Science Year 5 - Unit 1 Microorganisms

Learn about microorganisms, the study of microbiology and why these tiny creatures are so important to living things with this fun, interactive activity. Microorganisms are important to life on Earth, acting as decomposers in various ecosystems and playing a vital role in the nitrogen cycle. Types of microorganisms include bacteria, fungi, types of algae and plankton.

Microorganisms make their home on food, plants, humans and lots of other living things. Look hard and spot places where you think they might be at work. Learn about bacteria that live in decaying leaves, diseases, moldy fruit, yeast in breads, bacteria in yoghurt, salmonella in uncooked food and more. Sort the different types of microorganisms and enjoy this fun science game for kids.

There are tiny living things that can only be seen through a microscope, these are called microorganisms. In the above video, you can see different types of microorganisms, there are bacteria, protozoa, fungi and virus. Just like other living thins, microorganisms also undergo life processes. They breather, move and grow.

Source : http://yiewyinfei.blogspot.com/2011_10_01_archive.html

Science Year 5 - Unit 2 Survival of the Species

Mammoths and dinosaurs are examples of animals that no longer exist. Is it because of their gigantic size? Elephants look similar to mammoths. Why are they still surviving? Rafflesia is an example of a plant species found in Malaysia that is facing extinction. Why? How do animals and plants ensure the survival of their species?

1. Animals take care of their eggs and young to ensure the survival of their species.
2. Plants disperse seeds and fruits to ensure survival of their species.
3. Shortage of food can cause extinction of species. 

Animals and plants need food to survive. One animal species is a source of food to another. For example, eagles eat snakes. If snakes do not survive, there will be shortage at food for eagles. The eagles may become extinct.

Plants cannot move freely. Therefore, their seeds and fruits need to be dispersed from the parent plants. They are dispersed by wind, animal, water or explosive mechanism. Dispersal of seeds and fruits help to scatter them far away from the parent plants. This helps to ensure the survival of plant species.

Shortage of food can cause extinction of species, mammoths and dinosaurs are examples of animals that no longer exist. 

Science Year 5 - Unit 3 Food Chain and Food Web

There are frogs, butterflies, snakes, caterpillars and birds living in this habitat. There are various types of plants too. Some animals eat plants or other animals for food, What about plants? 

Animals can be classified into three categories according to the food they eat.

1. Animals eat plants are herbivores.
2. Animals eat the other animals are carnivores.
3. Animals eat plants and the other animals are omnivores.

Plants use the energy from the Sun to make their own food. They are called producers. Plants provide energy to herbivores, carnivores and omnivores, this relationship is called a food chain. The herbivores, carnivores and omnivores are called consumers because they get their food by eating other animals or plants.

(P = producer, H = herbivore, C₁ = carnivore order-1, C₂ = carnivore order-2)

The relationship between organisms in food chains looks very simple, but in reality it is more complex. When two or more food chains linked together, this relationship is called a food web.

Science Year 5 - Unit 4 Energy

Energy is important to our lives. We use energy to do work. Energy lights up our cities. Energy moves our cars, trains and enables us to watch televisions. What would happen if there is no energy?

Living things carry out life processess. Energy is needed to carry out these processes. Energy is also needed by non-living things. The energy is used to make them usable.

The Sun gives us heat and light energy. Plants use sunlight to make food. Humans and animals get energy form the food they eat. Their sources of food include plants and other animals.

Fuels such as coal, petroleum and natural gas are sources of energy too. These fuels are formed from dead plants and animals that lived millions of years ago.

Energy is found in different forms. The batteries in a toy car produce electrical energy to move it. Objects that move have kinetic energy. A burning candle gives off light energy and heat energy. A strectched rubber band in a catapult has potential energuy.

Energy can be transformed form one form to another. Switching on the light transforms electrical energy into light energy. A burning candle transforms chemical energy into light energy and heat energy. Solar powered signal light uses sunlight as the source of energy. The solar energy is transformed into electrical energy and then into light energy.

The energy we use everyday comes from various resources. These resources are divided into renewable energy and non-renewable energy.

Reference : http://yiewyinfei.blogspot.com/2011/12/science-year-5-unit-4-energy.html

Science Year 5 - Unit 5 Electricity

We depend on electricity in our daily lives. Electricity has made our lives easier and more comfortable. There are many sources of electricity. Many appliances in our homes and schools use electricity. However. we must be very careful when using electrical appliances. Why?

Some electrical appliances use dry cells to make them work. Dry cells produce electricity. There are also other sources of electricity such as accumulator, dynamo and solar cell. They are examples of batteries.

Accumulators are used in vehicles such as motorcycles, cars and lorries. Dynamos generate electricity. They are used to light up the bulb of bicycle. Satellites get their electricity from solar cells. Solar cells transform light energy into electricity. We can also get electricity from hydroelectric power sation. 

An electrical circuit is made up of a power source, wires and other components such as a bulb and a switch. The dry cell is a source of electrical energy for the circuit. A switch is used to break or complete a circuit. The wire allows electricity to flow through the circuit. The bulb lights up because electricity flows through it. 

Electricity is useful in our everyday life. Electrical appliances need proper handling because they can cause injury if they are not used properly. Mishandling of electrical appliances can cause. There are safety precautions that must be taken when using electrical appliances.

• Do not touch switches with wet hands.
• Do not connect too many electrical appliances to one power point.
• Do not repair electrical appliances by yourself.
• Do not use electrical appliances that are faulty.

science year 6 test quiz

1. Diagram 1 shows the plant in the dark box. Rajah menunjukkan tumbuhan berada di dalam kotak yang gelap. Diagram 1 / Rajah 1 After weeks the plant is wilted because it does not get…. Selepas satu minggu pokok menjadi layu kerana ia tidak mendapat…. A water air B sunlight cahaya Matahari C space to grow ruang untuk membesar D enough air to breathe udara yang cukup untuk bernafas Diagram 2 shows the stages in the life cycle of a frog. Rajah 2 menunjukkan peringkat-peringkat dalam kitar hidup seekor katak. Diagram 2 / Rajah 2 Which is the correct sequence? Yang manakah urutan yang betul? A W → X → Y → Z B X → Y → Z → W C Y → Z → W → X D Y → X → Z → W   3. Diagram 3 shows a metal ball and a metal ring. Rajah 3 menunjukkan bebola besi dan gegelang besi. Diagram 3 / Rajah 3 How a metal ball can pass through the metal ring? Bagaimana bebola besi boleh melepasi gegelang besi? A heating the metal ring Panaskan gegelang besi B heating the metal ball Panaskan bebola besi C cooling the metal ring sejukkan gegelang besi D cooling the surrounding temperature sejukkan suhu sekeliling 4. Table 1 shows the characteristic of different fruits. Jadual 1 menunjukkan ciri-ciri buah-buahan yang berbeza. Fruits Buah Characteristics Ciri-ciri P Light structure Mempunyai struktur yang ringan Q Has air spaces Mempunyai ruang udara R Has fine hairs Mempunyai bulu-bulu halus S Edible and fleshy Boleh dimakan dan berisi Table 1 / Jadual 1 Which fruits are dispersed by wind? Buah yang manakah disebarkan oleh angin? A P and Q P dan Q B P and S P dan S C Q and R Q dan R D Q and S Q dan S 5. Diagram 4 shows a tiger. Rajah 4 menunjukkan seekor harimau. Diagram 4 / Rajah 4 Which of the following explains why the animals above are facing the threat of extinction? Antara berikut yang manakah menerangkan mengapa haiwan di atas hampir pupus? A Many of them are poisoned by farmers. Banyak daripada mereka diracun oleh petani B They are often infected with serious diseases. Mereka diserang penyakit yang serius C Climate in our country is becoming warmer and drier. Cuaca di dalam negara kita menjadi panas dan kering D Their habitats are extensively destroyed due to logging. Habitatnya telah dimusnahkan oleh pembalakan 6. Diagram 5 shows the phenomenon of landslide. Rajah 5 menunjukkan fenomena kejadian tanah runtuh. Diagram 5 / Rajah 5 Why this phenomenon is occurring? Kenapakah fenomena ini terjadi? A Topsoil layer is carried away by heavy rain Lapisan atas tanah dibawa oleh hujan lebat B Heavy rain falls continuously Hujan lebat turun berterusan C Cool climate season in our country Musim cuaca sejuk di dalam negara kita D the cooling temperature at surrounding Suhu sejuk di persekitaran 7. Diagram 6 shows the marbles and wooden block. Rajah 6 menunjukkan beberapa biji guli dan blok kayu. Diagram 6 / Rajah 6 The mass of a wooden block is 45 gram. What is the mass of a marbles? Jisim sebiji bongkah kayu ialah 45 gram. Berapakah jisim bagi setiap guli? A 5 gram B 0.45 gram C 0.5 gram D 0.05 gram 8. Which appliances transform chemical energy into electric energy and light energy? Antara peralatan berikut yang manakah menukarkan tenaga elektrik kepada tenaga kimia dan tenaga haba?   A B C D 9. A car moves 120 kilometre in one hour. What is the distance that the car can move within two hour and half? Sebuah kereta bergerak sejauh 120 kilometer dalam masa satu jam. Berapakah jarak yang mampu dilalui oleh kereta itu dalam masa dua jam setengah? A 180 km B 200 km C 240 km D 300 km 10. Diagram 7 shows an electric circuit. Rajah 7 menunjukkan satu litar elektrik. Diagram 5 / Rajah 5 Predict what will happen to bulbs P, Q and R if X as insulator and Y is a conductor. Ramalkan apa akan berlaku pada mentol P, Q dan R jika X adalah penebat dan Y adalah konduktor. P Q R A No light up Tidak menyala Light up Menyala No light up Tidak menyala B No light up Tidak menyala Light up Menyala Light up Menyala C No light up Tidak menyala No light up Tidak menyala Light up Menyala D Light up Menyala Light up Menyala No light up Tidak menyala 11. Diagram 8 shows a Hand drill Rajah 8 menunjukkan satu Hand bor Diagram 7 / Rajah 7 Which of the following is similar type of force? Manakah antara berikut ini adalah sama penggunaan daya? A Sawing wood Menggergaji kayu B Kicking a ball Menendang bola C Stretching a spring Meregang spring D Lifting a heavy box Mengangkat kotak berat 12. Diagram 9 shows human activities. Rajah 9 menunjukkan beberapa aktiviti manusia. Diagram 8 / Rajah 8 Which activities are related to kinetic energy? Manakah aktiviti yang sesuai dengan tenaga kinetik? A K and L B K and N C L and M D M and N 13. Diagram 9 shows a group of materials. Rajah 9 menunjukkan sekumpulan bahan. Diagram 9 / Rajah 9 What are the similar matter of group M and N? Apakah bahan yang sama dari kumpulan M dan N? Group M Kumpulan M Group N Kumpulan N A Glass kaca Cement block blok simen B Rain coat Baju hujan Wood cair Kerusi kayu C Umbrella payung Light up Menyala D Rubber shoes kasut getah No light up Tidak menyala 14. The diagram shows investigation changes of matter. Rajah menunjukkan satu penyiasatan tentang perubahan bahan. Diagram 10 / Rajah 10 What is the process involved in this investigation? Apakah proses yang terlibat dalam penyiasatan itu? I   Boiling     Pendidihan II  Melting     Peleburan III Freezing     Pembekuan IV Evaporation      Penyejatan A I and II I dan II B I and IV I dan IV C II and III II dan III D III and IV III dan IV 15. The diagram shows a cloth wet hanging under the Sun. Rajah menunjukkan sehelai kain basah disidai di bawah cahaya matahari. Diagram 10 / Rajah 10 How to make sure a cloth can be dry faster? Bagaimanakah untuk memastikan kain itu kering dengan cepat? A hanging under the tree sidai di bawah pokok B left a few day biarkan beberapa hari C hanging with a big surface cloth sidai dengan permukaan kain yang lebar D hanging in the hight place sidai di tempat yang tinggi

Investigating the Earth and the Universe

	LESSON PLAN
Duration	: 90 minutes
Theme	:Investigating the Earth and the Universe
Learning Area	:Eclipses
Learning Objectives	:1.1 Understanding the eclipse of the Moon.
Learning Outcomes	:i) State what eclipse of the Moon is?
	:ii) State the position of the Moon, the Earth and the Sun during the eclipse of the Moon.
	:iii) Explain why eclipse of the Moon occurs
Science Process Skill	:Observe, communicate
Activities:	i) Use model to stimulate the movement of the Earth, the Moon and the Sun.
	ii) Use video or computer simulation about partial and total eclipse of the Moon.
	iii) Pupils answer the interactive questions that prepared by the teacher.

Integrated Curriculum For Secondary Schools

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life;

creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and

diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;

The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:

• BELIEF IN GOD
• LOYALTY TO KING AND COUNTRY
• SUPREMACY OF THE CONSTITUTION
• RULE OF LAW
• GOOD BEHAVIOUR AND MORALITY

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious

based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high

level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the

nation at large.

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,

science education in Malaysia nurtures

a Science and Technology Culture by focusing

on the development of individuals who are competitive,

dynamic, robust and resilient and able

to master scientific knowledge and technological competency.

INTRODUCTION

As articulated in the National Education Policy, education in

Malaysia is an on-going effort towards developing the potential

of individuals in a holistic and integrated manner to produce

individuals who are intellectually, spiritually, emotionally and

physically balanced and harmonious. The primary and

secondary school science curriculum is developed with the

aim of producing such individuals.

The Level Two Primary School Science curriculum is

designed to stimulate pupils’ curiosity and develop their

interest as well to enable pupils to learn more about

themselves and the world around them through pupil-centered

activities.

The curriculum is articulated in two documents: the

syllabus and the curriculum specifications. The syllabus

presents the aims, objectives and the outline of the curriculum

content for a period of 3 years for Level Two Primary School

Science. The curriculum specifications provides the details of

the curriculum, which includes the aims and objectives of the

curriculum, brief descriptions on thinking skills and thinking

strategies, scientific skills, scientific attitudes and noble values,

teaching and learning strategies, and curriculum content. The

curriculum content covers the learning objectives, suggested

learning activities, learning outcomes, notes and vocabulary.

AIMS

The aim of the primary school science curriculum is to develop

pupils’ interest and creativity through everyday experiences

and investigations that promote the acquisition of scientific and

thinking skills as well as the inculcation of scientific attitudes

and values.

OBJECTIVES

The Level Two Primary School Science Curriculum aims to:

1. Stimulate pupils’ curiosity and develop their interest about

the world around them.

2. Provide pupils with opportunities to develop science

process skills and thinking skills.

3. Develop pupils’ creativity.

4. Provide pupils with basic science knowledge and concepts.

5. To provide learning opportunities for pupils to apply

knowledge and skills in a creative, critical and analytical

manner for problem solving and decision-making.

6. Inculcate scientific attitudes and positive values.

7. Foster the appreciation on the contributions of science and

technology towards national development and well-being

of mankind.

8. Be aware of the need to love and care for the environment.

SCIENTIFIC SKILLS

• Science emphasises inquiry and problem solving. In inquiry
• and problem solving processes, scientific and thinking skills
• are utilised. Scientific skills are important in any scientific
• investigation such as conducting experiments and carrying out
• projects.
• Scientific skills encompass science process skills and
• manipulative skills.
• Science Process Skills
• Science process skills enable pupils to formulate their
• questions and find out the answers systematically.
• Descriptions of the science process skills are as follows:
• Observing Using the sense of hearing,
• touch, smell, taste and sight to
• find out about objects or events.
• Classifying Using observations to group
• objects or events according to
• similarities or differences.
• Measuring and
• Using Numbers
• Making quantitative
• observations by comparing to a
• conventional or nonconventional
• standard.
• Making
• Inferences
• Using past experiences or
• previously collected data to draw
• conclusions and explain events.
• Predicting
• Making a forecast about what
• will happen in the future based
• on prior knowledge gained
• through experiences or collected
• data.
• Communicating Using words or graphic symbols
• such as tables, graphs, figures
• or models to describe an action,
• object or event.
• Using space-time
• relationship
• Describing changes in
• parameter with time. Examples
• of parameters are location,
• direction, shape, size, volume,
• weight and mass.
• Interpreting data Giving rational explanations
• about an object, event or pattern
• derived from collected data.
• Defining
• operationally
• Defining concepts by describing
• what must be done and what
• should be observed.
• Controlling
• variables
• Naming the fixed variables,
• manipulated variable and
• responding variable in an
• investigation. The manipulated
• variable is changed to observe
• its relationship with the
• responding variable. At the
• same time, the fixed variables
• are kept constant.
• Making
• Hypotheses
• Making a general statement
• about the relationship between a
• manipulated variable and a
• responding variable to explain
• an observation or event. The
• statement can be tested to
• determine its validity.
• Experimenting
• (design a fair test)
• Planning and conducting
• activities to test a hypothesis.
• These activities include
• collecting, analysing and
• interpreting data and making
• conclusions.
• Manipulative Skills
• Manipulative skills in scientific investigation are psychomotor
• skills that enable pupils to:
• · Use and handle science apparatus and substances.
• · Handle specimens correctly and carefully.
• · Draw specimens and apparatus.
• · Clean science apparatus.
• · Store science apparatus.
• THINKING SKILLS
• Thinking is a mental process that requires an individual to
• integrate knowledge, skills and attitude in an effort to
• understand the environment.
• One of the objectives of the national education system
• is to enhance the thinking ability of pupils. This objective can
• be achieved through a curriculum that emphasises thoughtful
• learning. Teaching and learning that emphasises thinking skills
• is a foundation for thoughtful learning.
• Thoughtful learning is achieved if pupils are actively
• involved in the teaching and learning process. Activities should
• be organised to provide opportunities for pupils to apply
• thinking skills in conceptualisation, problem solving and
• decision-making.
• Thinking skills can be categorised into critical and
• creative thinking skills. A person who thinks critically always
• evaluates an idea in a systematic manner before accepting it.
• A person who thinks creatively has a high level of imagination,
• is able to generate original and innovative ideas, and modify
• ideas and products.
• Thinking strategies are higher order thinking processes
• that involve various steps. Each step involves various critical
• and creative thinking skills. The ability to formulate thinking
• strategies is the ultimate aim of introducing thinking activities
• in the teaching and learning process.

Critical Thinking Skills

• A brief description of each critical thinking skill is as follows:
• Attributing Identifying characteristics,
• features, qualities and
• elements of a concept or an
• object.
• Comparing and
• Contrasting
• Finding similarities and
• differences based on criteria
• such as characteristics,
• features, qualities and
• elements of a concept or
• event.
• Grouping and
• Classifying
• Separating objects or
• phenomena into categories
• based on certain criteria such
• as common characteristics or
• features.
• Sequencing Arranging objects and
• information in order based on
• the quality or quantity of
• common characteristics or
• features such as size, time,
• shape or number.
• Prioritising Arranging objects and
• information in order based on
• their importance or priority.
• Analysing Examining information in detail
• by breaking it down into
• smaller parts to find implicit
• meanings and relationships.
• Detecting Bias Identifying views or opinions
• that have the tendency to
• support or oppose something
• in an unfair or misleading way.
• Evaluating Making judgements on the
• quality or value of something
• based on valid reasons or
• evidence.
• Making
• Conclusions
• Making a statement about the
• outcome of an investigation
• that is based on a hypothesis.

Thinking Strategy

Description of each thinking strategy is as follows:

• Conceptualising Making generalisations based on interrelated

and common characteristics in

order to construct meaning, concept or

model.

• Making Decisions Selecting the best solution from various

alternatives based on specific criteria to

achieve a specific aim.

• Problem Solving Finding solutions to challenging or

unfamiliar situations or unanticipated

difficulties in a systematic manner.

• Besides the above thinking skills and thinking strategies,

another skill emphasised is reasoning. Reasoning is a skill

used in making logical, just and rational judgements.

• Mastering of critical and creative thinking skills and thinking

strategies is made simpler if an individual is able to reason

in an inductive and deductive manner. Figure 1 gives a

general picture of thinking skills and thinking strategies.

Figure 1: TSTS Model in Science

Thinking Skills

Critical

· Attributing

· Comparing and

contrasting

· Grouping and

classifying

· Sequencing

· Prioritising

· Analysing

· Detecting bias

· Evaluating

· Making

conclusions

Creative

· Generating ideas

· Relating

· Making inferences

· Predicting

· Making

hypotheses

· Synthesising

· Making

generalisations

· Visualising

· Making analogies

· Inventing

Thinking

Strategies

· Conceptualising

· Making decisions

· Problem solving

Reasoning

Mastering of thinking skills and thinking strategies (TSTS)

through the teaching and learning of science can be

developed through the following phases:

1. Introducing TSTS.

2. Practising TSTS with teacher’s guidance.

3. Practising TSTS without teacher’s guidance.

4. Applying TSTS in new situations with teacher’s

guidance.

5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS

can be found in the guidebook “Buku Panduan Penerapan

Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran

dan Pembelajaran Sains” (Curriculum Development

Centre, 1999).

Relationship between Thinking Skills and

Science Process Skills

Science process skills are skills that are required in the

process of finding solutions to a problem or making decisions

in a systematic manner. It is a mental process that promotes

critical, creative, analytical and systematic thinking. Mastering

of science process skills and the possession of suitable

attitudes and knowledge enable pupils to think effectively.

The mastering of science process skills involves the

mastering of the relevant thinking skills. The thinking skills that

are related to a particular science process skill are as follows:

• Science Process
• Skills
• Thinking Skills
• Observing Attributing
• Comparing and contrasting
• Relating
• Classifying Attributing
• Comparing and contrasting
• Grouping and classifying
• Measuring and Using
• Numbers
• Relating
• Comparing and contrasting
• Making Inferences Relating
• Comparing and contrasting
• Analysing
• Making inferences
• Predicting Relating
• Visualising
• Using Space-Time
• Relationship
• Sequencing
• Prioritising
• Interpreting data Comparing and contrasting
• Analysing
• Detecting bias
• Making conclusions
• Generalising
• Evaluating

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to

inculcate scientific attitudes and noble values in pupils. These

attitudes and values encompass the following:

· Having an interest and curiosity towards the environment.

· Being honest and accurate in recording and validating

data.

· Being diligent and persevering.

· Being responsible about the safety of oneself, others, and

the environment.

· Realising that science is a means to understand nature.

· Appreciating and practising clean and healthy living.

· Appreciating the balance of nature.

· Being respectful and well-mannered.

· Appreciating the contribution of science and technology.

· Being thankful to God.

· Having critical and analytical thinking.

· Being flexible and open-minded.

· Being kind-hearted and caring.

· Being objective.

· Being systematic.

· Being cooperative.

· Being fair and just.

· Dare to try.

· Thinking rationally.

· Being confident and independent.

The inculcation of scientific attitudes and noble values

generally occurs through the following stages:

· Being aware of the importance and the need for scientific

attitudes and noble values.

· Giving emphasis to these attitudes and values.

· Practising and internalising these scientific attitudes and

noble values.

When planning teaching and learning activities, teachers need

to give due consideration to the above stages to ensure the

continuous and effective inculcation of scientific attitudes and

values. For example, during science practical work, the

teacher should remind pupils and ensure that they carry out

experiments in a careful, cooperative and honest manner.

Proper planning is required for effective inculcation of scientific

attitudes and noble values during science lessons. Before the

first lesson related to a learning objective, teachers should examine all related learning outcomes and suggested

teaching-learning activities that provide opportunities for the

inculcation of scientific attitudes and noble values.

The following is an example of a learning outcome pertaining

to the inculcation of scientific attitudes and values.

ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP DIRECTOR

CURRICULUM DEVELOPMENT CENTRE

ZULKIFLY WAZIR DEPUTY DIRECTOR

CURRICULUM DEVELOPMENT CENTRE

Editorial Advisors CHEAH ENG JOO PRINCIPAL ASSISTANT DIRECTOR (SCIENCE AND

MATHEMATICS)

CURRICULUM DEVELOPMENT CENTRE

HO HENG LING ASSISTANT DIRECTOR (HEAD OF CORE SCIENCE

UNIT)

CURRICULUM DEVELOPMENT CENTRE

ZAIDI YAZID ASSISTANT DIRECTOR (HEAD OF ELECTIVE

SCIENCE UNIT)

CURRICULUM DEVELOPMENT CENTRE

YEAP CHIN HENG (PH.D) ASSISTANT DIRECTOR (HEAD OF CORE SCIENCE

UNIT)

CURRICULUM DEVELOPMENT CENTRE (UNTIL

JULY 2005)

Editor ZAINON ABD MAJID ASSISTANT DIRECTOR

CURRICULUM DEVELOPMENT CENTRE

PANEL OF WRITERS

CHEAH ENG JOO CURRICULUM DEVELOPMENT

CENTRE

LIM YOON KHIM SJKC KWANG HWA,

P. PINANG

HO HENG LING CURRICULUM DEVELOPMENT

CENTRE

LINDA CHENG LEAN BEE SK HUTCHINGS,

P. PINANG

ZAIDI YAZID CURRICULUM DEVELOPMENT

CENTRE

LIM SIEW PENG SK(P} METHODIST,

MELAKA

YEAP CHIN HENG

(PH.D)

CURRICULUM DEVELOPMENT

CENTRE

MAKRIN SUDI SK SAMPIR,

SABAH

ZAINON ABD MAJID CURRICULUM DEVELOPMENT

CENTRE

MARZITA OMAR SK PERMATANG BERTAM,

P.P

AIZATUL ADZWA M.

BASRI

CURRICULUM DEVELOPMENT

CENTRE

MUNISAMY A/L

SENGODAN

SJKT LADANG HENRIETTA,

KEDAH

AHMAD SALIHIN MAT

SAAT

CURRICULUM DEVELOPMENT

CENTRE

MISIAH SANUSI SK MERBAU SEMPAK,

SELANGOR

LANITA MOHD YUSOF CURRICULUM DEVELOPMENT

CENTRE

MAHENDRAN A/L

SUBRAMANIAM

SK(L) METHODIST, K.L

SALBIAH MOHD SOM CURRICULUM DEVELOPMENT

CENTRE

MOHD FAUZI HASHIM SK PAYA, PERLIS

SALINA HANUM OSMAN CURRICULUM DEVELOPMENT

CENTRE

MOHD NASHUHA JAMIDIN

(PH.D)

MP SULTAN ABD HALIM,

KEDAH

STERATEGI KECEMERLANGAN SAINS UPSR

OBJECTIVES

•Learning about living things             Year 1-3                              

• Learning about the world around us

•Investigating living things

• Investigating force and energy

• Investigating materials                          Year 4-6

• Investigating the Earth and the Universe

• Investigating technology

Penguasaan Kandungan Sukatan Pelajaran

—1.0 Konsep/Istilah Sains

—CONTOH  :

—-bernafas/fotosintesis/respirasi

—  (breathing/photosynthesis/respiration)

—-pendidihan/penyejatan

—  (boiling/evaporation)

—-pantulan/pembiasan

—  (refllection/refraction)

—-legap/lutcahaya/lutsinar

—  (opaque/translucent/transparent)

—

2.0 GAMBARAJAH (DIAGRAM)

—CONTOH :

—Sistem pernafasan  ( respiratory system  )

—

—Litar elektrik  ( electric circuit )

—

—Radas-radas sains spt tabung uji, bikar,  kelalang kon

—( science appratus eg. Test-tube, beaker, conical flask )

GERAF ( GRAF )

—

—Geraf  paksi x = Pembolehubah Manipulasi ( PM )

—What to  change ( WTC )

—

—Paksi y  = Pembolehubah Bergerakbalas  ( PB )

—What to Observe ( WTO )

Graf

MENGEKSPERIMEN

menguasai semua kemahiran proses sains

  a  mengenal pembolehubah (variables )

  b  menyatakan tujuan eksperimen    (aim/purpose  )

  c   membuat hipotesis ( hypothesis )

  d   menyatakan pemerhatian ( observation )

  e   membuat inferens ( inference )

  f   menyatakan pola/corak perubahan   (trend/pattern )

  g   membuat ramalan  ( predicting )

  h   membuat kesimpulan ( conclusion )

SOALAN STRUKTUR

2.1   Pokok Soalan

  -  Gambarajah

  -  Jadual

  -  Geraf

  -  Esei / Perbualan

  2.2  Sub Soalan

  -  mengenal pembolehubah

  -  menyatakan tujuan eksperimen

  -  membuat hipotesis /hubungan

  -  membuat pemerhatian/inferens

  -  membuat kesimpulan/rumusan

  -  pola/corak perubahan

  -  meramal/mengaplikasi

•  mesti boleh memahami dan mentafsir maklumat dalam
•   mesti boleh mengenalpasti keputusan eksperimen
•
•   mesti boleh mengenalpasti

i)With pattern of change
a)Manipulated variables (MV)( what is changed)
b)Responding variables(RV)(what is observed/measured)

a)Pembolehubah Manipulasi ( PM )
i)The temperature of air in X is the
•Explain the reason for the observation or the end of the observation.
•Make sure the reason is logic.
•State another observation to support the inferences
•State the evidence for you answer
•Write the observation
•Eg.  The plant grow well because the plant get enough water.
•         Observation : The plant grow well
•          Inference  :  The plant get enough water
•          Another observation : Get enough fertilizer
-Jawapan  -  bertambah/meningkat/menaik
-Berkurang/ menurun
-Tetap/sama/mendatar
-Sekata/tidak sekata
-Jawapan hanya untuk RV

            - gambarajah , jadual, geraf

-Pembolehubah  manipulasi

-Pembolehubah bergerakbalas

-Pembolehubah dimalarkan

Data – Tujuan

Untuk menyiasat  hubungan  di antara  PM  dengan  PB.

 Data  -  Hubungan / Hipotesis

 perubahan corak/pola

Bertambah/berkurang PM , bertambah /berkurang PB.

Semakin bertambah bilangan bateri,semakin bertambah cerah nyalaan mentol

Tiada corak/pola

Jika PM, maka PB

Jika tiada air dan udara, maka paku besi tidak akan berkarat

ii) Without pattern of change

     If MV, the RV will ……

    example:

    - If there is no air, the grasshopper will die

Aim/Purpose/objective of experiment

     To investigate the relationship  between MV and RV.

    Examples:

 To investigate the relationship  between the presence of sunlight   and the condition of the plant after one week.

HYPHOTHESIS

    -with the increase/ decrease of MV the RV will increase/decrease.

Example;

    - with the increase of the amount of water used

      to water the plant, number the of the plant’s leaves

      will increase.

To identify the variables

  -factor that we control during an  experiment

     -the observation/result of/after an experiment

c) Constant/Fixed variables

-factors that remain the same  (quantitative or qualitative)  throughtout the experiment.

 -the factors may/can influence the  results of the                 

        experiment; if not  made constant/fixed.

Mengawal Pembolehubah

   Faktor yang berbeza / berubah dari mula

   hingga tamat eksperimen.

b) Pembolehubah Bergerakbalas ( PB )

  Hasil eksperimen.

c) Pembolehubah Dimalarkan.

  Faktor yang tetap di dalam eksperimen.

OBSERVATION

   - Making statement about the RV

   - Describing/comparing the result of  experiment.

Examples:

    highest.

     …………………more than, less than , biggest…….

Pemerhatian

Menerangkan apa yang dilihat setelah tamat

Eksperimen ( Keputusan eksperimen ).

Jika lebih dari satu pemerhatian, buat perbandingan  antara pemerhatian.

Penerangan tentang Pembolehubah Bergerakbalas

INFERENCE (why )

Inferens

Penerangan sebab dari pemerhatian.

Memastikan sebab adalah logik.

Buat pemerhatian yang lain untuk menyokong inferens.

Memberi bukti yang kukuh.

Pastikan anda menulis pemerhatian apabila menjawab soalan inferens.

Contoh : Pokok tumbuh dengan subur kerana mendapat air yang mencukupi.

 PREDICTION

-To calculate/estimate a value of another given number , graph, table, data or statistic

-To state what will happen in future based on the facts/datas given.

MERAMAL

-Menjangka/menganggarkan suatu nilai baru berdasr maklumat yang sedia ada.

-mesti memahami pola maklumat sedia ada

-membuat pengiraan/anggaran

Menggunakan fakta

CONCLUSION

The RV/ WTO increase/decrease,the RV/WTC increase/decrease.

KESIMPULAN ( sudah berlaku )

-ayat pernyataan mengenai konsep sains.

Benda hidup perlukan air,udara dan makanan untuk hidup

-PB apabila PM

Nyalaan mentol bertambah cerah apabila bilangan bateri bertambah

TREND/ PATTERN

-See the number in the table or the difference on the chart

-Answer the question just right -  increase, decrease or constant

POLA/CORAK PERUBAHAN

-boleh menilai perubahan kuantiti atau kualiti