YEARLY SCHEME OF WORK

SCIENCE YEAR FOUR 2010

THEME: A. Investigating Living Things

Learning Area: 1. Living things have basic needs

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary
Dates

1 Pupils should learn : Pupils Pupils view video that shows various Basic need
footage related to the basic need of Observing
Breath
1/1-3/1 1.1. Understanding that Identify the basic needs of human i.e.:
humans have basic humans Communicating Breathe
needs A child/family taking drinks Bungalow
and a balanced diet, Making inferences
Flat
Movement of the chest of a Predicting
Hut
sleeping baby,
Long house
Different types of houses Movement

Based on the video pupils Terrace house

discuss the basic needs of Shelter
humans i.e. food, water, air and
shelter Balanced diet

Pupils discuss that :

Give reasons why humans need
food, water, air and shelter
a) humans need to eat/drink to
help them grow and to stay
healthy
b) humans need to protect
themselves from danger,
sun and rain

Pupils discuss and explain what will

happen to humans if there is no food,
water, air and shelter

1
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

2&3 Pupils should learn : Pupils Pupils keep pets such as chicks or Observing Holes
6/1-17/1 Identify the basic needs of hamsters
Cage
a. Understanding that animals Communicating
animals have basic Pupils observe and record what they Container
needs do to keep their pet alive and healthy Making inferences
Reference
Pupils discuss why hamsters or Handle specimens correctly Air tight
chicks are kept in cage and not in an and carefully.
airtight, covered container

Based on their record pupils discuss

the basic needs of animals

Pupils discuss that :

Give reasons why animals
need food, water, air and
shelter
a) Animals need to eat/drinks o help
them grow and to stay healthy
b) Animals need help air to breathe
c) Animals need to protect
themselves from danger, sun and
rain

Describe types of shelters Pupils study pictures or video and

for animals describe different types of shelters for
animals such as nest, caves and
holes.

4 Pupils should learn : Pupils Pupils carry out activities so show the Observing
21-23/1 Identify the basic needs of basic needs of plants by comparing Condition
20/1 b. Understanding that plants similar balsam plants kept in different Communicating
(Cuti plants have basic conditions : Similar
Keputera needs a) 1 watered, 1 without water Making inferences
an Sultan b) 1 kept outdoor, 1 kept in a tight Watered
Kedah) plastic bag Making hypotheses
24/1 c) 1 kept outdoor and 1 kept in a Sunlight
Controlling variables
(Cuti dark cupboard
Maulidur
Experimenting
Rasul) Pupils observe and record their daily
observations.
Interpreting data
Based on their records pupils discuss
Handle specimens correctly
to conclude that the basic needs of
and carefully
plants are water, air and sunlight.

2
Learning Area 2 : Living things undergo life processes
Weeks/ Learning Objectives Learning Outcomes
Dates
5 Pupils should learn : Pupils :
28/1-31/1 Identify that human breathe
2.1 Analysing life processes
that humans undergo
Describe what inhale is
Describe what exhale is
Differentiate the air that we
inhale and exhale
State that humans use lung to
breathe.
Identify the passage of air during
breathe
Conclude that not all individuals
have the same rate of breathing
Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils use their hands to feel the Observing
movement of their chest as they Exhale
breathe. Communicating
Faeces
Pupils discuss to conclude that the Making inferences Inhale
movement of the chest is due to
Defining operationally Rate
breathing.
Observing Undergo
Pupils discuss that when they inhale
Draw specimens and apparatus
they take in air
Pupils discuss that when they exhale
they give out air
Pupils gather information and discuss
that :
a) Inhale air has more oxygen than
exhaled air
b) Exhaled air has more carbon
dioxide than inhaled 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 air movement
when human breathes.
Pupils carry out activity to count the
number of chest movements in a
minute when they are breathing and
record their findings
Pupils compare their group findings
and conclude that not everyone has
the same rate of breathing.
3
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

Pupils should learn : Pupils; Pupils discuss to conclude that Observing

6 State that humans excrete and
3/2-7/2 2.1 Analysing life processes defecate
human undergo
State the products of human
excretion
State the products of human
defecate
Gives reasons why humans need
to excrete and defecate
Excretion
humans excrete and defecate
Communicating Defecate
Pupils discuss that when humans :
Making inferences Sweat
a) Excrete they produce urine,
sweat, and water Urine
b) Defecate they produces faeces
Waste products
Pupils discuss that humans excrete
and defecate to get rid of waste
materials from their bodies.
Pupils discuss to infer the effect on
health if humans do not excrete or
defecate.

7
CUTI TAHUN BARU CINA
12/2-14/2

Pupils should learn : Observing

Stimuli
8 State that humans respond to Pupils view video or carry out
17/2-21/2 2.1 Analysing life processes stimuli activities to show how humans Communicating Reaction
human undergo respond to stimuli. e.g. when
touching a glass of hot water. Making inferences

Gives reasons why humans Pupils discuss to infer that humans

respond to stimuli respond to stimuli to protect
themselves from danger or for
survival.

9 Pupils should learn :

24/2-28/2 State that humans reproduce Pupils draw family trees of their Observing
2.1 Analysing life processes families for three generations. Pupils Offspring
human undergo compare each others diagram and Communicating
Reproduce
conclude that humans produce
offspring from one generation to Making inferences Survival
another
Predicting

4
 Predict what will happen if
humans do not reproduce
Weeks/ Learning Objectives Learning Outcomes
Dates
10 Pupils should learn : Pupils :
3/3-7/3 Gives examples of habits that
2.2 Being aware that certain bring harm to human life
behaviour can disturb life processes
processes.
State the effects of smoking on
lungs
Explain that taking drugs and
alcohol can delay a persons
response to stimuli
Participate in a campaign to
discourage smoking, drugs
taking, and alcohol drinking
among their peers.
Pupils discuss what will happen if
human do not reproduce.
Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils discuss to identify bad habits Observing Smoker
in humans, e.g. smoking, drinking
Affect
alcohol, and taking drugs. Communicating
Drunken
Delay
Pupils look at pictures or video of a
smokers and non-smokers lungs Cause
and discuss the effects of smoking on
Drug
lungs
Alcohol
Pupils watch demonstration by
Peers
teacher to observe the harmful
substances produced when a
cigarette is being burned.
Pupils listen to a talk on smoking and
health given by a health officer.
Pupils draw posters about the effects
of smoking on health.
Pupils view video to see the effects of
drugs and alcohol on humans in
terms of the effects of delaying a
persons response to stimuli, e.g.
a) Ability to walk in straight line
b) Delayed reaction of a drunken
driver or a driver high on drug
can cause accident.
Pupils carry out activities to
discourage smoking, drugs taking,
and alcohol drinking among their
peers.
5
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

Pupils should learn : Pupils : Pupils observe animals in science Observing Grasshopper
11 State that animal excrete garden to conclude that animals
Communicating Occur
10/3-14/3 2.3 Analysing the life defecate and excrete
processes that animals State that animal defecate defecate
undergo Making inferences
excrete
Gives reasons why animals need Pupils discuss that animals excrete
to excrete and defecate and defecate to get rid of waste specimens
products from their bodies.
breathe
Pupils discuss to infer the effect on
health if animals do not excrete or
defecate.

Pupils look at models or live

State that animals breathe
specimens to see the breathing
structures of :
a) Bird
b) Fish
c) Grasshopper
d) Crab
e) Frog
f) Monkey

Based on the viewing of video/

State that breathing organ for models/ live specimens pupils
different types of animals may be conclude that breathing organs for
different animals may be different.

12 Pupils should learn : Pupils view video showing animals Observing

Reproduce
17/3-21/3 State that animals reproduce giving birth and chicks hatching from
2.3 Analysing the life eggs Communicating Give birth
processes that animals
Classifying Hatch
undergo Pupils discuss to conclude that
animals reproduce Lay eggs

State that some animals give Pupils discuss to conclude that some

6
 birth and some lay eggs animals give birth and some lay eggs

Classify animals according to the Pupils discuss to classify animals into

way they reproduce those that lay eggs and those that
give birth to their young.

22/3-30/3
CUTI PERTENGAHAN PENGGAL

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

13 Pupils should learn : Describe the life cycles of Pupils observe animals such as Observing
butterfly, frog, hamster or chicken Life cycle
31/3-4/4 different animals
2.3 Analysing the life from birth/eggs to adult. Pupils record Communicating Stage
processes that animals the change animals may have
undergo different life cycles s in size/form at Draw specimens and apparatus
the different stages of the life cycles
Conclude that animals may have
different life cycles Based on their observations and
records pupils discuss to conclude
that animals may have different life
cycles.

Pupils make a scrap book on real

animals as imaginary pet, e.g. tiger,
whale, lizard, pangolin, bat worm,
snake etc. pupils may write, draw or
paste pictures on their scrap book to
tell about their pets, e.g.
a) What pupils have to do to keep
their pets alive and healthy
b) Suitable home for their pets
c) Foods for their pets
d) How their pets protect
themselves from enemies
e) How their pets take care of their
young
f) Life processes of their pets

14 Pupils should learn : Pupils : Observing

7/4-11/4 State that plants responds to Pupils carry out activities to study
Water lettuce
2.4 Understanding the life stimuli how plants responds to stimuli, e.g. Communicating
processes that plants water, sunlight, touch and gravity Bryophyllum
undergo Identify the part of plant that Making inferences
Pupils observe and record their Extinct
responds to the water
7

Identify the part of plant that
responds to the gravity
Identify the part of plant that
responds to the sunlight
Identify the part of plant that
responds to the touch
findings. Handle specimens correctly Shoot
and carefully.
Based on the above activities pupils Leaflets
discuss to identify the parts of plants Young plant
that respond to stimuli
a) Roots respond to the water and Parent plant
gravity
b) Shoots respond to sunlight
certain leaflets respond to touch

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

15 Pupils should learn : Pupils;

14/4-18/4 Pupils observe : Observing Spores
2.4 Understanding the life State that plants reproduce Suckers
processes that plants a) Begonia plants / bryophyllum that Communicating
undergo have young plants growing from Stem cutting
the leaves Predicting
Underground stem
b) Banana trees that have young
plants growing around the Handle specimens correctly Tapioca plant
parents plants and carefully.
Mushroom
c) Water lettuce that have young
plants attached to parent plants Fern
Various
Pupils carry out discussion based on
their observations that plants Corn
reproduce
Dispersal
Splitting
Explain why plants need to Pupils watch pictures/view video and
Love grass
reproduce discuss that plants reproduce to
ensure that survival of their species Ensure

Pupils discuss and predict what will Relationship

Predict what will happen to the
happen to the world if plants do not Flame of the forest
world if plants do not reproduce
reproduce, e.g. no food supply for
human and certain animals Shorea

Pupils study live specimens/view

Explain the various ways plants
reproduce
video to find out the various ways
plants reproduce, i.e.
a) Through seeds e.g. balsam, corn
and durian
b) Through spores e.g. fern
c) Through suckers e.g. banana
and pineapple

8

Learning Area: 3. Animals and plants protect themselves
Weeks/ Learning Objectives
Dates
16 Pupils should learn :
21/4-25/4
3.1 Understanding that
animals have specific
characteristic and
behaviour to protect
themselves from danger.
Learning Outcomes
Pupils;
Identify special characteristic of
animals that protect them from
danger.
Identify special behaviour of
animals that protect them from
danger.
Describe how the special
characteristic and behaviour of
animals help to protect them from
danger.
d) Through stems e.g. hibiscus,
rose and tapioca
e) Through leaves e.g. begonia
plants and bryophyllum
f) Through underground stem e.g.
potato, onion, ginger and lily.
Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Pupils touch animals such as garden Observing
snails or millipedes and observe how Curl up
they react to danger Communicating
Millipede
Making inferences Centipede
Pupils describe what they observe
Behaviour
and give reasons for the animals
behaviour, e.g. millipede curls up to Hurt
protect itself from danger.
Pangolin
Scale
Pupils look at live specimen or collect
Bed bug
information by looking at pictures or
viewing video of various animals to Chameleon
identify the characteristics and
Sting
behaviour of animals that protect
them from danger, e.g.
a) Pangolins have hard scales to
protect themselves from enemies
b) Bed bugs have bad smell to
repel enemies
c) Chameleons have the ability to
change skin colour according to
the surrounding
d) Scorpions have stings to protect
themselves from enemies
Pupils discuss and explain how the
characteristics and behaviour of
these animals protect them from
danger.
9

Weeks/ Learning Objectives
Dates
17 Pupils should learn :
28/4-2/5
3.2 Understanding that
animals have specific
characteristic and
behaviour to protect
themselves from extreme
weather.
Pupils;
18 3.3 Understanding that
5/5-9/5 animals have specific
characteristic and
behaviour to enable them
to survive.
Pupils present their findings to the
class.
Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Identify special characteristic and Pupils view video of animals that live Observing Rhinoceros
behaviour of animals that protect in very hot or cold weather.
Extreme weather
them from very hot or cold Communicating
weather. Pupils list the special characteristics region
and behaviour of animals and Making inferences
Thick fur
Describe how the special describe how these characteristics
characteristic and behaviour of and behaviour help to protect them . Specific characteristic
animals help to protect them from from very hot or cold weather, e.g.
Humps
very hot or cold weather.
a) Rhinoceros keep their bodies Mimosa
cool by wallowing in mud holes
Latex
b) Polar bears have thick fur to
enable them to live in very cold Fine hair
weather
Itchiness
c) Camels have humps on their
backs to store food and water to Wallowing
enable them to survive in
deserts.
Pupils present their findings to the
class.
Pupils discuss that animals need to Observing Excessive
Recognise the need for animals to protect themselves from enemies and
Extreme
protect themselves from enemies extreme weathers conditions to Communicating
and extreme weather conditions. enable them to survive. Weather
Making inferences
enemies
Make a model of an imaginary Pupils design a model of an
animals that can survive both imaginary animals that can protect .
extreme weather and enemies. itself from its enemy and extreme
weather conditions.
10
 Pupils build their models and justify
Give reasons why models are why models are built with certain
built in such ways. characteristics.

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ Vocabulary
Dates

19 Pupils should learn : Pupils; Characteristics

12/5-16/5
3.4 Understanding that
plants have specific
characteristic to protect
themselves from enemies.
Identify specific characteristic of
plants that protect them from
enemies.
Describe how the specific
characteristic of plants help them
from enemies.
Pupils look at pictures/view video of Observing
various plants to identify special Protect
characteristics that protect these Communicating
plants from their enemies. Mimosa
Latex
Pupils list the specifics characteristics
of plants. Prevent
Fine hairs
Pupils describe how these
characteristics of plants help to
protect them from enemies, e.g.

a) Mimosas close their leaflets

when touched
b) Papaya leaves produce latex to
prevent them from being eaten
c) Pineapples plants have thorns to
protect themselves
d) Bamboos have very fine hairs
that can cause itchiness

Pupils present their findings to the

class.

11
Weeks/ Learning Objectives
Dates
20 Pupils should learn :
19/5-23/5
3.5 Understanding that
plants have specific
characteristic to protect
themselves from dry
region.
Learning Outcomes
Pupils;
Give examples of plants found in
very dry region.
Identify specific characteristic of
plants that protect them from
excessive loss of water.
Describe how the specific
characteristic of plants help them
to survive in dry region.
Give examples of plants found in
strong wind area.
Identify specific characteristic of
plants that protect them from
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils view video to identify plants Observing
that can be found in : Dry region
Communicating
a) Dry region Excessive
Making inferences
Survive
Pupils collect and interpret data to
show how specifics characteristics of
plants help to protect them from :
a) Excessive loss of water
b) Strong winds
Pupils carry out an activity to show
which plant can survive in dry region,
e.g. the following plants are kept
without water for a week:
a) a potted balsam plant
b) a potted chilly plant
c) a potted cactus plant
based on their findings pupils make a
conclusion which plants can survive
in dry region.
Pupils view video to identify plants
that can be found in :
b) Area with strong winds
Pupils collect and interpret data to
show how specifics characteristics of
plants help to protect them from :
12
 strong winds.
b) Strong winds

Describe how the specific based on their findings pupils make a

characteristic of plants help them conclusion which plants can survive
to survive in strong winds. in strong winds.

24/5-8/6 CUTI PERTENGAHAN TAHUN

THEME: B. Investigating Force and Energy

Learning Area: 1. Measurement

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

21 Pupils should learn : Pupils : Pupils discuss the different ways to Observing Measurement
9/6-13/6 measure length such as using straw,
Length
1.1. Understanding the State the different ways to arm, span, string, ruler, and Communicating
measurement of measure length. measuring tape. Width
length. Measuring and using
Height
numbers
State the standard unit for length Pupils discuss the standard unit for Circumference
length in metric system, i.e. mm, cm, Defining operationally
in the metric system. Arm span
m and km.
Use and handle science Graphic organiser
apparatus and substances
Pupils choose the appropriate tools Calculate
Choose the appropriate
and measure in standard units. Store science apparatus Standard unit
measuring tools to measure a) The length of objects such as
length. eraser, pencil or book.
b) The length and height of
teachers table.
c) The length and the width of the
classroom.
d) The height of their friends.
e) The circumference of any part of
their bodies or round objects.

Record the measurements in a

13
 Record length in metric system graphic organiser.

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

22 Pupils should learn : Pupils : Square

16/6-20/6 Compare a square and a
1.2. Understanding how rectangle and guess which object
to calculate area has a bigger area
Carry out a test to confirm their
guesses
State that area = length X width
Pupils compare objects of different Observing
shapes such as a square and a Rectangle
rectangle and guess which object has Communicating
a bigger area, e.g. Length
Measuring and using
Width
a) A square ( 4cm X 4cm ) numbers
b) A rectangle ( 8cm X 2cm ) Area
Defining operationally
Metric system
Pupils confirm their guesses by filling
Use and handle science
the 4cm X 4cm square and 8cm X Shape
2cm rectangle with 1cm X 1cm cards apparatus and substances
and count the number of 1cm X 1cm
cards used. Store science apparatus

State the standard unit for area in Pupils discuss the standard unit for
the metric system. area in metric system, i.e. square
mm, square cm, square m, and
square km.

Calculate the area of a given Pupils calculate the area of any given
shape in metric system square and rectangle metric system

23 Pupils should learn: Pupils : Pupils compare 2 different objects Observing

Volume
23/6-27/6 such as a cube and a cuboid and
1.3. understanding how Compare a cube and a cuboid guess which object has a bigger Communicating Solid
to measure the and guess which object has a volume, e.g
Measuring and using Cube
volume of solid bigger volume a) A cube ( 4cm X 4cm X 4cm )
b) A cuboid ( 8cm X 4cm X numbers Cuboid
2cm)
Defining operationally

Use and handle science

Carry out a test to confirm their
guess
Pupils confirm their guess by filling
apparatus and substances
the 4cm X 4cm X 4cm cube and
8cm X 4cm X 2cm cuboid with 1cm X
Store science apparatus
14

Weeks/ Learning Objectives Learning Outcomes
Dates
State that volume = l
length X width X height
Calculate the volumes of cubes
and cuboids based on the
measurement taken in metric
system.
24 Pupils should learn : Pupils :
30/6-4/7
1.4 Understanding how to State the different ways to
measure volume of measure the volume of a liquid.
liquid
State the standard unit for volume
of liquid in the metric system.
Choose the appropriate
measuring tools to measure the
volume of a liquid.
Measure the volume of a liquid
using the correct techniques.
Record the volume measured in
metric units.
1cm cards and count the number of
1cm X 1cm cards used.
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils discuss the standard unit for
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 in metric
system.
Liquids
Pupils discuss the different ways that Observing
Beaker
can be used to measure the volume
of liquid such as using cup, the cap of Communicating Measuring cylinder
a bottle, beaker and measuring
Measuring and using Meniscus
cylinder.
numbers
Pupils discuss the standard unit for
volume of liquid in the metric system, Use and handle science
apparatus and substances
i.e. ml and l.
Store science apparatus
Pupils Choose the appropriate tools
for measuring the volume of a liquid.
Pupils discuss the correct technique
to take readings, i.e.
a) Taking the reading at the lowest
part of the meniscus
b) Eyes must at the same level as
the lowest part of the meniscus
Pupils carry out activities to measure
the volumes of liquids using the
correct techniques.
Pupils record measurement in a
graphic organiser.
15
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

25 Pupils : Pupils study level balance and Observing Lever balance

7/7-11/7 Pupils should learn : discuss that it can be used to
Communicating Compression balance
State tools for measuring mass measure mass of various objects.
10/7 1.5 Understanding how to Mass
(CUTI measure mass State the standard unit for mass Pupils discuss the standard unit for Measuring and using
AWAL mass in the metric system, i.e. mg, g numbers
in the metric system
RAMADH and kg.
AN)
Use and handle science
Measure the mass of an object Pupils use tools to measure the
apparatus and substances
using the correct techniques masses of various objects such as
books, pencil cases or school bags.
Store science apparatus
Pupils record the measurement in a
Record the measurement using
graphic organiser
metric system

26 Pupils should learn : Pupils :

14/7-18/7 Pupils gather information about the Observing Uniformly repeat
1.6 Understanding how to Identify different ways to measure different ways to measure time.
Communicating Swing
measure time time.
Pupils discuss and conclude that a Pendulum
State the processes that repeat process that repeats uniformly can be Measuring and using
numbers Water dripping
uniformly can be used to measure used to measure time.
time. Pulse rate
Pupils observe the following Defining operationally
State the standard unit for time in processes :
Use and handle science
the metric system apparatus and substances
a) The swinging of a pendulum
b) Water dripping
Store science apparatus
c) Pulse
Identify tools for measuring time

Pupils discuss why the above

Measure time using appropriate processes can be used to measure
tools. time.

State the standard unit for time in Pupils discuss the standard unit for
the metric system time in metrics system, i.e. second,
minute and hour.

16
Weeks/ Learning Objectives Learning Outcomes
Dates
Identify tools for measuring time
Measure time using appropriate
tools.
Record the time measured in
metric system.
27 Pupils should learn : Pupils :
21/7-25/7
1.7 Realising the Choose and use the appropriate
important of using tools to measure the volumes of
standard units. liquids and masses of the
ingredient in a recipe.
Give reasons for any differences
in the dough prepared by pupils
using the given recipe.
Conclude the need for using
standard unit.
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils discuss to choose and used Observing Stop watch
appropriate tools and units to
measure time. Communicating Measurement
Pupils measure the time taken to Measuring and using
carry out certain activities using the numbers
correct tools and appropriate units.
Use and handle science
Pupils record the measurement in
apparatus and substances
appropriate in a graphic organiser.
Store science apparatus
Pupils are shown a piece of play Observing Dough
dough made earlier by teacher and
Communicating Texture
ask to prepare their own play dough
using the given recipe. Accuracy
Making inferences
Knead
Based on the given recipe pupils
discuss what tools to use for Measuring and using Ingredient
measuring the ingredients and how to numbers
Mixture
measure.
Use and handle science
Pupils make the play dough by
apparatus and substances
measuring the ingredients using the
measuring tools and units that they Clean science apparatus
have chosen.
Pupils feel the texture of the dough Store science apparatus
and give reasons for any difference in
their dough as compared to the play
dough prepared by the teacher.
Pupils conclude that standard units
are needed for accuracy and
consistency.
17
THEME: C. Investigating Materials
Learning Area: 1. Properties of materials
Weeks/ Learning Objectives Learning Outcomes
Dates
28-29 Pupils should learn : Pupils :
28/7-5/8
1.1 understanding the classify objects into groups
properties of materials according to the materials they
are made of.
Identify materials that conduct
electricity.
Identify materials that conduct
heat.
Identify materials that float on
water
Identify materials that absorb
water
Identify materials that can be
stretched.
Identify materials that allow light
to pass trough
State what a conductor is
State what a insulator is
Conclude that a good conductor
of heat is also a good conductor
of electricity
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils are given various objects Observing
Material
made of wood, plastic, metal, glass,
or rubber and group them according Communicating Conductor
to the materials they are made of.
Classifying Insulator
Pupils test objects made of wood, Metal
Defining operationally
plastic, metal, glass, or rubber to find
Heat
out if there :
Use and handle science
a) Conduct electricity. Float
apparatus and substances
b) Conduct heat.
Absorb
c) Float on water
d) Absorb water Clean science apparatus Stretch
e) Can be stretched.
f) Allow light to pass trough Store science apparatus
Pupils record their findings in a
graphic organiser.
Discuss what conductor and insulator
are.
Based on the graphic organiser,
pupils conclude that a good heat
conductor of electricity.
18
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

6/8-17/8 CUTI PERTENGAHAN PENGGAL 2

30 Classify materials based on their Pupils carry out activities to test Observing Material
18/8-22/8 abilities to allow light to pass different materials such as wood,
through plastic, metal, glass, or rubber to find Communicating Allow
out their abilities to allow light to pass
through Classifying Transparent
Defining operationally
Translucent
Use and handle science
Based on the above activities, pupils Opaque
apparatus and substances
State what a transparent classify materials into 3 categories,
materials is i.e. Clean science apparatus
Transparent materials that allows
State what a translucent materials most light to pass through. Store science apparatus
is
Translucent materials that allow some
light to pass through.
State what a opaque materials is
Opaque materials that does not allow
any light to pass through

Pupils study and discuss the uses of

List uses of transparent, transparent, translucent and opaque
translucent and opaque materials. materials.

31 Pupils should learn :
25/8-29/8
1.2 Applying the knowledge of
properties of materials in
everyday life.
Pupils :
Suggest way to keep things cool
Suggest way to keep things hot
Pupils observe models or view video Observing
to see the structure of a polystyrene Keep
container or thermos flask to Communicating
understand how they work. Cold
Making inferences
Pupils discuss and suggest ways to Hot
keep things cool, e.g. keeping cool Use and handle science
drinks for picnic. apparatus and substances

Clean science apparatus

Pupils discuss and suggest ways to
keep things hot, e.g. keeping hot
Store science apparatus
drinks for picnic.

19

Design an effective way to keep
things hot or to keep things cool
Pupils carry out activities to test their
suggestion.
Pupils discuss to conclude the best
way to keep things hot or to keep
things cool

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

32 Pupils should learn : Pupils : Properties

1/9-5/9 Pupils study objects List objects and Observing
1.3 Synthesising the List objects and materials that materials that they are made of. Materials
knowledge about uses of they are made of. Communicating
materials based on their Metal
properties. Pupils suggest reasons why particular Making inferences
Give reasons why particular
materials are used to make an materials are used to make an object. Glass
object.

State that materials are chosen to
make an object based on their
properties.
Pupils discuss that different materials
have different properties which are
taken into consideration when
choosing materials to make an object
e.g. metal and glass are use to make
a pair of glasses.

Pupils Design an object for a specific

Design an object for a specific
purpose using the materials of their
purpose and give reasons why
choice and justify why they choose
certain materials are used to
the materials.
make it.

33 Pupils should learn : Pupils :

8/9-12/9 Pupils observe and classify objects Observing Conserve
1.4 Knowing the importance of Give examples of natural around them into :
Communicating Natural materials
reuse, reduce, and recycle materials. Objects made of natural materials,
of materials. i.e. wood, soil, metal, leather, Man-made
cotton, fur, rubber and silk. Making inferences
Give examples of man-made Reuse
materials. Objects made of man-made
materials, i.e. plastic and Recycle
synthetic cloth.
Reduce
Pupils discuss that man-made Wood
State that man-made materials materials come from natural
Metal
come from natural materials. materials.
Cotton

20

Give reasons why materials need
to be conserved.
Weeks/ Learning Objectives Learning Outcomes
Dates
Practise reusing, reducing and
recycling to conserve materials
34 Pupils should learn : Pupils :
15/9-19/9
1.5 Understanding that some Differentiate between a rusty
materials can rust. objects object and non-rusty
objects.
Conclude that objects made of
iron can rust.
Design a fair test to find out what
factors that cause rusting by
deciding what to change, what to
observe, and what to keep the
same.
35 Pupils should learn :
22/9-26/9 State the different ways to prevent
1.6 Understanding that rusting objects from rusting.
can be prevent
Explain how these ways can
prevent rusting.
Pupils conclude that we need to Rubber
conserve materials because man-
Silk
made materials and natural materials
are limited and may be used up is Leather
there is no effort to conserve them.
Suggested Learning Activities Scientific Skills Notes/Vocabulary
Pupils carry out activities about ,
reducing and recycling of materials
throughout the year.
Observing Rusty
Pupils observe a rusty nail and a nail
without rust and tell the different. Communicating Non-rusty
Pupils observe object around the Classifying Iron
school and classify objects as :
Making inferences
a) Rusty
Making hypotheses
b) Non-rusty
Controlling variables
Pupils discuss to conclude that
objects made of iron can rust. Experimenting
Pupils carry out activities to Interpreting data
investigate the factors that cause
rusting, i.e. presence of air and water. Use and handle science
apparatus and substances
Clean science apparatus
Store science apparatus
Pupils observe objects around the Observing Grease
school compound and suggest
different ways to prevent rusting. Communicating Paint
Explain how these can ways prevent Making inferences Oil
rusting iron from coming into contact
with air and water by coating iron with Advantage
21
 paint, oil, grease or non-rusting
materials. preventing

Explain why it is necessary to Pupils discuss the advantages of

prevent rusting. preventing rusting.

THEME: D. Investigating The Earth and The Universe

Learning Area: 1. The Solar System

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

36 Pupils should learn : Pupils : Observing Solar System

29/9-3/10 Pupils study a models or view
Communicating Mercury
1.1 Understanding the Solar List the constituents of the Solar simulation of the Solar System.
System. System. Venus
Pupils discuss the constituents of the
Earth
Solar System.
Mars
List the planets in the Solar Pupils simulate to demonstrate the
Jupiter
System in a sequence. relative distance of the planets in the
Solar System. Saturn
Uranus
State that planets move around Pupils discuss that all the planets
the Sun. in the Solar System move around Neptune
the Sun. Pluto

37 Pupils should learn :
6/10-
10/10 1.2 Understanding the relative
size and distance
between the Earth, the
Moon and the Sun
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 the Moon.
=Pupils compare the size of a sago, a Sago
glass marble, and a basket ball to Observing
Support lives
show the relative size of the Earth,
the Moon and the Sun. Communicating Absence of water
Pupils discuss to estimate how many absence of air
times the Sun is bigger than the
Earth and how many times the Earth
is bigger than the Moon.

Pupils gather information to estimate

how far the Sun is from the Earth
relative to the distance of the Moon
State the relative distance from
from the Earth.
the Earth to the Sun compare to
the relative distance to the
22
 distance from the Earth to the Pupils discuss and conclude that the
Moon. distance from the Earth to the Sun is
400 time the distance from the Earth
to the Moon.

Pupils stimulate/build models to show

relative size and distance of the Sun
and the Moon from the Earth.

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

38 Pupils should learn : Pupils :

13/10- Pupils gather information about the Observing Living things
17/10 1.3 Appreciating the perfect State why certain planets are not planets about planets in the Solar
placement of the planet conducive for living things. System. Communicating Earth
15-16/10 Earth in the Solar System.
(CUTI Pupils discuss how the distance of a Predicting Sun
HARI planet from the Sun affects how hot
RAYA or cool it is. Solar System
HAJI)
Pupils discuss to relate hot or cold a
planet is to its ability to support life.

Predict what will happen if the Pupils discuss to predict what will
Earth is place much nearer or happen if the Earth is place much
farther from the Sun. nearer or farther from the Sun.

Conclude that the Earth is the Pupils discuss other factors that
only planet in the Solar System affect other planets ability to support
that has living things. live e.g. absence of water and
absence of air.

23
THEME: E. Investigating Technology
Learning Area: 1. Technology

Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

39 Pupils should learn : Pupils :

20/10- Pupils test their abilities, e.g. Observing
Memories
24/10 1.1 Understanding the State that there are limitations to
importance of technology humans abilities to do things. a) Try to memories a telephone Communicating Device
of everyday life number and then try to memories
Making inferences Abilities
another 5 telephone numbers
without writing them down. Limitation
b) Try to jump as high as possible
Magnifying glass
and touch the ceiling
c) Try to read the same writing from Overcome
different distance.

Pupils discuss the limits of their

abilities.

Identify device used to overcome Pupils view video to see how

humans limitations. technologies are used to overcome
humans limitation.

Explain how certain devices are Pupils discuss and give other
used to overcome humans examples of humans limitation and
limitation. ways to overcome them, e.g.

a) Unable to see the fine details on

an object. This can be overcome
by using magnifying glass or
microscope
b) Unable to speak loud enough for
someone far away to hear. This
can be overcome by using
microphone, megaphone or
telephone.
c) Unable to walk for long distance.
This can be overcome by riding a
bicycle or travelling by car, train,
ship or aeroplane.

24
Weeks/ Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/Vocabulary
Dates

40 Pupils should learn : Pupils : Pupils gather information and create

27/10- Give examples of development of folio about the development of Observing Communication
31/10 1.2 Understanding the technology. technology in the fields of :
Communicating Transportation
development of a) Communication
technology b) Transportation Agriculture
c) Agriculture Making inferences
Construction
d) Construction
E.g. in communication the Innovate
development of technology from
Invent
smoke signal to drum, telephone,
walkie-talkie, cell phone, and Betterment
teleconferencing.
Mankind
Recognise the needs to innovate Pupils give reasons on the need to
or invent devices for the innovate or invent devices for the
betterment of mankind. betterment of mankind.

41 Pupils should learn : Pupils : Encounter

3/11-7/11 Identify problems they encounter Pupils discuss and list the problems Observing
1.3 Synthesising how in their daily life that they encounter in their daily life Solve
5/11 technology can be used Communicating
CUTI to solve problems Generate ideas to solve the Pupils carry out brainstorming Device
AWAL problems identified. session on how to solve the problems
RAMADH identified. Invented
AN
Design a device to solve the Pupils design and make device to
problems identified. solve the problems identified.

Demonstrate how the device invented Pupils present their innovation to the
can be used to solve the problems class.
identified.

42 Pupils should learn : Pupils : Pupils discuss and list the advantage
10/11- State that technology has and disadvantages of technology to Observing Advantages
14/11 1.4 Analysing that technology advantages and disadvantages. mankind.
can benefit mankind if Communicating Disadvantages
used wisely Pupils hold debates on topics related
to technology. Benefit
Conclude that technology can Wisely
Pupils make a conclusion from the
benefit mankind if used wisely.
debate that technology can benefit
mankind if used wisely.

25
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