MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Primary Schools

Curriculum Specifications

SCIENCE Year 2

Curriculum Development Centre Ministry of Education Malaysia 2002

Copyright 2002 Curriculum Development Centre Ministry of Education Malaysia Pesiaran Duta 50604 Kuala Lumpur First published 2002 Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the written permission from the Director of the Curriculum Development Centre, Ministry of Education Malaysia.

TABLE OF CONTENTS
Page Pref ace Introduction Aims and Objectives Scientif ic Skills Thin kin g Skills Scientif ic Attitudes and No ble Values Teaching a nd Learnin g Strategies Conten t Organ isation Le arning about Living Things Learning Area: 1. Living Thin gs and Non-living Th ings 2. Ourselves 3. Anima ls 4. Plants Le arning about the World Around Us Learning Area: 1. Long or Short 2. The Magic of Batteries 3. Mixing Thin gs 4. Push and Pu ll iii 17 18 20 21 11 12 14 15 xi 1 1 2 3 7 7 9

THE NATIONAL PHILOS OPHY Our nation, Malays ia, is dedicated to achieving a greater unity of all her peoples ; to m aintaining a dem ocratic way of life; to creating a jus t s ociety in which the wealth of the nation s hall be equitably s hared; to ens uring a liberal approach to her rich and divers e cultural traditions ; to building a progressive s ociety which s hall be oriented toward m odern s cience and technology; We, her peoples , pledge our united efforts to attain these ends guided by thes e principles : BELIEF IN GOD LOYALTY TO K ING AND COUNTRY UPHOLDING THE CONSTITUTION RULE OF LAW GOOD BEH AVIOUR ALITY AND MOR

NATIONAL P HILOSOP HY OF EDUCATION Education in Malaysia is an on-going effort toward developing the potential of individuals in a holis tic and integrated m anner, s o as to produce individuals who are intellectually, s piritually, em otionally and phys ically balanced and harm onious based on a firm belief in and devotion to God. Such an effort is des igned to produce Malays ian citizens who are knowledgeable and com petent, who poss ess high m oral s tandards and who are res pons ible and capable of achieving a high level personal well being as well as being able to contribute to the harm ony and betterment of the fam ily, s ociety and the nation at large.

vii vii

NATIONAL S CIENCE EDUCATION PHILOS OPHY In consonance with the National Education Philos ophy, s cience education in Malays ia nurtures a Science and Technology Culture by focus ing on the development of individuals who are com petitive, dynam ic, robus t and res ilient and able to m as ter s cientific knowledge and technological com petency

ix

PREFACE
The aspirat ion of the nat ion t o beco me a n ind ustrialised society depends on science and technology. It is envisaged that success in providing quality science education to Malaysians f rom a n early ag e w ill serve to spearhead the nation into becoming a know ledge society and a compet itive player in the glo bal arena. Tow ards this end, the Malaysian education system is giving greater emp hasis to science and mat he matics education. The Science curriculu m has been designed not only to provide opportunities f or students to acquire science know ledge and skills, develop thin king skills and thinking strategies, and to apply this know ledge and skills in everyday lif e, but also to inculcate in the m nob le valu es and the spirit of patriotism. It is hoped that the education al process en route to achieving these aims w ould produce w ell-balanced citizens capable of contributing t o the harmony and prosperity of the nation an d its peop le. The Science curriculu m aims at producing active learners. To th is end, students are given a mple opportunit ies to engage in scientif ic investigations through han ds-on activities and experimentat ions. Th e inqu iry approach, incorporating thin king skills, thinking strategies and thoughtf ul learning, should be e mphasised throughout the teaching-learning process. The content and contexts suggested are chosen based on their relevance and appeal to students so that the ir interest in the subject is enhanced. In a recent develop ment, t he Govern ment has made a decision to introduce Eng lish as the mediu m of instruction in the teaching and learning of science and mathe ma tics. This measure w ill enab le students to keep abreast of develop ments in science and techno logy in conte mporary society by enhancing their capability and know -how to tap the diverse sources of inf ormation on science w ritten in the En glish la nguage. At the same t ime, this move w ould also provide opportunities f or students to use the Eng lish language and hence, increase the ir prof iciency in the language. Th us, in imple menting the science curriculum, attention is given to develop ing students ability to use En glish f or study and commu nication, especially in the early years of learning. The develop ment of this curriculum and th e preparation of the corresponding Curriculu m Specif ications have been the w ork of many individua ls over a period of time. To all those w ho have contributed in one w ay or another to this eff ort, may I, o n beha lf of the Ministry of Education, express my sincere gratitude and thanks f or the time and labour expended.

(Dr. SHARIFAH MA IMUNAH SY ED Z IN) Director Curriculu m Develo p ment Centre Ministry of Education Ma laysia

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INTRODUCTION
As articulated in the Natio nal Education Po licy, education in Ma laysia is an on-going ef f ort tow ards developing the potential of individua ls in a holistic and integrated man ner to produce individua ls w ho are intellectually, spirit ually, e motionally and physically balanced and har monious. The primary and secondary school science curriculum is developed w ith the aim of producing such individuals. The Level One Pr imary Science curriculum is designed to stimu late pup ils curiosity and develop their interest as w ell as enablin g pupils to learn more about the mse lves and the w orld around the m through activit ies. The curriculu m is articulated in tw o documents: the syllabus and the curriculu m specif ications. Th e syllabus presents the aims, o bjectives and t he out line of the curriculu m content f or a period of 3 years f or level one primary science. The curriculum specif ications provide the details of the curriculum. w hich includes the aims and objectives of the curriculum, brief descriptions on thinking skills and th inking strategies, scientif ic skills, scientif ic attitudes and noble valu es, teaching and learning strategies, and curriculum content. The curriculum content provides the learning objectives, suggested learning activities, the intended le arning outcomes, and vocabulary.

AIMS
The a im of the primary school science curriculum is to develop pupils interest and creativity through everyday experiences and investigations that pro mote the acquisit ion of scientif ic and thinking skills as w ell as the inculcation of scientif ic attitudes and values.

OBJ ES

ECTIV

The level one science curriculum a ims to: 1. Stimu late pup ils curiosity and develop the ir interest about the w orld around them. 2. Provide p upils w ith opportunities to develop science process skills and thinking skills. 3. Develop pupils creativity. 4. Provide p upils w ith basic science know ledge and concepts. 5. Inculcate scientif ic attitudes and p ositive values. 6. Create an aw areness on the need to love and care f or the environmen t.

SCIENTIFIC S KILLS
Science emph asises inquiry and proble m solving. In inqu iry and proble m solving processes, scientif ic and thin kin g skills are utilised. Scient if ic skills are important in any scientif ic investigat ion such as conducting experime nts and carrying out projects. Scientif ic skills encompass science process skills and man ipu lative skills. Scie nce Process Sk ills Science process skills enable students to their questions and f ind out the answ ers systematically. Descriptions of the science process skills are as f ollow s: Obs erving Using the sense of hearin g, touch, smell, taste a nd sight t o f ind out about objects or events. Using observations to group objects or events according to f ormulate Us ing s pace -time re lations hip Describing changes in parameter w ith time. Exa mp les of parameters are location, direction, shape, size, volu me, w eight and mass. Predicting Ma king a f orecast about w hat w ill happen in the f uture based on prior know ledge gaine d through experiences or collected data. Using w ords or graphic symbols such as tables, graphs, f igures or mode ls to describe an action, object or event.

Comm unicating

Interpre ting data

Class ifying

Giving rat iona l explanat ions about an o bject, event or p attern derived f rom collected data.

Me asuring and Us ing Num bers

M ak ing Infere nces

similari t ies or dif f erence s.

Ma king q uantita tive observations by comparing to a conventional or non- conventional standard. Using past experiences or previously

collected data to draw conclusions and make explanations of events.

De fining operationally

Controlling variables

Def ining all variables as they are used in an experim ent by describin g w hat must be don e and w hat should be observed . Na ming the f ixed variable, man ipu lated variable, an d respondi ng variable in a n investiga tion.

THINKING S KILLS
M ak ing Hypotheses Ma king a general state me nt about the relationship betw een a man ipu lated variab le and a responding variable to explain an observation or event. The statement can be tested to determine its validity. Plann ing and conducting activities to test a hypothesis. These activities includ e collecting, ana lysing and interpreting data a nd ma kin g conclusions. Thin kin g is a mental process that requires an individual to integrate know ledge, skills and att itude in an ef f ort to understand the environ ment. One of the objectives of the nationa l education system is to enhance the thinking ab ility of students. This objective can be achieved through a curriculum that e mph asises thoughtf ul learning. Teaching and le arning that e mphasises thinking skills is a f oundation f or thoughtf ul learning. Thoughtf ul learnin g is achieved if students are active ly involved in the teaching and learnin g process. Activities should be organised to provide opportunit ies f or students to apply thinking skills in conceptualisatio n, proble m solving and decision- ma kin g. Thin kin g skills can be categorised in to critical th inking skills and creative thin kin g skills. A person w ho thinks critically a lw ays evaluates an idea in a systematic manner bef ore accepting it. A person w ho thinks creatively has a high level of imag inat ion, is able to generate original and in novative ideas, and mod if y ideas and products. Thin kin g strategies are higher order thin king processes that involve various steps. Each step involves various critical and creative thinkin g skills. The ability to f ormu late th in king strategies is the ultimate aim of introducing thinking activities in the teaching and learnin g process.

Expe rim enting

Manipulative Skills
Man ipu lative skills in scient if ic investigation are psychomotor skills that enable stude nts to: x x x x x Use and hand le science apparatus and substances. Hand le specimens correctly and caref ully. Draw specimens and apparatus. Clean science apparatus. Store science apparatus.

Critical Thinking Skills

A brief description of each critical thin king skill is as f ollow s: Attributing Ident if ying criteria such as characteristics, f eatures, qualit ies and ele ments of a concept or an object. Find ing similarities an d dif f based on criteria erences such as characteristics, f eatures, qualities and ele ments of a concept or event. Separating a nd groupin g objects or phenomena int o categories based on certain criteria such as commo n characteristics or f eatures. Arranging objects and inf ormation in order based on the quality or quantity of common characteristics or f eatures such as size, time, shape or number. Arranging objects and inf ormation in order based on their importance or Analys ing Exa mining inf ormation in deta il by breaking it dow n into smaller parts to f ind imp licit mea ning an d relat ionships. Ident if view s or that have the tendency to support or oppose something in an unf air or mislead ing w ay. Ma king jud ge ments on th e quality or value of somethin g based on valid reasons or evidence. M ak ing Conclus ions

Com paring and Contrasting

De te cting Bias

Grouping and Class ifying

Ev aluating

priority.

Se que ncing

Prioritis ing

Ma king a state ment a bout th e outcome of an investigation that is based on a hypothesis.

Creative Thinking Skills

A brief description of each creative thinking skill is as f ollow s: Ge nerating Ide as Re lating Producin g or g iving ideas in a discussion. Ma king connectio ns in a certain situation to deter mine a structure or pattern of relationship. Using past experiences or previously collected data to draw conclusions and make explanations of events. Ma king a f orecast about w hat w ill happen in the f uture based on prior know ledge gaine d through experiences or collected data. Ma king a gen eral conclusion about a group based on observations made on, or some inf ormation from, samples of the group. Recalling or f orming menta l images about a particular ide a, concept, situation or vision. M aking Analogies Synthes is ing Co mb inin g separate e le ments or parts to f orm a genera l picture in various f orms such as w riting, draw ing or artef act. Ma king a general state me nt about the re latio nship betw een a manip ulated variable and a responding variable to explain an observation or event. The statement can be tested t o determine its validity. Understandin g a certain abstract or complex concept by relating it to a simp ler or concrete concept w ith similar characteristics. Producin g someth ing new or adapting somet hing already in existence to overcome proble ms in a systematic man ner.

M ak ing Hypotheses

M ak ing Infere nces

Predicting

M ak ing Ge neralisations

Inve nting

Visualis ing

Relationship between Thinking Skills and Science Process Skills

Science process skills are skills that are required in t he process of f inding solutions to a prob le m or ma king decisions in a systemat ic man ner. It is a menta l process that promotes critical, creative, analytical and systematic thin king . Mastering of science process skills a nd the possession of suitable attitud es and know ledge enable students to th ink ef f ectively. The mastering of science process skills involves the mastering of the relevant thinking skills. The th in king skills that are related to a particu lar science process skill are as f ollow s: Scie nce Process Sk ills Observing Think ing Sk ills

Scie nce Process Sk ills Pred icting

Think ing Sk ills Re lating Visualising Sequencing Prioritising Co mpar ing and contrasting Analysing Detecting bias Ma king conclusions Generalising Evaluating Re lating Ma king analo gy Visualising Analysing Attributing Co mpar ing and contrasting Re lating Analysing Attributing Re lating Co mpar ing and contrasting Ana lysi ng

Using SpaceTime Re lationship Interpreting data

Def ining operationa lly Attributing Co mpar ing and contrasting Re lating Attributing Co mpar ing and contrasting Grouping a nd classif ying Re lating Co mpar ing and contrasting Re lating Co mpar ing and contrasting Ma king hypothesis

Controllin g variables

Classif ying

Measuring and Using Nu mbers Ma king Inf erences

Ma king inf erences

Generating ideas Ma king hypothesis Pred icting Synthesising

Scie nce Process Sk ills ills Experime nting skills Co mmunicating skills

Think ing Sk

All thin king All thin king

SCIENTIFIC ALUES

ATTITUDES

AND

NOBLE

Science learning experiences can be used as a means to inculcate scientif ic attitu des and noble values in students. These attitudes and values enco mpass the f ollow ing: x Having a n interest and curiosity tow ards the environment. x Being ho nest and accurate in recording and valid ating data. x Being d iligent and persevering. x Being responsible about the saf ety of oneself , others, and the environmen t. x Rea lising th at science is a means to understand nature. x Appreciating and practising clean and healthy living. x Appreciating the balance of nature. x Being respectf ul and w ell-mann ered.

x Appreciating the contribution of science and technology. x Being tha nkf ul to God. x Having critical and ana lytical thinking. x Being f lexible and openminded. x Being kind-hearted and caring. x Being ob jective. x Being systemat ic. x Being cooperative. x Being f air and just.

x Daring to try. x Thin kin g rationa lly. x Being conf ident and indepen dent. The inculcation of scientif ic attitudes and noble values generally occurs through the f ollow ing stages: Being aw are of the importance and the nee d f or scientif ic attitudes and nob le values. x Giving e mphasis to these attitu des and values. x Practising and interna lising these scientif ic attitudes and noble values. x

ing is a process that helps students acquire know ledge and master skills that w ill help the m d evelop the ir minds to the opt imu m level. Thoughtf ul learning can occur through various learning approaches such as inquiry, constructivism, contextual learning, and mastery learning. Learning activit ies should theref ore be geared tow ards activating

Inculcating Patriotism
The science curriculum provides an opportunity f or the develop ment and strengthen ing of patriotis m a mong students. For example, in le arning a bout the earths resources, the richness and variety of living things and th e develo p ment of science and technology in the country, students w ill appreciate the diversity of natural and hu man resources of the country and deepen the ir love f or the country.

TEACHING TRATEGIES

AND

LEARNING

Teaching and learning strategies in the science curriculum emp hasise thoughtf ul learning. Thou ghtf ul learn

students critical and creative thin king skills and not b e conf ined to routine or rote learning. Students should be made aw are of the thinking skills and th inking strategies that they use in their learning. They should be challenged w ith higher order questions and proble ms and be required to solve problems utilising their creativity and critical thin king. The teaching and learning process should enable students to acquire know ledge, master skills and develop scientif ic attitudes and noble values in an integrated man ner. Inqu iry-discovery emphasises learning through experiences. Inquiry generally means to f ind inf ormatio n, to question and to investigate a pheno menon th at occurs in the environmen t. Discovery is the main characteristic of inquiry. Learning through discovery occurs w hen the main concepts and principles of science are investigated and discovered by students themse lves. Through activities such as experiments, students investigate a pheno me non an d draw conclusions by themselves. Teachers then lead students to understand the science concepts through the results of the inquiry. Thinking skills and scientif ic skills are thus developed f urther during the inquiry process. How ever, the inquiry approach may not be suitab le f or all t eaching and learn ing situ ations. So met imes, it may be more a ppropriate f or teachers to present concepts and principles directly to students. The use of a variety of teaching and learning methods can enhance students interest in science. Science lessons that are not interesting w ill not mot ivate students to learn and subsequently w ill aff ect their perf ormance. The choice of teaching meth ods should be based on the curriculum content, students abilities, students reperto ire of inte lligences, and the availa bility of resources and inf rastructure. Dif f erent teaching and le arning activities should be planned to cater f or students w ith diff erent learning styles and int elligences.

The f ollow ing are brief descriptions of some teachin g and le arning meth ods.

Experimen t
An experiment is a method commonly used in science lessons. In experiments, students t est hypotheses through investigat ions to discover specif ic science concepts and principles. Conductin g an experiment involves thinking skills, scientif ic skills, and man ipu lative skills. In the imple mentat ion of th is curriculum, besides gu idin g students to carry out experiments, w here appropriate, teachers should provide students w ith the opportunities to design their ow n experiments. This involves students draw ing up plans as to how to conduct experiments, how to measure and ana lyse data, and how to present the results of their experiment.

Discussio n
A discussion is an activity in w hich students exchange questions and opinions based on valid reasons. Discussions can be conducted bef ore, during or af ter an activity. Teachers should play the role of a f acilitator and lead a d iscussion by asking questions that stimu late th inking and gett ing students to express themse lves.

Simulatio n
In simu lation, an activity is carried out. Examp les and the use of models. particular role based on that resemb les the actual situat ion of simu latio n are role-play, ga mes In role-play, students play out a certain pre-determined conditions.

Ga mes require procedures that need to be f ollow ed. Students play ga mes in order to learn a p articular princip le or to u nderstand the process of

decision-ma king . Mo dels are used to represent objects or actual situations so that studen ts can visualise the said ob jects or situations and th us understand the concepts and princip les to be learned.

teaching and learning of science can be made more interesting and ef f ective.

Project
A project is a learning activity that is generally undertake n by an individua l or a group of students to achieve a particular learning objective. A project generally requires several lessons to comple te. The outco me of the project either in th e f orm of a report, an artef act or in other f orms needs to be presented to the teacher and other students. Project w ork promotes the development of proble m-solving skills, time manage ment skills, and indepe ndent learning.

Visits and Resources

Use

of

External

The learning of science is not limit ed to activities carried out in the school compound. Learning of science can be enhanced through the use of external resources such as zoos, museums, science centres, research institutes, mangrove sw amps, and f actories. Visits to these places make the learn ing of science more interesting, mea ningf ul and ef f ective. To optimise le arning opportunities, visits need to be caref ully planned. Students may be involved in the p lann ing process and specif ic educational t asks should be assigned during the visit. No ed ucationa l visit is comple te w ithout a postvisit discussion.

Use Technology

of

Technology is a pow erf ul tool that has great potent ial in en hancing the learning of science. Through the use of technology such as television, rad io, vide o, co mputer, a nd Internet , the

Co mpu ter simulation and animation are ef f ective tools f or the teaching and learning of abstract or diff icult science concepts. Co mpu ter simulat ion a nd an imation can be presented through coursew are or Web page. Application tools such, as w ord processors, graphic presentation sof tw are and electronic spreadsheets are valuable tools f or the analysis and presentation of data.

CONTENT ATION

ORGANIS

The science curriculum is organised around themes. Each the me consists of various learning areas , each of w hich consists of a number of learning objectives. A learning objective has one or more learning o utcomes. Learning outcomes are w ritten in the f orm of measurable behavioural ter ms. In general, the learning outco mes f or a particular learnin g objective are organised in order of complexity. How ever, in the process of teaching and learnin g, le arning activities should be planned in a holistic and integrated manner that enables the achieve ment of mult iple learning o utcomes according to needs and context. Teachers should avoid e mp loying a teaching strategy that tries to achieve each learning outco me separately according to the order stated in the curriculum specif ications. The Sugg ested Learning Activities provide inf ormation on the scope and dimension of learning outco mes. The le arning activities stated under the column Suggested Learning Activities are given w ith the intention of providing some guidance as to how learning outco mes can be achieved. A suggested activity may cover one or more learning outco mes. At the same time, more than one activity may be suggested f or a particular learning

outcome. Teachers may mod if y the suggested activity to suit the ability and style of learning of their students. Teachers are encouraged to design other innovative and ef f ective learning activities to enhance the learning of science.

Learning about Living Things

Le arning Obje ctives Suggested Le arning Activities Le arning Outcomes Notes Vocabulary

Living Things and Non-living Things Pupils s hould le arn to make observations and use these to group things into living things and nonliving things. Pu pils w alk around the school compound a nd list out the thin gs that they see. Pup ils group the m into living th ings and non- living th ings. Pupils x ma ke a list of the things they see. x group w hat they see into living th ings and nonliving things. x record the groups in the f orm of a table. Pu pils g ive reasons w hy they say something is a living th ing e.g. it needs f ood and w ater, it breathes, it moves, it grow s and it can produce young. Pu pils look at the grouping that they did earlier. Pup ils redo their grouping based on the characteristics of living th ings x state the characteristics of living th ings, i.e.: they need f ood and w ater they breathe they can move they grow they can produce young. Pu pils must be supervised during the w alk around the school compound. Allow pupils to group living and non-livin g things according to their ow n understanding. Discuss w ith pupils w hy they say someth ing is a living thing. Have the m look back at grouping that they did to see if they still agree w ith it. Allow pupils to redo the grouping according to their new understanding of living th ings. living th ings non-living th ings grow s f ood w ater breathe move produce

11

Le arning Obje ctives

Suggested Le arning Activities Pu pils w atch videos of animals eat ing, movin g, grow ing and producing young. Pu pils d iscuss that plants: a) need f ood and w ater, b) grow c) can grow new plants.

Le arning Outcomes x recognise humans, an imals and plants as livin g things

Notes

Vocabulary

Ourselves Pupils s hould le arn that they need to f ood and w ater to stay alive

Pupils Pu pils ta lk ab out w hat w ill happen if they do not eat and drink f or a f ew days. Pu pils list out the f oods that they eat f or breakf ast or lunch over one w eek. Pu pils present the list of f oods they eat in a w eek in the f orm of a pictograph. Pu pils ta lk ab out w hat the pictogragh show s x state that they need to eat and drink to stay alive. Discuss w ith pupils w hat w ill happen to them if they do not eat and drin k f or 1 day, 2 days, 3 days.

that they need to eat dif f erent kinds of f ood to be healthy.

x list some of the dif f erent f oods that they eat. x present the list of f oods they eat in the f orm of a pictograph and say w hat this show s e.g. the f ood that is eaten most. rice f ish chicken eggs meat vegetables f ruits healthy

12

Le arning Obje ctives

Suggested Le arning Activities Pu pils ta lk ab out the importance of eating dif f erent f oods to stay healthy. Pu pils ta lk ab out f ood that: a) give energy, e.g. rice, bread b) help you grow , e.g. f ish, chicken c) help you stay healthy e.g. f ruits, vegetables

Le arning Outcomes x recognise that they need to eat dif f erent f oods to stay healthy. x state the kinds of f ood that: give energy help you grow help you stay healthy

Notes

Vocabulary

that w e grow and change as w e grow older.

x describe changes in Pu pils look at themse lves since photographs of birth. themselves since birth to the present. Pupils x state that they grow in suggest w ays in w hich height, size and w they have changed since eight. they w ere born. Pupils ta lk about how they might change as they grow older. Pu pils co mpare clothes and shoes w hich w ere w orn w hen they w ere younger to the clothes and shoes they w ear now . Pu pils co mpare handprints/f ootprints

taller craw ling w alking running ju mpin g talking size height w eight

13

Le arning Obje ctives

Suggested Le arning Activities Pu pils co mpare records of their w eight and height f rom birth to the present.

Le arning Outcomes

Notes

Vocabulary heavier bigger

Anim als Pupils s hould le arn w hat anima ls need to live. Pu pils bring some pets or pictures of pets to classroom. Pupils talk about the needs of pets. Pu pils d iscuss the needs of diff erent animals. the dif f erent f oods that animals eat. Pu pils w atch videos of animals eat ing. Pu pils list dow n the names of the animals and t he f ood they eat. Pu pils visit a zoo at f eeding time to observe w hat anima ls eat. Pu pils are g iven a set of pictures of animals f rom baby to adult. Pupils arrange them in order f rom baby to adult. x list the f oods eaten by some animals. x state that some an ima ls: eat plants eat other anima ls. eat plants and oth er animals x state that anima ls grow in size and w eight. x state that anima ls change as they grow . plants grass leaves seeds animals meat Pupils x state that anima ls need f ood, w ater and air to stay alive. f ood w ater air

that anima ls grow

calf chick duckling kitten

14

Le arning Obje ctives

Suggested Le arning Activities Pu pils match p icture of animals to the ir babies. Pu pils listen to stories accompanied by pictures about animals changing as they grow e.g. The Ug ly Duckling. Pu pils keep tadpo les to observe the changes f rom tadpole to f rog. Pupils record the changes. Pu pils visit a but terf ly f arm to observe the diff erent stages of grow th of a butterf ly , f rom egg to butterf ly.

Le arning Outcomes x identif y baby animals that look like the ir parents. x identif y baby animals that do not loo k like t heir parents. x describe in w hat w ays the baby animals are dif f erent f rom their parents.

Notes Have pup ils release the f rogs in a suitable place.

Vocabulary

Plants Pupils s hould le arn that plants need t he right a mount of w ater f or healthy grow th Pu pils grow a plant f rom seeds e.g. beans. Pu pils w ater the plants w ith diff erent volumes of w ater. Pupils x Measure a specif ic volume of w ater. x observe and measure a grow ing plant Teachers can guide pupils on how to measure a specif ic volume of w ater, e.g. 1 teaspoon, 2 teaspoons etc taller bigger more

15

Le arning Obje ctives

Suggested Le arning Activities Pu pils observe a plant grow ing and record the height, nu mber of leaves.

Le arning Outcomes x record the observations in a chart. x State that p lants need w ater to grow but too much w ater may kill the m. .

Notes

Vocabulary

that f low ering plants produce seeds w hich grow into new plants.

Pu pils observe a plant, w ith fruit. e.g. balsa m plant. Pu pils cut open th e f ruit to look at the seeds. Pu pils p lant the seeds to grow a new plant. Match seeds to plan ts , e.g. balsa m, papaya, rubber, tomat o.

x recognise that f low ering plants produce seeds w hich can grow into new plants. x Ident if y seeds and the plants.

Have pup ils collect seeds f rom dif f erent plants.

fruit seeds

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Learning about the World Around Us

Le arning Obje ctives Long or Short Pupils s hould le arn to observe and compare le ngths Pu pils look at tw o objects to compare the ir lengt hs or heights. Pu pils look at pictures of objects to compare the ir lengths or heights. Pu pils co mpare the ir heights by standing next to each other. Pu pils suggest w ays to measure the length or height of an object. Pu pils measure le ngth or height using n onstandard tools e.g. using a straw , a piece of string etc. Pu pils record the lengt h or height of and object in non- standard measure ment x describe w ays to measure length. x measure the length of an object using a non-standard tool. x record the length or height of an object in non-standard measure ment in a tab le. Pupils x state w hich object is longer or taller. taller longer shorter straw string Suggested Le arning Activities Le arning Outcomes Notes Vocabulary

to measure length using non-standard tools.

17

Le arning Obje ctives

Suggested Le arning Activities Pu pils co mpare the ir heights by using nonstandard measure ment.

Le arning Outcomes

Notes

Vocabulary

The M agic of Batteries Pupils s hould le arn about things that use batteries. Pu pils d iscuss in groups and make a list of things that use batteries. Pu pils are g iven pictures/video and are asked to ident if y the things in the p icture that use batteries. how to use a battery. Pu pils are g iven a battery and are asked to insert batteries into an a lar m clock or toy. Pu pils observe the change to the alar m clock or toy w hen the battery is inserted. Pu pils observe w hat happens if the battery is x are able to use batteries correctly. x recognise that batteries need to be inserted correctly f or them to f unction. x describe how to insert a battery correctly Use alar m clocks or toys that need only one battery. Ensure that th e toy is sw itched on. Ensure that th e alar m clock is set to ring w hen the battery is inserted. Pupils x identif y things that use batteries. x list things that use batt eries. battery toys radio torchlight

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Le arning Obje ctives

Suggested Le arning Activities Pu pils are asked t o state how to correctly insert a battery. Pu pils are g iven a battery, w ire and a bulb. Pu pils draw possible w ays of connecting the battery, w ire and bulb to make the bulb light up. Pu pils test out the ir draw ings by building the circuit. Pu pils draw and explain w hat they did to ma ke the bulb light up.

Le arning Outcomes

Notes If pupils have inserted the battery w rongly, have them try again.

Vocabulary

how to make a comple te circuit.

x describe diff erent w ays in w hich the battery, w ire and bulb can be connected. x are able to ma ke a comple te circuit using a battery, w ire and a bulb. x are able to draw their w orking circuit and explain their draw ing.

Allow pupils to try dif f bulb w ire erent w ays of connecting the battery, w ire and bulb until th ey get the bulb to light up.

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Le arning Obje ctives M ixing things Pupils s hould le arn that some materials can dissolve in w ater and some cannot.

Suggested Le arning Activities

Le arning Outcomes

Notes

Vocabulary

Pupils Pu pils are g iven materials such as sugar, salt, cof f ee, f lour, pepper, sand. Pu pils are asked t o add a glass of w ater to each of the materials and t o stir it. Pu pils are asked t o observe and state their observations. Pu pils check the ir observations by: a) tasting the solutions b) f iltering the solut ions. x are able to recognise that some mater ials can dissolve in w ater. x record their observations in a table. Taste only solutions of edible materia ls. w ater salt sugar coff ee pepper curry pow der dissolve

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Le arning Obje ctives Pus h and pull Pupils s hould le arn that pushing and pulling can change the shape of objects

Suggested Le arning Activities

Le arning Outcomes

Notes

Vocabulary

Pupils Pu pils are g iven a x describe w hat they did variety of materials, e.g. to change the shape of plasticine, sponge, do ugh. mater ials. Pu pils are asked t o change the shape of the mater ials and describe the action they used to do so, e.g. pull, tw ist, stretch. Pupils say w hether each action is a push or a pull, e .g. stretching is a pull, squeezing is a push. Pu pils are g iven a toy car or a ball an d asked to ma ke it move f aster, slow er or to change direction. Pup ils say how they made t he toy car or ball move f aster, move slow er or change direction, e.g. the car moves f aster w hen I push it harder. x describe w hat they did to ma ke th ings speed up, slow dow n or change direction. A tw ist is a combin ation of a push and a pull push pull tw ist stretch squeeze

that pushing or pu lling can ma ke thin gs speed up, slow dow n or change direction

f aster slow er direction f aster slow er

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Le arning Obje ctives to make pred ictions and to test the m

Suggested Le arning Le arning Outcomes Activities Pu pils are g iven toy cars x predict w hich toy car w of ill travel the f urthest. dif f erent sizes and are asked to predict w hich x measure distances in car w ill travel the f appropriate units. urthest. Pu pils test the ir predictions by making the toy cars x suggest and give reasons move and measuring the w hether a comparison w as distance traveled by each f air or not. car in standard or nonstandard measure ment. Pu pils d iscuss w hether their compar ison w as f air, e.g. I pushed the b ig toy car harder so the comparison w as unf air.

Notes

Vocabulary

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ACKNO WLEDGEM ENTS

Advis ors

Sharif ah Ma imunah Syed Zin Rohan i Abd. Ha mid ( Ph. D)

( Ph. D)

Director Curriculu m Develo p ment Centre Deputy Director Curriculu m Develo p ment Centre Principal Assistant Director (Science and Mathe matics) Curriculu m Develo p ment Centre Assistant Director (Head of Core Science Unit) Curriculu m Develo p ment Centre Assistant Director (Head of Elective Scie nce Un it) Curriculu m Develo p ment Centre Assistant Director (Head of Eng lish Unit) Curriculu m Develo p ment Centre

Editorial Advis ors

Ahmad Hozi H.A. Ra h man Yeap Chin He ng ( Ph. D) Cheah Eng Joo S. Sivagnanache lvi

Editor

Salin a Hanu m Osma n Moha me d

Assistant Director Curriculu m Develo p ment Centre

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PANEL OF WRITERS

Ahmad Hozi H.A. Ra h man Centre Yeap Chin He ng ( Ph. D) Centre Cheah Eng Joo Centre Salin a Hanu m Osman Moha med Aizatul Adzw a Mohd. Basri Centre Johari Sh a msudin Centre Norani Abdu l Bari Centre

Curriculu m Develo p ment Centre

Rosli Suleiman

Curriculu m Develo p ment

Curriculu m Develo p ment Centre Curriculu m Develo p ment Centre

Rusilaw ati Othman Salbiah Mohd. So m

Curriculu m Develo p ment Curriculu m Develo p ment

Curriculu m Develo p ment Centre Centre Curriculu m Develo p ment Centre Curriculu m Develo p ment Centre Curriculu m Develo p ment Centre

Salehudd in Mustaf a

Curriculu m Develo p ment

Zaidah Mohd. Yusof Zaidi Yazid Zainon Abdul Ma jid

Curriculu m Develo p ment Curriculu m Develo p ment Curriculu m Develo p ment

Arif Fadzilah Mo hd. Sa id Maria m Ibrahim

SK Band ar Baru Serting SK Panta i, Sere mban

Moh d. Azman Mohd. Ali Tan Man Wai

SK Lui Sealatan (F) Je mpo l Ma ktab Perguruan Te knik

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Curriculum Developm ent Centre Minis try of Education 2002