ScienceYearlyPlanYear 4 UPDATED

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SCIENCE YEARLY PLANYEAR 4

2013/SJKT METHODIST KAPARWeek Learning

AreaLearningObjective

Learning Outcome Suggested Learning Activities Skills

1 PROGRAM MAJU DIRI

2 PROGRAM MAJU DIRI DAN UJIAN DIAGNOSTIK

31. Livingthings havebasic needs

1.1Understandingthat humans havebasic needs

a) Identify thebasic needs ofhumans.

b) Give reasonswhyhumans need food,water, air andshelter.

a) Pupils view video that shows various footage related to thebasic needs of humans. i.e:i) A child/ family taking drinks and a balanced diet.ii) Movement of the chest of a sleeping baby.iii) Different types of houses.

b) Based on the video pupils discuss the basic needs of humansi.e. food, water, air and shelter. Pupils discuss that :i) humans need to eat/drink to help them grow and to stay healthy.ii) Humans need air to breath.iii) Humans need to protect themselves from danger, sun and rain.

c) Pupils discuss and explain what will happen if there is no food,water, air and shelter

SPS :- Observing- Comparing- Relating- MakingInference- Predicting

42. Livingthings havebasic needs.

1.2Understandingthat animals basicneeds.

Pupils:a) Identify the basicneeds of animals.

b) Give reason whyanimals need food,water, air and

shelter.

c) Describe typesofshelter for animals.

a) Pupils keep pets such as hamster or chick.

b) Pupils observe and record what they do to keep their alive andhealthy.

c) Pupils discuss why hamster or chicks are kept in a cage and

not in airtight, covered container

d) Based on their records pupils discuss the basic needs ofanimals. Pupils discuss thati)animals need to eat/drink to help them grow and healthy.

SPS :- Observing- Interpreting- Classifying- Predicting

MS :

- Handle specimenscorrectly andcarefully

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2013/SJKT METHODIST KAPARii) Animals need air to breath.iii) Animals need to protect themselves from danger, sun, and rain.

e) Pupils study pictures or video and describe different types

shelter s or animals such as nests, caves, and holes.

52. LivingThingsundergolifeprocesses.

2.1 Analyzinglife processesthathumans undergo.

Pupils:a) Explain that

humans breathe.

b) Describe whatinhale is.

c) Describe whatexhale is.

d) Differentiate theair that we inhaleand the air weexhale.

e) State thathumans use lungsto breathe

f) Identify thepassage of airduring breathing.

g) Conclude thatnot all individualshave the same rateof breathing.

a) Pupils use their hand to feel the movement of their chest as theybreathe.

b) Pupils discuss to conclude that the movement of the chest is dueto breathing.

c) Pupils discuss that when they inhale they take in air and whenthey exhale they give out air.

d) Pupils gather information and discuss that :- inhaled air has more oxygen than exhale air.- exhaled air more carbon dioxide than inhale air.

e) Pupils observe model or view video of human body to see thatthe lungs is a breathing organ for humans

f) To identify the passage of air movement when human breathes

g) Pupils carry out activity to count the number of chestmovement in a minute.

SPS:- Observing- Conclusion- Communicating- Comparing &Contrasting- Observing- Relating

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2013/SJKT METHODIST KAPAR

62. Livingthingsundergolife

processes.

2.1 Analyzinglife processesthathumans undergo.

Pupils:a) State thathumans excreteand defecate.

b) State theproducts ofhumansexcretion.

c) State the productof humandefecation.d) Give reason whyhumans needexcrete anddefecate.

a) Pupils discuss to conclude that humans excrete and defecate.

b) Pupils discuss that when humans :

- excrete they produce urine, sweat and water.- Defecate they produce faeces

c) Pupils discuss that humans excrete and defecate to get rid ofwaste materials from their bodies.

d) Pupils discuss to infer the effect on health if humans do notexcrete and defecate.

SPS:- Observing- Conclusion- Communicating

- Making inference

72. LivingThingsundergolifeprocesses

2. Analyzing lifeprocesses thathumans undergo.

Pupil:a) State thathumansrespond to stimuli.

b) Give reason whyhumans respondto stimuli.

c) State that

humans reproduce.

d) Predict what willhappen if humansdo not reproduce.

a) Pupils view video or carry out activities to show how humansrespondto stimuli. e.g. when touching a glass of hot water.

b) Pupils discuss to infer that humans respond to stimuli to protectthemselves from danger or for survival.

c) Pupils draw family trees of their families for three generations.Pupils

Compare each others diagram and conclude that humans produceoffspring from one generation to another.

d) Pupils discuss what will happen if humans do not reproduce.

SPS:- Experimenting- Synthesizing- Comparing

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82. Livingthingsundergo lifeprocesses

2.2 Being awarethat behaviourcandisturb life

processes

Pupils:a) Give example ofhabits that bringharm to human life

processes.

b) State the effectsofsmoking on lungs.

c) explain thattakingdrugs and alcoholcan delay apersonsresponse to stimuli.

d) Participate in acampaign todiscouragesmoking, drugstaking and alcoholdrinkingamong their peers.

a) Pupils discuss to identify bad habits in humans e.g. smoking,drinking alcohol taking drugs.

b) Pupils look at picture or video of a smokers lungs and discussthe effects of smoking on lungs.

c) Pupils watch demonstration by teacher to observe the harmfulsubstances produced when the cigarette is being burned.

d) Pupils listen to the talk on smoking and health given by healthofficer.e) Pupils draw poster about the effects of smoking on health.

f) Pupils view video to see the effects of drug and alcohol on humanterms of the effects of delaying a persons response to stimuli e.g.- ability to walk in straight line- delayed reaction of an drunken driver- a driver high on drug can cause

SPS:Hypothesis

Thinking Skill

Generating ideasPredicting

SPSObserving

Thinking SkillAttributing

Suggested topicsfor the talk :a) Smoking andHealth

b) How SmokingAffects Health

9

2. Living

Thingsundergo lifeprocesses

2.3 Analyzing the

life processesthatanimals undergo

Pupils

a) State thatanimalsexcrete

a) Pupils observe animals in science garden to conclude thatanimals defecate and excrete

b) Pupils discuss that animal excrete and defecate to get rid of

SPS

Observing

TSMaking conclusion

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2013/SJKT METHODIST KAPARb) State that animaldefecate

c) Give reasons

whyanimals need toexcrete anddefecated) State thatanimalsbreathe.

e) Identify thebreathingstructuresfor certain animals

f) State thatbreathingstructures fordifferent types ofanimals may bedifferent

waste product from their bodies.

c) Pupils discuss to infer the effects on health if animals do notexcrete and defecate.

d) Pupils look at models or live specimens to see the breathingstructures of :i) Bird

Ii) FishIii) GrasshopperIv) CrabV) FrogF) Monkey

MSHandle specimenscorrectly andcarefully

SPSMaking inferencesObservingClassifying

102. Livingthingsundergo life

processes

2. 3 Analyzing thelife processesthat animals

undergo.

Pupils:a) State thatanimals

reproduce.

b) State that someanimals give birthsome animals lays

a) Based on the viewing of video/ models/ live specimens pupilsconclude that breathing structures for animals may be different .

Pupils view video showing animals giving birth and chicks hatchingfrom eggs.

b) Pupils discuss to conclude that some animals give birth someanimals lays egg.

SPSObservingTS

Making conclusionSPSClassifying

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2013/SJKT METHODIST KAPARegg.

c) Classify animalsaccording to the

way theyreproduce.

c) Pupils discuss to classify animals into those that lay eggs andthose that give birth to their young.


2.3 Analyzing thelife process thatanimals undergo.

Pupils:a) Describe the lifecycles of differentanimals.

b) Conclude thatanimals may havedifferent life cycles

a) Pupils observe animals such as butterfly, frog, hamster orchicken from birth / eggs to adult. Pupils record the changes in size/form at the different stages of the life cycles.

b) Based on their observations and record pupils discuss toconcludethat animals may have different life cycles.

c) Pupils make a scrap book on real animals as imaginary petsexample :-Tiger, whale, lizard pangolin, bat, worm, snake. Pupils may write,draw or paste pictures on their scrap books to tell about their pets.- What pupils have to do to keep their pets alive and healthy.- Suitable home for their pets- Food for their pets- How their pets take care of their young- Life processes of their pets.

SPSObserving

SPS:Comparing

SPS:Making Conclusion

TS:Relating

MS:Use and handlescienceapparatus andsubstances

12 MARCH MONTHLY TEST

13

2. Living

thingsundergo lifeprocesses

2.4

Understandingthe life processesthat plantsundergo

Pupils:

a) State that plantsrespond to stimuli.

b) Identify the partof plant that

a) Pupils carry out activities to study how plant respond to stimulii.e.water, sunlight, touch and gravity.b) Pupils observe and record their findings.

SPS:

Observing

SPS:Making Inference

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2013/SJKT METHODIST KAPARresponds to water.

c) identify the partof

plant that respondsto gravity.

Pupils;a) Identify the partofplant that respondsto sunlight.

b) Identify the partofplant that respondsto touch.

c) State the plantsreproduce to touch.

c) Based on the above activities pupils discuss to identify the part ofplants that respond to stimuli:i) Roots respond to water and gravity.

ii) Shoot respond to sunlight.iii) Certain leaflets respond to touch.

Pupils observe :a) Begonia plants / Bryophyllum that have young plants growingfrom the leaves.

b) Banana trees that have youngplants growing around the parent plants.

c) Water lettuce that have young plants attached to parent plants.

TS:Interpreting DataComparing

SPS:Observing

SPSMeasuring andusingnumbers

MSUse and handlescience apparatusand substances

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2.4Understandingthe life processesthat plantsundergo

Pupils:a) Explain whyplantsneed to reproduce.

b) Predict what willhappen to the world

if plants do notreproduce.

c) Explain thevarious ways plants

a) Pupils carry out discussion based on their observations that plantreproduce.

b) Pupils watch picture / view video and discuss that plantsreproduce to ensure the survival of their species.

c) Pupils discuss and predict what will happen to the world if plantsdo not reproduce e.g. no food supply for man and certain animals.

d) Pupils study live specimens / view video to find out the variousways

CTS :-Generating Ideas-MakingGeneralizations

SPS :

-Observing-Communicating-Predicting-Observing

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2013/SJKT METHODIST KAPARreproduce. plants reproduce i.e. ;

i) Through Seeds E.G. Balsam, Corn And Durian,Ii) Through Spores E.G. Fern and Mushroom,

Iii) Through Suckers E.G. Banana and Pineapple,Iv) Through Stem Cutting E.G. Hibiscus , Rose and Tapioca,V) Through Leaves E.G. Bryophyllum and Begonia,Vi) Through Underground Stem E.G. Potato, Onion, Ginger andLily.

CTS :-MakingGeneralizations-Communicating

-Visualizing

152. Animalsand plantsprotectthemselves

3.1Understandingthat animals havespecificcharacteristicsandbehaviour toprotectthemselvesfrom danger.

Pupils:a) identify specialcharacteristics ofanimals that protectthem from danger.

b) Identify specialbehaviour ofanimals that protectthem from danger.

c) Describe howthespecialcharacteristics andbehaviour ofanimals help to

protect them fromdanger.

a) Pupils touch animals such as garden snails or millipedes andobserve how they react to danger.

b) Pupils describe what they observe and give reasons for theanimals behaviour e.g. millipede curls up to protect itself fromdanger.

c) Pupils look at live specimen or collect information by looking atpicture or viewing video of various animals to identify thecharacteristics andbehaviour of animals that protect them from danger.e.g.:

i) pangolins have hard scales to protect themselves fromenemies,ii) Bed bug have bad smell to repel enemies,

iii) chameleons have the ability to change skin colour according tothe surrounding,iv) Scorpions have stings to protect themselves from enemies.

d) Pupils discuss and explain how the characteristics and behaviour

SPS :-Observing-Communicating-Making Inferences

MS :1. Use and handlescience apparatusand substances.2. Handlespecimenscorrectly andcarefully.3. Draw specimensand apparatus.

Thinking Skill :

- Comparing andcontrasting

- Relating- Making

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2013/SJKT METHODIST KAPARof these animals protect them from danger.

e) Pupils present their findings to the class.

inferences

16

2. Animals

and plantsprotectthemselves

3.2

Understandingthat animals havespecificcharacteristicsandbehaviour toprotectthemselvesfrom extremeweather.

Pupils:

a) Identify specificcharacteristic andbehaviour ofanimals that protectthem from very hotor cold weather.

b) Describe howspecificcharacteristic andbehaviour ofanimals help toprotect them fromvery hot or coldweather.

a) Pupils view video of animals that live in very hot or cold weather.

b) Pupils list the special characteristics and behaviour of animalsand describe how these characteristics and behaviour helpto protect them from very hot or cold weather e.g. :i) Rhinoceros keep their bodies cool by wallowing in mud holes,ii) Polar bears have thick fur to enable them to live in very coldweather,iii) Camels have humps on their backs to food and water to enablethem to survive in deserts.

c) Pupils present their findings to the class.

SPS :

- Observing- Classifying- Measuring- MakingInferences

MS :

- handlespecimenscorrectlyandcarefully- Draw specimenandapparatus

TS :- Comparing andconstrasting- Group andclassifying- Visualizing

172. Animalsandplantsprotectthemselves

3.3Understandingthat animals havespecificcharacteristics

Pupils:a) Recognize theneed or animals toprotect themselvesfrom enemies and

a) Pupils discuss that animals need to protect themselves fromenemies and extreme weather conditions to enablethem to survive.

SPS:- Classifying- Observing- Communicating- Predicting

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2013/SJKT METHODIST KAPARandbehavior toenablethem to survive.

extreme weatherconditions.

b) Make a model of

an imaginaryanimalthat can survivebothextreme weatherandenemies.

c) Give reasonswhymodels are built insuch ways.

b) Pupils design a model of an imaginary animal that can protect

itself from its enemy and extreme weather conditions.

c) Pupils build their models and justify why models are built withcertain characteristics.

- Making Inference

182. Animalsandplantsprotectthemselves

3.4Understandingthat plants havespecificcharacteristic toprotectthemselvesfrom enemies

Pupils:a) Identify thespecificcharacteristics ofplant that protectthem fromenemies.

b) Describe howthespecific

characteristics ofplants help toprotectthem from enemies

a) Pupils look at the pictures /view video of various of plant toidentify special characteristics that protect these plants from theirenemies.

b) Pupils list the specific characteristics of plants.

c) Pupils describe how these characteristics of plants help toprotectthem from enemies. e.g. :

i) mimosas close their leaflets when touched,

ii) papaya leaves produce latex to prevent them from being eaten,iii) pineapple plants have thorns to protect themselves,iv) bamboos have very fine hairs that can cause it itchiness.

d) Pupils present their findings to the

SPS:- observing- classifying- communicating- making inference- makinghypothesis

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2013/SJKT METHODIST KAPARclass.

19 & 20 REVISION AND MID TERM EXAMINATION

21Measurement

1.1Understanding

the measurementof length.

Pupils :a) State the

differentways to measurelength .

b) State thestandardunit for length in themetric system .

c) Choose theappropriatemeasuring tools tomeasure length .

d ) Measure lengthusing the correcttechnique.

e) Record lengthsinstandard units .

a) Pupils discuss the different ways to measure length such as

using straw , arm , span , string , ruler and measuring tape .

b) Pupils discuss the standard unit for length in metric system i.e .mm , cm m and km.

c) Pupils choose the appropriate tools and measure in standardunits :

i) the length of object the object such a eraser , pencil or book .

ii) the length and height of teachers table .

iii) the length and width of the classroom

iv) the height of their friends .

v) the circumference of any part of their bodies or round objects .

d) Record the measurements in a graphic organizer .

SPS:- Observing

- Communicating- Measuring andusing numbers- Making inferences- Interpreting data- Controllingvariable

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Measureme

nt

1.2

Understandinghow to calculatearea

Pupils:

a) Compare asquareand a rectangleandguess which object

a) Pupils compare object of different shapes such as a square anda rectangle and guess which object has a bigger area .

i) s square ( 4cm x 4cm )ii) a rectangle ( 8cm x 2cm )

SPS:

- observing

- Measuring usingnumbers

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2013/SJKT METHODIST KAPARhas a bigger area .

b) Carry out a testto

confirm theirguesses.

c) State that area =length x width

d) State thestandardunit for area in themetric system .

e) calculate the

areaof a given shape instandard unit .

b) Pupils confirm their guess by filling the 4cm x 4cm square and8cm x 2cm rectangle with 1cm x 1cm cards and count the numberof 1cm x 1cm cards used .

c) Pupils discuss to state the relationship between the number of1cm x 1cm squares and the length and width of the above squarem and square km .

d) Pupils calculate the area of any given square and rectangle instandard unit .

- Definingoperationally

- Communicating

23Measurement

1.3Understandinghow to measurethe volume ofsolid .

Pupils:a) Compare a cupand a cuboid andguess which onehas a biggervolume .

b) Carry out a test

toconfirm theirguess .

a) Pupils compare 2 different object such as a cube and a cuboidand guess which object has a bigger volume .e.g .i) a cube ( 4cm x 4cm x 4cm )ii) a cuboid ( 8cm x 4cm x 2cm )

b) Pupils confirm their guesses by filling the 4cm x 4cm x 4cm

cube and 8cm x 4cm x 2cm cuboid with 1cm x 1cm x1cm cubesused .

c) Pupils discuss to state the relationship between the number of1cm x 1cm x 1cm cubes and the length, width and height of the

SPS:- Observing-Measuring usingnumbers-Definingoperationally-Communicating

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2013/SJKT METHODIST KAPARc) State thatvolume = length xwidth xheight

d) State thestandardunit for solids inthemetric system .

e) Calculate thevolume of cubescuboids based onthemeasurement

takenin standard unit .

above cube and cuboid .

d) Pupils discuss the standard unit for volume of solid in metricsystem i.e . cubic mm , cubic cm and cubic m .

e) Pupils calculate the volumes of any given cubes and cuboids instandard unit .

24Measurement

1.4Understandinghow to measurevolume of liquid

Pupilsa) State thedifferentways to measurethevolume of liquid .

b) State thestandard

unit for volume ofliquids in the metricsystem .

c) Choose the

a) Pupils discuss the different ways that can be used to measurethe volume of a liquid such as using cup , the cap of a bottle ,beaker and measuring cylinder .b) Pupils discuss the standard unit for volume of liquid in metricsystem i.e ml , and l .

c) Pupils choose the appropriate tool for measuring the volume of

a liquid .

d) Pupils discuss the correct techniques to take readings . i.e .i) taking the reading at the lowest part of the meniscus .ii) eyes must be at the same level as the

SPS:- Observing

-Measuring usingnumbers

-Definingoperationally

-Interpreting data

-Controllingvariable

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2013/SJKT METHODIST KAPARappropriatemeasuring tools tomeasure thevolume

of liquid .

e) Measure thevolume of liquidusing the correcttechnique .

f) Record thevolumemeasured in

standard unit .

c) Pupils carry out activities to measure the volumes of liquids usingthe correct techniques .

d) Pupils record measurement in a graphicorganizer.

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Measurement

1.5Understandinghow to measuremass

Pupilsa) State tools formeasuring mass .

b) State thestandardunit for mass in themetric system .

c) Measure the

massof an object usingthe correcttechniques

a) Pupils study lever balance and discuss that it can be used tomeasure mass of various object .

b) Pupils discuss the standard unit for mass in metric system i.e .mg , g and kg

c) Pupils use tools to measure the masses of various object suchas books ,pencil cases or school bags.

d) Pupils record the measurement in a graphic organizer .

SPS :- observing-Measuring usingnumbers-Definingoperationally-CommunicatingMS :-use and handlescience apparatus

andsubstances-store scienceapparatusCTS:

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2013/SJKT METHODIST KAPARd) Record themeasurement usingstandard unit .

-relating-comparing andcontrasting

26Measurement

1.6Understandinghow to measuretime

Pupilsa) Identify differentways to measuretime.

b) State thatprocessesthat repeatuniformly can beused to measuretime .

c) State thestandardunit for time in themetric system.

d) Identify tools formeasuring time .

e) Measure timeusing appropriate

tools .

f) Record the timemeasured instandard unit

a) Pupils gather information about different ways to measure time.

b) Pupils discuss and conclude that a process that repeatsuniformly can be used to measure time .

c) Pupils observe the following processes :i) the swinging of a pendulumii) water drippingiii) pulse.

d) Pupils discuss why the above processes

can be used to measure time .

e) Pupils discuss to choose and use appropriate tools and units tomeasure time .

d) Pupils measure the time taken to carry out certain activities usingthe correct tools and appropriate units.

e) Pupils record the measurement in appropriate standard unit in agraphic organizer .

SPS:

- Observing-Measuring UsingNumbers- ControllingVariable-Communicating-Making Hypothesis

MS:

-Use And HandleScience ApparatusandSubstances-Store Science

Apparatus

CTS:- Attributing-Relating-Comparing and

Contrasting

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27Measurement

1.7 Realizing theimportance ofusing standardunits

Pupils:a) Choose and usethe appropriatetools to measure

thevolumes of liquidsand masses of theingredients in arecipe .

b) Give reasons forany differences inthe doughpreparedby using the givenrecipe .

c) Conclude theneed for usingstandard unit .

a) Pupils are shown a piece of play dough made earlier byteacher and ask to prepare their own play dough using the givenrecipe .

b) Based on the given recipe pupils discuss what tools to use formeasuring the ingredients and how to measure .

c) Pupils make the play dough by measuring the ingredients usingthemeasuring tools and units that they have choose.

d) Pupils feel that texture of the dough and given reasons for anydifference in their dough as compared to the play dough preparedby the teacher .

e) Pupils conclude that standard units are needed for accuracyand consistency .

SPS :- observing-Measuring usingnumbers

-Controllingvariable- Making inference

MS:-use and handlescience apparatusandsubstances-store scienceapparatus-clean science

apparatus

CTS:- attributing-relating-comparing andcontrasting-making inferences

28 AUGUST MONTHLY TEST

29

Properties

Of Materials

1.1

Understandingthe properties ofmaterials

Pupils:

a) Classify objectsinto groupsaccording to thematerials they aremade of.

a) Pupils are given various objects made of wood, plastic, metal,glass or rubber and group them according to the materials theyare made of.

b) Pupils test objects made of wood, plastics, metal, glass or rubber

SPS:

- Observing- Classifying- Predicting

MS:

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2013/SJKT METHODIST KAPARb) Identify materialsthat conductelectricity.

c) Identify materialsthat conduct heat.

d) Identify materialsthat float on water

e) Identify materialsthat absorb water

to find out if there :i) Conduct electricityii) Conduct heatiii) Float on water

iv) Absorb waterv) Can be stretchedvi) Allow lights to pass through

- Handlespecimenscorrectly andcarefully.

- Store scienceapparatus

TS:- Attributing-Grouping andclassifying

29PropertiesOf Materials

1.1Understandingthe properties ofmaterials

Pupilsa) Identify materialsthat can bestretched.

b) Identify materialsthat allow lightto pass trough.

c) State what aconductor is.d) State what aninsulator is

e) Conclude that agood conductorof heat is also agood conductor ofelectricity

a) Pupils record their findings in a graphic organizer

b) Discuss what conductor and insulator are.

c) Based on the graphic organizer, pupils conclude that a goodheat conductor is also a good electric conductor

SPS:- Observing- Classifying- Communicating

MS:- Drawspecimens andapparatus.

TS:- Comparingand contrasting.- Makingconclusions.

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30PropertiesOf Materials

1.1UnderstandingThe properties of

materials

Pupilsa) Classifymaterials based on

theirabilities to allowlight to passthrough

b) State what atransparentmaterialis.

c) State what atranslucent material

is.

d) State what anopaque material is.

e) List uses oftransparent,translucent andopaque materials.

a) Pupils carry out activities to test different materials such asglass, wood rubber, metal and plastic to find out their abilities to

allowlight to pass through.

b) Based on the above activities, pupils classify materials into threecategories e.g:i) Transparent material that allows most light to pass through,ii) Translucent material that allows some light to pass through,iii) Opaque material that does not allow any light to pass through.

SPS:- Observing- Classifying

- Makinginferences

MS:- Drawspecimens andapparatus.- Storescienceapparatus.

TS:

- Comparingandcontrasting- PrioritizingMakingconclusions

30PropertiesOf

Materials

1.2 Applying theknowledge of

properties ofmaterials in everyday life

Pupils:a) Suggest ways to

keep things cold.

b) Suggest ways tokeep thins hot.

a) Pupils observe models or view video to see the structure of

polystyrene container or thermos flask to understand how theywork.

b) Pupils discuss and suggest ways to keep things cold e.g.keeping cold drinks for a picnic.

SPS:- Observing

- Classifying- Communicating

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2013/SJKT METHODIST KAPARc) Pupils design anaffective way tokeep things hot orto keep things cold.

c) Pupils discuss and suggest ways to keep things hot e.g. drinks orfood for picnic.

d) Pupils carry out activities to test their suggestions.

e) Pupils discuss to conclude the best way to keep things hot orcold.

f) Pupils study objects and list the materials that these objects aremade of.

g) Pupils suggest reasons why the materials are used to make theobjects.

h) Pupils discuss that different materials have different properties

which are taken into consideration when choosing materials tomake an object. e.g. metal and glass are used to make a pair ofglasses.

i) Pupils design an object for a specific purpose using the materialof their choice and justify why they choose the materials.

31

PropertiesOfMaterials

1.3 Synthesizingthe knowledgeabout uses ofmaterials basedon

their properties

Pupils:a) List objects andthe materials thatthey are made of.

b) Give reasonswhyparticular materialsare used to makean object.

a) Pupils study objects and list the materials that these objects aremade of.

b) Pupils suggest reasons why the materials are used to make theobjects.

c) Pupils discuss that different materials have different properties

SPS:- Observing- Classifying- Communicating- Interpreting

data

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c) State thatmaterials arechosen to make an

object based ontheir properties.

d) Design an objectfor a specificpurpose and givereasons whycertain materialsare used to make it.

which are taken into consideration when choosing materials tomake an object. e.g. metal and glass are used to make a pair ofglasses.

d) Pupils design an object for a specific purpose using the materialof their choice and justify why they choose the materials.

31

1. Propertiesof Materials

1.4 Knowingtheimportance

of Reuse,Reduce andRecycle ofmaterials

Pupils:a) Give examplesof natural materials.

b) Give examplesof man-madematerials.c) State that man-made materialscome from naturalmaterials.d) Give reasonswhymaterials need tobe

conserved.e) Practice reusing,reducing, andrecycling toconserve

a)Pupils observe and classify object aroundthem into:

i) Object made of natural materials i.e: wood, soil, metal, leather,cotton, fur, rubber, and silk.ii) Object made of man-made materials i.e: plastic and syntheticcloth.

b) Pupils discuss that man-made materials come from naturalmaterials.

c) Pupils conclude that we need conserve materials because man-made materials an natural materials are limited and may be usedup if there is no effort to conserve them.

d) Pupils carry out activities about reusing, reducing use andrecycling of materials throughout the year.

SPS:- Observing

- Classifying- Makinginferences- Communicating

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2013/SJKT METHODIST KAPARmaterials.

32

1. Propertiesof materials.

1.5Understandingthat some

materials can rust

Pupils:a) Differentiatebetween a rusty

object and nonrustyobject.

b) Identify objectthat can rust.

c) Conclude thatobject made fromiron can rust.

d) Design a fair test

to find out whatfactors causerusting by decidingwhat to change,what to observeand what to keepthe same.

d) Carry out thetest and record theobserve the

observation

a) Pupils observe a rusty nail and a nail without rust and tell thedifferences.

Pupils observe objects around the school and classify objects as:i) rustyii) non-rusty.

b) Pupils discuss to conclude that objects made iron can rust.

c) Pupils carry out activities to investigate factors that causerusting i.e: presence of air and water.

SPS:- Observing- Classifying

- Makinginferences- Controllingvariables- MakingHypothesis -Definingoperationally

321. PropertiesOfMaterials

1.1Understandingthe properties of

Pupilsa) State thedifferent ways

a) Iron from coming into contact with air andwater by coating iron with paint, oil, grease

SPS:- Observing- Comparing

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2013/SJKT METHODIST KAPARmaterials prevent objects

from rusting.

b) Explain how

these ways canprevent rusting.

c) Explain why it isnecessary topreventrusting.

or non- rusting materials.

b) Pupils discuss the advantages of preventingrusting

- Contrasting- Experimenting- Makinghypotheses

- Communicating- Predicting- RelatingInterpreting data

331.The SolarSystem

1.1Understandingthesolar system

Pupilsa) List theconstituents of theSolar System.

b) List the planet inthe Solar System ina sequence.

c) State that planetmove around thesun.

a) Pupils study a model or view simulation of the Solar System .

b) Pupils discuss the constituents of the Solar System.

c) Pupils simulate to demonstrate the relative distance of the planet

in the Solar System.

d) Pupils discuss that all the planets in the Solar System movearound the sun.

SPS:- Observing,- Relating- Communicating,- Making

- inference

34

1.The SolarSystem

1.2Understandingthe relativescience and

distance betweenthe Earth ,Moonand the Sun

Pupilsa) State the size ofthe Sun relative tothe size of the

Earth.

b) State the size ofthe Earth relative tothe size of the

a) Pupils compare the size of a sago, a glass, marble and a basketball to show the relative size of the Moon, Earth and Sun.

b) Sate the size of the Earth relative to the size of the Moon.

c) State the relative distance from the Earth to the Sun compare tothe relative distance from the Earth to the Moon.

SPS:- Measuring andusingnumber,Comparing

and contrasting

TS:- Prediction,visualizing

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2013/SJKT METHODIST KAPARMoon.

c) State the relativedistance from the

Earth to the Suncompare to therelativedistance from theEarth tothe Moon.

- Using space timeRelationshipsequencing

34 1.The Solar System

1.3 Appreciatingthe perfectplacement of theplanet Earth intheSolar System.

Pupilsa)State why certainplanet are notconducive forliving things .

b) Predict what willhappen if the Earthis placed muchnearer or fartherfrom theSun.

c) Conclude thatthe Earth is theonly planet in theSolarSystem that hasliving things.

a) Pupils gather information about planet in the Solar System.

b) Pupils discuss how the distance of a planet from the Sun affectshow hot or cold it is.

c) Pupils discuss to relate how hot or cold a planet is to its ability tosupport life.

d) Pupils discuss to predict what will happen if the Earth is placedmuch nearer or farther from the Sun.

e) Pupils discuss other factors that affect a planets ability tosupport lives e.g. absence of water and absent of air.

SPS:- Observing- Communicating,- Predicting,- Makinghypothesis

351.Technology

1.1Understandingthe importance of

Pupils:a) State that thereare limitations to

a) Pupils test their abilities e.g.SPS:- Observing- Communicating

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2013/SJKT METHODIST KAPARtechnology ineveryday life.

humans abilities todo things.

i) try to memorize a telephone number and then try to memorizeanother 5 telephone numbers without writing them down.ii) try to jump as high as possible and touch the ceiling.iii) Try to read the same writing from different distance.

b) Pupils discuss the limit of their abilities.

c) Pupils view video to see how technology are used to overcomehumans limitations.

d) Pupils discuss and give other examples of humans limitationsand ways to overcome them e.g.

i) Unable to see the fine details on an object. This can beovercome by using magnifying glass or microscope,ii) Unable to speak loud enough for someone far away to hear.

This can be overcome by using microphone, megaphone ortelephone.iii) Unable to walk for long distance. This can be overcome byriding a bicycle or traveling by car, train, ship or aero plane

- Predicting

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36

1.Technology

1.2Understandingthe developmentof technology

Pupils,

a) Give examplesof development

of technology

b) Recognize theneeds to innovateor invent devices

for the bettermentof mankind.

a) Pupils gather information and create folio about the developmentof technology in the fields of :

i) communication,ii) transportation,iii) agriculture,iv) construction.

E.g. in communication the development of technology from smokesignal to drum, telephone, walkie-talkie, cell phone andteleconferencing.

b) Pupils give reasons on the needs to innovate or invent devicesfor the betterment of mankind.

SPS:- Observing- Communicating

37

1.Technology

1.3 Synthesizinghow technologycan be used tosolve problems.

Pupilsa) Identify problemsthey encounter intheir daily life.

B) Generate ideasto solve theproblems identified.

c) Design thedevice to solve theproblems identified.

d) Demonstrate

a) Pupils discuss and list the problems that they encounter ineveryday life.

b) Pupils carry out brainstorming session on how to solve theproblems identified.

c) Pupils design and make devices to solve the problems identified.

d) Pupils present their innovations to the class

SPS:- Communicating- PredictingMS1MS2MS3MS5

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2013/SJKT METHODIST KAPARhow the deviceinvented can beused to solvethe problem

identified.

371.Technology

1.4 Analyzingthat technologycan benefitmankind if usedwisely.

Pupils :a) State thattechnology hasadvantages anddisadvantages.

b) Conclude thattechnology canbenefit mankind ifused wisely.

a) Pupils discuss and list the advantages and disadvantages oftechnology to mankind.

b) Pupils hold debates on topics related to technology.

c) Pupils make a conclusion from the debate that technology canbenefitmankind if used wisely.

SPS:- Classifying

38 FINAL Examination39 REVISION ON EXAM PAPER

40 INTRODUCTION ON YEAR 5 TOPICS

41 ENRICHMENT ON SECTION B

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