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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Primary Schools

Curriculum Specifications

SCIENCE

Year 2

Curriculum Development Centre

Ministry of Education Malaysia

2002

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Copyright 2002 Curriculum Development Centre

Ministry of Education MalaysiaPesiaran Duta50604 Kuala Lumpur

First published 2002

Copyright reserved. Except for use in a review, the reproduction or utilization of this work inany form or by any electronic, mechanical, or other means, now known or hereafter

invented, including photocopying, and recording is forbidden without the written permissionfrom the Director of the Curriculum Development Centre, Ministry of Education Malaysia.

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iii

Preface

Page

xi

Introduction 1

Aims and Objectives 1

Scientific Skills 2

Thinkin g Skills 3

Scientific Attitudes and No ble Values 7

Teaching a nd Learnin g Strategies 7

Conten t Organisation

Le arning about Living Things

Learning Area: 1. Living Thin gs and Non-living Things

9

11

2. Ourselves 12

3.Anima 14

4. Plants 15

Learning Area: 1. Long orShort 172. The Magic ofBatteries 18

3. Mixing Thin 20

4. Push and Pu 21

TABLE OF CONTENTS

Le arning about the World Around Us

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v

THE NATIONAL PHILOSOPHY

Our nation, Malays ia, is dedicated to achieving a greater unity of all her peoples ; to m

aintaining a dem ocratic way of life; to creating a jus t s ociety in which the wealth of the nation s

hall be equitably s hared; to ens uring a liberal approach to her rich and divers e cultural

traditions ; to building a progressive s ociety which s hall be oriented toward m odern s cience and

technology;

We, her peoples , pledge our united efforts to attain these ends guided by thes eprinciples:

BELIEF IN GOD

LOYALTY TO K ING AND

COUNTRY UPHOLDING THE

CONSTITUTION

RULE OF LAW

GOOD BEH AVIOUR AND MORALITY

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vii

NATIONAL PHILOSOP HY OF EDUCATION

Education in Malaysia is an on-going effort toward developing the potential of individuals in a holis

tic and integrated m anner, s o as to produce individuals who are intellectually, s piritually, em

otionally and phys ically balanced and harm onious based on a firm belief in and devotion to God.

Such an effort is des igned to produce Malays ian citizens who are knowledgeable and com

petent, who poss ess high m oral s tandards and who are respons ible and capable of achieving a

high level personal well being as well as being able to contribute to the harm ony and betterment of

the fam ily, s ociety and the nation at large.

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ix

NATIONAL S CIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, s cience education in Malays ia nurtures a

Science and Technology Culture by focusing

on the development of individuals who are competitive, dynam ic, robus t and res ilient and able to

mas ters cientific knowledge and technological competency

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PREFACE

The aspirat ion of the nat ion t o beco me a n industrialised society depends on science and

technology. It is envisaged that success inproviding quality science education to Malaysians froma n early ag e w ill serve to spearhead the nation intobecoming a know ledge society and a compet itive playerin the glo bal arena. Tow ards this end, the Malaysianeducation system is giving greater emp hasis to scienceand mathe matics education.

The Science curriculu m has been designed not onlyto provide opportunities f or students to acquirescience know ledge and skills, develop thin king skillsand thinking strategies, and to apply this know ledgeand skills in everyday life, but also to inculcate in them nob le values and the spirit of patriotism. It is hopedthat the educational process en route to achieving theseaims w ould produce w ell-balanced citizens capable ofcontributing t o the harmony and prosperity of the nationan d its people.

The Science curriculu m aims at producing activelearners. To th is end, students are given a mpleopportunit ies to engage in scientif ic investigationsthrough hands-on activities and experimentat ions. The inqu iry approach, incorporating thin king skills,thinking strategies and thoughtful learning, should bee mphasised throughout the teaching-learning process.The content and contexts suggested are chosen basedon their relevance and appeal to students so that the irinterest in the subject is enhanced.

In a recent develop ment, t he Govern ment has madea decision to introduce Eng lish as the mediu m ofinstruction in the teaching and learning of science andmathematics . This measure w ill enab le students tokeep abreast of develop ments in science and technology in conte mporary society by enhancing theircapability and know -how to tap the diverse sources of information on science w ritten in the En glish la nguage. Atthe same t ime, this move w ould also provideopportunities f or students to use the Eng lishlanguage and hence, increase the ir prof iciency inthe language. Th us, in imple menting the sciencecurriculum, attention is given to develop ing studentsability to use En glish for study and commu nication,

especially in the early years of learning.

The develop ment of this curriculum and th e preparationofthe corresponding Curriculu m Specifications have beenthe w ork of many individua ls over a period of time. To allthose w ho have contributed in one w ay or another to thiseff ort, may I, o n beha lf of the Ministry of Education,express my sincere gratitude and thanks f or thetime and labour expended.

(Dr. SHARIFAH MA IMUNAH SY ED ZIN) Director

Curriculu m Develo p mentCentre

Ministry of Education Malaysia

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xi

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1

INTRODUCTION

As articulated in the Natio nal Education Po licy, educationin Ma laysia is an on-going ef f ort tow ards developing the

potential of individua ls in a holistic and integrated man nerto produce individua ls w ho are intellectually, spirit ually, emotionally and physically balanced and har monious. Theprimary and secondary school science curriculum is developedw ith the aim of producing such individuals.

The Level One Pr imary Science curriculum is designedto stimu late pup ils curiosity and develop their interest as well as enablin g pupi ls to learn more about the mse lves andthe w orld around the m through activit ies.

The curriculu m is articulated in tw o documents:

the syllabus and the curriculu m specif ications. Th e syllabuspresents the aims, o bjectives and t he out line of the curriculu mcontent f or a period of 3 years f or level one primary science.The curriculum specif ications provide the details of thecurriculum. w hich includes the aims and objectives of thecurriculum, brief descriptions on thinking skills and th inkingstrategies, scientif ic skills, scientif ic attitudes and noble values, teaching and learning strategies, and curriculum content.The curriculum content provides the learning objectives,suggested learning activities, the intended le arning outcomes,and vocabulary.

AIMS

The a im of the primary school science curriculum is todevelop pupils interest and creativity through everyday

experiences and investigations that pro mote the acquisit ionof scientif ic and thinking skills as w ell as the inculcation ofscientif ic attitudes and values.

OBJ ECTIVES

The level one science curriculum a imsto:

1. Stimu late pup ils curiosity and develop the ir interest

aboutthe w orld around

them.

2. Provide p upils w ith opportunities to developscience process skills and thinking skills.

3. Develop pupils creativity .

4. Provide p upils w ith basic science know ledge andconcepts.5. Inculcate scientif ic attitudes and p ositive values.

6. Create an aw areness on the need to love and care f orthe environmen t.

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SCIENTIFIC S KILLS

Science emph asises inquiry and proble m solving. In inqu iryand proble m solving processes, scientif ic and thin kin gskills are utilised. Scient if ic skills are important in any scientif icinvestigat ion such as conducting experime nts and carrying outprojects.

Scientif ic skills encompass science process skillsand man ipu lative skills.

Scie nce Process Skills

Science process skills enable students to f ormulatetheir

Predicting Ma king a f orecast about what w ill happen in the f uturebased on prior know

ledge gaine d throughexperiences or collected data.

Comm unicating Using w ords or graphicsymbols such as tables,graphs, f igures or mode ls todescribe an action, object orevent.

questions and f ind out the answ ers systematically.

Descriptions of the science process skills are as f ollow

s:

Obs erving Using the sense of hearing, touch, smell, taste a nd

sight t o

Us ing s pace

-timere lations hip

Describing changes

inparameter w ith time. Exa mples of parameters are location,direction, shape, size, volume, w eight and mass.

f ind out about objects orevents.

Class ifying Using observations to

group objects or eventsaccording to

Interpre ting data Giving rat iona l explanat ions

about an o bject, event or pattern derived f rom collecteddata.

Me asuring andUs ing Numbers

M ak ingInfere nces

similarit ies ordif ferences.

Ma king q uantita tiveobservations by comparing to aconventional or non- conventionalstandard.

Using past experiences or previously

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collected data todraw conclusionsand makeexplanations ofevents.

De finingoperationally

Controlling variables

Def iningallvariablesas theyareused inanexperiment bydescribing w hat

must bedon eand whatshouldbeobserved.

Na mingthe fixedvariable,man ipulatedvariable,an drespondingvariable

in a ninvestigation.

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THINKING S KILLS

M ak ingHypotheses

Ma king a general state ment about the relationship between a man ipu lated variab leand a responding variable toexplain an observation or event.The statement can be tested todetermine its validity.

Thin kin g is a mental process that requires an indiv idual

to integrate know ledge, skills and att itude in an ef f ort tounderstand the environ ment.

One of the objectives of the nationa l education system isto enhance the thinking ab ility of students. This objective canbe achieved through a curriculum that e mph asisesthoughtf ul learning. Teaching and le arning that e mphasisesthinking skills is

Expe rim enting Plann ing and conducting

activities to test a hypothesis.These activities include collecting, ana lysingand interpreting data a ndma kin g conclusions.

Manipulative Skills

Man ipu lative skills in scient if ic investigation are psychomotor

skil ls that enable stude nts to:

x Use and hand le science apparatus and substances.

x Hand le specimens correctly and caref ully.

x Draw specimens and apparatus.

x Clean science apparatus.

x Store science apparatus.

a f oundation f or thoughtf ul learning.

Thoughtf ul learnin g is achieved if students are actively involved in the teaching and learnin g process. Activitiesshould be organised to provide opportunit ies f or students toapply thinking skills in conceptualisatio n, proble m solving and

decision- ma kin g.

Thin kin g skills can be categorised in to critical th inkingskills and creative thin kin g skills. A person w ho thinks criticallya lw ays evaluates an idea in a systematic manner bef oreaccepting it. A person w ho thinks creatively has a high levelof imag inat ion, is able to generate original and in novativeideas, and mod if y ideas and products.

Thin kin g strategies are higher order thin kingprocesses that involve various steps. Each step involves variouscritical and creative thinkin g skills. The ability to f ormu late th in

king strategies is the ultimate aim of introducing thinkingactivities in the teaching and learnin g process.

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Critical Thinking Skills

A brief description of each critical thin king skill is as f ollow s:

Attributing Ident if ying criteria suchas characteristics, features, qualit ies and elements of a concept or anobject.

Analys ing Exa mining inf ormation in

deta il by breaking itdow n into smaller parts tof ind imp licit mea ning an drelat ionships.

Com paring and Find ing similarities an d De te cting Bias Ident if view s orContrasting dif f based on criteria that have the tendency to

Grouping andClass ifying

such ascharacteristics,

f eatures, qualitiesand ele ments of aconcept or event.

Separating a nd grouping objects or phenomenaint o categories based oncertain

support or opposesomething in an unf air ormislead ing w ay.

Ev aluating Ma king jud ge ments on

th e quality or value ofsomethin g based on validreasons or evidence.

criteria such as common

characteristics or f eatures.

Se que ncing Arranging objectsand inf ormation in orderbased on the quality or

quantity of commoncharacteristics or f eaturessuch as size, time, shape ornumber.

Prioritis ing Arranging objectsand inf ormation in orderbased on their importance or

priority. M ak ingConclus ions

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Ma king a state ment a bout th e outcome of aninvestigation that is based on a hypothesis.

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structure or pattern of M ak Ma king a general state merelationship. Hypotheses about the re latio nship betw

Creative Thinking Skills

A brief description of each creative thinking skill is as f ollow s:

Ge nerating Ide as Producin g or g iving ideasin a discussion.

Re lating Ma king connectio ns ina certain situation to determine a

Synthes is ing Co mb inin g separate e le

ments or parts to f orm agenera l picture in various forms such as w riting, drawing or artef act.

M ak ing

Inferences

Using past experiences orpreviously collected data todraw conclusions and makeexplanations of events.

a manip ulated variable anda responding variable toexplain an observation orevent. The statement canbe tested t o determine its

validity.

Predicting Ma king a f orecast about what w ill happen in the f uturebased on prior know ledgegaine d through experiencesor collected data.

M aking Analogies Understandin g acertain abstract or complexconcept by relating it to asimp ler or concrete conceptw ith similar characteristics.

M ak ing

Generalisations

Ma king a gen eralconclusion about a groupbased on observations madeon, or some inf ormation

from, samples of the group.

Inve nting Producin g someth ing newor adapting somet hingalready in existence toovercome proble ms in a

systematic man ner.

Visualis ing Recalling or f ormingmenta l images about aparticular ide a, concept,situation or vision.

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Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in t he processof f inding solutions to a prob le m or ma king decis ions in a

sys temat ic man ner. It is a menta l process that promotescritical, creative,

Scie nce Process Sk ills Think ing Sk ills

Pred icting Re lating

Visualising

analytical and systematic thin king . Mastering of scienceprocess

skills a nd the possess ion of suitable attitud es and knowledge enable students to th ink ef f ectively.

Using Space-Time

Re lationship

Sequencing

Prioritising

The mastering of science process skills involves themastering of the relevant thinking skills. The th in king skills thatare related to a particu lar science process skill are as f ollow s:

Scie nce Process Sk ills Think ing Sk ills

Observing Attributing

Co mpar ing and contrastingRe

lating

Class if ying AttributingCo mpar ing and contrasting

Grouping a nd classif ying

Interpreting data Co mpar ing and contrastingAnalysing

Detecting bias

Ma kingconclusionsGeneralisingEvaluating

Def ining operationa lly Re lating

Ma king analogy Visualising

Analys ing

Controllin g variables AttributingCo mpar ing and contrasting

Relating

Analysing

Measuring andUsing

Nu mbers

Re lating

Co mpar ing andcontrasting

Ma king hypothesis Attributing

Relating

Co mpar ing and contrasting

Ma king Inf erences Re lating

Co mpar ing andcontrasting

Analysing

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Ma king inf erences Generating ideasMa kinghypothesis PredictingSynthesising

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Scie nce Process Sk ills Think ing Skills

Experime nting All thin king

skills

Co mmunicating All thin kingskills

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to

inculcate scientif ic attitu des and noble values in students.These attitudes and values enco mpass the f ollow ing:

x Having a n interest and curiosity tow ards theenvironment.x Being ho nest and accurate in recording and valid atingdata.

x Being d iligent andpersevering.

x Being responsible about the saf ety of oneself , others, andthe environmen t.

x Rea lising th at science is a means to understand

nature.x Appreciating and practising clean and healthyliving.

x Appreciating the balance ofnature.x Being respectf ul and w ell-mannered.

x Appreciating the contribution of science andtechnology.

x Being tha nkf ul toGod.x Having critical and ana lyticalthinking.x Being f lexible and open-minded.

x Being kind-hearted and caring.

x Being objective.

x Being systematic.x Being cooperative.

x Being f air andjust.

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x Daring totry.

x Thin kin g rationally.

x Being conf ident and independent.

The inculcation of scientif ic attitudes and noble valuesgenerally occurs through the f ollow ing stages:

x Being aw are of the importance and the nee d f orscientif ic attitudes and nob le values.

x Giving e mphasis to these attitu des andvalues.

x Practising and interna lising these scientif ic attitudes andnoble values.

InculcatingPatriotism

The science curriculum provides an opportunity f orthe develop ment and strengthen ing of patriotis m a mongstudents. For example, in le arning a bout the earths resources,the richness and variety of living things and th e develo pment of science and technology in the country, students w illappreciate the diversity of natural and hu man resources of thecountry and deepen the ir lovef or thecountry.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the sciencecurriculum emp hasise thoughtf ul learning. Thou ghtf ul learn

ing is a process that helps students acquire know ledge andmaster ski lls that w ill help the m d evelop the ir minds to theopt imu m level. Thoughtf ul learning can occur through variouslearning approaches such as inquiry, constructivism, contextuallearning, and mastery learning. Learning activit ies should therefore be geared tow ards activating

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students critical and creative thin king skills and not b e conf inedto routine or rote learning. Students should be made aw are ofthe thinking skills and th inking strategies that they use intheir learning. They should be challenged w ith higher orderquestions and proble ms and be required to solve problemsutilising their creativity and cri tical thin king. The teaching and

learning process should enable students to acquire know ledge,master skills and develop scientif ic attitudes and noblevalues in an integrated man ner.

Inqu iry-discovery emphasises learningthrough experiences. Inquiry generally means to f ind informatio n, to question and to investigate a pheno menon th atoccurs in the environmen t. Discovery is the maincharacteristic of inquiry. Learning through discovery occurs when the main concepts and principles of science areinvestigated and discovered by students themse lves. Throughactivities such as experiments, students investigate a pheno

me non an d draw conclusions by themselves . Teachers thenlead s tudents to understand the science concepts through theresults of the inquiry. Thinking skills and scientif ic skills arethus developed f urther during the inquiry process. However, the inquiry approach may not be suitab le f or all t eachingand learn ing situ ations. So met imes, it may be more appropriatef or teachers to present concepts and pr inciples directlyto students.

The use of a variety of teaching and learning methods can

enhance students interest in science. Science lessons thatare not interesting w ill not mot ivate students to learnand subsequently w ill aff ect their perf ormance. The choice ofteaching meth ods should be based on the curriculum content,students abilities, students reperto ire of inte lligences, and theavaila bility of resources and inf rastructure. Dif f erentteaching and le arning activities should be planned to cater for students w ith diff erent learning styles and int elligences.

The f ollow ing are brief descriptions of some teachin g and learning meth ods.

Experiment

An experiment is a method commonly used in science lessons. Inexperiments, students t est hypotheses through investigat ionsto discover specif ic science concepts and principles. Conducting an experiment involves thinking skills, scientif icskills, and man ipu lative skills.

In the imple mentat ion of th is curriculum, besides guidin g students to carry out experiments, w here appropriate,teachers should provide s tudents w ith the opportunities todesign their ow n experiments. This involves students draw ingup plans as to how to conduct experiments, how to measure and

ana lyse data, and how to present the results of their experiment.

Discussion

A discussion is an activity in w hich students exchangequestions and opinions based on valid reasons. Discussionscan be conducted bef ore, during or af ter an activity. Teachersshould play the role of a f acilitator and lead a d iscuss ion byasking questions that stimu late th inking and gett ingstudents to express themse lves.

Simulation

In simu lation, an activity that resemb les the actual s ituat ionis carried out. Examp les of simu latio n are role-play, ga mesand the use of models. In role-play, students play out aparticular role based on certain pre-determined conditions.

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Ga mes require procedures that need to be f ollow ed.Students play ga mes in order to learn a p articular princip le orto u nderstand the process of

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decision-ma king . Mo dels are used to represent objects oractual situations so that s tuden ts can visualise the said ob

jects or situations and th us understand the concepts andprincip les to be learned.

Project

A project is a learning activity that is generally undertake n byan individua l or a group of students to achieve a particularlearning objective. A project generally requires severallessons to comple te. The outco me of the project either in th e form of a report, an artef act or in other f orms needs to bepresented to the teacher and other students. Project w orkpromotes the development of proble m-solving skills, timemanage ment skills, and indepe ndent learning.

Visits and Use of External

Resources

The learning of science is not limit ed to activities carried out inthe school compound. Learning of science can be enhancedthrough the use of external resources such as zoos, museums,science centres, research institutes, mangrove sw amps, andf actories. Visits to these places make the learn ing ofscience more interesting, mea ningf ul and ef f ective. Tooptimise le arning opportunities, visits need to be caref ullyplanned. Students may be involved in the p lann ing processand specif ic educational t asks should be assigned duringthe visit. No ed ucationa l visit is comple te w ithout a post-

visit discussion.

Use of Technology

Technology is a pow erf ul tool that has great potent ial in enhancing the learning of science. Through the use of technologysuch as television, rad io, v ide o, co mputer, a nd Internet , the

teaching and learning of science can be made more interestingand ef f ective.

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Co mpu ter simulation and animation are ef f ective tools f orthe teaching and learning of abstract or diff icult scienceconcepts. Co mpu ter simulat ion a nd an imation can bepresented through coursew are or Web page. Applicationtools such, as w ord processors, graphic presentationsof tw are and electronic spreadsheets are valuable tools f orthe analysis and presentation of data.

CONTENT ORGANISATION

The science curriculum is organised around themes. Each theme consists of various learning areas , each of w hich consistsof a number of learning objectives. A learning objective hasone or more learning o utcomes.

Learning outcomes are w ritten in the f orm of

measurable behavioural ter ms. In general, the learningoutco mes f or a particular learnin g objective are organised inorder of complexity. How ever, in the process of teachingand learnin g, le arning activities should be planned in aholistic and integrated manner that enables the achieve mentof mult iple learning o utcomes according to needs andcontext. Teachers should avoid e mp loying a teaching strategythat tries to achieve each learning outco me separatelyaccording to the order stated in the curriculum specifications.

The Sugg ested Learning Activities provide inf ormationon the scope and dimension of learning outco mes. The learning activities stated under the column Suggested Learning

Activ ities are given w ith the intention of providing someguidance as to how learning outco mes can be achieved. Asuggested activity may cover one or more learning outco mes.

At the same time, more than one activity may be suggestedf or a particular learning

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outcome. Teachers may mod if y the suggested activity to suitthe ability and style of learning of their students. Teachers areencouraged to design other innovative and ef f ectivelearning activities to enhance the learning of science.

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Learning about Living Things

Le arning Objectives Suggested LearningActivities

Le arning Outcomes Notes Vocabulary

Living Things and Non-living Things

Pupils s hould learn

to make observationsand use these togroup things intoliving things and non-living things.

Pu pils w alk around theschool compound a ndlist out the thin gs thatthey see. Pup ils groupthem into living th ingsand non- living things.

Pu pils g ive reasons why they say somethingis a living th ing e.g. itneeds

food and w ater, itbreathes, it moves ,

itgrow s and it can produce

young.

Pu pils look at thegrouping that they didearlier. Pupils redo theirgrouping based on thecharacteristics ofliving th

Pupils

x ma ke a list of the

things they see.

x group w hat they see intoliving th ings and non-living things.

x record the groups in the

form of a table.

x state the characteristicsofliving th ings, i.e.:

they need food andwater

they breathe

they can move they grow they can produce young.

Pu pils must besupervised during thew alk around theschool compound.

Allow pupils to groupliving and non-livingthings according totheir ow nunderstanding.

Discuss w ithpupils w hy theysay

someth ing is aliving thing.

Have the m look backat grouping that theydid to see if they stillagree w ith it.Allowpupils to redo thegrouping according totheirnewunderstanding of

living things

non-living things growsfoodwaterbreathemoveproduce

11

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Pu pils w atch videosofanimals eat ing, movin

g,grow ing and producingyoung.

Pu pils d iscuss thatplants: a) need food andw ater, b) grow

x recognise humans, animals and plants as livin gthings

Ourselves


that they need to foodand w ater to stay

alive

that they need to eatdifferent kinds of food to be healthy.

Pu pils ta lk ab out w hatwill happen if they do not

eat and drink for a few

days.

Pu pils list out the foodsthat they eat forbreakfast or lunch over one week.

Pu pils present the list of

foods they eat in a w eek

in the form of apictograph.

Pu pils ta lk ab out w hat

Pupils

x state that they need to eat

and drink to stay alive.

x list some of the different foods that theyeat.

x present the list of foodsthey eat in the form ofapictograph and say w hat

this show s e.g. the food

that is eaten most.

Discuss w ith pupilsw hat w ill happen tothem if they do noteat and drin k for1day, 2 days, 3 days.

rice fishchickeneggs

meatvegetables

fruitshealthy

12

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that w e grow andchange as w e

grow older.

Pu pils ta lk ab out theimportance ofeating

different foods to

stay healthy.

Pu pils ta lk ab out foodthat:a) give energy, e.g. rice,

bread

b) help you grow ,

e.g. fish, chickenc) help you stay healthy

e.g. fruits, vegetables

Pu pils look at

photographs ofthemselves since birth tothe present. Pupilssuggest w ays in whichthey have changed sincethey w ere born. Pupils talkabout how they mightchange as they grow older.

Pu pils co mpareclothes and shoes which were w orn w hen

they wereyounger to the clothes andshoes they w earnow.

Pu pils comparehandprints/f

x recognise that they need toeat different foods to stay

healthy.

x state the kinds of food that:

give energy help you grow

help you stay healthy

x describe changes inthemse lves since

birth.

x state that they grow in

height, size and w

eight.

tallercraw ling

walkingrunning

jumping talkingsizeheightweight

13

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Pu pils co mpare records oftheir w eight and height

from birth to the present.

heavierbigger

Animals


w hat anima ls need

to live.

the different foodsthat animals eat.

that anima ls grow

Pu pils bring some petsorpictures of pets toclassroom. Pupils talkabout the needs ofpets.

Pu pils d iscuss theneeds ofdifferentanimals.

Pu pils w atch videos ofanimals eat ing. Pu pilslist dow n the names ofthe animals and t he foodthey eat.

Pu pils visit a zoo at

feeding time to

observe w hat anima ls

eat.

Pu pils are g iven a set ofpictures of animals frombaby to adult. Pupilsarrange them in orderf

Pupils

x state that anima ls need

food, w ater and air tostay alive.

x list the foods eaten bysome animals.

x state that some animals: eat plants

eat otheranimals.eat plants and other

animals

x state that anima ls growin size and w eight.

x state that anima lschange as they grow.

foodwaterair

plantsgrassleavesseedsanimalsmeat

calfchick

ducklingkitten

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Pu pils match p icture ofanimals to the irbabies.

Pu pils listen to stories

accompanied by picturesabout animals changing asthey grow e.g. The UglyDuckling.

Pu pils keep tadpo les toobserve the changes fromtadpole to frog. Pupilsrecord the changes.

Pu pils visit a butterfly farm to observe the diff

erent stages of grow th ofa butterfly , from egg tobutterfly.

x identify baby animalsthat look like the irparents.

x identify baby animals

that do not loo k like their

parents.

x describe in w hat w aysthe baby animals are dif ferent from theirparents.

Have pup ils releasethe frogs in a suitable

place.

Plants


that plants need theright a mount of waterfor healthy growth

Pu pils grow a plantfrom seeds e.g. beans.

Pu pils w ater theplants w ith differentvolumes ofwater.

Pupils

x Measure a specificvolume ofwater.

x observe and measure a

grow ing plant

Teachers can guidepupils on how tomeasure a specificvolume of w ater, e.g.1 teaspoon,

2 teaspoons etc

tallerbiggermore

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that flow ering plantsproduce seeds w

hich grow into new

plants.

Pu pils observe a plantgrow ing and record the

height, nu mber of leaves.

Pu pils observe aplant, w ith fruit. e.g.balsam plant.

Pu pils cut open th e fruit

to look at the seeds.

Pu pils p lant the seeds

to grow a new plant.

Match seeds to plan ts, e.g. balsa m, papaya,rubber, tomato.

x record the observations in achart.

x State that p lants need waterto grow but too much watermay kill them.

x recognise that flow eringplants produce seeds which can grow into newplants.

x Identify seeds andthe plants.

.

Have pup ils collectseeds from different plants.

fruitseeds

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Learning about the World Around Us



Long orShort


to observe and

compare le

ngths

to measure lengthusing non-standardtools.

Pu pils look at tw o objectsto compare the irlengt hsor heights.

Pu pils look at picturesof objects to comparetheirlengths orheights.

Pu pils co mpare theirheights by standing next toeach other.

Pu pils suggest w aysto measure the lengthorheight of an object.

Pu pils measure le ngth orheight using non-standard tools e.g. usinga straw , a piece of stringetc.

Pu pils record the lengt horheight of and object innon- standard measure

Pupils

x state w hich object islongerortaller.

x describe w ays tomeasure length.

x measure the length ofanobject using a non-standardtool.

x record the length orheightof an object in non-standard

measure ment in a table.

tallerlongershorterstrawstring

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Pu pils co mpare theirheights by using non-

standard measurement.

The M agic ofBatteries


about things that use

batteries.

how to use a battery.

Pu pils d iscuss ingroups and make a listof things that usebatteries.

Pu pils are givenpictures/video and are

asked to identify thethings in the p icture thatuse batteries.

Pu pils are g iven abattery and are asked toinsert batteries into an alarm clock ortoy.

Pu pils observe thechange to the alarm clockortoy

w hen the batteryis inserted.

Pu pils observe w hat

Pupils

x identify things thatuse batteries.

x list things that use batteries.

x are able to use batteries

correctly.

x recognise that batteriesneed to be inserted

correctly for them

to function.

x describe how to inserta battery correctly

Use alarm clocks

ortoys that need

only one battery.

Ensure that th e toy

is sw itched on.

Ensure that th e alar

m clock is set to ringw hen the battery isinserted.

batterytoysradio

torchlight

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how to make acomple tecircuit.

Pu pils are asked t o statehow to correctly insert a

battery.

Pu pils are g iven abattery, w ire and a bulb.

Pu pils draw poss ible ways of connecting thebattery, w ire and bulb tomake the bulb light up.

Pu pils test out theirdraw ings by building the

circuit.

Pu pils draw and explain

w hat they did to ma ke

the bulb light up.

x describe different w ays inw hich the battery, w ire and

bulb can be connected.

x are able to ma ke acomple te circuit using abattery, w ire and a bulb.

x are able to draw their

w orking circuit and

explain their draw ing.

If pupils haveinserted the battery

w rongly, have them

try again.

Allow pupils to try different w ays ofconnecting thebattery, w ire and bulbuntil th ey get the bulbto light up.

bulbwire

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M ixing things


that some materialscan dissolve in waterand somecannot.

Pu pils are g iven materialssuch as sugar, salt, coffee, flour, pepper, sand.

Pu pils are asked t o add

a glass ofw ater to each

ofthe materials and t ostirit.

Pu pils are asked toobserve and state their

observations.

Pu pils check theirobservations

by:a) tasting the solutionsb) filtering the solutions.

Pupils

x are able to recognise thatsome materials candissolve in w ater.

x record their observations ina table.

Taste only solutionsof edible materials.

watersaltsugarcoffeepepper

curry pow der

dissolve

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Pus h and pull


that pushing andpulling can change theshape ofobjects

that pushing orpulling can ma ke thingsspeed up, slow dow nor change direction

Pu pils are g iven avariety of materials, e.g.

plasticine, sponge, dough.Pu pils are asked t ochange the shape of thematerials and describe theactionthey used to do so, e.g.pull, tw ist, stretch. Pupilssay w hether each actionis a push or a pull, e.g.

stretching is a pull,squeezing is a push.

Pu pils are g iven a toycaror a ball an d askedto

ma ke it move faster,slow er or to changedirection. Pup ils sayhow they made t he toycarorball move faster,

moveslow er or change direction,

e.g. the car moves faster w hen I push it

Pupils

x describe w hat they didto change the shape ofmaterials.

x describe w hat they did toma ke th ings speed up, slow

dow n or change direction.

A tw ist is acombin ation ofa push and apull

pushpull

tw iststretchsqueeze

fasterslow er

direction

fasterslow er

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to make predictionsand to test them

Pu pils are g iven toy carsofdifferent sizes and are

asked to predict w hichcar w ill travel the furthest.Pu pils test the irpredictions

by making the toy carsmove and measuring thedistance traveled by eachcar in standard ornon-standard measurement.

Pu pils d iscuss whethertheircomparison w as f

air, e.g. I pushed the b igtoy car harder so the

x predict w hich toy car will travel the furthest.

x measure distances inappropriate units.

x suggest and give reasonsw hether a comparison w as

fair ornot.

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ACKNO WLEDGEMENTS

Advis ors Sharif ah Ma imunah SyedZin

( Ph. D) Director Curriculu m Develo p ment

Rohan i Abd. Ha mid ( Ph. D) Deputy Director

Curriculu m Develo p ment

EditorialAdvisors

Ahmad Hozi H.A. Ra h man Principal Assistant Director (Science and Mathe

matics) Curriculu m Develo p ment CentreYeap Chin He ng ( Ph. D) Assis tant Director (Head of Core Science

Unit) Curriculu m Develo p ment Centre

Cheah Eng Joo Assis tant Director (Head of Elective Scie nceUn it) Curriculu m Develo p ment Centre

S. Sivagnanache lvi Assis tant Director (Head of Eng lishUnit) Curriculu m Develo p ment Centre

Editor Salin a Hanu m Osma n Moha me d Assis tant DirectorCurriculu m Develo p ment Centre

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PANEL OF WRITERS

Ahmad Hozi H.A. Ra h man Curriculu m Develo p ment Centre Rosli Suleiman Curriculu m Develo p mentCentre

Yeap Chin He ng ( Ph. D) Curriculu m Develo p ment Centre Rusilaw ati Othman Curriculu m Develo p mentCentre

Cheah Eng Joo Curriculu m Develo p ment Centre Salbiah Mohd. So m Curriculu m Develo p mentCentre

Salin a Hanu mOsman Mohamed

Curriculu m Develo p ment Centre Salehudd in Mustaf a Curriculu m Develo p mentCentre

Aizatul Adzw a Mohd. Basri Curriculu m Develo p ment Centre Zaidah Mohd. Yusof Curriculu m Develo p mentCentre

Johari Sh a msudin Curriculu m Develo p ment Centre Zaidi Yazid Curriculu m Develo p mentCentre

Norani Abdu l Bari Curriculu m Develo p ment Centre Zainon Abdul Ma jid Curriculu m Develo p mentCentre

Arif Fadzilah Mo hd. Sa id SK Band ar Baru Serting Moh d. Azman Mohd. A li SK Lui Sealatan (F) Je

Maria m Ibrahim SK Panta i, Sere mban Tan Man Wai Ma ktab Perguruan Te knik

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Curriculum Developm entCentre

Minis try ofEducation

2002

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