HSP Sains 2006
-
Upload
noridan-noh -
Category
Documents
-
view
227 -
download
0
Transcript of HSP Sains 2006
-
7/30/2019 HSP Sains 2006
1/60
MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum For Secondary Schools
Curriculum Specifications
SCIENCEYear 5
Curriculum Development CentreMinistry of Education Malaysia
2006
-
7/30/2019 HSP Sains 2006
2/60
Copyright 2006 Curriculum Development CentreMinistry of Education MalaysiaPusat Pentadbiran Kerajaan Persekutuan62604 Putrajaya
First published 2006
Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic, mechanical, or othermeans, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director ofthe Curriculum Development Centre, Ministry of Education Malaysia.
-
7/30/2019 HSP Sains 2006
3/60
iii
TABLE OF CONTENTS
Page
The National Philosophy v
National Philosophy of Education vii
National Science Education Philosophy ix
Preface xi
Introduction 1
Aims and Objectives 1
Scientific Skills 2
Thinking Skills 3
Scientific Attitudes and Noble Values 7
Teaching and Learning Strategies 7Content Organisation 9
Investigating Living Things
Learning Area: Microorganisms 13
Survival of the species 17
Investigating Force and Energy
Learning Area: Energy 23
Electricity 26
Light 29
Heat 32
-
7/30/2019 HSP Sains 2006
4/60
iv
Investigating Materials
Learning Area: States of matter 36
Acid and alkali 41
Investigating The Earth and The Universe
Learning Area: Constellation 42
The Earth, The Moon and The Sun 43
Investigating Technology
Learning Area: Strength and Stability 46
Acknowledgements 49
Panel of Writers 50
-
7/30/2019 HSP Sains 2006
5/60
v
THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a democratic way of life; to
creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich
and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and
technology;
We, the people of Malaysia, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
-
7/30/2019 HSP Sains 2006
6/60
vii
NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious
based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a highlevel of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.
-
7/30/2019 HSP Sains 2006
7/60
ix
NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science education inMalaysia nurtures a
science and technology culture by focusingon the development of individuals who are competitive, dynamic, robust and
resilient and able tomaster scientific knowledge and technological competency.
-
7/30/2019 HSP Sains 2006
8/60
-
7/30/2019 HSP Sains 2006
9/60
1
INTRODUCTION
As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potential ofindividuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producing
such individuals.
The Level Two Primary School Science curriculum isdesigned to stimulate pupils curiosity and develop their interest aswell to enable pupils to learn more about themselves and the worldaround them through pupil-centered activities.
The curriculum is articulated in two documents: the syllabusand the curriculum specifications. The syllabus presents the aims,
objectives and the outline of the curriculum content for a period of 3years for Level Two Primary School Science. The curriculumspecifications provides the details of the curriculum, which includesthe aims and objectives of the curriculum, brief descriptions onthinking skills and thinking strategies, scientific skills, scientificattitudes and noble values, teaching and learning strategies, andcurriculum content. The curriculum content covers the learningobjectives, suggested learning activities, learning outcomes, notesand vocabulary.
AIMS
The aim of the primary school science curriculum is to developpupils interest and creativity through everyday experiences andinvestigations that promote the acquisition of scientific and thinkingskills as well as the inculcation of scientific attitudes and values.
OBJECTIVES
The Level Two Primary School Science Curriculum aims to:1. Stimulate pupils curiosity and develop their interest about
the world around them.
2. Provide pupils with opportunities to develop science processskills and thinking skills.
3. Develop pupils creativity.4. Provide pupils with basic science knowledge and concepts.
5. To provide learning opportunities for pupils to applyknowledge and skills in a creative, critical and analyticalmanner for problem solving and decision-making.
6. Inculcate scientific attitudes and positive values.
7. Foster the appreciation on the contributions of science and
technology towards national development and well-being ofmankind.
8. Be aware of the need to love and care for the environment.
-
7/30/2019 HSP Sains 2006
10/60
2
SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills are utilised.Scientific skills are important in any scientific investigation such asconducting experiments and carrying out projects.
Scientific skills encompass science process skills and
manipulative skills.
Science Process Skills
Science process skills enable pupils to formulate their questionsand find out the answers systematically.
Descriptions of the science process skills are as follows:
Observing Using the sense of hearing, touch, smell,taste and sight to find out about objects orevents.
Classifying Using observations to group objects orevents according to similarities or differences.
Measuring andUsing Numbers
Making quantitative observations bycomparing to a conventional or non-
conventional standard.
MakingInferences
Using past experiences or previouslycollected data to draw conclusions andexplain events.
Predicting Making a forecast about what will happen inthe future based on prior knowledge gainedthrough experiences or collected data.
Communicating Using words or graphic symbols such astables, graphs, figures or models to describe
an action, object or event.
Using space-timerelationship
Describing changes in parameter with time.Examples of parameters are location,direction, shape, size, volume, weight andmass.
Interpreting data Giving rational explanations about an object,event or pattern derived from collected data.
Definingoperationally
Defining concepts by describing what mustbe done and what should be observed.
Controllingvariables
Naming the fixed variables, manipulatedvariable and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the same time, the
fixed variables are kept constant.
-
7/30/2019 HSP Sains 2006
11/60
3
MakingHypotheses
Making a general statement about therelationship between a manipulated variableand a responding variable to explain anobservation or event. The statement can betested to determine its validity.
Experimenting(design a fair test)
Planning and conducting activities to test ahypothesis. These activities includecollecting, analysing and interpreting dataand making conclusions.
Manipulative Skills
Manipulative skills in scientific investigation are psychomotor skillsthat enable pupils to:
Use and handle science apparatus and substances.
Handle specimens correctly and carefully. Draw specimens and apparatus. Clean science apparatus.
Store science apparatus.
THINKING SKILLS
Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand theenvironment.
One of the objectives of the national education system is toenhance the thinking ability of pupils. This objective can beachieved through a curriculum that emphasises thoughtful learning.Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.
Thoughtful learning is achieved if pupils are actively involvedin the teaching and learning process. Activities should be organisedto provide opportunities for pupils to apply thinking skills inconceptualisation, problem solving and decision-making.
Thinking skills can be categorised into critical and creativethinking skills. A person who thinks critically always evaluates anidea in a systematic manner before accepting it. A person whothinks creatively has a high level of imagination, is able to generateoriginal and innovative ideas, and modify ideas and products.
Thinking strategies are higher order thinking processes thatinvolve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinking strategies isthe ultimate aim of introducing thinking activities in the teaching andlearning process.
-
7/30/2019 HSP Sains 2006
12/60
4
Critical Thinking SkillsA brief description of each critical thinking skill is as follows:
Attributing Identifying characteristics, features,qualities and elements of a concept oran object.
Comparing and
Contrasting
Finding similarities and differences
based on criteria such as characteristics,features, qualities and elements of aconcept or event.
Grouping andClassifying
Separating objects or phenomena intocategories based on certain criteria suchas common characteristics or features.
Sequencing Arranging objects and information inorder based on the quality or quantity ofcommon characteristics or features suchas size, time, shape or number.
Prioritising Arranging objects and information inorder based on their importance orpriority.
Analysing Examining information in detail bybreaking it down into smaller parts to findimplicit meanings and relationships.
Detecting Bias Identifying views or opinions that havethe tendency to support or opposesomething in an unfair or misleadingway.
Evaluating Making judgements on the quality orvalue of something based on validreasons or evidence.
MakingConclusions
Making a statement about the outcomeof an investigation that is based on ahypothesis.
-
7/30/2019 HSP Sains 2006
13/60
5
Creative Thinking SkillsA brief description of each creative thinking skill is as follows:
Generating Ideas Producing or giving ideas in a discussion.
Relating Making connections in a certain situationto determine a structure or pattern ofrelationship.
MakingInferences
Using past experiences or previouslycollected data to draw conclusions andexplain events.
Predicting Making a forecast about what will happenin the future based on prior knowledgegained through experiences or collecteddata.
MakingGeneralisations
Making a general conclusion about agroup based on observations on, orinformation from, samples of the group.
Visualising Recalling or forming mental images abouta particular idea, concept, situation orvision.
Synthesising Combining separate elements or parts toform a general picture in various formssuch as writing, drawing or artefact.
MakingHypotheses
Making general statements about therelationship between manipulated
variable and responding variable toexplain an observation or event. Thestatements can be tested to determinetheir validity.
Making Analogies Understanding an abstract or complexconcepts by relating it to simpler orconcrete concepts with similarcharacteristics.
Inventing Producing something new or adaptingsomething already in existence toovercome problems in a systematicmanner.
Thinking Strategy
-
7/30/2019 HSP Sains 2006
14/60
6
Description of each thinking strategy is as follows:
Conceptualising Making generalisations based on inter-related and common characteristics inorder to construct meaning, concept ormodel.
Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.
Problem Solving Finding solutions to challenging orunfamiliar situations or unanticipateddifficulties in a systematic manner.
Besides the above thinking skills and thinking strategies, anotherskill emphasised is reasoning. Reasoning is a skill used inmaking logical, just and rational judgements. Mastering of criticaland creative thinking skills and thinking strategies is madesimpler if an individual is able to reason in an inductive anddeductive manner. Figure 1 gives a general picture of thinkingskills and thinking strategies.
Figure 1: TSTS Model in Science
Thinking Skills
Critical
Attributing
Comparing andcontrasting
Grouping andclassifying
Sequencing
Prioritising
Analysing
Detecting bias
Evaluating
Making
conclusions
Creative
Generating ideas
RelatingMaking inferences
Predicting
Makinghypotheses
Synthesising
Makinggeneralisations
Visualising
Making analogies
Inventing
ThinkingStrategies
Conceptualising
Making decisions
Problem solving
Reasoning
-
7/30/2019 HSP Sains 2006
15/60
7
Mastering of thinking skills and thinking strategies (TSTS)through the teaching and learning of science can be developedthrough the following phases:
1. Introducing TSTS.2. Practising TSTS with teachers guidance.3. Practising TSTS without teachers guidance.4. Applying TSTS in new situations with teachers
guidance.5. Applying TSTS together with other skills to accomplish
thinking tasks.
Further information about phases of implementing TSTS can befound in the guidebook Buku Panduan Penerapan KemahiranBerfikir dan Strategi Berfikir dalam Pengajaran danPembelajaran Sains(Curriculum DevelopmentCentre, 1999).
Relationship between Thinking Skills andScience Process Skills
Science process skills are skills that are required in the process offinding solutions to a problem or making decisions in a systematicmanner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of science processskills and the possession of suitable attitudes and knowledgeenable pupils to think effectively.
The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as follows:
Science Process Skills Thinking Skills
Observing AttributingComparing and contrastingRelating
Classifying AttributingComparing and contrasting Groupingand classifying
Measuring and UsingNumbers
RelatingComparing and contrasting
Making Inferences RelatingComparing and contrastingAnalysingMaking inferences
Predicting RelatingVisualising
Using Space-TimeRelationship
SequencingPrioritising
Interpreting data Comparing and contrasting AnalysingDetecting bias
Making conclusionsGeneralisingEvaluating
-
7/30/2019 HSP Sains 2006
16/60
8
Science Process Skills Thinking Skills
Defining operationally RelatingMaking analogyVisualisingAnalysing
Controlling variables AttributingComparing and contrasting
RelatingAnalysing
Making hypotheses AttributingRelatingComparing and contrasting GeneratingideasMaking hypothesesPredictingSynthesising
Experimenting All thinking skills
Communicating All thinking skills
Teaching and Learning based on Thinking Skills andScientific SkillsThis Level II Science curriculum emphasises thoughtful learning
based on thinking skills and scientific skills. Mastery of thinkingskills and scientific skills are integrated with the acquisition ofknowledge in the intended learning outcomes. Thus, in teachingand learning, teachers need to emphasise the mastery of skillstogether with the acquisition of knowledge and the inculcation ofnoble values and scientific attitudes.
The following is an example and explanation of a learning outcomebased on thinking skills and scientific skills.
Example:
Level
Learning Outcome:
Thinking Skills:
Year 4
Differentiate the air that we inhale andthe air that we exhale.
Comparing and contrasting
Explanation:
To achieve the above learning outcome, knowledge on thecomposition of the air that we inhale and exhale is needed. Themastery of the skill of comparing and contrasting is as importantas the acquisition of knowledge on humans and animalbreathing. This would enable pupils to understand that breathingprocess in humans and animals
Example:
Level
Learning Outcome:
Scientific Skills:
Year 5
Design a fair test to find out whatcause the size of a shadow to changeby deciding what to keep the same,what to change and what to observe.
Experimenting
-
7/30/2019 HSP Sains 2006
17/60
9
Explanation:
To achieve the above learning outcome, pupils plan andconduct investigation to test the hypothesis. This investigationshould include collecting, analysing and interpreting data andmaking conclusion.
SCIENTIFIC ATTITUDES AND NOBLE VALUES
Science learning experiences can be used as a means to inculcatescientific attitudes and noble values in pupils. These attitudes andvalues encompass the following:
Having an interest and curiosity towards the environment.
Being honest and accurate in recording and validating data.
Being diligent and persevering.
Being responsible about the safety of oneself, others, and theenvironment.
Realising that science is a means to understand nature.
Appreciating and practising clean and healthy living.
Appreciating the balance of nature. Being respectful and well-mannered.
Appreciating the contribution of science and technology. Being thankful to God.
Having critical and analytical thinking.
Being flexible and open-minded. Being kind-hearted and caring.
Being objective.
Being systematic.
Being cooperative.
Being fair and just.
Dare to try. Thinking rationally.
Being confident and independent.
The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:
Being aware of the importance and the need for scientificattitudes and noble values.
Giving emphasis to these attitudes and values. Practising and internalising these scientific attitudes and noble
values.
When planning teaching and learning activities, teachers need togive due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments in
a careful, cooperative and honest manner.
Proper planning is required for effective inculcation of scientificattitudes and noble values during science lessons. Before the firstlesson related to a learning objective, teachers should examine allrelated learning outcomes and suggested teaching-learningactivities that provide opportunities for the inculcation of scientificattitudes and noble values.
The following is an example of a learning outcome pertaining to theinculcation of scientific attitudes and values.
Example:
Level: Year 4
-
7/30/2019 HSP Sains 2006
18/60
-
7/30/2019 HSP Sains 2006
19/60
-
7/30/2019 HSP Sains 2006
20/60
12
interesting, meaningful and effective. To optimise learning
opportunities, visits need to be carefully planned. Pupils may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit is completewithout a post-visit discussion.
Use of Technology
Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and presentation ofdata.
CONTENT ORGANISATION
The science curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of anumber of learning objectives. A learning objective has one or more
learning outcomes.
Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for a particularlearning objective are organised in order of complexity. However, inthe process of teaching and learning, learning activities should beplanned in a holistic and integrated manner that enables the
achievement of multiple learning outcomes according to needs and
context. Teachers should avoid employing a teaching strategy thattries to achieve each learning outcome separately according to theorder stated in the curriculum specifications.
The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learning activitiesstated under the column Suggested Learning Activities are givenwith the intention of providing some guidance as to how learningoutcomes can be achieved. A suggestedactivity may coverone or
more learning outcomes. At the same time, more than one activitymay be suggested for a particular learning outcome. Teachers maymodify the suggested activity to suit the ability and style of learningof their pupils. Teachers are encouraged to design other innovativeand effective learning activities to enhance the learning of science.
-
7/30/2019 HSP Sains 2006
21/60
Investigating Force and Energy Science-Year 5
13
Learning ObjectivesSuggested Learning
Activities Learning Outcomes Notes Vocabulary
1. Microorganism
1.1 Understanding thatmicroorganism is aliving thing
Pupils view video showingvarious types ofmicroorganism, e.g. bacteria,virus, fungi and protozoa.
Pupils make a qualitative
comparison between thesize of microorganism andthat of human and concludethat microorganism is verytiny.
Pupils discuss that yeast is afungi, an example ofmicroorganism.
Pupils observe the effect ofyeast on dough and inferthat microorganism breathesand causes the dough torise.
Pupils carry out activity and
observe the effect when atest tube filled with 2teaspoon of dried yeast, 1teaspoon of sugar and halftest tube of water. Themouth of the test tube isattached to a balloon.
PupilsPupils
state types ofmicroorganisms.
state that yeast is anexample ofmicroorganism.
state thatmicroorganismbreathes.
state thatmicroorganismgrows.
Teacher uses thefollowing recipe to makedough.
Ingredients:1 cup of flour
cup of warm water1 teaspoon of dried yeast1 teaspoon of sugar
Method:1.Mix all ingredients.2.Cover the mixture with
a damp cloth.3.Leave it for 20 minutes.
Ensure pupils usemicroscope or magnifyingglass/hand lens.
yeast- ragiharmful- berbahayamagnifying glass- kantapembesaruses- kegunaansprinkling merenjis
-
7/30/2019 HSP Sains 2006
22/60
Investigating Force and Energy Science-Year 5
14
Learning ObjectivesSuggested Learning
Activities Learning Outcomes Notes Vocabulary
Pupils carry out activity bysprinkling a few drops ofwater on a slice of bread.Pupils put the bread in aplastic bag and observe it fora few days.
Pupils observe rottenoranges or mouldy rice usinghand lens or microscope andrecord their observation for afew days.
Pupils observe and recordtheir findings by drawing.
Pupils view video on themovement ofmicroorganisms in water.
Pupils collect samples ofwater from ponds, rivers ordrains and observe themovement ofmicroorganisms under amicroscope.
Pupils record theirobservation.
state thatmicroorganism
moves.
Ensure pupils clean theirhands after handling watersamples.
-
7/30/2019 HSP Sains 2006
23/60
Investigating Force and Energy Science-Year 5
15
Learning ObjectivesSuggested Learning
Activities Learning Outcomes Notes Vocabulary
Pupils discuss and state thatmicroorganisms are livingthings and most of themcannot be seen with nakedeyes.
conclude thatmicroorganisms areliving things and mostof them cannot beseen with nakedeyes.
1.2 Understanding thatsome micro-organisms areharmful and someare useful.
Pupils gather information onthe uses ofmicroorganisms, e.g.a) making bread,b) making tapai,c) making tempe,d) making fertiliser.
Pupils gather information onthe harmful effects ofmicroorganisms, e.g.a) causing illness,b) causing food poisoning,c) causing food to turn bad,d) causing tooth decay.
Pupils gather information on
diseases caused bymicroorganisms e.g.stomach upset, measles,cough, flu, chicken pox,dengue, conjunctivitis,mumps and AIDS.
Pupils
state examples ofuse ofmicroorganisms.
state the harmfuleffects ofmicroorganisms.
describe that
diseases caused bymicroorganisms canspread from oneperson to another.
Pupils need not know themethods of makingbread, tapai, tempe andfertiliser.
Teacher just need to
mention the commondiseases.
contagious- berjangkitquarantine diasingkanmeasles- campakchicken pox- cacarstomach upset- sakit perutcough- batukharm- kesanburukdengue denggi
sneezing bersinflu - selsemamumps begukconjunctivitis sakit mata
-
7/30/2019 HSP Sains 2006
24/60
Investigating Force and Energy Science-Year 5
16
Learning Objectives
Suggested Learning
Activities Learning Outcomes Notes VocabularyPupils discuss that diseasescaused by microorganismscan spread from one personto another.
Pupils discuss on howdiseases caused bymicroorganisms can beprevented from spreading,e.g.a) by washing hands
before handling food,b) by boiling water before
drinking,c) by covering mouth and
nose when coughing orsneezing,
d) by washing hands afterusing the toilet,
e) by putting patients whohave chicken pox,conjunctivitis or mumpsinto quarantine.
f) by covering wounds.
explain ways toprevent diseasescaused bymicroorganisms.
-
7/30/2019 HSP Sains 2006
25/60
Investigating Force and Energy Science-Year 5
17
Learning Objectives
Suggested Learning
Activities Learning Outcomes Notes Vocabulary2. Survival of The Species
2.1 Understanding thatdifferent animalshave their own waysto ensure thesurvival of theirspecies.
Pupils gather information tofind examples of animalsthat take care of their eggsand young, e.g.a) cow,b) hen,c) cat,d) bird.
Pupils view video on howanimals ensure the survivalof their eggs and young, e.g.a) keep their young in their
mouths, e.g fish,b) feed their young, e.g. bird,c) attack in order to protect
their eggs or young whenthey are disturbed, e.g.snake or tiger,
d) lay slimy eggs, e.g frog,e) hide their eggs, e.g.
turtle,f) carry their young in their
pouches, e.g kangaroo,
h) stay in herds e.g.elephant.
Pupils
give examples ofanimals that takecare of their eggsand young.
explain how animalstake care of theireggs and young.
Teacher may explain thatspecies means similartypes of living things thatcan breed amongthemselves
kemandirianadapt- menyesuaikantake care- menjagaprotect- melindungiyoung anakslimy berlendirpouch kantongherd kumpulan yang besardisturbed- digangguplenty banyakattack- menyeranghide menyembunyikanensure- memastikanfeed memberi makan
-
7/30/2019 HSP Sains 2006
26/60
Investigating Force and Energy Science-Year 5
18
Learning Objectives
Suggested Learning
Activities Learning Outcomes Notes Vocabulary
Pupils discuss and concludethat animals take care oftheir eggs and young toensure the survival of theirspecies.
explain whyanimals take careof their eggs andyoung.
2.2 Understanding that
different plants havetheir own ways toensure the survivalof their species
Pupils study live specimens,
view video or computersimulation to find out the onhow plants ensure thesurvival of species, e.g.a) by water,b) by wind,c) by animal,d) by explosive mechanism.
Pupils discuss and concludethat plants need to dispersetheir seeds or fruits toensure the survival of theirspecies.
Pupils gather information togive examples of plants thatdisperse seeds and fruits by:
a) water,b) wind,c) animal,d) explosive mechanism.
Pupils
state various waysplants disperse theirseeds and fruits.
explain why plantsneed to disperseseeds or fruits.
give examples ofplant that disperseseeds and fruits by
water.
give examples ofplant that disperseseeds and fruits bywind.
Examples of plants thatdisperse seeds and fruitsby:
a) water, e.g. coconutand pong-pong,
b) wind, e.g. lallang andangsana,
c) animals, e.g.watermelon, love grass
various pelbagai
waxy berlilinhusk sabutshell tempurungdisperse pencaranedible boleh dimakanflame of the forest semarak apichestnut buah beranganbalsam keembung
ocra kacang bendilove grass-kemuncup
-
7/30/2019 HSP Sains 2006
27/60
Investigating Force and Energy Science-Year 5
19
Learning Objectives
Suggested Learning
Activities Learning Outcomes Notes Vocabulary
Pupils study live specimensor view video and discussthe relationship betweencharacteristics of seeds andfruits and their ways ofdispersal :
a) by water light andhave air space
b) by wind light, havewing-like structure, dry,have fine hairs andsmall
c) by animals fleshy,brightly coloured, edible,have smells or have
hooks.d) explosive mechanism
dry when ripe.
give examples ofplant that disperseseeds and fruits byanimals.
give examples ofplant that disperseseeds by explosivemechanism.
relate characteristicsof seeds and fruits tothe ways they aredispersed.
and rambutand) explosive mechanism,
e.g. balsam, rubber,flame of the forest,chestnut and ocra.
2.3 Realising theimportance ofsurvival of thespecies
Pupils discuss and predictthe consequences if certainspecies of animals andplants become extinct, e.g.a) shortage of food
resources,b) other species may also
face extinction.
Pupils
predict what willhappen if somespecies of animals orplants do not survive.
extinction kepupusanshortage kekurangan
-
7/30/2019 HSP Sains 2006
28/60
Investigating Force and Energy Science-Year 5
20
Learning Objectives
Suggested Learning
Activities Learning Outcomes Notes Vocabulary3. Food Chain and Food Web
3.1 Understanding foodchains
Pupils carry out abrainstorming session onanimals and the food theyeat.
Pupils discuss and classify
animals into the followinggroups according to thefood they eat:a) herbivoreb) carnivorec) omnivore
Pupils build food chains toshow the food relationship
among organisms.
From the food chains pupilsidentify the producers andthe consumers.
Pupils
identify animals andthe food they eat.
classify animals intoherbivore, carnivoreand omnivore.
construct food chain.
identify producer.
identify consumer.
Food chains must beginwith plants as producers.
food chain-rantai makananproducer-pengeluarconsumer-pengguna
3.2 Synthesizing foodchains to construct
food web.
Pupils construct a food webbased on food chains given.
Pupils walk around theschool compound to studyfood webs in places such asfield, science garden, pondor under flower pot.
Pupils
construct a food web
construct food websof different habitats.
-
7/30/2019 HSP Sains 2006
29/60
-
7/30/2019 HSP Sains 2006
30/60
Investigating Force and Energy Science-Year 5
22
Learning Objectives
Suggested Learning
Activities Learning Outcomes Notes Vocabulary
a) panda eats bambooshoots only,
b) koala bear eatseucalyptus leaves only,
c) pangolin eats ants only.
-
7/30/2019 HSP Sains 2006
31/60
Investigating Force and Energy Science-Year 5
23
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
1. Energy
1.1 Understanding theuses of energy
Pupils discuss andconclude that energy isneeded:a) by living things to carry
out life processes suchas moving, breathing
and growing,b) to move, boil, melt or
bounce non-livingthings.
Pupils gather informationand give examples whereand when energy is used.
Pupils gather informationabout sources of energy,e.g.a) sun,b) food,c) wind,d) fuel,e) dry cell/ battery.
Pupils discuss that the sunis the main source ofenergy.
Pupils
explain why energyis needed.
give exampleswhere and whenenergy is used.
state varioussources of energy.
sources- sumberenergy- tenagabounce-melantunfuel-bahan apiboil-mendidih
-
7/30/2019 HSP Sains 2006
32/60
Investigating Force and Energy Science-Year 5
24
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
1.2 Understanding thatenergy can betransformed fromone form to another
Pupils observe variousevents and identify theform of energy involved,e.g.
a) a moving battery-operated toy car,
b) a stretched rubber band,c) a burning candle,
d) a ringing telephone.
Pupils carry out activities todiscuss the transformationof energy e.g.
a) switching on the lights:electrical energy lightenergy,
b) lighting a candle:
chemical energy heatenergy + light energy,
c) using a solar poweredcalculator :solar energy electricalenergy light energy.
Pupils discuss that energycan be transformed.
Pupils gather informationand identify appliances thatmake use of energytransformation and state theform of energy involved,
Pupils
state the variousforms of energy.
state that energycan betransformed.
give examples ofappliances thatmake use ofenergytransformation.
transform-berubahprinciple-prinsipwhistle- wiselappliances - peralatan
-
7/30/2019 HSP Sains 2006
33/60
Investigating Force and Energy Science-Year 5
25
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
e.g.a) electric iron : electrical
energy heat energyb) radio: electrical energy
sound energyc) ceiling fan: electical
energy kinetic energy +sound energy,
d) gas stove: chemicalenergyheat energy +light energy.
1.3 Understandingrenewable and non-renewable energy
Pupils discuss thatrenewable energy is theenergy that can bereplenished when used upand non-renewable energy
is the energy that cannotbe replenished when usedup.
Pupils gather informationon the following:a) renewable energy
resources. e.g.
solar, wind and biomass,b) non-renewable energy
resources. e.g.natural gas, petroleumand coal.
Pupils
state what renewableenergy is.
state what non-
renewable energy is.
list renewable energyresources.
list non-renewableenergy resources.
Provide real objects orsubstances such as crudeoil, charcoal, coal, etc forpupils to observe anddiscuss.
renewable energy-tenagadiperbaharuinon-renewable energy-tenaga yang tidak dapatdiperbaharui
replenished digantikanused up- habis digunakancoal- arang batucharcoal- arang kayuwisely-secara bijaksanabiomass-biojisim
-
7/30/2019 HSP Sains 2006
34/60
Investigating Force and Energy Science-Year 5
26
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
Pupils discuss and concludewhy we need to use energywisely e.g.a) some energy resources
cannot be replenishedwhen used up,
b) to save cost,c) to avoid wastage,
d) to reduce pollution.
Pupils discuss whyrenewable energy is betterthan non-renewable energy.
Pupils carry outbrainstorming session onhow to save energy in
everyday life.
Pupils draw a list of dos anddonts on how to saveenergy and use it as a guideto carry out daily activities.
explain why we needto use energy wisely.
explain why renewableenergy is better thannon-renewable energy.
give examples on howto save energy.
practise savingenergy.
2. Electricity
2.1 Knowing the sourcesof electricity
Pupils carry out activitysuch as lighting up a bulbor ringing an electric bell toverify that the followingsources produce electricity
Pupils
state the sourcesof electricity.
Provide real objects orsubstances such as drycell, accumulator,rechargeable battery,solar cell etc for pupils toobserve and discuss.
dry cell- sel keringhydroelectric power kuasahidro elektrik
-
7/30/2019 HSP Sains 2006
35/60
Investigating Force and Energy Science-Year 5
27
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
e.g.a) dry cell/ battery,b) accumulator,c) dynamo,d) solar cell.
2.2 Understanding aseries circuit and a
parallel circuit
Pupils build as manydifferent electric circuits as
they can.
Pupils are introduced thesymbols of the componentsin an electric circuit, i.ebattery, bulb, connectingwires and switch.
Pupils draw circuit diagrams
based on the circuits thatthey have built.
Pupils observe variousseries circuits and parallelcircuits.
Based on observation,pupils discuss the
differences in thearrangement of bulbs inseries and parallel circuits.
Pupils
identify thesymbols of variouscomponents in asimple electriccircuit.
draw circuit
diagrams.
identify thedifference in thearrangement ofbulbs in series andparallel circuits.
When comparing thebrightness of the bulbs inseries or parallel circuitsthe number of batteriesand bulbs must be thesame.
series circuit-litar bersiriparellel circuit litar selari
brightness- kecerahanarrangement-susunan
-
7/30/2019 HSP Sains 2006
36/60
Investigating Force and Energy Science-Year 5
28
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
Pupils draw circuit diagramsof series and parallelcircuits and compare thearrangement of the bulbs inthese circuits.
Pupils are given batteries,
bulbs, switches andconnecting wires to buildseries and parallel circuits.
Pupils observe and comparethe brightness of the bulbsin:a) series circuits,
b) parallel circuits,c) between series and
parallel circuits.
Pupils carry out activitiesand compare what happento the bulbs in a seriescircuit and a parallel circuitwhen various switches in
each circuit are off.
build a series
circuit.
build a parallelcircuit.
compare thebrightness of thebulbs in a seriesand a parallel
circuit.
compare the effecton the bulbs whenvarious switches ina series circuit anda parallel circuitare off.
2.3 Understanding thesafety precautions tobe taken whenhandling electricalappliances
Pupils discuss the dangerof mishandling electricalappliances, e.g.a) electric shock,b) fire,
Pupils
describe thedanger ofmishandling
Teacher can also discussother general safetyprecautions, e.g.a) do not insert objects
into power supply,
electric shock- kejutanelektrikappliances-peralatan
-
7/30/2019 HSP Sains 2006
37/60
Investigating Force and Energy Science-Year 5
29
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
c) burn,d) electrocution.
Pupils discuss the safetyprecautions to be takenwhen using electricalappliances, e.g.
a) do not touch electricalappliances with wethands,
b) do not use electricalappliances that arefaulty or having brokeninsulation wires,
c) do not repair electricalappliances on your
own,d) do not connect too
many electricalappliances to onepower supply.
electricalappliances.
explain the safetyprecautions to betaken when usingelectricalappliances.
b) do not touch a switchwith wet hands,
c) do not touch victims ofelectric shock.
3. Light
3.1 Understanding that
light travels in astraight line
Pupils carry out activities to
observe that light travels ina straight line.
Pupils gather informationand give examples of eventsor phenomena that showlight travels in straight line.
Pupils
state that lighttravels in a straightline.
give examples toverify that light
beam- alur cahaya
travel- bergerakopaque legap
-
7/30/2019 HSP Sains 2006
38/60
Investigating Force and Energy Science-Year 5
30
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
Pupils observe and discussthe formations of shadow toconclude that shadow isformed when light is blockedby an opaque or a
translucent object.
Pupils carry out activities toinvestigate the factors thatcause the shape and size ofa shadow to change.
Pupils observe, discuss andconclude that:
a) when the distancebetween an object andits light sourcedecreases, the size ofthe shadow increases
andwhen the distancebetween an object andthe screen decreases the
size of the shadowdecreases.
b) the shape of theshadow changesaccording to the
travels in a straightline.
describe howshadow is formed.
design a fair test tofind out what causethe size of ashadow to changeby deciding what tokeep the same,what to changeand what to
observe.
design a fair test tofind out whatfactors cause the
-
7/30/2019 HSP Sains 2006
39/60
Investigating Force and Energy Science-Year 5
31
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
position of light source.and
the shape of theshadow changesaccording to theposition of an object.
shape of a shadowto change bydeciding what tokeep the same,what to changeand what toobserve.
3.2 Understanding thatlight can be reflected
Pupils carry out activities toinvestigate reflection of lightusing:a) a mirror,b) an aluminium foil.
Pupils draw ray diagrams toshow the reflection of light inthe above activities.
Pupils gather informationabout the uses of reflectionof light in everyday life, e.g.a) side mirror of a car,b) mirror at the sharp bend
of a road,c) mirror in the barbershop,d) periscope.
Pupils apply the principle oflight reflection to designdevices, e.g.a) periscopeb) kaleidoscope.
Pupils
state that light canbe reflected.
draw ray diagramsto show reflectionof light.
give examples ofuses of reflectionof light in everydaylife.
reflection- pembalikan
sharp bend- selekoh tajamray diagram- gambarajahsinar
-
7/30/2019 HSP Sains 2006
40/60
Investigating Force and Energy Science-Year 5
32
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
4. Heat
4.1 Understanding thattemperature is anindicator of degreeof hotness
Pupils heat 250ml of waterfor 3 minutes and feel thewater every few secondswhile heating to feel thechange of temperature.
Pupils let the warm watercool down and feel thewater every few seconds.
Based on the aboveactivities, pupils discuss andconclude that:
a) heat gain causes thewater to become warmer
b) heat loss causes thewater to become cooler.
Pupils are guided to use andread thermometer correctly.
Pupils gather information onthe metric unit for measuringtemperature.
Pupils carry out activity tomeasure temperature, e.g.a) heat up water and
record the temperatureevery few minutes,
Pupils
state that when asubstance gainsheat it will becomewarmer.
state that when asubstance losesheat it will becomecooler.
measuretemperature usingthe correcttechnique.
state the metricunit fortemperature.
-
7/30/2019 HSP Sains 2006
41/60
Investigating Force and Energy Science-Year 5
33
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
b) turn off the Bunsenburner and record thetemperature every fewminutes while the watercools off.
Pupils discuss and conclude
that the temperature:a) increases when heat is
gained,b) decreases when heat is
lost.
Pupils discuss and concludethat the temperature is anindicator to measure
hotness.
state thattemperature of anobject or materialincreases as itgains heat.
state that
temperature of anobject or materialdecreases as itloses heat.
conclude that thetemperature is anindicator to
measure hotness.
4.2 Understanding theeffects of heat onmatter.
Pupils carry out activites toobserve the effects of heaton matter, e.g.
a) heating an iron ball andinserting it into an ironring,
b) cooling the heated ironball and inserting it intothe iron ring,
c) heating some colouredwater in a beaker with aglass tube dipped into it
Pupils
state that matterexpands whenheated.
state that matter
contracts whencooled.
dent kemekexpand-mengembangcontract-mengecutsnap - putus
-
7/30/2019 HSP Sains 2006
42/60
Investigating Force and Energy Science-Year 5
34
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
and observing the waterlevel in the glass tube,
d) putting a dented pingpong ball in hot water,
e) cooling some colouredwater in a beaker with aglass tube dipped into itand observing the water
level in the glass tube.
Pupils discuss theirobservations of the activitiesand conclude that:
a) matter expands whenheated,
b) matter contracts when
cooled.
Pupils view video orcomputer simulation on theexpansion and contractionof matter in everyday life,e.g.
a) an electric cable is
installed loosely toprevent it from snappingwhen it contracts in coldweather,
give examples ofthe application ofthe principle ofexpansion andcontraction ineveryday life.
-
7/30/2019 HSP Sains 2006
43/60
Investigating Force and Energy Science-Year 5
35
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
b) there are gaps at railwaytracks to allow forexpansion in hot weather,
c) a tight bottle cap can beloosened by immersing itin hot water,
d) concrete slabs on
pavements have gaps toallow for expansion.
-
7/30/2019 HSP Sains 2006
44/60
Investigating Materials Science-Year 5
36
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
1. States of Matter
1.1 Understanding thatmatter exist in theform of solid, liquidor gas.
Pupils classify objects andmaterials into solid, liquidand gas. Pupils discuss andgive reasons for theirclassification.
Pupils study the properties ofsolid by:a) weighing various kinds of
solids,b) measuring the volumes of
various kinds of solids,c) putting various types of
solids into containers ofvarious shapes.
Pupils discuss and concludethe properties of solids, i.e. asolid:a) has mass,b) has fixed volume,c) has fixed shape.
Pupils study the properties ofliquids by:a) weighing various kind of
liquids,b) measuring the volumes of
liquids,c) pouring liquid into
containers of various
Pupils
classify objectsand materials intothree states ofmatter.
state theproperties of solid.
state theproperties ofliquid.
Suggested objects andmaterials for pupils toclassify are:Inflated balloon,deflatedballoon, stone, cookingoil, milk, water, paper,paper clip, ruler, glue andbicycle pump.
solid pepejalliquid cecairgas gaswater vapour wap airevaporation penyejatancondensation kondensasiwater cycle kitar airinterchangeable bolehsaling bertukarsyringe - picagari
-
7/30/2019 HSP Sains 2006
45/60
Investigating Materials Science-Year 5
37
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
shapes.
Pupils discuss and concludethe properties of liquids, i.e.a liquid:a) has mass,b) has fixed volume,c) has no permanent shape
but takes the shape of itscontainer.
Pupils observe the flow ofdifferent liquids as they arepoured into containers.
Pupils discuss to concludethat some liquids flow faster
than others.
Pupils study the properties ofgas by:a) balancing two inflated
balloons on a stick andpuncturing one of theballoons,
b) inflating balloons of
different shapes,c) observing smoke in a
closed container thenplacing an invertedcontainer on it. Removingthe cover of the first
state that someliquids flow fasterthan others.
state theproperties of gas.
Examples of liquids:a) waterb) milkc) condensed milkd) cooking oile) tomato saucef) cordialg) shampooh) glue
-
7/30/2019 HSP Sains 2006
46/60
Investigating Materials Science-Year 5
38
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
container and observehow smoke moves from acontainer to anotherinverted container placeddirectly over it,
d) feeling the pressure ofgas in a syringe when itsplunges is pushed down
with nozzle closed.
Pupils discuss and concludethe properties of gas, i.e. gasa) has mass,b) has no fixed shape but
takes the shape of itscontainer,
c) occupies space and has
no fixed volume,d) can be compressed.
1.2 Understanding thatmatter can changefrom one state toanother
Pupils carry out the followingactivities to observe thechange of the state ofmatter:a) allowing ice to melt,
b) heating water until itboils,
c) collecting water vapour,allowing it to cool andmaking it freeze.
Pupils
state that watercan change itsstate.
Additional observation:a) melting butter,b) melting ice cream.
evaporation-penyejatancondensation-kondensasifreezing-pembekuanmelting peleburan
-
7/30/2019 HSP Sains 2006
47/60
Investigating Materials Science-Year 5
39
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
Pupils discuss and concludethat:a) water can change from
one state to another,b) water can exist as solid,
liquid and gas.
Pupils discuss the process
involved when a matterchanges from one state toanother, i.e.
a) melting,b) boiling,c) evaporation,d) condensation,e) freezing.
Pupils investigate anddiscuss the factors thataffect how fast waterevaporates e.g.a) hot weatherb) windy
conclude thatwater can exist inany of the threestates of matter.
identify the
processesinvolved when amatter changesfrom one state toanother.
identify factors thataffect the rate ofevaporation ofwater.
Evaporation occurs at the
surface of a liquid at anytemperature.
-
7/30/2019 HSP Sains 2006
48/60
Investigating Materials Science-Year 5
40
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
1.3 Understanding thewater cycle
Pupils view computersimulation to study theformation of clouds and rain.
Pupils discuss and explainthe changes in the state ofmatter in the water cycle.
Pupils view computersimulation on how water iscirculated in theenvironment.
Pupils discuss theimportance of water cycle.
Pupils
describe howclouds are formed.
describe how rainis formed.
explain how wateris circulated in theenvironment.
explain theimportance ofwater cycle.
cloud awanwater cycle kitaran air
1.4 Appreciating the
importance ofwater resources
Pupils view video about:
a) the importance of waterfor living things,
b) the effects of humanactivities on quality ofwater supply.
Pupils gather information onhow to keep our waterresources clean and present
it in the form of folio.
Pupils draw posters to showappreciation that water is animportant resource.
Pupils
give reasons whywe need to keepour waterresources clean.
describe ways tokeep our water
resources clean.
-
7/30/2019 HSP Sains 2006
49/60
Investigating Materials Science-Year 5
41
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
2. Acid and Alkali
2.1 Understanding theproperties of acidic,alkaline and neutralsubstances.
Pupils test substances todetermine whether they areacidic, alkaline or neutralsubstances based on thechange of wet litmus paperscolour.
Pupils determine whetherfood samples are acidic oralkaline by tasting the foodsamples and testing withlitmus paper.
Pupils carry out discussionand conclude the properties
of acidic, alkaline and neutralsubstances in terms of tasteand colour changes of litmuspaper.
Pupils
identify acidic,alkaline andneutralsubstances usinglitmus paper
identify the tasteof acidic andalkaline food.
conclude theproperties ofacidic alkaline andneutralsubstances.
Pupils should taste thefood samples providedonly and not any othersubstances.
litmus paper kertas litmussour masambitter pahitneutral neutralacidic keasidanalkaline-kealkalianproperty-sifat
-
7/30/2019 HSP Sains 2006
50/60
Investigating The Earth and The Universe Science-Year 5
42
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
1. Constellation
1.1 Understanding theconstellation
Pupils view video orcomputer simulation or visitplanetarium to observevarious constellations.
Pupils discuss thatconstellation is a group of
stars that form a certainpattern in the sky.
Pupils observe the Orion,Scorpion, Big Dipper andSouthern Cross in the sky.
Pupils build a model tostudy the pattern of Orion,
Scorpion, Big Dipper andSouthern Cross.
Pupils gather information onthe importance ofconstellations, e.g.a) to show directions,b) to indicate the time to
carry out certain activities,
e.g planting season.
Pupils
state whatconstellation is.
identifyconstellations.
state the importanceof constellations.
Big Dipper and SouthernCross can be seenbetween April Junearound 8.00pm to10.00pm.
Orion can be seen
between December February around 8.00pmto 10.00pm.
Scorpion can be seenbetween June to Augustaround 8.00pm to10.00pm.
constellation- burujOrion - BelantikScorpion - SkorpioBig Dipper - BidukSouthern Cross Paripattern corakdirection arah
season - musim
I ti ti Th E th d Th U i S i Y 5
-
7/30/2019 HSP Sains 2006
51/60
Investigating The Earth and The Universe Science-Year 5
43
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
2. The Earth, The Moon and The Sun
2.1 Understanding themovements of theEarth, the Moon andthe Sun
Pupils view video, computersimulation or model aboutthe movement of the Earth,the Moon and the Sun.
Pupils discuss and explainthe rotation of the Earth and
the Moon and theirmovements around the Sun.
Pupils observe and record
the length and position of theshadow of a pole at differenttime of the day (pole as theobject and the Sun as thesource of light).
Pupils
state that the Earthrotates on its axis.
state that the Earthrotates and at thesame time movesround the Sun.
state that the Moonrotates on its axis.
state that the Moonrotates and at thesame time movesround the Earth.
state that the Moonand the Earth moveround the Sun at thesame time.
describe the changesin length and positionof the shadowthroughout the day.
The Earth rotates on itsaxis from west to eastand completes onerotation every 24 hours.
rotate berputarsundial jam matahariaxis- paksiwest barateast timurmovement pergerakanposition kedudukan
throughout sepanjangshadow bayang-bayang
Investigating The Earth and The Universe Science Year 5
-
7/30/2019 HSP Sains 2006
52/60
Investigating The Earth and The Universe Science-Year 5
44
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
Pupils fix a toothpickvertically on the surface of aglobe. Pupils observe thelength and position of theshadow formed when theglobe is rotated at its axisover a fixed light source.
Pupils build a sundial.
Pupils discuss and concludethat the Earth rotates on itsaxis from west to east.
conclude that theEarth rotates on itsaxis from west toeast.
2.2 Understanding theoccurrence of day
and night.
Pupils view video orcomputer simulation on how
days and nights are formedor carry out a simulation byilluminating a rotating globeto observe the occurrence ofday and night.
Based on the above activity,pupils discuss how day andnight occur.
Pupils draw diagrams toshow the occurrence of dayand night.
Pupils
state that it is daytime for the part of theEarth facing the Sun.
state it is night timefor the part of theEarth facing awayfrom the Sun.
explain that day andnight occur due to therotation of the earthon its axis.
illuminating menyuluhfacing menghadap
rotating globe glob yangberputarday siangnightmalamoccurrence-kejadian
Investigating The Earth and The Universe Science Year 5
-
7/30/2019 HSP Sains 2006
53/60
Investigating The Earth and The Universe Science-Year 5
45
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
2.3 Understanding thephases of the Moon
Pupils view video orcomputer simulation anddiscuss that the Moon doesnot emit light but reflects thesunlight.
Pupils view video on the
phases of the Moon.
Pupils use a ping-pong balland light source to simulatethe following phases of themoon:a) new moon,b) crescent,c) half moon,
d) full moon.
Pupils carry out a project toobserve and record thephases of the Moon for amonth and relate them to thedates of the lunar calendar.
Pupils
state that the Moondoes not emit light.
explain that the Moonappears bright whenit reflects sunlight.
describe the phases
of the Moon.
new moon anak bulancrescent - bulan sabithalf moon -bulan separafull moon bulan purnamareflect- memantulkanphase- fasalunar calendar TakwimQamari
emit - memancarkan
Investigating Technology Science-Year 5
-
7/30/2019 HSP Sains 2006
54/60
Investigating Technology Science-Year 5
46
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
1. Strength and Stability
1.1 Knowing the shapesof objects instructures.
Pupils carry out activity torecognise the shapes ofobjects, i.e.a) cube,b) cuboid,c) sphere,d) cone,
e) cylinder,f) pyramid,g) hemisphere.
Pupils walk around theschool compound andidentify shapes mentionedabove.
Pupils
state the shapes ofobjects.
identify shapes instructure.
shape bentukcube - kubuscuboid - kuboidsphere - sferacone - koncylinder - silinderpyramid - piramid
hemisphere - hemisferastructure - struktur
1.2 Understanding thestrength and stabilityof a structure.
Pupils carry out activities toidentify the shapes of objectsthat are stable.
Pupils carry out activities toinvestigate factors that affectthe stability of a structure,e.g.a) pushing a bottle standing
upright and a bottlestanding upside down,
b) pushing a high chair and alow chair,
Pupils
identify shapes ofobjects that arestable.
identify the factorsthat affect stability ofobjects.
strength kekuatan /kekukuhan.stability kestabilanbase area luas tapakaffect - mempengaruhistand at ease senang diristand at attention -bersedia
Investigating Technology Science-Year 5
-
7/30/2019 HSP Sains 2006
55/60
Investigating Technology Science Year 5
47
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
Pupils discuss and concludethat the stability of an objectis affected by:a) base area,b) height.
Pupils carry out activity toinvestigate how base area
affects the stability of anobject, i.e. the bigger thebase area, the more stablethe object is.
Pupils carry out activity toinvestigate how heightaffects the stability of anobject, i.e. the higher the
object, the less stable theobject is.
Pupils carry out activities tostudy the factors that affectthe strength of a structure,e.g.a) suspend a weight on a
straw and then on a
pencil,b) make two bridges, oneusing a piece of flatpaper and the otherusing a folded paper.Then put objects of the
explain how basearea affects stability.
explain how heightaffects stability.
identify the factorsthat affect thestrength of astructure.
Investigating Technology Science-Year 5
-
7/30/2019 HSP Sains 2006
56/60
g g gy
48
Learning Objectives Suggested Learning
Activities
Learning Outcomes Notes Vocabulary
same mass on eachbridge.
Pupils discuss and concludethat the strength of astructure is affected by:a) types of materials used,b) how the structure is
placed.
Pupils design the strongestand most stable structureusing materials of theirchoice.
design a model thatis strong and stable.
Suggestion:use recycled materials.
-
7/30/2019 HSP Sains 2006
57/60
49
ACKNOWLEDGEMENTS
Advisors MAHZAN BAKAR SMP, AMP DIRECTORCURRICULUM DEVELOPMENT CENTRE
ZULKIFLY MOHD. WAZIR DEPUTY DIRECTORCURRICULUM DEVELOPMENT CENTRE(JULY 2005 UNTIL AUGUST 2006)
MAZNAH ABDUL HAMID DEPUTY DIRECTORCURRICULUM DEVELOPMENT CENTRE
Editorial Advisors CHEAH ENG JOO PRINCIPAL ASSISTANT DIRECTOR(SCIENCE AND MATHEMATICS SECTION)CURRICULUM DEVELOPMENT CENTRE
YEAP CHIN HENG (PH.D) ASSISTANT DIRECTOR(HEAD OF CORE SCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE(UNTIL JULY 2005)
HO HENG LING ASSISTANT DIRECTOR
(HEAD OF CORE SCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE
ZAIDI YAZID ASSISTANT DIRECTOR(HEAD OF ELECTIVE SCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE(UNTIL DEC. 2005)
ZAIDAH MOHD. YUSOFF ASSISTANT DIRECTOR(HEAD OF ELECTIVE SCIENCE UNIT)
CURRICULUM DEVELOPMENT CENTREEditor ZAINON ABD MAJID ASSISTANT DIRECTOR
CURRICULUM DEVELOPMENT CENTRE
-
7/30/2019 HSP Sains 2006
58/60
50
PANEL OF WRITERS
CHEAH ENG JOO CURRICULUM DEVELOPMENT CENTRE LIM YOON KHIM SJKC KWANG HWA,P. PINANG
HO HENG LING CURRICULUM DEVELOPMENT CENTRE LINDA CHENG LEAN BEE SK HUTCHINGS, P. PINANGZAIDI YAZID CURRICULUM DEVELOPMENT CENTRE LIM SIEW PENG SK(P) METHODIST, MELAKAYEAP CHIN HENG (PH.D) CURRICULUM DEVELOPMENT CENTRE MAKRIN SUDI SK SAMPIR, SABAHZAINON ABD MAJID CURRICULUM DEVELOPMENT CENTRE MARZITA OMAR SK PERMATANG BERTAM,
P.PAIZATUL ADZWA M.
BASRI
CURRICULUM DEVELOPMENT CENTRE MUNISAMY A/L SENGODAN SJKT LADANG HENRIETTA,
KEDAHAHMAD SALIHIN MATSAAT
CURRICULUM DEVELOPMENT CENTRE MISIAH SANUSI SK MERBAU SEMPAK,SELANGOR
LANITA MOHD YUSOF CURRICULUM DEVELOPMENT CENTRE MAHENDRAN A/LSUBRAMANIAM
SK(L) METHODIST, K.L
SALBIAH MOHD SOM CURRICULUM DEVELOPMENT CENTRE MOHD FAUZI HASHIM SK PAYA, PERLISSALINA HANUM OSMAN CURRICULUM DEVELOPMENT CENTRE MOHD NASHUHA JAMIDIN
(PH.D)MP SULTAN ABD HALIM,KEDAH
YUSOF ISMAIL CURRICULUM DEVELOPMENT CENTRE NORMAH ABD WAHAB SK AIR TERJUN,
TERENGGANUZAIDAH MOHD YUSOF CURRICULUM DEVELOPMENT CENTRE NORDIN AMBAK SK RASAU KERTEH,
TERENGGANUZAINUSHAM YUSOF CURRICULUM DEVELOPMENT CENTRE NOOR IEMAH ISMAIL SK SG BEHRANG, PERAKZULKIFLI BAHARUDIN CURRICULUM DEVELOPMENT CENTRE NOR LAILI HJ. SHOED SK PORT DICKSON,
N.SEMBILANABD WAHAB ABD AZIZ SK BUKIT LINTANG, MELAKA NORMAH BAHAROM SK SULTANAH ASMA, KEDAHARIFFIN JAAFAR SK KEMAHANG 2, KELANTAN OOI CHONG NAM SJKC YANG KOA,ABDULLAH IBRAHIM sk WAKAF BHARU, KELANTAN ROHANI AHMAD SK METHODIST, PERAK
AHMAD HASAN sk KUALA PERLIS, PERLIS ROSANANI GHAZALI SK SERI BIRAM, PAHANGABU JALIL HASAN ipda JITRA, KEDAH RAIS ABD AZIZ SK BATU LANCHANG,
P.PINANGAZIZAH NGAH TASIR MP TEKNIK, KUALA LUMPUR ROHAYA AHMAD SK SG. RAMBAI,ETTIN AK LAMBAT sk ST. FAITH, SARAWAK ROHANA HUSSEIN SK JLN. 2, BANGI,
SELANGOR
FUAD HASHIM k P SULTAN IBRAHIM JOHOR ROSNAH JOHARI MP BATU RAKIT
-
7/30/2019 HSP Sains 2006
59/60
51
FUAD HASHIM sk P SULTAN IBRAHIM, JOHOR ROSNAH JOHARI MP BATU RAKIT ,TERENGGANU
FARIDAH SALLEH sk JIJAN,NEGERI SEMBILAN SITI NORFARIDAH CHAIABDULLAH
SK AGAMA MIRI, SARAWAK
FATIMAH YUSOFF mpp MELAYU, MELAKA SHAMSURIA EBNI SK ST ANNES, WP LABUANFADZILLAH AB RAHMAN SK SERI BUDIMAN II, TERENGGANU SURIAKUMARI A/LP
PALANIYANDISJKT PAYA RUMPUT,MELAKA
HASANOR SAID MOHDSABRI
SK TAMAN MELATI, KL SAAT ARIFFIN SK PULAU KUNDUR,KELANTAN
IBRAHIM ABDULLAH Sk PENGHULU AHMAD, KEDAH SITI FAUZIAH RIDZUAN SK BATU HAMPAR, KEDAHINDON SULONG sk MERGONG II, KEDAH TEH MALIHAH HUSSAIN SK SIMPANG EMPAT, PERAKJAGAJOTHY A/PSELVARASAH
sk CONVENT GREEN LANE, VENANCY ANGELA SUIMEN SRK ST. ALOYSIUSLIMBANAK, SABAH
JAFFRI JOHAN ZANUDIN sk BATU HAMPAR, KEDAH WONG POH TECK SK SEMABOK, MELAKAKU NORGAYAH KUSULONG
SK TASIK APONG, KEDAH ZAINUDDIN ABDULLAH SK BATANG MELAKA,MELAKA
-
7/30/2019 HSP Sains 2006
60/60
Curriculum Development Centre
Ministry of Education2006