Yearly Plan Sn Year5

7/29/2019 Yearly Plan Sn Year5

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SCIENCE YEARLY PLAN: YEAR 5

SEMESTER 1

WEEK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING OUTCOMES LEARNING ACTIVITIES SKILS VOCABULARY

THEME : INVESTIGATING LIVING THINGS

1

1.Microorganis

m

1.1 Understanding thatmicroorganism is a

living thing.

1.1.1 State types of microorganisms.

1.1.2 State that yeast is an

example of microorganism.

1.1.3 State that microorganism breathes.

1.1.4 State that microorganism

grows.

Pupils view video showingvarious types of

microorganism, e.g. bacteria,

virus, fungi and protozoa.

Pupils make a qualitative

comparison between the

size of microorganism and

that of human and conclude

that microorganism is very

tiny.

Pupils discuss that yeast is afungi, an example of

microorganism.

Pupils observe the effect of

yeast on dough and infer

that microorganism breathesand causes the dough to

rise.

SPSObserving

yeast- ragiharmful- berbahaya

magnifying glass-

kanta

pembesar uses- kegunaan

sprinkling – merenjis

2 1.1.5 State that microorganism

moves.

1.1.6 Conclude that

microorganisms are living

things and most of themcannot be seen with naked

eyes.

Pupils carry out activity by

sprinkling a few drops of

water on a slice of bread.

Pupils put the bread in a plastic bag and observe it for

a few days.

3 1.2 Understanding thatsome microorganism

is harmful and someare useful.

1.2.1 State examples of use of microorganisms.

1.2.2 State the harmful effects of microorganisms.

Pupils gather information onthe uses of

microorganism

contagious-berjangkit

quarantine – diasingkan

1



1.2.3 Describe that diseases

caused by microorganisms

can spread from one personto another.

1.2.4 Explain ways to prevent

diseases caused by

microorganisms.

Pupils gather information on

the harmful effects of

microorganisms,


diseases caused by

microorganisms

Pupils discuss that diseasescaused by microorganisms

can spread from one personto another.

Pupils discuss on how

diseases caused by

microorganisms can be

prevented from spreading,

measles- campak

chicken pox- cacar

stomach upset- sakit perut

cough- batuk

harm- kesan buruk

dengue – denggisneezing – bersin

flu - selsemamumps – beguk

conjunctivitis – sakit mata

4 2. Survival of

the species

2.1 Understanding that

different animals havetheir own ways to

ensure the survival of

their species.

2.1.1 Give examples of animals

that take care of their eggs and young.

2.1.2 Explain how animals take

care of their eggs andyoung.

2.1.3 Explain why animals take

care of their eggs and

young.

Pupils gather information to

find examples of animalsthat take care of their eggs

and young,

Pupils view video on how

animals ensure the survival

of their eggs and young

Pupils discuss and conclude

that animals take care of their eggs and young to

ensure the survival of their species.

kemandirian

adapt- menyesuaikantake care- menjaga

protect- melindungi

young – anak slimy – berlendir

pouch – kantong

herd – kumpulan

yang besar

disturbed- diganggu

plenty – banyak attack- menyerang

hide – menyembunyikan

ensure- memastikan

feed – memberi

makan

5

CUTI TAHUN BARU CINA

2



6 2. Survival of

the species


different plants have

their own ways toensure the survival of their species.

2.2.1 State various ways plants

disperse their seeds and

fruits.2.2.2 Explain why plants need to

disperse seeds or fruits.

2.2.3 Give examples of plant that

disperse seeds and fruits

by water.


disperse seeds and fruits by wind.

Pupils study live specimens,

view video or computer

simulation to find out the onhow plants ensure thesurvival of species, e.g.

a) by water,

b) by wind,

c) by animal,

d) by explosive mechanism.


that plants need to disperse

their seeds or fruits to

ensure the survival of their

species.

Pupils gather information to

give examples of plants thatdisperse seeds and fruits by:

a) water,

b) wind,

c) animal,

d) explosive mechanism.

various – pelbagai

waxy – berlilin

husk – sabut shell – tempurung disperse – pencaran

edible – boleh

dimakan

flame of the forest –

semarak api

chestnut – buahberangan

balsam – keembung ocra – kacang bendi

love grasskemuncup

7 2.2.5 Give examples of plant thatdisperse seeds and fruits

by animals.


disperse seeds and fruits

by explosive mechanism.2.2.7 Relate characteristics of

seeds and fruits to the

ways they are dispersed.

Pupils study live specimensor view video and discuss

the relationship between

characteristics of seeds and

fruits and their ways of

dispersal :a) by water – light andhave air space

b) by wind – light, have

wing-like structure, dry,

have fine hairs and

small

3



c) by animals – fleshy,

brightly coloured, edible,

have smells or havehooks.

d) explosive mechanism –

dry when ripe.

7 2.3 Realizing the

importance of survivalof the species.

2.3.1 Predict what will happen if

some species of animalsor plants do not survive.

Pupils discuss and predict

the consequences if certainspecies of animals and

plants become extinct, e.g.

a) shortage of food

resources,

b) other species may also

face extinction.

extinction –

kepupusanshortage –

kekurangan

8 3. Food Chain

and Food

chains.

3.1 Understanding food

chains.

3.1.1 Identify animals and the

food they eat.

3.1.2 Classify animals into

herbivore, carnivore andomnivore.

3.1.3 Construct food chain.

3.1.4 Identify producer.

3.1.5 Identify consumer.

Pupils carry out a

brainstorming session on

animals and the food they

eat.

Pupils discuss and classify

animals into the following

groups according to the

food they eat:

a) herbivore

b) carnivorec) omnivore

Pupils build food chains to

show the food relationship

among organisms.

From the food chains pupils

identify the producers andthe consumers.

food chain-rantai

makanan

producer- pengeluar

consumer- pengguna

4



WEEK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING OUTCOMES LEARNING ACTIVITIES SKILS VOCABULARY

9 3.2 Synthesizing food

chains to construct

food web.

3.2.1 Construct a food web.

3.2.2 Construct food webs of

different habitats.

Pupils construct a food web

based on food chains given.

Pupils walk around the

school compound to studyfood webs in places such as

field, science garden, pond

or under flower pot.

Based on the organisms

identified, pupils constructfood chains and then food

webs for the habitats theyhave studied.

10 3.2.3 Predict what will happen if

there is a change in

population of a certainspecies in a food web.

3.2.4 Explain what will happen to

a certain species of animals

if they eat only one type of

food.

Pupils discuss and predict

what will happen if there is a

change in the population of acertain species in a food

web.

Pupils carry out simulation or

play games based on food

webs.

Pupils view video to studyvarious species that are

facing extinction because

they only eat one type of

food.

5



11

MINGGU UJIAN 1

THEME : INVESTIGATING FORCE AND ENERGY12 1. Energy. 1.1 Understanding the uses

of energy.

1.1.1 Explain why energy is

needed.

1.1.2 Give examples where and

when energy is used.

1.1.3 State various sources of energy.

Pupils discuss and

conclude that energy is

needed:

a) by living things to carry

out life processes suchas moving, breathing

and growing, b) to move, boil, melt or

bounce non-living

things.

Pupils gather information

and give examples whereand when energy is used.


about sources of energy,

e.g.

a) sun,

b) food,

c) wind,d) fuel,

e) dry cell/ battery.

Pupils discuss that the sunis the main source of

energy.

sources- sumber

energytenaga

bounce-melantun

fuel-bahan api

boil-mendidih

13 1.2 Understanding that

energy can be

transformed from one

1.2.1 State the various forms of

energy.

1.2.2 State that energy can be

Pupils observe various

events and identify the

form of energy involved,

transform-berubah

principle-prinsip

6



form to another. transformed.

1.2.3 Give examples of appliances

that make use of energytransformation.

Pupils carry out activities todiscuss the transformation

of energy

Pupils discuss that energycan be transformed.


and identify appliances thatmake use of energy

transformation and state the

form of energy involved,

whistle- wisel

appliances -

peralatan

14 1.3 Understandingrenewable and non-

renewable energy.

1.3.1 State what renewable energyis?

1.3.2 State what non-renewable

energy is?

1.3.3 List renewable energy

resources.1.3.4 List non-renewable energy

resources.

Pupils discuss thatrenewable energy is the

energy that can be

replenished when used up

and non-renewable energy

is the energy that cannot be replenished when used

up.


on the following:

a) renewable energy

resources. e.g.

solar, wind and biomass,

b) non-renewable energyresources. e.g.

natural gas, petroleumand coal.

renewable energy-

tenagadiperbaharui

non-renewable

energytenaga yang tidak dapat diperbaharui

replenished –

digantikan

used up- habis

digunakan

coal- arang batu

charcoal- arang

kayu

wisely-secara

bijaksanabiomass-biojisim

15 1.3.5 Explain why we need to use

energy wisely.

1.3.6 Explain why renewableenergy is better than non-

renewable energy.


why we need to use energy

wisely e.g.a) some energy resources

cannot be replenished

7



1.3.7 Give examples on how to

save energy.

1.3.8 Practice saving energy.

when used up,

b) to save cost,

c) to avoid wastage,d) to reduce pollution.

Pupils discuss why

renewable energy is better than non-renewable energy.

Pupils carry out

brainstorming session onhow to save energy in

everyday life.

Pupils draw a list of do’s and

don’ts on how to save

energy and use it as a guideto carry out daily activities.

16 2. Electricity 2.1 Knowing the sources

of electricity.

2.1.1 State the sources of

electricity.

Pupils carry out activity

such as lighting up a bulbor ringing an electric bell to

verify that the following

sources produce electricity

17 2.2 Understanding a series

circuit and a parallel

circuit.

2.2.1 Identity the symbols of

various components in a

simple electric circuit.

2.2.2 Draw circuit diagrams.2.2.3 Identify the difference in the

arrangement of bulbs inseries and parallel circuits.

Pupils build as many

different electric circuits as

they can.

Pupils are introduced the

symbols of the componentsin an electric circuit, i.e

battery, bulb, connecting

wires and switch.

Pupils draw circuit diagrams

based on the circuits thatthey have built.

series circuit-litar

bersiri

parellel circuit –

litar selari

brightness-

kecerahan

arrangement-

susunan

8



Pupils observe various

series circuits and parallel

circuits.Based on observation,

pupils discuss the

differences in the

arrangement of bulbs inseries and parallel circuits

Pupils draw circuit diagrams

of series and parallelcircuits and compare the

arrangement of the bulbs in

these circuits.

18 2.2.4 Build a series circuit.

2.2.5 Build a parallel circuit.

2.2.6 Compare the brightness of

the bulbs in a series and a parallel circuit.

2.2.7 Compare the effect on the

bulbs when variousswitches in a series circuit

and a parallel circuit are

off.

Pupils are given batteries,

bulbs, switches and

connecting wires to build

series and parallel circuits.

Pupils observe and compare

the brightness of the bulbsin:

a) series circuits,

b) parallel circuits,

c) between series and

parallel circuits.

Pupils carry out activities

and compare what happento the bulbs in a series

circuit and a parallel circuit

when various switches in

each circuit are off.

19 2.3 Understanding the

safety precautions to

2.3.1 Describe the danger of

mishandling electrical

Pupils discuss the danger

of mishandling electricalelectric shock-

kejutan

9



be taken when

handling electrical

appliances.

appliances.

2.3.2 Explain the safety

precautions to be takenwhen using electrical

appliances.

appliances, e.g.

a) electric shock,

b) fire,c) burn,

d) electrocution.

Pupils discuss the safety precautions to be taken

when using electricalappliances.

elektrik

appliances peralat

an

20 MINGGU PKSR 1

CUTI PERTENGAHAN TAHUN

10



SEMESTER 2

WEEK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING OUTCOMES

21 3. Light. 3.1 Understanding that

light travels in astraight line.

3.1.1 State that light travels in a

straight line.3.1.2 Give examples to verify that

light travels in a straight

line.3.1.3 Describe how shadow is

formed.3.1.4 Design a fair test to find out

what cause the size of a

shadow to change by

deciding what to keep the

same, what to change and

what to observe.3.1.5 Design a fair test to find out

what factors cause theshape of a shadow to

change by deciding what to

keep the same, what to

change and what toobserve.

Pupils carry out activities to

observe that light travels ina straight line.

Pupils gather informationand give examples of events

or phenomena that showlight travels in straight line.

Pupils observe and discuss

the formations of shadow to

conclude that shadow is

formed when light is blocked by an opaque or a

translucent object.

Pupils carry out activities to

investigate the factors that

cause the shape and size of a shadow to change.

Pupils observe, discuss and

Conclude.

beam- alur

cahayatravel-

bergerak

opaque – legap

22 3.2 Understanding thatlight can be reflected.

3.2.1 State that light can bereflected.

3.2.2 Draw ray diagrams to show

reflection of light.3.2.3 Give examples of uses of

reflection of light in

everyday life.

Pupils carry out activities toinvestigate reflection of light

using:

a) a mirror, b) an aluminium foil.

Pupils draw ray diagrams to

show the reflection of light in

the above activities.

reflection- pembalikan

sharp bend-

selekoh tajamray diagram-

gambarajah

sinar

11




about the uses of reflection

of light in everyday life, e.g.a) side mirror of a car,

b) mirror at the sharp bend

of a road,

c) mirror in the barbershop,d) periscope.

Pupils apply the principle of

light reflection to designdevices, e.g.

a) periscope

b) kaleidoscope.

23 4. Heat. 4.1 Understanding thattemperature is of

indicator of degree of

hotness.

4.1.1 State that when a substancegains heat it will become

warmer.

4.1.2 State that when a substance

loses heat it will become

cooler.4.1.3 Measure temperature using

the correct technique.

4.1.4 State the metric unit for temperature.

Pupils heat 250ml of water for 3 minutes and feel the

water every few seconds

while heating to feel the

change of temperature.

Pupils let the warm water

cool down and feel the

water every few seconds.

Based on the above

activities, pupils discuss and

conclude that:

a) heat gain causes the

water to become warmer b) heat loss causes the

water to become cooler.

Pupils are guided to use andread thermometer correctly.


the metric unit for measuring

temperature.

12



Pupils carry out activity to

measure temperature, e.g.a) heat up water and

record the temperature

every few minute

b) turn off the Bunsen burner and record the

temperature every fewminutes while the water

cools off.

24 MINGGU SUKAN

25 4.1.5 State that temperature of an

object or material

increases as it gains heat.4.1.6 State that temperature of an

object or materialdecreases as it loses heat.

4.1.7 Conclude that the

temperatures are an

indicator to measure

hotness.


that the temperature:

a) increases when heat isgained,

b) decreases when heat islost.


that the temperature is an

indicator to measure

hotness

26 4.2 Understanding the

effects of heat on

matter.

4.2.1 State that matter expands

when heated.

4.2.2 State that matter contracts

when cooled.

4.1.3 Give examples of the

application of the principleof expansion and

contraction in everyday life.

Pupils carry out activites to

observe the effects of heat

on matter, e.g.

a) heating an iron ball and

inserting it into an iron

ring, b) cooling the heated iron

ball and inserting it into

the iron ring,

Pupils discuss their

observations of the activitiesand conclude that:

a) matter expands whenheated,

dent – kemek

expand-

mengembang

contract-

mengecut

snap - putus

13



b) matter contracts when

cooled.

Pupils view video or

computer simulation on the

expansion and contraction

of matter in everyday life.THEME: INVESTIGATING MATERIALS

27 1. States of

Matter


matter exist in the

form of solid, liquid

or gas.

1.1.1 Classify objects and

materials into three states

of matter.

1.1.2 State the properties of solid.1.1.3 State the properties of

liquid.

Pupils classify objects and

materials into solid, liquid

and gas.

Pupils discuss and

give reasons for their classification.

Pupils study the properties of

solid by:

a) weighing various kinds of

solids, b) measuring the volumes of

various kinds of solids,c) putting various types of

solids into containers of

various shapes.

solid – pepejal

liquid – cecair

gas – gas

water vapour –

wap air

evaporation – penyejatan

condensation –

kondensasi

water cycle –

kitar air

interchangeable – boleh

saling bertukar syringe - picagari

28 1.1.4 State that some liquids flow

faster than others.

1.1.5 State the properties of gas.

Pupils observe the flow of

different liquids as they are

poured into containers.

Pupils discuss to concludethat some liquids flow faster

than others.

14



29 1.2 Understanding that

matter can change

from one state to

another.

1.2.1 State that water can change

its state.

1.2.2 Conclude that water can

exist in any of the three

states of matter.

1.2.3 Identify the processesinvolved when a matter

changer from one state toanother.

1.2.4 Identify factors that affect

the rate of evaporation of

water.

Pupils carry out the following

activities to observe the

change of the state of

matter:

a) allowing ice to melt,

b) heating water until it boils,

c) collecting water vapour,allowing it to cool and

making it freeze.


that:

a) water can change fromone state to another,

b) water can exist as solid,

liquid and gas.

Pupils discuss the processinvolved when a matter

changes from one state to

another, i.e.a) melting,

b) boiling,

c) evaporation,

d) condensation,

e) freezing.

Pupils investigate and

discuss the factors thataffect how fast water

evaporates e.g.a) hot weather

b) windy

evaporation-

penyejatan

condensation-

kondensasi

freezing-

pembekuanmelting –

peleburan

15



16

WEEK LEARNING LEARNING LEARNING LEARNING ACTIVITIES SKILS VOCABULARY



17

WEEK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING

OUTCOMES

LEARNING ACTIVITIES SKILS VOCABULARY

31 1.3 Understanding thewater cycle.

1.3.1 Describe how clouds areformed.

1.3.2 Describe how rain isformed.

1.3.3 Explain how water is

circulated in the

environment.

1.3.4 Explain the importance of

water cycle.

Pupils view computer simulation to study the

formation of clouds and rain.

Pupils discuss and explain

the changes in the state of

matter in the water cycle.

Pupils view computer simulation on how water is

circulated in theenvironment.

Pupils discuss the

importance of water cycle.

cloud – awanwater cycle –

kitaran air

32 1.4 Appreciating the

importance of water

resources.

1.4.1 Give reasons why we need

to keep our water

resources clean.

1.4.2 Describe ways to keep our

water resources clean.

Pupils view video about:

a) the importance of water

for living things,

b) the effects of human

activities on quality of

water supply.


how to keep our water resources clean and present

it in the form of folio.

Pupils draw posters to show

appreciation that water is animportant resource.

32 2. Acid and

Alkali.

2.1 Understanding the

properties of acidic,

alkaline and neutralsubstances.

2.1.1 Identify acidic, alkaline

and neutral substances

using litmus paper.2.1.2 Identify the taste of acidic

and alkaline food.2.1.3 Conclude the properties of

acidic, alkaline and

neutral substances.

Pupils test substances to

determine whether they are

acidic, alkaline or neutralsubstances based on the

change of wet litmus paperscolour.

Pupils determine whether

food samples are acidic or

alkaline by tasting the food

samples and testing withlitmus paper.

Pupils carry out discussionand conclude the properties

of acidic, alkaline and neutral

substances in terms of taste

and colour changes of litmus

paper

litmus paper –

kertas litmus

sour – masam bitter – pahit

neutral – neutral acidic – keasidan

alkaline-kealkalian

property-sifat



18

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Yearly Plan Sn Year5