1. SCIENCE YEARLY PLAN (YEAR 4)
THEME : INVESTIGATING LIVING THINGS
WEEK LEARNING LEARNING LEARNING SUGGESTED LEARNING ACTIVITIES SKILLS VOCABULARY
AREA OBJECTIVE OUTCOMES
1 1. Living 1.1 a) identify the a) Pupils view video that shows various SPS : Basic needs -
things Understanding basic needs of footage related to the basic needs of Obseving Keperluan Asas
have basic that humans have humans. humans. i.e: Comparing Breath -
needs basic needs a. A child/ family taking drinks Relating Nafas
b) give reasons why and a balanced diet. Making Breathe –
humans need food, b. Movement of the chest of a Inferens bernafas
water, air and sleeping baby. Predicting Flat – rumah
shelter. c. Different types of houses. pangsa
b) Based on the video pupils discuss the Hut – pondok
basic needs of humans i.e. food, water, Long house –
air and shelter. Pupils discuss that : rumah panjang
a. humans need to eat/drink to Movement –
help them grow and to stay pergerakkan
healthy. Terrace house –
b. Humans need air to breath. Rumah teres
c. Humans need to protect Shelter – tempat
themselves from danger, sun perlindungan
and rain. Balanced diet –
c) Pupils discuss and explain what will makanan
happen if there is no food, water, air seimbang
and shelter.
1

2. 2 2. Living 1.2 understanding a) identify the basic a) Pupils keep pets such as hamster or SPS : Holes – lubang
Things have that animals basic needs of animals. chick. Observing Cage – sangkar
basic needs. needs. b) Pupils observe and record what they do Interpreting Container –
b) give reason why to keep their alive and healthy. Calssifying bekas
animals need food, c) Pupils discuss why hamster or chicks Predicting Reference –
water, air and are kept in a cage and not in airtight, rujukan
shelter. covered container MS : Air tight – kedap
d) Based on their records pupils discuss Handle udara
c) describe tyres of the basic needs of animals. Pupils specimens
shelter for animals. discuss that correctly and
- animals need to eat/drink to carefully
help them grow and healthy.
- Animals need air to breath.
- Animals need to protect
themselves from danger,
sun,and rain.
e) Pupils study pictures or video and
describe different types shelter s or
animals such as nests, caves, and holes.
2

3. 3 1. Living 1.3 understanding a) identify the basic Pupil carry out activities to show the SPS : Condition –
things have that plants have needs of plants. basic needs of plants by comparing Classifying keadaan
basic needs. basic needs. similar balsam plants kept in different Experimenting Similar – serupa
conditions : Observing Watered –
- 1 watered, 1 without water. Making disiram
- 1 kept outdoor, 1 kept in a tight Inferens Sunlight – cahaya
plastic Interpreting matahari
bag. data
- 1 kept outdoor and 1 kept in dark Controling
cupboard. variable
b) Pupils observe and record their daily
observations. MS :
Use the handle
c) Based on their records pupils discuss to science
conclude that the basic needs of plants apparatus and
are water, air and sunlight. substances
3

4. 4 2. Living 2.1 Analyzing a) explain that a) Pupils use their hand to feel the movement of Observing
things undergo life processes that humans breathe. their chest as they breathe.
life processes. humans undergo. Water viper
b) describe what b) Pupils discuss to conclude that the movement (wap air)
inhale is. of the chest is due to breathing. Conclusion
c) describe what c) Pupils discuss that when they inhale they take Communicating Wind pipe
exhale is. in air and when they exhale they give out air. (trakea)
d) differentiate the d) Pupils gather information and discuss that :
air that we inhale - inhaled air has more oxygen than exhale Comparing &
and the air we air. Contrasting
Exhale. - exhaled air more carbon dioxide than
Inhale air.
e) State that
humans use lungs e) Pupils observe model or view video of
to breathe human body to see that the lungs is a Observing
breathing organ for humans Relating
f) Identify the f) To identify the passage of air movement
passage of air when
during breathing. human breathes
g) conclude that not
all individuals g) Pupils carry out activity to count the number
have the same of chest movement in a minute.
rate
of breathing.
4

5. 5 2. Living 2.1 Analyzing a) state that humans a) Pupils discuss to conclude that humans
things undergo life processes that excrete and excrete and defecate.
life processes. humans undergo. defecate. b) Pupils discuss that when humans : Observing
- excrete they produce urine, Conclusion
b) state the sweat and water. Communicating
products - Defecate they produce faeces.
of humans c) Pupils discuss that humans excrete and
excretion. defecate to get rid of waste materials
from their bodies.
c) state the product d) Pupils discuss to infer the effect on Making
of human health if humans do not excrete and inference
defecation. defecate.
d) Give reason why
humans need
excrete and
defecate.
5

6. 6 2. Living 2. Analyzing life a) state that humans a) Pupils view video or carry out
things undergo processes that respond to activities to show how humans respond Experimenting
life processes. humans undergo. stimuli. to stimuli. e.g. when touching a glass
of hot water.
b) give reason why b) Pupils discuss to infer that humans
humans respond respond to stimuli to protect
to stimuli. themselves from danger or for survival.
c) Pupils draw family trees of their Synthesizing
c) state that humans families for three generations. Pupils
reproduce. Compare each other’s diagram and Comparing
conclude that humans produce
d) predict what will offspring from one generation to
happen if humans another.
do not reproduce. d) Pupils discuss what will happen if
humans do not reproduce.
6

7. 7 2. Living things 2.2 Being aware • give example of Pupils discuss to identify bad habits in SPS Smoker-
undergo life that behaviour can habits that bring harm humans Hypothesis perokok
processes disturb life to human life e.g. smoking, drinking alcohol taking
processes processes. drugs. Thinking Skill Affect –
Generating ideas meberi kesan
. state the effects of Pupils look at picture or video of a Predicting
smoking on lungs. smoker’s lungs and discuss the effects of Affect –
smoking on lungs. kesan/akibat
Pupils watch demonstration by teacher to SPS Drunken –
observe the harmful substances produced Observing mabuk
when the cigarette is being burned.
Thinking Skill Delay –
Pupils listen to the talk on smoking and Attributing melambatkan
health given by health officer.
Cause –
Pupils draw poster about the effects of memyebabkan
. explain that taking smoking on health.
drugs and alcohol can Drug – dadah
delay a person’s Pupils view video to see the effects of
response to stimuli. drug and alcohol on human terms of the Aiconol –
effects of delaying a person’s response to minuman
. participate in a stimuli e.g. Suggested topics for the keras
campaign to talk :
discourage a) ability to walk in straight line a) Smoking and Health Peers – rakan
smoking,drugs taking sebaya
and alcohol drinking b) delayed reaction of an drunken driver b) How Smoking
among their peers. or a driver high on drug can cause Affects Health
7

8. 8 2. Living Things 2.3 Analysing the Pupils Pupils observe animals in science garden SPS
undergo life life processes that to conclude that animals defecate and Observing
processes animals undergo * state that animals excrete
excrete TS
Pupils discuss that animal excrete and Making conclusion
* state that animal defecate to get rid of waste product from
defecate their bodies. MS
Handle specimens
* give reasons why Pupils discuss to infer the effects on correctly and carefully
animals need to health if animals do not excrete and
excrete and defecate defecate. SPS
Making inferences
* state that animals Pupils look at models or live specimens to Observing
breathe. see the breating structures of : Classifying
* identify the a) bird
breathing structures b) fish
for certain animals c) grasshopper
d) crab
* state that breathing e) frog
structures for f) monkey
different types of
animals may be
different
8

9. a) Based on the viewing of video/ SPS
9 2. Living things 2. 3 Analysing the a) state that animals models/ live specimens pupils Observing
undergo life life processes that reproduce. conclude that breathing
processes animals undergo. structures for animals may be
b) state that some different . pupils view video TS
animals give birth showing animals giving birth Making conclusions
some animals lays and chicks hatching from eggs.
egg.
b) Pupils discuss to conclude that SPS
c) classify animals some animals give birth some Classifying
according to the animals lays egg.
way they
reproduce. c) Pupils discuss to classfy animals
into those that lay eggs and those
that give birth to their young.
9

10. 10 2. Living things 2.3 Analysing the a) describe the life a) Pupils observe animals such as SPS
undergo life life process that cycles of different butterfly, frog, hamster or Observing
processes animals undergo. animals. chicken from birth/eggs to
adult. Pupils record the changes SPS
b) conclude that in size/ form at the different Comparing
animals may have stages of the life cycles.
different life cycles b) Based on their observations and SPS
record pupils discuss to conclude Making Conclusion
that animals may have different
life cycles. TS
c) Pupils make a scrap book on real Relating
animals as imaginary pets ex.
Tiger, whale, lizard pangolin,
bat, worm, snake. Pupils may
write, draw or paste pictures on
their scrap books to tell about MS
their pets. Use and handle science
- What pupils have to do apparatus and
to keep their pets alive substances
and healthy.
- Suitable home for their
pets
- Food for their pets
- How their pets take care
of their young
- Life processes of their
pets.
10

11. 11 2. Living things 2.4 Understanding Pupils; Pupils carry out activities to study how SPS Water lettuce-
undergo life the life processes ● state that plants plant respond to stimuli i.e. Observing kiambang
processes that plants respond to stimuli. water,sunlight, touch and gravity. Bryophyllum-
undergo SPS Setawar
● identify the part of Pupils observe and record their Making Inferences Extinct-
plant that responds findings. pupus
to water. TS
Based on the above activities pupils Interpreting Data
● identify the part of discuss to identify the part of plants that Comparing
plant that responds respond to stimuli:
to graviti.
d) roots respond to water and
gravity.
11

12. 12 2. Living things 2.4 Understanding Pupils; e) shoot respond to sunlight. SPS Shoot –
undergo life the life processes ● identify the part of f) Certain leaflets respond to Observing pucuk
processes that plants plant that responds touch. Leaflets- anak
undergo to sunlight. SPS daun
Pupils observe : Measuring and using Young plant-
● identify the part of numbers anak pokok
plant that responds a) begonia plants / bryophyllum Parent plant –
to touch. that have young plants MS pokok induk
growing from the leaves. Use and handle
● state the plants b) Banana trees that have young science apparatus and
reproduce to touch. plants growing around the substances
parent plants.
c) Water lettuce that have young
plants attached to parent
plants.
12

13. 13 2. Living things 2.4 Understanding Pupils; Pupil carry out discussion based on CTS : Spores-spora
undergo life the life processes ● explain why plants their observations that plant reproduce. Sucker-
processes that plants need to reproduce. -Generating Ideas sulur/anak
undergo Pupils watch picture / view video and -Making pokok
● predict what will discuss that plants reproduce to ensure Generalisations Stem cutting –
happen to the world the survival of their species. keratan
if plants do not SPS : batang
reproduce. Pupils discuss and predict what will Underground
happen to the world if plants do not -Observing stem – batang
● explain the reproduce e.g. no food supply for man -Communicating bawah tanah
various ways plants and certain animals. -Predicting Tapioca plant
reproduce. -Observing – pokok ubi
Pupils study live specimens / view kayu
video to find out the various ways Mushroom –
plants reproduce i.e. ; CTS : cendawan
Fern- paku-
a) through seeds e.g. balsam, corn Making pakis
and durian, Generalisations Various –
b) through spores e.g. fern and Communicating pelbagai
mushroom, Visualising Corn –
c) through suckers e.g. banana jagung
and pineapple, Dispersal –
d) through stem cutting e.g. pencaran
hibiscus , rose and tapioca, Splitting-
e) through leaves e.g. letupan
bryophyllum and begonia, Lovegrass –
f) through underground stem e.g. kemuncup
potato, onion, ginger and lily. Ensure –
memastikan
relationship-
hubungan
Flame of
forest –
semarak api
Shorea -
meranti
13

14. 14 2. Animals and 3.1 Understanding Pupils; Pupils touch animals such as garden SPS : Curl up –
plants protect that animals have ● identify special snails or millipedes and observe how -Observing menggulung
themselves specific characteristics of they react to danger. -Communicating Millipede –
characteristics and animals that protect -Making Inferences ulat gonggok
behaviour to them from danger. Pupils describe what they observe and Centipede –
protect themselves give reasons for the animal’s behaviour MS : lipan
from danger. ● identify special e.g. millipede curls up to protect itself 1. Use and handle Behaviour –
behaviour of from danger. science apparatus perlakuan
animals that protect and substances. Hurt – cedera
them from danger. Pupils look at live specimen or collect 2. Handle specimens Pangolin –
information by looking at picture or correctly and carefully. tenggiling
● describe how the viewing video of various animals to 3. Draw specimens Scale – sisik
special identify the characteristics and and Bed bug –
characteristics and behaviour of animals that protect them apparatus. pijat
behaviour of from danger. Chameleon –
animals help to Thinking Skill : sesumpah
protect them from e.g.: Sting - sengat
danger. - Comparing and
a) pangolins have hard scales to contrasting
protect themselves from - Relating
enemies, - Makimg inferences
b) bed bug have bad smell to
repel enemies,
c) chameleons have the ability to
change skin colour according
to the surrounding,
d) scorpions have stings to
protect themselves from
enemies.
Pupils discuss and explain how the
characteristics and behaviour of these
animals protect them from danger.
Pupils present their findings to the
class.
14

15. 15 2. Animals and 3.2 Pupils Pupils view video of animals that live in SPS : Rhinocerous –
plants protect Understanding ● identify specific very hot or cold weather. badak sumbu
themselves that animals have characteristic and - Observing Extereme
specific behaviour of Pupils list the special characteristics and - Classifying weather –
characteristics and animals that protect behaviour of animals and describe how - Measuring cuaca
behaviour to them from very hot these characteristics and behaviour help - Making melampau
protect themselves or cold weather. to protect them from very hot or cold Inferences
from extreme weather e.g. :
weather. ● describe how MS :
specific a) rhinoceros keep their bodies
characteristic and cool by wallowing in mud - handle
behaviour of holes, specimens
animals help to b) polar bears have thick fur to correctly and
protect them from enable them to live in very carefully
very hot or cold cold weather, - Draw
weather. c) camels have humps on their specimen
backs to food and water to And
enable them to survive in apparatus
derserts.
TS :
Pupils present their findings to the
class. - Comparing
and
Constrasting
- Group and
Classifying
- Visualising
15

16. 16 2. Animals and 3.3 Understanding Pupils Pupils discuss that animals need to - classifying Excessive-
plants protect that animals have ● recognize the need protect themselves from enemies and berlebihan
themselves specific or animals to protect extreme weather conditions to enable - observing
characteristics and themselves from them to survive.
behavior to enable enemies and - communicating
them to survive. extreme weather Pupils design a model of an imaginary
conditions. animal that can protect itself from its - predicting
enemy and extreme weather conditions.
● make a model of - making inference
an imaginary animal Pupils build their models and justify
that can survive both why models are built with certain
extreme weather and characteristics.
enemies.
● give reasons why
models are built in
such ways.
16

17. 17 2. Animals and 3.4 Understanding Pupils Pupils look at the pictures /view video - observing
plants protect that plants have ● identify the of various of plant to identify special
themselves specific specific characteristics that protect these plants - classifying
characteristic to characteristics of from their enemies.
protect themselves plant that protect - communicating
from enemies them from enemies. Pupils list the specific characteristics of
plants. - making inference
● describe how the
specific Pupils describe how these - making hypothesis
characteristics of characteristics of plants help to protect
plants help to protect them from enemies. e.g. :
them from enemies.
a) mimosas close their leaflets
when touched,
b) papaya leaves produce latex to
prevent them from being eaten,
c) pineapple plants have thorns to
protect themselves,
d) bamboos have very fine hairs
that can cause it itchiness.
Pupils present their findings to the
class.
17

18. 18 Measurement 1.1 Understanding Pupil :
the measurement - Observing Measurement
of length. - State the different Pupils discuss the different ways to – ukuran
ways to measure measure length such as using straw , -Communicating
length . arm , span , string , ruler and measuring Length –
tape . -Measuring and using panjang
- State the standard numbers
unit for length in the Pupils discuss the standard unit for Width – lebar
metric system . length in metric system i.e . mm , cm -Making inferences
,m and km. Height –
- Choose the -Interpreting data tinggi
appropriate
measuring tools to Pupils choose the appropriate tools and -Controlling variable Circumferenc
measure length . measure in standard units : e – lilitan
- Measure length a) the length of object the object such a Arm span –
using the correct eraser , pencil or book . depa
technique.
b) the length and height of teacher’s Graphic
table . organizer –
penyusun
c) the length and width of the classroom grafik
.
Calculate –
d) the height of their friends . hitung
- Record lengths in e) the circumference of any part of their Standard unit
standard units . bodies or round objects . – unit piawai
Record the measurements in a graphic
organizer .
18

19. 19 Measurement 12. Understanding Pupil Pupils compare object of different - observing
how to calculate - compare a square shapes such as a square and a rectangle
area and a rectangle and and guess which object has a bigger -Measuring using
guess which object area . numbers
has a bigger area .
a) s square ( 4cm x 4cm ) -Defining
- carry out a test to b) a rectangle ( 8cm x 2cm ) operationally
confirm their
guesses. Pupils confirm their guess by filling the -Communicating
4cm x 4cm square and 8cm x 2cm
- State that area = rectangle with 1cm x 1cm cards and
length x width count the number of 1cm x 1cm cards
used .
-State the standard
unit for area in the Pupils discuss to state the relationship
metric system . between the number of 1cm x 1cm
squares and the length and width of the
- calculate the area above square m and square km .
of a given shape in
standard unit . Pupils calculate the area of any given
square and rectangle in standard unit .
19

20. 20 Measurement 1.3 Understanding Pupil Pupils compare 2 different object such - observing Volume –
how to measure -compare a cup and as a cube and a cuboid and guess which isipadu
the volume of a cuboid and guess object has a bigger volume . -Measuring using
solid . which one has a e.g . numbers Solid –
bigger volume . a) a cube ( 4cm x 4cm x 4cm ) pepejal
b) a cuboid ( 8cm x 4cm x 2cm ) -Defining
operationally Cube – kiub
-carry out a test to Pupils confirm their guesses by filling
confirm their guess . the 4cm x 4cm x 4cm cube and 8cm x -Communicating Cuboid -
4cm x 2cm cuboid with 1cm x 1cm kuboid
x1cm cubes used .
-State that volume =
length x width x Pupils discuss to state the relationship
height between the number of 1cm x 1cm x
1cm cubes and the length, width and
height of the above cube and cuboid .
- State the standard
unit for solids in the Pupils discuss the standard unit for
metric system . volume of solid in metric system i.e .
cubic mm , cubic cm and cubic m .
-calculate the
volume of cubes Pupils calculate the volumes of any
cuboids based on the given cubes and cuboids in standard
measurement taken unit .
in standard unit .
20

21. 21 Measurement 1.4understanding Pupils
how to measure -State thee different Pupils discuss the different ways that - observing Liquids –
volume of liquid ways to measure the can be used to measure the volume of a cecair
volume of liquid . liquid such as using cup , the cap of a -Measuring using
bottle , beaker and measuring cylinder . numbers Beaker –
bikar
-State the standard Pupils discuss the standard unit for -Defining
unit for volume of volume of liquid in metric system i.e operationally Measuring
liquids in the metric ml , and l . cylinder –
system . -Interpreting data silinder
penyukat
-Choose the -Controlling variable
appropriate Pupils choose the appropriate tool for Meniscus –
measuring tools to measuring the volume of a liquid . meniscus
measure the volume
of liquid . Pupils discuss the correct techniques to
take readings . i.e .
a) taking the reading at the lowest part
of the meniscus .
b) eyes must be at the same level as the
- Measure the
volume of liquid Pupils carry out activities to measure
using the correct the volumes of liquids using the correct
technique . techniques .
-Record the volume
measured in Pupils record measurement in a graphic
standard unit . organizer.
21

22. SPS :
22 Measurement 1.5 Understanding Pupils Pupils study lever balance and discuss - observing Lever balance
hoe to measure -State tools for that it can be used to measure mass of -Measuring using – neraca tuas
mass measuring mass . various object . numbers
-Defining Compression
- State the standard operationally balance -
unit for mass in the Pupils discuss the standard unit for -Communicating neraca
metric system . mass in metric system i.e . mg , g and MS : mampatan
kg -use and handle
- Measure the mass science apparatus and Mass – jisim
of an object using substances
the correct technique Pupils use tools to measure the masses -store science
. of various object such as books , pencil apparatus
cases or school bags. CTS:
-Record the -relating
measurement using -comparing and
standard unit . Pupils record the measurement in a contrasting
graphic organizer .
22

23. 23 Measurement 1.6 Understanding Pupils Pupils gather information about Uniformly
how to measure - Identify different different ways to measure time . SPS: repeated –
time ways to measure berulang
time. Pupils discuss and conclude that a - observing secara
process that repeats uniformly can be -Measuring using seragam
-State that processes used to measure time . numbers
that repeat - Controlling variable Swing –
uniformly can be Pupils observe the following processes : -Communicating ayunan
used to measure a) the swinging of a pendulum -Making hypothesis
time . b) water dripping Pendulum –
c) pulse. bandul
MS:
State the standard -use and handle
unit for time in the science apparatus and
metric system. Pupils discuss why the above processes substances
can be used to measure time . -store science Water
-Identify tools for apparatus dripping – air
measuring time . menitis
Pupils discuss to choose and use CTS:
-Measure time using appropriate tools and units to measure - attributing
appropriate tools . time . -relating Pulse rate –
-comparing and kadar
Pupils measure the time taken to carry contrasting denyutan nadi
-Record the time out certain activities using the correct
measured in tools and appropriate units.
standard unit .
Pupils record the measurement in
appropriate standard unit in a graphic
organizer .
23

24. 24 Measurement 1.7 Realising the Pupils Pupil are shown a piece of play dough Dough –
importance of - Choose and use the made earlier by teacher and ask to SPS : adunan
using standard appropriate tools to prepare their own play dough using the - observing
units measure the given recipe . -Measuring using Texture –
volumes of liquids numbers tekstur
and masses of the Based on the given recipe pupils discuss -Controlling variable
ingredients in a what tools to use for measuring the - Making inference Accuracy –
recipe . ingredients and how to measure . ketepatan
MS:
-Give reasons for Pupils make the play dough by -use and handle Knead – uli
any differences in measuring the ingredients using the science apparatus and
the dough prepared measuring tools and units that they have substances Ingredient –
by using the given choose. -store science bahan
recipe . apparatus
Pupils feel that texture of the dough -clean science Mixture –
-Conclude the need and given reasons for any difference in apparatus campuran
for using standard their dough as compared to the play
unit . dough prepared by the teacher . CTS:
- attributing
Pupils conclude that standard units are -relating
needed for accuracy and consistency . -comparing and
contrasting
-making inferences
24

25. Properties 1.1 Understanding Pupils Pupils are given various objects made of
25 Of the properties of Classify objects into groups wood, plastic, metal, glass or rubber and SPS Material-bahan
Materials materials according to the materials they are group them according to the materials they ~Observing Conductor-
made of. are made of. ~ Classifying pengalir
Identify materials that conduct  Predicting Insulator-
electricity. penebat
Identify materials that conduct Metal- logam
heat. Pupils test objects made of wood, plastics, MS Float-terapung
Identify materials that float on metal, glass or rubber to find out if there : ~ Handle Absorb-
water a. Conduct electricity specimens menyerap
Identify materials that absorb b. Conduct heat correctly and Stretch-regang
water c. Float on water carefully.
d. Absorb water ~ Store
e. Can be stretched science
f. Allow lights to pass through apparatus
TS
~ Attributing
~ Grouping
and
classifying
25

26. Properties 1.1 Understanding Pupils SPS
26 Of the properties of Identify materials that can be Pupils record their findings in a graphic ~Observing
Materials materials stretched. organizer ~ Classifying
Identify materials that allow light ~
to pass trough. Communicati
State what a conductor is. ng
State what an insulator is
Conclude that a good conductor Discuss what conductor and insulator are.
of heat is also a good conductor of MS
Electricity ~ Draw
Based on the graphic organizer, pupils specimens and
conclude that a good heat conductor is also apparatus.
a good electric conductor
TS
~ Comparing
and
contrasting.
~ Making
conclusions.
26

27. Properties 1.1 Understanding Pupils Pupils carry out activities to test different SPS
27 Of The properties of Classify materials based on their materials such as glass, wood rubber, metal ~Observing
Materials materials abilities to allow light to pass and plastic to find out their abilities to allow ~ Classifying
through light to pass through. ~ Making
. Based on the above activities, pupils classify inferences
State what a transparent material materials into three categories e.g:
is. a. Transparent material that allows most MS
State what a translucent material light to pass through, ~ Draw
is. b. Translucent material that allows some specimens and
State what an opaque material is. light to pass through, apparatus.
List uses of transparent, c. Opaque material that does not allow any ~ Store
translucent and opaque materials. light to pass through. science
apparatus.
TS
~ Comparing
and
contrasting
~ Prioritizing
~ Making
conclusions
27

28. Properties 1.2 Applying the suggest ways to keep Pupils observe models or view video to see Observing
28 Of knowledge of things cold. the structure of polystyrene container or Classifying
Materials properties of suggest ways to keep thins thermos flask to understand how they work. Communicati
materials in every hot. ng
day life Pupils design an affective Pupils discuss and suggest ways to keep
way to keep things hot or things cold e.g. keeping cold drinks for a
to keep things cold. picnic.
Pupils discuss and suggest ways to keep
things hot e.g. drinks or food for picnic.
Pupils carry out activities to test their
suggestions.
Pupils discuss to conclude the best way to
keep things hot or cold.
1.3 Synthesising Pupils will;
the knowledge List objects and the Pupils study objects and list the materials
about uses of materials that they are that these objects are made of.
materials based on made of. Observing
their properties Classifying
Give reasons why Pupils suggest reasons why the materials are Communicati
particular materials are used to make the objects. ng
used to make an object. Interpreting
State that materials are data
chosen to make an object Pupils discuss that different materials have
based on their properties. different properties which are taken into
consideration when choosing materials to
make an object. e.g. metal and glass are
Design an object for a used to make a pair of glasses.
specific purpose and give
reasons why certain Pupils design an object for a specific
materials are used to make purpose using the material of their choice
it. and justify why they choose the materials.
28

29. Observing
29 1. 1.4 KNOWING Give examples of natural Pupils observe and classify object around
Properties THE materials. them into: Classifying
of Materials IMPORTANCE Give examples of man- a) Object made of natural materials
OF REUSE, made materials. i.e: wood, soil, metal, leather, Making
REDUCE AND State that man-made cotton, fur, rubber, and silk. inferences
RECYCLE OF materials come from b) Object made of man-made
MATERIALS natural materials. materials i.e:plastic and synthetic Communicati
Give reasons why cloth. ng
materials need to be
conserved. Pupils discuss that man-made materials
Practise reusing, reducing, come from natural materials.
and recycling to conserve
materials. Pupils conclude that we need conserve
materials because man-made materials and
natural materials are limited and may be
used up if there is no effort to conserve
them.
Pupils carry out activities about reusing,
reducing use and recycling of materials
throughout the year.
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30. Observing
30 1. 1.5 Differentiate between a Pupils observe a rusty nail and a nail Classifying
Properties UNDERSTANDI rusty object and non rusty without rust and tell the differences.
of NG THAT SOME object. Making
materials. MATERIALS Pupils observe objects around the school inferences
CAN RUST Identify object tah can and classify objects as:
rust. a) rusty Controlling
b) non-rusty. variables
Conclude that object made
from iron can rust. Making
Pupils discuss to conclude that objects made Hypothesis
Design a fair test to find iron can rust.
out what factors cause Defining
rusting by deciding what Pupils carry out activities to investigate
to change, what to observe factors that cause rusting i.e: presence of air operationally
and what to keep the same. and water.
Carry out the test and
record the observe the
observation
30

31. Properties 1.1 Understanding Pupils
31 Of the properties of • state the different ways to Iron from coming into contact with air and Observing,Co Grease - gris
Materials materials prevent objects from water by coating iron with paint, oil, grease mparng and
rusting. or non- rusting materials. contrasting(T
• Explain how these ways S),
can prevent rusting. Pupils discuss the advantages of preventing Experimentin
• Explain why it is rusting g,
necessary to prevent Making
rusting. hypotheses,
Communicati
ng,
Predicting,Rel
ating(TS)
Interpreting
data
31

32. 1.The Solar Understanding the Pupils study a model or view simulation of Observing,Rel Solar System—
System solar system Pupils the Solar System . ating(TS) sistem suria
32 • List the constituents of the Communicati Mercury—
Solar System Pupils discuss the constituents of the Solar ng, Utarid
• List the planet in the Solar System. Making Venus—Zuhrah
System in a sequence inference Earth—Bumi
• State that planet move Pupils simulate to demonstrate the relative Mars—Marikh
around the sun distance of the planet in the Solar System. Jupiter—
Musytari
Pupils discuss that all the planets in the Saturn—Zuhal
Solar System move around the sun. Uranus—
Uranus
Neptune—
Neptun
Pluto--Pluto
32

33. 33 1.The Solar 1.2 Understanding Pupils Pupils compare the size of a sago,a glass, Measuring Sago—sagu
System the relative • State the size of the Sun marble and a basket ball to show the relative and using Support lives—
science and relative to the size of the size of the Moon,,Earth and Sun. number,Comp menyokong
distance between Earth. aring and hidupan
the Earth ,Moon • State the size of the Earth Sate the size of the Earth relative to the size contrasting(T Absence of
and the Sun relative to the size of the of the Moon. S) water—
Moon. Prediction,vis ketiadaan air
• State the relative distance State the relative distance from the Earth to ualizing (TS) Absence of
from the Earth to the Sun the Sun compare to the relative distance Using space- air—ketiadaan
compare to the relative from the Earth to the Moon. time udara
distance from the Earth to Relationship,s
the Moon. equencing
(TS)
33

34. 34 1.The Solar 1.3 Appreciating Pupils Pupils gather tnformation about planet in Observing
System the perfect • State why certain planet the Solar System. communicatin
placement of the are not conducive for g,
planet Earth in the living things . Pupils discuss how the distance of a planet predicting,
Solar System. from the Sun affects how hot or cold it is. making
• Predict what will happen if hypothesis
the Earth is placed much
nearer or farther from the Pupils discuss to relate how hot or cold a
Sun. planet is to its ability to support life.
• Conclude that the Earth is
the only planet in the Solar Pupils discuss to predict what will happen if
System that has living the Earth is placed much nearer or farther
things. from the Sun.
Pupils discuss other factors that affect a
planet’s ability to support lives e.g. absence
of water and absent of air.
34

35. 35 1. Technol 1.1 Understanding • State that there are limitations to Pupils test their abilities e.g. Observing Memorise-
ogy the importance of human’s abilities to do things. a) try to memorise a telephone number Communicati mengingat
technology in and then try to memorise another 5 ng Device – alat
everyday life. telephone numbers without writing Predicting Abilities –
them down. keupayaan
b) try to jump as high as possible and Magnifying
touch the ceiling. glass – kanta
c) Try to read the same writing from pembesar
different distance. Overcome -
Pupils discuss the limit of their abilities. mengatasi
Pupils view video to see how technology
are used to overcome human’s limitations.
Pupils discuss and give other examples of
human’s limitations and ways to overcome
them e.g.
a) Unable to see the fine details on an
object. This can be overcome by using
magnifying glass or microscope,
b) Unable to speak loud enough for
someone far away to hear. This can be
overcome by using microphone,
megaphone or telephone.
c) Unable to walk for long distance. This
can be overcome by riding a bicycle or
traveling by car, train, ship or
aeroplane.
35

36. 36 1. 1.2 Understanding Pupils, Pupils gather information and create folio Observing Communication
Technology the development about the development of technology in the – komunikasi
of technology . give examples of development fields of : Cummunica-
of technology ting Transportation –
a) communication, pengangkutan
b) transportation,
c) agriculture, Agriculture –
d) construction. pertanian
Construction –
E.g. in communication the development of pembinan
technology from smoke signal to drum,
. recognize the needs to innovate telephone, walkie-talkie, cell phone and Innovate –
or invent devices for the betterment teleconferencing. mencipta
of mankind.
Pupils give reasons on the needs to innovate Betterment –
or invent devices for the betterment of kebaikan
mankind.
Mankind –
manusia sejagat
36

37. 37 1. 1.3 Synthesising Pupils Pupils discuss and list the problems that Communicat Encounter –
Technolo how technology . identify problems they they encounter in everyday life. ing hadapi
gy can be used to encounter in their daily life. Problems –
solve problems. . generate ideas to solve the Predicting masalah
problems identified. Pupils carry out brainstorming session Solve –
. design the device to solve the on how to solve the problems identified. MS1 menyelesaikan
problems identified. MS2 Dust – habuk
. demonstrate how the divice Pupils design and make devices to solve MS3 Design –
invented can be used to solve the problems identified. MS5 mereka bentuk
the problem identified. Recycle – kitar
Pupils present their innovations to the semula
class. Material –
bahan
37

38. 38 1. 1.4 Analysing Pupils, Pupils discuss and list the advantages Classifying Benefit –
Technolog that technology . state that technology has and disadvantages of technology to manfaat
y can benefit advantages and disadvantages. mankind. Wisely –
mankind if used secara
wisely. . conclude that technology can Pupils hold debates on topics related to bijaksana
benefit mankind if used wisely. technology. Harmful –
berbahaya
Pupils make a conclusion from the Debate –
debate that technology can benefit perbahasan
mankind if used wisely. Advantage –
kebaikan
Disadvantage
– keburukan
Related –
berkaitan
Conclusion -
kesimpulan
38