THEME: A. Investig ting Living T!ings Le "ning A"e : 1. Living t!ings !

ve # si$ nee%s Weeks/ Dates Learning Objectives Pupils s ould learn ! "#"# $nderstanding t at umans ave basic needs Pupils Learning Outcomes

YEARLY SCHEME OF WORK SCIENCE YEAR FOUR 2013

Suggested Learning Activities Pupils vie' video t at s o's various footage related to t e basic need of uman i#e#! A c ild/family taking drinks and a balanced diet( )ovement of t e c est of a sleeping baby( Different types of ouses *ased on t e video pupils discuss t e basic needs of umans i#e# food( 'ater( air and s elter Pupils discuss t at ! a+ umans need to eat/drink to elp t em gro' and to stay ealt y b+ umans need to protect t emselves from danger( sun and rain Pupils discuss and e,plain ' at 'ill appen to umans if t ere is no food( 'ater( air and s elter Pupils keep pets suc as c icks or amsters Pupils observe and record ' at t ey do to keep t eir pet alive and ealt y Pupils discuss ' y amsters or

Scientific Skills Observing -ommunicating )aking inferences Predicting

Notes/ vocabulary *asic need *reat *reat e *ungalo' .lat /ut Long ouse )ovement 0errace ouse S elter *alanced diet

1 01.01.2013 03.01.2013

%dentify t e basic needs of umans

&ive reasons ' y umans need food( 'ater( air and s elter

2 06.01.2013 10.01.2013

Pupils s ould learn ! a# $nderstanding t at animals ave basic needs

Pupils %dentify t e basic needs of animals

Observing -ommunicating )aking inferences /andle specimens correctly and carefully#

/oles -age -ontainer 1eference Air tig t

3 13.01.2013 17.01.2013

&ive reasons ' y animals need food( 'ater( air and s elter

c icks are kept in cage and not in an airtig t( covered container *ased on t eir record pupils discuss t e basic needs of animals

Describe types of s elters for animals

Pupils discuss t at ! a+ Animals need to eat/drinks o elp t em gro' and to stay ealt y b+ Animals need elp air to breat e c+ Animals need to protect t emselves from danger( sun and rain Pupils study pictures or video and describe different types of s elters for animals suc as nest( caves and oles# Pupils carry out activities so s o' t e basic needs of plants by comparing similar balsam plants kept in different conditions ! a+ " 'atered( " 'it out 'ater b+ " kept outdoor( " kept in a tig t plastic bag c+ " kept outdoor and " kept in a dark cupboard Pupils observe and record t eir daily observations# *ased on t eir records pupils discuss to conclude t at t e basic needs of plants are 'ater( air and sunlig t#

4 20.01.2013 24.01.2013
CUTI KEPUTERAAN SULTAN KEDAH (20.01.2013) CUTI MAULIDUR RASUL (24.01.2013)

Pupils s ould learn ! b# $nderstanding t at plants ave basic needs

Pupils %dentify t e basic needs of plants

Observing -ommunicating )aking inferences )aking ypot eses -ontrolling variables 2,perimenting %nterpreting data /andle specimens correctly and carefully

-ondition Similar Watered Sunlig t

Le "ning A"e 2 : Living t!ings &n%e"g' (i)e *"'$esses Pupils s ould learn ! Pupils ! 5 %dentify t at uman breat e 27.01.2013 3#" Analysing life processes t at umans undergo 31.01.2013 Describe ' at in ale is

Pupils use t eir ands to feel t e movement of t eir c est as t ey breat e# Pupils discuss to conclude t at t e movement of t e c est is due to breat ing# Pupils discuss t at ' en t ey in ale t ey take in air

Observing -ommunicating )aking inferences Defining operationally Observing Dra' specimens and apparatus

2, ale .aeces %n ale 1ate $ndergo

Describe ' at e, ale is

Differentiate t e air t at 'e in ale and e, ale

Pupils discuss t at ' en t ey e, ale t ey give out air

State t at umans use lung to breat e# %dentify t e passage of air during breat e

Pupils gat er information and discuss t at ! a+ %n ale air as more o,ygen t an e, aled air b+ 2, aled air as more carbon dio,ide t an in aled air Pupils observe model or vie' video of uman body to see t at t e lung is a breat ing organ for uman and to identify t e passage of air movement ' en uman breat es# Pupils carry out activity to count t e number of c est movements in a minute ' en t ey are breat ing and record t eir findings Pupils compare t eir group findings and conclude t at not everyone as t e same rate of breat ing#

-onclude t at not all individuals ave t e same rate of breat ing

6 03.02.2013 07.02.2013

Pupils s ould learn ! 3#" Analysing life processes uman undergo

Pupils4 State t at umans e,crete and defecate State t e products of uman e,cretion State t e products of uman defecate &ives reasons ' y umans need to e,crete and defecate

Pupils discuss to conclude t at umans e,crete and defecate Pupils discuss t at ' en umans ! a+ 2,crete t ey produce urine( s'eat( and 'ater b+ Defecate t ey produces faeces Pupils discuss t at umans e,crete and defecate to get rid of 'aste materials from t eir bodies# Pupils discuss to infer t e effect on ealt if umans do not e,crete or defecate# Pupils vie' video or carry out activities to s o' o' umans respond to stimuli# e#g# ' en touc ing a glass of ot 'ater# Pupils discuss to infer t at umans respond to stimuli to protect emselves from danger or for survival# Pupils dra' family trees of t eir families for t ree generations# Pupils compare eac ot er5s diagram and conclude t at umans produce offspring from one generation to anot er Pupils discuss ' at 'ill appen if uman do not reproduce# Pupils discuss to identify bad abits in umans( e#g# smoking( drinking alco ol( and taking drugs# Pupils look at pictures or video of a smoker5s and non6smoker5s lungs

Observing -ommunicating )aking inferences

2,cretion Defecate S'eat $rine Waste products

7 10.02.2013 14.02.2013
CUTI TAHUN BARU CINA (10-12.02.2013)

Pupils s ould learn ! 3#" Analysing life processes uman undergo

State t at umans respond to stimuli

Observing -ommunicating )aking inferences

Stimuli 1eaction

&ives reasons ' y umans respond to stimuli

8 17.02.2013 21.02.2013

Pupils s ould learn ! 3#" Analysing life processes uman undergo

State t at umans reproduce

Observing -ommunicating )aking inferences Predicting

Offspring 1eproduce Survival

Predict ' at 'ill appen if umans do not reproduce

9 24.02.2013 28.02.2013

Pupils s ould learn ! 3#3 *eing a'are t at certain be aviour can disturb life processes#

Pupils ! &ives e,amples of abits t at bring arm to uman life processes

Observing -ommunicating

Smoker Affect Drunken Delay -ause Drug

State t e effects of smoking on lungs

and discuss t e effects of smoking on lungs Pupils 'atc demonstration by teac er to observe t e armful substances produced ' en a cigarette is being burned# Pupils listen to a talk on smoking and ealt given by a ealt officer# Pupils dra' posters about t e effects of smoking on ealt # Pupils vie' video to see t e effects of drugs and alco ol on umans in terms of t e effects of delaying a person5s response to stimuli( e#g# a+ Ability to 'alk in straig t line b+ Delayed reaction of a drunken driver or a driver ig on drug can cause accident# Pupils carry out activities to discourage smoking( drugs taking( and alco ol drinking among t eir peers# Pupils observe animals in science garden to conclude t at animals defecate and e,crete Pupils discuss t at animals e,crete and defecate to get rid of 'aste products from t eir bodies# Pupils discuss to infer t e effect on ealt if animals do not e,crete or defecate# Pupils look at models or live

Alco ol Peers

2,plain t at taking drugs and alco ol can delay a person5s response to stimuli

Participate in a campaign to discourage smoking( drugs taking( and alco ol drinking among t eir peers#

10 03.03.2013 07.03.2013

Pupils s ould learn ! 3#7 Analysing t e life processes t at animals undergo

Pupils ! State t at animal e,crete State t at animal defecate &ives reasons ' y animals need to e,crete and defecate

Observing -ommunicating )aking inferences

&rass opper Occur defecate e,crete specimens breat e

State t at animals breat e

State t at breat ing organ for different types of animals may be different

specimens to see t e breat ing structures of ! a+ *ird b+ .is c+ &rass opper d+ -rab e+ .rog f+ )onkey *ased on t e vie'ing of video/ models/ live specimens pupils conclude t at breat ing organs for animals may be different# Pupils vie' video s o'ing animals giving birt and c icks atc ing from eggs Pupils discuss to conclude t at animals reproduce

11 10.03.2013 14.03.2013

Pupils s ould learn ! 3#7 Analysing t e life processes t at animals undergo

State t at animals reproduce

Observing -ommunicating -lassifying

1eproduce &ive birt /atc Lay eggs

State t at some animals give birt and some lay eggs -lassify animals according to t e 'ay t ey reproduce

Pupils discuss to conclude t at some animals give birt and some lay eggs Pupils discuss to classify animals into t ose t at lay eggs and t ose t at give birt to t eir young# Pupils observe animals suc as butterfly( frog( amster or c icken from birt /eggs to adult# Pupils record t e c ange animals may ave different life cycles s in si8e/form at t e different stages of t e life cycles *ased on t eir observations and records pupils discuss to conclude t at animals may ave different life cycles# Pupils make a scrap book on real

12 17.03.2013 21.03.2013

Pupils s ould learn ! 3#7 Analysing t e life processes t at animals undergo

Describe t e life cycles of different animals

Observing -ommunicating Dra' specimens and apparatus

Life cycle Stage

-onclude t at animals may ave different life cycles

animals as imaginary pet( e#g# tiger( ' ale( li8ard( pangolin( bat 'orm( snake etc# pupils may 'rite( dra' or paste pictures on t eir scrap book to tell about t eir pets( e#g# a+ W at pupils ave to do to keep t eir pets alive and ealt y b+ Suitable ome for t eir pets c+ .oods for t eir pets d+ /o' t eir pets protect t emselves from enemies e+ /o' t eir pets take care of t eir young

13 24.03.2013 31.03.2013 14 01.04.2013 04.04.2013

CUTI +ERTEN,AHAN +EN,,AL 1

Pupils s ould learn ! 3#9 $nderstanding t e life processes t at plants undergo

Pupils ! State t at plants responds to stimuli %dentify t e part of plant t at responds to t e 'ater %dentify t e part of plant t at responds to t e gravity %dentify t e part of plant t at responds to t e sunlig t

Pupils carry out activities to study o' plants responds to stimuli( e#g# 'ater( sunlig t( touc and gravity Pupils observe and record t eir findings# *ased on t e above activities pupils discuss to identify t e parts of plants t at respond to stimuli a+ 1oots respond to t e 'ater and gravity b+ S oots respond to sunlig t certain leaflets respond to touc Pupils observe ! a+ *egonia plants / bryop yllum t at ave young plants gro'ing from t e leaves *anana trees t at ave young plants gro'ing around t e

Observing -ommunicating )aking inferences /andle specimens correctly and carefully#

Water lettuce *ryop yllum 2,tinct S oot Leaflets :oung plant Parent plant

15 07.04.2013 11.04.2013

Pupils s ould learn ! 3#9 $nderstanding t e life processes t at plants undergo

%dentify t e part of plant t at responds to t e touc Pupils4 State t at plants reproduce

Observing -ommunicating Predicting /andle specimens

b+

Spores Suckers Stem cutting $nderground stem 0apioca plant )us room .ern

c+

parents plants Water lettuce t at ave young plants attac ed to parent plants

correctly and carefully#

Pupils carry out discussion based on t eir observations t at plants reproduce 2,plain ' y plants need to reproduce

;arious -orn Dispersal Splitting Love grass 2nsure 1elations ip .lame of t e forest S orea

Predict ' at 'ill appen to t e 'orld if plants do not reproduce

Pupils 'atc pictures/vie' video and discuss t at plants reproduce to ensure t at survival of t eir species Pupils discuss and predict ' at 'ill appen to t e 'orld if plants do not reproduce( e#g# no food supply for uman and certain animals Pupils study live specimens/vie' video to find out t e various 'ays plants reproduce( i#e# a+ 0 roug seeds e#g# balsam( corn and durian b+ 0 roug spores e#g# fern c+ 0 roug suckers e#g# banana and pineapple d+ 0 roug stems e#g# ibiscus( rose and tapioca e+ 0 roug leaves e#g# begonia plants and bryop yllum f+ 0 roug underground stem e#g# potato( onion( ginger and lily# Pupils touc animals suc as garden snails or millipedes and observe o' t ey react to danger Pupils describe ' at t ey observe Observing -ommunicating )aking inferences -url up )illipede -entipede *e aviour /urt

2,plain t e various 'ays plants reproduce

Le "ning A"e : 3. Ani- (s n% *( nts *"'te$t t!e-se(ves Pupils s ould learn ! Pupils4 16

14.04.2013 18.04.2013

7#" $nderstanding t at animals ave specific c aracteristic and

%dentify special c aracteristic of animals t at protect t em from danger#

be aviour to protect t emselves from danger#

%dentify special be aviour of animals t at protect t em from danger# Describe o' t e special c aracteristic and be aviour of animals elp to protect t em from danger#

and give reasons for t e animal5s be aviour( e#g# millipede curls up to protect itself from danger# Pupils look at live specimen or collect information by looking at pictures or vie'ing video of various animals to identify t e c aracteristics and be aviour of animals t at protect t em from danger( e#g# a+ Pangolins ave ard scales to protect t emselves from enemies b+ *ed bugs ave bad smell to repel enemies c+ - ameleons ave t e ability to c ange skin colour according to t e surrounding d+ Scorpions ave stings to protect t emselves from enemies Pupils discuss and e,plain o' t e c aracteristics and be aviour of t ese animals protect t em from danger# Pupils vie' video of animals t at live in very ot or cold 'eat er# Pupils list t e special c aracteristics and be aviour of animals and describe o' t ese c aracteristics and be aviour elp to protect t em from very ot or cold 'eat er( e#g# a+ 1 inoceros keep t eir bodies cool by 'allo'ing in mud oles b+ Polar bears ave t ick fur to enable t em to live in very cold

Pangolin Scale *ed bug - ameleon Sting

17 21.04.2013 25.04.2013

Pupils s ould learn ! 7#3 $nderstanding t at animals ave specific c aracteristic and be aviour to protect t emselves from e,treme 'eat er#

Pupils4 %dentify special c aracteristic and be aviour of animals t at protect t em from very ot or cold 'eat er# Describe o' t e special c aracteristic and be aviour of animals elp to protect t em from very ot or cold 'eat er#

Observing -ommunicating )aking inferences #

1 inoceros 2,treme 'eat er <region 0 ick fur Specific c aracteristic /umps )imosa Late, .ine air %tc iness Wallo'ing

c+

'eat er -amels ave umps on t eir backs to store food and 'ater to enable t em to survive in deserts#

18 28.04.2013 02.05.2013
CUTI HARI PEKER A (01.05.2013)

7#7 $nderstanding t at animals ave specific c aracteristic and be aviour to enable t em to survive#

Pupils4 1ecognise t e need for animals to protect t emselves from enemies and e,treme 'eat er conditions# )ake a model of an imaginary animal t at can survive bot e,treme 'eat er and enemies#

Pupils present t eir findings to t e class# Pupils discuss t at animals need to protect t emselves from enemies and e,treme 'eat ers conditions to enable t em to survive# Pupils design a model of an imaginary animal t at can protect itself from its enemy and e,treme 'eat er conditions# Pupils build t eir models and justify ' y models are built 'it certain c aracteristics# Pupils look at pictures/vie' video of various plants to identify special c aracteristics t at protect t ese plants from t eir enemies# Pupils list t e specifics c aracteristics of plants# Pupils describe o' t ese c aracteristics of plants elp to protect t em from enemies( e#g# a+ b+ c+ d+ )imosas close t eir leaflets ' en touc ed Papaya leaves produce late, to prevent t em from being eaten Pineapples plants ave t orns to protect t emselves *amboos ave very fine airs t at can cause itc iness

Observing -ommunicating )aking inferences #

2,cessive 2,treme Weat er enemies

19 05.05.2013 09.05.2013

Pupils s ould learn ! 7#9 $nderstanding t at plants ave specific c aracteristic to protect t emselves from enemies#

&ive reasons ' y models are built in suc 'ays# Pupils4 %dentify specific c aracteristic of plants t at protect t em from enemies# Describe o' t e specific c aracteristic of plants elp t em from enemies#

Observing -ommunicating

- aracteristics Protect )imosa Late, Prevent .ine airs

10

20 12.05.2013 16.05.2013

Pupils s ould learn ! 7#= $nderstanding t at plants ave specific c aracteristic to protect t emselves from dry region#

Pupils4 &ive e,amples of plants found in very dry region#

Pupils present t eir findings to t e class# Pupils vie' video to identify plants t at can be found in ! a+ Dry region Pupils collect and interpret data to s o' o' specifics c aracteristics of plants elp to protect t em from ! a+ 2,cessive loss of 'ater b+ Strong 'inds Pupils carry out an activity to s o' ' ic plant can survive in dry region( e#g# t e follo'ing plants are kept 'it out 'ater for a 'eek! a+ a potted balsam plant b+ a potted c illy plant c+ a potted cactus plant based on t eir findings pupils make a conclusion ' ic plants can survive in dry region# Pupils vie' video to identify plants t at can be found in ! b+ Area 'it strong 'inds Pupils collect and interpret data to s o' o' specifics c aracteristics of plants elp to protect t em from ! b+ Strong 'inds based on t eir findings pupils make a conclusion ' ic plants can survive in strong 'inds#

Observing -ommunicating )aking inferences

Dry region 2,cessive Survive

%dentify specific c aracteristic of plants t at protect t em from e,cessive loss of 'ater#

Describe o' t e specific c aracteristic of plants elp t em to survive in dry region#

&ive e,amples of plants found in strong 'ind area#

%dentify specific c aracteristic of plants t at protect t em from strong 'inds#

Describe o' t e specific c aracteristic of plants elp t em to survive in strong 'inds#

11

21 19.05.2013 23.05.2013 22 26.05.2013 31.05.2013 23 01.06.2013 08.06.2013

P2P21%>SAAN P2102N&A/N 0A/$N

-$0% P2102N&A/AN 0A/$N

THEME: .. Investig ting F'"$e n% Ene"g/ Le "ning A"e : 1. Me s&"e-ent Pupils s ould learn ! Pupils ! 24

09.06.2013 14.06.2013

"#"#

$nderstanding t e measurement of lengt #

State t e different 'ays to measure lengt #

Pupils discuss t e different 'ays to measure lengt suc as using stra'( arm( span( string( ruler( and measuring tape# Pupils discuss t e standard unit for lengt in metric system( i#e# mm( cm( m and km# Pupils c oose t e appropriate tools and measure in standard units# a+ 0 e lengt of objects suc as eraser( pencil or book# b+ 0 e lengt and eig t of teac er5s table# c+ 0 e lengt and t e 'idt of

Observing -ommunicating )easuring and using numbers Defining operationally $se and andle science apparatus and substances Store science apparatus

State t e standard unit for lengt in t e metric system#

)easurement Lengt Widt /eig t -ircumference Arm span &rap ic organiser -alculate Standard unit

- oose t e appropriate measuring tools to measure lengt #

12

d+ e+

t e classroom# 0 e eig t of t eir friends# 0 e circumference of any part of t eir bodies or round objects#

1ecord lengt in metric system

1ecord t e measurements in a grap ic organiser# Pupils compare objects of different s apes suc as a s?uare and a rectangle and guess ' ic object as a bigger area( e#g# a+ b+ A s?uare B 9cm A 9cm + A rectangle B Ccm A 3cm + Observing -ommunicating )easuring and using numbers Defining operationally $se and andle science apparatus and substances Store science apparatus S?uare 1ectangle Lengt Widt Area )etric system S ape

25 16.06.2013 20.06.2013

Pupils s ould learn ! "#3# $nderstanding o' to calculate area

Pupils ! -ompare a s?uare and a rectangle and guess ' ic object as a bigger area -arry out a test to confirm t eir guesses State t at area @ lengt A 'idt

Pupils confirm t eir guesses by filling t e 9cm A 9cm s?uare and Ccm A 3cm rectangle 'it "cm A "cm cards and count t e number of "cm A "cm cards used# Pupils discuss t e standard unit for area in metric system( i#e# s?uare mm( s?uare cm( s?uare m( and s?uare km# Pupils calculate t e area of any given s?uare and rectangle metric system Pupils compare 3 different objects suc as a cube and a cuboid and guess ' ic object as a bigger volume( e#g a+ A cube B 9cm A 9cm A 9cm + b+ A cuboid B Ccm A 9cm A 3cm+

State t e standard unit for area in t e metric system# -alculate t e area of a given s ape in metric system

26 23.06.2013 27.06.2013

Pupils s ould learn! "#7# understanding o' to measure t e volume of solid

Pupils ! -ompare a cube and a cuboid and guess ' ic object as a bigger volume

Observing -ommunicating )easuring and using numbers Defining operationally

;olume Solid -ube -uboid

-arry out a test to confirm

13

t eir guess State t at volume @ l lengt A 'idt A eig t -alculate t e volumes of cubes and cuboids based on t e measurement taken in metric system#

Pupils confirm t eir guess by filling t e 9cm A 9cm A 9cm cube and Ccm A 9cm A 3cm cuboid 'it "cm A "cm cards and count t e number of "cm A "cm cards used# Pupils discuss t e standard unit for volume of solid in metric system( i#e# cubic mm( cubic cm( and cubic m# Pupils -alculate t e volumes of any given cubes and cuboids in metric system# Pupils discuss t e different 'ays t at can be used to measure t e volume of li?uid suc as using cup( t e cap of a bottle( beaker and measuring cylinder# Pupils discuss t e standard unit for volume of li?uid in t e metric system( i#e# ml and l# Pupils - oose t e appropriate tools for measuring t e volume of a li?uid# Pupils discuss t e correct tec ni?ue to take readings( i#e# a+ 0aking t e reading at t e lo'est part of t e meniscus b+ 2yes must at t e same level as t e lo'est part of t e meniscus Pupils carry out activities to measure t e volumes of li?uids using t e correct tec ni?ues# Pupils record measurement in a

$se and andle science apparatus and substances Store science apparatus

27 30.06.2013 04.07.2013

Pupils s ould learn ! "#9 $nderstanding o' to measure volume of li?uid

Pupils ! State t e different 'ays to measure t e volume of a li?uid# State t e standard unit for volume of li?uid in t e metric system#

Observing -ommunicating )easuring and using numbers $se and andle science apparatus and substances Store science apparatus

Li?uids *eaker )easuring cylinder )eniscus

- oose t e appropriate measuring tools to measure t e volume of a li?uid#

)easure t e volume of a li?uid using t e correct tec ni?ues#

1ecord t e volume measured in metric units#

14

28 07.07.2013 11.07.2013
A!AL RAMADHAN (10.07.2013)

Pupils s ould learn ! "#= $nderstanding o' to measure mass

Pupils ! State tools for measuring mass State t e standard unit for mass in t e metric system

grap ic organiser# Pupils study level balance and discuss t at it can be used to measure mass of various objects# Pupils discuss t e standard unit for mass in t e metric system( i#e# mg( g and kg# Pupils use tools to measure t e masses of various objects suc as books( pencil cases or sc ool bags# Pupils record t e measurement in a grap ic organiser Pupils gat er information about t e different 'ays to measure time# Pupils discuss and conclude t at a process t at repeats uniformly can be used to measure time# Pupils observe t e follo'ing processes ! a+ b+ c+ 0 e s'inging of a pendulum Water dripping Pulse

Observing -ommunicating )easuring and using numbers

Lever balance -ompression balance )ass

)easure t e mass of an object using t e correct tec ni?ues

$se and andle science apparatus and substances Store science apparatus

29 14.07.2013 18.07.2013

Pupils s ould learn ! "#D $nderstanding o' to measure time

1ecord t e measurement using metric system Pupils ! %dentify different 'ays to measure time# State t e processes t at repeat uniformly can be used to measure time# State t e standard unit for time in t e metric system

Observing -ommunicating )easuring and using numbers Defining operationally $se and andle science apparatus and substances Store science apparatus

$niformly repeat S'ing Pendulum Water dripping Pulse rate

%dentify tools for measuring time

)easure time using appropriate tools# State t e standard unit for time in t e metric system %dentify tools for measuring time

Pupils discuss ' y t e above processes can be used to measure time# Pupils discuss t e standard unit for time in metrics system( i#e# second( minute and our# Pupils discuss to c oose and used appropriate tools and units to measure time#

15

)easure time using appropriate tools# 1ecord t e time measured in metric system#

Pupils measure t e time taken to carry out certain activities using t e correct tools and appropriate units# Pupils record t e measurement in appropriate in a grap ic organiser# Pupils are s o'n a piece of play doug made earlier by teac er and ask to prepare t eir o'n play doug using t e given recipe# *ased on t e given recipe pupils discuss ' at tools to use for measuring t e ingredients and o' to measure# Pupils make t e play doug by measuring t e ingredients using t e measuring tools and units t at t ey ave c osen# Pupils feel t e te,ture of t e doug and give reasons for any difference in t eir doug as compared to t e play doug prepared by t e teac er# Pupils conclude t at standard units are needed for accuracy and consistency#

30 21.07.2013 25.07.2013

Pupils s ould learn ! "#E 1ealising t e important of using standard units#

Pupils ! - oose and use t e appropriate tools to measure t e volumes of li?uids and masses of t e ingredient in a recipe#

Observing -ommunicating )aking inferences )easuring and using numbers $se and andle science apparatus and substances -lean science apparatus Store science apparatus

Doug 0e,ture Accuracy >nead %ngredient )i,ture

&ive reasons for any differences in t e doug prepared by pupils using t e given recipe#

-onclude t e need for using standard unit#

THEME: C. Investig ting M te"i (s Le "ning A"e : 1. +"'*e"ties ') - te"i (s Pupils s ould learn ! 31

Pupils ! classify objects into groups according to t e materials t ey are made of# %dentify materials t at conduct

28.07.2013 01.08.2013

"#" understanding t e properties of materials

Pupils are given various objects made of 'ood( plastic( metal( glass( or rubber and group t em according to t e materials t ey are made of# Pupils test objects made of 'ood( plastic( metal( glass( or rubber to find out if t ere !

Observing -ommunicating -lassifying Defining

)aterial -onductor %nsulator )etal /eat .loat Absorb

16

32 04.08.2013 06.08.2013

electricity# %dentify materials t at conduct eat# %dentify materials t at float on 'ater

a+ b+ c+ d+ e+ f+

-onduct electricity# -onduct eat# .loat on 'ater Absorb 'ater -an be stretc ed# Allo' lig t to pass troug

operationally $se and andle science apparatus and substances

Stretc

Pupils record t eir findings in a grap ic organiser# %dentify materials t at absorb 'ater %dentify materials t at can be stretc ed# %dentify materials t at allo' lig t to pass troug State ' at a conductor is State ' at a insulator is -onclude t at a good conductor of eat is also a good conductor of electricity Discuss ' at conductor and insulator are# *ased on t e grap ic organiser( pupils conclude t at a good eat conductor of electricity#

-lean science apparatus Store science apparatus

33 07.08.2013 10.08.2013 34 11.08.2013 17.08.2013 35 18.08.2013 22.08.2013

CUTI +ERTEN,AHAN +EN,,AL KE0UA

Pupils s ould learn !

-lassify materials based on t eir abilities to allo' lig t to pass t roug State ' at a transparent

Pupils carry out activities to test different materials suc as 'ood( plastic( metal( glass( or rubber to find out t eir abilities to allo' lig t to pass t roug

Observing -ommunicating -lassifying

)aterial Allo' 0ransparent

17

materials is State ' at a translucent materials is State ' at a opa?ue materials is

*ased on t e above activities( pupils classify materials into 7 categories( i#e# 0ransparent materials t at allo's most lig t to pass t roug # 0ranslucent materials t at allo' some lig t to pass t roug # Opa?ue materials t at does not allo' any lig t to pass t roug Pupils study and discuss t e uses of transparent( translucent and opa?ue materials# Pupils observe models or vie' video to see t e structure of a polystyrene container or t ermos flask to understand o' t ey 'ork# Pupils discuss and suggest 'ays to keep t ings cool( e#g# keeping cool drinks for picnic# Pupils discuss and suggest 'ays to keep t ings ot( e#g# keeping ot drinks for picnic# Pupils carry out activities to test t eir suggestion# Pupils discuss to conclude t e best 'ay to keep t ings ot or to keep t ings cool

Defining operationally $se and andle science apparatus and substances -lean science apparatus Store science apparatus Observing -ommunicating )aking inferences $se and andle science apparatus and substances -lean science apparatus Store science apparatus

0ranslucent Opa?ue

List uses of transparent( translucent and opa?ue materials#

36 01.09.2013 05.09.2013

Pupils s ould learn ! "#3 Applying t e kno'ledge of properties of materials in everyday life#

Pupils ! Suggest 'ay to keep t ings cool Suggest 'ay to keep t ings ot

>eep -old /ot

Design an effective 'ay to keep t ings ot or to keep t ings cool

37 08.09.2013 12.09.2013

Pupils s ould learn ! "#7 Synt esising t e kno'ledge about uses of materials based on t eir properties#

Pupils ! List objects and materials t at t ey are made of# &ive reasons ' y particular materials are used to make an object#

Pupils study objects List objects and materials t at t ey are made of# Pupils suggest reasons ' y particular materials are used to make an object# Pupils discuss t at different materials ave different properties ' ic are taken into consideration ' en c oosing materials to

Observing -ommunicating )aking inferences

Properties )aterials )etal &lass

18

State t at materials are c osen to make an object based on t eir properties#

make an object e#g# metal and glass are use to make a pair of glasses# Pupils Design an object for a specific purpose using t e materials of t eir c oice and justify ' y t ey c oose t e materials#

38 15.09.2013 19.09.2013
HARI MALA"SIA (16.09.2013)

Pupils s ould learn ! "#9 >no'ing t e importance of reuse( reduce( and recycle of

Design an object for a specific purpose and give reasons ' y certain materials are used to make it# Pupils ! &ive e,amples of natural materials# &ive e,amples of man6made materials# State t at man6made materials come from natural materials# &ive reasons ' y materials need to be conserved# Practise reusing( reducing and recycling to conserve materials

Pupils observe and classify objects around t em into ! Objects made of natural materials( i#e# 'ood( soil( metal( leat er( cotton( fur( rubber and silk# Objects made of man6made materials( i#e# plastic and synt etic clot # Pupils discuss t at man6made materials come from natural materials# Pupils conclude t at 'e need to conserve materials because man6made materials and natural materials are limited and may be used up is t ere is no effort to conserve t em# Pupils carry out activities about ( reducing and recycling of materials t roug out t e year# Pupils observe a rusty nail and a nail 'it out rust and tell t e different# Pupils observe object around t e sc ool and classify objects as ! a+ 1usty b+ Non6rusty Pupils discuss to conclude t at objects made of iron can rust# Pupils carry out activities to investigate t e factors t at cause rusting( i#e# presence of

Observing -ommunicating )aking inferences

-onserve Natural materials )an6made 1euse 1ecycle 1educe Wood )etal -otton 1ubber Silk Leat er

39 22.09.2013 26.09.2013

Pupils s ould learn ! "#= $nderstanding t at some materials can rust#

Pupils ! Differentiate bet'een a rusty objects object and non6rusty objects#

Observing -ommunicating -lassifying )aking inferences )aking ypot eses -ontrolling variables 2,perimenting

1usty Non6rusty %ron

-onclude t at objects made of iron can rust# Design a fair test to find out ' at factors t at cause rusting by deciding ' at to c ange( ' at to

19

40 29.09.2013 03.10.2013

Pupils s ould learn ! "#D $nderstanding t at rusting can be prevent

observe( and ' at to keep t e same# Pupils ! State t e different 'ays to prevent objects from rusting# 2,plain o' t ese 'ays can prevent rusting# 2,plain ' y it is necessary to prevent rusting#

air and 'ater# Pupils observe objects around t e sc ool compound and suggest different 'ays to prevent rusting# 2,plain o' t ese can 'ays prevent rusting iron from coming into contact 'it air and 'ater by coating iron 'it paint( oil( grease or non6rusting materials# Pupils discuss t e advantages of preventing rusting# Observing -ommunicating )aking inferences &rease Paint Oil Advantage preventing

THEME: 0. Investig ting T!e E "t! n% T!e Unive"se Le "ning A"e : 1. T!e S'( " S/stePupils s ould learn ! Pupils ! 41

06.10.2013 10.10.2013

Pupils study a models or vie' simulation of t e Solar System# Pupils discuss t e constituents of t e Solar System# Pupils simulate to demonstrate t e relative distance of t e planets in t e Solar System# Pupils discuss t at all t e planets in t e Solar System move around t e Sun#

Observing -ommunicating

"#" $nderstanding t e Solar System#

List t e constituents of t e Solar System# List t e planets in t e Solar System in a se?uence# State t at planets move around t e sun#

Solar System )ercury ;enus 2art )ars Fupiter Saturn $ranus Neptune Pluto

42 13.10.2013 17.10.2013 43 20.10.2013 24.10.2013

CUTI HARI RAYA HA1I Pupils s ould learn ! "#3 $nderstanding t e relative si8e and distance bet'een t e 2art ( t e )oon and t e Sun Pupils ! State t e si8e of t e Sun relative to t e si8e of t e 2art # Pupils compare t e si8e of a sago( a glass marble( and a basket ball to s o' t e relative si8e of t e 2art ( t e )oon and t e Sun# Pupils discuss to estimate o' many times t e Sun is bigger t an t e 2art and o' many times t e 2art is bigger t an t e )oon# Pupils gat er information to estimate o' far Observing -ommunicating Sago Support lives Absence of 'ater absence of air

State t e si8e of t e 2art relative to t e si8e of t e )oon#

20

t e Sun is from t e 2art relative to t e distance of t e )oon from t e 2art # State t e relative distance from t e 2art to t e Sun compare to t e relative distance to t e distance from t e 2art to t e )oon# Pupils discuss and conclude t at t e distance from t e 2art to t e Sun is 9GG time t e distance from t e 2art to t e )oon# Pupils stimulate/build models to s o' relative si8e and distance of t e Sun and t e )oon from t e 2art #

44 27.10.2013 31.10.2013

Pupils s ould learn ! "#7 Appreciating t e perfect placement of t e planet 2art in t e Solar System#

Pupils ! State ' y certain planets are not conducive for living t ings#

Pupils gat er information about t e planets about planets in t e Solar System# Pupils discuss o' t e distance of a planet from t e Sun affects o' ot or cool it is# Pupils discuss to relate ot or cold a planet is to its ability to support life# Pupils discuss to predict ' at 'ill appen if t e 2art is place muc nearer or fart er from t e Sun# Pupils discuss ot er factors t at affect ot er planet5s ability to support live e#g# absence of 'ater and absence of air#

Observing -ommunicating Predicting

Living t ings 2art Sun Solar System

Predict ' at 'ill appen if t e 2art is place muc nearer or fart er from t e Sun#

-onclude t at t e 2art is t e only planet in t e Solar System t at as living t ings#

THEME: E. Investig ting Te$!n'('g/ Le "ning A"e : 1. Te$!n'('g/ Pupils s ould learn ! 45

Pupils ! State t at t ere are limitations to uman5s abilities to do t ings#

Pupils test t eir abilities( e#g# a+ 0ry to memories a telep one number and t en try to memories anot er = telep one numbers 'it out 'riting t em do'n# 0ry to jump as ig as possible and touc t e ceiling 0ry to read t e same 'riting from different distance#

Observing -ommunicating )aking inferences

03.11.2013 07.11.2013

"#" $nderstanding t e importance of tec nology of everyday life

b+ c+

)emories Device Abilities Limitation )agnifying glass Overcome

21

Pupils discuss t e limits of t eir abilities# Pupils vie' video to see o' tec nologies are used to overcome uman5s limitation# Pupils discuss and give ot er e,amples of uman5s limitation and 'ays to overcome t em( e#g# a+ $nable to see t e fine details on an object# 0 is can be overcome by using magnifying glass or microscope b+ $nable to speak loud enoug for someone far a'ay to ear# 0 is can be overcome by using microp one( megap one or telep one# c+ $nable to 'alk for long distance# 0 is can be overcome by riding a bicycle or travelling by car( train( s ip or aeroplane# Pupils gat er information and create folio about t e development of tec nology in t e fields of ! a+ -ommunication b+ 0ransportation c+ Agriculture d+ -onstruction 2#g# in communication t e development of tec nology from smoke signal to drum( telep one( 'alkie6talkie( cell p one( and teleconferencing# Pupils give reasons on t e need to innovate or invent devices for t e betterment of mankind# Pupils discuss and list t e problems t at t ey encounter in t eir daily life Pupils carry out brainstorming session on o' to solve t e problems identified#

%dentify device used to overcome uman5s limitations#

2,plain o' certain devices are used to overcome uman5s limitation#

Pupils s ould learn ! "#3 $nderstanding t e development of tec nology

Pupils ! &ive e,amples of development of tec nology#

Observing -ommunicating )aking inferences

-ommunicati on 0ransportat ion Agriculture -onstruction %nnovate %nvent *etterment )ankind

46 10.11.2013 14.11.2013

Pupils s ould learn ! "#7 Synt esising o' tec nology can be used to solve problems

1ecognise t e needs to innovate or invent devices for t e betterment of mankind# Pupils ! %dentify problems t ey encounter in t eir daily life &enerate ideas to solve t e problems identified#

Observing -ommunicating

2ncounter Solve Device

22

Design a device to solve t e problems identified#

Pupils design and make device to solve t e problems identified# Pupils present t eir innovation to t e class#

%nvented

Pupils s ould learn ! "#9 Analysing t at tec nology can benefit mankind if used 'isely

Demonstrate o' t e device invented can be used to solve t e problems identified# Pupils ! State t at tec nology as advantages and disadvantages#

Pupils discuss and list t e advantage and disadvantages of tec nology to mankind# Pupils old debates on topics related to tec nology# Pupils make a conclusion from t e debate t at tec nology can benefit mankind if used 'isely#

Observing -ommunicating

Advantages Disadvantag es *enefit Wisely

-onclude t at tec nology can benefit mankind if used 'isely#

CUTI AKHIR TAHUN

23