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Week

Learning Objectives 1. Interaction among

Suggested Learning Activities

Learning Outcomes

Notes

Vocabulary

1-2

living things 1.1 Understanding that some animals live in groups and others live in solitary

Pupils view a video on animals that live in groups and in solitary. Pupils gather information and give examples of animals that live in group and in solitary. Pupils discuss why animals live in groups, e.g. a) for safety, b) for food. Pupils observe how ants live together in a vivarium.

Pupils state that some animals live in groups. state that some animals live in solitary. give examples animals that live groups. give examples animals that live solitary. explain why animals live in groups. of in of in Teacher can prepare a vivarium of an ant colony two weeks

solitary menyendiri safety keselamatan cooperation bekerjasama competitionpersaingan

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Pupils discuss why animals live in solitary, e.g. a) to avoid competition for food, b) to avoid competition for space. explain why animals live in solitary. state that cooperation is a form of interaction among animals. before the lesson.

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1.2 Understanding that competition is a form of interaction

Pupils view video on interaction among living things in various habitats. Pupils discuss and give examples of interaction among living things.

Pupils

The video should include various types of interaction such as competition and coorperation.

interaction interaksi competition persaingan limited resources sumber terhad

state that living things interact with one another in the environment

among living

things

territory -wilayah breeding Pupils discuss that competition is a form of interaction. state that competition is a form of interaction. pembiakan mate -pasangan defend mempertahankan

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Pupils view video or computer simulation of competition among animals. space -ruang shelter- tempat

perlindungan

Pupils discuss and list the factors that animals compete for: a) food, b) water, c) mate, d) shelter, e) territory/space. Pupils carry out activities to observe animals competing for food, e.g. fish or bird. Pupils discuss that animals compete because of: a) limited food resources, b) limited water

list the factors that animals compete for.

give reasons why animals compete.

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resources, c) trying to get a mate for breeding, d) defending or looking for territory, e) defending or looking for shelter. These activities can be prepared earlier because they may take some time to show results. Suggestion: a) green beans, b) maize.

Pupils view a video or pictures of plants in the forest. Based on the video or pictures pupils discuss why plants in the forest have different heights. Pupils carry out activities to observe competition among plants. Pupils discuss that plants compete for:

list factors that

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a) b) c) d) sunlight, water, space, nutrient. plants compete for.

Pupils discuss and conclude that plants compete because of: a) limited sunlight that can reach them, b) limited water resources, c) limited space, d) limited nutrient. 8-9

give reasons why plants compete with each other.

1.3 Understanding the responsibility of human beings in protecting endangered species

Pupils view a video or pictures of animals that are extinct, e.g. dinosaurs. Pupils view a video or pictures of endangered animals and plants, e.g. tiger, turtle, orang utan,

Pupils

rafflesia- bunga pakma hornbill- burung enggang conservationpemuliharaan protectionpelindungan

give examples of extinct animal. give examples of endangered animal. give examples of endangered plant.

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panda, rhinoceros and rafflesia and pitcher plant. Pupils discuss and conclude that certain animals and plants are facing the threat of extinction because of human activities such as illegal or excessive: a) logging, b) hunting, c) development. Discuss ways to prevent animals and plants from extinction, e.g. a) campaign against Excessive logging, b) educating the public about the importance of protecting and conserving animals and plants, c) avoid consuming or buying products made endangeredt erancam extinct -pupus excessive berleluasa threat ancaman loggingpembalakan consumemenggunakan enforcementpenguatkuasaan suggest ways to prevent animals and plants from extinction.

explain why certain animals or plants are facing the threat of extinction.

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from endangered species, d) enforcing the law. 10- 12 1.4 Knowing the impact of human activities on environment Pupils view video or see pictures of environmental Destructions caused by human activities, e.g. a) erosion, b) c) d) e) landslide, flash- flood, water pollution, air pollution. explain how human activities cause environmental destruction. Pupils balance of nature keseimbangan alam illegal logging pembalakan haram illegal hunting pemburuan haram landslide -tanah runtuh flash- flood -banjir kilat pollution pencemaran erosion -hakisan disaster -bencana destructionkemusnahan

give examples of environmental destruction caused by human.

Pupils view a video and discuss human activities that cause destruction to the environment, e.g. a) illegal and excessive logging, b) illegal and excessive

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hunting, c) improper management of development. Pupils discuss what will happen to the Earth if human activities that caused environmental destructions are not controlled. Pupils prepare a scrap book on environmental destruction caused by human activities and steps taken to reduce its effects.

predict what will happen to the Earth if human activities are not controlled.

.
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1. Force 1.1 Understanding that push and pull are forces Pupils push and pull each others palms to feel the effect of forces. Pupils discuss and conclude that push and pull are forces. Based on the above activity pupils discuss and conclude that a force cannot be seen but its Pupils state that push and pull are forces. pull- tarikan pushtolakan forcedaya palm- tapak tangan

state that force cannot be seen but its effects can be observed.

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effects can be observed. 16- 17 Pupils carry out activities and discuss the effects of pushing a) a stationary ball, b) a moving ball.

1.2 Understanding the effects of a force

Pupils

speed kelajuan stationary pegun

Pupils press, twist or squeeze objects such as plasticine, sponge and spring. Pupils observe and discuss the effects of forces. Pupils discuss and conclude that a force can: a) move the stationary object, b) stop a moving object,

state that a force can move a stationary object. state that a force can change the motion of an object. state that a force can change the shape of an object.

moving bergerak twist- pulas press- tekan

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c) change the direction of a moving object, d) make an object move faster or slower, e) change the shape of an object. 18- 19 1.3 Analysing friction Pupils observe an object such as a book or a coin sliding on a surface. Pupils discuss that friction slows down a moving object and conclude that friction is a force. Pupils carry out activities that involve friction, e.g. a) open the lid of a jar with dry hands, b) open the lid of a jar with oily hands. Pupils discuss and conclude that it is easier to open the lid of a jar with dry hands Pupils state that friction is a friction geseran aerodynamic aerodinamik oppose bertentangan effect kesan reduce kurangkan increase menambahkan surfaces in contact permukaan yang bersentuhan

type of force.

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because of greater friction. Pupils carry out activities that involve friction, e.g. a) rubbing their palms, b) pulling a heavy object, c) rubbing an eraser against a surface. Based on the above activities pupils explain the effects of friction: a) their palms become warmer because friction produces heat, b) it is difficult to move the object because friction opposes motion, c) the eraser becomes smaller because friction causes wear and tear. Pupils list and discuss the effects of friction in Friction can be reduced by using:

describe the effects of friction.

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everyday life. a) using roller, marbles b) using talcum powder, oil, wax, grease, air cushion, c) smoothening the surfaces in contact.

Pupils compare the effects of friction by rubbing their palms: a) without oil, b) with oil.

describe ways to reduce friction. describe ways to increase friction.

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Pupils discuss and conclude that oil reduces friction. Pupils suggest various ways to reduce friction. Pupils carry out activities to test their suggestions. Pupils gather information on the advantages and disadvantages of friction in everyday life. Pupils discuss various situations where friction occurs and conclude that friction is produced when surfaces are in contact with one another. Pupils plan and carry out an experiment to investigate how different types of surfaces affects the distance a trolley moves.

state the advantages of friction. state the disadvantages of friction. conclude that friction occurs when two surfaces are in contact. design a fair test to find out how different types of surfaces affect the distance a trolley moves by deciding what to change, what to keep the same and what to measure.

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20-22 2. Movement 2.1 Understanding speed Pupils carry out activities to: a) compare the distances travelled in a given time by two moving objects, b) compare the time taken by two moving objects to travel a given distance. Pupils discuss and conclude that: a) an object which moves faster travels a longer distance in a given time, b) an object which moves faster takes a shorter time to travel a given distance. Pupils conclude that: a) speed is a measurement Pupils state that an object which moves faster travels a longer distance in a given time. state that an object which moves faster takes a shorter time to travel a given distance.

state what speed is.

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of how fast an object moves, b) speed can be calculated by using the formula speed = distance/time. Pupils solve problems using the formula. 23- 25 1. Food preservation Pupils observe samples 1.1 Understanding of food spoilage spoilt food. Pupils discuss and conclude that spoilt food is unsafe to eat. Pupils conclude that spoilt food has one or more of the following characteristics: a) unpleasant smell, b) unpleasant taste, c) changed colour, d) changed texture, e) mouldy. medium -keadaan Food used in the activity should not be tasted.

solve problems using the formula.

Pupils describe what spoilt food is.

identify characteristics of spoilt food.

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Pupils carry out an activity to observe that food turns bad by leaving a slice of bread in the open for a few days. Pupils discuss and conclude that microorganisms can spoil food. Pupils gather information and conclude that microorganisms need certain conditions to grow: a) air, b) water, c) nutrient, d) suitable temperature, e) suitable acidity. 26- 28 state the conditions for microorganisms to grow. state that microorganisms can spoil food.

1.2 Synthesisng the Concept of food

Pupils find information about ways to preserve

Pupils

dryingpengeringan

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preservation food and examples of food for each type of preservation, i.e. a) drying, b) boiling, c) cooling, describe ways to preserve food. give examples of food for each type of food preservation. picklingpenjerukan heating pemanasan vacuum packing pembungkusan vakum coolingpendinginan freezing- penyejuk bekuan bottlingpembotolan canning give reasons why each way of food preservation is used. pengetinan smoking- salai saltingpengasinan

d) vacuum packing, e) pickling, f) freezing, g) bottling/canning, h) pasteurising, i) salting, j) smoking, k) waxing. Pupils discuss and explain why the above ways are used to preserve food.

Pupils view a video or visit food factory to observe how

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food is processed and preserved. Pupils discuss that food preservation is a process of slowing down the food from becoming bad. state what food preservation is. Food given can be: design and carry out a project to preserve a given food. a) tapioca, b) banana, c) egg, d) mango, e) chili.

Pupils carry out a project on food preservation to preserve a given food.

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1.3 Realising the importance of preserving food

Pupils discuss and give reasons why we need to preserve food, e.g. a) the food will last longer, b) the food is easy to store, c) to reduce wastage of food. 2. Waste management 2.1 Understanding

Pupils give reasons why we need to preserve food.

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Pupils observe various

Pupils

ha

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the effects of improper disposal of waste on the environment waste in a rubbish bin, e.g. plastic, glass, chemical waste, organic waste and metal. Pupils view a video on various waste from factories, food stalls and market. Pupils gather information on: a) sources of waste, b) various ways of waste disposal. Pupils discuss and classify the proper and improper ways of waste disposal. Pupils discuss the harmful effects of improper waste disposal, e.g. a) air pollution, b) water pollution, c) sickness and diseases,

ke identify types of waste in the environment. identify sources of waste.

wa pe

ba

state the improper ways of waste disposal. state the proper ways of waste disposal. describe the harmful effects of improper waste disposal.

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d) acid rain, e) flash- flood. Pupils gather information on how waste in a local area is disposed. Pupils discuss and suggest ways to improve waste disposal in a local area. Pupils visit a waste management centre or listen to a talk to gather information on how waste is treated. Pupils view videos and timelapse clippings about waste that decay and waste that do not decay. Pupils separate waste in a rubbish bin according to the categories such as vegetables, paper, glass, plastics and wood. describe how waste is disposed in a local area. suggest ways to improve waste disposal.

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2.2 Understanding that some waste can decay

Pupils

Biodegradable materials are materials that can be decayed by microorganisms. Certain plastics are biodegradable.

decay- reput harmfulmerbahaya separateasingkan

state that certain waste can decay. give examples of waste that can decay. give examples of waste that do not

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Put each type into separate thick plastic bags. Place these bags in the open and observe the changes over a period of time. decay.

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Pupils discuss and give examples of waste that: a) decay, b) do not decay. Pupils discuss and conclude a) some microorganisms caused waste to decay, b) during the decaying process nutrients are returned to the soil, in this way they can be used again. Pupils gather information and discuss the advantages and disadvantages of decay of waste. Pupils discuss and predict what will happen to human and the environment if waste do not decay. state that microorganisms can cause waste materials to decay. state the advantages of waste decaying. state the disadvantages of waste decaying. predict what will happen to human and the environment if waste do not decay.

1. Eclipses 3839 1.1 Understanding the eclipse of Pupils use models to simulate the movement of Pupils eclipse- gerhana position- kedudukan

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the moon the Earth, the Moon and the Sun. state what eclipse of the moon is. state the position of the Moon, the Earth and the Sun during the eclipse of the moon. explain why eclipse of the moon occurs partial eclipse gerhana separa total eclipsegerhana penuh

Pupils view a video or computer simulation about partial and total eclipse of the moon. Pupils discuss and conclude that eclipse of the moon occurs because: a) the Earth is between the Moon and the Sun, and b) the Earth, the Moon and the Sun are positioned in a straight line. Pupils draw diagrams to show the position of the Moon, the Earth and the Sun during the eclipse of the moon. 4041 1.2 Understanding the eclipse of the sun Pupils use models to simulate the movement of the Earth, the Moon and the Sun.

Pupils

state what eclipse of the sun is.

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Pupils discuss that the eclipse of the sun occurs during daytime. Pupils view videos or computer simulations about partial and total eclipse of the sun. Pupils discuss and conclude that eclipse of the sun occurs because: a) the Moon is between the Earth and the Sun, b) the Earth, the Moon and the Sun are positioned in a straight line. Pupils draw diagrams to show the position of the Moon, the Earth and the Sun during the eclipse of the sun. Pupils discuss and predict the scenario on the Earth during the eclipse of the sun.

state the position of the Moon, the Earth and the Sun during the eclipse of the sun. explain why eclipse of the sun occurs. predict the scenario on the Earth during the eclipse of the sun.

1. Machine 4243 1.1 Understanding Pupils try to remove the lid Pupils lid- penutup

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simple machines of a tin using a) bare hands, b) spoon. wheel and axle explain what simple machine is. roda dan gandar lever- tuas wedge- baji pulley- takal gear- gear inclined planesatah condong screw- skru

Pupils compare the difficulty to complete the task and discuss the function of the tool. Pupils discuss that a simple machine is a device that allows us to use less force to make work easier or faster. Pupils examine and manipulate the following simple machines: a) wheel and axle, b) lever, c) wedge, d) pulley, e) gear, f) inclined plane, g) screw. Pupils discuss types and state types of simple machines give an example for each type of simple machine.

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examples of simple machines. Pupils walk around the school compound and identify various types of simple machines. 4445 1.2 Analysing a complex machine Pupils identify the simple machines in a bicycle or a wheel barrow. Pupils discuss and conclude that a complex machine is a machine made up of more than one simple machine. Pupils prepare scrap books on examples of complex machines. 4647 1.3 Appreciating the invention of machines that make life easier Pupils carry out simulation to find out how life would be without machines. predict how life is without machines. Pupils identify simple machines in a complex machine. conclude that a complex machine is made up of more than one simple machine. give examples of complex machines. Encourage pupils to reuse materials and recycle materials. wheel barrowkereta sorong

Pupils

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Pupils discuss and predict how life would be without machines.

Pupils discuss and explain how machines make our lives easier. Pupils identify a problem and design a machine to solve the problem.

explain how machines can make our lives easier. design a machine to solve a problem.

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