DSKP Science Year 5

KEMENTERIAN PENDIDIKAN MALAYSIA

KURIKULUM STANDARD SEKOLAH RENDAH DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS TAHUN LIMA ( EDISI BAHASA INGGERIS) i

ii

KURIKULUM STANDARD SEKOLAH RENDAH DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN

SAINS TAHUN 5

(Edisi Bahasa Inggeris) BAHAGIAN PEMBANGUNAN KURIKULUM

iii

Cetakan Pertama 2016 Kementerian Pelajaran Malaysia 2016 Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.

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CONTENT

NATIONAL PRINCIPLES

v

NATIONAL EDUCATION PHILOSOPHY

vi

NATIONAL SCIENCE EDUCATION PHILOSOPHY

vii

INTRODUCTION

1

DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL

1

AIMS AND OBJECTIVES

4

FOCUS

5

ELEMENTS ACROSS THE CURRICULUM

12

SKILLS FOR 21ST CENTURY

15

SKILLS AND VALUE FOR THE 21ST CENTURY

16

STUDENT PROFILE

17

TEACHING AND LEARNING STRATEGIES

18

METHODS OF TEACHING AND LEARNING SCIENCE

20

ASSESSMENT OF TEACHING AND LEARNING

23

ORGANISATION OF THE SCIENCE STANDARD CURRICULUM

26

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THEME : INTRODUCTION TO SCIENCE 1.0 Scientific Skills

30

2.0 Science Room Rules

46

THEME : LIFE SCIENCE 3.0 Life Processes In Animals

48

4.0 Life Processes In Plants

56

THEME : PHYSICAL SCIENCE 5.0 Energy

60

6.0 Properties of Light

64

7.0 Electricity

68

8.0 Heat

72

THEME : MATERIAL SCIENCE 9.0 Matter

74

10.0 Acid and Alkali

78

THEME : EARTH AND SPACE SCIENCE 11.0 Earth, Moon and Sun

80

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE 12.0. Technology

84 34

RUKUN NEGARA BAHAWASANYA negara kita Malaysia mendukung cita-cita untuk mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; memelihara satu cara hidup demokratik; mencipta masyarakat yang adil bagi kemakmuran negara yang akan dapat dinikmati bersama secara adil dan saksama; menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan berbagai-bagai corak; membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan atas prinsip-prinsip yang berikut:

• • • • •

KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA

KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN

v

Pendidikan di Malaysia adalah suatu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepercayaan dan kepatuhan kepada Tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketerampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberikan sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.

vi

vi

FALSAFAH PENDIDIKAN SAINS KEBANGSAAN FALSAFAH PENDIDIKAN SAINS NEGARA Selaras

dengan

Falsafah

Pendidikan

Kebangsaan,

pendidikan sains di Malaysia memupuk budaya Sains dan Teknologi

dengan

memberi

tumpuan

kepada

perkembangan individu yang kompetitif, dinamik, tangkas dan berdaya tahan serta dapat menguasai ilmu sains dan keterampilan teknologi.

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levels. The Core Science subjects in upper secondary school

INTRODUCTION PREFACE

aim to develop pupils’ science literacy, innovative skills and to As articulated in the National Education Philosophy, education

equip them to enter fields of science. The Elective Science

in Malaysia is an on-going effort towards developing the

Subjects offer options to pupils based on their inclinations,

potential of individuals in a holistic and integrated manner to

interests and abilities in the science field to venture into

produce

spiritually,

careers specifically in science and technology fields. This

emotionally and physically balanced. The primary and

group of pupils will continually contribute to the development

secondary school science curriculum standard is developed

of the nation.

individuals

who

are

intellectually,

with the aim of producing such individuals. This group of pupils will become the human resources in the field of science and technology that will contribute to the

The overall Science Standard Curriculum encompasses

continuity in the development of the country.

three core science subjects and four elective science subjects. The Core Science Subjects are Primary School Science, Lower Secondary Science, and Upper Secondary Science. The Elective

DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL

Science subjects offered in upper secondary are Biology, Chemistry, Physics, and Additional Science.

The concept of strands introduced in KSSR, is a form of

The Core Science Subjects for primary and lower

classification of knowledge, skills and values. This concept

secondary school are designed with emphasis on the

focuses on the development of a physically, emotionally, spiritually

knowledge and understanding of science to produce science

and intellectually balanced human capital. Six strands are identified

literate pupils so as to prepare them for science at higher

to represent the fields of knowledge, skills and values that form the 1

DRAF100911 basis of development of creative and critical thinking, and

Physical and Aesthetic Development

innovative individuals (Diagram 1). The strands reflect explicit

The Physical Development and Aesthetic strand emphasises on

structuring of discipline of knowledge, skills and values that pupils

physical and health development for personal well-being and

need to acquire. Each strand is interconnected and integrated.

nurturing of imagination, creativity, talent and appreciation. Knowledge disciplines that develop the physical aspects are Physical Education and Health Education. Creativity, talent and

Communication

appreciation are nurtured through Visual Art Education and Music Education.

The communication strand emphasises the integration process of the language skills in the form of verbal and non-verbal during interaction. This strand focuses on language skills such as listening and speaking, reading and writing, as well as the added value of

Humanity

reasoning. Pupils need to master these skills to assist them in the

The Humanity strand emphasises on the mastery and practice of

process of acquisition of knowledge, skills and values in the other

knowledge about community and the environment locally, nationally

strands. Language proficiency prepares pupils to select accurate

and globally as well as the appreciation of the spirit of patriotism

and systematic language used in social interaction.

and unity. History is the knowledge discipline in the Humanity strand introduced at Level II of the primary school.

The knowledge disciplines within the communication strand include Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil, Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa Semai.

2

Communication Integration of language skills while interacting verbally and non-verbally codes in Bahasa Malaysia, English, Chinese and Tamil

Spiritual, attitude and values

Physical development & Aesthetics

Internalisation of religious pratices, beliefs, attitude and values

Physical and health development for personal well-being Fostering imagination, creativity, talent

Science & Technology

Humanity

Mastery of scientific knowledge and skills Mastery of mathematical knowledge and skills Mastery of technology-based knowledge and skills

Mastery of knowledge and practices regarding social sciences, local environment, country and global. Internalisation of patriotism and unity

Personal Development Nurturing and developing leadership and attitudes through curricula and co-curricula activities

Figure 1: Framework for Curriculum KSPK and KSSR

3

Personal Development

Spiritual, Attitude and Value

The Personal Development strand emphasises the nurturing of

The Spiritual, Attitude and Value strand emphasises the learning

leadership and character building through curricular and co-curricular

areas that focus on religious practices, beliefs, attitudes and values.

activities. Pupils are given the opportunity to integrate knowledge,

Knowledge disciplines in this strand are Islamic Studies for Muslim

skills and values learned in the classroom and practise them in co-

pupils and Moral Education for non-Muslim pupils.

curricular activities. Participation in co-curricular activities such as societies, uniformed bodies and sports provide opportunities for pupils to lighten their potential as leaders to themselves, friends,

AIMS

family and the community. The aim of Science Standard Curriculum for primary is to instil interest and develop creativity amongst pupils through experience

Science and Technology

and investigation so as to master knowledge in science, scientific The Science and Technology strand emphasises the mastery of: 

scientific knowledge, skills and scientific attitude



knowledge, skills and values in mathematics



knowledge and technology-based skills

skills, thinking skills and, scientific attitudes and values.

OBJECTIVES

Knowledge discipline in Science and Technology Strand are

The Level Two Primary School Science Curriculum aims to:

Science, Mathematics, Design and Technology (DT) and Information

1. Stimulate pupils’ curiosity and develop their interest about the world around them.

and Communication Technology (ICT).

2. Provide pupils with opportunities to develop scientific skills as well as critical and creative thinking skills. 3. Enhance pupils’ creativity.

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DRAF100911 4. Provide pupils with an understanding on scientific facts and concepts.

be utilised. Scientific skills are vital in any activities involving scientific investigation.

5. Enables pupils to apply knowledge and skills in a critical, creative and analytical manner for problem solving and decision making.

Scientific skills encompass science process skills and manipulative skills.

6. Instil scientific attitudes and noble values amongst pupils, thus putting these into practice. 7. Be aware of the need to care for the environment.

Science Process Skills Science Process Skills enable pupils to formulate questions and find

FOCUS

out the answers systematically. Descriptions of the science process skills are as the following:

Science Curriculum focuses on thoughtful learning. Thoughtful learning is a process of acquisition and mastery of knowledge and skills that can develop pupils’ minds to the optimum level. Thoughtful

Observing

Using the sense of sight, hearing, touch, taste or smell to gather information about objects and phenomena.

Classifying

Using observations to group objects or phenomena according to similar characteristics

Measuring and Using Numbers

Making quantitative observations using numbers or tools with standard units or tools standardised with reference units.

Making Inferences

\Making initial conclusions that are reasonable, that may be true or false to

learning does not just focus on the content to be taught, but also encompasses pedagogy and assessment. Thoughtful learning occurs when the inquiry approach that emphasises scientific skills and thinking skills are integrated.

SCIENTIFIC SKILLS Science emphasizes inquiry method and problem solving. In inquiry and problem solving processes, scientific and thinking skills need to 5

DRAF100911 explain events or observations. Predicting

Communicating

Using SpaceTime Relationship

Making Hypothesis

Making forecast about events based on observations and previous experiences or collected data.

Making a general statement relationship between the voo]

about

the

ariables that is assumed to be true to explain an observation or event. The statement can be tested to determine its validity.

Accepting, choosing, arranging, and presenting information or ideas in the form of writing, verbal, tables, graphs, figures or models.

Experimenting

Planning and conducting an investigation to test a hypothesis, collecting and interpreting data until a conclusion can be obtained.

Describing changes in parameters such as location, direction, shape, size, volume, weight and mass with time.

Manipulative Skills 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.



Use and handle science apparatus and substances correctly.



Store science apparatus and substances correctly and safely.

Identifying manipulated variables, responding variables and fixed variables. In an investigation, a variable is manipulated to observe its relationship with the responding variable. At the same time, the other variables are kept the same.



Clean science apparatus correctly



Handle specimens correctly and carefully.



Sketch specimens, apparatus and substances accurately

Controlling Variables

In a scientific investigation, manipulative skills are psychomotor skills that enable pupils to:

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DRAF100911 The inculcation of scientific attitudes and noble values generally

SCIENTIFIC ATTITUDES AND NOBLE VALUES

occurs through the following stages: Learning experiences science can foster positive attitudes and 

values in pupils. Positive attitudes and values fostered in the

scientific attitudes and noble values.

teaching of science in schools include scientific attitudes and noble values as the following:                    

Be aware and understand the importance and the need of

Having an interest and curiosity towards the environment. Being honest and accurate in recording and validating data. Being diligent and persevere when carrying out a task. 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



Giving attention and response.



Internalising and practising.



Inculcate scientific attitudes and noble values in life.

In this curriculum standard, learning standard for the affective domain

is written explicitly where appropriate. However, scientific

attitudes and noble values in teaching and learning need to be integrated continuously. For example, during science practical work, the teacher should remind pupils the importance of being careful, thorough, cooperative, honest and persevere when carrying out experiments.

Proper planning is required to optimize the inculcation of scientific attitudes and noble values. Teachers are encouraged to go through all learning standards related to the content standard including the learning standard about the inculcation of scientific attitudes and noble values before starting a lesson in the particular learning area. 7

DRAF100911 breaking it down into smaller parts to understand concepts or events as well as to find the implicit meanings.

Critical Thinking Skills A brief description of each critical thinking skill is as the following:

Attributing

Identifying characteristics, features, qualities and elements of a concept or an object.

Detecting Bias

Detecting views or opinions that have the tendency to support or oppose something.

Comparing and Contrasting

Finding similarities and differences based on criteria such as characteristics, features, qualities and elements of objects or events.

Evaluating

Making consideration on the good and bad qualities of something based on valid evidences or propositions.

Grouping and Classifying

Separating and grouping objects or phenomena into groups based on certain criteria such as common characteristics or features.

Making Conclusions

Making a statement about the outcome of an investigation based on a hypothesis or strengthening something based on an investigation.

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

Analysing

Creative Thinking Skills A brief description of each creative thinking skill is as the following:

Arranging objects or information in order based on their importance or urgency.

Processing

information

in

detail

by 8

Generating Ideas

Producing ideas related to something.

Relating

Making connections in certain situations or events to find a structure or pattern of relationship.

DRAF100911 Making Inferences

Making initial conclusions that are reasonable, that may be true or false to explain events or observations.

Predicting

Making forecast about events based on observations and previous experiences or collected data.

Making Generalisations

be tested to determine its validity. Making Analogies Forming an understanding about a complex or abstract concept by relating it to simple or concrete concepts with similar characteristics.

Inventing

Making a general statement about certain matter from a group of observations on samples or some information from that group.

Producing something new or modifying something already in existence to overcome problems in a systematic manner.

Thinking Strategies Visualising

Synthesising

Making Hypotheses

Forming perception or making mental images about a particular idea, concept, situation or vision.

Description of each thinking strategy is as the following: Conceptualising

Making generalisations towards building of meaning, concept or model based on inter-related specific common characteristics.

Making Decisions

Selecting the best solution from several alternatives based on specific criteria to achieve the intended aims.

Combining separate elements to produce an overall picture in the form of writing, drawing or artefact.

Making a general statement about the relationship between the variables that is assumed to be true to explain an observation or event. The statement can 9

DRAF100911 Problem Solving

Finding the right solutions in a systematic manner for situations that are uncertain or challenging or unanticipated difficulties.

Thinking Skills

Besides thinking skills and thinking strategies, another skill Critical

emphasised is reasoning. Reasoning is a skill used in making logical,

Creative

rational, fair and just consideration. Mastery of critical and creative  Attributing  Comparing and contrasting  Grouping and classifying  Sequencing  Prioritising  Analysing  Detecting bias  Evaluating  Making conclusions

thinking skills and thinking strategies is made easier if an individual is able to provide reasoning in inductive and deductive manner. Figure 2 gives an overall picture of the thinking skills and thinking strategies (TSTS).

Reasoning

 Generating ideas  Relating  Making inferences  Predicting  Making hypothesis  Synthesising  Making generalisations  Visualising  Making analogies  Inventing

Thinking Strategies  Conceptualising  Making decisions  Problem solving

Figure 2: TSTS Model in Science

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DRAF100911 Mastery of TSTS through the teaching and learning of science can

together with knowledge and suitable attitudes ensure pupils to think

be developed through the following stages:

effectively. The mastery of Science Process Skills requires pupils to master the

1. Introducing TSTS.

relevant thinking skills. The main thinking skills that are related to

2. Practising TSTS with teacher’s guidance.

each science process skill are as the following:

3. Practising TSTS without teacher’s guidance. 4. Applying TSTS in new situations and developed with teacher’s guidance.

Science Process Skills

Thinking Skills

5. Applying TSTS together with other skills to accomplish thinking tasks.

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

Further information about the stages on the implementation of TSTS can be referred to 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. Mastery of Science Process Skills 11

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Teaching and Learning Based on Thinking Skills Science Process Skills

Thinking Skills

Interpreting data

Comparing and contrasting Analysing Detecting bias Making conclusions Making Generalisations Evaluating

Defining operationally

and Scientific Skills

This Science Curriculum Standard emphasises thoughtful learning based on thinking skills and scientific skills. In this curriculum, the intended learning standard is written by integrating acquisition of knowledge with mastery of thinking skills and scientific skills. Thus in

Relating Making analogies Visualising Analysing

teaching and learning, teachers need to integrate mastery of skills together with acquisition of knowledge and the inculcation of scientific attitudes and noble values.

Controlling variables

Attributing Comparing and contrasting Relating Analysing

Making hypothesis

Attributing Relating Comparing and contrasting Generating ideas Making hypothesis Predicting Synthesising

ELEMENTS ACROSS THE CURRICULUM

Experimenting

All thinking skills

elements is aimed at strengthening the human capital skills and

Communicating

All thinking skills

The Elements across the Curriculum (EMK) is a value-added element applied in the teaching and learning process other than those specified in the Content Standard. The integration of these competency as well as intended to prepare pupils for the challenges of the present and the future. The elements across the curriculum in KBSR i.e. language, science and technology, environmental 12

DRAF100911 sustainability, values and patriotism are still relevant to be used in

To reach this aim, the writing of the learning standard for the subject

KSSR.

of Science that is related to inculcating creativity and innovation is stated clearly. However, teachers are also encouraged to instil elements of creativity and innovation in any topic deemed suitable if

The new elements of EMK, namely creativity and innovation,

these elements are not stated clearly. Teachers should prepare

entrepreneurship, as well as ICT are identified as a complementary

activities that increase interest and creativity and students should be

effort to enhance the quality of KSSR implementation. The following

equipped with knowledge, skills and tools that will enable them to

is a description about the new elements of EMK in KSSR:

develop creativity and inculcate attitudes and personalities of creative individuals.

Creativity and Innovation Entrepreneurship

Creativity and Innovation are two related items.

In the New Economic Model, among the characteristics of Malaysia

Generally, creativity refers to the act of generating new ideas,

in 2020 is innovation and entrepreneurship. The instilling of the

approaches and new actions. Innovation on the other hand, is the

element of entrepreneurship in KSSR is aimed at forming the

process of generating new ideas and applying creative ideas in

characteristics and practices of entrepreneurship until it becomes a

certain contexts.

culture among students. Entrepreneurship characteristics can be formed by:

The element of creativity and innovation is an element that is stressed upon in KSSR to prepare students to handle 21st century



Practicing entrepreneurship

challenges. Creativity and innovation in students need to be



Applying entrepreneurship thinking

inculcated and developed to optimum levels so that they are capable



Applying knowledge and business management skills

of generating ideas and inventions that are of quality, that become



Formulating concepts, processes or products of

practices and cultures in the lives of Malaysian citizens in the future.

entrepreneurship  13

Practice moral values and good ethics in entrepreneurship

DRAF100911 Teachers must ensure that EMK are integrated effectively in the teaching and learning process in order to produce individuals as

All characteristics and practices are implemented according to

intended in the National Education Philosophy.

primary school children’s abilities.

The relationship between EMK and the development of a balanced individual is illustrated in Diagram 3.

LANGUAGE

Information and Communication Technology

Entrepreneurship

Technology is an effective method to strengthen the learning of science. The use of technology like television, radio, computer, BALANCED INDIVIDUAL Critical Creative and Innovation Thinking

computer internet software, course software, and computer interface makes the learning of science more interesting and effective. VALUES

Animation and computer simulations are a useful method to learn a

Creativity and

difficult and abstract concept and can be presented in the form of

Innovation

SCIENCE AND TECHNOLOGY

Information and Communication Technology

course software or website.

The element of Information and Communication Technology is one of the elements added to KSSR. There are three approaches in using Information and Communication Technology in KSSR: 

Learning about ICT



Learning through ICT



Learning with ICT

Diagram 3: EMK in the development of a Balanced individual

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SKILLS FOR 21ST CENTURY

Higher

Order

Thinking

HOTs

Skills

Applying

Using knowledge, skills and values to take actions in different situations.

Analizing

Breaking down information into smaller parts to enhance understanding and make relationship between the parts.

(HOTS)

The national curriculum aims to produce pupils who are well balanced, resilient, curious, principled, well informed, and patriotic and possess thinking and communication skills and able to work in teams. The 21st century skills are in line with the six aspirations as

Description

Evaluating Using knowledge, experience, skills and values to consider, make decisions and give justifications.

outlined in the Malaysia Education Blueprint. The six aspirations are leadership skills, bilingual proficiency, ethics and spirituality, social identity, knowledge and thinking skills intended to be acquired by

Creating

every pupil to enable them to compete globally.

Producing ideas, products or methods creatively and innovatively.

Table 1: Description of HOTs Thinking skills have been emphasized in the curriculum since 1994 to introduce Creative and Critical Thinking Skills (KBKK). KBKK

HOTS can be applied in the classroom through activities in the form

emphasises on thinking from the low to the higher level. Starting from

of inquiry, solving problems and projects. Teachers and pupils need

2011, the Primary School Curriculum Standard (KSSR) has placed

to use the thinking tools such as thinking maps, mind maps, and

emphasis on Higher Order Thinking Skills (HOTS).

Thinking Hats and high level questioning, inside and outside the classroom to encourage pupils to think. Pupils are accountable to their own learning.

Higher order thinking skills is the ability to apply knowledge, skills and values for reasoning and reflecting in solving problems, making decisions, to innovate and to create. HOTs refer to the skills of applying, analizing, evaluating and creating as shown in Table 1. 15

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SKILLS AND VALUE FOR THE 21st CENTURY

A student must be equipped with skills, knowledge and values to excel in life and career in the 21st century. The Ministry of Education Malaysia (MOE) has identified skills and values that each pupil needs to have to face the 21st century. Skills and values consist of 3 aspects:



Communication Skills



Information and Communication Technology



Cooperation



Entrepreneurship



Leadership



Lifelong learning



Flexibility



Ability to Adapt



Initiative and Self-direction

Thinking skills: Prepares pupils to face life and current working environment which is becoming more challenging. The skills are:

Values: Guideline for pupils to become individuals with noble character, capable of making decisions and act responsibly towards



Creative



Critical



Reasoning



Spirituality



Innovative



Humanity



Problem solving



Patriotism



Decision making



Integrity



Responsibility



Unity

family, society and country which encompass:

Career and Life Skills: Crucial than thinking skills and knowledge. Pupils develop career and life skills to face a complex life and current working environment which is becoming more challenging. These are: 16

DRAF100911 and creative in handling new learning fields.

STUDENT PROFILE The critical factor that contributes towards social growth, culture and economy of a country is the development of innovative and highly skilled human capitals. Hence each pupil must be physically,

Skilled in communication:

Able to voice out and express their thoughts, ideas and information with confidence and creatively in verbal form and in writing, using various media and technology

Teamwork:

Work effectively and harmoniously with others. Take on responsibility while respecting and appreciating the contributions given by team members. Become better leader and team mate by obtaining interpersonal skills through collaborative activities

Curious:

Develop natural curiosity to explore strategies and new ideas. Learn skills that are needed to carry out inquiry and research, as well as practice independent learning. Enjoy continuous lifelong learning experiences.

Principled:

Honest and have integrity, equality, fair and respect the dignity of individuals, group and community. Responsible for their actions, consequences and decisions.

emotionally, spiritually and intellectually balanced as stated in the National Education Philosophy. To compete at a global stage, MOE has outlined 10 Student Profiles which are characterised as below: Balanced:

Physically, emotionally, spiritually and intellectually balanced to achieve personal satisfaction, show empathy, compassion, and respect for others. Able to contribute towards a harmonious family, community and country

Resilient:

Able to face and overcome difficulties, overcome challenges with wisdom, confidence, tolerance and empathy.

Thinker:

Able to think critically, creatively and innovatively; handle complex problems and make ethical decisions. Think about learning and themselves as pupils. Generate questions and are open to perspective, values and individual and societal traditions. Confident 17

DRAF100911 Informative:

Knowledgeable and form wide understanding which is balanced across various disciplines. Explore knowledge on local and global issues effectively and efficiently. Understand ethical issues/laws related to the information gained.

should be made aware of the thinking skills and thinking strategies that are being used in their learning. They should be challenged with higher order questions and problems and be required to solve problems creatively and critically. Pupils should be actively involved in the teaching and learning that integrate the acquisition of knowledge, mastery of skills and inculcation of scientific attitudes and

Caring/ Concern

Patriotism

Show empathy, compassion and respect towards needs and feelings of others. Committed to serve the society and ensure sustainability of nature.

noble values. Thoughtful learning can take place through various learning approaches such as inquiry, constructivism, science, technology and society, contextual learning and mastery learning.

Portray love, support and respect towards the country.

Approaches to Teaching and Learning Science

Inquiry-Discovery Approach Inquiry-discovery

approach

emphasises

learning

through

experiences. Inquiry generally means to find information, to question

TEACHING AND LEARNING STRATEGIES

and to investigate

a phenomenon.

Discovery is the main

Teaching and learning strategies in the science curriculum

characteristic of inquiry. Learning through discovery occurs when the

emphasise on thoughtful learning. Thoughtful learning is a process

main concepts and principles of science are investigated and

that helps pupils acquire knowledge and master skills that will help

discovered by pupils themselves. Through activities such as

them develop their minds to the optimum level. Learning activities

experiments, pupils investigate a phenomenon and draw conclusions

should therefore be geared towards activating pupils’ critical and

by themselves. Teachers then lead pupils to understand the science

creative thinking skills and not be confined to routine method. Pupils

concepts through the results of the inquiry. Thinking skills and 18

DRAF100911 scientific skills are thus developed further during the inquiry process.

approaches such as contextual learning and the science, technology

However, the inquiry-discovery approach may not be suitable for all

and society (STS) approach. The theme and objective of learning

teaching and learning situations. Sometimes, it may be more

that is based on STS is reflected in this standard curriculum. The

appropriate for teachers to present concepts and principles directly

STS approach recommends that the learning of science is done

or through guided inquiry-discovery to pupils.

through investigation and discussions based on science, technology and society issues. Science and technology knowledge can be learnt together with the application of science and technology and their implications on the society.

Constructivism Constructivism is an ideology that suggests pupils learn by building their own understanding that is meaningful to them. The important

Meaningful learning occurs if pupils can relate their learning with their

attributes of constructivism are:

everyday experiences. Meaningful learning can take place in learning approaches such as contextual learning and Science, Technology and Society (STS). Learning themes and learning objectives that



Teachers considered pupils prior knowledge.



Learning is the result from pupil’s own effort.



Learning occurs when pupils restructure their existing ideas

carry elements of STS are incorporated into the curriculum. STS approach suggests that science learning takes place through investigation and discussion based on science, technology and society issues. Knowledge of science and technology can be learnt

by relating new ideas to old ones. 

with the application of science and technology and their impact on

Pupils have the opportunities to cooperate, share ideas and experiences and reflect on their learning.

society.

Contextual Learning

Science, Technology and Society approach

Contextual learning is an approach that associates learning with

Meaningful learning occurs if pupils can relate what they have learnt

pupil’s everyday life. This approach involves investigative learning as

with their daily life. Meaningful learning happens to various 19

DRAF100911 in the inquiry-discovery approach. In contextual learning, the

teaching and learning methods are not explicitly stated. This is to

relationship between knowledge taught and everyday life is explicitly

enable teachers to use their own creativity in teaching and pupils to

demonstrated. In this context, pupils not only learn in theory but learn

acquire the intended knowledge, skills, attitudes and values.

to appreciate the relevance of science in their lives.

The teaching and learning method determined should be based on the contents of the curriculum standard, pupils’ abilities and pupils’ repertoire of intelligences and the availability of resources and infrastructure. Besides the role of presenting information and subject

Mastery learning

matter expert, teachers also act as facilitators in teaching and Mastery learning is an approach that ensures all pupils to acquire

learning. Teachers should be attentive to the various repertoire of

and master the intended learning objectives. This approach is based

intelligences among pupils. Different methods and activities should

on the principle that pupils are able to learn if given the opportunities.

be planned to cater to pupils with multiple intelligences.

Pupils should be allowed to learn at their own pace, with the

The following are brief descriptions of some teaching and learning

incorporation of remedial and enrichment activities as part of the

methods.

teaching-learning process.

Experiment

METHODS SCIENCE

OF

TEACHING

AND

LEARNING

An experiment is a method commonly used in science lessons. Pupils test hypotheses through investigations to discover specific science concepts and principles. Scientific methods are used when conducting an experiment involving thinking skills, science process

Teaching and learning approaches can be implemented through

skills, and manipulative skills.

various methods such as experiments, discussions, simulations, projects, the usage of external resources, future research and

In general, procedures to follow when conducting an experiment are:

problem solving. In this curriculum standard, suggestions for these

 20

Identifying a problem

DRAF100911  

     

lead pupils towards the topic discussed. Discussions can be

Making a hypotheses Planning the experiment - Controlling variables - Determining equipment and materials needed - Determining the procedures of the experiment - Determining the method of data collection - Determining the method of data analysis Conducting the experiment Collecting data Analysing data Interpreting data Making a conclusion Writing the report

conducted during and after experiments, projects, data collection and interpretation

activities,

simulations

using

external

resources,

problem solving etc.

Simulation Simulation is an activity that resembles the actual situation. Simulations can be carried out through role-play, games or use of model. In role-play, pupils act out a particular role spontaneously based on a certain pre-determined conditions. Games require procedures that need to be followed. Pupils play games in order to learn a particular principle or to understand the process of decision-

In this standard curriculum, it is suggested that, besides guiding

making. Models are used to represent objects or real situations.

pupils to carry out experiments, pupils are given the opportunity to

Pupils will be able to visualise the real situation, thus understanding

design experiments, which involves drafting their own experimental

the concepts and principles learned.

method, the data that can be measured, how to analyse data and how to present the results of their experiments. These activities can be done individually or in small groups.

Project A project is an activity carried out individually or in groups to achieve

Discussion

a certain goal that takes a long time and exceeds formal teaching

A discussion is an activity in which pupils question and present their

hours. Pupils are required to identify methods to solve the problem

opinions based on arguments or valid reasons. During discussions,

given and thus plan the entire project.The outcome of the project

pupils must have an open mind to accept others’ opinions. The

either in the form of a report, an artefact or in other forms needs to

teacher should play the role of a facilitator by asking questions that

be presented. 21

DRAF100911     

Visits and Use of External Resources Learning science through visits to zoos, museums, science centres, research institutes, mangroves swamps and factories can make learning more effective, enjoyable and meaningful. Learning through

Identify and understand a problem Explain the problem Finding alternative solutions Carry out operations to solve the problem Evaluate solutions

visits can be optimised by careful planning whereby pupils have to carry out or perform tasks during the visit. Discussion after the visit

Use of Technology

should be held to conclude the activities carried out.

Technology is an effective tool for enhancing the learning of science. Through the use of technology such as the television, radio, video, computer, internet, computer software, courseware and computer interfaces make the teaching and learning of science more

Future Research

interesting and effective. Animation and computer simulation is an

Pupils use critical and creative thinking to explore changes from the

effective tool for learning of difficult and abstract science concepts

past to the future. This pedagogy is pupils-centered and integrates

and can be presented in the form of courseware or website.

various fields. Noble values such as responsibility and cooperation are cultivated through this method.

Problem Solving Problem solving is a method that involves pupils actively participating in decision making or to achieve a particular aim. During problem solving, activities such as simulations, discussions and experiments can be carried out. Generally, problem solving involves these steps:

22

DRAF100911 Achievement Level is arranged in a hierarchy to be used as a

ASSESSMENT OF TEACHING AND LEARNING

benchmark in the individual report. Assessment is an element in the learning process that encompasses describing, collecting, recording, scoring, and interpreting information

STANDARD TERMS OF PERFORMANCE

about pupils’ learning for a particular purpose. Therefore assessment is a process of getting information and making evaluation of pupils’ achievement.

PERFORMANCE LEVEL

Assessment is a yardstick to assess pupils’ achievement in obtaining knowledge, skills and ethics besides assessing the activities carried out during T&L. Assessment supports pupils’ learning and provides valuable

STANDARD

1

Know

2

Know and Understand

3

Know, Understand and Can Do

4

Know, Understand and Can Do with Good Attitude

5

Know, Understand and Can Do with Good Attitude and Laudable

6

Know, Understand and Can Do with Excellent Attitude, Laudable and Exemplary

feedback to stakeholders such as administrators, teachers, pupils and parents/guardians about pupils’ progress and achievement.

The feedback is used to enhance the quality of T&L. T&L assessment is more inclined to be formative and prioritises the progress of each pupil from one level to another. A teacher is able to diagnose and detect the development of pupils. This provides an opportunity for teachers to rectify mistakes and weaknesses of pupils

Who should conduct the assessment?

immediately so that it is not accumulated. The teachers will be able

The task of assessing is not only limited to teachers. Assessment

to identify pupils’ weaknesses and do follow up. The type and needs

can also be carried out by peers, pupils themselves and their

of T&L assessment is illustrated in Figure 4 below. 23

DRAF100911 parents/ guardians. Parents/guardians may assess the achievement

General Interpretation of Achievement Level

of their children, guided by assignment instructions or checklists. Therefore parents/guardians are directly involved in monitoring the

PERFORMANCE LEVEL

INTERPRETATION

1

Pupil knows the basics or can perform basic skills or can respond to the basics.

2

Pupil shows their understanding by changing type of communication or translates and can explain what they have learned.

3

Pupil uses knowledge to perform a skill in a particular situation.

4

Pupil performs a particular skill with proper attitude by following procedure or being systematic.

5

Pupil performs a particular skill in a new situation by following procedure or being systematic, persistent with positive attitude.

6

Pupil can express their creative and innovative ideas, has the ability to make decisions to adapt to requirements and challenges of everyday life, communicate to obtain and convey information using proper and polite sentences and be an exemplary pupil.

learning progress of their children.

How is the assessment done?

T&L assessment can be carried out according to the proposed steps as shown in Figure 5.

Performance Standard Performance Standard is a statement of pupils’ learning development level measured based on the standard and it indicates the position of pupils’ progress in their learning development. Developments in the Standard are divided into two; i.e. horizontal development (construct) and

vertical

development

(level

of

achievement).

Pupils’

developments are explained with one or more qualifiers using correct words or phrases to describe the Standard in the form of learning outcomes. Performance Standard is developed as a guide for the teachers to improve School Assessment (SA) in line with Standard Reference of Assessment. 24

DRAF100911 something new in completing a task

Interpretation of Achievement Level for Primary Science Assessment conducted comprises of knowledge, skills, scientific

2. VALUE

attitudes and moral values. Assessment of knowledge and skills are stated in the Performance Standard related to Content Standard.

PERFORMANCE LEVEL

Value Interpretation of Achievement Level for Primary Science PERFORMANCE LEVEL

INTERPRETATION

INTERPRETATION

1

Interest

2

Interest and curious

1

Know the basic knowledge and skills in science

2

Understand the science knowledge and skills and can explain the understanding in any way.

3

Interests, curious, honest and accurate in recording data.

3

Apply knowledge and scientific completing the task in a situation

4

Interest, curious, honest and accurate in recording data, brave and systematic.

4

Analyzing knowledge and scientific skills to be applied in completing the task in a situation systematically

5

5

Analyze and synthesize knowledge and scientific skills to be applied in completing the task or in a new situation persistently, systematically and with positive attitude

Interest, curious, honest and accurate in recording data, brave and systematic, cooperates, diligent and perseverance in completing task.

6

Interest, curious, honest and accurate in recording data, brave and systematic, cooperates, diligent and perseverance in completing task, responsible for oneself, friends, environment and courteous.

6

skills

in

Analyze and synthesize knowledge and scientific skills to be applied creatively and innovatively in creating, evaluating or conceptualising 25

DRAF100911 require the students to master the intended science concepts.

ORGANISATION OF THE SCIENCE STANDARD CURRICULUM

Generally, the Learning Standard is ordered according to level of difficulty. However, the Learning Standard can be modified accordingly. The Content Standard for the affective domain is written

The Science Standard Curriculum for Year 1 to Year 6 has six

at the end of the relevant cognitive domain. However not all cognitive

themes; Introduction to Science, Life Science, Physical Science,

domains are followed by affective domains.

Science of Matter, Science of the Earth and The Universe as well as Technology and Sustainability. However, these themes are not present in every year of study.

Performance Standard is a statement of the level of pupils’ learning development measured with Standard Content and Learning Standard as well as to indicate the position of pupils’ progress in their

Introduction to Science, Life Science, Physical Science, Material

learning development.

Science, The Earth and The Universe and Technology and Sustainability are elaborated according to the Content Standard and Learning Standard. The Content Standard has at least one or more

Pupils’ developments are explained with one or more qualifiers using

Learning Standards that are conceptualised based on determined

correct words or phrases to describe the Standards in the form of

fields of study. The Content Standards are written according to

learning outcomes. Performance Standard is developed as a guide

hierarchy in cognitive and affective domains. The Content Standard

for the teachers to implement School Assessment (SA) in line with

is a general statement that contains elements of knowledge,

Standard Reference of Assessment.

scientific skills, thinking skills, scientific attitudes and noble values in line with the desired Learning Standard.

The teaching and learning process should be planned holistically and integrally to allow several Learning Standards to be achieved.

The Learning Standard is a tangible learning objective. It comprises

Teachers should analyse all the Learning Standards and Content

the scope of learning with scientific skills and thinking skills that

Standards before planning teaching and learning activities. The 26

DRAF100911 activities can be varied to achieve the Content Standard to fulfil leaning objectives. Teachers are encouraged to shape activities that require the active participation of students to generate analytical,

.

critical, innovative and creative thinking while using technology as a means to achieve the Content Standard affectively.

The teaching and learning process involves activities, investigations and experiments which are deemed appropriate to achieve learning standard

should

be

carried

out

to

strengthen

students'

understanding.

The Thematic Core Modules of World of Science and Technology is introduced to Level One pupils. This module is a combination of Science elements, Design & Technology and Information & Communication Technology. The time allocated for the subject is 60 minutes per week.

For Level Two, Science is a single subject and the time allocated is 120 minutes per week.

27

CURRICULUM AND ASSESSMENT STANDARD DOCUMENT

KSSR Science Year 5

29

KSSR Science Year 5

INTRODUCTION TO SCIENCE 1.0 SCIENTIFIC SKILLS PERFORMANCE STANDARD

CONTENT STANDARD 1.1

LEARNING STANDARD

Science process skills.

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to: 1.1.1

Observe

1

State all the senses involved in making observations about the phenomena that occurs.

2

Describe the utilization/use of the senses involved when making observations about the phenomena or changes that occur.

3

Use all the senses involved to make observations about the phenomena or changes that occur.

4

30

* Use all the senses involved to make qualitative observations to describe the phenomena or changes that occur * Use appropriate tools where necessary to assist in making observations.

KSSR Science Year 5

CONTENT STANDARD

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

31

DESCRIPTOR

5

* Use all the senses involved to make qualitative and quantitative observations to describe the phenomena or changes that occur * Use appropriate tools where necessary to assist in making observations.

6

* Use all the senses involved systematically to make qualitative and quantitative observations to describe the phenomena or changes that occur. * Use appropriate tools where necessary to assist in making observations.

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR State the characteristics of objects by

1.1.2

Classify.

1

observing

the/its

similarities

and

differences 2

Describe the characteristics of objects by observing

the/its

similarities

and

differences. 3

Sort and group the objects based on its common characteristics and differences.

4

Sort and group the objects based on its common characteristics and differences and state the common characteristics used.

32

KSSR Science Year 5

CONTENT STANDARD

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

5

Sort and group the objects based on its common characteristics and differences and state the common characteristics used and are able to use another characteristic to sort and group these objects.

6

Sort and group the objects based on its common characteristics and different until to

the

final

stage

characteristic used

33

by

stating

the

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

1 1.1.3

Measure and use numbers.

DESCRIPTOR State more than one appropriate tool to measure a quantity.

2

Describe the tools and correct methods to measure the quantity.

3

Measure using tools and standard units correctly.

4

Measure using tools and standard units with correct techniques.

5

Measure using tools and standard units with

correct

techniques

and

record

systematically and completely in a table 6

Demonstrate how to measure using tools and

standard

units

with

correct

techniques and record systematically and completely in a table 34

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

1 1.1.4

Make inference.

DESCRIPTOR State a reasonable interpretation of an event or observation.

2

Describe more than one reasonable interpretation of an event or observation.

3

Draw a reasonable initial conclusion based on interpretations of an event or observation.

4

5

6

35

Draw a reasonable initial conclusion of an event or observation by using gathered information. Draw more than one reasonable initial conclusion of an event or observation by using gathered information. Draw more than one reasonable initial conclusion of an event or observation by using gathered information and able to explain the conclusion drawn.

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

1.1.5

PERFORMANCE LEVEL

Predict.

DESCRIPTOR

1

State a possibility of an event or data.

2

Describe a possibility or event.

3

Make a prediction of an event based on observations, past experience or data.

4

Justify the most suitable and reasonable prediction of an event or data.

5

Make predictions of an event based on observations, past experience or data.

6

 Make predictions of an event based on 0bservations, past experience or data.  Predict using interpolation or extrapolation of data.

36

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

1 1.1.6

Communicate.

DESCRIPTOR Arrange information obtained in a suitable form.

2

Record information or ideas in a suitable form.

3

Record information or ideas in more than one suitable form.

4

Record information or ideas in a suitable form and present it systematically.

5

Record information or ideas in a suitable form, present it systematically and have a positive attitude towards information collected.

6

37

Record information or ideas in a suitable form, present it systematically, creatively and innovatively in various forms and able to provide feedback.

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

1 1.1.7

Use space and time

DESCRIPTOR State a parameter that varies with time based on a situation.

relationship. 2

Describe a parameter that varies with time based on a situation.

3

Arrange

the

occurrences

of

a

phenomenon or event chronologically with time 4

Provide parameter

reasoning of

on a

changes

in

chronological

phenomenon or event with time 5

6

38

Arrange graphically the occurrences of a phenomenon or event chronologically with time. Present and explain the chronological changes of a phenomenon or events with time.

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

1.1.8

PERFORMANCE LEVEL

DESCRIPTOR

1

Provide an explanation based on data.

2

Provide a description of more than one

Interpret data.

explanation based on data. 3

Choose

relevant

explanation

ideas

about

to

make

an

objects,

events

or

patterns of data 4

Correlate between the parameters in the data based on the relationship between the parameters or science concepts.

5

Provide

a

rational

explanation

using

interpolation of objects, events or patterns of data collected. 6

Provide

a

interpolation collected. 39

rational or

explanation

extrapolation

of

using data

KSSR Science Year 5

CONTENT STANDARD

PERFORMANCE STANDARD DESCRIPTOR

LEARNING STANDARD

PERFORMANCE LEVEL

1 1.1.9

Define operationally

State what is done and what is observed in a situation.

2

Describe what is done and what is observed in a situation Interpret what is done and what is

3

observed

in

a

situation

for

the

predetermined aspects 4

Make more than one interpretation of what is done and what is observed in a situation for the predetermined aspects

5

Select the most appropriate interpretation of a concept by stating what is done and what is observed in a situation.

6

40

Describe the most appropriate interpretation of a concept by stating what is done and what is observed in a situation.

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

1 1.1.10

Control variables

DESCRIPTOR Identify the

variables that

affect

an

investigation. 2

Describe the variables that affect an investigation

3

Determine the manipulated variable in an investigation.

4

Determine the responding and constant variables

after

determining

the

manipulated variable in an investigation 5

Explain the relationship between the manipulated and responding variable in an investigation.

6

Change the constant variable in an investigation to manipulated variable and state the new responding variable

41

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

1.1.11

PERFORMANCE LEVEL

1

Make hypothesis

DESCRIPTOR State

the

variables

involved

in

an

investigation. 2

Describe the variables involved in an investigation.

3

Describe the relationship between the variables in an investigation.

4

Make a general statement about the relationship between variables that can be tested in an investigation.

5

Relate the manipulated and responding variable in making a hypothesis to be tested.

6

Plan

an

hypothesis.

42

investigation

to

test

the

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

1.1.12

PERFORMANCE LEVEL

Carry out experiment.

DESCRIPTOR

1

State the aim of the identified problem.

2

Make a hypothesis based on identified problem.

3

Specify

the

appropriate

method

and

apparatus in planning the experiment. 4

Carry out the experiment to test the hypothesis.

5

Carry out the experiment, collect data, interpret the data and make a conclusion to prove the hypothesis and write a report.

6

Identify a new problem and design an experiment to test the hypothesis.

43

KSSR Science Year 5

PERFORMANCE STANDARD

CONTENT STANDARD 1.2

LEARNING STANDARD Pupils are able to:

Science manipulative

PERFORMANCE LEVEL

1.2.1

skills.

1

DESCRIPTOR List science apparatus, substances and specimens required for an activity.

Use and handle science apparatus and substances correctly. 2

1.2.2

substances and specimens required for

Handle specimens correctly and

an activity with the correct method.

carefully. 1.2.3

Describe the use of science apparatus,

Sketch specimens, apparatus and

3

Handling science apparatus, substances and specimens required for an activity

science substances correctly.

with the correct method. 1.2.4

Clean science apparatus correctly.

1.2.5

Store science apparatus and

4

substances correctly and safely.

Using, handling, sketching, cleaning and storing

the

science

apparatus,

substances and specimens used in an activity with the correct method.

44

KSSR Science Year 5

CONTENT STANDARD

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

5

DESCRIPTOR Using, handling, sketching, cleaning and storing

the

science

apparatus,

substances and specimens used in an activity

with

the

correct

methods,

systematically and sparingly. 6

Using, handling, sketching, cleaning and storing

the

science

apparatus,

substances and specimens used in an activity

with

the

correct

methods,

systematically, sparingly and be an example to others.

45

KSSR Science Year 5

2.0 SCIENCE ROOM RULES PERFORMANCE STANDARD

CONTENT STANDARD 2.1

LEARNING STANDARD

Science room rules.

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to : 2.1.1

Adhere to science room rules.

1 2

State one of the science room rules. State more than one of the science room rules.

3 4

Apply one of the science room rules. Apply more than one of the science room rules.

5

Give reasons the needs to adhere the science room rules.

6

Be an example to peer in adhering to science room rules.

46

KSSR Science Year 5

47

KSSR SCIENCE YEAR 5 LIFE SCIENCE 3. LIFE PROCESSES IN ANIMALS PERFORMANCE STANDARD

CONTENT STANDARD 3.1 Specific characteristics

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to: 3.1.1

Explain with example the specific

1

State specific characteristics and

and behavior of

characteristics and behavior of animals to

behaviour of animals to protect

animals to

protect themselves from enemies through

themselves from enemies and

protect

observation by using various media, such

extreme weather.

themselves

as:        

sharp spines e.g. porcupine, pufferfish; hard shell e.g. tortoise, turtle; hard scales e.g. pangolin, crocodile; horns e.g. buffalo, deer; poisonous sting e.g. scorpion, centipede; curl up body e.g. millipede, pangolin; camouflage e.g. chameleon, praying mantis; break off part of body e.g. lizard, octopus;

2

Describe specific characteristics and behaviour of animals to protect themselves from enemies and extreme weather.

3

Explain with examples specific characteristics and behaviour of the

animals

to

protect

themselves from enemies and extreme weather.

48

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD 

PERFORMANCE LEVEL

hide its body into the shell e.g. 4

snail, turtle; 

DESCRIPTOR

live

in

groups

e.g.

Build a graphic organiser of specific

elephant,

characteristic

and

behaviour of animals on how

anchovies.

they protect themselves from enemies and extreme weather. 3.1.2

Explain with examples the specific

5

Support predictions about how

characteristics and behavior of animals

other animals protect themselves

to protect themselves from extreme

based on the knowledge of the

weather through observation by using

specific characteristics or

various media, such as:

behaviour of the animals

 

thick fur e.g. polar bear, arctic wolf; thick layer of fat e.g. sea lion, whale, peguin;  hump e.g. camel, bison;  wallow in mud e.g. buffalo, rhinoceros;  migrate e.g. stork, whale;  hibernate e.g. bear, fox.

6

Design an imaginary model of an animal by applying the knowledge of specific characteristics and behaviour and provide reasoning about the, characteristics of the model designed.

49

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD 3.1.3

PERFORMANCE LEVEL

Explain observations using sketches, ICT, writing or verbally.

3.2

Create an animal model

Pupils are able to: 3.2.1

Create an imaginary animal model that can protect themselves from enemies and extreme weather.

3.2.2

Provide

reasoning

on

how

specific

characteristic of the created animal model can protect itself from enemies and extreme weather.

50

DESCRIPTOR

KSSR SCIENCE YEAR 5

51

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD 3.3

LEARNING STANDARD

Survival of animal species

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to: 3.3.1

State that survival of animal species is

1

State

the

ways

of

animal

reproduce.

the ability of the animal to preserve its species to avoid extinction. 2 3.3.2

Describe the ways of animal

Identify the way of the animal lay eggs to

ensure their species does not

ensure the survival of its species through

extinct.

observation by using various media, such as:

    

hide the eggs e.g. crocodile, grasshopper, lizard; lay many eggs e.g. flies, mosquito, turtle; slimy eggs e.g. frog; incubate the eggs e.g. chicken, penguin; protect the eggs e.g. snake,bird.

52

3

Explain the meaning of survival of the species.

4

Provide reasoning the ways of the animal to ensure the survival of their species.

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

3.3.3

Identify the way of the animal takes care of their young to ensure the survival of its

PERFORMANCE LEVEL 5

the

ideas

about

various media, such as:

animal species to other living



things.

    

nursing their young e.g. cat, tiger, cow; feed their young e.g. bird, lion; carry their young in the pouch e.g. kangaroo; move in groups e.g. elephant, swallow; carry their young in the mouth e.g. crocodile, arowana fish; attack when its young is disturbed e.g. chicken, cat.

Make generalization the importance of the survival of the animal species.

3.3.5

Generate

importance of the survival of the

species through observation by using

3.3.4

DESCRIPTOR

Explain observations using sketches, ICT, writing or verbally

53

6

Support the predictions the ways of other animal to ensure the survival of their species based on the

knowledge

of

the

characteristics or behavior of that animal.

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD 3.4

Food relationship among living things

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to

3.4.1

1

State examples of food chains.

2

State the meaning of a food

State the meaning of food chain is the food relationship among living things.

chain and a food web. 3.4.2

Build food chain in various habitats such as pond, forest, field, paddy field

and

3

plantation.

Build food chains and food webs by identifying the producer and consumer.

3.4.3

State the Sun is the main source of energy in a food chain.

4

Make generalization the Sun is the main source of energy in a food chain.

3.4.4

Identify the producer and consumers in the food chain.

3.4.5

State the meaning of a food web is the combination of food chains in a habitat.

54

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

3.4.6

3.4.7

Build a food web in various habitats such

PERFORMANCE LEVEL 5

DESCRIPTOR

Support the opinion of the impact

as pond, forest, field, paddy field and

on other living things if there is

plantation.

any change in the population.

Predict the impact on other living things if

6

Conclude the food relationships

there is any change in the population of

between living things and

a food web in a habitat.

process

of

photosynthesis

terms of energy transfer. 3.4.8

Make generalization the importance of food web to ensure the survival of the species.

3.4.9

Explain observations using sketches, ICT, writing or verbally

55

the in

KSSR SCIENCE YEAR 5 4.0 LIFE PROCESSES IN PLANTS PERFORMANCE STANDARD

CONTENT STANDARD 4.1 The specific

LEARNING STANDARD

itself

DESCRIPTOR

1

State the specific characteristics of

Pupils are able to:

characteristic of plants to protect

PERFORMANCE LEVEL

plants to protect itself, and adapt to

4.1.1 Explain with examples the specific characteristic themselves

of from

plants

to

enemies

seasonal changes and climate.

protect through

observation of real plants or using 2

various media i.e.:     

thorns e.g. mimosa, cactus; latex e.g. jackfruit, yam; fine hairs e.g.bamboo, sugar cane, lallang; poison e.g. mushrooms, pong-pong; bad smell e.g. Rafflesia, tobacco leaves.

Describe the ways of the specific characteristics of plants protect itself, and adapt to

seasonal

changes and climate

3

Explain with examples the specific characteristics of plants to protect themselves, and adapt to the seasonal changes and climate.

56

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT

LEARNING STANDARD

STANDARD

PERFORMANCE

DESCRIPTOR

LEVEL 4.1.2 Explain with examples the specific

4

Build a graphic organiser of the

adapt

specific characteristics of plants to

themselves during seasonal changes

protect themselves, and adapt to

and climate, through observation of real

the seasonal changes and climate

characteristic

of

plants

to

plants or using various media i.e:      

long roots e.g. cactus; stem that store water e.g.cactus, banana trees; fold its leaf e.g. turmeric leaf, shed leaves e.g. rubber tree leaves; needle-shaped leaves e.g. rhu plant , cactus; pinnate leaves e.g. coconut trees.

5

Support

predictions

on

how

different plants protect and adapt themselves based on knowledge of the specific characteristics of plants. 6

Generate importance

ideas of

about

the

specific

characteristic of plants to other living things 4.1.3

Explain observations using sketches, ICT, writing or verbally.

57

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD 4.2 Survival of plant

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

1

State the ways of plant disperse

Pupils are able to:

species

their seed or fruit

4.2.1 State the ways of plant disperse its seed or fruit

through observation of

real plants or using various media, i.e:    

by water e.g. lily and coconut; by wind e.g. lallang, angsana; by human and animals e.g. love grass, papaya; by explosivemechanisms e.g. rubber seeds, saga fruit, balsam plant.

4.2.2 Relate the characteristics of seeds or fruits to the ways they are dispersed through observation of real specimens or using various media.

58

2

Give examples of seeds or fruits based on their way of dispersal.

3

Explain

through

relationship

examples between

the the

characteristics of seeds or fruits to the way they are dispersed. 4

Provide

reasoning

on

the

importance of dispersal to the survival of plant species.

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

4.2.3 Provide reasoning on the importance of

5

DESCRIPTOR Generate ideas on the importance of

seeds and fruits dispersal to the

survival of plant species to other

survival of the plants species.

living things.

4.2.4 Explain observations using sketches, ICT, writing or verbally

6

Support the predictions on the ways of seeds or fruits dispersal of other plants in order to ensure the survival of their species based on knowledge of the characteristics of the plant.

4.3 The importance

Pupils are able to:

of survival of the plant species

4.3.1

Provide reasoning on the importance of

survival of the plant species to

other living things.

59

KSSR SCIENCE YEAR 5

PHYSICAL SCIENCE 5.0 ENERGY CONTENT STANDARD 5.1 Sources and forms of energy.

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to 5.1.1 Describe the various sources of energy

1

State the sources of energy.

such as sun, wind, water, wave, food, batteries, biomass, nuclear and fossil fuels through observation by using

2

Describe the sources of energy and

various media.

the

forms

of

energy

produced. 5.1.2 Explain with examples various forms of energy such as solar energy, heat energy,

chemical

energy,

3

Explain

with

examples

the

transformation of energy.

electrical

energy, kinetic energy, sound energy, potential energy, light energy and nuclear energy through observation of various situations around us.

4

Make generalisation that energy can be transformed from one form to another.

60

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

5.1.3 State that energy can be transformed

5

DESCRIPTOR Provide

reasoning

on

the

from one form to another through

importance of transformation of

observation

energy in everyday life.

of

various

situations

around us. 5.1.4 Explain

5.1.5

through

examples

the

6

Design creatively and innovatively

transformation of energy in appliances

a

such as radio, cellphone, flash light,

transformation

television, candle, bicycle.

involved.

Explain observations using sketches, ICT, writing or verbally

61

model

and

describe of

the

the

energy

KSSR SCIENCE YEAR 5

CONTENT STANDARD 5.2 Renewable and

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

Pupils are able to:

non-renewable energy

DESCRIPTOR

1

State the meaning of renewable and non-renewable energy

5.2.1 State that renewable energy is the energy that can be replenished when used up through observation by using various media.

2

Give examples of the sources of renewable

and

non-renewable

energy. 5.2.2 State that non-renewable energy is the energy that cannot be replenished when used up through observation by

3

using various media.

Build a graphic organizer on the sources

of

energy

that

are

renewable and non-renewable 5.2.3 List the sources of renewable energy such as wind, sun, water, biomass, food and wave.

4

Provide

reasoning

on

the

importance of using sources of energy wisely.

62

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

5.2.4 List the sources of non-renewable

PERFORMANCE LEVEL

DESCRIPTOR

5

Generate ideas on the usage of

energy such as petroleum, coal, and

non-renewable

energy

to

nuclear materials.

renewable energy resources in everyday life.

5.2.5 Provide reasoning on the importance of

6

using sources of non-renewable energy

Generate

ideas

about

wisely.

consequences if the source of renewable energy decreases.

5.2.6

Explain observations using sketches, ICT, writing or verbally

63

the

KSSR SCIENCE YEAR 5

6.0 PROPERTIES OF LIGHT PERFORMANCE STANDARD

CONTENT STANDARD 6.1 Light travels in

LEARNING STANDARD

PERFORMANCE LEVEL

Pupils are able to:

a straight line 6.1.1

DESCRIPTOR

1

State that light travels in a straight line.

2

Give examples of activities which show that light travels in a straight line.

State that light travels in a straight line by carrying out activities

6.1.2

Carry out experiments to determine the factors that affect the size of the shadow

6.1.3

3

Make inferences about formation of shadows.

the

Carry out experiments to determine the factors that affect the shape of the shadow.

64

4

Predict the factors that affect the size and shape of the shadow.

KSSR SCIENCE YEAR 5

CONTENT STANDARD

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL 5

DESCRIPTOR Test the factors that affect the size and the shape of the shadow.

6

Draw

conclusions

about

the

factors that affect the size and the shape of the shadow

65

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD 6.2. Light can be reflected

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to: 6.2.1

State that light can be reflected by

1

State that light can be reflected and refracted.

carrying out activities. 6.2.2

Describe the uses of reflection of

2

light in everyday life such as:

that shows light can be refracted

•

side mirrors of car;

and examples of tools that use

•

periscope;

the properties of light reflection.

•

mirror. 3

6.2.3

State examples of phenomenon

Sketch a ray diagram to show the

Draw a ray diagram to show the

properties of light reflected from

reflection of light from the surface of

the surface of a mirror.

a mirror. 6.3

Light can be refracted

Pupils are able to: 6.3.1

State that light can be refracted by

4

Explain through examples the tools that use the properties of

carrying out activities.

light reflection by drawing a ray diagram.

66

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD 6.3.2

Describe an event or phenomenon

PERFORMANCE LEVEL 5

that shows light can be refracted

DESCRIPTOR Create a tool or a model that uses the properties of light.

such as:    

6.3.3

position of coin in the water; shape of a pencil in a glass of water; size of an alphabet when viewed through a glass; size of fish in an aquarium.

Create a tool or a model that uses the properties of light.

6.3.4

Provide reasoning the properties of light used in the tool or model created.

6.3.5

Explain

observations

using

sketches, ICT, writing or verball

67

6

Provide

reasoning

on

the

properties of light used in the tool or model created.

KSSR SCIENCE YEAR 5 7.0 ELECTRICITY PERFORMANCE STANDARD

CONTENT STANDARD 7.1 Sources of electrical

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to 7.1.1

energy.

Explain with examples the sources

State the safety precautions

1

when

that produce electricity such as a dry

electrical

appliances.

cell, solar cell, dynamo, power plant, accumulators and generators.

handling

2

Give examples of the sources that produce electricity.

7.2 A complete electric circuit

Pupils are able to: 3 7.2.1

Build a complete electric circuit using

and sketch the diagram using

dry cell, bulb, switch and wires.

7.2.2

State the function of a switch in an electric circuit.

Build a complete electric circuit symbols.

4

Conclude on the brightness of bulbs in a series and parallel circuit

7.2.3

Identify the

symbols

of

electrical

components in a complete electric circuit.

68

by

experiments.

carrying

out

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

7.2.4

PERFORMANCE LEVEL

Sketch a circuit diagram using the

5

symbol of electrical components.

DESCRIPTOR Provide

reasoning

on

the

usage of parallel circuits of daily electricity consumption.

7.2.5

Carry out an experiment to compare the brightness of the bulbs if the number of bulbs or the number of dry cells are changed.

7.2.6

Generate 6

ideas

on

the

advantages and disadvantages of series circuit and parallel

Identify the arrangement of bulbs in series circuit and parallel circuit through observation by using various media.

7.2.7

Sketch the series circuit and parallel circuit by using the symbol of electrical components.

7.2.8

Compare and contrast the brightness of the bulbs in series circuit parallel circuit. 69

and

circuit.

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

7.2.9

PERFORMANCE LEVEL

State the effect on the light up of bulbs when a few of switches in a series circuit and a parallel circuit are switched on or off.

7.2.10

Explain

observations

using

sketches, ICT, writing or verbally. 7.3 Safety precautions

Pupils are able to: 7.3.1

when handling

Generate ideas about the effect of mishandling electrical appliances

electrical

through

appliances

observation

by

using

various media. 7.3.2

Describe the safety precautions when handling electrical appliances.

7.3.3

Explain

observations

using

sketches, ICT, writing or verbally

70

DESCRIPTOR

KSSR SCIENCE YEAR 5

71

KSSR SCIENCE YEAR 5

8.0 HEAT PERFORMANCE STANDARD

CONTENT STANDARD 8.1 Temperature and Heat

LEARNING STANDARD

PERFORMANCE LEVEL

Pupils are able to: 8.1.1 State

that

temperature

is

a

1

DESCRIPTOR State the meaning of temperature and its unit.

measurement degree of hotness. 2

Measure

temperature

appropriate

8.1.2 State the standard unit of temperature

tools

and

using correct

techniques.

. 8.1.3 Measure appropriate

temperature tools

using

and

correct

3

Make

generalisation

that

the

material becomes warmer when it

techniques.

gains heat and becomes cooler 8.1.4 Make

generalisation

that

material

when it loses heat.

becomes warmer when it gains heat and becomes cooler when it loses heat by carrying out activities.

4

Explain

through

expansion

and

examples

the

contraction

of

materials in terms of gaining and 8.1.5 Conclude that temperature increases when heat is gained and decreases when heat is lost by carrying out activities such as heating and cooling of water. 72

losing heat.

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD 8.1.6

State that material expands when it

PERFORMANCE DESCRIPTOR LEVEL 5 Communicate the advantages and

gains heat and contracts when it loses

disadvantages on the application

heat by carrying out activities such as:

of the principle of expansion and



heating ring and the iron ball;

contraction of materials



heating and cooling of coloured water in glass tube;



immersing a bottle with a balloon on its mouth into hot water and ice.

6

Generate ideas about the tools that

apply

expansion 8.1.7

Provide reasoning the importance of the application in the principle of expansion and contraction in everyday life such as:

8.1.8



gap between the railway tracks;



installed electric cable slack or loose;



liquid in the thermometer bulb.

Explain observations using sketches, ICT, writing or verbally

73

the and

principle

of

contraction

of

materials and the way it functions.

KSSR SCIENCE YEAR 5 MATERIAL SCIENCE 9.0 MATTER PERFORMANCE STANDARD

CONTENT STANDARD 9.1 States of matter

LEARNING STANDARD

PERFORMANCE DESCRIPTOR LEVEL Give examples of solid, liquid and gas. 1

Pupils are able to: 9.1.1

State that matter can exist as solid, liquid and gas.

2

Describe the properties of solid, liquid and gas

9.1.2

Classify the examples of materials/ objects into solid, liquid and gas

9.1.3

3

objects based on the states of matter.

Characterizing the properties of solid, liquid

and

gas

by

carrying

Classify the examples of materials/

out 4

activities to show it;

Make generalization that water can exist in three state of matter

• has mass; • occupy space; • has fixed volume; • has fixed shape.

5

Communicate

to

explain

the

arrangement of particles of water in three states of matter.

9.1.4

Make generalization that water can exist in three states of matter by carrying out activities.

6

Make an analogy on the arrangement of particles of solids, liquids and gases with the situations in everyday life.

74

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

9.1.5

PERFORMANCE LEVEL

DESCRIPTOR

Explain observations using sketches, ICT, writing or verbally

9.2 Changes in states of matter

Pupils are able to: 9.2.1

Describe that water can change its state through processes of freezing, melting,

boiling,

condensation

evaporation

and

carrying

out

by

1

List the processes in the change of states of water

activities. 2 9.2.2

Describe the processes in the

Explain with examples the changes of

change of states of water when it

state of matter occurs when it gain or

gains or loses heat.

lost heat by carrying out activities. 9.2.3

Explain observations using sketches, ICT, writing or verbally

3

Relate changes in states of water with the formation of clouds and the phenomena of rain.

75

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD 9.3 The natural

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to:

water cycle

4 9.3.1

Provide

reasoning

on

the

Relate the changes in states of water

importance of natural water cycle to

with the formation of clouds and the

maintain water resources 5

phenomena of rain

Generate ideas on factors that 9.3.2

Generate ideas on the importance

causes

contamination

of

water

of natural water cycle.

resources and ways to maintain its cleanliness.

9.3.3

Explain observations using sketches, 6

ICT, writing or verbally

Communicate about the factors that disrupt the natural water cycle and its impact on living things

9.4 The importance of water

Pupils are able to: 9.4.1

resources

State natural water resources such as river, lake, well and spring.

9.4.2

Explain the importance of maintaining the cleanliness of water resources.

76

KSSR SCIENCE YEAR 5

77

KSSR SCIENCE YEAR 5 MATERIAL SCIENCE 10. ACID AND ALKALI PERFORMANCE STANDARD

CONTENT STANDARD 10.1

Chemical

LEARNING STANDARD

PERFORMANCE LEVEL

Pupils are able to:

1

properties of substances.

DESCRIPTOR Give

examples

of

acidic,

alkaline and neutral substances. 10.1.1

Define operationally the acidic, alkaline and neutral substances based on the

2

changes of the colour of litmus paper.

Classify substances based on the color changes of the litmus paper.

10.1.2

Make generalisation, on the properties of

acidic,

alkaline

and

neutral

3

Define operationally the acidic,

substances based on the colour change

alkaline and neutral substances

of the litmus paper, taste, and touch by

by using litmus paper.

testing a few substances. 4 10.1.3

Make

generalization

on

the

Giving examples of acidic, alkaline and

properties of acidic, alkaline and

neutral substances.

neutral substances based on the colour changes of the litmus paper, taste, and touch.

78

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

10.1.4

Explain observations using sketches,

PERFORMANCE LEVEL 5

ICT, writing or verbally

DESCRIPTOR Communicate

about

the

importance of the properties of acidic,

alkaline

and

neutral

substances in every day life. 6

Generate ideas about the ability of

acidic

substances

and to

change

property of a substance.

79

alkaline the

KSSR SCIENCE YEAR 5

EARTH AND SPACESCIENCE 11.0 EARTH, MOON AND SUN CONTENT STANDARD 11.1

The movement

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

Pupils are able to:

of the Earth

1

State

that

Earth

rotates

and

moves.

11.1.1 State that the Earth rotates on its axis and at the same time moves around the Sun on its orbit.

2

Simulate the occurrence of day and night.

11.1.2 Describe the direction and duration of rotation and movement of Earth around

3

the Sun through simulation.

Explain the direction and duration of rotation and movement of Earth around the Sun.

11.1.3 Demonstrate the occurrence of day and night through simulation.

4

Describe the Earth rotates on its axis and at the same time moves around the Sun on its orbit.

80

KSSR SCIENCE YEAR 5

PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

11.1.4 Describe the effects of the rotation of

5

Explain through examples the

Earth on its axis i.e:

effects of the rotation of Earth

• occurrence of day and night; • the position of the Sun appears to vary; • changes in the length and the direction of shadow.

on its axis. 6

Generate ideas about other effects caused by the rotation and movement of Earth, the Moon and the Sun.

11.1.5

Explain observations using sketches, ICT, writing or verbally

81

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD 11.2

LEARNING STANDARD

Phases of the

Pupils are able to:

Moon

11.2.1 Describe the Moon does not emit light

PERFORMANCE LEVEL

DESCRIPTOR

1

State the Moon does not emit light

but reflects the light from the Sun. 11.2.2 Describe the rotation of the Moon on its

2

from the Sun to the Earth.

axis and at the same time orbits the Earth in the aspect of direction and duration through simulation.

3

Explain the movement of the Moon and the Earth.

11.2.3 Using space and time relationship to

4

describe the phases of the Moon such full moon in a complete cycle according to the Lunar calendar

5

Explain observations using sketches, ICT, writing or verbally

82

Using

space

relationship

to

and

time

describe

the

phases of the Moon.

as new moon, crescent, half-moon and

11.2.4

Explain the Moon reflects light

Generate ideas about the phases of the Moon relating to the events of life.

KSSR SCIENCE YEAR 5

CONTENT STANDARD

PERFORMANCE STANDARD LEARNING STANDARD

PERFORMANCE LEVEL

6

DESCRIPTOR Communicate to state the same part of the Moon always faces the

Earth

phenomena.

83

and

describe

the

KSSR SCIENCE YEAR 5 TECHNOLOGY AND SUSTAINABILITY OF LIFE 12.0

TECHNOLOGY PERFORMANCE STANDARD

CONTENT STANDARD 12.1

LEARNING STANDARD

PERFORMANCE LEVEL

DESCRIPTOR

The stability Pupils are able to: and strength 12.1.1

Give examples of a strong and stable

of an object

structure by observing various media.

1

State examples of a strong and stable structure.

and structure 12.1.2

Carry out experiments to determine the

2

Determine

the

factors that affect the stability of an

affect

object such as

strength of a structure

the base area and

the

factors

stability

that and

height. 12.1.3

12.1.4

Carry out experiments to determine the

3

Generate

ideas

on

the

factors that affect the strength of a

importance of a strong and

structure i.e the type of materials and its

stable building structural for a

shape

sustainable life

Generate ideas on the importance of a strong and stable building structure for the well being of human life.

84

4

Create a strong and stable structural models.

KSSR SCIENCE YEAR 5 PERFORMANCE STANDARD

CONTENT STANDARD

LEARNING STANDARD 12.1.5

PERFORMANCE LEVEL

DESCRIPTOR

5

Provide reasoning on a strong

Create a strong and stable structure models using recycle materials.

and stable structural models 12.1.6

Provide

reasoning

on

the

selected

built/created

materials used to build a strong and stable model to improve the quality of sustainable life.

6

Improve the structural models built based on the findings of

12.1.7

Explain observations using sketches, ICT, writing or verbally

12.2

Civilizing of

Pupils are able to:

sustainable

12.2.1

living.

Practicing

usage

of

sustainability

materials. 12.2.2

Explain observations using sketches, ICT, writing or verbally

85

an investigation.

This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.

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