Sc Yearly 5 Plan

8/3/2019 Sc Yearly 5 Plan

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SCIENCE YEARLY PLAN (YEAR 5) 2011

WEEK LEARNING

AREA

LEARNING

OBJECTIVE

LEARNING

OUTCOMES

SUGGESTED LEARNING ACTIVITIES SKILLS VOCABULARY

THEME :: IINVESTIGATING LIVIING THINGS

13/1 8/1

1.Microorganism

1.1Understandingthat

microorganis

m is a livingthing.

1.1.1 State types ofmicroorganisms.

1.1.2 State that yeast isan example of

microorganism.

1.1.3 State that

microorganismbreathes.

1.1.4 State that

microorganismgrows.

Pupils view video showing various typesof microorganism, e.g. bacteria, virus,fungi and protozoa.

Pupils make a qualitative comparisonbetween the size of microorganism andthat of human and conclude that

microorganism is very tiny.

Pupils discuss that yeast is a fungi, an

example of microorganism.

Pupils observe the effect of yeast ondough and infer that microorganism

breathes and causes the dough to rise.

Pupils carry out activity and observe the

effect when a test tube filled with 2teaspoon of dried yeast, 1teaspoon of sugar and half test tube ofwater. The mouth of the test tube is

attached to a balloon.

Pupils carry out activity by sprinkling afew drops of water on a slice of bread.

Pupils put the bread in a plastic bag and

observe it for a few days.

Pupils observe rotten oranges or mouldyrice using hand lens or microscope andrecord their observation for a few days.

Pupils observe and record their findingsby drawing.

SPS :-Observing-Communicating

-Making Inferences

- Visualising

MS :

- Handle specimenscorrectly andcarefully.

Thinking Skill :- Comparing and

contrasting

yeast- ragiharmful- berbahayamagnifying glass-kanta pembesar

uses- kegunaansprinkling merenjis

2

10/1-14/1

1.

Microorganism

1.1

Understandingthatmicroorganis

m is a livingthing.

1.1.5 State that

microorganismmoves.

1.1.6 Conclude thatmicroorganismsare living things

and most of them

cannot be seenwith naked eyes.

Pupils view video on the movement ofmicroorganisms in water.

Pupils collect samples of water fromponds, rivers or drains and observe the

movement of microorganisms under amicroscope.

Pupils record their observation.

Pupils discuss and state thatmicroorganisms are living things and

most of them cannot be seen with naked

eyes.

SPS

ObservingMaking inferenceAttributing

Visualising

MS :Use the handle

scienceapparatus andsubstances

3

17/1-21/1

1.

Microorganism

1.2

Understandingthat somemicroorganism are harmful

and some areuseful.

1.2.1 State examples of

use ofmicroorganisms.

1.2.2 State the harmfuleffects of

microorganisms.

1.2.3 Describe thatdiseases caused by

microorganismscan spread fromone person to

another.

1.2.4 Explain ways toprevent diseasescaused by

microorganisms.

Pupils gather information on the uses of

microorganisms, e.g.a) making bread,b) making tapai,c) making tempe,

d) making fertiliser.

Pupils gather information on the harmfuleffects of microorganisms, e.g.

a) causing illness,b) causing food poisoning,c) causing food to turn bad,

d) causing tooth decay.

Pupils gather information on diseasescaused by microorganisms e.g. stomach

upset, measles, cough, flu, chicken pox,dengue, conjunctivitis, mumps and AIDS.

Pupils discuss that diseases caused bymicroorganisms can spread from one

personto another.

Pupils discuss on how diseases caused bymicroorganisms can be prevented fromspreading, e.g.

a) by washing hands before handlingfood,

b) by boiling water before drinking,

c) by covering mouth and nose whencoughing or sneezing,

d) by washing hands after using thetoilet,

e) by putting patients who havechicken pox, conjunctivitis ormumps into quarantine.

f) by covering wounds.

SPS

ClassifyingCommunicatingSequencingRelsting

Thinking Skill

Generating ideas

contagious-berjangkit

quarantine diasingkanmeasles- campakchicken pox- cacar

stomach upset-sakit

perutcough- batukharm- kesan buruk

dengue denggisneezing bersinflu - selsema

mumps beguk

conjunctivitis sakitmata

4

24/1-28/1

2.

Survival ofthe species

2.1

Understandingthat different

animals havetheir ownwaysto ensure thesurvival of

theirspecies.

2.1.1 Give examples of

animals that takecare of their eggs

and young.

2.1.2 Explain how

Pupils gather information to find

examples of animals that take care oftheir eggs

and young, e.g.a) cow,b) hen,c) cat,d) bird.

Pupils view video on how animals ensure

SPS

ObservingCommunicating

Relating

TSAttributingMaking conclusion

kemandirian

adapt- menyesuaikantake care-menjaga

protect- melindungiyoung anak

slimy berlendirpouch kantongherd kumpulan yangbesar

disturbed- diganggu


2/9

SCIENCE YEARLY PLAN (YEAR 5) 2011animals take careof their eggs andyoung.

2.1.3 Explain whyanimals takecare of their eggs

and young.

the survival of their eggs a nd young, e.g.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,

d) lay slimy eggs, e.g frog,e) hide their eggs, e.g. turtle,

f) carry their young in their pouches,

e.gkangaroo,

h) stay in herds e.g. elephant.

Pupils discuss and conclude that animalstake care of their eggs and young to

ensure the survival of their species.

plenty banyakattack- menyeranghide menyembunyikan

ensure- memastikanfeed memberi makan

531/1-

2/2

2.Survival of

the species

2.2Understanding

that differentplants havetheir ownways to

ensure thesurvival oftheir

species.

2.2.1 State various waysplants disperse

their seeds andfruits.

2.2.2 Explain whyplants need todisperse seeds or

fruits.

2.2.3 Give examples ofplant that disperseseeds and fruits

by water.


by wind.

Pupils study live specimens, view videoor computer simulation to find out the on

how plants ensure the survival of species,e.g.

a) by water,b) by wind,

c) by animal,d) by explosive mechanism.

Pupils discuss and conclude that plantsneed to disperse their seeds or fruits toensure the survival of their species.

Pupils gather information togive examples of plants thatdisperse seeds and fruits by:

a) water,b) wind,c) animal,d) explosive mechanism.

SPSObserving

CommunicatingRelating

TS

AttributingMaking conclusion

various pelbagaiwaxy berlilin

husk sabut

shell tempurungdisperse pencaranedible boleh

dimakanflame of the forest

semarak api

chestnut buah

beranganbalsam keembungocra kacang bendi

love grasskemuncup


by animals.


by explosivemechanism.

2.2.7 Relatecharacteristics of

seeds and fruits tothe ways they aredispersed.

Pupils study live specimens or view videoand discuss the relationship betweencharacteristics of seeds and fruits andtheir ways of dispersal :

a) by water light and have air spaceb) by wind light, have wing-like

structure, dry, have fine

hairs and smallc) by animals fleshy, brightly

coloured,edible, have smells or

have hooks.d) explosive mechanism dry when

ripe.

SPSObservingCommunicatingRelating

TSAttributing

6

7/2-11/2

2.

Survival ofthe species

2.3

Realising theimportance ofsurvival of the

species.

2.3.1 Predict what will

happen ifsome species ofanimals or plants

do not survive.

Pupils discuss and predict the

consequences if certain species ofanimals and plants become extinct, e.g.

a) shortage of food resources,

b) other species may also faceextinction.

Thinking Skill

Generating ideasPredicting

extinction

kepupusanshortage kekurangan

714/2-18/2

3.Food Chainand Foodchains.

3.1Understandingfood chains.

3.1.1 Identify animalsand the food theyeat.

3.1.2 Classify animalsinto herbivore,

carnivore andomnivore.

3.1.3 Construct foodchain.

3.1.4 identify producer.3.1.5 identify consumer.

Pupils carry out a brainstorming sessiononanimals and the food they eat.

Pupils discuss and classify animals intothe following groups according to the

food they eat:a) herbivoreb) carnivorec) omnivore

Pupils build food chains to show the foodrelationship among organisms.

From the food chains pupils identify the

producers and the c onsumers.

SPS :RelatingCommunicating

Thinking Skill

Generating ideas

Predicting

food chain-rantai

makananproducer-pengeluarconsumer-pengguna

821/2-25/2

3.Food Chainand Foodchains.

3.2Synthesizingfood chains toconstruct food

web.

3.2.1 Construct a foodweb.

3.2.2 Construct food

webs ofdifferent habitats.

Pupils construct a food web based onfood chains given.

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, pupilsconstruct food chains and then foodwebs for the habitats they have studied.

Pupils discuss and predict what will

SPS :-Observing-Communicating-Making Inferences


contrasting- Relating- Makimg conclusion


3/9

SCIENCE YEARLY PLAN (YEAR 5) 20113.2.3 Predict what will

happen ifthere is a change

in population of acertain species ina food web.

3.2.4 Explain what will

happen to a certain

species of animalsif they eat onlyone type of

food.

happen if there is a change in thepopulation of acertain species in a food web.

Pupils carry out simulation or play gamesbased on food webs.

Pupils view video to study variousspecies that are facing extinction becausethey only eat one type of food.

Pupils conclude that certain species ofanimals that eats one type of food onlyhas difficulty to survive because their

only source of food may run out, e.g.a) panda eats bamboo shoots only,b) koala bear eats eucalyptus leaves

only,c) pangolin eats ants only.

THEME :: IINVESTIGATING FORCE AND ENERGY

928/2-4/3

1. Energy. 1.1Understandingthe uses of

energy.

1.1.1 Explain whyenergy is needed.

1.1.2 Give exampleswhere and

when energy isused.

1.1.3 State various

sources ofenergy.

Pupils discuss and conclude that energy isneeded:

a) by living things to carry out life

processes such as moving, breathingand growing,

b) to move, boil, melt or bounce non-living things.

Pupils gather information and giveexamples where and when energy is used.

Pupils gather information about sourcesof energy, e.g.

a) sun,

b) food,c) wind,d) fuel,e) dry cell/ battery.

Pupils discuss that the sun is the mainsource of energy.


-Making Inferences

Thinking Skill :

- Comparing andcontrasting

- Relating

- Makimg conclusion

sources-sumberenergy- tenaga

bounce-melantun

fuel-bahan api

boil-mendidih

10

7/3-11/3

FORMATIF 1

12/3-20/3 SCHOOL HOLIDAY MIDDLE SEMESTER 1

1121/3-

25/3

1. Energy. 1.2Understanding

that energycan betransformedfrom one

form toanother.

1.2.1 State the variousforms of energy.

1.2.2 State that energycan betransformed.

1.2.3 Give examples ofappliances that

make use ofenergytransformation.

Pupils observe various events andidentify the form of energy involved,

e.g.a) a moving batteryoperated toy car,b) a stretched rubber band,c) a burning candle,

d) a ringing telephone.

Pupils carry out activities to discuss thetransformation of energy e.g.

a) switching on the lights:electrical energy _ light energy,

b) lighting a candle:

chemical energy _ heat energy +light energy,

c) using a solar powered calculator :

solar energy _ electrical energy _light energy.

Pupils discuss that energy can be

transformed.

Pupils gather information and identifyappliances that make use of energy

transformation and state the form ofenergy involved, e.g.

a) electric iron :

electrical energy_ heat energyb) radio:

electrical energy_sound energyc) ceiling fan:

electrical energy_ kinetic energy +sound energy,

d) gas stove:

chemical energy_heat energy +light energy.

SPS :-Observing

-Communicating-Making Inferences-Sequencing- Visualising

- Relsting

Thinking Skill :- Relating-Attributing- Generating ideas

transform-berubahprinciple-prinsip

whistle- wisel

appliances -peralatan

1228/3-1/4

1. Energy. 1.3Understanding

renewable andnon-renewableenergy.

1.3.1 State whatrenewable

energy is.1.3.2 State what non-renewable

energy is.

1.3.3 List renewableenergy

resources.

1.3.4 List non-renewable energy

resources.

1.3.5 Explain why weneed to use

energy wisely.

Pupils discuss that renewable energy isthe

energy that can be replenished when usedup and non-renewable energy is theenergy that cannot be replenished whenused up.

Pupils gather information on thefollowing:

a) renewable energy resources. e.g.

solar, wind and biomass,b) non-renewable energy resources.

e.g.

natural gas, petroleum and coal.

Pupils discuss and conclude why we needto use energy wisely e.g.

a) some energy resources cannot bereplenished when used up,

b) to save cost,

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

SPS :-Communicating

Thinking Skill :-Attributing

- Generating ideas- Makimg conclusion- Generating ideas

renewable energy-tenagadiperbaharui

non-renewableenergytenaga

yang tidak dapatdiperbaharui

replenished digantikanused up- habis

digunakancoal- arang batucharcoal-arang kayu

wisely-secara

bijaksanabiomass-biojisim


4/9


1.3.6 Explain why

renewableenergy is better

than non-

renewable energy.1.3.7 Give examples onhow to

save energy.

1.3.8 Practise savingenergy.

Pupils discuss why renewable energy isbetter than non-renewable energy.

Pupils carry out brainstorming session onhow to save energy in everyday life.

Pupils draw a list of dos and donts onhow to save energy and use it as a guideto carry out daily activities.

134/4-8/4

2.Electricity

2.1 Knowingthe sources ofelectricity.

2.1.1 State the sourcesof

electricity.

Pupils carry out activity such as lightingup a bulb or ringing an electric bell toverify that the following sources produce

electricity e.g.a) dry cell/ battery,b) accumulator,c) dynamo,

d) solar cell.

SPS :

-Observing-Communicating


contrasting

- Relating-Attributing- Generating ideas

dry cell-sel kering

hydroelectric power kuasahidro elektrik

1411/4-

15/4

2.Electricity

2.2Understanding

a series circuitand a parallelcircuit.

2.2.1 Identity thesymbols of

variouscomponents in a

simple electriccircuit.

2.2.2 Draw circuit

diagrams.

2.2.3 Identify thedifference in the

arrangement ofbulbs in

series and parallelcircuits.

Pupils build as many different electriccircuits as they can.Pupils are introduced the symbols of the

components in an electric circuit, i.ebattery, bulb, connecting wires andswitch.

Pupils draw circuit diagrams based on thecircuits that they have built.Pupils observe various series circuits and

parallel circuits.

Based on observation, pupils discuss thedifferences in the arrangement of bulbs in

series and parallel circuits.Pupils draw circuit diagrams of series and

parallel circuits and compare the

arrangement of the bulbs in these circuits.

SPS :-Observing

-Communicating-Making Inferences-Sequencing

Thinking Skill :- Relating

-Attributing-Predicting- Generating ideas

series circuit-litarbersiri

parellel circuit litar

selaribrightness- kecerahanarrangement-susunan

1518/4-22/4

2.Electricity

2.2Understandinga series circuitand a parallel

circuit.

2.2.4 Build a seriescircuit.2.2.5 Build a parallelcircuit.

2.2.6 Compare the

brightness ofthe bulbs in a

series and aparallel circuit.

2.2.7 Compare the effect

on thebulbs when

various

switches in a seriescircuit

and a parallelcircuit are off.

Pupils are given batteries, bulbs, switchesand connecting wires to build series and

parallel circuits.

Pupils observe and compare thebrightness of the bulbs in:

a) series circuits,

b) parallel circuits,c) between series and parallel circuits.

Pupils carry out activities and compare

what happen to the bulbs in a seriescircuit and a parallel circuitwhen variousswitches ineach circuit are off.

SPS :-Observing-Communicating-Making Inferences

MS :- Use and handle

science apparatusand substances.


contrasting- Relating

-Attributing-Predicting- Generating ideas

1625/4-29/4

2.Electricity

2.3Understandingthe safety

precautions to

be taken whenhandling

electricalappliances.

2.3.1 Describe thedanger of

mishandlingelectrical

appliances.

2.3.2 Explain the safetyprecautions to be

takenwhen using

electricalappliances.

Pupils discuss the danger of mishandlingelectrical appliances, e.g.

a) electric shock,b) fire,

c) burn,d) electrocution.

Pupils discuss the safety precautions to betaken when using electrical appliances,e.g.

a) do not touch electrical appliances

withwet hands,

b) do not use electrical appliances thatare

faulty or having broken insulationwires,

c) do not repair electrical appliances on

your own,d) do not connect too many electrical

appliances to one power supply.

SPS :-Communicating- Relsting

Thinking Skill :- Generating ideas

electric shock-kejutan

elektrikappliancesperalatan

17

2/5-6/5

3. Light. 3.1

Understandingthat lighttravels in astraight line.

3.1.1 State that light

travels in astraight line.

3.1.2 Give examples to

verify that

light travels in astraight

line.

3.1.3 Describe howshadow is

formed.

Pupils carry out activities to observe that

light travels in a straight line.

Pupils gather information and giveexamples of events or phenomena that

show light travels in straight line.

Pupils observe and discuss the formations

of shadow to conclude that shadow isformed when light is blocked by anopaque or a translucent object.

Pupils carry out activities to investigate

SPS :

-Observing-Communicating-Making Inferences-Sequencing

- Visualising

- Relsting


contrasting

- Relating

beam- alur cahaya

travel- bergerak

opaque legap


5/9


3.1.4 Design a fair testto find out

what cause the size

of ashadow to change

bydeciding what to

keep the

same, what tochange and

what to observe.

3.1.5 Design a fair testto find out

what factors cause

the shapeof a shadow to

change bydeciding what to

keep thesame, what to

change andwhat to observe.

the factors that cause the shape and sizeofa shadow to change.

Pupils observe, discuss and conclude that:a) when the distance between an object

and its light source decreases, thesize

of the shadow increasesand

when the distance between an

objectand the screen decreases the size ofthe shadow decreases.

b) the shape of the shadow changesaccording to the position of light

sourceand

the shape of the shadow changesaccording to the position of an

object.

- Makimg conclusion- Generating ideas

18

9/5-13/5

3. Light. 3.2

Understandingthat light can

be reflected.

3.2.1 State that light can

bereflected.

3.2.2 Draw ray diagramsto show

reflection of light.

3.2.3 Give examples ofuses of

reflection of lightin eryday

life.

Pupils carry out activities to investigatereflection of light using:

a) a mirror,b) an aluminium foil.

Pupils draw ray diagrams to show thereflection of light in the above activities.

Pupils gather information 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 design devices, e.g.a) periscopeb) kaleidoscope.

SPS :

-Observing-Communicating-Making Inferences

-Sequencing- Visualising- Relsting

MS :- Use and handle

science apparatusand substances.



reflection-pembalikan

sharp bend-selekoh

tajamray diagram-

gambarajah

sinar

1916/5-20/5 REVISIONS

2023/5-27/5 PKSR1

28/5-12/6 SCHOOL HOLIDAY - MIDDLE YEAR

21

13/6-17/6

4. Heat. 4.1

Understandingthattemperature is

of indicator ofdegree ofhotness.

4.1.1 State that when a

substancegains heat it will

becomewarmer.

4.1.2 State that when asubstance

loses heat it willbecome

cooler.

4.1.3 Measuretemperature using

the correct

technique.

4.1.4 State the metric

unit fortemperature.

4.1.5 State thattemperature of an

object or material

increasesas it gains heat.

4.1.6 State thattemperature of an

object or material

decreasesas it loses heat.

4.1.7 Conclude that thetemperatures is an

indicatorto measure

hotness.

Pupils heat 250ml of water for 3 minutes

and feel the water every few secondswhile heating to feel the change oftemperature.

Pupils let the warm water cool down andfeel the water every few seconds.

Based on the above activities, pupilsdiscuss and conclude that:

a) heat gain causes the water to become

warmerb) heat loss causes the water to become

cooler.

Pupils are guided to use and readthermometer correctly.

Pupils gather information on the metricunit for measuring temperature.

Pupils carry out activity to measuretemperature, e.g.

a) heat up water and record thetemperature every few minutes,

b) turn off the Bunsen burner andrecord

the temperature every few minutes

while the water cools off.

Pupils discuss and conclude that thetemperature:

a) increases when heat is gained,b) decreases when heat is lost.

Pupils discuss and conclude that the

temperature is an indicator to measurehotness.

SPS :


-Sequencing- Visualising- Relsting- Experimenting

MS :

- Use and handlescience apparatusand substances.

- Draw specimens

and apparatus.

Thinking Skill :

- Comparing andcontrasting

- Relating

-Attributing-Predicting- Makimg conclusion- Generating ideas


6/9

SCIENCE YEARLY PLAN (YEAR 5) 20112220/6-

24/6

4. Heat. 4.2Understanding

the effects ofheat onmatter.

4.2.1 State that matterexpands

when heated.4.2.2 State that mattercontracts

when cooled.4.1.3 Give examples ofthe

application of the

principle

of expansion andontraction

in everyday life.

Pupils carry out activites to observe theeffects of heat on matter, e.g.

a) heating an iron ball and inserting itinto an iron ring,

b) cooling the heated iron ball and

inserting it into the iron ring,c) heating some coloured water in a

beaker with a glass tube dippedinto it and observing the water

level in the glass tube,

d) putting a dented ping pong ball inhot water,

e) cooling some coloured water in a

beaker with a glass tube dippedinto it and observing the waterlevel in the glass tube.

Pupils discuss their observations of theactivities and conclude that:

a) matter expands when heated,

b) matter contracts when cooled.

Pupils view video or computer simulation

on the expansion and contraction ofmatter in everyday life,e.g.

a) an electric cable is installed

loosely to prevent it from snappingwhen it contracts in cold weather,

b) there are gaps at railway tracks toallow 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.

SPS :-Observing


- Visualising- Relsting


contrasting

- Relating-Attributing-Predicting

- Makimg conclusion- Generating ideas

dent kemekexpand-mengembang

contract-mengecut

snap -putus

THEME : INVESTIGATING MATERIALS

2327/6-

29/6

1. States ofMatter

1.1Understanding

that matterexist in theform of solid,liquid or gas.

1.1.1 Classify objectsand

materials intothree states of

matter.

1.1.2 State theproperties of solid.

1.1.3 State theproperties of

liquid.

1.1.4 State that some

liquids flowfaster than others.

1.1.5 State theproperties of gas.

Pupils classify objects and materials intosolid, 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 variouskinds of solids,

c) putting various types of solids intocontainers of various shapes.

Pupils discuss and conclude theproperties of solids, i.e. a solid:

a) has mass,b) has fixed volume,

c) has fixed shape.

Pupils study the properties of liquids by:a) weighing various kind of liquids,b) measuring the volumes of liquids,

c) pouring liquid into containers ofvarious shapes.

Pupils discuss and conclude the

properties of liquids, i.e. a liquid:a) has mass,b) has fixed volume,c) has no permanent shape but takes

theshape of its container.

Pupils observe the flow of differentliquids as they are poured into containers.

Pupils discuss to conclude that some

liquids flow faster than others.

Pupils study the properties of gas by:a) balancing two inflated balloons on a

stick and puncturing one of theballoons,

b) inflating balloons of differentshapes,

c) observing smoke in a closedcontainer

then placing an inverted container onit. Removing the cover of the firstcontainer and observe how smoke

moves from a container to anotherinverted container placed directly

overit,

d) feeling the pressure of gas in asyringe

when its plunges is pushed down

with nozzle closed.

Pupils discuss and conclude theproperties of gas, i.e. gas

a) has mass,

b) has no fixed shape but takes theshape

of its container,

c) occupies space and has no fixedvolume,

d) can be c ompressed.

SPS :-Communicating

Thinking Skill :- Makimg conclusion- Generating ideas

solid pepejalliquid cecair

gas gas

water vapour wapairevaporation

penyejatan

condensation kondensasiwater cycle kitar air

interchangeable boleh

saling bertukar

syringe - picagari


7/9

SCIENCE YEARLY PLAN (YEAR 5) 2011245/7-8/7

1. States ofMatter

1.2Understanding

that mattercanchange from

one state toanother.

1.2.1 State that watercan change

its state.

1.2.2 Conclude that

water can

exist in any of thethree

states of matter.

1.2.3 Identify the

processesinvolved when a

matterchanger from one

state toanother.

1.2.4 Identify factors

that affectthe rate of

evaporation ofwater.

Pupils carry out the following activities toobserve 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.

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

another,

b) water can exist as solid, liquid andgas.

Pupils discuss the process involved whena matter changes from one state toanother,i.e.

a) melting,b) boiling,c) evaporation,d) condensation,

e) freezing.

Pupils investigate and discuss the factors

that affect how fast water evaporates e.g.a) hot weatherb) windy

SPS :-Observing


- Relsting

Thinking Skill :-Predicting

- Makimg conclusion

- Generating ideas

evaporation-penyejatan

condensation-kondensasifreezing-pembekuan

melting

peleburan

2511/7-15/7

1. States ofMatter

1.3Understandingthe water

cycle.

1.3.1 Describe howclouds are

formed.

1.3.2 Describe how rainis

formed.

1.3.3 Explain how wateris

circulated in theenvironment.

1.3.4 Explain theimportance of

water cycle.

Pupils view computer simulation to studythe formation of clouds and rain.

Pupils discuss and explain the changes inthe state of matter in the water cycle.

Pupils view computer simulation on how

water is circulated in the environment.

Pupils discuss the importance of watercycle.



cloud awan

water cycle kitaran air

26

18/7-22/7

1. States of

Matter

1.4

Appreciatingthe

importanceof water

resources.

1.4.1 Give reasons why

we needto keep our water

resourcesclean.

1.4.2 Describe ways tokeep our

water resourcesclean.

Pupils view video about:

a) the importance of water for livingthings,

b) the effects of human activities onquality of water supply.

Pupils gather information on how to keepour water resources clean and present

it in the form of folio.

Pupils draw posters to show appreciationthat water is an important resource.

SPS :


- Visualising


2725/7-29/7

2. Acid andAlkali.

2.1Understandingthe propertiesof acidic,

alkaline andneutralsubstances.

2.1.1 Identify acidic,alkaline and

neutral substancesusing

litmus paper.

2.1.2 Identify the tasteof acidic

and alkaline food.

2.1.3 Conclude theproperties of

acidic, alkalineand neutral

substances.

Pupils test substances to determine

whether they are acidic, alkaline orneutral substances based on the change ofwet litmus papers colour.

Pupils determine whether food samplesare acidic or alkaline by tasting the foodsamples and testing with litmus paper.

Pupils carry out discussion and concludethe properties of acidic, alkaline andneutral substances in terms of taste and

colour changes of litmus

paper.

SPS :

-Observing-Communicating-Making Inferences- Experimenting

MS :1. Use and handle

science apparatus

and substances.Thinking Skill :- Comparing and

contrasting

- Relating

- Makimg conclusion

litmus paper kertas

litmussour masam

bitter pahit

neutral neutral

acidic keasidanalkaline-kealkalian

property-sifat

282/8-5/8 REVISION

298/8-12/8 REVISION & TOPICAL 2

THEME : INVESTIGATING THE EARTH AND UNIVERSE

3015/8-19/8

1.Constellation.

1.1Understandingtheconstellation.

1.1.1 State whatconstellation is.

1.1.2 Identify

constellations.

Pupils view video or computer simulationor visit planetarium to observe variousconstellations.

Pupils discuss that constellation is agroup of stars that form a certain

pattern in the sky.

Pupils observe the Orion,Scorpion, BigDipper and Southern Cross in the sky.

Pupils build a model to study the patternof Orion, Scorpion, Big Dipper andSouthern Cross.

Pupils gather information on theimportance of constellations, e.g.

a) to show directions,


constellation - buruj

Orion -BelantikScorpion - SkorpioBig Dipper -Biduk

Southern Cross Paripattern corakdirection arah

season - musim


8/9

SCIENCE YEARLY PLAN (YEAR 5) 20111.1.3 State theimportance of

constellations.

b) to indicate the time to carry outcertain activities, e.g plantingseason.

27/8-4/9 SCHOOL HOLIDAY MIDDLE SEMESTER 2

3122/8-26/8

2. TheEarth, TheMoon and

The Sun.

2.1Understandingthe

movements ofthe Earth, theMoon and theSun.

2.1.1 State that the Earthrotates

on its axis.

2.1.2 State that the Earthrotates

and at the sametime moves

round the Sun.2.1.3 State that theMoon rotates

on its axis.2.1.4 State that theMoon rotates

and at the same

time movesround the Earth.

Pupils view video, computer simulationor model about the movement of theEarth, the Moon and the Sun.

Pupils discuss and explain the rotation ofthe Earth and the Moon and theirmovements around the Sun.


-Sequencing


rotate berputarsundial jammatahari

axis -paksiwest barateast timurmovement

pergerakanposition kedudukanthroughout

sepanjang

shadow bayang-bayang

2.1.5 State that theMoon and the

Earth move round

the Sunat the same time.

2.1.6 Describe the

changes inlength and position

of theshadow throughout

the day.

2.1.7 Conclude that the

Earthrotates on its axis

fromwest to east.

Pupils observe and record the length andposition of the shadow of a pole atdifferent time of the day (pole as the

object and the Sun as the source of light).

Pupils fix a toothpick vertically on thesurface of a globe. Pupils observe the

length and position of the shadow formedwhen the globe is rotated at its axisover a fixed light source.

Pupils build a sundial.

Pupils discuss and conclude that the Earth

rotates on its axis from west to east.


- Relsting



-Attributing- Makimg conclusion- Generating ideas

32

5/9-9/9

2. The

Earth, TheMoon andThe Sun.

2.2

Understandingthe occurrenceof day and

night.

2.2.1 State that it is day

time forthe part of the

Earth facing

the Sun.2.2.2 State it is nighttime for the

part of the Earthfacing

away from theSun.

2.2.3 Explain that day

and nightoccur due to the

rotation of

the Earth on itsaxis.


on how days and nights are formed orcarry out a simulation by illuminating arotating globe to observe the occurrence

of day and night.

Based on the above activity, pupils

discuss how day and night occur.

Pupils draw diagrams to show theoccurrence of day and night.

SPS :


-Sequencing- Visualising- Relsting


- Generating ideas

illuminating

menyuluhfacing menghadaprotating globe glob

yang

berputarday siang

nightmalam

occurrencekejadian

33 & 34

12/9-23/9

2. The

Earth, TheMoon andThe Sun.

2.3

Understandingthe phases ofthe Moon.

2.3.1 State that the

Moon doesnot emit light.

2.3.2 Explain that theMoon

appears brightwhen it

reflects sunlight.

2.3.3 Describe thephases of the

Moon.


and discuss that the Moon does not emitlight but reflects the sunlight.

Pupils view video on the phases of the

Moon.

Pupils use a ping-pong ball and lightsource to simulate the following phases

of themoon:

a) new moon,b) crescent,

c) half moon,d) full moon.

Pupils carry out a project to observe andrecord the phases of the Moon for amonth and relate them to the dates of thelunar calendar.

SPS :



- Generating ideas

new moon anak

bulancrescent - bulan sabithalf moon -bulan

separa

full moon bulanpurnamareflect - memantulkan

phase -fasa

lunar calendar TakwimQamari

emit - memancarkan


9/9

SCIENCE YEARLY PLAN (YEAR 5) 2011THEME : INVESTIGATING TECHNOLOGY

3526/9-30/9

1.Strengthand

Stability

1.1 Knowingthe shapes ofobjects

in structures.

1.1.1 State the shapes ofobjects.

1.1.2 Identify shapes instructure.

Pupils carry out activity to recognise theshapes of objects, i.e.

a) cube,

b) cuboid,c) sphere,d) cone,e) cylinder,

f) pyramid,g) hemisphere.

Pupils walk around the school compoundand identify shapes mentioned above.


- Relsting


-Attributing- Generating ideas

shape bentukcube - kubuscuboid - kuboid

sphere -sfera

cone - koncylinder -silinder

pyramid -piramid

hemisphere -hemisfera

structure -struktur

36

3/10-7/10

1.

StrengthandStability

1.2

Understandingthe strengthand stabilityof a structure.

1.2.1 Identify shapes of

objectsthat are stable.

1.2.2 Identify the factorsthat

affect stability of

objects.

1.2.3 Explain how basearea

affects stability.

1.2.4 Explain howheight affects

stability.

1.2.5 Identify the factorsthat

affect the strengthof a

structure.

1.2.6 design a modelthat is

strong and stable.

Pupils carry out activities to identify the

shapes of objects that are stable.

Pupils carry out activities to investigatefactors that affect the stability of a

structure,e.g.

a) pushing a bottle standing upright

and abottle standing upside down,

b) pushing a high chair and a low chair,

Pupils discuss and conclude that thestability of an object is affected by:

a) base area,b) height.

Pupils carry out activity to investigatehow base area affects the stability of anobject, i.e. the bigger the base area, themore stable

the object is.

Pupils carry out activity to investigate

how height affects the stability of anobject, i.e. the higher the object, the lessstable theobject is.

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 other using a

foldedpaper. Then put objects of the samemass on each bridge.

Pupils discuss and conclude that thestrength of a structure is affected by:

a) types of materials used,

b) how the structure is placed.

Pupils design the strongest and moststable structure using materials of their

choice.

SPS :

-Observing-Communicating-Making Inferences-Sequencing

- Visualising- Relsting

Thinking Skill :- Makimg conclusion- Generating ideas

strength kekuatan /kekukuhan.

stability kestabilanbase area luas tapakaffect - mempengaruhi

stand at ease senang

diristand at attention -bersedia

3710/10-14/10 REVISION

3817/10-21/10 PKSR 2

3924/10-28/10 CUTI BERGANTI,CUTI PERISTIWA, CUTI DEEPAVALI

40

31/10-4/11 PERTANDINGAN SUKAN DAN PERMAINAN41-427/11-18/11 MEMPERKENALKAN SUKATAN PELAJARAN TAHUN 6

19/11-1/1 CUTI SEMESTER AKHIR TAHUN

DISEDIAKAN OLEH DISEMAK OLEH DISAHKAN OLEH

(NORHANIZA OSMAN) (NOOR AZIRA NASURADIN)

Documents

Sc Yearly 5 Plan