Science year-5

Indon Sulong/Guru Cemerlang Sains 1

YEARLY SCHEME OF WORKSCIENCE YEAR FIVE 2007

THEME: A. Investigating Living Things

Learning Area: 1. Microorganism

Weeks/Dates

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

1

02.01.2007To

04.01.2007

1.1. Understandingthatmicroorganism is aliving thing.

Pupils

State types of microorganism

State that yeast is an example ofmicroorganism.

Pupils view video showing varioustypes of microorganism. E.g. bacteria,virus, fungi, protozoa and algae.

Pupils make a qualitative comparisonbetween the size of microorganismand that of human and conclude thatmicroorganism is very tiny.

Pupils discuss that yeast is anexample of microorganism.

Observing

Communicating

Yeast – ragi

Comparison –perbandingan

Human – manusia

2

07.01.2007To

11.01.2007

1.1 Understanding thatmicroorganism is aliving thing.

State that microorganismbreathes.

Pupils observe the effect of yeast ondough and infer that microorganismbreathes and causes the dough torise.

Pupils carry out activity and observethe effect when a test tube filled with2 teaspoon of dried yeast, 1 teaspoonof sugar and half test tube of water.The mouth of the test tube is attachedto a balloon.

Observing

Measuring and usingnumbers

Making inferences

Draw specimens andapparatus

Breathe - bernafas

Sprinkle – renjis

Magnifying glass – kantapembesar


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

State that microorganism grows

.

Pupils carry out activities bysprinkling a few drop of water on slicebread. Pupils put the bread in aplastic bag and observe it for a fewdays.

Pupils observe rotten oranges ormouldy rice using hand lense ormicroscope and record theirobservation for a few days.

Pupils observe and record theirfindings by drawing.

Observing


Making inferences


Grow – bertumbuh

Mouldy –berkulat

3

14.01.2007To

18.01.2007

1.1 Understanding thatmicroorganism is aliving thing.

State that microorganism moves

Conclude that microorganismsare living things and most ofthem cannot be seen with nakedeyes.

Pupils view video on the movement ofmicroorganism in water.

Pupils collect samples of water fromponds, rivers or drains and observethe movement of microorganismunder a microscope.

Pupils record their observations.

Pupils discuss and state thatmicroorganism is living things andmost of them cannot be seen withnaked eyes.

Observing

Communicating

Making inferences


Use and handle scienceapparatus and substances

Move –bergerak

Naked eyes – matakasar


Weeks/Dates

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

1.2 Understanding thatsomemicroorganisms areharmful and someare useful.

State examples of use ofmicroorganisms.

State the harmful effects ofmicroorganism.

Describe that disease caused bymicroorganism can spread fromone person to another.

Explains ways to preventdiseases caused bymicroorganism.

Pupils gather information on the usesof microorganisms, e.g.a) Making breadb) Making tapaic) Making temped) Making fertiliser

Pupils gather information on the harmfuleffects of microorganism, e.g.a) Causing illnessb) Causing food poisoningc) Causing food to turn badd) Causing denggi.e) Causing tooth decay

Pupils gather information on diseasecauses by microorganism e.g. stomachupset, measles, cough, flu, tooth decay,conjunctivitis, mumps, denggi and AIDS.

Pupils discuss that diseases caused bymicroorganism can spread from oneperson to another.

Pupils discuss on how diseases caused bymicroorganism can be prevented fromspreading, 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 patient who have chicken

pox, conjunctivitis or mumps intoquarantine.

f) By covering wounds.

Communicating

Making inferences

Uses – kegunaan

Harmful – berbahaya

Contagious -berjangkit

Quarantine –diasingkan

Measles – campak

Chicken pox – cacar

Stomach upset – sakitperut

Caugh – batuk

Tooth decay –gigi reput

Sneezing – bersin

Flu – selesema

Mumps –benguk

Conjunctivitis – sakit

mata

4

21.01.2007To

25.01.2007

HARI KEPUTERAAN SULTAN KEDAH21 JANUARY 2007 (SUNDAY)


Learning Area: 2. Survival of The Species

Weeks/Dates


5

28.01.2007To

01.02.2007

Pupils should learn :

2.1 Understanding thatdifferent animalshave their ownways to ensure thesurvival of theirspecies.

Pupils

Give examples of animals thattake care of their eggs andyoung.

Explain how animals take care oftheir eggs and young.

Explain why animals take care oftheir eggs and young.

Pupils gather information to findexamples of animals that take care oftheir eggs and young, e.g.a) Cowb) Henc) Catd) Bird

Pupils view video on how animalsensure the survival of their eggs andyoung, e.g.a) Keep their young in their mouth,

e.g. fishb) Feed their young, e.g. birdc) Attack in order to protect their

eggs or young when they aredisturbed, e.g. snake or tiger.

d) Lay slimy eggs, e.g. froge) Hide their eggs, e.g. turtlef) Carry their young in their

pouches, e.g. kangaroog) Stay in herds, e.g. elephant.

Pupils discuss and conclude thatanimals take care of their eggs andyoung to ensure the survival of theirspecies.

Observing

Communicating

Making inferences

Survival –kemandirian

Adapt –menyesuaikan

Take care –Menjaga

Protect – melindungi

Young –anak

Slimy –berlendir

Pouch –kantung

Herd –kumpulan yang

besar

Disturbed –diganggu

Plenty – banyak

Attack –menyerang

Hide –menyembunyi

Ensure –memastikan

Feed- memberi makan


Weeks/Dates


6

04.02.2007To

08.02.2007

2.2 Understanding thatdifferent plantshave their ownways to ensure thesurvival of theirspecies.

Pupils :

State various ways plantsdisperse their seed and fruits.

Explains why plants need todisperse seed or fruits.

Give example of plant thatdisperses seeds and fruits bywater.

Give example of plant thatdisperses seeds and fruits bywind.

Give examples of plants thatdisperse seeds and fruits byanimals.

Give examples of plants thatdisperse seeds and fruits byexplosive mechanism.

Relate characteristics of seedsand fruits to the ways they aredispersed.

Pupils study live specimens, viewvideo or computer simulation to findout the various ways of seeds andfruits dispersal, e.g.a) By waterb) By windc) By animald) By explosive mechanism

Pupils discuss and conclude thatplants need to disperse their seeds orfruits to ensure the survival of theirspecies.

Pupils gather information to giveexamples of plants that disperseseeds and fruits by:

a) Waterb) Windc) Animalsd) Explosive mechanism.

Pupils study live specimens, viewvideo and discuss the relationshipbetween characteristics of seeds andfruits and their ways of dispersal.

a) By water - light and have airspace

b) By wind – light, have wing- likestructure, dry, have fine hairs andsmall.

c) By animals – fleshy, brightlycolored, edible, have smell orhave hooks.

d) Explosive mechanism - dry whenripe.

Observing

Making inferences

Communicating

Classifying

Handle specimenscorrectly and carefully

Various – pelbagai

Waxy – berlilin

Husk - sabut

Shell - tempurung

Disperse – pencaran

Edible – boleh dimakan

Flame of the forest –

semarak api

Chestnut – buah

berangan

Balsam – keembung

Lady’s finger - kacang

bendi

Love grass – kemuncup

Characteristics – cirri-ciri

Explosive mechanism –mekanisma letupan


Weeks/Dates


7

11.02.2007To

15.02.2007

2.3 Realizing theimportance ofsurvival of thespecies.

Pupils :

Predict what will happen if somespecies of animals or plants donot survive.

Pupils discuss and predict theconsequences if certain species ofanimals and plants become extinct,e.g.a) Shortage of food resourcesb) Other species may also face

extinction.

Observing

Communicating

Predicting

Shortage –kekurangan

resource – sumber

extinction - kepupusan

Learning Area: 3 Food Chain and Food Web

Weeks/Dates



3.1 Understanding foodchain.

Pupils :

Identify animals and the foodthey eat.

Classify animals into herbivore,carnivore and omnivore.

Construct food chain

Identify producer

Identify consumer

Pupils carry out a brainstormingsession on animals and the food theyeat.

Pupils discuss and classify animalsinto the following groups according tothe food they eat.a) Herbivoreb) Carnivorec) Omnivore

Pupils build food chains to show thefood relationship among organism.

From the food chain pupils identifythe producers and the consumers.

Observing

Communicating

Classifying

Extinction – kepupusan

Shortage – kekurangan

Food chain – rantai

makanan

producer –pengeluar

consumer -pengguna

8

18.02.2007To

22.02.2007

CHINESE NEW YEAR -18 & 19 FEBRUARY 2007 (SUNDAY & MONDAY)


Weeks/Dates


9

25.02.2007To

01.03.2007

3.2 Synthesizing foodchains to constructfood web.

Pupils : Construct a food web

Construct food webs of differenthabitats

Pupils construct a food web based onfood chains given.

Pupils walk around the schoolcompound to study food webs inplaces such as field, science garden,and pond or under flower pot.

Based on the organism identified,pupils construct food chains and thenfood webs for the habitats they havestudied.

Observing

Communicating

Food chain – rantai

makanan

Food web –siratan

makanan

Producer – pengeluar

Consumer – pengguna

10

04.03.2007To

08.03.2007

3.2 Synthesizing foodchains to constructfood web.

Predict what will happen if thereis a change in the population of acertain species in a food web.

Explain what will happen to acertain species of animals if theyeat only one type of food.

Pupils discuss and predict what willhappen if there is a change in thepopulation of a certain species in afood web.

Pupils carry out simulation or playgames based on food webs.

Pupils view video to study variousspecies that are facing extinctionbecause they only eat one type offood.

Pupils conclude that a certain speciesof animals that eats one type of foodonly has difficulty to survive becausetheir only source of food may run out,e.g.a) Panda eats bamboo shoots onlyb) Koala bear eats eucalyptus

leaves onlyc) Pangolin eats ants only.

Observing

Communicating

Predicting

Food web – siratanmakanan

Population –populasi

extinction - kepupusan

11.03.07To

17.03.07MID-TERM HOLIDAY


THEME: B. Investigating Forces And Energy

Learning Area: 1 Energy

Weeks/Dates



1.1 Understanding theuses of energy

Pupils :

Explain why energy is needed.

Give examples where and whenenergy is used.

State various sources of energy.

Pupils discuss and conclude thatenergy is needed :a) By living things to carry out life

processes such as moving,breathing and growing.

b) To move, boil, melt or bouncenon-living things.

Pupils gather information and giveexamples where and when energy isused.

Pupils gather information aboutsources of energy, e.g.a) Sunb) Foodc) Windd) Fuele) Battery

Pupils discuss that the sun is themain sources of energy.

Observing

Communicating

Making inferences

Sources – sumber

Energy – tenaga

Bounce - melantun

Fuel – bahan api

Boil – mendidih

11

18.03.2007To

22.03.2007

TEST 1


Weeks/Dates


12

25.03.2007To

29.03.2007

1.2 Understanding thatenergy can betransformed fromone form toanother.

Pupils :

State the various forms ofenergy.

State that energy can betransformed.

Pupils observe various events andidentify the form of energy involved,e.g.a) A moving battery-operated toy

carb) A stretched rubber band,c) A burning candled) A ringing telephone.

Pupils carry out activities to discussthe transformation of energy, e.g.a) Switching on the light :

Electrical energy light energyb) Lighting candle:

Chemical energy light energy+ heat energy.

c) Using solar powered calculator :Solar energy electrical energy light energy

Pupils discuss that energy can betransformed.

Pupils gather information and identifyappliances that make use of energytransformation and state the form ofenergy involved, e.g.a) Electric iron:

Electrical energy heat energyb) Radio :

Electrical energy sound energyc) Ceiling fan :

Electrical energy kineticenergy + sound energy.

d) Gas stove :Chemical energy heat energy+ light energy

Observing

Communicating

Classifying

Use and handle scienceapparatus and substances

Store science apparatus

appliances –peralatan

catapult – lastik

transformed –diubah

Stretch –tarik

Charcoal –arang kayu

Chemical energy –tenaga kimia

electrical energy –tenaga elektrik

heat energy – tenagahaba

fuel –bahan api

kinetic energy –tenagakinetik


Weeks/Dates


13

01.04.2007To

05.04.2007

1.3 Understandingrenewable andnon-renewableenergy.

Pupils :

State what renewable energy is. State what non-renewable

energy is.

List renewable energy resources

List non-renewable energyresources.

Explain why we need to useenergy wisely.

Pupils discuss that renewable energyis the energy that can be replenishedwhen used up and non-renewableenergy is the energy that cannot bereplenished when used up.

Pupils gather information on thefollowing :a) Renewable energy resources,

e.g. solar, wind, biomassb) Non-renewable energy

resources, e.g. natural gas,petroleum and coal.

Pupils discuss and conclude why weneed to use energy wisely, e.g.a) Some energy resources cannot

be replenished when used upb) To save costc) To avoid wastaged) To reduce pollution

Observing

Communicating

Classifying

Making inferences

Renewable energy –tenaga diperbaharui

Non-renewable –tenaga yang tidakboleh diperbaharui

Replenished –digantikan

Used up- habisdigunakan

Coal – arang batu

Charcoal – arang kayu

Wisely – secarabijaksana

14

08.04.2007To

12.04.2007

1.3 Understandingrenewable andnon-renewableenergy.

Explain why renewable energy isbetter than non-renewableenergy.

Give examples on how to saveenergy.

Practice saving energy

Pupils discuss why renewable energyis better than non-renewable energy.

Pupils carry out brainstormingsession on how to save energy ineveryday life.

Pupils draw a list of do’s and don’tson how to save energy and use it asa guide to carry out daily activities.

Predicting

Making inferences

Communicating

Renewable energy –tenaga diperbaharui

Non-renewable –tenaga yang tidakboleh diperbaharui

Replenished –digantikan

Used up- habisdigunakan


Learning Area: 2 Electricity

Weeks/Dates


2.1 Knowing thesources ofelectricity.

Pupils :

State the sources of electricity Pupils carry out activity such aslighting up a bulb or ringing anelectric bell to verify that the followingsources produce electricity, e.g.a) Dry cell / batteryb) Accumulatorc) Dynamod) Solar cell

Observing

CommunicatingDry cell – sel kering

Hydroelectric power –

kuasa hidro elektrik

15

15.04.2007To

19.04.2007

2.2 Understanding aseries circuit and aparallel circuit

Pupils :

Identify the symbols of variouscomponents in a simple electriccircuit.

Draw circuit diagram.

Identify the difference in thearrangement of bulbs in seriesand parallel circuits.

Pupils build as many different electriccircuits as they can.

Pupils are introduced the symbols ofthe components in an electric circuit,i.e. battery, bulb, connecting wiresand switch.

Pupils draw circuit diagram based onthe circuits that they have build.

Pupils observe various series circuitand parallel circuits.

Based on observation, pupils discussthe differences in the arrangement ofbulbs in series and parallel circuits.

Pupils draw circuit diagrams of seriesand parallel circuits and compare thearrangement of the bulbs in thesecircuits.

Observing

Communicating

Predicting

Series circuit – litarbersiri

Parallel circuit – litarselari

Brightness –kecerahan

Arrangement -susunan


Weeks/Dates


16

22.04.2007To

26.04.2007

2.2 Understanding aseries circuit and aparallel circuit

Build a series circuit

Build a parallel circuit.

Compare the brightness of thebulbs in a series and a parallelcircuit.

Compare the effect on the bulbswhen various switches in aseries and a parallel circuit areoff.

Pupils given batteries, bulbs,switches and connecting wires tobuild series and parallel circuits.

Pupils observe and compare thebrightness of the bulbs in :a) Series circuitsb) Parallel circuitsc) Between series and parallel

circuits.

Pupils carry out activities andcompare what happen to the bulbs ina series circuit and in a parallel circuitwhen various switches in each circuitare off.

Observing

Communicating

Predicting

Controlling variables

Making hypotheses

Experimenting

Use and handle scienceapparatus


Series circuit – litarbersiri

Parallel circuit – litarselari

Brightness –kecerahan

Arrangement –susunan

2.3 Understanding thesafety precautionsto be taken whenhandling electricalappliances.

Pupils : Describe the danger of

mishandling electricalappliances.

Explain the safety precautions tobe taken when using electricalappliances.

Pupils discuss the danger ofmishandling electrical appliances,e.g.a) Electric shock c) Burnb) Fire d) Electrocution

Pupils discuss the safety precautionsto be taken when using electricalappliances, e.g.a) Do not touch electrical

appliances with wet hands.b) Do not use electrical appliances

that are faulty or having brokeninsulation wires.

c) Do not repair electricalappliances on your own

d) Do not connect too manyelectrical appliances to onepower supply.

Observing

Communicating

Making inferences

electric shock –kejutan elektrik

Appliances –peralatan

electrocution –renjatanelektrik

Faulty – rosak

insulator -penebat

17

29.04.2007To

03.05.2007

LABOUR DAY & WESAK DAY -1 MAY 2007(TUESDAY)


Learning Area: 3 Light

Weeks/Dates


18

06.05.2007To

10.05.2007


3.1 Understanding thatlight travels in astraight line.

Pupils : State that light travels in a

straight line.

Give examples to verify that lighttravels in a straight line.

Describe how shadow is formed.

Design a fair test to find out whatfactors cause the size of shadowto change by deciding what tokeep the same, what to change,and what to observe.

Design a fair test to find out whatfactors cause the shape of ashadow to change by decidingwhat to keep the same, what tochange, and what to observe.

Pupils carry out activities to observethat light travels in a straight line.

Pupils gather information and giveexamples of events or phenomenathat shadow light travels in a straightline.

Pupils observe and discuss theformations of shadow to concludethat shadow is formed when light isblocked by an opaque or atranslucent object.

Pupils carry out activities toinvestigate the factors that cause theshape and size of a shadow tochange.

Pupils observe, discuss, andconclude that :a) When the distance between an

object and its light sourcesdecrease, the size of shadowincrease.

andWhen the distance between an objectand the screen decrease the size ofthe shadow decrease.

b) The shape of the shadow changesaccording to the position of lightsources.

andThe shape of the shadow changesaccording to the position of an object.

Observing

Communicating

PredictingMeasuring and using

numbers


Making hypotheses

Experimenting




Beam – alur cahaya

Travel – bergerak

Opaque – legap

Straight line –garislurus

Phenomena –fenomena

Shadow –bayang-bayang

Blocked –dihalang

Distance –jarak

Light source –sumbercahaya


Weeks/Dates


19

13.05.2007To

17.05.2007

3.2 Understanding thatlight can be reflected.

Pupils :

State that the light can bereflected.

Draw ray diagram to showreflection of light.

Give examples of uses ofreflection of light in everyday life.

Pupils carry out activities toinvestigate the reflection of lightusing:a) A mirrorb) An aluminum foil

Pupils draw ray diagram to show thereflection of light in the aboveactivities.

Pupils gather information about theuses of reflection of light in everydaylife, e.g.a) Side mirror of a carb) Mirror at the sharp bend of a

roadc) Mirror in the barbershopd) Periscope

Pupils apply the principle of lightreflection to design devices, e.g.a) Periscopeb) Kaleidoscope

Observing

Communicating




reflection – pentulan

sharp bend- selekohtajam

ray diagram –gambarajah sinar

Image -imej

Reflector mirror –cermin pembalik

Side mirror –cerminsisi

20

20.05.2007To

24.05.2007

REVISION AND PREPARATION FOR MID-YEAR EXAM - 20 MAY 2007

MID-YEAR EXAMINATION – 21, 22, 23 DAN 24 MAY 2007 (MONDAY, TUESDAY, WEDNESDAY & THURSDAY)

MID-YEAR HOLIDAY25 MAY 2007 UNTIL 09 JUNE 2007


Learning Area: 4 Heat

Weeks/Dates


4.1 Understanding thattemperature is anindicator of degreeof hotness.

Pupils :

State that when a substancegains heat it will become warmer.

State that when a substanceloses heat it becomes cooler.

Measure temperature using thecorrect technique.

State the metric unit fortemperature.

Pupils heat 250ml of water for 3minutes and feel the water every fewseconds while heating to feel thechange of temperature.

Pupils let the warm water cool downand feel the water every few seconds.

Based on the above activities, pupilsdiscuss and conclude that :a) Heat gain cause the water to

become warmer

b) Heat loss causes the water tobecome cooler.

Pupils are guided to use and readthermometer correctly.

Pupils gather information on themetric unit for measuringtemperature.

Observing

Communicating



Clean science apparatus


Degree of hotness –darjah kepanasan

heat –haba

Temperature –suhu

Thermometer –jtermometer

Mercury –raksa/merkuri

21

10.06.2007To

13.06.2007

TEST 2


Weeks/Dates


22

17.06.2007To

21.06.2007

4.1 Understanding thattemperature is anindicator of degreeof hotness.

State the temperature of anobject or material increases as itgains heat.

State that temperature of anobject or material decreases as itloses heat.

Conclude that the temperature isan indicator to measure hotness.

Pupils carry out activity to measuretemperature, e.g:a) Heat up water and record the

temperatures every few minutesb) Turn off the bunsen burner and

record the temperature everyfew minutes while the watercools off.

Pupils discuss and conclude that thetemperature :a) Increase when heat is gainedb) Decrease when heat is lost.

Pupils discuss and conclude that thetemperature is an indicator tomeasure hotness.

Observing

Communicating





Increases –meningkat

Decreases –menurun

Gains heat –bertambah haba

Loses heat –kehilangan haba

Indicator –petunjuk

hotness –kepanasan

23

24.06.2007To

28.06.2007

4.2 Understanding theeffects of heat onmatter.

Pupils : State that matter expands when

heated.

State the matter contracts whencooled.

Pupils carry out activities to observethe effects of heat on matter, e.g.a) Heating an iron ball and inserting

it into an iron ringb) Cooling the heated iron ball and

inserting it into the iron ringc) Heating colored water in a

beaker with a glass tube andobserving the water level in theglass tube

d) Heated a dented ping pong ballin hot water.

e) Cooling colored water in abeaker with a glass tube andobserving the water level in theglass tube.

Pupils discuss their observations ofthe activities and conclude that :a) Matter expands when heatedb) Matter contracts when cooled

Observing

Communicating

Making inferences




dent – kemek

expand –mengembang

contract – mengecut

snap – putus

Sag –lendut

Gap –celah/ruang

Inflate -kembung


Weeks/Dates


24

01.07.2007To

05.07.2007

4.2 Understanding theeffects of heat onmatter.

Give examples of the applicationof the principle of expansion andcontractions in everyday life.

Pupils view video or computersimulation on the expansion andcontraction of matter in everyday life,e.g.a) An electric cable is installed

loosely to prevent it fromsnapping when it contracts incold weather.

b) There are gaps at railway tracksto allow for expansion in hotwater.

c) A tight bottle cap can beloosened by immersing it in hotwater.

d) Concrete slabs on pavementhave gaps to allow forexpansion.

Observing

Communicating

Making inferences




expand –mengembang

contract – mengecut

snap – putus

Sag –lendut

Gap –celah/ruang

Inflate –kembung

Concrete slab –kepingan konkrit

Immersing -meletakkan


THEME: C. Investigating Materials

Learning Area: 1 States of Matter

Weeks/Dates


25

08.07.2007To

12.07.2007

1.1 Understanding thatmatter exists in theform of solid, liquidor gas.

Pupils :

Classify objects and materialsinto three states of matter.

State the properties of solid.

State the properties of liquid

Pupils classify objects and materialsinto solid, liquid and gas. Pupilsdiscuss and give reasons for theirclassification.

Pupils study the properties of solidby:a) Weighing various kinds of solidsb) Measuring the volumes of

various kind of solidsc) Putting various types of solids

into containers of variousshapes.

Pupils discuss and conclude theproperties of solids, i.e. a solid :a) Has massb) Has fixed volumec) Has fixed shape

Pupils study the properties of liquidby :a) Weighing various kinds of liquidsb) Measuring the volumes of liquidsc) Pouring liquid into containers of

various shapes

Pupils discuss and conclude theproperties of solids, i.e. a liquids :a) Has massb) Has fixed volumec) Has no permanent shape but

takes the shape of its container.

Observing

Communicating

Classifying


Making inferences




Solid –pepejal

Liquid –cecair

Properties –sifat-sifat

Mass –jisim

Fixed volume –isi padu tetap

Fixed shape –bentuktetap


Weeks/Dates


State the properties of gas Pupils study the properties of gas by :a) Balancing two inflated balloons

on a stick and puncturing on ofthe balloons

b) Inflating balloons of differentshapes

c) Observing smoke in a closedcontainer the placing an invertedcontainer on it. Removing thecover of the first container andobserve how smoke moves froma container to another invertedcontainer placed directly over it

d) Feeling the pressure of gas in asyringe when its plunges downwith nozzle closed.

Pupils discuss and conclude theproperties of gas, i.e.a) Has massb) Has no fixed shape but takes the

shape of its containerc) Occupies space and has no fixed

volumed) Can be compressed

Observing

Communicating


Making inferences




Gas – gas

Inflated –berisi angina

Smoke –asap

Occupies -memenuhi

26

15.07.2007To

19.07.2007

1.2 Understanding thatmatter can changefrom one state toanother.

Pupils : State that water can change its

state.

Conclude that water can exist inany of the three states of matter

Pupils carry out the followingactivities to observe the change of thestate of matter :a) Allowing ice to meltb) Heating water until it boilsc) Collecting water vapors, allowing

it to cool and making it freeze.

Pupils discuss and conclude that :a) Water can change from one state

to anotherb) Water can exist as solid, liquid

and gas.

Observing

Communicating




Boiling –pendidihan

Melting –peleburan

water vapor – wap air

water cycle – kitar air

interchangeable –boleh saling bertukar


Weeks/Dates


27

22.07.2007To

26.07.2007

1,2 Understanding thatmatter can changefrom one state toanother.

Identify the processes involvedwhen a matter changes from onestate to another.

Identify factors that affect therate of evaporations of water.

Identify factors that affect therate of evaporation of water.

Pupils discuss the process involvedwhen a matter changes from onestate to another, i.e.a) Meltingb) Boilingc) Evaporationd) Condensatione) Freezing

Pupils investigate and discuss thefactors that affect how fast waterevaporates e.g.a) Hot waterb) Windy

Observing

Communicating

Making inferences




evaporation –penyejatan

condensation –kondensasi

freezing - pembekuan

melting – peleburan

Boiling –pendidihan

28

29.07.2007To

02.08.2007

1.3 Understanding thewater cycle.

Pupils :

Describe how clouds are formed.

Describe how rain is formed.

Explain how water is circulated inthe environment.

Explain the importance of watercycle.

Pupils view computer simulation tostudy the formation of clouds andrain.

Pupils discuss and explain thechanges in the state of matter in thewater cycle.

Pupils view computer simulation onhow water is circulated in theenvironment.

Pupils discuss the importance ofwater cycle.

Observing

Communicating

cloud – awan

water cycle – kitar air

Formation -pembentukan

Water cycle –kitar air

Water droplet –titis air

Water vapour – wapair


Weeks/Dates


29

05.08.2007To

09.08.2007

1.4 Appreciating theimportance of waterresources.

Pupils :

Give reasons why we need tokeep or water resources clean.

Describe ways to keep our waterresources clean.

Pupils view video about ;a) The importance of water for living

things

b) The effects of human activitieson quality of water supply.

Pupils gather information on how tokeep our water resources clean andpresent it in the form of folio.

Pupils draw posters to showappreciation that water is animportant resource.

Observing

Communicating

Water resources –sumber air

Importance –kepentingan

Effect -kesan


Learning Area: 2 Acid and Alkali

Weeks/Dates


30

12.08.2007To

16.08.2007

2.1 Understanding theproperties of acidic,alkaline and neutralsubstances.

Pupils : Identify acidic, alkaline and

neutral substance using litmuspaper.

Identify the taste of acidic andalkaline food.

Conclude the properties ofacidic, alkaline and neutralsubstances.

Pupils test substances to determinewhether they are acidic, alkaline orneutral substances based on thechange of wet litmus papers colour.

Pupils determine whether foodsamples are acidic or alkaline bytesting the food samples and testingwith litmus paper.

Pupils carry out discussion andconclude the properties of acidic,alkaline and neutral substance interms of taste and colour changes oflitmus paper.

Observing

Communicating

Classifying

Making inferences

Defining operationally




litmus paper – kertas

litmus

sour – masam

bitter - pahit

neutral – neutral

acidic – keasidan

alkaline – kealkalian

property - sifat

17.08.07To

25.08.07

MID-TERM HOLIDAY


THEME: D. Investigating The Earth and The Universe

Learning Area: 1 Constellation

Weeks/Dates



1.1 Understanding theconstellation.

Pupils :

State what constellation is

Identify constellation

State the importance ofconstellations.

Pupils view video or computersimulation or visit planetarium toobserve various constellations.

Pupils discuss that constellation is agroup of stars that form a certainpattern in the sky.

Pupils observe the Orion, Scorpion,Big Dipper, and Southern Cross inthe sky.

Pupils build a model to study thepattern of Orion, Scorpion, BigDipper, and Southern Cross.

Pupils gather information on theimportance of constellations, e.g.a) To show directionb) To indicate the time to carry out

certain activities, e.g. plantingseason.

Observing

Communicating



Constellation – buruj

Orion – belantik

Scorpion – scorpion

Big bipper – biduk

Southern cross – pari

Pattern – corak

direction – arah

Season - musim

31

26.08.2007To

30.08.2007

TEST 3


Learning Area: 2 The Earth, The Moon and The Sun

Weeks/Dates


32

02.09.2007To

06.09.2007

2.1 Understanding themovement of theEarth, the Moon,and the Sun.

Pupils :

State that the Earth rotates on itsexist.

State that the Earth rotates andat the same time moves roundthe Sun.

State that the Moon rotates on itsaxis.

State that the Moon rotates andat the same time moves roundthe Earth.

Pupils view video or computersimulation or model about themovement of the Earth, the Moon andthe Sun.

Pupils discuss and explain therotation of the Earth and the Moonand their movement around the Sun.

Observing

Communicating



Rotate – berputar

Sundial – jam

matahari

Axis- paksi

West – barat

East – timur

Movement –pergerakan

Position – kedudukan

2.1 Understanding themovement of theEarth, the Moon,and the Sun.

Describe the changes in lengthand position of the shadowthroughout the day.

Conclude that the Earth rotateson its axis from west to east.

Pupils observe and record the lengthand the position of the shadow of apole at different time of the day (poleas the object and the Sun as thesource of light).

Pupils fix a toothpick vertically on thesurface of a globe. Pupils observe thelength and position of the shadowformed when the globe is rotated atits axis over a fixed light source.

Pupils build a sundial.

Pupils discuss and conclude that theEarth rotates on its axis from west toeast.

Observing

Communicating




Throughout –sepanjang

Shadow – bayang-bayang

Rotate – berputar

Sundial – jammatahari

Axis- paksi

West – barat

East – timur

33

09.09.2007To

13.09.2007

AWAL RAMADHAN - 13 SEPTEMBER 2007 (THURSDAY)


Weeks/Dates


34

16.09.2007To

20.10.2007

2.2 Understanding theoccurrence of dayand night.

Pupils : State that it is day time for the

part of the Earth facing the sun.

State it is night time for the partof the Earth facing away from theSun.

Explain that day and night occurdue to the rotation of the Earthon its axis.

Pupils view video or computersimulation on how days and nightsare formed or carry out a simulationby illuminating a rotation globe toobserve the occurrence of day andnight.

Based on the above activity, pupilsdiscuss how day and night occur.

Pupils draw diagrams to show theoccurrence of day and night.

Observing

Communicating

Making inferences

Illuminating –menyuluh

Facing - menghadap

Rotating glob – globyang berputar

Day – siang

Night – malam

Occurrence – kejadian

35

23.09.2007To

27.09.2007

2.3 Understanding thephases of theMoon.

Pupils : State that the Moon does not

emit light.

Explain that the Moon appearsbright when it reflects sunlight.

Describe the phases of theMoon.

Pupils view video or computersimulation and discuss that the Moondoes not emit light but reflects theSunlight.

Pupils view video on the phases ofthe Moon.

Pupils using the ping-pong ball andlight sources to simulate the followingphases of the moon :a) New Moonb) Crescentc) Half Moond) Full Moon

Pupils carry out a project to observeand record the phases of the Moonfor a month and relate them to thedates of the lunar calendar.

Observing

Communicating

Making inferences




New moon – anakbulan

Crescent – bulan sabit

Half moon – bulansepara

Full moon – bulanpenuh

Reflect –memantulkan

Phase – fasa

Lunar calendar –takwim qamari

Emit - memancarkan


THEME: E. Investigating Technology

Learning Area: 1 Strength and Stability

Weeks/Dates


36

30.09.2007To

04.10.2007

1.1 Knowing theshapes of objectsin structures.

1.2 Understanding thestrength andstability of anobject.

Pupils :

State the shapes of objects.

Identify shapes in structure

Pupils :

Identify shapes of objects thatare stable.

Identity the factors that effectsstability of objects.

.

Pupils carry out activity to recognizethe shapes of objects, i.e.a) Cubeb) Conec) Cuboidsd) Spheree) Cylinderf) Pyramidg) Hemisphere

Pupils walk around the schoolcompound and identify shapesmentioned above.

Pupils carry out activities to identifythe shapes of objects that are stable.

Pupils carry out activities toinvestigate the factors that affectsstability of a structure, e.g.a) Pushing a bottle standing upright

and a bottle standing upsidedown.

b) Pushing a high chair and a lowchair.

Pupils discuss and conclude that thestability of an object is s affected by :a) Base areab) Height

Observing

Communicating

Classifying

Predicting



Making hypotheses

Experimenting




Shape – bentuk

Cube – kubus

Cuboid – kuboid

Sphere – sfera

Cone – kon

Cylinder – silinder

Pyramid – piramid

Hemisphere –hemisfera

Structure – struktur

Strength – kekuatan /kekukuhan

Stability – kestabilan

Base area – luastapak

Affect –mempengaruhi

Stand at ease –senang diri

Stand at attention –bersedia


Weeks/Dates


Explain how base area affectsstability.

Explain how height affectsstability.

Pupils carry out activities toinvestigate how base area affects thestability of an object, i.e. the biggerthe base area, the more stable of theobject.

Pupils carry out activities toinvestigate how height affects thestability of an object, i.e. the higherthe object, the less stable of theobject.


Observing

Communicating



Making hypotheses

Experimenting








Stability –kestanilan

Balance –keseimbangan

Topple –tumbang

37

07.10.2007To

11.10.2007

FINAL YEAR EXAMINATION

08 OCTOBER 2007 UNTIL 11 OCTOBER 2007 (MONDAY, TUESDAY, WEDNESDAY & THURSDAY)


Weeks/Dates


1.2 Understanding thestrength andstability of astructure.

Identify the factors that affect thestrength of a structure..

Pupils carry out activities to study thefactors that affect the strength of astructure, e.g.a) Suspend a weight on a straw and

then on a pencil.b) Make two bridges, one using a

piece of flat paper and the otherusing a folded paper. Then putobjects of the same mass oneach bridge.

Pupils discuss and conclude that thestrength of a structure is affected by :a) Types of materials usedb) How the structure is placed.

Observing

Communicating



Making hypotheses

Experimenting








Topple -tumbang

38

14.10.2007To

18.10.2007

HARI RAYA PUASA - 13 & 14 OCTOBER 2007 (SATURDAY & SUNDAY)

39

21.10.2007To

25.10.2007

1.2 Understanding thestrength andstability of anobject.

Explain how base area affectsstability.

Explain how height affectsstability.

Pupils carry out activities toinvestigate how base area affects thestability of an object, i.e. the biggerthe base area, the more stable of theobject.



Observing

Communicating



Making hypotheses

Experimenting









Topple –tumbang


Weeks/Dates


40

28.10.2007To

01.11.2007

1.2 Understanding thestrength andstability of an object.

Design a model that is strongand stable.

Pupils design the strongest and moststable structure using materials oftheir choice.

Observing

Communicating



Strongest –palingkukuh

Stable structure –binaan yang stabil

1.2 Understanding thestrength andstability of an object

Design a model that is strongand stable.

Pupils design the strongest and moststable structure using materials oftheir choice.

Observing

Communicating



Strongest –palingkukuh

Stable structure –binaan yang stabil

41

04.11.2007To

08.11.2007

DEEPAVALI - 8 NOVEMBER 2007 (THURSDAY)

42

11.11.2007To

15.11.2007

Revise all the topic that pupils had learned in the Curriculum Specification Science Year Five

18.11.2007To

01.01.2008END-YEAR HOLIDAY

Education

Science year-5