Science Yearly Plan y5

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Science Yearly Lesson Plan Year5

SCIENCE YEARLY LESSON PLAN (YEAR 5) 2012SK SENTUL UTAMA, KUALA LUMPUR

WEEK LEARNINGAREA

LEARNINGOBJECTIVE

LEARNINGOUTCOMES

SUGGESTED LEARNINGACTIVITIES

SKILLS VOCABULARY

1(4/1/20

12 5/1/201

2)

Microorganism

1.1Understandingthatmicroorganismis aliving thing.

a) state types ofmicroorganism

b) state that yeastis an exampleofmicroorganism

c) state thatmicroorganismbreathes

d) state thatmicroorganismgrows

Pupils view video showing varioustypes ofmicroorganism, e.g. bacteria,virus, fungi and protozoa.

Pupils make a qualitativecomparison between the size ofmicroorganism and that of humanand conclude that microorganismis verytiny.

Pupils discuss that yeast is afungi, an example ofmicroorganism.

Pupils observe the effect of yeaston dough and infer thatmicroorganism breathes andcauses the dough to rise.

Pupils carry out activity andobserve the effect when a testtube filled with 2 teaspoon of

dried yeast, 1 teaspoon of sugarand half test tube of water. Themouth of the test tube is attachedto a balloon.

Pupils carry out activity bysprinkling a few drops of water ona slice of bread.

Pupils put the bread in a plasticbag and observe it for a few days.

Pupils observe rotten oranges or

SPS :ObservingAttributingMakingInferenceVisualising

ScientificAttitude/Noble ValueBeing honestand accurate

Being Diligentand preservingAppreciatingand practicingclean andhealthy living

Mould - kulatQuarantine -diasingkanBreathe bernafasyeast- ragiharmful-berbahayamagnifying glass-kantapembesaruses- kegunaan

sprinkling merenjis

1/17


2/21


mouldy rice using hand lens ormicroscope and record theirobservation for a few days.

2(9/1/20

12

13/1/2012)

Microorganism

1.1Understandingthat

microorganismis aliving thing.

e) state thatmicroorganismmoves

f) conclude thatmicroorganismsare living thingsand most ofthem cannot beseen withnaked eyes

.

Pupils observe and record theirfindings by drawing.

Pupils view video on themovement of microorganisms inwater.

Pupils collect samples of waterfrom ponds, rivers or drains andobserve the movement ofmicroorganisms under amicroscope.

Pupils record their observation.

Pupils discuss and state thatmicroorganisms are living thingsand most of them cannot be seenwith naked eyes.

3(16/1/2012

20/1/2012)

Microorganism

1.2Understandingthat somemicroorganismsare harmfuland some areuseful

a) state examplesof use ofmicroorganisms.

b) state theharmful effectsofmicroorganisms.

c) describe thatdiseasescaused by

Pupils gather information on theuses ofmicroorganisms, e.g.a) making bread,b) making tapai,c) making tempe,d) making fertiliser.

Pupils gather information on theharmful effects ofmicroorganisms, e.g.a) causing illness,b) causing food poisoning,c) causing food to turn bad,d) causing tooth decay.

Pupils gather information ondiseases caused bymicroorganisms e.g. stomachupset, measles, cough, flu,chicken pox, dengue,

SPS :ClassifyingCommunicatingSequencingRelating

ScientificAttitude/

Noble ValueBeingsystematicBeing Diligentand preservingBeingcooperative

Biodegradation boleh diuraiHumus humusCompost komposQuarantine -diasingkanContagious

berjangkitcontagious-berjangkitquarantine diasingkanmeasles- campakchicken pox-cacarstomach upset-sakit perutcough- batukharm- kesan

2/17


3/21


microorganisms can spreadfrom oneperson toanother.

conjunctivitis, mumps and AIDS.

Pupils discuss that diseasescaused by microorganisms canspread from one personto another.

burukdengue denggisneezing bersinflu - selsemamumps begukconjunctivitis

sakit mata

4(23/1/2012

27/1/2012)

Microorganism

1.2Understandingthat somemicroorganismsare harmfuland some areuseful

d) explain ways topreventdiseasescaused bymicroorganisms

Pupils discuss on how diseasescaused bymicroorganisms can be preventedfrom spreading, e.g.a) by washing hands beforehandling food,b) by boiling water beforedrinking,c) by covering mouth and nosewhen coughing

or sneezing,d) by washing hands after usingthe toilet,e) by putting patients who havechicken pox,

conjunctivitis or mumps intoquarantine.f) by covering wounds.

5

(30/1/2012

3/2/2012)

Survival of

TheSpecies

2.1

Understandingthatdifferentanimals havetheir own waysto ensure thesurvival of theirspecies.

a) give examples

of animals thattake care oftheir eggs andyoung.

b) explain howanimals takecare of theireggs and

young.

Pupils gather information to find

examples of animals that takecare of their eggs and young, e.g.a) cow,b) hen,c) cat,d) bird.

Pupils view video on how animalsensure the survival of their eggsand young, e.g.a) keep their young in theirmouths, e.g fish,

b) feed their young, e.g. bird,

SPS :

CommunicatingAttributingRelating

ScientificAttitude/Noble ValueHaving aninterest andcuriositytowards theenvironment

Endangered

terancamkemandirianadapt-menyesuaikantake care-menjagaprotect-melindungiyoung anakslimy berlendirpouch kantongherd kumpulan

3/17


4/21


c) explain whyanimals takecare of theireggs andyoung.

c) attack in order to protect theireggs or young

when they 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 theirpouches, e.g

kangaroo,g) stay in herds e.g.elephant.

Pupils discuss and conclude thatanimals take care of their eggsand young to ensure the survivalof their species.

Beingresponsibleabout thesafety of theenvironmentBeing kind-

hearted andcaringBeing thankfulto God

yang besardisturbed-digangguplenty banyakattack-menyerang

hide menyembunyikanensure-memastikanfeed memberimakan

6(6/2/20

12

10/2/2012)

Survival ofTheSpecies

2.2Understandingthat

different plantshavetheir own waystoensure thesurvival oftheir species.

a) state variousways plantsdisperse their

seeds andfruits.

b) explain whyplants need todisperse seedsor fruits.

c) give examplesof plant thatdisperse seedsand fruits by

water.d) give examples

of plant thatdisperse seedsand fruits bywind.

Pupils study live specimens, viewvideo or computer simulation tofind out the on how plants ensure

the survival of species, e.g.a) by water,b) by wind,c) by animal,d) by explosive mechanism.

Pupils discuss and conclude thatplants need to disperse theirseeds or fruits to ensure thesurvival of their species.

Pupils gather information to give

examples of plants that disperseseeds and fruits by:a) water,b) wind,c) animal,d) explosive mechanism.

SPS :ObservingCommunicating

AttributingRelatingCompare andcontrast

ScientificAttitude/Noble ValueHaving aninterest andcuriositytowards the

environmentBeingresponsibleabout thesafety of theenvironmentBeing kind-hearted andcaringPatriotism

various pelbagaiwaxy berlilin

husk sabutshell tempurungdisperse pencaranedible bolehdimakanflame of theforest semarak apichestnut buahberangan

balsam keembungocra kacangbendilove grass -kemuncup

7 Survival of 2.2 a) give examples Pupils study live specimens or SPS :

4/17


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(13/2/2012

17/2/2012)

TheSpecies

Understandingthatdifferent plantshavetheir own waysto

ensure thesurvival oftheir species.

of plant thatdisperse seedsand fruits byexplosivemechanism.

b) relate

characteristicsof seeds andfruits to theways they aredispersed.

view video and discuss therelationship betweencharacteristics of seeds and fruitsand their ways ofdispersal :a) by water light and have air

spaceb) by wind light, have wing-likestructure, dry,

have fine hairs and smallc) by animals fleshy, brightlycoloured, edible,

have smells or have hooks.d) explosive mechanism drywhen ripe.

ObservingCommunicatingAttributingRelatingCompare andcontrast


8(20/2/2012

24/2/2012)

Survival ofTheSpecies

2.3Realising theimportance of

survival of thespecies

a) predict whatwill happen ifsome species

of animals orplants do notsurvive.

Pupils discuss and predict theconsequences if certain species ofanimals and plants become

extinct, e.g.a) shortage of food resources,b) other species may also faceextinction.

SPS :ObservingCommunicating


9(27/2/2012

2/3/2012)

Food ChainandFood Web

3.1Understandingfood

chains3.1.1 identifyanimals andthe foodthey eat

a) classify animalsinto herbivore,carnivore and

omnivore.b) construct food

chain.c) identify

producerd) identify

consumer

Pupils carry out a brainstormingsession onanimals and the food they eat.

Pupils discuss and classify animalsinto the following groupsaccording to the food they eat:a) herbivoreb) carnivorec) omnivore

Pupils build food chains to showthe food relationship amongorganisms. From the food chainspupils identify the producers andthe consumers

SPS :ClassifyingAttributing

SequencingRelating


food chain-rantai makananproducer-

pengeluarconsumer-pengguna

5/17


6/21


10(5/3/20

12 8/3/201

2)

Food ChainandFood Web

3.2Synthesizingfoodchains toconstruct foodweb

a) construct afood web

b) construct foodwebs ofdifferenthabitats

c) predict whatwill happen ifthere is achange inpopulation ofcertain speciesin a food web

d) explain whatwill happen toa certainspecies ofanimals if theyeat only onetype of food

Pupils construct a food web basedon food chains given.

Pupils walk around the schoolcompound to study food webs inplaces such as field, sciencegarden, pond or under flower pot.

Based on the organisms identified,pupils construct food chains andthen foodwebs for the habitats they havestudied.

Pupils discuss and predict whatwill happen if there is a change inthe population of acertain species in a food web.

Pupils carry out simulation or play

games based on food webs.

Pupils view video to study variousspecies that are facing extinctionbecause they only eat one type offood.

Pupils conclude that certainspecies of animals that eats onetype of food only has difficulty tosurvive because their only sourceof food mayrun out, e.g.

a) panda eats bamboo shootsonly,b) koala bear eats eucalyptusleaves only,c) pangolin eats ants only

SPS :ObservingPredictingCommunicatingAnalyzing

ScientificAttitude/Noble ValueHaving aninterest andcuriositytowards theenvironmentBeingresponsibleabout thesafety of the

environmentBeing kind-hearted andcaringPatriotism

11(19/3/2012

23/3/2012)

Energy 1.1Understandingthe uses ofenergy

a) explain whyenergy isneeded

b) give exampleswhere andwhen energy isused.

Pupils discuss and conclude thatenergy isneeded:a) by living things to carry out life

processes such as moving,breathing and growing,

b) to move, boil, melt or bounce

SPS :MakinginferenceComparing andcontrastingMakingconclusions

sources- sumberenergy- tenagabounce-melantunfuel-bahan apiboil-mendidih

6/17


7/21


c) state varioussources ofenergy.

non-living things.

Pupils gather information and giveexamples where and when energyis used.

Pupils gather information about

sources of energy, e.g.a) sun,b) food,c) wind,d) fuel,e) dry cell/ battery.Pupils discuss that the sun is themain source of energy.

ScientificAttitude/Noble ValueAppreciatingthe balance of

natureBeing thankfulto godBeingsystematic

12(26/3/2012

30/3/2012)

Energy 1.2Understandingthatenergy can betransformedfrom oneform to another

a) state thevarious formsof energy

b) state that

energy can betransformed

Pupils observe various events andidentify theform of energy involved, e.g.a) a moving battery operated toycar,b) a stretched rubber band,c) a burning candle,d) a ringing telephone.

Pupils carry out activities todiscuss the transformation ofenergy e.g.

a) switching on the lights:electrical energy _ light energy,

b) lighting a candle: chemicalenergy _ heat energy + lightenergy,

c) using a solar poweredcalculator : solar energy _electrical energy _ light energy.

SPS :ObservationMakinginferenceUse and handlescienceapparatus andsubstancesSequencing

ScientificAttitude/Noble ValueBeing diligentandperseveringBeing thankfulto godBeingsystematicPatriotism

transform-berubahprinciple-prinsipwhistle- wiselappliances -peralatan

7/17


8/21


13(2/4/20

12 6/4/201

2)

Energy 1.2Understandingthatenergy can betransformedfrom one

form to another

c) give examplesof appliancesthat make useof energytransformation

Pupils discuss that energy can betransformed.

Pupils gather information andidentify appliances that make useof energy transformation andstate the form of energy involved,e.g.

a) electric iron : electricalenergy_ heat energy

b) radio: electrical energy_sound energy

c) ceiling fan: electricalenergy_ kinetic energy +sound energy,

d) gas stove: chemicalenergy_heat energy + lightenergy.

SPS :ObservationMakinginferenceUse and handlescience

apparatus andsubstancesSequencing

14(9/4/20

12 13/4/20

12)

Energy 1.3Understandingrenewable andnonrenewableenergy

a) state whatrenewableenergy is

b) state what non-renewableenergy is

c) list renewableenergyresources

d) list non-renewableenergyresources

Pupils discuss that renewableenergy is the energy that can bereplenished when used upand non-renewable energy is theenergy that cannot be replenishedwhen used up.

Pupils gather information on thefollowing:a) renewable energy resources.

e.g. solar, wind and biomass,b) non-renewable energy

resources. e.g. natural gas,petroleum and coal.

SPS :ClassifyingUse and handlescienceapparatus andsubstancesGeneratingideasSynthesizingVisualizing

renewableenergy-tenagadiperbaharuinon-renewableenergytenagayang tidak dapatdiperbaharuireplenished digantikanused up- habisdigunakan

15(16/4/2012

20/4/2012)

Energy 1.3Understandingrenewable andnonrenewableenergy

a) explain why weneed to useenergy wisely

b) explain whyrenewableenergy isbetter thannonrenewableenergy

c) give examples

Pupils discuss and conclude whywe need to use energy wisely e.g.a) some energy

resources cannot bereplenished when used up,

b) to save cost,c) to avoid wastage,d) to reduce pollution.

Pupils discuss why renewable

energy is better

SPS :ObservationMakinginferenceUse and handlescienceapparatus and

charcoal- arangkayuwisely-secarabijaksanabiomass-biojisimcoal- arang batu

8/17


9/21


on how to saveenergy

d) practise savingenergy

than non-renewable energy.

Pupils carry out brainstormingsession onhow to save energy in everydaylife.

Pupils draw a list of dos anddonts on how to save energy anduse it as a guide to carry out dailyactivities.

16(23/4/2012

27/4/2012)

Electricity 2.1knowing thesources ofelectricity

a) state thesources ofelectricity

Pupils carry out activity such aslighting up a bulb or ringing anelectric bell to verify that thefollowing sources produceelectricity e.g.a) dry cell/ battery,b) accumulator,c) dynamo,

d) solar cell.

SPS :ObservationPredictingUse and handlescienceapparatus

17(30/4/2012

4/5/2012)

Electricity 2.2Understandinga series circuitand a parallelcircuit

a) identify thesymbols ofvariouscomponents ina simpleelectric circuit.

b) draw circuitdiagrams

c) identify thedifference in

thed) arrangement of

bulbs in seriesand parallelcircuits.

Pupils build as many differentelectric circuits as they can.

Pupils are introduced the symbolsof the components in an electriccircuit, i.e battery, bulb,connecting wires and switch.

Pupils draw circuit diagramsbased on the circuits that theyhave built.

Pupils observe various seriescircuits and parallel circuits.

Based on observation, pupilsdiscuss thedifferences in the arrangement ofbulbs in

series and parallel circuits.

Pupils draw circuit diagrams ofseries and parallel circuits andcompare the

SPS :ObservationPredictingCommunicatingControllingvariableExperimentingUse and handlescienceapparatus and

substancesComparing andcontrasting

ScientificAttitude/Noble ValueBeing honestanf accurate inrecording andvalidating data

dry cell- selkeringhydroelectricpower kuasahidro elektrik

9/17


10/21


arrangement of the bulbs in thesecircuits.

18(7/5/20

12 11/5/20

12)

Electricity 2.2Understandinga series circuitand a parallel

circuit

a) build a seriescircuit

b) build a parallelcircuit

c) compare thebrightness ofthe bulbs in aseries and aparallel circuit.

d) compare theeffect on thebulbs whenvariousswitches in aseries circuitand a parallel

circuit are off.

Pupils are given batteries, bulbs,switches andconnecting wires to build seriesand parallel circuits.

Pupils observe and compare thebrightness of the bulbs in:a) series circuits,b) parallel circuits,c) between series and parallelcircuits.

Pupils carry out activities andcompare what happen to thebulbs in a series circuit and aparallel circuit when variousswitches in

each circuit are off.

SPS :ObservationPredictingCommunicating

ControllingvariableExperimentingUse and handlescienceapparatus andsubstancesComparing andcontrasting

series circuit-litarbersiriparellel circuit litar selari

brightness-kecerahanarrangement-susunan

19(14/5/2012

18/5/2012)

Electricity 2.3Understandingthesafetyprecautions tobe taken whenhandlingelectricalappliances

a) describe thedanger ofmishandlingelectricalappliances

b) explain thesafety

precautions tobe taken whenusing electricalappliances.

Pupils discuss the danger ofmishadling electrical appliances,e.g.a) electric shock,b) fire,c) burn,d) electrocution.

Pupils discuss the safetyprecautions to be taken whenusing electrical appliances, e.g.

a) do not touch electricalappliances with wet hands,b) do not use electrical appliances

that are faulty or havingbroken insulation wires,

c) do not repair electricalappliances on your own,

d) do not connect too manyelectrical appliances to onepower supply.

SPS :CommunicatingGeneratingideas

ScientificAttitude/Noble ValueAppreciate thecontribution ofscience and

technologyBeingresponsibleBeing flexibleand open-minded

electric shock-kejutan elektrikappliances -peralatan

20

(21/5/2

3. Light 3.1

Understanding

a) state that light

travels in a

Pupils carry out activities to

observe that light travels in a

SPS :

Observing

beam- alur

cahaya10/17


11/21


012 24/5/20

12)

thatlight travels inastraight line.

straight line.

b) give examplesto verify thatlight travels ina straight line.

c) describe howshadow isformed

d) design a fairtest to find out

e) what cause thesize of a

shadow tochange bydeciding whatto keep thesame, what tochange andwhat toobserve.

straight line.

Pupils gather information and giveexamples of events or phenomenathat show light travels in straightline.

Pupils observe and discuss theformations of shadow to concludethat shadow is formed when lightis blocked by an opaque or atranslucent object.

Pupils carry out activities toinvestigate the factors that causethe shape and size ofa shadow to change.

Pupils observe, discuss and

conclude that:a) when the distance between an

object and its light sourcedecreases, the size of theshadow increases and whenthe distance between an objectand the screen decreases thesize of the shadow decreases.

b) the shape of the shadowchanges according to theposition of light source. and theshape of the shadow changes

according to the position of anobject

Measuring andusing numbersMakinginferencesPredictingControlling

variablesExperimentingUse and handlescienceapparatus andspecimensMakingconclusion

ScientificAttitude/Noble Value

Being thankfulto GodBeingsystematic

travel- bergerakopaque legap

21(11/6/2012

15/6/2012)

Light 3.2Understandingthatlight can bereflected

a) state that lightcan bereflected

b) draw raydiagrams toshow reflectionof light

Pupils carry out activities toinvestigate reflection of lightusing:a) a mirror,b) an aluminium foil.

Pupils draw ray diagrams to showthe reflection of light in the aboveactivities.

Pupils gather information about

SPS :ObservingCommunicatingMakinginferencesUse and handlescienceapparatus andspecimensInventing

reflection-pembalikansharp bend-selekoh tajamray diagram-gambarajahsinar

11/17


12/21


c) give examplesof uses ofreflection oflight ineveryday life

the uses of reflection of light ineveryday life, e.g.a) side mirror of a car,b) mirror at the sharp bend of aroad,c) mirror in the barbershop,

d) periscope.Pupils apply the principle of lightreflection to design devices, e.g.a) periscopeb) kaleidoscope.

ScientificAttitude/Noble ValueAppreciatingthe contributionof science and

technologyBeingsystematic

22(18/6/2012

22/6/2012)

Heat 4.1Understandingthattemperature isanindicator ofdegree ofhotness

a) state that whena substancegains heat itwill becomewarmer

b) state thatwhen asubstanceloses heat itwill becomecooler

c) measuretemperatureusing thecorrecttechnique

d) state the

metric unit fortemperature

Pupils heat 250ml of water for 3minutes and feel the water everyfew seconds while heating to feelthe change of temperature.

Pupils let the warm water cool

down and feel the water every fewseconds.

Based on the above activities,pupils discuss and conclude that:a) heat gain causes the water to

become warmerb) heat loss causes the water to

become cooler.

Pupils are guided to use and readthermometer correctly.

Pupils gather information on themetric unit for measuringtemperature.

SPS :ObservingMakinginferencesPredictingExperimentingUse and handlescienceapparatus andspecimensMakingconclusion

ScientificAttitude/Noble ValueHaving critical

and analyticalthinkingBeing honestBeingsystematic

23(25/6/2012

29/6/2012)

Heat 4.1Understandingthattemperature isanindicator of

degree of

a) state thattemperature ofan object ormaterialincreases as itgains heat

b) state that

Pupils carry out activity tomeasure temperature, e.g.a) heat up water and record the

temperature every fewminutes,

b) turn off the Bunsen burner and

record the temperature every

SPS :ObservingMakinginferencesExperimentingMaking

conclusion12/17


13/21


hotness temperature of an object ormaterialdecreases as itloses heat.

c) conclude that

thetemperature isan indicator tomeasurehotness

few minutes while the watercools off.

Pupils discuss and conclude thatthe temperature:a) increases when heat is gained,b) decreases when heat is lost.

Pupils discuss and conclude thatthe temperature is an indicator tomeasure hotness.

ScientificAttitude/Noble ValueAppreciatingthe contribution

of science andtechnologyBeingresponsibleBeingsystematic

24(2/7/20

12 6/7/201

2)

Heat 4.2Understandingtheeffects of heaton

matter

a) state thatmatterexpands whenheated

b) state that

mattercontracts whencooled

Pupils carry out activites toobserve the effects of heatonmatter, e.g.a) heating an iron ball and

inserting it into an iron ring,

b) cooling the heated iron ball andinserting it into the iron ring,

c) heating some coloured water ina beaker with a glass tubedipped into it and observingthe water level in the glasstube,

d) putting a dented ping pong ballin hot water,

e) cooling some coloured water ina beaker with a glass tubedipped into it and observing

the water level in the glasstube.

Pupils discuss their observationsof the activities and conclude that:matter expands when heated,matter contracts when cooled.

SPS :ObservingMakinginferencesExperimenting

Makingconclusion

ScientificAttitude/Noble ValueAppreciatingthe contributionof science andtechnologyBeingresponsible

Beingsystematic

dent kemekexpand-mengembangcontract-mengecut

snap -putus

25(9/7/20

12 13/7/20

12)

Heat 4.2Understandingtheeffects of heaton

matter

c) give exampleof theapplication ofthe principle ofexpansion and

contraction in

Pupils view video or computersimulation on theexpansion and contraction ofmatter in everyday life, e.g.a) an electric cable is installed

loosely to prevent it from13/17


14/21


everyday life snapping when it contracts incold weather,

b) there are gaps at railway tracksto allow for expansion in hotweather,

c) a tight bottle cap can be

loosened by immersing it in hotwater,

d) concrete slabs on pavementshave gaps to allow forexpansion

26(16/7/2012

20/7/2012)

States ofMatter

1.1Understandingthatmatter exist inthe formof solid, liquidor gas.

a) classify objectsand materialsinto threestates ofmatter.

b) state theproperties ofsolid.

c) state theproperties ofliquid

Pupils classify objects andmaterials into solid, liquid andgas. Pupils discuss and givereasons for their classification.

Pupils study the properties of solidby:a) weighing various kinds of

solids,b) measuring the volumes of

various kinds of solids,c) putting various types of solids

into containers of variousshapes.

Pupils discuss and conclude theproperties of solids, i.e. a solid:

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

liquidc) pouring liquid into containers

of various shapes.

SPS :ObservingClassifyingMeasuring andusing numbersCommunicatingAttributingUsing andhandlingscienceapparatusComparing andcontrasting

ScientificAttitude/Noble ValueBeing honestand accurateBeingsystematic

solid pepejalliquid cecairgas gaswater vapour wap airevaporation penyejatancondensation kondensasiwater cycle kitar airinterchangeable bolehsaling bertukarsyringe - picagari

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Pupils discuss and conclude theproperties of liquids, i.e. a liquid:a) has mass,b) has fixed volume,c) has no permanent shape buttakes the shape

of its container.Pupils observe the flow ofdifferent liquids as they arepoured into containers.

27(23/7/2012

27/7/2012)

States ofMatter

1.1Understandingthatmatter exist inthe form ofsolid, liquid orgas.

a) state that someliquids flowfaster thanothers.

b) state theproperties ofgas

Pupils discuss to conclude thatsome liquids flow faster thanothers.

Pupils study the properties of gasby:a) balancing two inflated balloons

on a stick and puncturing oneof the balloons,

b) inflating balloons of differentshapes,

c) observing smoke in a closedcontainer then placing aninverted container on it.Removing the cover of the firstcontainer and observe how

smoke moves from a containerto another inverted containerplaced directly over it,

d) feeling the pressure of gas in asyringe when its plunges ispushed down with nozzleclosed.

Pupils discuss and conclude theproperties of gas, i.e. gasa) has mass,b) has no fixed shape but takes

the shape of its

SPS :ObservingPredictingUsing space-timerelationshipUsing andhandlingscienceapparatusInterpretingdataAttributingMakingconclusionRelating

ScientificAttitude/Noble ValueBeing honestand accurate

15/17


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container,c) occupies space and has nofixed volume,d) can be compressed.

28(30/7/2012

3/8/2012)

1. States ofMatter

1.2Understandingthatmatter canchange fromone state toanother

a) state thatwater canchange itsstate.

b) conclude thatwater can existin any of thethree states ofmatter.

c) identify theprocessesinvolved whena matterchanges fromone state toanother.

d) identify factorsthat affect therate ofevaporation

Pupils carry out the followingactivities to observe the change ofthe state of matter:a) allowing ice to melt,b) heating water until it boils,c) collecting water vapour,

allowing it to cool and makingit freeze.

Pupils discuss and conclude that:a) water can change from one

state to another,b) water can exist as solid, liquid

and gas.

Pupils discuss the processinvolved when a matter changesfrom one state to another, i.e.a) melting,b) boiling,c) evaporation,d) condensation,e) freezing.

Pupils investigate and discuss thefactors thataffect how fast water evaporatese.g.a) hot weatherb) windy

SPS :CommunicatingAttributingSequencingRelating

ScientificAttitude/Noble ValueBeingresponsibleBeing kind-

hearted andcaring

evaporation-penyejatancondensation-kondensasifreezing-pembekuanmeltingpeleburan

29(6/8/20

12 10/8/20

12)

States ofMatter

1.3Understandingthewater cycle

a) describe howclouds areformed

b) describe howrain is formed

c) explain how

water is

Pupils view computer simulationto study theformation of clouds and rain.

Pupils discuss and explain thechanges in the state of matter inthe water cycle.


Scientific

Attitude/

cloud awanwater cycle kitaran air

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circulated intheenvironment

d) explain theimportance ofwater cycle

Pupils view computer simulationon how water is circulated in theenvironment.

Pupils discuss the importance ofwater cycle.

Noble ValueBeing honestand accurateHaving interestand curiositytowards the

environment30

(13/8/2012

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States ofMatter

1.4Appreciatingtheimportance ofwaterresources

a) give reasonswhy we need tokeep our waterresourcesclean.

b) describe waysto keep ourwaterresources clean

Pupils view video about:a) the importance of

water for living things,b) the effects of

human activities on quality ofwater supply.

Pupils gather information on howto keep our water resources cleanand present it in the form of folio.

Pupils draw posters to show

appreciation that water is animportant resource.


ScientificAttitude/Noble ValueHaving interestand curiositytowards the

environment

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31/8/2012)

Acid andAlkali

2.1Understandingtheproperties ofacidic,alkaline andneutralsubstances

a) identify acidic,alkaline andneutralsubstancesusing litmuspaper

b) identify thetaste of acidicand alkaline

food concludethe propertiesof acidicalkaline andneutralsubstances

Pupils test substances todetermine whether they areacidic, alkaline or neutralsubstances based on the changeof wet litmus paperscolour.

Pupils determine whether foodsamples are acidic or alkaline bytasting the food samples and

testing with litmus paper.Pupils carry out discussion andconclude the properties of acidic,alkaline and neutralsubstances in terms of taste andcolour changes of litmus paper.

SPS :ObservingPredictingMakinginferencesUse and handlesciencespecimen

Scientific

Attitude/Noble ValueHaving criticaland analyticalthinkingBeing thankfulto God

litmus paper kertas litmussour masambitter pahitneutral neutralacidic keasidanalkaline-kealkalianproperty-sifat

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12

Constellation 1.1Understanding

the

a) state whatconstellation is

b) identify

Pupils view video or computersimulation or visit planetarium to

observe various constellations.

SPS :Observing

Communicating

constellation -buruj

Orion - Belantik17/17


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7/9/2012)

constellation constellationsc) state the

importance ofconstellations

Pupils discuss that constellation isa group ofstars that form a certain pattern inthe sky.

Pupils observe the Orion,

Scorpion, Big Dipper and SouthernCross in the sky.

Pupils build a model to study thepattern of Orion, Scorpion, BigDipper and Southern Cross.

Pupils gather information on theimportance ofconstellations, e.g.a) to show directions,b) to indicate the time to carry outcertain

activities, e.g planting season.

RelatingVisualizing


Having criticaland analyticalthinkingBeingsystematic

Scorpion -SkorpioBig Dipper -BidukSouthern Cross Pari

pattern corakdirection arahseason - musim

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14/9/2012)

The Earth,TheMoon andThe Sun

2.1Understandingthemovements oftheEarth, the Moonandthe Sun

a) state that theEarth rotateson its axis

b) state that theEarth rotatesand at thesame timemoves roundthe Sun.

c) state that theMoon rotates

on its axisd) state that theMoon rotatesand at thesame timemoves roundthe Earth

Pupils view video, computersimulation or model about themovement of the Earth, the Moonand the Sun.

Pupils discuss and explain therotation of the Earth and the Moonand theirmovements around the Sun.

SPS :ObservingMakinginferencesCommunicatingUsing space-timerelationshipGeneratingideas

rotate berputarsundial jammatahariaxis -paksiwest barateast timurmovement pergerakanposition kedudukanthroughout

sepanjangshadow bayang-bayang

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21/9/20

12)

The Earth,The Moonand The Sun

2.1Understandingthemovements of

the

a) state that theMoon and theEarth moveround the sun

at the same

Pupils observe and record thelength and position of the shadowof a pole at differenttime of the day (pole as the object

and the Sun as the source of

SPS :ObservingMakinginferences

Communicating

rotate berputarsundial jammatahariaxis -paksi

west barat18/17


19/21


Earth, the Moonandthe Sun

time.b) describe the

changes inlength andposition of theshadow

throughout thedayc) conclude that

the Earthrotates on itsaxis from westto east

light).

Pupils fix a toothpick vertically onthe surface of a globe. Pupilsobserve the length and position ofthe shadow formed when theglobe is rotated at its axis over a

fixed light source.

Pupils build a sundial.

Pupils discuss and conclude thatthe Earth rotates on its axis fromwest to east.

Using space-timerelationshipGeneratingideas

ScientificAttitude/Noble ValueBeing honestand accurateBeingcooperative

east timurmovement pergerakanposition kedudukanthroughout

sepanjangshadow bayang-bayang

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28/9/2012)


2.2Understandingtheoccurrence ofday and night

a) state that it isday time forthe part of theEarth facingthe Sun

b) state it is nighttime for thepart of theEarth facingaway from theSun

c) explain thatday and nightoccur due tothe rotation ofthe earth on itsaxis

Pupils view video or computersimulation on how days and nightsare formed or carry out asimulation by illuminating arotating globeto observe the occurrence of dayand night.

Based on the above activity,pupils discuss how day and nightoccur.

Pupils draw diagrams to show theoccurrence of dayand night.

SPS :ObservingMeasuring andusing numbersUsing space-timerelationship

ScientificAttitude/Noble ValueBeing honestand accurateBeingcooperative

illuminating menyuluhfacing menghadaprotating globe glob yangberputarday siangnight malamoccurrence-kejadian

36(1/10/2012

5/10/2012)


2.3Understandingthephases of theMoon

a) state that theMoon does notemit light

b) explain thatthe Moonappears brightwhen it reflectssunlight

c) describe thephases of theMoon

Pupils view video or computersimulation anddiscuss that the Moon does notemit light but reflects the sunlight.

Pupils view video on the phases ofthe Moon.

Pupils use a ping-pong ball andlight source to simulate thefollowing phases of themoon:

a) new moon,

SPS :ObservingMeasuring andusing numbersUsing space-timerelationship


Being honest

new moon anakbulancrescent - bulansabithalf moon -bulanseparafull moon bulan purnamareflect -memantulkanphase - fasa

lunar calendar 19/17


20/21


b) crescent,c) half moon,d) full moon.

Pupils carry out a project toobserve and record the phases ofthe Moon for a month and relate

them to the dates of the lunarcalendar.

and accurateBeingcooperativeBeing thankfulto God

Takwim Qamariemit -memancarkan

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Strength andStability

1.1Knowing theshapes ofobjects instructures

a) state theshapes ofobjects

b) identify shapesin structure

Pupils carry out activity torecognise the shapes of objects,i.e.a) cube,b) cuboid,c) sphere,d) cone,e) cylinder,f) pyramid,g) hemisphere.

Pupils walk around the schoolcompound andidentify shapes mentioned above.

SPS :ObservingClassifyingAttributing

ScientificAttitude/Noble ValueHaving interestand curiositytowards theenvironmentBeingcooperative

shape bentukcube - kubuscuboid - kuboidsphere - sferacone - koncylinder - silinderpyramid -piramidhemisphere -hemisferastructure -struktur

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012)


1.2Understandingthestrength and

stability of astructure

a) identify shapesof objects thatare stable

b) identify the

factors thataffect stabilityof objects

c) explain howbase areaaffects stability

Pupils carry out activities toidentify the shapes of objects thatare stable.

Pupils carry out activities toinvestigate factors that affect thestability of a structure, e.g.a) pushing a bottle standing

upright and a bottle standingupside down,

b) pushing a high chair and a lowchair,

Pupils discuss and conclude thatthe stability of an object isaffected by:a) base area,

SPS :MakinghypothesisPredicting

Comparing andcontrastingGeneratingideasClassifyingAttributing

ScientificAttitude/Noble ValueHaving interestand curiosity

strength kekuatan /kekukuhan.stability

kestabilanbase area luastapakaffect -mempengaruhistand at ease senang diristand atattention -bersedia

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b) height.

Pupils carry out activity toinvestigate how base area affectsthe stability of an object, i.e. thebigger the base area, the morestable

the object is.

towards theenvironmentHaving criticaland analyticalthinking

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012)


1.2Understandingthestrength andstability of astructure

a) explain howheight affectsstability

b) identify thefactors thataffect thestrength of astructure

c) design a modelthat is strongand stable

Pupils carry out activity toinvestigate how height affects thestability of an object, i.e. thehigher the object, the less stablethe object is.

Pupils carry out activities to studythe factors that affect the strengthof a structure, e.g.a) suspend a weight on a straw

and then on a pencil,b) make two bridges, one using a

piece of flat paper and theother using a folded paper.Then put objects of the samemass on each bridge.

Pupils discuss and conclude thatthe strength of a structure isaffected by:a) types of materials used,b) how the structure is placed.

Pupils design the strongest andmost stable structure usingmaterials of their choice.

SPS :MakinghypothesisPredictingComparing andcontrastingGeneratingideasClassifyingAttributing

ScientificAttitude/Noble ValueHaving interestand curiositytowards theenvironmentHaving criticaland analyticalthinking

.

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Science Yearly Plan y5

Documents

Transcript of Science Yearly Plan y5