INVESTIGATING LIVING THINGS

WEEK CONTENTS LEARNING OBJECTIVES LEARNING OUTCOMES RESOURCES

1. Living things have basic needs.

At the end of the lessons pupils should: Textbook

1–2 Lessons 1:
Basic Needs of Humans 1.1 Understanding that • Identify the basic needs of humans. Workbook
humans have basic • Give reasons why humans need food, water,
Lesson 2: needs. air and shelter. CD-ROM
Basic Needs of Animals • Identify the basic needs of animals.
1.2 Understanding that animals • Give reasons why animals need food, water, School
have basic needs. air and shelter. resources
Lesson 3: • Describe types of shelters for animals. (Where
Basic Needs of Plants applicable)
• Identify the basic needs of plants.
1.3 Understanding that plants
have basic needs.

2. Living things undergo life processes.

At the end of the lessons pupils should: Textbook

3-4
Lesson 1: 2.1 Analysing life processes • Explain that humans breathe. Workbook
Humans Breathe that humans undergo • Describe what inhale is.
• Describe what exhale is. CD-ROM
• Differentiate the air that we inhale and the air
that we exhale. School
• State that humans use lungs to breathe. resources
(Where
• Identify the passage of air during breathing.
applicable)
• Conclude that not all individuals have the
same rate of breathing.
Lesson 2: • State that humans excrete and defecate.
Humans Excrete and • State the products of human excretion.
Defecate • State the product of human defecation.
 • Give reasons why humans need to excrete
and defecate.
Lesson 3: • State that humans respond to stimuli.
Response to Stimuli • Give reasons why humans respond to stimuli.
• State that humans reproduce.
Lesson 4: • Predict what will happen if humans do not
Humans Reproduce reproduce.

At the end of the lessons pupils should: Textbook

5
Lesson 5: 2.2 Being aware that certain • Give examples of habits that bring harm to Workbook
Avoid Bad Habits behaviour can disturb life human life processes.
processes. • State the effects of smoking on lungs. CD-ROM
• Explain that taking drugs and alcohol can
delay a person’s response to stimuli. School
• Participate in a campaign to discourage resources
smoking, drugs taking and alcohol drinking (Where
among their peers. applicable)

At the end of the lessons pupils should: Textbook

6-7 Lesson 6: 2.3 Analysing the life • State that animals excrete. Workbook
Animals Excreteand Defecate processes that animals • State that animals defecate.
undergo. • Give reasons why animals need to excrete CD-ROM
Lesson 7: and defecate.
Animals Breathe • State that animals breathe. School
• Identify the breathing organs for certain resources
animals. (Where
applicable)
• State that breathing organs for different types
of animals may be different.
Lesson 8:
• State that animals reproduce.
Getting Started
• State that some animals give birth and some
 lay eggs.

• Classify animals according to the way they

reproduce.
Lesson 9: • Describe the life cycles of different animals.
A Complete Change • Conclude that animals may have different life
cycles.

At the end of the lessons pupils should:

8-9 Textbook
2.4 Understanding the life • State that plants respond to stimuli
Lesson 10: processes that plants • Identify the part of plant that responds to Workbook
Plants Respond to Stimuli undergo. water.
• Identify the part of plant that responds to CD-ROM
graviti.
• Identify the part of plant that responds to School
sunlight. resources
• Identify the part of plant that responds to (Where
touch. applicable)
• State that plants reproduce.
Lesson 11:
• Explain why plants need to reproduce.
Plants Reproduce
• Predict what will happen to the world if
plants do not reproduce.
• Explain the various ways plants reproduce.

3. Animals and plants protect themselves

Textbook
At the end of the lessons pupils should:
10 Workbook
3.1 Understanding that animals • Identify special characteristics of
Lesson 1: have specific animals that protect them from danger. CD-ROM
Protection from Danger characteristics and • Identify special behaviour of animals
behaviour to protect that protect them from danger. School
themselves from danger. • Describe how the special resources
characteristic and behaviour of animals help (Where
 to protect them from danger. applicable)

At the end of the lessons pupils should:

11 Lesson 2: 3.2 Understanding that animals
Living in Extreme Weather have specific
characteristics and
behaviour to protect
themselves from extreme
weather.
• Identify specific characteristics and behaviour
of animals that protect them from very hot or
cold weather.
• Describe how specific characteristics and
behaviour of animals help to protect them
from very hot or cold weather.

Textbook
At the end of the lessons pupils should:
12 3.3 Understanding that animals Workbook
have specific • Recognise the need for animals to protect
Lesson 3: characteristics and themselves from enemies and extreme CD-ROM
Survival behaviour to enable them weather conditions.
to survive. • Make a model of an imaginary animals that School
can survive both extreme weather and resources
enemies. (Where
• Give reasons why models are built in such applicable)
ways.

At the end of the lessons pupils should:

13 3.4 Understanding that plants
Lesson 4: have specific
Nature Defense in Plants characteristics to protect
themselves from enemies.
• Identify the specific characteristics of
plants that protect them from enemies.
• Describe how the specific
characteristics of plants help to protect them
from enemies.

• Give examples of plants found in very dry

Lesson 5: 3.5 Understanding that plants region and strong wind area.
14-15 Adaptation to Nature have specific • Identify specific characteristics of plants that
characteristics to protect protect them from excessive loss of water and
themselves from dry strong winds.
region.
 • Describe how specific characteristics of
plants help them to survive in dry region and
strong winds.

Investigating Force and Energy

1. Measurement

At the end of the lessons pupils should:

16
Lesson 1: 1.1 Understanding the • State the different ways to measure length.
Measuring Length measurement of length. • State the standard unit for length in the metric
system.
• Choose the appropriate measuring tools to
measure length.
• Measure length using the correct technique.
• Record lengths in standard units.

• Compare a square and a rectangle and guess

17 Lesson 2: 1.2 Understanding how to which object has a bigger area.
Bigger or Smaller calculate area. • Carry out a test to confirm their guesses.
• State that area = length X width
• State the standard unit for area in the metric
system.
• Calculate the area of a given shape in
standard unit.

• Compare a cube and a cuboid and Textbook

18 Lesson 3: 1.3 Understanding how to guess which one has a bigger volume.
More or Less measure the volume of • Carry out a test to confirm their Workbook
solid. guesses.
• State that volume = length X width X CD-ROM
height
• State the standard unit for volume of School
solids in the metric system. resources
 • Calculate the volumes of cubes and (Where
cuboids based on the measurements taken in applicable)
standard unit.

At the end of the lessons pupils should: Textbook

19
Lesson 4: 1.4 Understanding how to • State the different ways to measure Workbook
Volume of liquids measure volume of liquid. the volume of a liquid.
• State the standard unit for volume of CD-ROM
liquids in the metric system.
• Choose the appropriate measuring School
tools to measure the volume of a liquid. resources
• Measure the volume of a liquid using (Where
the correct technique. applicable)
• Record the volume measured in
metric system.

• State tools for measuring mass.

20 Lesson 5: 1.5 Understanding how to • State the standard unit for mass in the metric
Measuring Mass measure mass. system.
• Measure the mass of an object using the
correct technique.
• Record the measurement using metric system.

• Identify different ways to measure time.

21 Lesson 6: 1.6 Understanding how to • State the processes that repeat uniformly can
Taking Time measure time. be used to measure time.
• State the standard unit for time in the metric
system.
• Identify tools for measuring time.
• Measuring time using appropriate tools.
• Record the time measured in metric system.

Lesson 7: 1.7 Realising the importance • Choose and use the appropriate tools to
Importance of Standard Units of using standard units. measure the volumes of liquids and masses of
 the ingredients in a recipe.
• Give reasons for any differences in the dough
prepared by pupils using given recipe.
• Conclude the need for using standard unit.

Investigating Materials

1. Properties of Materials

At the end of the lessons pupils should:

22-24 Lesson 1: 1.1 Understanding the
Materials Around You properties of materials. • Classify objects into groups according to the
materials they are made of.
• Identify materials that conduct electricity.
Lesson 2: • Identify materials that conduct heat. Textbook
Properties of Materials • Identify materials that float on water.
• Identify materials that absorb water. Workbook
• Identify materials that can be stretched.
CD-ROM
• Identify materials that allow light to pass
Lesson 3: through. School
Conductors or Insulators • State what a conductor is. resources
• State what an insulator is. (Where
• Conclude that a good conductor of heat is applicable)
also a good conductor of electricity.
• Classify materials based on their abilities to
allow light to pass through.
Lesson 4: • State what a transparent material is.
Fantastic Materials • State what a translucent material is.
• State what an opaque material is.
• List uses of transparent, translucent an
opaque materials.

25 • Suggest ways to keep things cold.

Lesson 5: 1.2 Applying the knowledge of
 Choosing Suitable Materials properties of materials in • Suggest ways to keep things hot.
everyday life. • Design an effective way to keep things hot or
to keep thingscold.

26 At the end of the lessons pupils should: Textbook

1.3 Synthesising the
Lesson 6: knowledge about uses of • List objects and the materials that they are Workbook
Combined Uses of Materials materials based on their made of.
properties. • Give reasons why particular materials are CD-ROM
used to make an object.
• State that materials are chosen to make an School
object based on their properties. resources
• Design an object for a specific purpose and (Where
give reasons why certain materials are used to applicable)
make it.

• Give examples of natural materials.

Lesson 7: 1.4 Knowing the importance • Give examples of man-made materials.
Natural and Man-Made of reuse, reduce and • State that man-made materials come from
Materials recycle of materials. natural materials.
• Give reasons why materials need to be
Lesson 8: conserved.
Reuse, Reduce and Recycle • Practise reusing, reducing and recycling to
conserve materials.

1.5 Understanding that some • Differentiate between a rusty object and a

materials can rust. non-rusty object.
27 • Identify objects that can rust. Textbook
Lesson 9: • Conclude that objects made from iron can
Rusting rust. Workbook
• Design a fair test to find out what factors
cause rusting. CD-ROM
• Carry out the test and record the observations.
1.6 Understanding that rusting School
• State the different ways to prevent objects
 can be prevented. from rusting. resources
• Explain how these ways can prevent rusting. (Where
• Explain why it is necessary to prvent rusting. applicable)

Investigating The Earth and The Universe

1. The Solar System

At the end of the lessons pupils should:

28-29 Lesson 1:
Our Solar System 1.1 Understanding the Solar • List the constituents of the Solar System.
System. • List the planets in the Solar System in a
sequence.
• State that planets move around the Sun

At the end of the lessons pupils should:

30
Lesson 2: 1.2 Understanding the relative
How Far and How Big size and distance between
the Earth, the Moon and
the Sun.
Lesson 3: 1.3 Appreciating the perfect
Planets, Planets How Are placement of the planet
You? Earth in the Solar System.
• State the size of the Sun relative to the size of Textbook
the Earth.
• State the size of the Earth relative to the size Workbook
of the Moon.
• State the relative distance from the Earth to CD-ROM
the Sun compared to the relative distance
from the Earth to the Moon. School
• State why certain planets are not conducice resources
for living things. (Where
• Predict what will happen if the Earth is applicable)
placed much nearer or further from the Sun.
• Conclude that the Earth is the only planet in
the Solar System that has living things.
Investigating Technology

1. Technology

At the end of the lessons pupils should:

31 Lesson 1: 1.1 Understanding the
Human Limitations importance of technology • State that there are limitation to human’s
in everyday life. abilities to do things.
• Identify devices used to overcome human’s
limitation.
• Explain how certain devices are used to
overcome human’s limitations.
• Give examples of development of
Lesson 2: 1.2 Understanding the technology.
32 Development of Technology development of • Recognise the needs to innovate or invent
technology. devices for the betterment of mankind.

• Identify problems they encounter in their

1.3 Synthesising how daily life.
33 technology can be used to • Generate ideas to solve the problems
Lesson 3: solve problems. identified.
Solving Problems • Design a device to solve the problem
identified.
• Demonstrate how the device invented can be
used to solve the problem identified.
• State that technology has advantages and
Lesson 4: 1.4 Analysing that technology disadvantages.
34 Advantages and can benefit mankind if • Conclude that technology can benefit
Disadvantages used wisely. mankind if used wisely.
35-36 Revisions

Prepared by,
Puan Khairiza binti Khalidin 2010