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YEARLY TEACHING PLAN FOR YEAR FOUR SCIENCE
Investigating Living Things
Learning Area 1 : Living Things Have Basic Needs
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
1
Please
insert
weekly
dates
1.1
Understanding
that humans
have basicneeds
Pupils view video that showsvarious footage related to the
basic needs of humans i.e.
a) a child/family taking drinks
and a balanced diet,b) movement of the chest of a
sleeping baby,
c) different types of houses,
Based on the video pupilsdiscuss the basic needs of
humans i.e.: food, water, airand shelter.
Pupils
identify the
basic needs ofhumans
Scientific Process
Skills
observingclassifying
communicating
Scientific
Attitudes/
Noble Values:
Having an interest
and curiositytowards the
environment
Being thankful to
God
Teacherguides pupils to
conclude that
the basic needsof humans are
water, air andshelter.
basic needs keperluan asas
breath-nafasbreathe
bernafasbungalow-
banglo
flat-rumahpangsa
hut-pondoklong house-
rumah
panjangmovement-
pergerakanterrace house-
rumah teres
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shelter-perlindungan
balanced diet-makanan
seimbang.
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
/VOCABULARY
ADEQUATE
EXERCISES
2
Please
insertweekly
dates
Pupils discuss that:
a) humans need to eat / drink to
help them grow and to stayhealthy,
b) humans need air to breathe,c) humans need to protect
themselves from danger , sunand rain
Pupils discuss and explain what
will happen to humans if there is
no food , water , air and shelter
give reasons
why humans
need food,water ,air and
shelter.
Scientific Process
Skills
observing
making inferencespredicting
making hypotheses
Scientific Attitudes/
Noble Values:
Having an interest
and curiosity towardsthe environment
Being thankful to
God
Teacher
guides pupils to
conclude that thebasic needs of
humans are water,air and shelter
basic needs
keperluan asas
breath-nafas
breathe bernafasbungalow-bangloflat-rumah
pangsa
hut-pondoklong house-
rumahpanjang
movement-pergerakan
terrace house-rumah teresshelter-
perlindunganbalanced diet-
makanan
seimbang
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
/VOCABULARY
ADEQUATE
EXERCISES
3 1.2
Understandingthat animals
have basic
needs
Pupils keep pets such as
hamsters or chicks.
Pupils observe and record what
they do to keep their pets aliveand healthy.
Pupils discuss why hamsters or
chicks are kept in a cage andnot in an airtight ,covered
container.
Based on their records pupils
discuss the basic needs ofanimals
Pupils
identify the
basic needs ofanimals
Scientific Process
Skills
observing
making inferencesinterpreting data
making hypothesiscontrolling
variables
Scientific
Attitudes/Noble Values:
having an interest
and curiosity
towards theenvironment
being honest and
accurate in
recording andvalidating data.
being kind
hearted and caring
Remind pupils
to handleanimals with
care.
Guide pupils to
conclude thatanimals basic
needs are food ,water, air and
shelter.
holelubang
cage-sangkarcontainer
bekas
reference-rujukan
airtight-kedapudara
alive-hidup
breathe-bernafas
nest-sarang
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
Pupils discuss that:
a) animals need to eat / drink
to help them grow and to stay
healthy,b) animals need air to breathe,
c) animals need to protectthemselves from danger ,sun
and rain.
Pupils study pictures or video
and describe different types ofshelters for animals such as
nests , cave and holes.
Pupils
give reasons
why animals needfood ,water ,air
and shelter
Scientific Process
Skills
making inferences
making hypothesescontrolling
variables
Scientific
Attitudes/
Noble Values:
having an interest
and curiositytowards the
environment
being kind
hearted and caring
Remind pupils
to handleanimals with
care.
Teacher guide
pupils toconclude that
animals basicneeds are food ,
water, air and
shelter.
holelubangcage-sangkar
container
bekasreference-
rujukanairtight-kedap
udara
alive-hidupbreathe-
bernafasnest-sarang
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
/VOCABULARY
ADEQUATE
EXERCISES
4 Pupils study pictures or video
and describe different types ofshelters for animals such as
nests ,cave and holes
describe types
of shelters foranimals
Scientific Process
Skills
observing
classifyingcontrolling
variables
Scientific
Attitudes/
Noble Values:
having an interest
and curiositytowards the
environment
being kind
hearted and caring
Remind pupils
to handleanimals with
care.
holelubang
cage-sangkarnest-sarang
cave-gua
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
ADEQUATE
EXERCISES
5,6 1.3
Understandingthat plants have
basic needs
upils carry out activities to
show the basic needs of plantsby comparing similar balsam
plants kept in different
condition:
a) 1 watered , 1 without water,b) 1 kept outdoor,1 kept in a
tight plastic bagc) 1 kept out door and 1 kept in
the dark cupboard.
Pupils observe and record their
daily observation.
Based on their records pupils
discuss to conclude that thebasic needs of plants are
water ,air and sunlight.
Pupils
identify thebasic needs of
plants
Scientific Process
Skills
observing
communicatingcontrolling
variablesinterpreting data
Scientific
Attitudes/
Noble Values:
having an interestand curiosity
towards the
environment
being kind hearted and caring
These activities
will take abouttwo weeks
conditionkeadaan
similar-serupawatered-
disiramsunlight-cahaya
matahari
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
/VOCABULARY
ADEQUATE
EXERCISES
7 2.1
Analysing lifeprocesses in
humans
undergo
Pupils use their hands to feel
the movement of their chestsas they breathe.
Pupils discuss to conclude thatthe movement of the chests is
due to breathing.
Pupils discuss that when theyinhale they take in air and
when they exhale they give out
air.Pupils gather information and
discuss that:a) inhaled air has more oxygen
then exhaled air,
b) exhaled air has more carbondioxide than inhale air.
Pupils observe model or view
video of human body to see
that the lung is a breathing,organ for human and to
identify the passage of airmovement when human
breathes.
Pupils carry out activity to
count the number of chest
Pupils
explain the
humans breathe
describe what
inhale is.
describe what
exhale is.
differentiate the
air that we inhale
and the air thatwe exhale
state that
humans use lungs
to breathe.
identify the
passage of airduring breathing.
Scientific Process
Skills
observing
communicatingcontrolling
variablesinterpreting data
measuring usingand numbers
ScientificAttitudes/
Noble Values:
having an interest
and curiositytowards the
environment
being kind hearted
and caring
being honest andaccurate in
recording andvalidity data
Pupils just need
to know themain organs
involved in
breathing i.e.nose ,mouth ,
wind pipe ,andlungs
Teacher explain
that the rate of
breathing meansthe number of
chestmovements in a
period of time
sweatpeluh
stimuli-rangsangan
survival-
kemandirianurine-air
kencingwaste product-
bahan buangan
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
Pupils carry out activity to conclude that L1 L2 L3
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count the number of chestmovement as in a minute when
they are breathing and recordtheir findings.
Pupils compare their groupfindings and conclude that not
everyone has the same rate ofbreathing.
not all individualshave the same
rate of breathing
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8 Pupils discuss to conclude that
humans excrete and defecate.
Pupils discuss that when
humans :
a) excrete they produce urine,sweat and water ,
b) defecate they produce
faeces,Pupils discuss that humans
excrete and defecate to get ridof waste materials from their
bodies.Pupils discuss to infer the
effect on health if humans donot excrete or defecate.
Pupils
state that
humans excreteand defecate.
state the
products of
humans excretion
state the
product of
humansdefecation
give reasons
why humans needto excrete and
defecate
Scientific Process
Skills
observing
ScientificAttitudes/
Noble Values:
having an interestand curiosity
towards theenvironment
being thankful to
God
2
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WEEK LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
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9 2.1
Analysing life
processes thathumans
undergo
Pupils view video or carry out
activities to show how humansresponds to stimuli e.g. when
touching the glass of hot water.
Pupils discuss to infer that
humans respond to stimuli toprotect themselves from
danger or for survival.
Pupils
state that
humans respond
to stimuli
give reasons
why respond to
stimuli
Scientific Process
Skills
observing
predicting
making hypothesisinterpreting data
Scientific
Attitudes/
Noble Values:
having an interest
and curiosity
towards theenvironment
being thankful to
God
Do not use
boiling water
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WEEK LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
11
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10 2.1
Analysing life
processes thathumans
undergo
Pupils draw family trees oftheir families for three
generations. Pupils compare
each others diagram andconclude that humans produce
offspring from one generationto another.
Pupils discuss what will
happen if humans do not
reproduce.
Pupils
state that
humans
reproduce.
predict what
will happen if
humans do not
reproduce.
Scientific Process
Skills
predicting
ScientificAttitudes/
Noble Values:
having an interestand curiosity
towards the
environment
being thankful to
God
realizing thatscience is a means
to understandnature
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
11 2.2
Being awarethat certain
behaviour can
disturb lifeprocesses.
Pupils discuss to identify bad
habits in humans e.g. smoking,,drinking alcohol , taking
drugs.
Pupils look at pictures or video
of a smokers and non-smokers lungs and discuss
the effects of smoking onlungs.
Pupils watch demonstrationsby teacher to observe the
harmful substances producewhen a cigarette is being
burned.
Pupils listen to talk onsmoking and health given a
health officer.Pupils draw posters about the
effects of smoking on health.
Pupils view video to see the
effects of drugs and alcoholon humans in terms of the
effects of delaying a persons
Pupils
give examples
of habit that bringharm to human
life processes.
state the effects
of smoking oflungs.
explain thattaking drugs and
alcohol candelayed a
persons respondto stimuli
Scientific Process
Skills
predicting
observing
Scientific
Attitudes/
Noble Values:
appreciating andpracticing and clean
and healthy living
being respectful
and well-mannered
being flexible and
open-minded
Suggestedtopics for the
talk:
a) Smoking and
Healthb) How
SmokingAffects Health.
smoker-perokokaffect-memberi
kesan/akibatdrunken-
pemabuk
delay-melambatcause-
menyebabkandrug- dadah
alcohol-
minuman keraspeers-rakan
sebaya
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WEEK LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
/VOCABULARY
ADEQUATE
EXERCISES
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respond to stimuli e.g.a) ability to walk in straight
lineb) delayed reaction of a
drunken driver or a driver high
on drug can cause accident.
Pupils carry out activities todiscourage smoking, drugs
taking and alcohol drinkingamong their peers
participate in a
campaign to
discourage
smoking , drugstaking and
alcohol drinkingamong their
peers.
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12 2.3
Analysing thelife processes
that animalsundergo.
Pupils observe animals in
science garden to conclude thatanimals defecate and
excrete.
Pupils discuss that animals
excrete and defecate to get ridof waste products from their
bodies. Pupils discuss to inferthe effect on health if animal
do not excrete and defecate
Pupils look at models or live
specimens to see the breathingorgans of:
Pupils
state that
animals excrete.
state that
animals defecate
.
give reasons
why animals need
to excrete and
defecate
state the
animals breathe
Scientific Process
Skillsobserving
predictingcommunicating
classifying
using space-timerelationship
Scientific
Attitudes/
Noble Values:
being kind-heartedand caring
The breathing
organs involvedare lungs
(monkey andbird) spiracles
(grasshopper,)b
ooks-lung(crab)gills
(fish)moist skin(frog)
Pupils do not
have to knowthe name of
these breathingorgans
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give birth beranak
hatch menetaslay eggs
bertelur
life cycle kitarhidup
drugs dadahoccur berlaku
stage -peringkat
WEEK
LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
a) bird
b)fish
c)grasshopperd)crabe) frog
f)monkey
Based on the viewing of
video/models/live specimenspupils conclude that breathing
organs for animals may be
different. Pupils view video
showing animals giving birthand chicks hatching from eggs.
Pupils discuss to conclude thatanimals reproduce.
Pupils discuss to conclude thatsome animals give birth and
some lay eggs.
Pupils discuss to classifyanimals into those that lay eggsand those that give birth to
their young.
identify the
breathing organs
certain animals
state the
breathing organs
for different typesof animals may
be different
state that
animals
reproduce
state that some
animals give birth
and some layeggs.
classify animalsaccording to theway they
reproduce.
having an interest
and curiosity
towards to theenvironment.
Record can be
in the form of
drawings,measurementsor descriptions
etc.
This scrap book
can beintroduced at
the beginning of
the topic. Pupils
add theirfindings intotheir scarp
books as theylearn about
animals.
This activity isto help pupils
understand thelife processes
and the survivalof the animals.It also
encouragepupils to find
out more about
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
Pupils observe animals such as
butterfly, frog, hamster orchicken from birth/eggs to
adult. Pupils record thechanges in size / form at the
different stages of the life
cycles.Based on their observations
and records pupils discuss tostate that animals may have
different life cycles.
Pupils make a scrap book on
real animals imaginary petse.g. tiger, whale, lizard,
pangolin, bat, worm, snake etc.
Pupils may write, draw orpaste picture on their scrap
books to tell about their pets.e. g.
a) what pupils have to do tokeep their pets alive and
healthy.
b) suitable home for their pets,
describe the life
cycles of different
animals.
conclude that
animals may havedifferent life
cycles
animals that
interest them
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
c)food for their pets,
d)how their pets protectthemselves from enemies,
e)how their pets take care oftheir young,
f)life processes of their pets.e
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13 2.4
Understandingthe life
processes inplants.
Pupils carry out activities to
study how plants respond tothe stimuli i.e. water, sunlight,
touch and gravity
Pupils observe and record
their findings.
Based on the above pupils
discuss to identify the parts ofplants that respond to stimuli:a) roots respond to water and
gravity,
b)shoots respond to sunlight,c)certain leaflets respond to
touch
Pupils observe:
a)begonia plants / bryophyllum
Pupils
state the plants
respond to stimuli
identify the
part of plant that
responds to water
.
identify thepart of plants that
respond to gravity
identify the
part of plant thatrespond to
sunlight
Scientific Process
Skills
observing
predictingcommunicating
classifyingcontrolling
variables
Scientific
Attitudes/
Noble Values:
realizing that
science is a means
to understandnature
water lettuce-
kiambangextinct-pupus
shoot-pucukyoung plant-
anak pokok
spores -sporasucker-
sulur/anak
pokokstem-keratanbatang
underground
stembatangbawah tanah
tapioca-pokokubi kayu
fern-paku-pakis
various-
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that have young plant growingfrom the leaves,
having an interestand curiosity
pelbagaicorn-jagung
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
b)banana trees that have young state that plants towards to the L1 L2 L3
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plant growing around theparent plant,
c)water lettuce that have youngplant attached to parents
plants.
Pupils carry out discussionbased on their observations
that plants reproduce
Pupils watch pictures/view
video and discuss that plantsreproduce to ensure the
survival of their species.
Pupils and predict what will
happen to the world if plantsdo not reproduce e.g. no food
supply for man and certainanimals.
Pupils study live
specimens/view video to find
out the various ways to plants
reproduce i.e.
reproduce
explain why
plants need to
produce
predict what
will happen to the
world if plants do
not reproduce
explain the
various waysplants reproduce
environment.
appreciating thebalance of nature
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
a) through seeds e.g. balsam,corn and durian,
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b)through spores e.g. fern andmushroom,
c) through suckers e.g. bananaand pineapple,
d)through stem cutting e.g.
hibiscus, rose and tapioca,e)through leaves e.g.
bryophyllum and begonia,f) through underground stem
e.g. potato, onion, ginger andlily.
Learning Area 3.Animals and plants protect themselves
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/
VOCABULARY
ADEQUATE
EXERCISES
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14 3.1
Understanding
that animalshave specific
characteristics
and behaviourto protect
themselvesfrom danger
Pupils touch animals such asgarden snails or millipedes and
observe how they react todanger.
Pupils describe what theyobserve and give reasons for
the animals behaviour e.g.millipede curls up to protect
itself from danger.
Pupils look at live specimen orcollect information by looking
at pictures or viewing video of
various animals to identify thecharacteristics and behaviour
of animals that protect themfrom danger e.g.:
a) pangolins have hard scalesto protect themselves from
enemiesb) bed bugs have bad smell to
repels enemies,
c) chameleons have the abilityto change skin colour
according to the surrounding,
d)scorpions have stings toprotect themselves from
enemies.
Pupils identify special
characteristics ofanimals that
protect them from
danger
identify special
behaviour of
animals thatprotect them from
danger
describe how
the special
characteristicsand behaviour ofanimals help to
protect them fromdanger
Scientific Process
Skills
observingclassifying
making inferences
making hypothesis
Scientific
Attitudes/
Noble Values:
being kind-hearted
and caring
having an interest
and curiositytowards to the
environment.
Remind pupilsnot to hurt
animals and toput them back
where they
were taken
curl up-menggulung
millipede-ulat
gonggokcentipede-lipan
behaviour-perlakuan
hurt-cedera
pangolin-tenggiling
scale-sisikbed bug-pijat
chameleonsesumpah
sting-sengat
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Pupils discuss and explain howto characteristics and
behaviour of these animalsprotect them from danger
Pupils present their findins tothe class.
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
15 3.2
Understandingthat animals
have specificcharacteristics
and behaviour
to protectthemselves
from extremeweather
Pupils view video of animals
that live in very hot or coldweather
Pupils list the specialcharacteristics and behaviour
of animals and describe how
these characteristics andbehaviour help to protect them
from very hot or cold weathere.g.
a) rhinocerous-keep theirbodies cool by wallowing in
mud holes,
b) polar bears have thick fur toenable them to live in very
cold weather,c) camels have humps on their
backs to store food and water
to enable them to survive indeserts.
Pupils present their findins tothe class.
Pupils
identify special
characteristics of
animals thatprotect them from
very hit or coldweather
describe how
specific
characteristicsand behaviour of
animals help to
protect them fromvery hot or cold
weather
Scientific Process
Skills
observing
classifyingmaking inferences
making hypothesis
Scientific
Attitudes/
Noble Values:
being kind-heartedand caring
having an interest
and curiousitytowards to the
environment.
rhinocerous-
badak sumbuextreme
weather-cuacamelampau
thick fur-bulu
tebalspecific
characteristics-ciri khas
humps-bonggolair
wallowing-
berkubangeccessive-
berlebihan
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2
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2
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
15 3.3
Understandingthat animals
have specificcharacteristics
and behaviour
to enable themto survive
Pupils discuss that animals
need to protect themselvesfrom enemies and extreme
weather conditions to enablethem to survive
Pupils design a model of an
imaginary animal that canprotect itself from its enemy
and extreme weather
conditions.
Pupils build their models and
justify why models are built
with certain characteristics
Pupils
recognize the
need for animalsto protect
themselves fromenemies and
extreme weather
make a model
of an imaginaryanimal that can
survive both
extreme weatherand enemies.
give reasons
why models arebuilt in such ways
Scientific Process
Skills
observing
classifyingmaking inferences
making hypothesis
Scientific
Attitudes/
Noble Values:
being kind-hearted
and caring
having an interest
and curiosity
towards to theenvironment.
Teacher
encouragepupils to use
recycledmaterials /
objects.
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3
-
-
-
2
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
15 3.4
Understandingthat plants have
specificcharacteristics
to protect them
from enemies
Pupils look at pictures/view
video of various plants toidentify special characteristics
that protect these plants fromtheir enemies.
Pupils list the specificcharacteristics of plants.
Pupils describe how these
characteristics of plants help toprotect them from enemies.
e.g.
a) mimosas close their leaflets
when touched,b) papaya leaves produce latex
to prevent them from being
eaten,c) pineapple plants have thorns
to protect themselves,d)bamboos have very fine
hairs that can cause itchiness.
Pupils present their findings to
the class
identify
specific
characteristics of
plants that protectthem from
enemies
describe how
specificcharacteristics
and behaviour ofplants help to
protect enemies
Scientific Process
Skills
observingclassifying
making inferences
making hypothesis
Scientific
Attitudes/
Noble Values:
being kind-hearted
and caring
having an interest
and curiositytowards to the
environment.
mimosa-semalu
latex-susugetah
fine hair-buluhalus
itchiness-
kegatalanthorn-duri
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
15 3.5
Understandingthat plants have
specificcharacteristics
to protect
themselvesfrom dry region
and strong wind
Pupils view video to identify
plants that can be found in :
a) dry region,b) area with strong winds.
Pupils collect and interpretdata to show how specific
characteristics of plants help toprotect them from :
a) excessive loss of water,b)strong winds.
Pupils carry out an activity toshow which plant can survive
in dry region.e.g. the following plants are
kept without water for a week:
Pupils
give examplesof plants found in
very dry region.
identify
specific
characteristics ofplants that protect
them from
excessive loss ofwater
describe how
specificcharacteristics of
plants help them
to survive in dryregion.
give examples
of plants found in
strong wind area
Scientific Process
Skills
observing
classifyingmaking inferences
making hypothesis
Scientific
Attitudes/
Noble Values:
being kind-hearted
and caring
having an interest
and curiosity
towards to theenvironment.
L1 L2 L3
2
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2
4
-
3
2
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WEEK LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTESVOCABULARY
ADEQUATE
EXERCISES
a) a potted balsam plant
b) a potted chilly plantc) a potted a cactus plant.
Based on their findings pupilsmake a conclusion which plant
identify specific
characteristics ofplants that protect
them from strong
winds
describe how
specificcharacteristics of
plants help them tosurvive in strong
wind
L1 L2 L3
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2
3
2
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Learning Area : Investigating Force and Energy
WEEK LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES/VOCABULARY
ADEQUATE
EXERCISES
16 1.1Understanding
the measurement oflength
Pupils discuss the different
ways to measure length such asusing straw, arm span, string,
ruler and measuring tape
Pupils discuss the standard unit
for length in metric system i.e.mm, cm, and km.
Pupils choose the appropriate
tools and measure in metric
system :a) the length of objects
such as eraser, pencilor book,
b) the length and height of
teachers table,c) the length and width of
the classroom,
Pupils
.
State the differentways to measure
length.
. State the standard
unit for length inthe metric system.
. Choose the
appropriate
measuring tools tomeasure length.
. Measure length
using the correct
technique.
Science Process
Skills :
Observing
Measuring andusing numbers
CommunicatingInterpreting data
Manipulative
Skills :
Use and handle
science apparatusand substances.
Noble Values:
Appreciating the
contributions.Being systematic.
Being honest andaccurate recording
and validating data.
Suggested
Measuringtools :rulers of
different
lengths andmeasuring
tape andstring.
measurementukuran
length
panjangwidth lebar
height tinggi
circumference
-lilitanarm span
depagraphic
organizer-penyusun
graphic
calculate hitung
standard unitunit piawai
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3
3
-
-
-
-
2
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
SUGGESTED
ADEQUATE
EXERCISES
NOTES
/VOCABULARY
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d ) the heights of their friends,
e ) the circumference of anypart of their bodies or round
objects.
Record the measurements in agraphic organiser.
record lengths in
metric system - - 1
17 1.2 Understandinghow to calculate
area
Pupils compare objects ofdifferent shapes such as a
square and a rectangle andguess which object has a
bigger area e.g .
a) a square ( 4 cm x 4 cm ),
b) a rectangle ( 8 cm x 2 cm ).
Pupils confirm their guesses byfilling the 4 cm x 4 cm square
and 8 cm x 2 cm rectangle with
1 cm x 1 cm cards and countthe number of 1 cm x 1 cm
cards used.
Pupils
compare a square
and a rectangle and
guess which objecthas a bigger area.
carry out a test to
confirm their guesses.
Science Process
Skills :
Observing
CommunicatingMeasuring and
using numbers
Predicting
Noble Values :
Being honest and
accurate in
recording andvalidating data.
Being systematic.
Use 1 cm X
1cm squarecards.
Teacher
accepts any
idea given bythe pupils.
4 cm x 4 cm
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-
4
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-
1
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILLNOTES VOCABULARY
Pupils discuss to state the state the area = 3 - -
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181.3 Understanding
how to measure thevolume of solid.
relationship between thenumber of 1cm x 1 cm squares
and the length and width of theabove square and rectangle.
Pupils discuss the standard unitfor area in metric system i.e,
square mm,square cm,squarem and square km.
Pupils calculate the area of any
given square and rectangle andin metric system.
Pupils compare 2 different
objects such as a cube and acuboid and guess which object
has a bigger volume. e.g.a) a cube ( 4 cm x 4 cm x
4 cm),b) a cuboid ( 8 cm x 4 cm
x 2 cm ),
length X width
state the standardunit for area in themetric system.
calculate the area
of given shape inmetric system.
Pupils
compare a cube and
a cuboid and guesswhich one has a
bigger volume.
Science Process
Skills:
Observing
CommunicatingMeasuring and
using numbers.
8 cm x 2 cm
Use a cube
and a cuboidwith the same
volume.
volume isipadu
solid pepejal
cuboid
kuboidcube kiub
-
-
-
3
-
4
-
2
-
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILLNOTES
VOCABULARY
ADEQUATE
EXERCISES
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Pupils confirm their guesses byfilling the 4 cm x 4 cm x 4 cm
cube and 8 cm x 4 cm x 2 cmcuboid with 1 cm x 1 cm x 1
cm cubes and count the
number of 1 cm x 1 cm x 1 cmcube used.
Pupils discuss to state the
relationship between thenumber of 1 cm x 1 cm x 1 cm
cubes and the length , width
and height above cube andcuboid.
Pupils discuss the metricsystem of volume of solid in
metric system i.e. cubic mm ,cubic cm , and cubic m.
Pupils calculate the volumes ofany given cubes and cuboids in
metric system.
carry out a test to
confirm their guesses.
state that volume =
length X width X
height.
state thestandard
unit for volume of
solids in the metricsystem.
calculate the
volumes of cubes and
cuboids based on the
measurement taken inmetric system.
4cm x 4cm x
4cm
2cm x 4cm x
8 cm
-
4
-
-
-
-
3
-
1
-
-
2
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILLNOTES
VOCABULARY
ADEQUATE
EXERCISES
19 1.4 Pupils discuss the different Pupils Science Process Give pupils L1 L2 L3
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Understandinghow to
measurevolume of
liquid
ways that can be used tomeasure the volume of a liquid
such as using cup,the cap of abottle ,beaker and measuring
cylinder.
Pupils discuss the standard unit
for volume of liquid in metricsystem i.e. ml,l .
Pupils choose the appropriatetool for measuring the volume
of a liquid.
Pupils discuss the correct
techniques to take readings i.e.a) taking the reading at
the lowest part of themeniscus,
b) eyes must be at thesame level as the
lowest part of the
meniscus.
state the different
ways to measure the
volume of a liquid.
state the standardunit for volume of
liquids in the metricsystem.
choose the
appropriatemeasuring tools to
measure the volumeof a liquid.
.
Skills :
ObservingCommunicating
Measuring and
using numbersInterpreting data
Manipulative
Skills :
Use and handlescience apparatus
and substances.
Clean science
apparatus.
Store scienceapparatus.
Nobles Values :
Being systematic
Thinking rationally
differentvolumes of
water andallow them to
try to measure
volumes usingdifferent tools
e.g.beaker ormeasuring
cylinders ofdifferent
sizes.
Liquid cecair
Beaker
bikarMeasuring
cylinder silinder
penyukatMeniscus-
meniskus
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-
4
4
3
-
-
-
WEEK LEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTESVOCABULARY
ADEQUATE
EXERCISES
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Pupils carry out activities tomeasure the volumes of liquids
using the correct techniques.
Pupils record measurement in
a graphic organiser.
measure the
volume of a liquid
using the correcttechnique.
record the volumemeasured in metric
system.
-
-
-
-
3
3
20 1.5
Understandinghow to
measure mass
Pupils study lever balance and
discuss that it can be used tomeasure mass of various
objects.
Pupils discuss the standard unit
for mass in metric systemi.e.mg,g,and kg.
Pupils state tools for
measuring mass.
state the standard
unit for mass in themetric system
Leverbalance
neraca tuasCompression
balance
neracamampatan
Mass-jisim
3
-
-
3
-
-
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILLS VOCABULARY EXERCISES
Pupils use tools to measure the
masses of various objects suchas books, pencil cases or
school bags.
Pupils record themeasurements in a graphic
organiser.
measure the mass
of an object using thecorrect technique.
record the
measurement using in
metric system.
-
-
5
-
-
5
211.6
Understandinghow to measure
time
Pupils gather information
about different ways tomeasure time.
Pupils discuss and conclude
that a process that repeatsuniformly can be used to
measure time.
Pupils observe the following
processes:a) the swinging of a pendulum,
b) water dripping,c) pulse
Pupils
identify different
ways to measure
time
state that processes
that repeat
uniformly can be
used to measure time
Science Process
Skills :
Observingcommunicating
using space and
time relationshipmeasuring and
using numbers
Manipulative
Skills :
Use and handle
uniformly
repeated-berulang
secara
seragamswing
ayunanpendulum-
bandul
-
-
4
-
-
2
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
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Pupils discuss why the aboveprocesses can be used to
measure time.
Pupils discuss the standard unit
for time in metric system i.e.second ,minute and hour.
Pupils discuss to choose anduse appropriate tools and units
to measure time.
Pupils measure the time taken
to carry out certain activities
using the correct tools andappropriate units.
Pupils record the measurement
in appropriate standard unit ina graphic organiser.
state the
standard unit forthe time in the
metric system.
identify tools
formeasuring time.
measure time
using appropriatetools.
record the time
measured inmetric system.
science apparatusand substance
Noble Values :
Being honest and
accurate inrecording and
validating data
Being cooperative
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4
1
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-
3
-
-
-
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3
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
22 1.7
Realising theimportance of
using standardunits
Pupils are shown a piece of
play dough made earlier byteacher and ask to prepare their
own play dough using thegiven recipe.
Based on the given recipe
pupils discuss what tools to usefor measuring the ingredients
and how to measure.
Pupils make the playdough by
measuring the ingredientsusing the measuring tools and
units that they have choosen.
Pupils feel the texture of the
dough and give reasons for anydifferent in their dough as
compared to the playdoughprepared by the teacher.
Pupils
choose and use
the appropriatetools to measurethe volumes of
liquids andmasses of the
ingredients in a
recipe.
give reasons for
any differences inthe dough
prepared bypupils using the
given recipe.
Science Process
Skills :
Observing
CommunicatingMeasuring and
using numbers
Making inferences
Manipulative
Skills :
Clean Science
apparatusStore Science
apparatus
Noble Values :
Daring to tryBeing confident
and independent
Teacher use thefollowing recipe
to make theplay dough.
400 g flour400 fine salt
150 ml water
100 ml cookingoil
teaspoonfood colouring
Method :
1. Dissolve saltin water.
2. Mix allingredients in a
bowl.3. Knead the
mixture into a
dough.dough adunan
texture teksturaccuracy-
ketepatan
knead- uliingredient-
bahanmixture -
campuran
L1 L2 L3
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-
-
-
1
1
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
Pupils conclude that metricsystem are needed for accuracy
and consistency.
conclude the
need for using
standard unit.
Give thefollowing recipe
to pupils forthem to make
some playdough.
1 bowl of flour
2 cups of finesalt
glass of water cup of
cooking oil
A pinch of foodof colouring.
Teacherprepares a few
cups and bowlsof various
sizes.Let the
pupils choosethe cup and
bowl they are to
- - 1
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
going to use formeasuring the
ingredients.Method :
1. Dissolve saltin water.
2. Mix all
ingredients in abowl.
3. Knead themixture into the
dough.
L1 L2 L3
23 1.1
Understandingthe properties of
materials
Pupils are given various
objects made of wood, plastic,metal, glass or rubber and
group them according to thematerials they are made of.
Pupils test objects made of
wood, plastic, metal, glass or
rubber to find out if they:a) conduct electricity,
b) conduct heat,c) float on water,
d) absorb water,
e) can be stretched,f) allow light to pass through.
Pupils
.
classify objectsinto groups
according to thematerials they are
made of.
. identify
materials thatconduct
electricity.
. identify
materials that
conduct heat.
. identify
materials thatfloat on water
Sciences Proscess
Skills
observingcommunicating
classifyingmaking inferences
Scientific
Attitudes and
Noble Values
Being systematic
being cooperative
Teacher
providesvarious objects
such as woodenruler, metal
spoon, cloth,paper, coin,
piece of leather,
rubber band,glass plate, cork
and marble.
Activities can
be carried outusing station
method.Material
bahanConductor
pengalir
Insulator
5
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-
-
-
2
2
2
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-
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penebatMetal
LogamHeat haba
Float
terapungAbsorb
menyerapStretch - regang
WEEK LEARNING SUGGESTED LEARNING LEARNING SUGGESTED NOTES ADEQUATE
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
24 Pupils record their findings ina graphic organiser.
Discuss what conductor and
insulator are.
. identify
materials that
absorb water.
. identify
materials that canbe stretched.
. identify
materials that
allow light to passthrough.
. state what a
conductor is.
Sciences Proscess
Skills
Oberving
ClassifyingPredicting
Making inferences
Interpreting data
Scientific
Attitudes and
Noble Values
Being systematic
Daring to tryBeing confident
and independent
Graphicorganizer in the
form of a tableis as shown
below:Wood Metal
Conductelectricity
Conductheat
Float on
water
Absorbwater
Can bestretched
Allow lightto passthrough
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-
-
3
2
2
2
-
-
-
-
-
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
25 Based on the graphicorganizer, pupils conclude that
a good heat conductor is also agood electric conductor.
Pupils carry out activities totest different materials such as
glass, wood, rubber, metal and
plastic to find out their abilitiesto allow light to pass through.
Based on the above activities,
pupils classify materials into 3categories i.e.
a) transparent material that
allows most light to passthrough,
b) translucent material thatallows some light to pass
through,
. state what an
insulator is.
. conclude that a
good conductor of
heat is also agood conductor of
electricity.
. classify
materials basedon their abilities
to allow light topass through.
. state what a
transparent
material is.
. state what a
translucent
material
is.
Sciences Proscess
Skills
Observing
ClassifyingPredicting
Making inferences
Making hyphotesis
Scientific
Attitudes and
Noble Values
Being systematic
Daring to tryBeing confident
and independent
Suggestedobjects are:
Glass, book,paper, window
pane, towel,handkerchief,
tissue paper,
transparencysheet, tracing
paper etc.
L1 L2 L3
2
1
2
2
-
-
-
-
-
1
-
-
-
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
26 1.2
Applying theknowledge of
properties ofmaterials in
everyday life.
c) opaque material that doesnot allow any light to pass
through.
Pupils study and discuss the
uses of transparent, translucentand opaque materials.
Pupils observe models or viewvideo to see the structure of a
polystyrene container orthermos flask to understand
how they work.
Pupils discuss and suggest
ways to keep things cold. e.g.keeping cold drinks for picnic.
Pupils discuss and suggest
ways to keep things hot e.g.
keeping hot drinks or food forpicnic.
Pupils discuss to conclude thebest way to keep things hot or
to keep things cool.
. state what an
opaque material
is.
. list uses of
transparent,
translucent and
opaque materials.
Pupils
. suggest ways to
keep things cold.
. suggest ways to
keep things hot.
. design an
effective way tokeep things hot or
to keep thingscold.
Sciences Proscess
Skills
PredictingMaking inferences
Interpreting data
Scientific
Attitudes and
Noble Values
Being diligent and
perseveringThinking rationally
Teacher can
providematerials
needed such assaw dust,
polystyrene,
cardboard boxesof different
sizes, plasticbag, cotton
wool, coconut
husk, cloth,towel, tissue
paper andnewspaper.
Cold sejuk
L1 L2 L3
2
-
-
-
-
-
3
-
-
-
-
-
1
1
1
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
27 1.3
Synthesising theknowledge
about uses ofmaterials based
on their
properties
Pupils study objects and list
the materials that these objectsare made of.
Pupils suggest reasons why the
materials are used to make theobjects.
Pupils discuss that different
materials have differentproperties which are taken into
consideration when choosingmaterials to make an object
e.g. metal and glass are used tomake a pair of glasses.
Pupils design an object for aspecific purpose using the
materials of their choice andjustify why they choose the
materials.
Pupils
. list objects and
the materials thatthey are made of.. give reasons
why particular
materials that
they are mae of.
. state the
materials arechosen to make
an object basedon their
properties.
. design an object
for a specific
purpose and givereasons why
certain materials
are used to makeit.
Sciences Process
Skills
ObservingClassifying
Predicting
Making inferencesInterpreting data
Making hypothesis
Scientific
Attitudes and
Noble Values
Being systematicDaring to try
Being confident
and independentBeing fair and just
Guide pupils to
organizeinformation in a
table such as:
Object Material Properties
A pair ofglasses
Metal Hard, strong
Glass transparent
Teacher guidespupils to design
an object e.g.use a tin lid and
a wooden rulerto make a fryingpan.
L1 L2 L3
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
28 1.4
Knowing theimportance of
reuse, reduceand recycle of
Materials
Pupils observe and classify
objects around them into:
a) objects made of naturalmaterials i.e. wood, soil, metal,
leather, cotton, fur, rubber and
silkb) objects made of man-made
materials e.g. plastic andsynthetic cloth.
Pupils discuss that man-madematerials come from natural
materials.
Pupils conclude that we needto conserve materials because
man-made materials and
natural materials are limitedand may be used up if there is
no effort to conserve them.
Pupils carry out activities
about reusing, reducing andrecycling of materials
throughout the year.
Pupils
. give examples
of naturalmaterials.
. state that man-
made materialscome from
natural materials.
. give reason why
materials need to
be concerved.
. practice reusing,
reducing andrecycling to
concervematerials.
Sciences Process
Skills
ObservingClassifying
Making inferences
CommunicatingDefining
operationally
Scientific
Attitudes and
Noble Values
Being responsible
about the safety ofoneself, others and
the environment
Being thankful toGod
Being flexible andopen-minded
conserve memelihara
natural materialbahan semula
jadiman-made
bahan buatan
reuse gunasemula
recycle kitarsemula
reduce
mengurangkanwood kayu
metal logamcotton kapas
rubber getahsilk sutera
leather - kulit
L1 L2 L3
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
29 1.5
Understanding
that somematerials can
rust
Pupils observe a rusty nail anda nail without rust and tell the
differences.
Pupils observe objects around
the school and classify objects
as:a) rusty
b) non-rusty
Pupils discuss to conclude that
objects made of iron can rust.
Pupils carry out activities to
investigate factors that causerusting i.e. presence of air and
water.
Pupils. differentiate
between a rustyobject and a non-
rusty object.
. identify objects
that can rust.
. conclude that
objects madefrom iron can
rust.. design a fair test
to find out whatfactors cause
rusting bydeciding what to
change, what toobserve and what
to keep the same.
. carry out the test
and record the
observations.
Sciences Proscess
Skills
Oberving
ClassifyingMaking inferences
Making hypothesis
Scientific
Attitudes and
Noble Values
Having critical and
analytical thinkingBeing thankful to
GodBeing flexible and
open-minded
Being honest andaccurate in
recording andvalidating data
rust - karat L1 L2 L3
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
30 1.6
Understandingthat rusting can
be prevented
Pupils observe objects around
the school compound andsuggest different ways to
prevent rusting.
Pupils discuss and conclude
that rusting can be avoided bypreventing iron from coming
into contact with air and waterby coasting iron with paint, oil,
grease or non-rusting
materials.
Pupils discuss the advantagesof preventing rusting.
Pupils
. state the
different ways to
prevent objects
from rusting.. explain how
these ways can
prevent rusting.
. explain why it is
necessary to
prevent rusting
Sciences Process
Skills
Observing
ClassifyingMaking hypothesis
Defining
operationally
Scientific
Attitudes and
Noble Values
Having critical and
analytical thinking
Being confidentand independent
Thinking rationally
grease gris L1 L2 L3
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1
Investigating The Earth and The Universe
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Learning Area : The Solar System
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
30 1.1
Understandingthe Solar
System
Pupils study a model or view
simulation of the Solar System.
Pupils discuss the constituentsof the Solar System.
Pupils simulate to demonstrate
the relative distance of theplanets in the Solar System.
Pupils discuss that all theplanets in the Solar System
move around the Sun.
Pupils
. list the
constituents of the
Solar System.
. list the planets
in the SolarSystem in a
sequence.
. state that planetsmove around the
Sun.
Sciences Process
Skills
Observing
Making inferencesScientific
Attitudes and
Noble Values
Being thankful toGod
Being flexible and
open-minded
Realising thatscience is a meansto understand
nature
The constituents
of the SolarSystem are
Mercury,Venus, Earth,
Mars, Saturn,Neptune,
Uranus, Jupiter,Pluto, natural
satellites,
meteors, comets
and asteroids.Solar System
Sistem Suria
Mercury Utarid
Venus Zuhrah
Earth Bumi
Mars Marikh
Jupiter Musytari
Saturn Zuhal
Uranus Uranus
Neptune Neptun
Pluto -Pluto
L1 L2 L3
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
31 1.2
Understandingthe relative size
and distancebetween the
Earth, the Moon
and the Sun
Pupils compare the size of a
sago, a glass marble and abasket ball to show the relative
size of the Moon, Earth andSun.
Pupils discuss to estimate howmany times the Sun is bigger
than the Earth is bigger thanthe Moon
Pupils gather information toestimate how far the Sun is
from the Earth relative to thedistance of the Moon from the
Earth.
Pupils discuss and conclude
that the distance from the Earthto the Sun is 400 time the
distance from the Earth to theMoon.
Pupils simulate/built model to
show the relative size anddistance of the Sun and theMoon from the Earth.
Pupils
. state the size of
the Sun relative to
the size of the
Earth.
. state the size of
the Earth relative
to the size of theMoon.
. state the relative
distance from the
Earth to the Suncompared to the
relative distancefrom the Earth to
the Moon.
Sciences Process
Skills
ObservingMaking inferences
Using Space-Time
Relationship
Scientific
Attitudes and
Noble Values
Being thankful toGod
Being flexible andopen-minded
Appreciating the
balance of nature
The ratio of
size:
Moon EarthSun
1 : 4 : 400
sago sagu
Support lives menyokong
hidupan
Absence ofwater
ketiadaan airabsence of air
ketiadaanudara
L1 L2 L3
4
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
32 1.3
Appreciatingthe perfect
placement ofthe planet Earth
in the Solar
System
Pupils gather information
about planets in the SolarSystem.
Pupils discuss how the
distance of a planet from the
Sun affects how hot or cold itis.
Pupils discuss to relate how
hot or cold a planet is to its
ability to support life.
Pupils discuss to predict what
will happen if the Earth isplace much nearer or farther
from the Sun.
Pupils discuss other factor that
affect a planets ability tosupport lives e.g. absence of
water and absence of air.
Pupils. state why certain
planets are notconducive for
living things.
. predict what will
happen if the
Earth is placedmuch nearer or
farther from the
Sun.. conclude that
the Earth is theonly planet in the
Solar System that
has living things.
Sciences Process
Skills
ObservingMaking inferences
Using Space-Time
Relationship
Scientific
Attitudes and
Noble Values
Being thankful toGod
Being flexible andopen-minded
Appreciating the
balance of nature
L1 L2 L3
5
1
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1
Investigating Technology
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Learning Area : Technology
WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
33 1.1Understanding
the importanceof technology in
everyday life
Pupils
a) try to memorise a telephonenumber and then try to
memorise another 5 telephonenumbers without writing them
down.b) try to jump as high as
possible and touch the ceiling,
c) try to read the same writing
from different distance.
Pupils discuss the limit of their
abilities.
Pupils view video to see how
technology are used toovercome humans limitations.
Pupils discuss and give other
examples of humanslimitations and ways toovercome them e.g.
Pupils
. state that there
areLimitations to
humans abilities
to do things.
. identify devices
used to overcome
humanslimitations.
. explain how
certain devicesare used to
overcomehumans
Sciences ProcessSkills
Defining
operationallyMaking inferences
Predicting
Scientific
Attitudes andNoble Values
Being thankful to
GodBeing flexible and
open-mindedAppreciating the
contribution ofsciences and
technology
Teacher can use
video thatshows the use
of varioustechnologies
such as:a)
microsurgery,b) hearing aids,
c) metal
detector,
d) night visionmemorise
mengingat
device alat
abilities
keupayaan
limitation had
keupayaan
magnifying glass
kanta pembesar
overcome-
mengatasi
gogglee) x-ray
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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES
a) unable to see the fine detailson an object. This can be
overcome by using magnifyingglass or microscope,
b) unable to speak loud enoughfor someone far away to hear.
This can be overcome by using
microphone, megaphone ortelephone.
c) unable to walk for longdistance. This can be overcome
by riding a bicycle or traveling
by car, train, ship or aeroplane
limitations. . L1 L2 L3
34 .
1.2
Understanding
thedevelopment of
technology
Pupils gather information and
create folio about thedevelopment of technology in
the fields of :
a) communication,b) transportation
c) agriculture,
d) construction
Pupils
. give examples
of development of
technology.
Sciences Process
Skills
Making inferences
Scientific
Attitudes and
Noble Values
Being thankful to
GodBeing flexible and
open-mindedAppreciating thebalance of nature
communication
komunkasitransportation
-pengangkutanagriculture
pertanianconstructionpembinaan
innovate mencipta
betterment kebaikan
mankind manusiasejagat
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
E.g. in communication the
development of technologyfrom smoke signal to drum,
telephone, walkie-talkie, cell
phone and teleconferencing.
Pupils give reasons on theneeds to innovate or invent
devices for the betterment ofmankind.
. recognize the
needs to innovate
or invent devicesfor the betterment
of mankind
L1 L2 L3
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1.3
Synthesising
how technologycan be used to
solve problems
Pupils discuss and list theproblems that they encounter
in everyday life.
Pupils carry out brainstorming
session on how to solve the
problems identified.
Pupils design and makedevices to solve the problems
identified.
Pupils
. identify
problems theyencounter in their
daily life.
. generate ideas to
solve the problemidentified.
. design a device
to solve theproblem
identified.
Problemsuggested may
be simple suchas:
a) losing pencilor pen from
time to time,b) dust flying
around while
cleaning theblackboard.
Encounter -hadapi
4
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WEEKLEARNING
OBJECTIVES
SUGGESTED LEARNING
ACTIVITIES
LEARNING
OUTCOMES
SUGGESTED
SCIENTIFIC SKILL
NOTES
VOCABULARY
ADEQUATE
EXERCISES
Pupils present their
innovations to the class. . demonstrate
how the device
invented can be
used to solve theproblemidentified.
Teacher advises
pupils to designdevices that are
easy to make.
Encourage
pupils to userecycled
materials whenmaking devices
L1 L2 L3
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35 1.4Analysing that
technology canbenefit mankind
if used wisely
Pupils discuss and list theadvantages and disadvantages
of technology to mankind.
Pupils hold debates on topicsrelated to technology.
Pupils make a conclusion from
the debate that technology canbenefit mankind if used wisely.
Pupils
. state that
technology hasadvantages and
disadvantages.
. conclude that
technology canbenefit mankind
if used wisely.
Sciences Process
Skills
Making inferences
Scientific
Attitudes and
Noble Values
Being thankful to
GodBeing flexible and
open-mindedAppreciating the
balance of nature
Suggestedtopics for
debate:
a) Technologycan be harmfulto mankind.
b) Technologyimproves
quality of live.
benefit manfaat
wisely secarabijaksana
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