teaching plan year 4 science

8/7/2019 TEACHING PLAN YEAR 4 SCIENCE

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YEARLY TEACHING PLAN FOR YEAR FOUR SCIENCE

Investigating Living Things

Learning Area 1 : Living Things Have Basic Needs

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

1 1.1

Understandingthat humans

have basicneeds

Pupils view video that shows

various footage related to thebasic needs of humans i.e.

a) a child/family taking drinks

and a balanced diet,b) movement of the chest of a

sleeping baby,

c) different types of houses,

Based on the video pupilsdiscuss the basic needs of

humans i.e.: food, water, air

and shelter.

Pupils

identify the

basic needs ofhumans

Scientific Process

Skills

observingclassifying

communicating

Scientific

Attitudes/

Noble Values:

Having an interest

and curiosity

towards theenvironment

Being thankful to

God

Teacher

guides pupils toconclude that

the basic needsof humans are

water, air andshelter.

basic needs keperluan asas

breath-nafas

breathe

bernafas

bungalow-banglo

flat-rumahpangsa

hut-pondoklong house-

rumahpanjang

movement-pergerakan

terrace house-

rumah teres

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shelter-perlindungan

balanced diet-makanan

seimbang.

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

/VOCABULARY

ADEQUATE

EXERCISES

2 Pupils discuss that:

a) humans need to eat / drink to

help them grow and to stayhealthy,

b) humans need air to breathe,c) humans need to protect

themselves from danger , sunand rain

Pupils discuss and explain what

will happen to humans if there is

no food , water , air and shelter

give reasons

why humans

need food,water ,air and

shelter.

Scientific Process

Skills

observing

making inferencespredicting

making hypotheses

Scientific Attitudes/

Noble Values:

Having an interest

and curiosity towardsthe environment

Being thankful to

God

Teacher

guides pupils to

conclude that thebasic needs of

humans are water,air and shelter

basic needs

keperluan asas

breath-nafas

breathe bernafasbungalow-banglo

flat-rumah

pangsa

hut-pondok

long house-rumah

panjang

movement-pergerakan

terrace house-rumah teres

shelter-perlindungan

balanced diet-

makananseimbang

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

/VOCABULARY

ADEQUATE

EXERCISES

3 1.2

Understandingthat animals

have basic

needs

Pupils keep pets such as

hamsters or chicks.

Pupils observe and record what

they do to keep their pets aliveand healthy.

Pupils discuss why hamsters or

chicks are kept in a cage andnot in an airtight ,covered

container.

Based on their records pupils

discuss the basic needs ofanimals

Pupils

identify the

basic needs ofanimals

Scientific Process

Skills

observing

making inferencesinterpreting data

making hypothesiscontrolling

variables

Scientific

Attitudes/Noble Values:

having an interest

and curiosity


being honest and

accurate in

recording andvalidating data.

being kind

hearted and caring

Remind pupils

to handleanimals with

care.

Guide pupils to

conclude thatanimals basic

needs are food ,water, air and

shelter.

holelubang

cage-sangkar

container

bekas

reference-rujukan

airtight-kedap

udara

alive-hidup

breathe-bernafas

nest-sarang

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

Pupils discuss that:

a) animals need to eat / drink

to help them grow and to stay

healthy,b) animals need air to breathe,

c) animals need to protectthemselves from danger ,sun

and rain.

Pupils study pictures or video

and describe different types ofshelters for animals such as

nests , cave and holes.

Pupils

give reasons

why animals needfood ,water ,air

and shelter

Scientific Process

Skills

making inferences

making hypothesescontrolling

variables

Scientific

Attitudes/

Noble Values:

having an interest

and curiositytowards the

environment

being kind

hearted and caring

Remind pupils


care.

Teacher guide

pupils toconclude that

animals basicneeds are food ,

water, air and

shelter.

holelubang

cage-sangkar

container bekas

reference-rujukan

airtight-kedap

udara

alive-hidupbreathe-bernafas

nest-sarang

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

/VOCABULARY

ADEQUATE

EXERCISES

4 Pupils study pictures or video

and describe different types ofshelters for animals such as

nests ,cave and holes

describe types

of shelters foranimals

Scientific Process

Skills

observing

classifyingcontrolling

variables

Scientific

Attitudes/

Noble Values:

having an interest


environment

being kind

hearted and caring

Remind pupils


care.

holelubang

cage-sangkar

nest-sarang

cave-gua

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

ADEQUATE

EXERCISES

5,6 1.3

Understandingthat plants have

basic needs

upils carry out activities to

show the basic needs of plantsby comparing similar balsam

plants kept in different

condition:

a) 1 watered , 1 without water,b) 1 kept outdoor,1 kept in a

tight plastic bagc) 1 kept out door and 1 kept in

the dark cupboard.

Pupils observe and record their

daily observation.

Based on their records pupils

discuss to conclude that thebasic needs of plants are

water ,air and sunlight.

Pupils

identify thebasic needs of

plants

Scientific Process

Skills

observing

communicatingcontrolling

variablesinterpreting data

Scientific

Attitudes/

Noble Values:

having an interestand curiosity

towards the

environment

being kind hearted and caring

These activities

will take abouttwo weeks

conditionkeadaan

similar-serupa

watered-

disiramsunlight-cahaya

matahari

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

/VOCABULARY

ADEQUATE

EXERCISES

7 2.1

Analysing lifeprocesses in

humans

undergo

Pupils use their hands to feel

the movement of their chestsas they breathe.

Pupils discuss to conclude thatthe movement of the chests is

due to breathing.

Pupils discuss that when theyinhale they take in air and

when they exhale they give out

air.Pupils gather information and

discuss that:a) inhaled air has more oxygen

then exhaled air,

b) exhaled air has more carbondioxide than inhale air.

Pupils observe model or view

video of human body to see

that the lung is a breathing,organ for human and to

identify the passage of airmovement when human

breathes.

Pupils carry out activity to

count the number of chest

Pupils

explain the

humans breathe

describe what

inhale is.

describe what

exhale is.

differentiate the

air that we inhale

and the air thatwe exhale

state that

humans use lungs

to breathe.

identify the

passage of airduring breathing.

Scientific Process

Skills

observing

communicatingcontrolling

variablesinterpreting data

measuring usingand numbers

ScientificAttitudes/

Noble Values:

having an interest


environment

being kind hearted

and caring

being honest andaccurate in

recording andvalidity data

Pupils just need

to know themain organs

involved in

breathing i.e.nose ,mouth ,

wind pipe ,andlungs

Teacher explain

that the rate of

breathing meansthe number of

chestmovements in a

period of time

sweatpeluh

stimuli-rangsangan

survival-

kemandirianurine-airkencing

waste product-

bahan buangan

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

Pupils carry out activity to conclude that L1 L2 L3

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count the number of chestmovement as in a minute when

they are breathing and recordtheir findings.

Pupils compare their groupfindings and conclude that not

everyone has the same rate ofbreathing.

not all individualshave the same

rate of breathing

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8 Pupils discuss to conclude that

humans excrete and defecate.

Pupils discuss that when

humans :

a) excrete they produce urine,sweat and water ,

b) defecate they produce

faeces,Pupils discuss that humans

excrete and defecate to get ridof waste materials from their

bodies.

Pupils discuss to infer the

effect on health if humans donot excrete or defecate.

Pupils

state that

humans excreteand defecate.

state the

products of

humans excretion

state the

product of

humansdefecation

give reasons

why humans needto excrete and

defecate

Scientific Process

Skills

observing


Noble Values:



being thankful to

God

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WEEK LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

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9 2.1

Analysing life

processes thathumans

undergo

Pupils view video or carry out

activities to show how humansresponds to stimuli e.g. when

touching the glass of hot water.

Pupils discuss to infer that

humans respond to stimuli toprotect themselves from

danger or for survival.

Pupils

state that

humans respond

to stimuli

give reasons

why respond to

stimuli

Scientific Process

Skills

observing

predicting

making hypothesisinterpreting data

Scientific

Attitudes/

Noble Values:

having an interest

and curiosity


being thankful to

God

Do not use

boiling water

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WEEK LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

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10 2.1

Analysing life

processes thathumans

undergo

Pupils draw family trees oftheir families for three

generations. Pupils compare

each others diagram andconclude that humans produce

offspring from one generationto another.

Pupils discuss what willhappen if humans do not

reproduce.

Pupils

state that

humans

reproduce.

predict what

will happen if

humans do not

reproduce.

Scientific Process

Skills

predicting


Noble Values:

having an interest


environment

being thankful to

God

realizing thatscience is a means

to understandnature

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

11 2.2

Being awarethat certain

behaviour can

disturb lifeprocesses.

Pupils discuss to identify bad

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

drugs.

Pupils look at pictures or video

of a smokers and non-smokers lungs and discuss

the effects of smoking onlungs.

Pupils watch demonstrationsby teacher to observe the

harmful substances producewhen a cigarette is being

burned.

Pupils listen to talk onsmoking and health given a

health officer.Pupils draw posters about the

effects of smoking on health.

Pupils view video to see the

effects of drugs and alcoholon humans in terms of the

effects of delaying a persons

Pupils

give examples

of habit that bringharm to human

life processes.

state the effects

of smoking oflungs.

explain thattaking drugs and

alcohol candelayed a

persons respondto stimuli

Scientific Process

Skills

predicting

observing

Scientific

Attitudes/

Noble Values:

appreciating andpracticing and clean

and healthy living

being respectful

and well-mannered

being flexible and

open-minded

Suggestedtopics for the

talk:

a) Smoking and

Healthb) How

SmokingAffects Health.

smoker-perokokaffect-memberikesan/akibat

drunken-

pemabuk

delay-melambat

cause-menyebabkan

drug- dadah

alcohol-

minuman keraspeers-rakansebaya

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WEEK LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

/VOCABULARY

ADEQUATE

EXERCISES

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respond to stimuli e.g.a) ability to walk in straight

lineb) delayed reaction of a

drunken driver or a driver high

on drug can cause accident.

Pupils carry out activities todiscourage smoking, drugs

taking and alcohol drinking

among their peers

participate in a

campaign to

discourage

smoking , drugstaking and

alcohol drinkingamong their

peers.

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12 2.3

Analysing thelife processes

that animalsundergo.

Pupils observe animals in

science garden to conclude thatanimals defecate and

excrete.

Pupils discuss that animals

excrete and defecate to get ridof waste products from their

bodies. Pupils discuss to inferthe effect on health if animal

do not excrete and defecate

Pupils look at models or live

specimens to see the breathingorgans of:

Pupils

state that

animals excrete.

state that

animals defecate

.

give reasons

why animals need

to excrete and

defecate

state the

animals breathe

Scientific Process

Skillsobserving

predictingcommunicating

classifying

using space-timerelationship

Scientific

Attitudes/

Noble Values:

being kind-heartedand caring

The breathing

organs involvedare lungs

(monkey andbird) spiracles

(grasshopper,)b

ooks-lung(crab)gills

(fish)moist skin(frog)

Pupils do not

have to knowthe name of

these breathingorgans

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give birth beranak

hatch menetaslay eggs

bertelur

life cycle kitarhidup

drugs dadahoccur berlaku

stage -

peringkat

WEEK

LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

a) bird

b)fish

c)grasshopperd)crab

e) frogf)monkey

Based on the viewing of

video/models/live specimenspupils conclude that breathing

organs for animals may be

different. Pupils view video

showing animals giving birthand chicks hatching from eggs.

Pupils discuss to conclude that

animals reproduce.

Pupils discuss to conclude thatsome animals give birth and

some lay eggs.

Pupils discuss to classifyanimals into those that lay eggsand those that give birth to

their young.

identify the

breathing organs

certain animals

state the

breathing organs

for different typesof animals may

be different

state that

animals

reproduce state that some

animals give birth

and some layeggs.

classify animalsaccording to theway they

reproduce.

having an interest

and curiosity

towards to theenvironment.

Record can be

in the form of

drawings,measurements

or descriptionsetc.

This scrap book

can beintroduced at

the beginning of

the topic. Pupils

add theirfindings intotheir scarp

books as they

learn aboutanimals.

This activity isto help pupils

understand thelife processes

and the survivalof the animals.It also

encouragepupils to find

out more about

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

Pupils observe animals such as

butterfly, frog, hamster orchicken from birth/eggs to

adult. Pupils record thechanges in size / form at the

different stages of the life

cycles.Based on their observations

and records pupils discuss tostate that animals may have

different life cycles.

Pupils make a scrap book on

real animals imaginary petse.g. tiger, whale, lizard,

pangolin, bat, worm, snake etc.

Pupils may write, draw orpaste picture on their scrap

books to tell about their pets.e. g.

a) what pupils have to do tokeep their pets alive and

healthy.

b) suitable home for their pets,

describe the life

cycles of different

animals.

conclude that

animals may havedifferent life

cycles

animals that

interest them

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

c)food for their pets,

d)how their pets protectthemselves from enemies,

e)how their pets take care oftheir young,

f)life processes of their pets.e

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13 2.4

Understandingthe life

processes inplants.

Pupils carry out activities to

study how plants respond tothe stimuli i.e. water, sunlight,

touch and gravity

Pupils observe and record

their findings.

Based on the above pupils

discuss to identify the parts ofplants that respond to stimuli:a) roots respond to water and

gravity,

b)shoots respond to sunlight,c)certain leaflets respond to

touch

Pupils observe:

a)begonia plants / bryophyllum

Pupils

state the plants

respond to stimuli

identify the

part of plant that

responds to water

.

identify thepart of plants that

respond to gravity

identify the

part of plant that

respond tosunlight

Scientific Process

Skills

observing

predictingcommunicating

classifyingcontrolling

variables

Scientific

Attitudes/

Noble Values:

realizing that

science is a means

to understandnature

water lettuce-kiambang

extinct-pupus

shoot-pucuk

young plant-

anak pokok

spores -spora

sucker-sulur/anak

pokokstem-keratanbatang

underground

stembatang

bawah tanah

tapioca-pokok

ubi kayu

fern-paku-pakis

various-

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that have young plant growingfrom the leaves,


pelbagai

corn-jagung

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

b)banana trees that have young state that plants towards to the L1 L2 L3

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plant growing around theparent plant,

c)water lettuce that have youngplant attached to parents

plants.

Pupils carry out discussionbased on their observations

that plants reproduce

Pupils watch pictures/view

video and discuss that plantsreproduce to ensure the

survival of their species.

Pupils and predict what will

happen to the world if plantsdo not reproduce e.g. no food

supply for man and certainanimals.

Pupils study livespecimens/view video to find

out the various ways to plants

reproduce i.e.

reproduce

explain why

plants need to

produce

predict what

will happen to the

world if plants do

not reproduce

explain the

various ways

plants reproduce

environment.

appreciating thebalance of nature

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WEEKLEARNING

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SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

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

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b)through spores e.g. fern andmushroom,

c) through suckers e.g. bananaand pineapple,

d)through stem cutting e.g.

hibiscus, rose and tapioca,e)through leaves e.g.

bryophyllum and begonia,f) through underground stem

e.g. potato, onion, ginger and

lily.

Learning Area 3.Animals and plants protect themselves

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/

VOCABULARY

ADEQUATE

EXERCISES

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14 3.1

Understanding

that animalshave specific

characteristics

and behaviourto protect

themselvesfrom danger

Pupils touch animals such asgarden snails or millipedes and

observe how they react todanger.

Pupils describe what theyobserve and give reasons for

the animals behaviour e.g.millipede curls up to protect

itself from danger.

Pupils look at live specimen orcollect information by looking

at pictures or viewing video of

various animals to identify thecharacteristics and behaviour

of animals that protect themfrom danger e.g.:

a) pangolins have hard scalesto protect themselves from

enemies

b) bed bugs have bad smell torepels enemies,

c) chameleons have the abilityto change skin colour

according to the surrounding,

d)scorpions have stings toprotect themselves from

enemies.

Pupils identify special

characteristics ofanimals that

protect them from

danger

identify special

behaviour of

animals thatprotect them from

danger

describe how

the special

characteristicsand behaviour ofanimals help to

protect them fromdanger

Scientific Process

Skills


making inferences

making hypothesis

Scientific

Attitudes/

Noble Values:

being kind-hearted

and caring

having an interest

and curiositytowards to the

environment.

Remind pupilsnot to hurt

animals and toput them back

where they

were taken

curl up-menggulung

millipede-ulatgonggok

centipede-lipan

behaviour-perlakuan

hurt-cedera

pangolin-tenggiling

scale-sisik

bed bug-pijat

chameleonsesumpah

sting-sengat

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Pupils discuss and explain howto characteristics and

behaviour of these animalsprotect them from danger

Pupils present their findins tothe class.

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

15 3.2


have specificcharacteristics

and behaviour

to protectthemselves

from extremeweather

Pupils view video of animals

that live in very hot or coldweather

Pupils list the specialcharacteristics and behaviour

of animals and describe how

these characteristics andbehaviour help to protect them

from very hot or cold weathere.g.

a) rhinocerous-keep theirbodies cool by wallowing in

mud holes,

b) polar bears have thick fur toenable them to live in very

cold weather,c) camels have humps on their

backs to store food and water

to enable them to survive indeserts.

Pupils present their findins tothe class.

Pupils

identify special

characteristics of

animals thatprotect them from

very hit or coldweather

describe how

specific

characteristicsand behaviour of

animals help to

protect them fromvery hot or cold

weather

Scientific Process

Skills

observing

classifyingmaking inferences

making hypothesis

Scientific

Attitudes/

Noble Values:

being kind-heartedand caring

having an interest

and curiousitytowards to the

environment.

rhinocerous-badak sumbu

extreme

weather-cuacamelampau

thick fur-bulutebal

specific

characteristics-ciri khas

humps-bonggolair

wallowing-

berkubangeccessive-berlebihan

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

15 3.3


have specificcharacteristics

and behaviour

to enable themto survive

Pupils discuss that animals

need to protect themselvesfrom enemies and extreme

weather conditions to enablethem to survive

Pupils design a model of an

imaginary animal that canprotect itself from its enemy

and extreme weather

conditions.

Pupils build their models and

justify why models are built

with certain characteristics

Pupils

recognize the

need for animalsto protect

themselves fromenemies and

extreme weather

make a model

of an imaginaryanimal that can

survive both

extreme weatherand enemies.

give reasons

why models arebuilt in such ways

Scientific Process

Skills

observing


making hypothesis

Scientific

Attitudes/

Noble Values:

being kind-hearted

and caring

having an interest

and curiosity


Teacher

encouragepupils to use

recycledmaterials /

objects.

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SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

15 3.4


specificcharacteristics

to protect them

from enemies

Pupils look at pictures/view

video of various plants toidentify special characteristics

that protect these plants fromtheir enemies.

Pupils list the specificcharacteristics of plants.

Pupils describe how these

characteristics of plants help toprotect them from enemies.

e.g.

a) mimosas close their leaflets

when touched,b) papaya leaves produce latex

to prevent them from being

eaten,c) pineapple plants have thorns

to protect themselves,d)bamboos have very fine

hairs that can cause itchiness.

Pupils present their findings to

the class

identify

specific

characteristics of

plants that protectthem from

enemies

describe how


and behaviour ofplants help to

protect enemies

Scientific Process

Skills


making inferences

making hypothesis

Scientific

Attitudes/

Noble Values:

being kind-hearted

and caring

having an interest

and curiositytowards to the

environment.

mimosa-semalu

latex-susu

getah

fine hair-buluhalus

itchiness-kegatalan

thorn-duri

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SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

15 3.5



to protect

themselvesfrom dry region

and strong wind

Pupils view video to identify

plants that can be found in :

a) dry region,b) area with strong winds.

Pupils collect and interpretdata to show how specific

characteristics of plants help toprotect them from :

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

Pupils carry out an activity toshow which plant can survive

in dry region.e.g. the following plants are

kept without water for a week:

Pupils

give examplesof plants found in

very dry region.

identify

specific

characteristics ofplants that protect

them from

excessive loss ofwater

describe how

specificcharacteristics of

plants help them

to survive in dryregion.

give examples

of plants found in

strong wind area

Scientific Process

Skills

observing


making hypothesis

Scientific

Attitudes/

Noble Values:

being kind-hearted

and caring

having an interest

and curiosity


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WEEK LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTESVOCABULARY

ADEQUATE

EXERCISES

a) a potted balsam plant

b) a potted chilly plantc) a potted a cactus plant.

Based on their findings pupilsmake a conclusion which plant

identify specific

characteristics ofplants that protect

them from strong

winds

describe how

specificcharacteristics of

plants help them tosurvive in strong

wind

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Learning Area : Investigating Force and Energy

WEEK LEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES/VOCABULARY

ADEQUATE

EXERCISES

16 1.1Understanding

the measurement oflength

Pupils discuss the different

ways to measure length such asusing straw, arm span, string,

ruler and measuring tape

Pupils discuss the standard unit

for length in metric system i.e.mm, cm, and km.

Pupils choose the appropriate

tools and measure in metric

system :a) the length of objects

such as eraser, pencilor book,

b) the length and height of

teachers table,c) the length and width of

the classroom,

Pupils

.

State the differentways to measure

length.

. State the standard

unit for length inthe metric system.

. Choose the

appropriate

measuring tools tomeasure length.

. Measure length

using the correct

technique.

Science Process

Skills :

Observing

Measuring andusing numbers

CommunicatingInterpreting data

Manipulative

Skills :

Use and handle

science apparatusand substances.

Noble Values:

Appreciating the

contributions.Being systematic.

Being honest andaccurate recording

and validating data.

Suggested

Measuringtools :rulers of

different

lengths andmeasuring

tape andstring.

measurementukuran

length panjang

width lebar

height tinggi

circumference

-lilitan

arm span depa

graphic

organizer-penyusun

graphic

calculate hitung

standard unitunit piawai

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ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

SUGGESTED

ADEQUATE

EXERCISES

NOTES

/VOCABULARY

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d ) the heights of their friends,

e ) the circumference of anypart of their bodies or round

objects.

Record the measurements in agraphic organiser.

record lengths in

metric system - - 1

17 1.2 Understandinghow to calculate

area

Pupils compare objects ofdifferent shapes such as a

square and a rectangle andguess which object has a

bigger area e.g .

a) a square ( 4 cm x 4 cm ),

b) a rectangle ( 8 cm x 2 cm ).

Pupils confirm their guesses byfilling the 4 cm x 4 cm square

and 8 cm x 2 cm rectangle with

1 cm x 1 cm cards and countthe number of 1 cm x 1 cm

cards used.

Pupils

compare a square

and a rectangle and

guess which objecthas a bigger area.

carry out a test to

confirm their guesses.

Science Process

Skills :

Observing

CommunicatingMeasuring and

using numbers

Predicting

Noble Values :

Being honest and

accurate in

recording andvalidating data.

Being systematic.

Use 1 cm X

1cm squarecards.

Teacher

accepts any

idea given bythe pupils.

4 cm x 4 cm

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILLNOTES VOCABULARY

Pupils discuss to state the state the area = 3 - -

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181.3 Understanding

how to measure thevolume of solid.

relationship between thenumber of 1cm x 1 cm squares

and the length and width of theabove square and rectangle.

Pupils discuss the standard unitfor area in metric system i.e,

square mm,square cm,squarem and square km.

Pupils calculate the area of any

given square and rectangle andin metric system.

Pupils compare 2 different

objects such as a cube and acuboid and guess which object

has a bigger volume. e.g.a) a cube ( 4 cm x 4 cm x

4 cm),

b) a cuboid ( 8 cm x 4 cmx 2 cm ),

length X width

state the standardunit for area in themetric system.

calculate the area

of given shape in

metric system.

Pupils

compare a cube and

a cuboid and guesswhich one has a

bigger volume.

Science Process

Skills:

Observing


using numbers.

8 cm x 2 cm

Use a cube

and a cuboid

with the samevolume.

volume isipadu

solid pepejal

cuboid kuboid

cube kiub

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SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILLNOTES

VOCABULARY

ADEQUATE

EXERCISES

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Pupils confirm their guesses byfilling the 4 cm x 4 cm x 4 cm

cube and 8 cm x 4 cm x 2 cmcuboid with 1 cm x 1 cm x 1

cm cubes and count the

number of 1 cm x 1 cm x 1 cmcube used.

Pupils discuss to state the

relationship between the

number of 1 cm x 1 cm x 1 cmcubes and the length , width

and height above cube andcuboid.

Pupils discuss the metricsystem of volume of solid in

metric system i.e. cubic mm ,cubic cm , and cubic m.

Pupils calculate the volumes of

any given cubes and cuboids inmetric system.

carry out a test to

confirm their guesses.

state that volume =

length X width X

height.

state thestandard

unit for volume of

solids in the metricsystem.

calculate the

volumes of cubes and

cuboids based on the

measurement taken inmetric system.

4cm x 4cm x

4cm

2cm x 4cm x

8 cm

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILLNOTES

VOCABULARY

ADEQUATE

EXERCISES

19 1.4 Pupils discuss the different Pupils Science Process Give pupils L1 L2 L3

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Understandinghow to

measurevolume of

liquid

ways that can be used tomeasure the volume of a liquid

such as using cup,the cap of abottle ,beaker and measuring

cylinder.


for volume of liquid in metricsystem i.e. ml,l .

Pupils choose the appropriatetool for measuring the volume

of a liquid.

Pupils discuss the correct

techniques to take readings i.e.a) taking the reading at

the lowest part of themeniscus,

b) eyes must be at the

same level as thelowest part of the

meniscus.

state the different

ways to measure the

volume of a liquid.

state the standardunit for volume of

liquids in the metricsystem.

choose the

appropriatemeasuring tools to

measure the volumeof a liquid.

.

Skills :

ObservingCommunicating

Measuring and

using numbersInterpreting data

Manipulative

Skills :

Use and handlescience apparatus

and substances.

Clean science

apparatus.

Store scienceapparatus.

Nobles Values :

Being systematic

Thinking rationally

differentvolumes of

water andallow them to

try to measure

volumes usingdifferent tools

e.g.beaker ormeasuring

cylinders of

differentsizes.

Liquid cecair

Beaker

bikarMeasuring

cylinder silinderpenyukat

Meniscus-

meniskus

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OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTESVOCABULARY

ADEQUATE

EXERCISES

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Pupils carry out activities tomeasure the volumes of liquids

using the correct techniques.

Pupils record measurement in

a graphic organiser.

measure the

volume of a liquid

using the correcttechnique.

record the volumemeasured in metric

system.

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-

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-

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3

20 1.5

Understandinghow to

measure mass

Pupils study lever balance and

discuss that it can be used tomeasure mass of various

objects.


for mass in metric systemi.e.mg,g,and kg.

Pupils state tools for

measuring mass.

state the standard

unit for mass in themetric system

Leverbalance

neraca tuasCompression

balance

neracamampatan

Mass-jisim

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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILLS VOCABULARY EXERCISES

Pupils use tools to measure the

masses of various objects suchas books, pencil cases or

school bags.

Pupils record themeasurements in a graphic

organiser.

measure the mass

of an object using thecorrect technique.

record the

measurement using in

metric system.

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-

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-

5

211.6

Understandinghow to measure

time

Pupils gather information

about different ways tomeasure time.

Pupils discuss and conclude

that a process that repeatsuniformly can be used to

measure time.

Pupils observe the following

processes:a) the swinging of a pendulum,

b) water dripping,c) pulse

Pupils

identify different

ways to measure

time

state that processes

that repeat

uniformly can be

used to measure time

Science Process

Skills :

Observing

communicatingusing space and

time relationshipmeasuring and

using numbers

Manipulative

Skills :

Use and handle

uniformly

repeated-berulang

secaraseragam

swing ayunan

pendulum-

bandul

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OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

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Pupils discuss why the aboveprocesses can be used to

measure time.


for time in metric system i.e.second ,minute and hour.

Pupils discuss to choose and

use appropriate tools and unitsto measure time.

Pupils measure the time taken

to carry out certain activities

using the correct tools andappropriate units.

Pupils record the measurement

in appropriate standard unit ina graphic organiser.

state the

standard unit forthe time in the

metric system.

identify tools

formeasuring time.

measure time

using appropriatetools.

record the time

measured inmetric system.

science apparatusand substance

Noble Values :

Being honest and

accurate inrecording and

validating data

Being cooperative

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OBJECTIVES ACTIVITIES OUTCOMES SCIENTIFIC SKILL VOCABULARY EXERCISES

22 1.7

Realising theimportance of

using standardunits

Pupils are shown a piece of

play dough made earlier byteacher and ask to prepare their

own play dough using thegiven recipe.

Based on the given recipe

pupils discuss what tools to usefor measuring the ingredients

and how to measure.

Pupils make the playdough by

measuring the ingredientsusing the measuring tools and

units that they have choosen.

Pupils feel the texture of the

dough and give reasons for anydifferent in their dough as

compared to the playdoughprepared by the teacher.

Pupils

choose and use

the appropriatetools to measurethe volumes of

liquids andmasses of the

ingredients in a

recipe.

give reasons for

any differences inthe dough

prepared bypupils using the

given recipe.

Science Process

Skills :

Observing


using numbers

Making inferences

Manipulative

Skills :

Clean Science

apparatusStore Science

apparatus

Noble Values :

Daring to tryBeing confident

and independent

Teacher use thefollowing recipe

to make theplay dough.

400 g flour400 fine salt

150 ml water

100 ml cookingoil

teaspoonfood colouring

Method :

1. Dissolve saltin water.

2. Mix allingredients in a

bowl.3. Knead the

mixture into a

dough.dough adunan

texture teksturaccuracy-

ketepatan

knead- uliingredient-

bahanmixture -

campuran

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Pupils conclude that metricsystem are needed for accuracy

and consistency.

conclude the

need for using

standard unit.

Give thefollowing recipe

to pupils forthem to make

some playdough.

1 bowl of flour

2 cups of finesalt

glass of water cup of

cooking oil

A pinch of foodof colouring.

Teacherprepares a few

cups and bowlsof various

sizes.Let the

pupils choosethe cup and

bowl they are to

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going to use formeasuring the

ingredients.Method :

1. Dissolve saltin water.

2. Mix all

ingredients in abowl.

3. Knead themixture into the

dough.

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Understandingthe properties of

materials

Pupils are given various

objects made of wood, plastic,metal, glass or rubber and

group them according to thematerials they are made of.

Pupils test objects made ofwood, plastic, metal, glass or

rubber to find out if they:a) conduct electricity,

b) conduct heat,c) float on water,

d) absorb water,

e) can be stretched,f) allow light to pass through.

Pupils

.

classify objectsinto groups

according to thematerials they are

made of.

. identify

materials that

conductelectricity.

. identify

materials that

conduct heat.

. identify

materials thatfloat on water

Sciences Proscess

Skills

observingcommunicating

classifying

making inferences

Scientific

Attitudes and

Noble Values

Being systematic

being cooperative

Teacher

providesvarious objects

such as woodenruler, metal

spoon, cloth,

paper, coin,piece of leather,

rubber band,glass plate, cork

and marble.

Activities can

be carried outusing station

method.Material

bahan

Conductor pengalir

Insulator

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penebat

Metal

LogamHeat haba

Float

terapungAbsorb menyerap

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24 Pupils record their findings ina graphic organiser.

Discuss what conductor and

insulator are.

. identify

materials that

absorb water.

. identify

materials that canbe stretched.

. identify

materials that

allow light to passthrough.

. state what a

conductor is.

Sciences Proscess

Skills

Oberving

ClassifyingPredicting

Making inferences

Interpreting data

Scientific

Attitudes and

Noble Values

Being systematic


and independent

Graphicorganizer in the

form of a tableis as shown

below:Wood Metal

Conductelectricity

Conductheat

Float on

water

Absorbwater

Can bestretched

Allow lightto passthrough

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25 Based on the graphicorganizer, pupils conclude that

a good heat conductor is also agood electric conductor.

Pupils carry out activities totest different materials such as

glass, wood, rubber, metal and

plastic to find out their abilitiesto allow light to pass through.

Based on the above activities,

pupils classify materials into 3categories i.e.

a) transparent material that

allows most light to passthrough,

b) translucent material thatallows some light to pass

through,

. state what an

insulator is.

. conclude that a

good conductor of

heat is also agood conductor of

electricity.

. classify

materials basedon their abilities

to allow light topass through.

. state what a

transparent

material is.

. state what a

translucentmaterial

is.

Sciences Proscess

Skills

Observing

ClassifyingPredicting

Making inferences

Making hyphotesis

Scientific

Attitudes and

Noble Values

Being systematic


and independent

Suggestedobjects are:

Glass, book,paper, window

pane, towel,handkerchief,

tissue paper,

transparencysheet, tracing

paper etc.

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26 1.2

Applying theknowledge of

properties ofmaterials in

everyday life.

c) opaque material that doesnot allow any light to pass

through.

Pupils study and discuss the

uses of transparent, translucentand opaque materials.

Pupils observe models or viewvideo to see the structure of a

polystyrene container orthermos flask to understand

how they work.

Pupils discuss and suggest

ways to keep things cold. e.g.keeping cold drinks for picnic.

Pupils discuss and suggest

ways to keep things hot e.g.

keeping hot drinks or food forpicnic.

Pupils discuss to conclude thebest way to keep things hot or

to keep things cool.

. state what an

opaque material

is.

. list uses of

transparent,translucent and

opaque materials.

Pupils

. suggest ways to

keep things cold.

. suggest ways to

keep things hot.

. design an

effective way tokeep things hot or

to keep thingscold.

Sciences Proscess

Skills

PredictingMaking inferences

Interpreting data

Scientific

Attitudes and

Noble Values

Being diligent and

perseveringThinking rationally

Teacher can

providematerials

needed such assaw dust,

polystyrene,

cardboard boxesof different

sizes, plasticbag, cotton

wool, coconut

husk, cloth,towel, tissue

paper andnewspaper.

Cold sejuk

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27 1.3

Synthesising theknowledge

about uses ofmaterials based

on their

properties

Pupils study objects and list

the materials that these objectsare made of.

Pupils suggest reasons why the

materials are used to make theobjects.

Pupils discuss that different

materials have differentproperties which are taken into

consideration when choosingmaterials to make an object

e.g. metal and glass are used tomake a pair of glasses.

Pupils design an object for aspecific purpose using the

materials of their choice andjustify why they choose the

materials.

Pupils

. list objects and

the materials thatthey are made of.. give reasons

why particularmaterials that

they are mae of.

. state the

materials arechosen to make

an object basedon their

properties.

. design an object

for a specific

purpose and give

reasons whycertain materials

are used to makeit.

Sciences Process

Skills

ObservingClassifying

Predicting

Making inferencesInterpreting data

Making hypothesis

Scientific

Attitudes and

Noble Values

Being systematicDaring to try

Being confident

and independentBeing fair and just

Guide pupils to

organizeinformation in a

table such as:

Object Material Properties

A pair ofglasses

Me ta l Hard, strong

Glass transparent

Teacher guidespupils to design

an object e.g.use a tin lid and

a wooden rulerto make a fryingpan.

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28 1.4

Knowing theimportance of

reuse, reduceand recycle of

Materials

Pupils observe and classify

objects around them into:

a) objects made of naturalmaterials i.e. wood, soil, metal,

leather, cotton, fur, rubber and

silkb) objects made of man-made

materials e.g. plastic andsynthetic cloth.

Pupils discuss that man-madematerials come from natural

materials.

Pupils conclude that we needto conserve materials because

man-made materials and

natural materials are limitedand may be used up if there is

no effort to conserve them.

Pupils carry out activities

about reusing, reducing andrecycling of materials

throughout the year.

Pupils

. give examples

of naturalmaterials.

. state that man-

made materialscome from

natural materials.

. give reason why

materials need to

be concerved.

. practice reusing,

reducing andrecycling to

concervematerials.

Sciences Process

Skills

ObservingClassifying

Making inferences

CommunicatingDefining

operationally

Scientific

Attitudes and

Noble Values

Being responsible

about the safety ofoneself, others and

the environment

Being thankful toGod

Being flexible andopen-minded

conserve memelihara

natural materialbahan semula

jadiman-made

bahan buatan

reuse guna

semula

recycle kitar

semula

reduce mengurangkan

wood kayu

metal logam

cotton kapas

rubber getahsilk sutera

leather - kulit

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29 1.5

Understanding

that somematerials can

rust

Pupils observe a rusty nail anda nail without rust and tell the

differences.

Pupils observe objects around

the school and classify objects

as:a) rusty

b) non-rusty

Pupils discuss to conclude that

objects made of iron can rust.

Pupils carry out activities to

investigate factors that causerusting i.e. presence of air and

water.

Pupils. differentiate

between a rustyobject and a non-

rusty object.

. identify objects

that can rust.

. conclude that

objects madefrom iron can

rust.. design a fair test

to find out whatfactors cause

rusting bydeciding what to

change, what to

observe and whatto keep the same.

. carry out the test

and record the

observations.

Sciences Proscess

Skills

Oberving

ClassifyingMaking inferences

Making hypothesis

Scientific

Attitudes and

Noble Values

Having critical and

analytical thinkingBeing thankful to

GodBeing flexible and

open-minded

Being honest andaccurate in

recording andvalidating data

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30 1.6

Understandingthat rusting can

be prevented

Pupils observe objects around

the school compound andsuggest different ways to

prevent rusting.


that rusting can be avoided bypreventing iron from coming

into contact with air and waterby coasting iron with paint, oil,

grease or non-rusting

materials.

Pupils discuss the advantagesof preventing rusting.

Pupils

. state the

different ways to

prevent objects

from rusting.. explain how

these ways canprevent rusting.

. explain why it is

necessary to

prevent rusting

Sciences Process

Skills

Observing

ClassifyingMaking hypothesis

Defining

operationally

Scientific

Attitudes and

Noble Values

Having critical and

analytical thinking

Being confidentand independent

Thinking rationally

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Investigating The Earth and The Universe

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Learning Area : The Solar System

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

30 1.1

Understandingthe Solar

System

Pupils study a model or view

simulation of the Solar System.

Pupils discuss the constituentsof the Solar System.

Pupils simulate to demonstrate

the relative distance of theplanets in the Solar System.

Pupils discuss that all theplanets in the Solar System

move around the Sun.

Pupils

. list the

constituents of the

Solar System.

. list the planets

in the SolarSystem in a

sequence.

. state that planetsmove around the

Sun.

Sciences Process

Skills

Observing

Making inferencesScientific

Attitudes and

Noble Values


Being flexible and

open-minded

Realising thatscience is a meansto understand

nature

The constituents

of the SolarSystem are

Mercury,Venus, Earth,

Mars, Saturn,Neptune,

Uranus, Jupiter,Pluto, natural

satellites,

meteors, comets

and asteroids.Solar System

Sistem SuriaMercury UtaridVenus Zuhrah

Earth BumiMars MarikhJupiter MusytariSaturn Zuhal

Uranus UranusNeptune NeptunPluto -Pluto

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31 1.2

Understandingthe relative size

and distancebetween the

Earth, the Moon

and the Sun

Pupils compare the size of a

sago, a glass marble and abasket ball to show the relative

size of the Moon, Earth andSun.

Pupils discuss to estimate howmany times the Sun is bigger

than the Earth is bigger thanthe Moon

Pupils gather information toestimate how far the Sun is

from the Earth relative to thedistance of the Moon from the

Earth.


that the distance from the Earthto the Sun is 400 time the

distance from the Earth to theMoon.

Pupils simulate/built model to

show the relative size anddistance of the Sun and theMoon from the Earth.

Pupils

. state the size of

the Sun relative to

the size of the

Earth.

. state the size of

the Earth relative

to the size of theMoon.

. state the relative

distance from the

Earth to the Suncompared to the

relative distancefrom the Earth to

the Moon.

Sciences Process

Skills

ObservingMaking inferences

Using Space-Time

Relationship

Scientific

Attitudes and

Noble Values



Appreciating the

balance of nature

The ratio of

size:

Moon EarthSun

1 : 4 : 400

sago sagu

Support lives menyokong

hidupan

Absence ofwater ketiadaan air

absence of air

ketiadaanudara

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32 1.3

Appreciatingthe perfect

placement ofthe planet Earth

in the Solar

System

Pupils gather information

about planets in the SolarSystem.

Pupils discuss how the

distance of a planet from the

Sun affects how hot or cold itis.

Pupils discuss to relate how

hot or cold a planet is to its

ability to support life.

Pupils discuss to predict what

will happen if the Earth isplace much nearer or farther

from the Sun.

Pupils discuss other factor that

affect a planets ability tosupport lives e.g. absence of

water and absence of air.

Pupils. state why certain

planets are notconducive for

living things.

. predict what will

happen if the

Earth is placedmuch nearer or

farther from the

Sun.. conclude that

the Earth is theonly planet in the

Solar System that

has living things.

Sciences Process

Skills

ObservingMaking inferences

Using Space-Time

Relationship

Scientific

Attitudes and

Noble Values



Appreciating the

balance of nature

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Investigating Technology

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Learning Area : Technology

WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

33 1.1Understanding

the importanceof technology in

everyday life

Pupils

a) try to memorise a telephonenumber and then try to

memorise another 5 telephonenumbers without writing them

down.b) try to jump as high as

possible and touch the ceiling,

c) try to read the same writing

from different distance.

Pupils discuss the limit of their

abilities.

Pupils view video to see how

technology are used toovercome humans limitations.

Pupils discuss and give other

examples of humanslimitations and ways toovercome them e.g.

Pupils

. state that there

areLimitations to

humans abilities

to do things.

. identify devices

used to overcome

humanslimitations.

. explain how

certain devicesare used to

overcomehumans

Sciences ProcessSkills

Defining

operationallyMaking inferences

Predicting

Scientific

Attitudes andNoble Values

Being thankful to


open-mindedAppreciating the

contribution ofsciences and

technology

Teacher can use

video thatshows the use

of varioustechnologies

such as:a)

microsurgery,b) hearing aids,

c) metal

detector,

d) night visionmemorise

mengingatdevice alatabilities

keupayaanlimitation hadkeupayaanmagnifying glass

kanta pembesarovercome-

mengatasi

gogglee) x-ray

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a) unable to see the fine detailson an object. This can be

overcome by using magnifyingglass or microscope,

b) unable to speak loud enoughfor someone far away to hear.

This can be overcome by using

microphone, megaphone ortelephone.

c) unable to walk for longdistance. This can be overcome

by riding a bicycle or traveling

by car, train, ship or aeroplane

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34 .

1.2

Understanding

thedevelopment of

technology

Pupils gather information and

create folio about thedevelopment of technology in

the fields of :

a) communication,

b) transportationc) agriculture,

d) construction

Pupils

. give examples

of development of

technology.

Sciences Process

Skills

Making inferences

Scientific

Attitudes and

Noble Values

Being thankful to


open-mindedAppreciating thebalance of nature

communication

komunkasi

transportation

-pengangkutan

agriculture

pertanian

construction

pembinaaninnovate

mencipta

betterment kebaikan

mankind manusia

sejagat

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

E.g. in communication the

development of technologyfrom smoke signal to drum,

telephone, walkie-talkie, cell

phone and teleconferencing.

Pupils give reasons on theneeds to innovate or invent

devices for the betterment ofmankind.

. recognize the

needs to innovate

or invent devices

for the betterment

of mankind

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1.3

Synthesising

how technologycan be used to

solve problems

Pupils discuss and list theproblems that they encounter

in everyday life.

Pupils carry out brainstorming

session on how to solve the

problems identified.

Pupils design and makedevices to solve the problems

identified.

Pupils. identify

problems theyencounter in their

daily life.

. generate ideas to

solve the problemidentified.

. design a device

to solve theproblem

identified.

Problemsuggested may

be simple suchas:

a) losing pencilor pen from

time to time,b) dust flying

around while

cleaning theblackboard.

Encounter -hadapi

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WEEKLEARNING

OBJECTIVES

SUGGESTED LEARNING

ACTIVITIES

LEARNING

OUTCOMES

SUGGESTED

SCIENTIFIC SKILL

NOTES

VOCABULARY

ADEQUATE

EXERCISES

Pupils present their

innovations to the class. . demonstrate

how the device

invented can be

used to solve theproblemidentified.

Teacher advises

pupils to designdevices that are

easy to make.

Encourage

pupils to userecycled

materials whenmaking devices

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35 1.4Analysing that

technology canbenefit mankind

if used wisely

Pupils discuss and list theadvantages and disadvantages

of technology to mankind.

Pupils hold debates on topicsrelated to technology.

Pupils make a conclusion from

the debate that technology canbenefit mankind if used wisely.

Pupils. state that

technology hasadvantages and

disadvantages.

. conclude that

technology canbenefit mankind

if used wisely.

Sciences Process

Skills

Making inferences

Scientific

Attitudes and

Noble Values

Being thankful to


open-mindedAppreciating the

balance of nature

Suggestedtopics for

debate:

a) Technologycan be harmfulto mankind.

b) Technologyimproves

quality of live.

benefit manfaat

wisely secara

bijaksana

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teaching plan year 4 science

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