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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum For Secondary Schools

Curriculum Specifications

SCIENCEYear Four

Curriculum Development CentreMinistry of Education Malaysia

2005

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Copyright 2005 Curriculum Development CentreMinistry of Education MalaysiaKompleks Kerajaan Parcel E

62604 Putrajaya

First published 2005

Copyright reserved. Except for use in a review, the reproduction or utilisation of this work in any form or by any electronic, mechanical, or othermeans, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director ofthe Curriculum Development Centre, Ministry of Education Malaysia.

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Page

The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 1

Scientific Skills 2

Thinking Skills 3

Scientific Attitudes and Noble Values 9Teaching and Learning Strategies 10

Content Organisation 12

Investigating Living ThingsLearning Area: Living things have basic needs 13

Living things undergo life processes 16

Animals and plants protect themselves 25

Investigating The Earth and The UniverseLearning Area: The Solar System 30

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Investigating Materials

Learning Area: Properties of materials 32

Investigating The Force abd EnergyLearning Area: Measurement 39

Investigating Technology

Learning Area: Technology 47

Acknowledgements 51

Panel of Writers 52

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v

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life;

creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and

diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;

The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:

BELIEF IN GOD

LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY

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vii

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious

based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who areknowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high

level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the

nation at large.

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ix

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,science education in Malaysia nurtures

a Science and Technology Culture by focusing

on the development of individuals who are competitive,dynamic, robust and resilient and able

to master scientific knowledge and technological competency.

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INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potentialof individuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally and

physically balanced and harmonious. The primary andsecondary school science curriculum is developed with theaim of producing such individuals.

The Level Two Primary School Science curriculum isdesigned to stimulate pupils curiosity and develop theirinterest as well to enable pupils to learn more aboutthemselves and the world around them through pupil-centeredactivities.

The curriculum is articulated in two documents: thesyllabus and the curriculum specifications. The syllabuspresents the aims, objectives and the outline of the curriculumcontent for a period of 3 years for Level Two Primary SchoolScience. The curriculum specifications provides the details ofthe curriculum, which includes the aims and objectives of thecurriculum, brief descriptions on thinking skills and thinkingstrategies, scientific skills, scientific attitudes and noble values,

teaching and learning strategies, and curriculum content. Thecurriculum content covers the learning objectives, suggestedlearning activities, learning outcomes, notes and vocabulary.

AIMS

The aim of the primary school science curriculum is to developpupils interest and creativity through everyday experiencesand investigations that promote the acquisition of scientific andthinking skills as well as the inculcation of scientific attitudes

and values.

OBJECTIVES

The Level Two Primary School Science Curriculum aims to:1. Stimulate pupils curiosity and develop their interest about

the world around them.

2. Provide pupils with opportunities to develop scienceprocess skills and thinking skills.

3. Develop pupils creativity.4. Provide pupils with basic science knowledge and concepts.5. To provide learning opportunities for pupils to apply

knowledge and skills in a creative, critical and analyticalmanner for problem solving and decision-making.

6. Inculcate scientific attitudes and positive values.7. Foster the appreciation on the contributions of science and

technology towards national development and well-beingof mankind.

8. Be aware of the need to love and care for the environment.

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SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiryand problem solving processes, scientific and thinking skillsare utilised. Scientific skills are important in any scientificinvestigation such as conducting experiments and carrying outprojects.

Scientific skills encompass science process skills andmanipulative skills.

Science Process Skills

Science process skills enable pupils to formulate theirquestions and find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing,touch, smell, taste and sight tofind out about objects or events.

Classifying Using observations to groupobjects or events according tosimilarities or differences.

Measuring andUsing Numbers

Making quantitativeobservations by comparing to aconventional or non-conventional standard.

MakingInferences

Using past experiences orpreviously collected data to drawconclusions and explain events.

PredictingMaking a forecast about whatwill happen in the future basedon prior knowledge gainedthrough experiences or collecteddata.

Communicating Using words or graphic symbolssuch as tables, graphs, figuresor models to describe an action,object or event.

Using space-timerelationship

Describing changes inparameter with time. Examplesof parameters are location,direction, shape, size, volume,weight and mass.

Interpreting data Giving rational explanationsabout an object, event or patternderived from collected data.

Definingoperationally

Defining concepts by describingwhat must be done and whatshould be observed.

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Controllingvariables

Naming the fixed variables,manipulated variable andresponding variable in aninvestigation. The manipulatedvariable is changed to observeits relationship with theresponding variable. At thesame time, the fixed variablesare kept constant.

MakingHypotheses

Making a general statementabout the relationship between amanipulated variable and aresponding variable to explainan observation or event. Thestatement can be tested todetermine its validity.

Experimenting(design a fair test)

Planning and conductingactivities to test a hypothesis.These activities includecollecting, analysing andinterpreting data and makingconclusions.

Manipulative Skills

Manipulative skills in scientific investigation are psychomotorskills that enable pupils to:

Use and handle science apparatus and substances.

Handle specimens correctly and carefully.

Draw specimens and apparatus.

Clean science apparatus. Store science apparatus.

THINKING SKILLS

Thinking is a mental process that requires an individual tointegrate knowledge, skills and attitude in an effort tounderstand the environment.

One of the objectives of the national education systemis to enhance the thinking ability of pupils. This objective canbe achieved through a curriculum that emphasises thoughtfullearning. Teaching and learning that emphasises thinking skillsis a foundation for thoughtful learning.

Thoughtful learning is achieved if pupils are activelyinvolved in the teaching and learning process. Activities should

be organised to provide opportunities for pupils to applythinking skills in conceptualisation, problem solving anddecision-making.

Thinking skills can be categorised into critical andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it.A person who thinks creatively has a high level of imagination,is able to generate original and innovative ideas, and modify

ideas and products.

Thinking strategies are higher order thinking processesthat involve various steps. Each step involves various criticaland creative thinking skills. The ability to formulate thinkingstrategies is the ultimate aim of introducing thinking activitiesin the teaching and learning process.

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Critical Thinking SkillsA brief description of each critical thinking skill is as follows:

Attributing Identifying characteristics,features, qualities andelements of a concept or anobject.

Comparing andContrasting Finding similarities anddifferences based on criteriasuch as characteristics,features, qualities andelements of a concept orevent.

Grouping andClassifying

Separating objects orphenomena into categoriesbased on certain criteria suchas common characteristics orfeatures.

Sequencing Arranging objects andinformation in order based onthe quality or quantity ofcommon characteristics orfeatures such as size, time,shape or number.

Prioritising Arranging objects andinformation in order based ontheir importance or priority.

Analysing Examining information in detailby breaking it down intosmaller parts to find implicitmeanings and relationships.

Detecting Bias Identifying views or opinionsthat have the tendency tosupport or oppose somethingin an unfair or misleading way.

Evaluating Making judgements on thequality or value of somethingbased on valid reasons orevidence.

MakingConclusions

Making a statement about theoutcome of an investigationthat is based on a hypothesis.

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Creative Thinking SkillsA brief description of each creative thinking skill is as follows:

Generating Ideas Producing or giving ideas in adiscussion.

Relating Making connections in acertain situation to determine a

structure or pattern ofrelationship.

MakingInferences

Using past experiences orpreviously collected data todraw conclusions and explainevents.

Predicting Making a forecast about whatwill happen in the future basedon prior knowledge gainedthrough experiences orcollected data.

MakingGeneralisations

Making a general conclusionabout a group based onobservations on, orinformation from, samples ofthe group.

Visualising Recalling or forming mentalimages about a particular idea,concept, situation or vision.

Synthesising Combining separate elementsor parts to form a generalpicture in various forms suchas writing, drawing or artefact.

MakingHypotheses Making general statementsabout the relationship betweenmanipulated variable andresponding variable to explainan observation or event. Thestatements can be tested todetermine their validity.

Making Analogies Understanding an abstract or

complex concepts by relating itto simpler or concreteconcepts with similarcharacteristics.

Inventing Producing something new oradapting something already inexistence to overcomeproblems in a systematic

manner.

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Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-related and common characteristics inorder to construct meaning, concept ormodel.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.

Problem Solving Finding solutions to challenging orunfamiliar situations or unanticipateddifficulties in a systematic manner.

Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skillused in making logical, just and rational judgements.Mastering of critical and creative thinking skills and thinkingstrategies is made simpler if an individual is able to reasonin an inductive and deductive manner. Figure 1 gives ageneral picture of thinking skills and thinking strategies.

Figure 1: TSTS Model in Science

Thinking Skills

Critical

Attributing

Comparing andcontrasting

Grouping andclassifying

Sequencing

Prioritising

Analysing

Detecting bias

EvaluatingMaking

conclusions

Creative

Generating ideas

Relating

Making inferences

Predicting

Makinghypotheses

Synthesising

Makinggeneralisations

VisualisingMaking analogies

Inventing

ThinkingStrategies

Conceptualising

Making decisions Problem solving

Reasoning

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Science ProcessSkills

Thinking Skills

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrastingRelatingAnalysing

Making hypotheses AttributingRelatingComparing and contrastingGenerating ideasMaking hypothesesPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skills andScientific SkillsThis Level II Science curriculum emphasises thoughtfullearning based on thinking skills and scientific skills. Masteryof thinking skills and scientific skills are integrated with the

acquisition of knowledge in the intended learning outcomes.Thus, in teaching and learning, teachers need to emphasisethe mastery of skills together with the acquisition of knowledgeand the inculcation of noble values and scientific attitudes.

The following is an example and explanation of a learningoutcome based on thinking skills and scientific skills.

Example:

Level

Learning Outcome:

Thinking Skills:

Year 4

Differentiate the air that we inhale andthe air that we exhale.

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge on thecomposition of the air that we inhale and exhale is needed. Themastery of the skill of comparing and contrasting is as importantas the acquisition of knowledge on humans and animalbreathing. This would enable pupils to understand that breathingprocess in humans and animals

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Example:

Level

Learning Outcome:

Scientific Skills:

Year 5

Design a fair test to find out whatcause the size of a shadow to changeby deciding what to keep the same,what to change and what to observe.

ExperimentingExplanation:

To achieve the above learning outcome, pupils plan andconduct investigation to test the hypothesis. This investigationshould include collecting, analysing and interpreting data andmaking conclusion.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means toinculcate scientific attitudes and noble values in pupils. Theseattitudes and values encompass the following:

Having an interest and curiosity towards the environment.

Being honest and accurate in recording and validatingdata.

Being diligent and persevering.

Being responsible about the safety of oneself, others, andthe environment.

Realising that science is a means to understand nature.

Appreciating and practising clean and healthy living.

Appreciating the balance of nature. Being respectful and well-mannered.

Appreciating the contribution of science and technology.

Being thankful to God.

Having critical and analytical thinking.

Being flexible and open-minded.

Being kind-hearted and caring.

Being objective. Being systematic.

Being cooperative. Being fair and just.

Dare to try.

Thinking rationally.

Being confident and independent.

The inculcation of scientific attitudes and noble valuesgenerally occurs through the following stages:

Being aware of the importance and the need for scientificattitudes and noble values.

Giving emphasis to these attitudes and values.

Practising and internalising these scientific attitudes andnoble values.

When planning teaching and learning activities, teachers needto give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes and

values. For example, during science practical work, theteacher should remind pupils and ensure that they carry outexperiments in a careful, cooperative and honest manner.

Proper planning is required for effective inculcation of scientificattitudes and noble values during science lessons. Before thefirst lesson related to a learning objective, teachers should

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INVESTIGATING LIVING THINGS

Learning

Objectives

Suggested Learning

Activities

Learning Outcomes Notes Vocabulary

1. Living Things Have Basic Needs

1.1 Understandingthat humanshave basicneeds

Pupils view video thatshows various footagerelated to the basic needs ofhumans 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 ofhumans i.e. food, water,airand shelter.

Pupils discuss that:a) humans need to

eat/drink to help themgrow and to stay healthy,

b) humans need air tobreathe,

c) humans need to protectthemselves from danger,

sun and rain.

Pupils discuss and explainwhat will happen to humansif there is no food, water, airand shelter.

Pupils

identify the basic needs ofhumans.

give reasons whyhumans need food, water,air and shelter.

Teacher guides pupils toconclude that the basicneeds of humans arefood, water, air andshelter.

basic needs- keperluan asasbreath- nafasbreathe- bernafasbungalow-bangloflat- rumah pangsahut pondok

long house rumahpanjangmovement pergerakanterrace house- rumah teresshelter tempat perlindunganbalanced diet makananseimbang

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LearningObjectives

Suggested LearningActivities


1.2 Understanding

that animalshave basicneeds

Pupils keep pets such as

hamsters or chicks.

Pupils observe and recordwhat they do to keep theirpets alive and healthy.

Pupils discuss whyhamsters or chicks are keptin a cage and not in an

airtight, covered container.

Based on their recordspupils discuss the basicneeds of animals.

Pupils discuss that:a) animals need to

eat/drink to help them

grow and to stayhealthy,

b) animals need air tobreathe,

c) animals need to protectthemselves fromdanger, sun and rain.

Pupils study pictures or

video and describe differenttypes of shelters for animalssuch as nests, caves andholes.

Pupils

identify the basic needs ofanimals.

give reasons whyanimals need food, water,air and shelter.

describe types ofshelters for animals.

Remind pupils to handle

animals with care.

Guide pupils to concludethat animals basicneeds are food, water,air and shelter.

holes- lubang

cage - sangkarcontainer- bekasreference rujukanair tight kedap udaraalive- hidupnest- sarang

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LearningObjectives



1.3 Understanding

that plants havebasic needs

Pupils carry out activities to

show the basic needs ofplants by comparing similarbalsam plants kept indifferent conditions:a) 1 watered, 1 without

water,b) 1 kept outdoor, 1 kept in

a tight plastic bag,c) 1 kept outdoor and 1 kept

in a dark cupboard.

Pupils observe and recordtheir daily observations.

Based on their recordspupils discuss to concludethat the basic needs ofplants are water, air and

sunlight.

Pupils

identify the basic needs ofplants.

These activities will take

about two weeks.

condition- keadaan

similar - serupawatered - disiramsunlight - cahaya mataharioutdoor-di luar

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LearningObjectives



2. Living Things Undergo Life Processes

2.1 Analysing lifeprocesses inhumans

Pupils use their hands tofeel the movement of theirchests as they breathe.

Pupils discuss to concludethat the movement of thechest is due to breathing.

Pupils discuss that whenthey inhale they take in airand when they exhale theygive out air.

Pupils gather informationand discuss that:a) inhaled air has more

oxygen than exhaled air,b) exhaled air has morecarbon dioxyde thaninhaled air.

Pupils observe model orview video of human body tosee that the lung is abreathing organ for human

and to identify the passageof air movement whenhuman breathes.

Pupils

explain that humansbreathe.

describe what inhale is.

describe what exhale is.

differentiate the air thatwe inhale and the air thatwe exhale.

state that humans uselungs to breathe.

identify the passage of air

during breathing.

Pupils just need to knowthe main organs

involved in breathing i.e.nose, mouth, wind pipeand lungs.

The rate of breathingmeans the number ofchest movements in aperiod of time.

exhale hembusnafasfaeces- najis/tinjainhale tarik nafasrate kadarundergo menjalaniexcretion perkumuhandefecate nyahtinja

offspring anakchest- dadareaction gerak balasreproduce membiakwindpipe- salur pernafasanlung- peparusweat peluhstimuli rangsangansurvival - kemandirian

urine air kencingwaste product bahanbuangan

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LearningObjectives



Pupils view video or carryout activities to show howhuman responds to stimulie.g. by touching a glass ofhot water.

Pupils discuss to infer thathumans respond to stimulito protect themselves from

danger or for survival.

Pupils draw family trees oftheir families for threegenerations. Pupils compareeach others diagram andconclude that humans

produce offspring from onegeneration to another.

Pupils discuss what willhappen if humans do notreproduce.

state that humansrespond to stimuli.

give reasons why humansrespond to stimuli.

state that humansreproduce.

predict what will happen ifhumans do notreproduce.

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LearningObjectives



2.2 Being aware that

certainbehaviour candisturb lifeprocesses

Pupils discuss to identify

bad habits in humans e.g.smoking, drinking alcohol,taking drugs.

Pupils look at pictures orvideo of a smokers andnon-smokers lungs anddiscuss the effects ofsmoking on lungs.

Pupils watch demonstrationby teacher to observe theharmful substancesproduced when a cigaretteis being burned.

Pupils listen to a talk onsmoking and health given

by a health officer.

Pupils draw posters aboutthe effects of smoking onhealth.

Pupils view video to see theeffects of drugs and alcoholon humans in terms of the

effects of delaying apersons response to stimulie.g.

Pupils

give examples of habitsthat bring harm to humanlife processes.

state the effects ofsmoking on lungs.

explain that taking drugsand alcohol can delay apersons response to

stimuli.

Suggested topics for thetalk:a) Smoking and Health.b) How Smoking Affects

Health.

smoker-perokok

affect memberi kesaneffect kesan/akibatdrunken mabukdelay- melambatkancause- menyebabkandrug- dadahalcohol- minuman keraspeers rakan sebayaharmful merbahaya

substances bahancigarette rokok

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LearningObjectives



a) ability to walk instraight line.

b) delayed reaction of adrunken driver or adriver high on drug cancause accident.

Pupils carry out activities todiscourage smoking, drugs

taking and alcohol drinkingamong their peers.

participate in a campaignto discourage smoking,drugs taking and alcoholdrinking among theirpeers.

2.3 Analysing thelife processes inanimals

Pupils observe animals inscience garden to concludethat animals defecate andexcrete.

Pupils discuss that animalsexcrete and defecate to getrid of waste products fromtheir bodies.

Pupils discuss to infer theeffects on health if animalsdo not excrete and defecate.

Pupils look at models or livespecimens to see thebreathing organs of:

Pupils

state that animalsexcrete.

state that animalsdefecate.

give reasons why animalsneed to excrete anddefecate.

state that animalsbreathe.

The breathing organsinvolved are lungs(monkey and bird),spiracles (grasshopper),books- lung (crab), gills(fish) and moist skin(frog).

give birth beranakgrasshopper- belalanghatch- menetaslay eggs bertelurlife cycle kitarhidup

occur- berlakustage- peringkat

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LearningObjectives



a) bird,b) fish,c) grasshopper,d) crab,e) frog,f) monkey.

Based on the viewing ofvideo/models/live

specimens pupils concludethat breathing organsforanimals may be different.

Pupils view video showinganimals giving birth andchicks hatching from eggs.

Pupils discuss to conclude

that animals reproduce.

Pupils discuss to concludethat some animals give birthand some lay eggs.

Pupils discuss to classifyanimals into those that layeggs and those that give

birth to their young.

identify the breathingorgans for certainanimals.

state that breathingorgans for different types

of animals may bedifferent.

state that animalsreproduce.

state that some animalsgive birth and some layeggs.

classify animalsaccording to the way theyreproduce.

Pupils do not have toknow the name of thesebreathing organs.

Records can be in theform of drawings,measurements ordescriptions etc.

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LearningObjectives



Pupils observe animals suchas butterfly, frog, hamsteror chicken from birth/eggsto adult. Pupils record thechanges in size/form at thedifferent stages of the lifecycles.

Based on their observations

and records pupils discussto state that animals mayhave different life cycles.

Pupils make a scrap bookon real animals asimaginary pets e.g. tiger,whale, lizard, pangolin, bat,worm, snake etc. Pupils may

write, draw or paste pictureson their scrap books to tellabout their pets e.g.a) what pupils have to do to

keep their pets alive andhealthy,

b) suitable home for theirpets,

c) food for their pets,

d) how their pets protectthemselves fromenemies,

describe the life cycles ofdifferent animals.

state that animals may

have different life cycles.

This scrap book project

can be introduced at thebeginning of the topic.Pupils may add theirfindings into their scrapbooks as they learnabout animals.Thisactivity is to help pupilsunderstand the lifeprocesses and the

survival of animals. Italso encourages pupilsto find out more aboutanimals that interestthem.

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LearningObjectives



e) how their pets take careof their young,

f) life processes of theirpets.

2.4 Understandingthe lifeprocesses inplants

Pupils carry out activities tostudy how plants respond tostimuli i.e. water, sunlight,touch and gravity.

Pupils observe and recordtheir findings.

Based on the aboveactivities pupils discuss toidentify the parts of plantsthat respond to stimuli:

a) roots respond to waterand gravity,

b) shoots and leavesrespond to sunlight,

c) certain leaflets respond totouch.

Pupils observe:

a) begonia plants/bryophyllum that haveyoung plants growingfrom the leaves,

Pupils

state that plants respondto stimuli.

identify the part of plantthat responds to water.

identify the part of plantthat responds to gravity.

identify the part of plantthat responds to sunlight.

identify the part of plantthat responds to touch.

state that plantsreproduce.

water lettuce kiambangbryophyllum- setawarextinct- pupusshoot pucuk

young plant anak pokokspores sporasucker sulur/anak pokokstem cutting keratan batangunderground stem batangbawah tanahtapioca plant- pokok ubi kayufern- paku-pakisvarious pelbagai

corn jagung

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LearningObjectives



b) banana trees that haveyoung plants growingaround the parent plants,

c) water lettuce that haveyoung plants attached toparent plants.

Pupils carry out discussionbased on their observations

that plants reproduce.

Pupils watch pictures /viewvideo and discuss thatplants reproduce to ensurethe survival of their species.

Pupils discuss and predictwhat will happen to the

world if plants do notreproduce e.g. no foodsupply for man and certainanimals.

Pupils study live specimens/view video to find out thevarious ways plantsreproduce i.e.

a) through seeds e.g.balsam, corn and durian,

b) through spores e.g. fernc) through suckers e.g.

banana and pineapple,

explain why plants needto reproduce.

predict what will happento the world if plants donot reproduce.

explain various ways

plants reproduce.

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LearningObjectives



d) through stem cutting e.g.hibiscus, rose andtapioca,

e) through leaves e.g.bryophyllum and begonia,

f) through undergroundstem e.g. potato, onion,ginger and lily.

3. Animals and plants protect themselves

3.1 Understandingthat animalshave specificcharacteristicsand behaviour toprotectthemselves from

danger

Pupils touch animals suchas garden snails ormillipedes and observe howthey react to danger.

Pupils describe what theyobserve and give reasons

for the animals behavioure.g. millipede curls up toprotect itself from danger.

Pupils look at live specimenor collect information bylooking at pictures orviewing video of variousanimals to identify the

characteristics andbehaviour of animals thatprotect them from danger.e.g :

Pupils

identify specificcharacteristics of animalsthat protect them fromdanger.

identify specific behaviourof animals that protectthem from danger.

describe how the specificcharacteristics andbehaviour of animals helpto protect them fromdanger.

Remind pupils not tohurt animals and to putthem back to where theywere taken.

curl up- menggulungmillipede- ulat gonggokcentipede-lipanbehaviour perlakuanhurt- cederapangolin- tenggilingscale- sisik

bed bug- pijatchameleon- sesumpahsting sengat

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LearningObjectives



a) pangolins have hardscales to protectthemselves fromenemies,

b) bed bugs have badsmell to repel enemies,

c) chameleons have theability to change skincolour according to the

surrounding,d) scorpions have stings to

protect themselvesfrom enemies.

Pupils discuss and explainhow the characteristics andbehaviour of these animalsprotect them from danger.

Pupils present their findingsto the class.

3.2 Understandingthat animalshave specificcharacteristicsand behaviour to

protectthemselves fromextreme weather

Pupils view video ofanimals that live in very hotor cold weather.

Pupils list the special

characteristics andbehaviour of animals anddescribe how thesecharacteristics andbehaviour help to protectthem from very hot or coldweather e.g.

Pupils

identify specificcharacteristics andbehaviour of animals that

protect them from veryhot or cold weather.

rhinocerous- badak sumbuextereme weather- cuacamelampauthick fur- bulu tebalspecific characteristic ciri

khashumps- bonggolwallowing-berkubangexcessive- berlebihan

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LearningObjectives



a) rhinoceros keep theirbodies cool by wallowingin mud holes,

b) polar bears have thick furto enable them to live invery cold weather,

c) camels have humps ontheir backs to store foodand water to enable

them to survive indeserts.


describe how specificcharacteristics andbehaviour of animals helpto protect them from veryhot or cold weather.

3.3 Understandingthat animalshave specific

characteristicsand behaviour toenable them tosurvive

Pupils discuss that animalsneed to protect themselvesfrom enemies and extreme

weather conditions toenable them to survive.

Pupils design a model of animaginary animal that canprotect itself from its enemyand extreme weatherconditions.

Pupils build their modelsand justify why models arebuilt with certaincharacteristics.

Pupils

recognise the need for

animals to protectthemselves from enemiesand extreme weather.

make a model of animaginary animal that cansurvive both extremeweather and enemies.

give reasons why modelsare built in such ways.

Teacher encouragepupils to use recycledmaterials/objects.

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LearningObjectives



3.4 Understanding

that plants havespecificcharacteristics toprotectthemselves fromenemies

Pupils look at pictures/ view

video of various plants toidentify specialcharacteristics that protectthese plants from theirenemies.

Pupils list the specificcharacteristics of plants.

Pupils describe how thesecharacteristics of plants helpto protect them fromenemies. e.g.

a) papaya leaves producelatex to prevent themfrom being eaten,

b) pineapple plants have

thorns to protectthemselves,

c) bamboos have very finehairs that can causeitchiness.


Pupils

identify the specificcharacteristics of plantsthat protect them fromenemies.

describe how the specificcharacteristics of plantshelp to protect them from

enemies.

mimosa- semalu

latex -susu getahfine hair bulu halusitchiness-kegatalanthorn-durileaflets-dedaun

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LearningObjectives



3.5 Understanding

that plants havespecificcharacteristics toprotectthemselvesfrom dry regionand 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 specificcharacteristics of plants helpto protect them from:

a) excessive loss of water,b) strong winds.

Pupils carry out an activityto show which plant cansurvive in dry region.E.g. the following plants arekept without water for a

week:

a) a potted balsam plant,b) a potted chilly plant,c) a potted cactus plant.

Based on their findingspupils make conclusionwhich plant can survive in

dry region.

Pupils

give examples of plantsfound in very dry region.

identify specificcharacteristics of plantsthat protect them fromexcessive loss of water.

describe how specificcharacteristics of plantshelp them to survive indry region.

give examples of plantsfound in strong wind area.

identify specific

characteristics of plantsthat protect them fromstrong winds.

describe how specificcharacteristics of plantshelp them to survive instrong winds.

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INVESTIGATING THE EARTH AND THE UNIVERSE

Learning

Objectives

Suggested Learning

Activities


1. The Solar System

1.1 Understandingthe SolarSystem

Pupils study a model orview simulation of the SolarSystem.

Pupils discuss theconstituents of the SolarSystem.

Pupils simulate todemonstrate the relativedistance of the planets inthe Solar System.

Pupils discuss that all theplanets in the Solar Systemmove around the Sun.

Pupils

list the constituents of theSolar System.

list the planets in theSolar System in asequence.

state that planets movearound the Sun.

The constituents of theSolar System areMercury, Venus, Earth,Mars, Saturn,Neptune, Uranus.Jupiter, Pluto, naturalsatellites, meteors,

comets and asteroids,

Solar System Sistem SuriaMercury UtaridVenus ZuhrahEarth BumiMars MarikhJupiter MusytariSaturn Zuhal

Uranus UranusNeptune NeptunPluto Plutoconstituent- ahli

1.2 Understandingthe relative sizeand distancebetween theEarth, the Moonand the Sun

Pupils compare the size of asago, a glass marble and abasket ball to show therelative size of the Moon,Earth and Sun.

Pupils discuss to estimatehow many times the Sun isbigger than the Earth and

how many times the Earth isbigger than the Moon.

Pupils gather information toestimate how far the Sun isfrom the Earth relative to thedistance of the Moon fromthe Earth.

Pupils

state the size of the Sunrelative to the size of theEarth.

state the size of the Earthrelative to the size of the

Moon.

state the relativedistance from the Earth tothe Sun compared to therelative distance from theEarth to the Moon.

The ratio of size:

Moon Earth Sun1 : 4 : 400

.

sago sagusupport lives menyokonghidupanabsence of water ketiadaan airabsence of air ketiadaanudara

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LearningObjectives



Pupils discuss and concludethat the distance from theEarth to the Sun is 400 timethe distance from the Earthto the Moon.

Pupils simulate/build modelto show the relative size anddistance of the Sun and the

Moon from the Earth.1.3 Appreciating the

perfectplacement of theplanet Earth inthe SolarSystem

Pupils gather informationabout planets in the SolarSystem.

Pupils discuss how thedistance of a planet from theSun affects how hot or coldit is.

Pupils discuss to relate howhot or cold a planet is to itsability to support life.

Pupils discuss to predictwhat will happen if the Earthis placed much nearer orfarther fom the Sun.

Pupils discuss other factorsthat affect a planets abilityto support lives e.g.absence of water andabsence of air.

Pupils

state why certain planetsare not conducive forliving things.

predict what will happenif the Earth is placedmuch nearer or fartherfrom the Sun.

conclude that the Earthis the only planet in theSolar System that hasliving things.

conducive-sesuaiplacement-kedudukan

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INVESTIGATING MATERIALS

Learning

Objectives

Suggested Learning

Activities


1. Properties of materials

1.1 Understandingthe propertiesof materials

Pupils are given variousobjects made of wood,plastic, metal, glass orrubber and group themaccording to thematerials they are madeof.

Pupils test objects madeof wood, plastic, metal,glass or rubber to findout 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 record theirfindings in a graphicorganiser.

Pupils

classify objects intogroups according tothe materials they aremade of.

identify materials thatconduct electricity.

identify materials thatconduct heat.

identify materials thatfloat on water.

identify materials thatabsorb water.

identify materials thatcan be stretched.

identify materials thatallow light to pass

through.

state what aconductor is.

state what aninsulator is.

Teacher provides various objectssuch as wooden ruler, metalspoon, cloth, paper, coin, piece ofleather, rubber band, glass plate,cork and marble.

Activities can be carried out using

station method.

Graphic organiser in the form of atable is as shown below :

wood metal .ConductelectricityConductheatFloat onwaterAbsorbwaterCan bestretchedAllowlight topassthrough

material bahanconductor pengalirinsulator- penebatmetal logamheat habafloat terapungabsorb menyerap

stretch regangtransparent- lutsinartranslucent- lutcahayaopaque- legap

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LearningObjectives



Discuss what conductor

and insulator are.

Based on the graphicorganiser, pupils make ageneralisation that agood heat conductor isalso a good electricconductor.

Pupils carry outactivities to test differentmaterials such as glass,wood, rubber, metal andplastic to find out theirabilities to allow light topass through.

Based on the aboveactivities, pupils classifymaterials into 3categories i.e.a) transparent material

that allows most lightto pass through,

b) translucent material

that allows somelight to pass through,c) opaque material that

does not allow anylight to pass through.

make a generalisation

that a good conductorof heat is also a goodconductor ofelectricity.

classify materialsbased on theirabilities to allow lightto pass through.

state what atransparent materialis.

state what atranslucent materialis.

state what an opaquematerial is.

list uses of

transparent,translucent andopaque materials.

Suggested objects are : glass,book, paper, window pane, towel,

handkerchief, tissue paper,transparency sheet, tracing paperetc.

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LearningObjectives



Pupils study and discussthe uses of transparent,translucent and opaquematerials.

1.2 Applying theknowledge ofproperties ofmaterials ineveryday life

Pupils observe modelsor view video to see thestructure of apolystyrene container orthermos flask tounderstand how theywork.

Pupils discuss andsuggest ways to keepthings cold. e.g. keepingcold drinks for picnic.

Pupils discuss andsuggest ways to keepthings hot e.g. keepinghot drinks or food forpicnic.

Pupils carry outactivities to test theirsuggestions.

Pupils discuss toconclude the best wayto keep things hot or tokeep things cool.

Pupils

suggest ways to keepthings cold.

suggest ways to keepthings hot.

design an effectiveway to keep thingshot or to keep thingscold.

Teacher encourage pupils to userecycled materials/objects.

cold sejukeffective- berkesan

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LearningObjectives



1.3 Synthesising

the knowledgeabout uses ofmaterialsbased on theirproperties

Pupils study objects and

list the materials thatthese objects are madeof.

Pupils suggest reasonswhy the materials areused to make theobjects.

Pupils discuss thatdifferent materials havedifferent propertieswhich are taken intoconsideration whenchoosing materials tomake an object e.g.

metal and glass areused to make a pair ofglasses.

Pupils design an objectfor a specific purposeusing the materials oftheir choice and justifywhy they choose the

materials.

Pupils

list objects and thematerials that they aremade of.

give reasons whyparticular materialsare used to make anobject.

state that materialsare chosen to makean object based ontheir properties.

design an object for aspecific purpose andgive reasons whycertain materials areused to make it.

Guide pupils to organise

information in a table such as:

Object Material Propertiesmetal hard,

stronga pairofglasses glass transparent

Teacher guides pupils to design

an object e.g. use a tin lid and awooden ruler to make a fryingpan.

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LearningObjectives



1.4 Knowing the

importance ofreuse, reduceand recycle ofmaterials

Pupils observe and

classify objects aroundthem into:

a) objects made ofnatural materials i.e.wood, soil, metal,leather, cotton, fur,rubber and silk

b) objects made of

man-made materialse.g. plastic andsynthetic cloth.

Pupils discuss thatman-made materialscome from naturalmaterials.

Pupils conclude that weneed to conservematerials because man-made materials andnatural materials arelimited and may be usedup if there is no effort toconserve them.

Pupils carry outactivities about reusing,reducing and recyclingof materials throughoutthe year.

Pupils

give examples ofnatural materials.

give examples ofman-madematerials.

state that man-made materialscome from naturalmaterials.

give reasons whymaterials need tobe conserved.

practise reusing,

reducing andrecycling toconservematerials.

conserve memulihara

natural material-bahan semula jadiman- made- bahan buatanreuse-guna semularecycle-kitarsemulareduce-mengurangkanwood-kayumetal-logam

cotton-kapasrubber-getahsilk-suteraleather-kulitlimited-terhadsynthetic cloth-kain sintetik

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LearningObjectives



1.5 Understanding

that somematerials canrust

Pupils observe a rusty

nail and a nail withoutrust and tell thedifferences.

Pupils observe objectsaround the school andclassify objects as:a) rusty,

b) non-rusty.

Pupils discuss toconclude that objectsmade of iron can rust.

Pupils carry outactivities to investigatefactors that cause

rusting i.e. presence ofair and water.

Pupils

differentiate betweena rusty object and anon-rusty object.

identify objects thatcan rust.

conclude that objectsmade from iron canrust.

design a fair test tofind out what factorscause rusting by

deciding what to keepthe same, what tochange and what toobserve.

carry out the test andrecord theobservations.

rust-karat

rusty-berkarat

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LearningObjectives



1.6 Understanding

that rustingcan beprevented

Pupils observe objects

around the schoolcompound and suggestdifferent ways to preventrusting.

Pupils discuss andconclude that rustingcan be avoided bypreventing iron from

coming into contact withair and water by coatingiron with paint, oil,grease or non-rustingmaterials.

Pupils discuss theadvantages ofpreventing rusting.

Pupils

state the differentways to preventobjects from rusting.

explain how theseways can preventrusting.

explain why it isnecessary to preventrusting.

grease-gris

coating-menyalutpaint-cat

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INVESTIGATING FORCE AND ENERGY

Learning

Objectives

Suggested Learning

Activities


1. Measurement

1.1 Understandingthe measurementof length

Pupils discuss the differentways to measure lengthsuch as using straw, armspan, string, ruler andmeasuring tape.

Pupils discuss the standard

unit for length in metricsystem i.e. mm, cm, m andkm.

Pupils choose theappropriate tools andmeasure in standard units:a) the length of objects such

as eraser, pencil or book,

b) the length and height ofteachers table,

c) the length and width of theclassroom,

d) the heights of theirfriends,

e) the circumference of anypart of their bodies orround objects.

Record the measurements ina graphic organiser.

Pupils

state the different ways tomeasure length.

state the standard unit for

length in the metricsystem.

choose the appropriatemeasuring tools tomeasure length.

measure length using thecorrect technique.

record lengths in standardunits.

Suggestedmeasuring tools:rulers of differentlengths, measuringtape, string.

measurement ukuranlength panjangwidth lebarheight tinggicircumference lilitanarm span depagraphic organiser penyusun

grafikcalculate hitungstandard unit unit piawai

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LearningObjectives



1.2 Understanding

how to calculatearea

Pupils compare objects of

different shapes such as asquare and a rectangle andguess which object has abigger area e.g.

a) a square (4cm x 4cm),b) a rectangle (8cm x 2cm).

Pupils confirm their guesses

by filling the 4cm x 4cmsquare and 8cm x 2cmrectangle with 1cm x 1cmcards and count the numberof 1cm x 1cm cards used.

Pupils discuss to state therelationship between thenumber of 1cm x 1cm

squares and the length andwidth of the above squareand rectangle.

Pupils discuss the standardunit for area in metricsystem i.e. square mm,square cm, square m andsquare km.

Pupils calculate the area ofany given square andrectangle in standard unit.

Pupils

compare a square and arectangle and guesswhich object has a biggerarea.

carry out a test to confirm

their guesses.

.

state that area = length Xwidth

state the unit for area inthe metric system.

calculate the area of agiven shape in standardunit.

Use 1cm X 1cm

square cards.

Teacher accepts anyideas given by thepupils. 1 cm

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LearningObjectives



1.3 Understanding

how to measurethe volume ofsolid

Pupils compare 2 different

objects such as a cube anda cuboid and guess whichobject has a bigger volume.e.g.a) a cube (4cm x 4cm x

4cm),b) a cuboid (8cm x 4cm x

2cm).

Pupils confirm their guessesby filling the 4cm x 4cm x4cm cube and 8cm x 4cm x2cm cuboid with 1cm x 1cmx 1cm cubes and count thenumber of 1cm x 1cm x 1cmcubes used.

Pupils discuss to state the

relationship between thenumber of 1cm x 1cm x 1cmcubes and the length, widthand height of the above cubeand cuboid.

Pupils discuss the standardsystem for volume of solidin metric system i.e. cubic

mm, cubic cm, and cubic m.Pupils calculate the volumesof any given cubes andcuboids in standard unit.

Pupils

compare a cube and acuboid and guess whichone has a bigger volume.

carry out a test to confirmtheir guesses.

state that volume =

length X width X height

state the unit for volumeof solids in the metricsystem.

calculate the volumes of

cubes and cuboids basedon the measurementstaken in standard unit.

Use a cube and a

cuboid with the samevolume volume isipadusolid pepejalcube kiubcuboid - kuboid

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LearningObjectives



1.4 Understanding

how to measurevolume of liquid

Pupils discuss the different

ways that can be used tomeasure the volume of aliquid such as using cup, thecap of a bottle, beaker andmeasuring cylinder.

Pupils discuss the standardunit for volume of liquid inmetric unit i.e. ml, and l.

Pupils choose theappropriate tool formeasuring the volume of aliquid.

Pupils discuss the correcttechniques to take readingsi.e.

a) taking the reading at thelowest part of themeniscus,

b) eyes must be at the samelevel as the lowest part ofthe meniscus.

Pupils carry out activities tomeasure the volumes ofliquids using the correcttechniques.Pupils record measurementin a graphic organiser.

Pupils

state the different ways tomeasure the volume of aliquid.

state the standard unit forvolume of liquids in themetric system.

choose the appropriatemeasuring tools tomeasure the volume of aliquid.

measure the volume of aliquid using the correcttechnique.

record the volumemeasured in standardunit.

Give pupils differentvolumes of water andallow them to try tomeasure volumesusing different toolse.g. beaker ormeasuring cylindersof different sizes.

liquids cecair

beaker bikarmeasuring cylinder silinderpenyukatmeniscus meniskus

L i S t d L i L i O t N t V b l

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LearningObjectives



1.5 Understanding

how to measuremass

Pupils study lever balance

and discuss that it can beused to measure mass ofvarious objects.

Pupils discuss that thestandard unit for mass inmetric unit i.e. mg, g and kg.

Pupils use tools to measure

the masses of variousobjects such as books,pencil cases or school bags.

Pupils record themeasurements in a graphicorganiser.

Pupils

state tools for measuringmass.

state the standard unit formass in the metricsystem.

measure the mass of an

object using the correcttechnique.

record the measurementusing standard unit.

The mass of an

object should not beconfused with theweight. Mass is theamount of matter inan object and it doesnot change withlocation. Weight isthe force of gravity onan object. Weight

depends on thelocation of the object.Weight is measuredin newton (N).

lever balance neraca tuas

compression balance neracamampatanmass jisimmatter-jirim

1.6 Understanding

how to measuretime

Pupils gather information

about different ways tomeasure time.

Pupils discuss and concludethat a process that repeatsuniformly can be used tomeasure time.

Pupils observe the following

processes:a) the swinging of apendulum,

b) water dripping,c) pulse.

Pupils

identify different ways tomeasure time.

state that processes thatrepeat uniformly can beused to measure time.

uniformly repeated berulang

secara seragamswing ayunanpendulum bandulwater dripping air menitispulse rate kadar denyutannadi

Learning Suggested Learning Learning Outcomes Notes Vocabulary

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LearningObjectives



Pupils discuss why theabove processes can beused to measure time.

Pupils discuss the standardunit for time in metric systemi.e. second, minute and hour.

Pupils discuss to choose anduse appropriate tools andunits to measure time.

Pupils measure the timetaken to carry out certainactivities using the correcttools and appropriate units.

Pupils record themeasurement in appropriatemetric unit in a graphicorganiser.

Pupils carry out activity todesign a device formeasuring time e.g. hourglass or sundial.

state the standard unit fortime in the metric system.

identify tools formeasuring time.

measure time using

appropriate tools.

record the time measuredin standard unit.


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LearningObjectives



1.7 Realising theimportance ofusing standardunits

Pupils are shown a piece ofplaydough made earlier byteacher and ask to preparetheir own playdough usingthe given recipe.

Based on the given recipepupils discuss what tools touse for measuring theingredients and how tomeasure.

Pupils make the playdoughby measuring the ingredientsusing the measuring toolsand units that they havechoosen.

Pupils feel the texture of thedough and give reasons forany difference in their doughas compared to theplaydough prepared by theteacher.

Pupils conclude thatstandard units are neededfor accuracy andconsistency.

Pupils

choose and use theappropriate tools tomeasure the volumes ofliquids and masses of theingredients in a recipe.

give reasons for anydifferences in the doughprepared by pupils usingthe given recipe.

conclude the need forusing standard unit.

Teacher use thefollowing recipe tomake the playdough.

400 g flour400 g fine salt150 ml water100 ml cooking oil teaspoon foodcolouring

Method:1.Dissolve salt in

water.2. Mix all ingredients

in a bowl.3. Knead the mixture

into a dough.

Give the followingrecipe to pupils forthem to make someplaydough.

1 bowl of flour2 cups of fine salt glass of water cup of cookingoil

a pinch of foodcolouring

dough adunantexture teksturaccuracy ketepatanknead uliingredient bahanmixture - campuran


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LearningObjectives



Teacher prepares afew cups and bowlsof various sizes. Letthe pupils choose thecup and bowl thatthey are going to usefor measuring theingredients.

Method:1. Dissolve salt in

water.2. Mix all ingredients

in a bowl.3. Knead the mixture

into a dough.

INVESTIGATING TECHNOLOGY

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INVESTIGATING TECHNOLOGY

LearningObjectives



1. Technology

1.1 Understandingthe importanceof technology ineveryday life

Pupils test their abilities e.g.

a) try to memorise atelephone number andthen try to memoriseanother 5 telephonenumbers without writing

them down,b) try to jump as high as

possible and touch theceiling,

c) try to read the samewriting from differentdistances.

Pupils discuss the limit of

their abilities.

Pupils view video to seehow technology are used toovercome humanslimitations.

Pupils discuss and giveother examples of humans

limitations and ways toovercome them e.g.

Pupils

state that there arelimitations to humansabilities to do things.

identify devices used toovercome humanslimitations.

relate how certain devicesare used to overcome

humans limitations.

Teacher can use videothat shows the use ofvarious technologiessuch as:a) microsurgery,b) hearing aids,c) metal detector,

d) night vision goggle,e) x-ray.

memorise mengingatdevice alatabilities keupayaanlimitation had keupayaanmagnifying glass kantapembesarovercome - mengatasi


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gObjectives

gg gActivities

g y

a) unable to see the finedetails on an object. Thiscan be overcome byusing magnifying glassor microscope,

b) unable to speak loudenough for someone faraway to hear. This canbe overcome by usingmicrophone, megaphoneor telephone,

c) unable to walk for longdistance. This can beovercome by riding abicycle or traveling bycar, train, ship oraeroplane.

1.2 Understandingthe developmentof technology

Pupils gather informationand create folio about thedevelopment of technologyin the fields of:a) communication,b) transportation,c) agriculture,d) construction.

E.g. in communication thedevelopment of technologyfrom smoke signal to drum,telephone, walkie-talkie, cellphone and teleconferencing.

Pupils

give examples ofdevelopment oftechnology.

communication komunikasitransportation pengangkutanagriculture pertanianconstruction pembinaaninnovate menciptabetterment kebaikanmankind-manusia sejagat


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Objectives Activities

Pupils give reasons on theneeds to innovate or inventdevices for the betterment ofmankind.

recognise the needs toinnovate or invent devicesfor the betterment ofmankind.

1.3 Synthesisinghow technologycan be used tosolve problems

Pupils discuss and list theproblems that theyencounter in everyday life.

Pupils carry outbrainstorming session onhow to solve the problemsidentified.

Pupils design and makedevices to solve theproblems identified.

Pupils present theirinnovations to the class.

Pupils

identify problems they

encounter in their dailylife.

generate ideas to solvethe problems identified.

design a device to solvethe problem identified.

demonstrate how thedevice invented can beused to solve the problemidentified.

Problems suggestedmay be simple suchas:

a) losing pencil orpen from time totime,

b) dust flying aroundwhile cleaning theblackboard.

Teacher advises pupilsto design devices thatare easy to make.

Encourage pupils touse recycled materialswhen making devices.

encounter - hadapi


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Objectives Activities1.4 Analysing that

technology canbenefit mankindif used wisely

Pupils discuss and list theadvantages anddisadvantages of technologyto mankind.

Pupils hold debates ontopics related totechnology.

Pupils make a conclusionfrom the debate thattechnology can benefitmankind if used wisely.

Pupils

state that technology hasadvantages anddisadvantages.

conclude that technologycan benefit mankind ifused wisely.

Suggested topics fordebate :

a) Technology can beharmful tomankind.

b) Technologyimproves quality oflife.

benefit manfaatwisely secara bijaksana

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ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP DIRECTORCURRICULUM DEVELOPMENT CENTRE

ZULKIFLY WAZIR DEPUTY DIRECTORCURRICULUM DEVELOPMENT CENTRE

Editorial Advisors CHEAH ENG JOO PRINCIPAL ASSISTANT DIRECTOR (SCIENCE ANDMATHEMATICS)CURRICULUM DEVELOPMENT CENTRE

HO HENG LING ASSISTANT DIRECTOR (HEAD OF CORE SCIENCEUNIT)CURRICULUM DEVELOPMENT CENTRE

ZAIDI YAZID ASSISTANT DIRECTOR (HEAD OF ELECTIVESCIENCE UNIT)CURRICULUM DEVELOPMENT CENTRE

YEAP CHIN HENG (PH.D) ASSISTANT DIRECTOR (HEAD OF CORE SCIENCEUNIT)CURRICULUM DEVELOPMENT CENTRE (UNTILJULY 2005)

Editor ZAINON ABD MAJID ASSISTANT DIRECTORCURRICULUM DEVELOPMENT CENTRE

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YUSOF ISMAIL CURRICULUM DEVELOPMENTCENTRE

NORMAH ABD WAHAB SK AIR TERJUN,TERENGGANU

ZAIDAH MOHD YUSOF CURRICULUM DEVELOPMENTCENTRE

NORDIN AMBAK SK RASAU KERTEH,TERENGGANU

ZAINUSHAM YUSOF CURRICULUM DEVELOPMENTCENTRE

NOOR IEMAH ISMAIL SK SG BEHRANG, PERAK

ZULKIFLI BAHARUDIN CURRICULUM DEVELOPMENTCENTRE

NOR LAILI HJ. SHOED SK PORT DICKSON,N.SEMBILAN

ABD WAHAB ABD AZIZ SK BUKIT LINTANG, MELAKA NORMAH BAHAROM SK SULTANAH ASMA, KEDAH

ARIFFIN JAAFAR SK KEMAHANG 2, KELANTAN OOI CHONG NAM SJKC YANG KOA,

ABDULLAH IBRAHIM sk WAKAF BHARU, KELANTAN ROHANI AHMAD SK METHODIST, PERAK

AHMAD HASAN sk KUALA PERLIS, PERLIS ROSANANI GHAZALI SK SERI BIRAM, PAHANG

ABU JALIL HASAN ipda JITRA, KEDAH RAIS ABD AZIZ SK BATU LANCHANG,P.PINANG

AZIZAH NGAH TASIR MP TEKNIK, KUALA LUMPUR ROHAYA AHMAD SK SG. RAMBAI,

ETTIN AK LAMBAT sk ST. FAITH, SARAWAK ROHANA HUSSEIN SK JLN. 2, BANGI,SELANGOR

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Curriculum Development Centre

Ministry of Education2005

hsp year 4

Documents