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# SEKOLAH KEBANGSAAN PUTERI, SEREMBAN

SCIENCE YEAR 5

SUBJECT: SCIENCE

## CLASS: 5 DELIMA & 5 BAIDURI

YEAR: 2017
Yearly Plan KSSR Science Year 5, 2017 SK PUTERI, SEREMBAN

INTRODUCTION TO SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
1. SCIENTIFIC SKILLS LEVEL DESCRIPTOR
WEEK 1.1 Science process Pupils are able to:
1 State all the senses involved in making
skills.
observations about the phenomena that occurs.
1 1.1.1 Observe
2 Describe the utilization/use of the senses involved
36
when making observations about the phenomena
JAN
or changes that occur.
2017
3 Use all the senses involved to make observations
about the phenomena or changes that occur.
2
4 * Use all the senses involved to make qualitative
9 13 observations to describe the phenomena or
JAN changes that occur
2017 * Use appropriate tools where necessary to assist
in making observations.

## 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.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.2 Classify.
1 State the characteristics of objects by
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.

## 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 by stating the characteristic
used.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.3 Measure and use numbers.
1 State more than one appropriate tool to
measure a quantity.

## 2 Describe the tools and correct methods to

measure the quantity.

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.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.4 Make inference.
1 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 Draw a reasonable initial conclusion of an

event or observation by using gathered
information.

## 5 Draw more than one reasonable initial

conclusion of an event or observation by
using gathered information.

## 6 Draw more than one reasonable initial

conclusion of an event or observation by
using gathered information and able to
explain the conclusion drawn.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.5 Predict.
1 State a possibility of an event or data.

## 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.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.6 Communicate.
1 Arrange information obtained in a suitable
form.

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 Record information or ideas in a suitable

form, present it systematically, creatively and
innovatively in various forms and able to
provide feedback.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.7 Use space and time relationship.
1 State a parameter that varies with time based
on a situation.

## 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 reasoning on changes in parameter of

a chronological phenomenon or event with
time

## 5 Arrange graphically the occurrences of a

phenomenon or event chronologically with
time.

## 6 Present and explain the chronological

changes of a phenomenon or events with
time.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.8 Interpret data.
1 Provide an explanation based on data.

## 2 Provide a description of more than one

explanation based on data.

## 3 Choose relevant ideas to make an explanation

about 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 rational explanation using

interpolation or extrapolation of data
collected.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.9 Define operationally
1 . State what is done and what is observed in a
situation.

in a situation

## 3 . Interpret what is done and what is 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 . Describe the most appropriate interpretation

of a concept by stating what is done and what
is observed in a situation.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.10 Control variables
1 Identify the variables that affect an
investigation.

investigation

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
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.11 Make hypothesis
1 . 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 investigation to test the hypothesis.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.12 Carry out experiment. .
1 . State the aim of the identified problem.

problem.

## 3 . Specify the appropriate method and

apparatus in planning the experiment.

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.
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.2 Science Pupils are able to: 1 List science apparatus, substances and
manipulative skills. specimens required for an activity.
(30min) 1.2.1 Use and handle science apparatus and
substances correctly. 2 Describe the use of science apparatus,
substances and specimens required for an
1.2.2 Handle specimens correctly and activity with the correct method.
carefully.
3 Handling science apparatus, substances and
1.2.3 Sketch specimens, apparatus and specimens required for an activity with the
science substances correctly. correct method.

1.2.4 Clean science apparatus correctly. 4 Using, handling, sketching, cleaning and
storing the science apparatus, substances and
1.2.5 Store science apparatus and substances specimens used in an activity with the correct
correctly and safely. method.

## 5 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.
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
2. SCIENCE ROOM RULES LEVEL DESCRIPTOR
2.1 Science room rules. Pupils are able to :
1 . State one of the science room rules.
2.1.1 Adhere to science room rules.
2 . State more than one of the science room
rules.

rules.

## 5 . Give reasons the needs to adhere the

science room rules.

room rules.
LIFE SCIENCE

## 3. LIFE PROCESSES IN ANIMALS LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
WEEK 3.1 Specific Pupils are able to:
characteristics and 1 State specific characteristics and behaviour
3 behavior of animals 3.1.1 Explain with example the specific of animals to protect themselves from
to protect themselves characteristics and behavior of enemies and extreme weather.
16 20
JAN animals to protect themselves
Describe specific characteristics and
2017 from enemies through observation 2
behaviour of animals to protect themselves
by using various media, such as: from enemies and extreme weather.
sharp spines e.g. porcupine,
pufferfish; Explain with examples specific
3 characteristics and behaviour of the
hard shell e.g. tortoise, turtle;
animals to protect themselves from
hard scales e.g. pangolin, enemies and extreme weather.
crocodile;
horns e.g. buffalo, deer; Build a graphic organiser of specific
characteristic and behaviour of animals on
poisonous sting e.g. 4 how they protect themselves from
scorpion, centipede; enemies and extreme weather.
curl up body e.g. millipede,
pangolin;
camouflage e.g. chameleon,
praying mantis;
break off part of body e.g.
lizard, octopus;
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
hide its body into the shell
5 Support predictions about how other
e.g. snail, turtle;
live in groups e.g. animals protect themselves based on the
elephant, anchovies. knowledge of the specific characteristics or

## 4 3.1.2 Explain with examples the

specific characteristics and 6 Design an imaginary model of an animal by
23 25
JAN behavior of animals to protect applying the knowledge of specific
2017 themselves from extreme characteristics and behaviour and provide
weather through observation by
reasoning about the, characteristics of the
using various media, such as:
thick fur e.g. polar bear, arctic model designed.
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.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
Pupils are able to:

## 3.1.3 Explain observations using sketches,

ICT, writing or verbally.

26 31 JAN 2017

## 5 3.2 Create an Pupils are able to:

animal model 1 State the ways of animal reproduce.
13 3.2.1 Create an imaginary animal model that
FEB can protect themselves from enemies
2017
and extreme weather. Describe the ways of animal ensure their
2
species does not extinct.
3.2.2 Provide reasoning on how specific
characteristic of the created animal
3 Explain the meaning of survival of the species.
model can protect itself from
enemies and extreme weather.
Provide reasoning the ways of the animal to
4
ensure the survival of their species.
Pupils are able to:
6 3.3 Survival of animal 5 Generate the ideas about importance of
species 3.3.1 State that survival of animal species the survival of the animal species to
6 10 is the ability of the animal to other living things.
FEB preserve its species to avoid
2017 extinction.
Support the predictions the ways of
6
other animal to ensure the survival of
Identify the way of the animal lay eggs to their species based on the knowledge of
3.3.2
ensure the survival of its species through the characteristics or behavior of that
observation by using various media, such animal.
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.

CUTI THAIPUSAM
9 FEB 2017 (KHAMIS)
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
Pupils are able to:
7 1 State human habits from prior knowledge.
3.3.3 Identify the way of the animal takes care
13 17 of their young to ensure the survival of its 2 Identify habits that bring harm to life processes.
FEB species through observation by using
2017 3 Explain with examples the effects of habits that
various media, such as:
bring harm to life processes.
nursing their young e.g. cat,
tiger, cow; 4 Generate ideas on importance of practising a
feed their young e.g. bird, lion; healthy life style.

carry their young in the pouch 5 Justify measures taken to avoid habits that bring
e.g. kangaroo; harm to life processes.
move in groups e.g.
6 Create a creative and innovative graphic
elephant, swallow;
presentation on efforts to prevent unhealthy
carry their young in the mouth habits.
8 e.g. crocodile, arowana fish;
attack when its young is disturbed
20 24
FEB e.g. chicken, cat.
2017

## Make generalization the importance of

3.3.4
the survival of the animal species.

## Explainobservations using sketches,

3.3.5
ICT, writing or verbally

## PKSR UJIAN 1 ( 27 FEB 3 MAC 2016) MINGGU 9

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
3.4 Food relationship Pupils are able to:
10 among living things 1 State examples of food chains.
3.4.1 State the meaning of food chain is
6 10 the food relationship among living 2 State the meaning of a food chain and a
MAC things. food web.
2017
3.4.2 Build food chain in various habitats Build food chains and food webs by
3
such as pond, forest, field, paddy field identifying the producer and consumer.
and plantation.
4 Make generalization the Sun is the main
State the Sun is the main source of source of energy in a food chain.
3.4.3
energy in a food chain.
5 Support the opinion of the impact on other
3.4.4 Identify the producer and consumers in living things if there is any change in the
the food chain. population.

3.4.5 State the meaning of a food web is the Conclude the food relationships between
6
combination of food chains in a habitat. living things and the process of
Build a food web in various habitats photosynthesis in terms of energy transfer.
3.4.6 such as pond, forest, field, paddy field
11 and plantation.
13 17 Predict the impact on other living
MAR 3.4.7 things if there is any change in the
2016 population of a food web in a habitat.
Make generalization the importance
3.4.8 of food web to ensure the survival
of the species.

## Explain observations using sketches,

3.4.9 ICT, writing or verbally

## 4. LIFE PROCESSES IN PLANTS LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
4.1 The specific Pupils are able to:
11 characteristic of 1 State the specific characteristics of plants
plants to protect 4.1.1 Explain with examples the specific to protect itself, and adapt to seasonal
13 17 itself characteristic of plants to protect changes and climate.
MAR themselves from enemies through
2016 observation of real plants or using Describe the ways of the specific
2
various media i.e.: characteristics of plants protect itself, and
thorns e.g. mimosa, cactus; adapt to seasonal changes and climate.
latex e.g. jackfruit, yam;
fine hairs e.g.bamboo, sugar cane, 3 Explain with examples the specific
lallang; characteristics of plants to protect
poison e.g. mushrooms, pong-pong; themselves, and adapt to the seasonal
bad smell e.g. Rafflesia, tobacco changes and climate.
leaves.

## CUTI PENGGAL 1 (20 24 MAC 2017)

CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
12 Pupils are able to:
4 Build a graphic organiser of the specific
27 31 4.1.2 Explain with examples the specific characteristics of plants to protect
MAC characteristic of plants to adapt themselves, and adapt to the seasonal
2017 themselves during seasonal changes changes and climate.
and climate, through observation of
real plants or using various media i.e:
long roots e.g. cactus; Support predictions on how different
5
stem that store water e.g.cactus, plants protect and adapt themselves based
banana trees; on knowledge of the specific
fold its leaf e.g. turmeric leaf, characteristics of plants.
shed leaves e.g. rubber tree leaves;
needle-shaped leaves e.g. rhu plant,
6 Generate ideas about the importance
cactus;
ofspecific characteristic of plants to other
pinnate leaves e.g. coconut trees. living things
4.1.3 Explain observations using sketches, ICT,
writing or verbally.

## 4.2 Survival of plant Pupils are able to:

13 species 1 State the ways of plant disperse their seed or
State the ways of plant disperse its fruit.
3 7 APR 4.2.1 seed or fruit through observation of
2017
real plants or using various media, i.e: Give examples of seeds or fruits based on
2
by water e.g. lily and coconut; their way of dispersal.
by wind e.g. lallang, angsana;
by human and animals e.g. love
grass, papaya;

by explosive mechanisms e.g. rubber
seeds, saga fruit, balsam plant. 3 Explain through examples the relationship
between the characteristics of seeds or fruits
to the way they are dispersed.
Relate the characteristics of seeds or
4.2.2
fruits to the ways they are dispersed
Provide reasoning on the importance of
through observation of real specimens 4
dispersal to the survival of plant species.
or using various media.

## 5 Generate ideas on the importance of survival

4.2.3 Provide reasoning on the importance of
of plant species to other living things.
seeds and fruits dispersal to the survival
of the plants species.
6 Support the predictions on the ways of seeds
4.2.4 Explain observations using sketches, ICT, or fruits dispersal of other plants in order to
writing or verbally. 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 Provide reasoning on the importance of
4.3.1
survival of the plant species to other
living things.
PHYSICAL SCIENCE

## CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD

5. ENERGY LEVEL DESCRIPTOR
WEEK 5.1 Sources and Pupils are able to:
forms of energy. 1 State the sources of energy.
14 Describe the various sources of energy
5.1.1 such as sun, wind, water, wave, food,
10 14 2 Describe the sources of energy and
batteries, biomass, nuclear and fossil
APR the forms of energy produced.
2017 fuels through observation by using
various media.
3 Explain with examples the
transformation of energy.
Explain with examples various forms of
5.1.2
energy such as solar energy, heat energy,
chemical energy, electrical energy, Make generalisation that energy can
4
kinetic energy, sound energy, potential be transformed from one form to
energy, light energy and nuclear energy another.
through observation of various situations
around us.

5.1.3
State that energy can be transformed
from one form to another through
observation of various situations around
us.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR

## 5.1.4 Explain through examples the 5 Provide reasoning on the importance

transformation of energy in of transformation of energy in
appliances such as radio, cellphone, everyday life.
flash light, television, candle,
bicycle. Design creatively and innovatively a model
6
and describe the transformation of the energy
5.1.5 Explain observations using sketches,
involved.
ICT, writing or verbally.

## 5.2 Renewable and Pupils are able to:

15 non-renewable 1 State the meaning of renewable and non-
energy State that renewable energy is the renewable energy.
17 21 5.2.1 energy that can be replenished when
APR
used up through observation by using
2017
various media. Give examples of the sources of renewable
2
and non-renewable energy.
5.2.2 State that non-renewable energy is the
energy that cannot be replenished 3 Build a graphic organizer on the sources of
when used up through observation by energy that are renewable and non-renewable
using various media.
Provide reasoning on the importance of using
List the sources of renewable energy 4 sources of energy wisely.
5.2.3
such as wind, sun, water, biomass, food
and wave.
5.2.4 List the sources of non-renewable energy 5 Generate ideas on the usage of non-
such as petroleum, coal, and nuclear renewable energy to renewable energy
materials. resources in everyday life.
5.2.5 Provide reasoning on the importance of
using sources of non-renewable energy 6 Generate ideas about the consequences if the
wisely. source of renewable energy decreases.

## 5.2.6 Explain observations using sketches, ICT,

writing or verbally.

## CUTI ISRAK MIKRAJ

24 APRIL 2017 (ISNIN)

## 6. PROPERTIES OF LIGHT LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
6.1 Light travels in a Pupils are able to: 1 State that light travels in a straight line.
16 straight line
State that light travels in a straight line 2 Give examples of activities which show that
24 28 6.1.1 light travels in a straight line.
by carrying out activities.
APR
Carry out experiments to determine 3
the factors that affect the size of the
shadow. Predict the factors that affect the size and
4
Carry out experiments to determine
6.1.3 the factors that affect the shape of the 5 Test the factors that affect the size and the
Draw conclusions about the factors that
6
affect the size and the shape of the shadow.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR

## CUTI HARI PEKERJA

1 MEI 2017 (ISNIN)

## 6.2 Light can Pupils are able to:

17 be reflected 1 State that light can be reflected and
6.2.1 State that light can be reflected by refracted.
1 5 MEI carrying out activities.
2017 State examples of phenomenon that shows
2
light can be refracted and examples of tools
6.2.2 Describe the uses of reflection of that use the properties of light reflection.
light in everyday life such as:
side mirrors of car; Sketch a ray diagram to show the properties
periscope; mirror. 3 of light reflected from the surface of a
mirror.

## Explain through examples the tools that use

the properties of light reflection by drawing
6.2.3 Draw a ray diagram to show the 4 a ray diagram.
reflection of light from the surface of a
mirror.
6.3 Light can Pupils are able to: Create a tool or a model that uses the
be refracted 5 properties of light.
6.3.1 State that light can be refracted by
18 carrying out activities. Provide reasoning on the properties of light
6 used in the tool or model created.
8 12 MEI 6.3.2 Describe an event or phenomenon that
2017 shows light can be refracted such as:
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.

## 6.3.3 Create a tool or a model that uses the

properties of light.

## Provide reasoning the properties of light

6.3.4 used in the tool or model created.

## Explain observations using sketches, ICT,

6.3.5
writing or verbally.

## PEPERIKSAAN PKSR PERTENGAHAN TAHUN

15 19 MEI 2017 ( MINGGU 19)
7.0 ELECTRICITY LEARNING STANDARD PERFORMANCE STANDARD
CONTENT STANDARD LEVEL DESCRIPTOR
7.1 Sources of electrical Pupils are able to:
20 energy. 1 State the safety precautions when handling
electrical appliances.
22 26 MEI Explain with examples the
2017 sources that produce electricity
such as a dry cell, solar cell, Give examples of the sources that produce
dynamo, power plant, 2
electricity.
accumulators and generators.

## 3 Build a complete electric circuit and sketch

7.2 A complete electric Pupils are able to: the diagram using symbols.
circuit
7.2.1 Build a complete electric circuit
using dry cell, bulb, switch and
wires. Conclude on the brightness of bulbs in a
4 series and parallel circuit by carrying out
7.2.2 experiments.
State the function of a switch in an
electric circuit.

## 5 Provide reasoning on the usage of parallel

7.2.3 Identify the symbols of electrical circuits of daily electricity consumption.
components in a complete
electric circuit.
Generate ideas on the advantages and
Sketch a circuit diagram using the 6 disadvantages of series circuit and parallel
7.2.4
symbol of electrical components. circuit.

## CUTI PERTENGAHAN TAHUN

27 MEI 11 JUN 2017
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR

## 21 7.2.5 Carry out an experiment to compare

the brightness of the bulbs if the
12 16 JUN number of bulbs or the number of dry
2017 cells are changed.

## 7.2.6 Identify the arrangement of bulbs in

series circuit and parallel circuit
through observation by using various
media.

## Sketch the series circuit and parallel

7.2.7
circuit by using the symbol of electrical
components.

## 7.2.8 Compare and contrast the brightness

of the bulbs in series circuit and
parallel circuit.

## State the effect on the light up of

7.2.9 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
22 when handling Pupils are able to:
electrical appliances Generate ideas about the effect of
19 23 JUN 7.3.1 mishandling electrical appliances
2017
through 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.

24 30 JUN 2017

## 8.0 HEAT LEARNING PERFORMANCE STANDARD

CONTENT STANDARD STANDARD LEVEL DESCRIPTOR
8.1 Temperature and
23 Pupils are able to:
Heat 1 State the meaning of temperature and its
unit.
3 7 JULAI State that temperature is a
2017 8.1.1 measurement degree of hotness.
2 Measure temperature using appropriate
tools and correct techniques.

## 8.1.2 State the standard unit of temperature

3 Make generalisation that the material
Measure temperature using becomes warmer when it gains heat and
8.1.3 appropriate becomes cooler when it loses heat.
tools and correct
techniques.

Make generalisation that material Explain through examples the expansion and
8.1.4 becomes warmer when it gains heat 4 contraction of materials in terms of gaining
and becomes cooler when it loses heat and losing heat.
by carrying out activities.

## Conclude that temperature increases Communicate the advantages and

8.1.5 when heat is gained and decreases 5 disadvantages on the application of the
when heat is lost by carrying out principle of expansion and contraction of
24 materials.
activities such as heating and cooling of
10 14 JUL water.
2017
Generate ideas about the tools that apply
State that material expands when it 6 the principle of expansion and contraction of
8.1.6 gains heat and contracts when it loses materials and the way it functions.
heat by carrying out activities such as:
heating ring and the iron ball;
heating and cooling of coloured
water in glass tube;
immersing a bottle with a balloon on
its mouth into hot water and ice.

## 25 Provide reasoning the importance of

8.1.7 the application in the principle of
17 21 JUL expansion and contraction in everyday
2017 life such as:
gap between the railway tracks;
installed electric cable slack or loose;
liquid in the thermometer bulb.
Explain observations using sketches,
ICT, writing or verbally.
8.1.8

MATERIAL SCIENCE

## 9.0 MATTER LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
9.1 States of matter Pupils are able to:
26 1 Give examples of solid, liquid and gas.

## 24 28 JUL 9.1.1 State that matter can exist as solid,

2017 liquid and gas. 2 Describe the properties of solid, liquid and
gas.
Classify the examples of materials/
9.1.2
objects into solid, liquid and gas.
Classify the examples of materials/ objects based
3 on the states of matter.
Characterizing the properties of solid,
9.1.3 liquid and gas by carrying out activities
to show it; Make generalization that water can exist in three
4 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.
Make an analogy on the arrangement of
6
9.1.5 Explain observations using sketches, particles of solids, liquids and gases with the
ICT, writing or verbally. situations in everyday life.
9.2 Changes in states Pupils are able to:
27 of matter 1 List the processes in the change of states of
water.
31 JUL 9.1.1 Describe that water can change its state
4 OGOS through processes of freezing, melting, Describe the processes in the change of
2017 boiling, evaporation and condensation 2
states of water when it gains or loses heat.
by carrying out activities.

9.1.2 Explain with examples the changes of 3 Relate changes in states of water with the
state of matter occurs when it gain or formation of clouds and the phenomena of
lost heat by carrying out activities. rain.

## 4 Provide reasoning on the importance of

9.1.3 Explain observations using sketches, natural water cycle to maintain water
ICT, writing or verbally resources.

## Generate ideas on factors that causes

5
contamination of water resources and ways
PEPERIKSAAN PKSR UJIAN 2 to maintain its cleanliness.
7 11 OGOS 2017 ( MINGGU 28)

## 6 Communicate about the factors that disrupt

9.3 The natural water Pupils are able to: the natural water cycle and its impact on
29 cycle living things.

## 14 18 9.3.1 State natural water resources such as

OGOS river, lake, well and spring.
2017
Explain the importance of maintaining
9.3.2
the cleanliness of water resources.

## 9.3.3 Explain observations using sketches,

ICT, writing or verbally
9.4 The importance of Pupils are able to:
water resources
9.4.1 State natural water resources such as
river, lake, well and spring.

## 9.4.2 Explain the importance of maintaining

the cleanliness of water resources.

## 10.0 ACID AND ALKALI LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
10.1 Chemical Pupils are able to: Give examples of acidic, alkaline
30 properties of 1 and neutral substances.
substances.
21 25 10.1.1 Define operationally the acidic, alkaline Classify substances based on the color
OGOS and neutral substances based on the 2
changes of the litmus paper.
2017 changes of the colour of litmus paper.

## 3 Define operationally the acidic, alkaline and

10.1.2 Make generalisation, on the properties neutral substances by using litmus paper.
of acidic, alkaline and neutral
substances based on the colour change 4 Make generalization on the properties of
of the litmus paper, taste, and touch by acidic, alkaline and neutral substances
testing a few substances. based on the colour changes of the litmus
paper, taste, and touch.
Giving examples of acidic, alkaline
10.1.3 Communicate about the importance of the
and neutral substances. 5 properties of acidic, alkaline and neutral
substances in every day life.
10.1.4 Explain observations using sketches, ICT,
writing or verbally
6 Generate ideas about the ability of acidic
and alkaline substances to change the
property of a substance.
CUTI PERTENGAHAN PENGGAL 2
26 OGOS 3 SEPTEMBER 2017
CUTI HARI KEBANGSAAN 31 OGOS 2017 (KHAMIS)

## 11.0 EARTH, MOON AND SUN LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
11.1 The movement of Pupils are able to:
31 the Earth 1 State that Earth rotates and moves.

## 4 8 SEPT State that the Earth rotates on its axis

11.1.1 2 Simulate the occurrence of day and night.
2017 and at the same time moves around the
Sun on its orbit.
Explain the direction and duration of
3
rotation and movement of Earth around the
11.1.2 Describe the direction and duration of
rotation and movement of Earth around Sun.
the Sun through simulation.
4 Describe the Earth rotates on its axis and at
11.1.3 Demonstrate the occurrence of day the same time moves around the Sun on its
and night through simulation. orbit.

## 5 Explain through examples the effects of the

Describe the effects of the rotation of
11.1.4 rotation of Earth on its axis.
32 Earth on its axis i.e:
occurrence of day and night;
11 15 the position of the Sun appears Generate ideas about other effects caused
6
SEPT to vary; by the rotation and movement of Earth, the
2017 changes in the length and the Moon and the Sun.

## Explain observations using sketches, ICT,

11.1.5 writing or verbally
11.2 Phases of the Pupils are able to:
33 Moon 1 State the Moon does not emit light
Describe the Moon does not emit light Explain the Moon reflects light from the Sun
18 22 11.2.1 2
SEPT
but reflects the light from the Sun. to the Earth.
2017
11.2.2 Describe the rotation of the Moon on 3 Explain the movement of the Moon and the
its axis and at the same time orbits Earth.
the Earth in the aspect of direction
and duration through simulation. Using space and time relationship to
4 describe the phases of the Moon.
11.2.3 Using space and time relationship
to describe the phases of the Moon Generate ideas about the phases of the
such as new moon, crescent, half-moon 5
Moon relating to the events of life.
and full moon in a complete
cycle according to the Lunar calendar. Communicate to state the same part of the
6
Moon always faces the Earth and describe
11.2.4 Explain observations using sketches, the phenomena.
ICT, writing or verbally.

## CUTI HARI MALAYSIA

16 SEPT 2017 (SABTU)
CUTI AWAL MUHARAM
21 SEPT 2017 (KHAMIS)
TECHNOLOGY AND SUSTAINABILITY OF LIFE

## 12.0 TECHNOLOGY LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
12.1 The stability and Pupils are able to:
34 strength of an object 1 State examples of a strong and stable
and structure Give examples of a strong and stable structure.
25 29 12.1.1 structure by observing various media.
SEPT Determine the factors that affect the
2017 Carry out experiments to determine 2
stability and strength of a structure.
12.1.2 the factors that affect the stability of
an object such as the base area Generate ideas on the importance of a
3
and height. strong and stable building structural for a
sustainable life.
12.1.3 Carry out experiments to determine
the factors that affect the strength of
a structure i.e the type of materials 4 Create a strong and stable structural models.
and its shape.

12.1.4 Generate ideas on the importance of Provide reasoning on a strong and stable
a strong and stable building structure for structural models built/created
the well being of human life. 5

35
Create a strong and stable structure Improve the structural models built based
12.1.5
2 6 OKT models using recycle materials. on the findings of an investigation.
6
2017
12.1.6 Provide reasoning on the selected
materials used to build a strong
and stable model to improve the quality
of sustainable life.

## 12.1.7 Explain observations using sketches,

ICT, writing or verbally.
36

9 13 OKT
2017
12.2 Civilizing of Pupils are able to:
sustainable living

12.2.1
Practicing usage of
sustainability materials.

## Explain observations using sketches,

12.2.2
ICT, writing or verbally

CUTI DEEPAVALI
16 20 OKT 2017

ULANGKAJI
PEPERIKSAAN PKSR AKHIR TAHUN
25 27 OKT, 30 OKT 3 NOV 2017 ( MINGGU 37 & 38)

6 10 NOV
2017

## 40 PERSEDIAAN ANALISIS PEPERIKSAAN AKHIR TAHUN

13 17 PEMULANGAN BUKU TEKS
NOV 2017

41
20 24 PERSEDIAAN UNTUK PENEMPATAN MURID 2018 & HARI KANAK-KANAK
NOV 2017