigation.
4. Give 2 examples of the importance of objects that can
absorb water and cannot absorb water in daily life.
5. Design an object based in the ability to absorb water.
SCIENCE PROCESS
SKILLS
: Observing, classifying, communicating, experimenting
LEVEL OF
PERFORMANCE
Activity 1:
1. Teacher put few objects on the table.
2. Teacher spill water on the table.
Questions:
a. Anybody want to help me to wipe the table?
b. Which objects can you use to wipe the spill
water?
3. Pupils identify the objects that absorb water in
Worksheet 1.
Teaching aids
Paper, plastic
bag,
handkerchief,
polystyrene
plate.
SPS
Observing

MATERIAL SCIENCE
Absorption
SCIENCE
YEAR 1
74
LEVEL OF
PERFORMANCE
Activity 2:
1. Each group was given few objects that absorb water
and cannot absorb water and a basin of water.
Notes: Teacher can use any suitable objects for this
activity.
2. Pupils have to predict which object can absorb water
and cannot absorb water. Pupils record their
predictions inthe checklist table given.
3. Pupils take eone object and put it into the water to if
it can absorb water.
Questions:
i. What happen to the object?
ii. Can the object absorb water?
4. Pupils record their findings in the Worksheet 2.
5. Pupils need to test all the object given.
6. Pupils compare the findings with their predictions.
Questions:
1. Is your predictions correct? Why?
2. Based on the activity done, classify the
objects that can absorb water and cannot
absorb water by completing the table in
Worksheet 3.
Teaching aids
Handkerchief,
tissue, marble,
sponge, metal
ruler, eraser,
checklist table
and worksheet.
SPS
Observing
Predicting
Communicating
PL 1
State the objects
that absorb water
and cannot absorb
water.
PL 3
Classify objects
that absorbs water
and cannot absorb
water.
Activity 3:
1. One the group member need to put his hand into the
a basin of water.
Questions:
a. After you put your hand into the water, what
happen to you hand?
b. How can you dry your hand?
c. Why can you use that object to dry your hand?
d. What will happen if there is no objects that can
Teaching aids
A basin of water,
tissue, small
towel,
rubber/plastic
glove and
worksheet.

MATERIAL SCIENCE
Absorption
SCIENCE
YEAR 1
75
LEVEL OF
PERFORMANCE
absorb water?
2. Pupils are guided to list the importance of the ability
of objects to absorb water.
Examples:
a. Diaper to absorb the urine.
b. Tissue to absorb water.
c. Mop to dry the floor.
3. Activity continues by asking the pupils to wear the
rubber/plastic glove.
4. Then, pupils put their hand into the basin of water.
Questions:
a. Are your hand wet?
b. Why did your hand dry even you put it into the
water?
5. Pupils are guided to list the importance of the objects
that cannot absorb water.
Examples:
a. Rubber/plastic glove to make hand stay dry while
working using water.
b. Umbrella/tent/raincoat used during rain.
c. Plastic/glass bowl to hold water.
6. Pupils complete the task in Worksheet 4.
SPS:
Observing
PL 2
List the importance
of objects that
absorb water and
cannot water in
daily life.
Activity 4:
1. Pupils are given a situation: Someone is using an
umbrella during rainy day.
Questions:
a. What is the use of the umbrella?
To avoid exposure to rain.
b. Why do we need to avoid the exposure to rain?
To avoid get sick/fever.
c. What will happen if your umbrella is made of a
towel?
d. Is it suitable to make an umbrella using the
towel? Why?
PL 4
Provide reasoning
on the importance
of materials that
do not absorb
water in daily life

MATERIAL SCIENCE
Absorption
SCIENCE
YEAR 1
76
LEVEL OF
PERFORMANCE
2. Pupils are guided to make a conclusion that some
situations require a material that does not absorb
water, for example, umbrellas, rain coats, school
bags.
Activity 5:
1. Pupils were given objects such as towel, tissue and
paper (all in the same size).
2. Each group was given 3 beakers of 100ml water
each (labelled as A, B and C)
3. Pupils have to dip the towel into beaker A, tissue into
beaker B and paper into beaker C, then pick all up at
the same time (teacher’s instruction0
4. Pupils observe and compare the remain water in
each beaker.
5. Teacher asks questions:
a. Which beaker has the most water left?
Beaker which was dip with the paper. (Beaker C).
b. Why is that beaker has the most water left?
Because paper absorb less water.
c. Which beaker has the least water left?
Beaker which was dip with the towel (Beaker A).
d. What is that beaker has the least water left?
Because the towel absorb most water.
6. Pupils complete the task in Worksheet 5.
Teaching aids
Paper, tissue
and towel in the
same size,
worksheet
SPS
Observing
Communicating
PL 5
Arrange in
sequence the
ability of objects to
absorb water
based on types of
materials.

MATERIAL SCIENCE
Absorption
SCIENCE
YEAR 1
77
LEVEL OF
PERFORMANCE
Activity 6:
1. Pupils discuss about he situation given: Heavy rain
in the morning.
Questions:
a. How can you go to school without getting your
shoes wet?
b. Your school bag is made from cloth, how can you
protect the bags from getting wet?
2. Each of the idea must come with the reasons. Pupils
need to sketch, show, record, taking pictures or
looking for the informations in the internet and
present it to the class.
PL 6
Solving problem
by applying the
knowledge on th
eability of objects
that absorb water

Name: _______________________________ Class: __________________
78
Date:Worksheet
Worksheet 1: Colour the objects that absorb water with blue colour
and objects that cannot absorb water with red colour. (PL1)

Name: _______________________________ Class: __________________
79
Date:Worksheet
Tick (√ ) objects that absorb water and cross (X) objects that cannot
absorb water. (PL1)
Objects My Prediction Observation
Handkerchief
Tissue
Plastic bag
Marble
Sponge
Metal ruler
Eraser

Name: _______________________________ Class: __________________
80
Date:Worksheet
Can absorb water Cannot absorb
water
Complete the table below. (PL3)
Objects
Handkerchief Tissue Paper Eraser
Marble Sponge Diaper
Towel Metal ruler Plastic

Name: _______________________________ Class: __________________
81
Date:Worksheet
Match the importance of the material that can absorb water and
cannot absorb water. (PL 2)

Name: _______________________________ Class: __________________
82
Date:Worksheet
Three different type of objects were dip into 100 ml of water in
beaker A, B and C. (TP5)
P Q R
Beaker A Beaker B Beaker C
Fill in the blanks.
1. The volumeof water left in beaker C is _________________
because object R absorb ___________________.
2. The volumeof water left in beaker B is ___________________
because object Q absorb _____________________.
3. Arrangetheobjects in ascending order based on the ability of
objects to absorb water.
____________ _______________ _______________
Before
Beaker A Beaker CBeaker B
Bikar B
After

Earth and Space
Surface of the Earth and Soil
SCIENCE
YEAR 1
83
THEME : Earth and Space
TIME : 60 minutes
CONTENT STANDARD : 9.1 Surface of teh Earth
9.2 Soil
LEARNING STANDARD : 9.1.1, 9.2.1, 9.2.2, 9.2.3
LEARNING OBJECTIVES : At the end of the lesson, pupils shoul be able to:
1. State the surface of the Eaxth e.g. mountain, beach, hill,
valley, river, pond, lake and sea.
2. State the types of soils e.g. garden soil, clay and sand.
3. Record teh content of different types of soils.
SCIENCE PROCESS
SKILLS
PERFORMANCE
LEVEL
Activity 1:
1. Pupils were shown askes to touch the physical
Earth globe model.
Questions:
i. Is the Earth globe flat?
ii. What can you see on the globe model?
iii. Which can you see more, the higher land or
the lower land?
2. Teacher relates the pupils’ answer to the topic
today.
Teaching aids
Physical Earth
globe model
SPS
Observing
Activity 2:
1. Pupils were shown a picture of the surface of the
Earth.
What can you see?
(mountain, beach, hillm valleym river, pond, lake
and sea)
2.
Teaching aids
A picture of
mountain, beach,
hillm valleym river,
pond, lake and sea
SPS
Observing
PL 1
State the surface
of the Earth.

Earth and Space
SCIENCE
YEAR 1
84
PERFORMANCE
LEVEL
Activity 3:
1. Pupils were given different types of soil.
a. Where can you find this type of soil?
b. Whatis the type of this soil?
2. Pupils identify the types of the soil (with teacher
guidance).
Teaching aids
Garden soil
Clay
Sand
SPS
Observing
Communicating
PL 2
Give examples of
types of soils.
Activity 4 :
1. Pupils work in group.
2. Each group was given 3 types of soils and 3
transparent bottles with lid.
3. Pupils label the first bottle as ‘Garden Soil’, the
second bottle asr ‘Clay’ and the third bottle as
‘Sand’.
4. Pupils put the soils accordingly into the bottles
labeled.
5. Pupils add water into each of the bottle and shake
it.
6. Each of the group members has to observe and
record the content of each soil in Worksheet 1A.
7. Pupils discuss about the content in the soils.
Questions:
a) What can you see in aech bottle?
b) Is the content of all bottle are the same?
c) Compare the layers in the clay and in the sand.
8. Pupils complete the Worksheet 1B.
Teaching aids
Gardens soil
Clay
Sand
Bottles
SPS
Observing
Communicating
PL 3
Identify the
content one type
of soil through
observation.
PL 4
Compare and
contrast the
contents of
example given
soils.
PL 5
Record the
content of
different types of
soils

Earth and Space
SCIENCE
YEAR 1
85
PERFORMANCE
LEVEL
Activity 5:
1. Pupils discuss about the usage of each type of soil.
Example 1:
Picture of clay vase.
a) What types of soil used to make this vase?
b) Why is this type of soil being used to maje the
vase?
Notes: Clay is used because it is more compact,
not allow water to pass through it, easy to shape,
cheap and readily available.
Example 2:
a) Where can you find paddy tree?
b) Can we plant the paddy using sand? Why?
Notes : Sand is not suitable to plant paddy because
sand cannot hold the water.
2. Pupils complete the graphic organiser in
Worksheet 2.
PL 6
Communicate to
predict the use of
soils and explain
it based onthe
knowledge of the
soils content

Name: _______________________________ Class: __________________
86
Date:Worksheet
Worksheet 1
1A: Tick (/) the content of each type of soil. (PL3)
Content in the soil Garden soil Sand Clay
twigs
stone
small animals
sand
leaf
waste material
sediment
1B: Completethe tablebelow by choosing the answer given in the box.
(PL4)
Garden soil Sand Clay
twigs stone small animals sand
waste material sediment leaf

Name: _______________________________ Class: __________________
87
Date:Worksheet
Worksheet 2: Completethe graphicorganiser below. (PL6)
Uses of soil

Basic Shapes
SCIENCE
YEAR 1
89
THEME : Technology and Sustainability of Life
TIME : 60 minutes
CONTENT STANDARD : 10.1 Construstion of basic shape blocks
LEARNING STANDARD : 10.1.1, 10.1.2, 10.1.3, 10.1.4, 10.1.5
LEARNING OBJECTIVES : At the end of the lesson, pupils shoulb be able to:
1. Identify the basic shapes.
2. Identify the basic shape blocks.
3. Sketch teh basic shape blocks.
4. Design an object or structure using basic shape blocks.
SCIENCE PROCESS
SKILLS
PERFORMANC
E LEVEL
Activity 1:
1. Pupils were shown few objects which have basic
shapes?
Question:
a) What is the shape of this paper?
2. Pupils were given a flash card of basic shapes
e.g. triangle, square, rectangle and circle.
Instruction:
a) Name all the basic shapes.
Teaching aids
Example of objects
– CD, A4 paper,
eraser, box
SPS
Observing
Communicating
PL 1
State the basic
shapes i.e.
triangle, square,
rectangle and
circle.
Activity 2:
1. Pupils were given a picture of house which has
few types of basic shape blocks.
Question :
a) Can you name the basic blocks using to build
the house?
2. Pupils sketch the basic shapes blocks in their
notebook.
Teaching aids
Blocks model
SPS
Observing
Communicating
PL 2
Identify the
blocks i.e. cube,
cuboid, pyramid,
prism, cone,
cylinder and
sphere
PL 3
Sketch the basic
shapes blocks.

Basic Shapes
SCIENCE
YEAR 1
90
PERFORMANC
E LEVEL
Activity 3:
1. Pupils build an object or structure using basic
shape blocks made of waste such as old
newspaper and boxes.
2. Pupils explain the basic shapes and basic shapes
blocks they used in building their object or
structure.
Teaching aids
Old newspaper,
boxes, glue,
scissors.
SPS
Observing
Communicating
PL 4
Design an object
or structure
using basic
shapes and
blocks.
PL 5
Communicate to
explain the built
object or
structure.
Activity 4:
1. Pupil sdiscuss about the situation given on the
importance of various types of blocks in daily life.
E.g.:
a) What will happen if the tire is in cube shape?
b) Can you play the ball which has the pyramid
shape?
c) Can you imagine how to use the table in
sphere shape?
PL 6
Provide
reasoning on the
importance of
various types of
blocks in daily
life.

Name: _______________________________ Class : __________________
91
Date:Worksheet
Worksheet 1: Choose the correct answer. (PL2)
pyr amis
cube – cuboid – pyramid – prism – con – cylinder - sphere

Name: _______________________________ Class : __________________
92
Date:Worksheet
Worksheet 2: Connect the dots of basic shapes below. (PL 3)

Name: _______________________________ Class : __________________
93
Date:Worksheet
Worksheet 2: Draw one basicshape. (PL 3)
I draw a ________________________

Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E
62604 Putrajaya
Tel: 03-8884 2000 Faks: 03-8884 9917
http://bpk.moe.gov.my

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