Teaching learning module kssr science year 5 1st edition

KURIKULUM STANDARD SEKOLAH RENDAH
SCIENCE
YEAR 5
Teaching and Learning Module
Bahagian Pembangunan Kurikulum
2016

CONTENT
Module 1: Animals Specific Characteristics and Behaviour 1
Module 2: Survival of Animals 9
Module 3: Survival of Plants 15
Module 4: Energy 23
Module 5: Water Resources 27
Module 6: Earth Rotation 33
Module 7: Stability 37

TEACHING ANDLEARNINGMODULE SCIENCEYEAR 5
1
DAILY LESSON PLAN
Topic: Animal
Class: 5 A (35 pupils)
Time: 60 minutes
Learning Standard: 3.1.1
Learning Objectives: Pupils will be able to:
i) Identify specific characteristics and behaviour of animal
to protect itself from enemies
SPS: Observing, making inferences, communicating, predicting
Teaching Aids: Concrete material, pictures of animals, puzzle
Activities:
Activity 1
1. Teacher plays a video to the pupils.
http://www.youtube.com/watch?v=UQjR1zTAQWc
(at 13th
second, teacher pause the video )
2. Pupils discuss with teacher.
a. Based on the video, what did the boys do to hide from the uncle?
b. Why?
3. Teacher put 4 transparent boxes on the table contain animals.
4. Pupils discuss with teacher.
a. Name the animals in the transparent boxes.
b. Discuss:
 Box A (chameleon)
o Identify special characteristic and behaviour of the animal in the
box?
 Box B ( millipede )
o Touch the animal and observe its reaction?
 Box C (snail)
 Box D ( cockroach )

2
c. Why the animals react when touched?
(fear / treated)
d. What the animal’s perception when it touched?
5. Pupils make a conclusion of activities. ( Worksheet 1 )
(How the animals protect themselves by using a special characteristic and
special behaviour)
Activity 2
1. Each group get a set of puzzle with different picture of animals (Appendix)
2. Pupils identify the characteristics and special behaviour of animals in the puzzle.
3. Pupils have to predict how the animals protect themselves based on the specific
characteristic and behaviour.
4. Each group presents their finding.
5. Pupils complete Worksheet 1 and Worksheet 2 (Enhancement)

3
APPENDIX
Animal A
Animal B

4
Animal C
Animal D

5
Animal F

6
Worksheet 1: Complete the table below.
Animals
Specific characteristic and behaviour to protect
from enemies
Grasshopper
Lizard
Frog
Beetle
Tortoise
Octopus
Praying Mantis
Bugs
Chameleon
Snail
Skunk
Squid
Porcupine
Millipede

7
Worksheet 2: Identify the animals which have special behaviour to protect
themselves from the enemies as below.
Curl up body Poisonous sting
Camouflage Hide its body into
shell
Live in groups Bad smell
Break of part of
body
Pretending dead

8
Worksheet 3: Name the animals and state how they protect themselves from
enemies.
a. ------------------------------------------------- e. ------------------------------------------
------------------------------------------------- ------------------------------------------
b. ---------------------------------------------------- f. ----------------------------------------------------
------------------------------------------------- ---------------------------------------------------
c. ------------------------------------------------ g. ----------------------------------------------------
---------------------------------------------- --------------------------------------------------

9
DAILY LESSON PLAN
Topic: Survival of Animals
Class: 5 Khalifah (40 pupils)
Time: 60 minutes
Learning Standard: 3.3.1, 3.3.2, 3.3.3
Learning Objectives: Pupils will be able to:
i) State the meaning of survival of species
ii) List out 5 animals which take care of their young’s or
eggs to ensure the survival of their species.
SPS: Observing, making inferences, communicating
Teaching Aids: Video
Activities:
Activity 1
1. 6 pupils are asked to come in front of the class.
2. Pupils listen to the instructions on how to play a game called “musang dan
ayam”. One pupil acts as a fox, one as a hen while the others as chicks.
3. Pupils play the game while other pupils observe the game.
4. Pupils and teacher discuss.
- What did you observe from this game?
(The fox chased the hen/ the hen protect her chicks)
- Why did the hen protect her chicks?
(To save the chicks from being eaten by the fox)
Activity 2
1. Pupil watch the video about:
i) A crocodile hiding its eggs.
ii) A frog laying eggs.
iii) A snake encircles their eggs.
iv) A bird feed their young.
v) A hen incubates the eggs.

10
2. Pupils discuss their observations of the video
Example of question:
a. What the crocodile did? Why?
b. What the frog did? Why?
c. What the bird did? Why?
d. What the hen did? Why?
4. Pupils get right information from teacher about how animals take care of their
eggs and young. Pupils are introduced to the term “survival”.
Activity 3
1. The pupils are asked to form 5 groups.
2. Each group are given a set of puzzle.
Group 1 : A kangaroo carry her young in the pouch.
Group 2 : A lion feed her cubs.
Group 3 : A hen attacks when her chicks are disturbed.
Group 4 : An elephant stay in herds.
Group 5 : A crocodile keep her young in her mouth.
3. Each group complete the puzzle and present their findings.
4. Pupils combine all finding in the bubble map.
5. Pupils conclude that animals take care of their eggs and young to ensure the
survival of their species.

11
Worksheet 1: Complete the table below
Animals How the animals ensure the survival of their species
Mosquito
Penguin
Lizard
Frog
Elephant
Cat
Kangaroo
Crocodile
Snake
Bird

12
Worksheet 2: Complete the puzzle and present to the class how the animals ensure
the survival of their species.
CARD 1
CARD 2

13
CARD 3
CARD 4

14
CARD 5

15
DAILY LESSON PLAN
Topic: Survival of Plants
Class: 5 Ibnu Sina (40 pupils)
Time: 60 minutes
Learning Standard: 4.1.1
Learning Objectives: At the end of the lesson, pupils should be able to:
1. Identify 5 plant special feature to protect self:
 Thorn example Cactus
 rubber example Jackfruit
 Fine hair example Sugar cane
 Poison example Pong-pong
 Smell example tobacco leaf
2. Classify plants according to the specific characteristic
Teaching Aids: A pot of cactus, plants in school compound, worksheet.
Activities:
Activity 1
1. Teacher show a pot of cactus.
2. Pupils discuss their observation on the cactus.
Question:
a) Have you touched this plant stem? Describe it.
b) What are the specific characteristic n this plant?
c) What is the importance of thorns to this plant?
d) Can you imagine what will happen if this plant doesn’t have thorn?
Activity 2
1. Pupils working in groups of four.
2. Pupils required making observations in school compound to identify example of
plants with it specific characteristics to protect itself form enemies. (5 stations set up
by teacher)

16
3. Pupils record their finding in Appendix.
4. Pupils advised to carefully handling the plants, using a glove and never taste the
plants.
Activity 3:
1. Each group present their findings. Other pupils required to write down specific
characteristics of plants presented by all the groups.
2. Pupils discuss all the findings.
a. What is characteristic of this plant?
b. Why must plant have this characteristic?
c. What can you conclude from this activity?
3. Pupils listen to the explanation by the teacher:
Plants can’t move like animals. Plants needs specific characteristic to protect
themselves from enemy.

17
TUMBUHAN 1
Ciri khas
NAME OF THE PLANT:
SPECIFIC CHARACTERISTIC OF THE PLANT:
NAME OF THE PLANT:
NAME OF THE PLANT:

18
Worksheet 1:
State the specific characteristic of these plants to protect themselves from
enemies. Then, classify the plants according to the specific characteristics in the
classification table given.
Plants How the plant protect itself form enemies
Mushroom
Banana plant
Mimosa plant
Rose plant
Bamboo plant
Cactus
Papaya plant
Rafflesia
Yam plant
Jackfruit plant
Cane

19
SPECIFIC CHARACTERISTICS OF PLANT

20
Worksheet 2:
Identify the plant and how it protect itself form enemies in each situation.
1. C is a fruit. When ripe, the fruit is in yellow colour. Human, squirrel and bird love to
eat this fruit because it is sweet and tasty. When we cut the fruit, a sticky liquid will
come out from the fruit.
a) What is this fruit?
________________________________________________________________
b) What is the specific characteristic of this fruit to protect itself from enemies?
________________________________________________________________
2. Plant J is planted widely in filed. It has a yellow fruits. Rats, birds and fruit maggots
love to eat the fruit. This plant has sharp and hairy leaves, fibrous root and soft stem.
a) What is this plant?
________________________________________________________________
b) What is the specific characteristic of this plant to protect itself from enemies?
________________________________________________________________
3. The leaves and fruit of this plant are used in cooking. The fruit in dark green colour
and has grumble skin. Flying bugs and birds don’t like to be near to this plant.
a) What is this plant?
_______________________________________________________________
b) What is the specific characteristic of this plant to protect itself from enemies?
_______________________________________________________________

21
Worksheet 3:
Instructions:
Make a scrapbook which has following information:
1. Part 1:
(a) Choose one plant (with picture).
(b) Describe how the plant protects itself from enemies.
AND
1. Part 2:
(a) Choose one plant (with picture).
(b) Describe how the plant protects itself from extreme weather.
Make sure to choose different plant for each part.

23
DAILY LESSON PLAN
Topic: Survival of Plants
Class: 5 Cerdas (40 pupils)
Time: 60 minutes
Learning Standard: 5.1.3, 5.1.4
1. State that energy can be transformed from one form
to another.
2. Explain through examples the transformation of
energy in appliances
Teaching Aids: Video, torch light, lamp, electric fan, gas stove, candle,
water, matches, magazine, newspaper and fliers
Activities:
Activity 1
3. Pupils were shown a picture of windmill.
a) What is this?
b) How its function?
b) What is the energy transformation in the windmill?
.
2. Pupils states various form of energy from various sources.
(Example: Sun – solar energy, heat energy, light energy)

24
Activity 2
1. Pupils carry out activities in each station set up by the teacher.
Station 1: Switch on the ceiling fan
Station 2: Lighting on the gas stove
Station 3: Switch on the torch light
Station 4: Light on the candle
Station 5: Heating the water
2. Pupils observe what happen and write down the energy transformation involved
when they done the activity at each station.
3. Pupils present their findings.
Activity 3:
1. Pupils were asked to get pictures of electrical appliances from magazine,
newspaper or fliers.
2. Pupils cut the picture and paste it in the science exercise book and state the energy
transformation in each appliance.
.
3. Pupils complete Worksheet 1 and 2.

25
Worksheet 1: State the transformation of energy in the appliances below.
1.
2.
3.
4.
5.

26
Worksheet 2: Complete the transformation of energy in situations below.
1. Lina listening to a radio.
+
2. A boy riding a bicycle.
+
3. Ali playing a remote control car.
+
4. En Ah Seng riding uphill with motorcycle.
_____________
_
Electric
energy
______________
_____________
_
_____________
_
_____________
_
_____________
_
electric
energy _____________
_
_____________
_____________
_
_____________
__
_____________
_
chemical
energy _____________
_

27
DAILY LESSON PLAN
Topic: Animal
Class: 5 Baiduri (35 pupils)
Time: 60 minutes
Learning Standard: 9.3.1, 9.3.2
i) State the natural resources of water.
ii) State how to maintain the cleanliness of water
resources.
iii) State the important of keeping the water resources
clean.
Teaching Aids: Video, worksheet
Activities:
Activity 1
1. Pupils are shown the picture of running tap water in the sink.
2. Pupils discuss with teacher about the source of water,
e.g.:
i. Is this water drinkable?
ii. Where it come from?
3. Pupils are asked to list the source of tap water as many as possible.
4. Pupils exchange their list with other groups.

28
5. Pupils are shown the picture of the various sources of water to check the answer.
6. The group which has the most correct answer is the winner.
7. Pupils discuss about the importance of water to the living things.
8. Pupils brainstorm on the importance of maintaining the cleanliness of the water
resources.
9. Pupils present their group discussion and brainstorming session.
10.Pupils complete the task given.
11.Pupils make conclusion about the importance of maintaining the cleanliness of
water resources to living things.

29
Worksheet 1: Answer all questions below.
1. Name the 4 natural water resources.
(i) ..............................................................................
(ii) .............................................................................
(iii) ............................................................................
(iv) ...........................................................................
2. Why do we need a clean water?
.......................................................................................................................................
.......................................................................................................................................
3. How can we maintain the cleanliness of water resources?
i) ...............................................................................................................................
ii) ..............................................................................................................................
4. What are the importance of water in our life?
i) ...................................................................................................................................
ii) ...................................................................................................................................
iii) ..................................................................................................................................
5. Predict what will happen if the water resources are polluted?
.......................................................................................................................................

30
Worskheet 2: Complete the mind map below.
3
12
4 5
6
The importance
of clean water
resources

31
Worksheet 3: Fill in the blank with correct answers.
bad effect
Cleanliness of water
resources
living things
avoid diseases law enforcement
Practice sustanaible
life
1. Water is one of the basic needs for ____________ .
2. Clean water resource can ______________ such as diarrhea, cholera, and
skin problems.
3. __________________ is a responsibility of every one of us.
4. _________________ can ensure our health.
5. Water and air pollution will give _______________ to aquatic life.
6. Campaign and ____________can help the conservation of the endangered
species.

33
DAILY LESSON PLAN
Topic: Animal
Class: 5 Zuhal (40 pupils)
Time: 60 minutes
i) State the rotation of the Earth in its axis in the aspect of
direction and duration.
ii) Describe the occurrence of day and night caused by the
rotation of Earth on its axis.
Teaching Aids: Worksheet, Globe
Activities:
Activity 1
1. Pupils working in groups.
2. Pupils were shown how the Earth rotates on its axis using a globe model.
3. Pupils discuss about the direction of the Earth rotation on its axis and how long
do it takes to complete 1 rotation.
4. Pupils draw their discussion on the picture of Earth given.
5. Each group present their picture.
6. Pupils being facilitate by the teacher to get the correct explanation about the
direction and duration of the rotation of the Earth.

34
Activity 2
1. Each group of pupils were given a globe model and torchlight. Pupils set up the
model as shown below.
2. Pupils switch on the torchlight (as the Sun) and observe what happen as the
globe model rotates on its axis.
3. Pupils record their observation.
4. Pupils discuss their observation with the teacher.

35
Worksheet 1
Instructions:
1. Label the North Pole and South Pole.
2. Draw an axis.
3. Draw with arrow to show the direction of rotation of the Earth.
a. The Earth rotates on its axis from the ________________ to the
______________.
b. The Earth takes _________________ to complete its rotation.
c. The rotation of the Earth on its axis caused the
_________________________________.

36
Worksheet 2: The pictures below shows the Earth rotate on its own axis. Cut
the pictures and arrange them in sequence to show that the Earth rotates.

37
DAILY LESSON PLAN
Topic: Animal
Class: 5 Dahlia (40 pupils)
Time: 60 minutes
i) Identify stable and strong structure.
ii) Build a simple stable and strong structure/model.
iii) Describe the importance of stable and strong structure.
SPS: Observing, making inferences, communicating.
Teaching Aids: Worksheet, Globe
Activities:
Activity 1
1. Pupils were shown a picture of collapse building and bridge.
2. In group, pupils discuss why the situation in the picture happens.
3. Pupils suggest on how to prevent the buildings and bridges from collapse.
4. Each group present their discussion on a mahjong paper and paste it on the
white board.

38
Activity 2
1. Each group were given:
a. 5 cylinders with different height
b. 5 square boxes with different size
2. Pupils arrange the cylinder on a piece of board as shown in Worksheet 1.
3. Pupils shake the baird and observe what happen to the cylinder.
4. Pupils record their observation.
5. Pupils repeat step 2 – 4 using the square boxes.
6. Pupils complete the Worksheet 1.
Activity 3
1. Pupils are given materials such as basic shape block, newspaper, straws, plastic
bag, rubber band, scissor, pin and stick.
2. Pupils are asked to build a stable and strong structure as instructed in Worksheet
1.
3. Each group is given 20 minutes to complete the task.
4. Pupils present their model.

39
Worksheet 1
1. Arrange the cylinders as shown below.
2. Shake the board and observe what happen to the cylinders.
a) Which cylinder fall the first?
___________________________________________________________
b) Which cylinder fall the last?
___________________________________________________________
c) Arrange the cylinder in sequence from the most stable to the least stable.
___________________________________________________________
3. Repeat this activity using the 5 boxes and record your observation.
a) Which square box fall the first?
___________________________________________________________
b) Which square box fall the last?
___________________________________________________________
c) Arrange the square box in sequence from the most stable to the least stable.
___________________________________________________________

40
Worksheet 2
Instructions:
1. Discuss in group how to build a strong and stable structure using materials such
as old newspaper, boxes, straw, skewers and basic shapes blocks.
2. Sketch the structure.
3. Build the structure according to the sketch.
4. Present the structure built by focusing on the basic shapes used in the structure.
5. Test the strength and stability of the structure using the weight block.
6. Write down the observation when the weight block is put on the structure.
7. Do you want to improve what have you built? How?

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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