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7/30/2019 Yr5 Science Specification 2012
1/17
CURRICULUM SPECIFICATIONS FOR YEAR 5 SCIENCE
SEMESTER 1
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
THEME : INVESTIGATING LIVING THINGS
1
2
3
1. Microorganism 1.1 Understanding
that
microorganismis 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 microorganismbreathes.
1.1.4 State that microorganism grows.
1.1.5 State that microorganism moves.1.1.6 Conclude that microorganisms
are living things and most of
them cannot be seen with naked
eyes.
Various types of microorganism, e.g. bacteria, virus, fungi ,
protozoa and algae.
Make a qualitative comparison between the size of
microorganism and that of human and conclude that
microorganism is very tiny.
Discuss that yeast is an example of microorganism. Effect of
yeast on dough.
Recipe to make dough.
Ingredients:
1 cup of flour
cup of warm water
1 teaspoon of driedyeast
1 teaspoon of sugar
Observe the effect when a test tube filled with 2 teaspoon of
dried yeast, 1 teaspoon of sugar and half test tube of water.
Few drops of water on a slice of bread and put the bread in a
plastic bag. Observe it for a few days. Observe rotten oranges or
mouldy rice..
View on the movement of microorganisms - water from ponds,
rivers or drains.
Ensure pupils clean their hands after handling water samples.
yeast- ragi harmful-
berbahayamagnifying glass-
kanta pembesar
uses-kegunaan
sprinkle - renjis
1
Method:
1.Mix all ingredients.
2.Cover the mixture
with a damp cloth.3.Leave it for 20
minutes.
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WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
4
5
Microorganism 1.2 Understanding
that some
microorganism
are harmful
and some are
useful.
1.2.1 State examples of use of
microorganisms.
1.2.2 State the harmful effects ofmicroorganisms.
1.2.3 Describe that diseases caused by
microorganisms can spread from
one person to another.
1.2.4 Explain ways to prevent diseases
caused by microorganisms.
Pupils gather information uses of microorganism.
E.g. making bread, tapai, tempe and fertilizer.
(need not know the methods of making example
above).
Gather information on the harmful effects of microorganisms,e.g. causing
a) illness,
b) food poisoning,
c) food to turn bad,d) tooth decay.
Gather information on diseases caused by microorganisms
e.g. stomach upset, measles, cough, flu, tooth decay,
conjunctivitis, mumps and AIDS.
Diseases caused by microorganism can spread from one
person to another. Preventing from spreading, e.g.a) by washing hands before handling food,
b) by boiling water before drinking,
c) by covering mouth and nose when coughing or sneezing,
d) by washing hands after using the toilet,
e) by putting patients who have chicken pox, conjunctivitis ormumps into quarantine.
f) by covering wounds.
contagious-
berjangkitquarantine
diasingkan
measles- campak
chicken pox- cacar
stomach upset-sakitperut
cough- batuk
harm- kesan buruk
tooth decay -gigi
reput
sneezing - bersin
flu selsema
mumps - benguk
conjunctivitis -sakitmata
6 2. Survival of the
species
2.1 Understanding
that different
animals havetheir own
ways to ensurethe 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 and young.
Species means similar types of living things that can breed
among themselves.
Discuss examples of animals that take care of their eggs
and young, e.g. cow, hen, cat, bird.
View video on how animals ensure the survival of their
eggs and young,
a)keep their young in their mouths, e.g fish,
b)feed their young, e.g. bird,
c)attack in order to protect their eggs or young when they
are disturbed, e.g.snake or tiger,
survival-
kemandirian
adapt-
menyesuaikan
take care- menjaga
protect- melindungi
young - anak
slimy - berlendir
pouch - kantong
herd - kumpulan
yang besar
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2.1.3 Explain why animals take care oftheir eggs and young.
d)lay slimy eggs, e.g frog,
c)hide their eggs, e.g.turtle,
d)carry their young in their pouches, e.g kangaroo,
e)stay in herds e.g. elephant.
Conclude that animals take care o f their eggs and young to
ensure the survival of their species.
disturbed-diganggu
plenty - banyak
attack- menyerang
hide -
menyembunyikan
ensure-memastikanfeed - memberi
makan
7
8
9
Survival of thespecies
2.2 Understandingthat different
plants have
their own ways
to ensure the
survival of
their species.
2.3 Realising the
importance of
survival of the
species.
2.2.1 State various ways plantsdisperse their seeds and
fruits.
2.2.2 Explain why plants need todisperse seeds or fruits.
2.2.3 Give examples of plant that
disperse seeds and fruits bywater.
2.2.4 Give examples of plant that
disperse seeds and fruits by wind.
2.2.5 Give examples of plant that
disperse seeds and fruits byanimals.
2.2.6 Give examples of plant that
disperse seeds and fruits by
explosive mechanism.
2.2.7 Relate characteristics of seeds
and fruits to the ways they are
dispersed.
2.3.1 Predict what will happen if some
species of animals or plantsdo not survive.
Various ways of seeds and fruits dispersal, e.g.
a) by water,
b) by wind,
c) by animal,d) by explosive mechanism
Plants need to disperse their seeds or fruits to ensure the
survival of their species.
E.g. of plants that disperse seeds and fruits by:
a) water, e.g. coconut and pong-pong,b) wind, e.g. lallang and angsana,
c) animals, e.g. watermelon, love grass and rambutan
d) explosive mechanism, e.g. balsam, rubber, flame of the
forest, chestnut and lady's finger.
Characteristics of seeds and fruits and their ways of
dispersal:
a) by water - light and have air space
b) by wind - light, have wing-like structure, dry,have
fine hairs and small
c) by animals - fleshy,brightly coloured, edible , have
smells or have hooks.d) explosive mechanism - dry when ripe
Species of animals and plants become extinct, E.g
a) shortage of food resources,
b) other species may also face extinction.
various -pelbagai
waxy berlilin
husk -sabut
shell - tempurung
disperse -pencaran
edible - boleh
dimakan
flame of the forest -
semarak api
chestnut - buahberangan
balsam -keembung
lady's finger-kacang
bendi
love grass-kemuncup
Extinction-Kepupusan
Shortage-
kekurangan
3
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES
SUGGESTED LEARNING AREA AND NOTES VOCABULARY
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WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
9 3. Food Chain
and FoodWeb.
3.1 Understanding
food chains.
3.1.1 Identify animals and the food
they eat.3.1.2 Classify animals into herbivore,
carnivore and omnivore.
3.1.3 Construct food chain.3.1.4 Identify producer.
3.1.5 Identify consumer.
Food chains must begin with plants as producers.
Classify animals into the following groups according to the
food they eat:
a)herbivore
b)carnivorec)omnivore
Build food chains to and identify the producers and the
consumers.
food chain-rantai
makanan
producer-pengeluar
consumer-
pengguna
10 UJIAN 16-8 MAC 2012
11 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 walk around the school compound to study food webs
in places such as field, science garden, pond or under flower
pot.
Based on the organisms identified, pupils construct food
chains and then food webs.
food web-siratan
makanan
12 3.2.3 Predict what will happen if there
is a change in population of a
Discuss and predict what will happen if there is a change in
the population.
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certain species in a food web.
3.2.4 Explain what will happen to acertain species of animals if they
eat only one type of food.
Study various species that are facing extinction because they
only eat one type of food.
a) These species has difficulty to survive because their only
source offood may run out, e.g. panda eats bamboo
shoots only,
b) koala bear eats eucalyptus leaves only,
c) pangolin eats ants only.
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
THEME 2 : INVESTIGATING FORCE AND ENERGY
13 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.
Energy is needed:
a) a) by living things to carry out life processes such as
moving, breathing and growing,
b) b) to move, boil, melt or bounce non-living things.
Sources of energy, e.g.
a) sun,
b) food,
c) wind,
d) fuel,
e) battery.
Discuss that the sun is the main source of energy.
sources- sumber
energy- tenaga
bounce-melantun
fuel-bahan api
boil-mendidih
14 1.2 Understanding
that energy
can be
transformedfrom one form
to another.
1.2.1 State the various forms of
energy.
1.2.2 State that energy can be
transformed.
Various events and identify the form of energy involved,e.g.
a) a moving battery- operated toy car,
b) a stretched rubber band,
c) a burning candle,d) a ringing telephone.
Transformation of energy e.g.
a) switching on the lights:
electrical energy light energy,
b) lighting a candle:
transform-berubah
principle-prinsip
whistle- wisel
appliances -peralatan
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1.2.3 Give examples of appliances that
make use of energy
transformation.
chemical energy heat energy + light energy,
c) calculator: (using a solar powered)
solar energy electrical energy light energy
Identify appliances that make use of energy transformation
and state the form cf energy involved, e.g.
a) electric iron :
electrical energy heat energyb) radio: electrical energy sound energy
c) ceilng fan:
electrical energy kinetic energy + sound energy,
d) gas stove:
chemical energy heat energy + light energy.
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
15 Energy 1.3 Understanding
renewable and
non-renewable
energy.
1.3.1 State what renewable energy is.
1.3.2 State what non-renewable energy
is.
1.3.3 List renewable energy resources.
1.3.4 List non-renewable energyresources.
Renewable energy is the energy that can be replenished
when used up. E.g. renewable energy
resources, water, solar, wind and biomass
Non-renewable energy is the energy that cannot bereplenished when used up. E.g. non-renewable energy
resources, natural gas, petroleum and coal.
renewable energy-
tenaga diperbaharui
non-renewable energy-
tenaga yang tidak
dapat diperbaharuireplenished
-digantikan
used up- habis
digunakan
coal- arang batu
charcoal- arang kayu
wisely-secara
bijaksana
16 1.3.5 Explain why we need to useenergy wisely.
1.3.6 Explain why renewable energy is
better than non-renewable
energy.
1.3.7 Give examples on how to save
energy.
1.3.8 Practise saving energy.
We need to use energy wisely e.g.
a) some energy resources cannot be replenished
when used up,
b) to save cost,
c) to avoid wastage,
d) to reduce pollution.
Brain storming session
17 2. Electricity 2.1 Knowing the
sources of
electricity.
2.1.1 State the sources of electricity. Sources produce electricity e.g.
a)dry cell, battery
b)accumulator,
c)dynamo,
d)solar cell.
E.g. activity such as lighting up a bulb or ringing an
dry cell-sel kering
hydroelectric power -
kuasa hidro elektrik
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electric bell using the sources
18 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 in series
and parallel circuits.
Build as many different electric circuits and introduced the
symbols of the components in an electric circuit, i.e battery,
bulb, connecting wires and switch.
series circuit-
litar bersiri
parellel circuit -litar
selari
brightness-kecerahan
arrangement-susunan
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
19 Electricity 2.2.4 Build a series circuit.
2.2.5 Build a parallel circuit.
2.2.6 Compare the brightness of thebulbs in a series and a parallelcircuit.
2.2.7 Compare the effect on the bulbs
when various switches 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.
Observe and compare the brightness of the bulbs in:
a) series circuits,
b)parellel circuits,
a)between series and parallel circuits when number of
batteries and bulbs must be the same..
Comparing what happen to the bulbs when various switches
in each circuit are off.
20 PKSR 1
21 2.3 Understanding
the safetyprecautions to
be taken when
handling
electrical
appliances.
2.3.1 Describe the danger of
mishandling electricalappliances.
2.3.2 Explain the safety precautions to
be taken when using electrical
appliances.
Danger of mishandling electrical appliances, e.g.electric shock, fire, burn, electrocution.
Safety precautions to be taken when using electrical
appliances, e.g.
a) do not touch electrical appliances with wet
hands,
b) do not use electrical appliances that are
electric shock-kejutan elekthk
appliances-
peralatan
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faulty or having broken insulation wires,
c) do not repair electrical appliances on your
own,
d) do not connect too many electrical
appliances to one power supply.
Discuss other general safety precautions, e.g.
a) do not insert objects into power supply,b) do not touch a switch with wet hands,
c) do not touch victims of electric shock.
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
22 3. Light
.
3.1 Understanding
that lighttravels in a
straight 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.
Gather information and give examples of events or
phenomena that show light travels in straight line.
Discuss the formations of shadow .
Conclude that shadow is formed when light is blocked byan opaque or a translucent object.
beam- alur cahaya
travel- bergerak
opaque - legap
23 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 the shape of ashadow to change by deciding
what to keep the same, what to
change and what to observe.
Investigate the factors that cause the shape and size of a
shadow to change.
a) when the distance between an object and its light
source decreases, the size of the shadow increases
and
when the distance between an object and the screen
decreases the size of the shadow decreases.
b) the shape of the shadow changes according to the
position of light source.
and
the shape of the shadow changes according to the
position of an object.
24 3.2 Understanding
that light can
be reflected.
3.2.1 State that light can be reflected.
3.2.2 Draw ray diagrams to show
Investigate reflection of light using:
a) a mirror,
b) an aluminium foil.
reflection-pembalikan
sharp bend-selekoh
tajam
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reflection of light.
3.2.3 Give examples of uses ofreflection of light in everyday
life.
Pupils draw ray diagrams to show the reflectionof light.
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) d) periscope.e)
Apply the principle of light reflection e.g:
-periscope , -kaleidoscope
ray diagram-
gambarajah sinar
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
25 4. Heat. 4.1 Understanding
that
temperature isof indicator of
degree ofhotness.
4.1.1 State that when a substance gains
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 feel the changes of
temperature.Let the warm water cool down and feel the water every few
seconds.
Above activities, pupils discuss and conclude that:
-heat gain causes the water to become warmer
-heat loss causes the water to become cooler.
Guide how to use and read thermometer correctly.
26 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 material decreases asit loses heat.
4.1.7 Conclude that the temperatures is
an indicator to measure
Activity to measure temperature, e.g.
a) heat up water and record the temperature every few
minutes,b) turn off the Bunsen burner and record the temperature
every few minutes while the water cools off.
Conclude that the temperature:
a) increases when heat is gained,
b) decreases when heat is lost.
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hotness.
Temperature is an indicator to measure hotness.
27 4.2 Understandingthe effects of
heat on matter.
4.2.1 State that matter expands whenheated.
4.2.2 State that matter contracts when
cooled.
4.1.3 Give examples of the application
of the principle of expansion andcontraction in everyday life.
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,
a) heating coloured water in a beaker with a glass tube and
observing the water level in the glass tube,b) heating a dented ping pong ball in hot water,
c) cooling coloured water in a beaker with a glass tube and
observing the water level in the glass tube.
conclude that:
a) matter expands when heated,
b) matter contracts when cooled.
Example expansion and contraction of matter in everyday
life;
a) an electric cable is installed loosely to
prevent it from snapping when it contracts in cold
weather,
b) there are gaps at railway tracks to allow for
expansion in hot weather,
c) a tight bottle cap can be loosened by immersing it in
hot water,
d) concrete slabs on pavements have gaps to
allow for expansion.
dent -kemek
expand-mengembang
contract-mengecut
snap -putus
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
THEME 3 : INVESTIGATING MATERIALS
28 1. States of
Matter
1.1 Understanding
that matter
exist in the
form of solid,liquid or gas.
1.1.1 Classify objects and materials
into three states of matter.Classify objects and materials into solid, liquid and gas.
Suggested objects and materials for pupils to classify are:
Inflated balloon, deflated balloon, stone, cooking oil,
milk, water, paper, paper clip, ruler, glue and bicycle
pump.
solid -pepejal
liquid - cecair
gas -gas
water vapour - wap
air
evaporation -
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29
1.1.2 State the properties of solid.
1.1.3 State the properties of liquid.
1.1.4 State that some liquids flow
faster than others.
Pupils study:
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.
Properties of solids, i.e. a solid:a) has mass,
b) has fixed volume,
c) has fixed shape.
Pupils study weighing various kind of liquids, measuring
the volumes of liquids, pouring liquid into containers of
various shapes.
Conclude the properties of liquids, i.e. a liquid has
a) mass,
b) fixed volume,
c) no permanent shape but takes the shape of its container
Observe the flow of different liquids, Examples :
water ,milk ,condensed milk , cooking oil , tomato
sauce , cordial , shampoo , glue
penyejatan
condensation -
kondensasi
water cycle - kitar
air
interchangeable -
boleh saling
bertukar
syringe -picagari
30 UJIAN 2
31 States of Matter 1.1.5 State the properties of gas. Study the properties of gas by:a)balancing two inflated balloons on a stick and
puncturing one of the balloons,
b) inflating balloons of different shapes,
c) observing smoke in a closed container then placing an
inverted container on it.
Removing the cover of the first container and
11
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
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observe.
d) how smoke moves from a container to another inverted
container placed directly over it,
e) feeling the pressure of gas in a syringe when its plunges
is pushed down with nozzle closed.
Conclude that properties of gas,
has mass
has no fixed shape but takes the shape of itscontainer
occupies space and has no fixed volume
can be compressed.
31 1.2 Understanding
that matter can
change from
one state toanother.
1.2.1 State that water can change its
state.
1.2.2 Conclude that water can exist in
any of the three states ofmatter.
1.2.3 Identify the processes involved
when a matter changer fromone state to another.
1.2.4 Identify factors that affect the
rate of evaporation of water.
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.
Additional observation:
melting butter, melting ice cream
Water can change from one state to another.Water can exist as solid, liquid and gas.
Process involved changes from one state to
another:
melting, boiling, evaporation,condensation, freezing.
Factors that affect water evaporates e.g
a) hot weather
b) windy
c) surface area
evaporation-
penyejatan
condensation-
kondensasi
freezing-
pembekuan
melting -
peleburan
32 1.3 Understanding
the water
1.3.1 Describe how clouds are formed. View video formation of clouds and rain cloud awan
water cycle
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WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
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cycle. 1.3.2 Describe how rain is formed.
1.3.3 Explain how water is circulatedin the environment.
1.3.4 Explain the importance of water
cycle.
Discuss and explain the changes in the state of matter in
the water cycle , how water is circulated in the environment,
discuss the importance of water cycle.
kitaran air
33 1.4 Appreciatingthe importance
of water
resources.
1.4.1 Give reasons why we need tokeep our water resources clean.
1.4.2 Describe ways to keep our water
resources clean.
View videoa) the importance of water for living things,
b) the effects of human activities on quality of water
supply.
Gather information on how to keep our water resources
clean and present it in the form of folio.
Draw posters to show appreciation that water is animportant resource.
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
34 2. Acid and
Alkaline.
2.1 Understanding
the properties
of acidic,
alkaline and
neutralsubstances.
2.1.1 Identify acidic, alkalineand neutral substances usinglitmus paper.
2.1.2 Identify the taste of acidic and
alkaline food.
2.1.3 Conclude the properties of
acidic, alkaline and neutral
substances.
Test substances to determine whether they are acidic,
alkaline or neutral substances based on the change of wet
litmus papers colour.
Pupils should taste the food samples provided only and notany other substances.
Determine whether food samples are acidic or alkaline by
tasting the food samples and testing with litmus paper.
litmus paper-kertas
litmus sour - masam
bitter -pahit
neutral - neutral
acidic - keasidan
alkaline- kealkalian
property-sifat
THEME 4: INVESTIGATING THE EARTH AND THE UNIVERSE35 1. Constel lation. 1.1 Understanding
the
constellation.
1.1.1 State what constellation is.
1.1.2 Identify constellations..
1.1.3 State the importance of
constellations.
View video or visit planetarium to observe various
constellations.
Constellation is a group of stars that form a certain pattern
in the sky.
constellation - buruj
Orion -Belantik
Scorpion - Skorpio
Big Dipper -Biduk
Southern Cross -Pari
pattern - corak
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Build a model to study the pattern of Orion, Scorpion, Big
Dipper and Southern Cross.
Importance of constellations,
a) to show directions,
b) to indicate the time to carry out certain
activities, e.g planting season.
Big Dipper and Southern Cross can be seenbetween April June.
Orion can be seen between December February.
Scorpion can be seen between June to August.
direction - arah
season - musim
36 2. The Earth, The
Moon and TheSun.
The Earth, The
Moon and The
Sun.
2.1 Understanding
themovements of
the Earth, the
Moon and the
Sun.
2.1.1 State that the Earth rotates on its
axis.2.1.2 State that the Earth rotates and at
the same time moves round the
Sun.
2.1.3 State that the Moon rotates on its
axis.
2.1.4 State that the Moon rotates and
at the same time moves round
the Earth.
2.1.5 State that the Moon and the
Earth move round the Sun at
the same time.
View video model about the movement of the Earth, the
Moon and the Sun.
Discuss and explain the rotation of the Earth and the Moon
and their movements around the Sun.
The Earth rotates on its axis from west to east and
completes one rotation every 24 hours.
rotate - berputar
sundial -jam
matahari
axis -paksi
west - barat
east - timur
movement
-pergerakan
position - kedudukan
2.1.6 Describe the changes in length
and position of the shadowthroughout the day.
2.1.7 Conclude that the Earth rotates
Record the length and position of the shadow of a
pole at different time of the day.(pole as the object and the Sun as the source of light).
Pupils observe the shadow formed when the globe
is rotated at its axis over a fixed light source.
throughout
-sepanjangshadow -
bayang-bayang
illuminating menyuluh
facing menghala
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WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY
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on its axis from west to east.Pupils build a sundial.
rotating globe -glob
yang berputar
day -siang
night- malam
occurrence-kejadian
VOCABULARY
37 PKSR 2
38 2.2 Understanding
the occurrenceof day and
night.
2.2.1 State that it is day time for the
part of the Earth facing theSun.
2.2.2 State it is night time for the part
of the Earth facing away fromthe Sun.
2.2.3 Explain that day and night occurdue to the rotation of the Earth
on its axis.
View video or simulation by illuminating a rotating
globe to observe the occurrence of day and night.
Pupils draw diagrams to show the occurrence of
day and night.
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES
39 2.3 Understanding
the phases of
the Moon.
2.3.1 State that the Moon does not
emit light.
2.3.2 Explain that the Moon appearsbright when it reflects sunlight.
2.3.3 Describe the phases of the Moon.
Discuss that the Moon does not emit light but reflects the
sunlight.
View video on the phases of the Moon phases of the moon:
a) new moon,
b) crescent,
c) half moon,
d) full moon.
Build a project to observe and record the phases of the Moon
for a month and relate them to the dates of the lunar
calendar.
new moon - anak
bulan
crescent - bulan
sabit
half moon -bulan
separa
full moon - bulan
purnama
reflect -memantulkan
phase -fasalunar calendar-
Takwim Qamari
emit-memancarkan
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THEME 5 : INVESTIGATING TECHNOLOGY
40 1. Strength andStability
1.1 Knowing theshapes of
objects in
structures.
1.1.1 State the shapes of objects.1.1.2 Identify shapes in structure.
Pupils walk around the school compound andidentify shapes of objects, i.e.
a) cube,
b) cuboid,
c) sphere,
d) cone,
shape - bentuk
cube - kubus
cuboid - kuboid
sphere - sfera
cone - kon
cylinder - silinderpyramid - piramid
hemisphere -hemisfera
structure - struktur
strength -kekuatan /
kekukuhan.
stability -kestabilan
base area - luas tapak
affect -
mempengaruhi
stand at ease -senang
diri
VOCABULARY
41 1.2 Understanding
the strengthand stability of
a structure.
1.2.1 Identify shapes of objects that
are stable.1.2.2 Identify the factors that affect
stability of objects.
Pupils carry acitivities identify the shapes that are stable.
Investigate factors that affect the stability of a structure, e.g.
a) pushing a bottle standing upright and a bottle
standing upside down,
b) pushing a high chair and a low chair,
Conclude that the stability of an object is affected by base
area, and height.
WK LEARNING
AREAS
LEARNING
OBJECTIVE
LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES
42 1.2.3 Explain how base area affects
stability.
1.2.4 Explain how height affectsstability.
1.2.5 Identify the factors that affect the
strength of a structure.
1.2.6 Design a model that is strong and
stable.
Pupils investigate affects the stability of an
object e.g
a) the bigger the base area, the more stable the object is,b) the higher the objec t, the less stable the object is.
Factors that affect the strength of a structure. E.g.
a) suspend a weight on a straw and then on a pencil,
b) make two bridges, one using a piece of fl at paper and
the other using a folded paper. Then put objects of the
same mass on each bridge.
Conclude that the strength of a structure are:
a) types of materials used,
b) how the structure is placed.
stand at attention
bersedia
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e) cylinder,
f) pyramid,
g) hemisphere
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Pupils design the strongest and most stable structure using
materials of their choice.
( Suggestion: use reused and recycled materials )
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