SEKOLAH KEBANGSAAN PUTERI, SEREMBAN

SCIENCE YEAR 5

YEARLY SCHEME OF WORK

NAME: PUAN HAMIZATUL ZAKIAH DAUD

SUBJECT: SCIENCE
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.
Observe
1 1.1.1
Describe the utilization/use of the senses involved
2
when making observations about the phenomena
or changes that occur.

2
Use all the senses involved to make observations
about the phenomena or changes that occur.
3

* Use all the senses involved to make qualitative

observations to describe the phenomena or
4 changes that occur

* Use appropriate tools where necessary to assist

in making observations.

* Use all the senses involved to make qualitative

and quantitative observations to describe the
phenomena or changes that occur
5
* Use appropriate tools where necessary to assist
in making observations.

* 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

6 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.

Describe the characteristics of objects by

2
observing the/its similarities and differences.

Sort and group the objects based on its

3 common characteristics and differences.

Sort and group the objects based on its

common characteristics and differences and
4
state the common characteristics used.

Sort and group the objects based on its

common characteristics and differences and
state the common characteristics used and are
5 able to use another characteristic to sort and
group these objects.

Sort and group the objects based on its

common characteristics and different until to
the final stage by stating the characteristic
used.

6
 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.

Describe the tools and correct methods to

2
measure the quantity.

Measure using tools and standard units

3 correctly.

Measure using tools and standard units with

correct techniques.
4

Measure using tools and standard units with

correct techniques and record systematically
5 and completely in a table

Demonstrate how to measure using tools and

standard units with correct techniques and
record systematically and completely in a
6 table.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.4 Make inference.
1 State a reasonable interpretation of an event
or observation.

Describe more than one reasonable

2
interpretation of an event or observation.

Draw a reasonable initial conclusion based on

3 interpretations of an event or observation.

Draw a reasonable initial conclusion of an

event or observation by using gathered
4
information.

Draw more than one 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 and able to
explain the conclusion drawn.
6
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.5 Predict.
1 State a possibility of an event or data.

Describe a possibility or event.

2
Make a prediction of an event based on
observations, past experience or data.
3

Justify the most suitable and reasonable

prediction of an event or data.
4

Make predictions of an event based on

observations, past experience or data.

5
 Make predictions of an event based on
0bservations, past experience or data.

 Predict using interpolation or extrapolation

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

Record information or ideas in a suitable

2
form.

Record information or ideas in more than

3 one suitable form.

Record information or ideas in a suitable

form and present it systematically.
4

Record information or ideas in a suitable

form, present it systematically and have a
5 positive attitude towards information
collected.

Record information or ideas in a suitable

form, present it systematically, creatively
and innovatively in various forms and able to
provide feedback.
6
 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.

Describe a parameter that varies with time

2
based on a situation.

Arrange the occurrences of a phenomenon or

3 event chronologically with time

Provide reasoning on changes in parameter of

a chronological phenomenon or event with
4
time

Arrange graphically the occurrences of a

phenomenon or event chronologically with
time.
5

Present and explain the chronological

changes of a phenomenon or events with
time.

6
 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.

Choose relevant ideas to make an explanation

3
about objects, events or patterns of data

Correlate between the parameters in the data

4 based on the relationship between the
parameters or science concepts.

Provide a rational explanation using

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

Provide a rational explanation using

interpolation or extrapolation of data
collected.
6
 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.

. Describe what is done and what is observed

2
in a situation

. Interpret what is done and what is observed

3 in a situation for the predetermined aspects

. Make more than one interpretation of what is

done and what is observed in a situation for
4
the predetermined aspects

. Select the most appropriate interpretation of

a concept by stating what is done and what is
observed in a situation.
5

. Describe the most appropriate interpretation of

a concept by stating what is done and what is
observed in a situation.

6
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.10 Control variables
1 Identify the variables that affect an
investigation.

Describe the variables that affect an

2
investigation

Determine the manipulated variable in an

3 investigation.

Determine the responding and constant

variables after determining the manipulated
4
variable in an investigation

Explain the relationship between the

manipulated and responding variable in an
investigation.
5

Change the constant variable in an

investigation to manipulated variable and
state the new responding variable

6
 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.

. Relate the manipulated and responding

5 variable in making a hypothesis to be tested.

. Plan an investigation to test the hypothesis.

6
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.12 Carry out experiment. .

1 . State the aim of the identified problem.

2 . Make a hypothesis based on identified

problem.

. Specify the appropriate method and

3 apparatus in planning the experiment.

. Carry out the experiment to test the

4 hypothesis.

. Carry out the experiment, collect data,

interpret the data and make a conclusion to
5 prove the hypothesis and write a report.

. Identify a new problem and design an

experiment to test the hypothesis.

6
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. Describe the use of science apparatus,
2
substances and specimens required for an
activity with the correct method.
Handle specimens correctly and
1.2.2
carefully.
Handling science apparatus, substances and
specimens required for an activity with the
3
Sketch specimens, apparatus and correct method.
1.2.3 science substances correctly.

Using, handling, sketching, cleaning and

Clean science apparatus correctly.
1.2.4
Store science apparatus and substances
correctly and safely.
1.2.5
storing the science apparatus, substances and
specimens used in an activity with the correct
4 method.
Using, handling, sketching, cleaning and
storing the science apparatus, substances and
specimens used in an activity with the correct
methods, systematically and sparingly.
5

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.

. Apply one of the science room rules.

3

. Apply more than one of the science room

4
rules.

. Give reasons the needs to adhere the

5 science room rules.

. Be an example to peer in adhering to science

room rules.
6
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
behavior of animals
3 3.1.1 Explain with example the specific of animals to protect themselves from
to protect
enemies and extreme weather.
themselves characteristics and behavior of
animals to protect themselves
from enemies through observation Describe specific characteristics and
by using various media, such as: behaviour of animals to protect
 sharp spines e.g. porcupine, 2 themselves from enemies and extreme
weather.
pufferfish;

 hard shell e.g. tortoise, turtle;

 hard scales e.g. pangolin,
crocodile;
 horns e.g. buffalo, deer;
Explain with examples specific
characteristics and behaviour of the
animals to protect themselves from
3 enemies and extreme weather.

 poisonous sting e.g.

scorpion, centipede; Build a graphic organiser of specific
characteristic and behaviour of animals on
 curl up body e.g. millipede,
how they protect themselves from
pangolin;
enemies and extreme weather.
 camouflage e.g. chameleon,
praying mantis;
4
 break off part of body e.g.
lizard, octopus;
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
 hide its body into the shell
e.g. snail, turtle; 5 Support predictions about how other

 live in groups e.g. animals protect themselves based on the

elephant, anchovies. knowledge of the specific characteristics
or behaviour of the animals
Pupils are able to:

Explain with examples the Design an imaginary model of an animal

4 specific characteristics and by applying the knowledge of specific

3.1.2 behavior of animals to protect
themselves from extreme
weather through observation by
using various media, such as:
characteristics and behaviour and provide
6
reasoning about the, characteristics of the
model designed.

 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.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
Pupils are able to:

3.1.3 Explain observations using sketches,

ICT, writing or verbally.

CUTI HARI THAIPUSAM

31 JAN 2018
5 3.2 Create an Pupils are able to:
animal model 1 State the ways of animal reproduce.
3.2.1 Create an imaginary animal model that
can protect themselves from enemies
and extreme weather. Describe the ways of animal ensure their
species does not extinct.
2
Provide reasoning on how specific
characteristic of the created animal
3.2.2 model can protect itself from
Explain the meaning of survival of the species.
enemies and extreme weather.
3
 Provide reasoning the ways of the animal to
ensure the survival of their species.
4

Pupils are able to:

6 3.3 Survival of animal
species 3.3.1 State that survival of animal species
is the ability of the animal to
preserve its species to avoid
extinction.
Identify the way of the animal lay eggs to
ensure the survival of its species through
3.3.2 observation by using various media, such
as:
5 Generate the ideas about importance of
the survival of the animal species to
other living things.
Support the predictions the ways of
other animal to ensure the survival of
6 their species based on the knowledge of
the characteristics or behavior of that
animal.

 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.
 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

of their young to ensure the survival of its
species through observation by using
various media, such as:
 nursing their young e.g. cat,
tiger, cow;
 feed their young e.g. bird, lion;
Identify habits that bring harm to life processes.
2
Explain with examples the effects of habits that
bring harm to life processes.
3
Generate ideas on importance of practising a
healthy life style.

 carry their young in the pouch 4

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

Make generalization the importance of

the survival of the animal species.
 Explain observations using sketches,
ICT, writing or verbally

3.3.4

3.3.5

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
3.4 Food relationship Pupils are able to:
State examples of food chains.
10 among living things
1
3.4.1 State the meaning of food chain is
the food relationship among living State the meaning of a food chain and a food
things. 2 web.

Build food chain in various habitats such

as pond, forest, field, paddy field and Build food chains and food webs by
3.4.2 identifying the producer and consumer.
plantation. 3

State the Sun is the main source of Make generalization the Sun is the main
 energy in a food chain. 4 source of energy in a food chain.

3.4.3 Identify the producer and consumers in Support the opinion of the impact on other
the food chain. living things if there is any change in the
5
population.

3.4.4 State the meaning of a food web is the

combination of food chains in a habitat.
Build a food web in various habitats
such as pond, forest, field, paddy field
3.4.5 and plantation.
Conclude the food relationships between
living things and the process of
photosynthesis in terms of energy transfer.
6

11 Predict the impact on other living

things if there is any change in the
population of a food web in a habitat.

3.4.6

3.4.7
 Make generalization the
importance of food web to ensure
3.4.8 the survival of the species.

Explain observations using

sketches, ICT, writing or verbally

3.4.9

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
itself
characteristic of plants to protect changes and climate.
themselves from enemies through
observation of real plants or using
various media i.e.: Describe the ways of the specific
characteristics of plants protect itself, and
 thorns e.g. mimosa, cactus; 2 adapt to seasonal changes and climate.
 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.
Explain with examples the specific
characteristics of plants to protect
themselves, and adapt to the seasonal
3 changes and climate.
 CONTENT STANDARD LEARNING STANDARD
LEVEL
12 Pupils are able to:
4.1.2 Explain with examples the specific
characteristic of plants to adapt
themselves during seasonal changes
and climate, through observation of real
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.
Explain observations using sketches, ICT,
writing or verbally.
4.1.3
PERFORMANCE STANDARD
DESCRIPTOR
4 Build a graphic organiser of the specific
characteristics of plants to protect
themselves, and adapt to the seasonal
changes and climate.
Support predictions on how different
plants protect and adapt themselves based
on knowledge of the specific
5
characteristics of plants.
Generate ideas about the importance
ofspecific characteristic of plants to other
living things
6
 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 seed fruit.
or fruit through observation of real
4.2.1
plants or using various media, i.e:
Give examples of seeds or fruits based on
 by water e.g. lily and coconut; their way of dispersal.
2
 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.
  by explosive mechanisms e.g. rubber
seeds, saga fruit, balsam plant.
Relate the characteristics of seeds or
fruits to the ways they are dispersed
4.2.2
through observation of real specimens
or using various media.
3 Explain through examples the relationship
between the characteristics of seeds or fruits
to the way they are dispersed.
Provide reasoning on the importance of
dispersal to the survival of plant species.
4

Provide reasoning on the importance of Generate ideas on the importance of survival

seeds and fruits dispersal to the survival of plant species to other living things.
of the plants species.
4.2.3 5

Support the predictions on the ways of seeds

4.3 The importance Explain
Pupils observations
are able to: using sketches, ICT, or fruits dispersal of other plants in order to
writing or verbally.
of survival of the ensure the survival of their species based on
6
plant species knowledge of the characteristics of the plant.
4.2.4 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
such as sun, wind, water, wave, food,
5.1.1
batteries, biomass, nuclear and fossil
fuels through observation by using 2 Describe the sources of energy and
the forms of energy produced.
various media.

Explain with examples various forms of

Explain with examples the
energy such as solar energy, heat energy,
3 transformation of energy.
chemical energy, electrical energy,
kinetic energy, sound energy, potential
energy, light energy and nuclear energy
5.1.2
through observation of various situations
Make generalisation that energy can
around us. be transformed from one form to
4 another.

State that energy can be transformed

from one form to another through
observation of various situations around
us.

5.1.3
 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
appliances such as radio, cellphone,
flash light, television, candle,
bicycle.
Explain observations using
6
sketches, ICT, writing or verbally.
of transformation of energy in
everyday life.
Design creatively and innovatively a model
and describe the transformation of the energy
involved.

5.1.5

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.
energy that can be replenished when
5.2.1
used up through observation by using
various media.
Give examples of the sources of renewable
and non-renewable energy.
State that non-renewable energy is the 2
energy that cannot be replenished
when used up through observation by Build a graphic organizer on the sources of
5.2.2
using various media. energy that are renewable and non-
 3 renewable
List the sources of renewable energy
such as wind, sun, water, biomass,
Provide reasoning on the importance of using
food and wave.
sources of energy wisely.

5.2.3

5.2.4 List the sources of non-renewable 5 Generate ideas on the usage of non-
energy such as petroleum, coal, and renewable energy to renewable energy
nuclear materials.
resources in everyday life.

Provide reasoning on the importance of

using sources of non-renewable energy Generate ideas about the consequences if the
5.2.5 wisely. 6 source of renewable energy decreases.

Explain observations using sketches, ICT,

writing or verbally.

5.2.6
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
by carrying out activities. light travels in a straight line.
6.1.1
Make inferences about the
Carry out experiments to determine the formation of shadows.
factors that affect the size of the 3
6.1.2 shadow.
Predict the factors that affect the size and
shape of the shadow.
Carry out experiments to determine the 4 Test the factors that affect the size and the
factors that affect the shape of the shape of the shadow.
shadow.
Draw conclusions about the factors that
5
6.1.3 affect the size and the shape of the shadow.

6
 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.
carrying out activities.

State examples of phenomenon that shows

light can be refracted and examples of
2
Describe the uses of reflection of tools that use the properties of light
6.2.2 light in everyday life such as: reflection.

• side mirrors of car;

• periscope; mirror. Sketch a ray diagram to show the
properties of light reflected from the
surface of a mirror.
3

Draw a ray diagram to show the Explain through examples the tools that
reflection of light from the surface of a use the properties of light reflection by
mirror. drawing a ray diagram.

6.2.3 4
 Create a tool or a model that uses the
properties of light.

5
Provide reasoning on the properties of light
18
used in the tool or model created.

6
6.3 Light can Pupils are able to:
be refracted

6.3.1 State that light can be refracted by

carrying out activities.

Describe an event or phenomenon that

6.3.2 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.

Create a tool or a model that uses the

properties of light.
6.3.3

Provide reasoning the properties of light

used in the tool or model created.

6.3.4 Explain observations using sketches, ICT,

writing or verbally.
6.3.5
7.0 ELECTRICITY LEARNING STANDARD PERFORMANCE STANDARD
CONTENT STANDARD LEVEL DESCRIPTOR
7.1 Sources of Pupils are able to:
20 electrical energy. 1 State the safety precautions when
handling electrical appliances.
Explain with examples the
sources that produce electricity
such as a dry cell, solar cell,
dynamo, power plant,
accumulators and generators. Give examples of the sources that produce
electricity.
2
7.2 A complete electric Pupils are able to:
circuit
Build a complete electric circuit
7.2.1 using dry cell, bulb, switch and
wires. Build a complete electric circuit and sketch
the diagram using symbols.
3

State the function of a switch in an

electric circuit.
7.2.2
Conclude on the brightness of bulbs in a
series and parallel circuit by carrying out
Identify the symbols of electrical experiments.
components in a complete
4
electric circuit.
7.2.3

Sketch a circuit diagram using the Provide reasoning on the usage of parallel
symbol of electrical components. circuits of daily electricity consumption.

7.2.4 Generate ideas on the advantages and

disadvantages of series circuit and parallel
circuit.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
Carry out an experiment to compare
21 7.2.5 the brightness of the bulbs if the
number of bulbs or the number of dry
cells are changed.

Identify the arrangement of bulbs in

series circuit and parallel circuit
through observation by using various
media.
7.2.6

Sketch the series circuit and parallel

circuit by using the symbol of electrical
components.

Compare and contrast the brightness

7.2.7 of the bulbs in series circuit and
parallel circuit.

State the effect on the light up of

bulbs when a few of switches in a
7.2.8
series circuit and a parallel circuit are
switched on or off.
 Explain observations using
sketches, ICT, writing or verbally.

7.2.9

7.2.10

7.3 Safety precautions

when handling Pupils are able to:
22 electrical appliances Generate ideas about the effect of
mishandling electrical appliances
7.3.1 through observation by using various
media.
Describe the safety precautions when
handling electrical appliances.
Explain observations using
7.3.2 sketches, ICT, writing or verbally.

7.3.3
8.0 HEAT LEARNING STANDARD PERFORMANCE STANDARD
CONTENT STANDARD LEVEL DESCRIPTOR
8.1 Temperature and
Pupils are able to:
23 Heat 1 State the meaning of temperature and its
unit.
State that temperature is a
measurement degree of hotness.
8.1.1 Measure temperature using appropriate
tools and correct techniques.
2
State the standard unit of temperature

Make generalisation that the material

Measure temperature using becomes warmer when it gains heat and
8.1.2 appropriate tools and correct becomes cooler when it loses heat.
techniques. 3

8.1.3

Make generalisation that material

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

Conclude that temperature increases

when heat is gained and decreases
 8.1.4 when heat is lost by carrying out 4
activities such as heating and cooling
Communicate the advantages and
of water.
disadvantages on the application of the
principle of expansion and contraction of
materials.
24 State that material expands when it
gains heat and contracts when it loses
heat by carrying out activities such as:
8.1.5  heating ring and the iron ball; 5
Generate ideas about the tools that apply
 heating and cooling of coloured the principle of expansion and contraction
water in glass tube; of materials and the way it functions.
 immersing a bottle with a balloon on
its mouth into hot water and ice.

Provide reasoning the importance of

the application in the principle of 6

8.1.6 expansion and contraction in everyday

life such as:
 gap between the railway tracks;

 installed electric cable slack or loose;

25
 liquid in the thermometer bulb.

Explain observations using sketches,

ICT, writing or verbally.
 8.1.7

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.

State that matter can exist as solid,

9.1.1 liquid and gas.

2 Describe the properties of solid, liquid and

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

9.1.2
Characterizing the properties of solid, Classify the examples of materials/ objects
liquid and gas by carrying out activities based on the states of matter.
3
to show it;
• has mass;
9.1.3
• occupy space; Make generalization that water can exist in
three state of matter.
• has fixed volume;
4
• has fixed shape.

Communicate to explain the arrangement of

Make generalization that water
can exist in three states of matter
by carrying out activities.
particles of water in three states of matter.
5
Make an analogy on the arrangement of

Explain observations using sketches, particles of solids, liquids and gases with the
9.1.4
 ICT, writing or verbally. situations in everyday life.

9.1.5
 9.2 Changes in states Pupils are able to:
27 of matter
Describe that water can change its
9.1.1 state through processes of freezing,
melting, boiling, evaporation and
condensation by carrying out activities.
Explain with examples the changes of
state of matter occurs when it gain or
lost heat by carrying out activities.
9.1.2
Explain observations using sketches,
ICT, writing or verbally
9.1.3
1 List the processes in the change of states of
water.
Describe the processes in the change of
states of water when it gains or loses heat.
2
Relate changes in states of water with the
formation of clouds and the phenomena of
3 rain.
Provide reasoning on the importance of
natural water cycle to maintain water
resources.
4
Generate ideas on factors that causes
contamination of water resources and ways
to maintain its cleanliness.
 9.3 The natural water Pupils are able to: 5
29 cycle
Communicate about the factors that disrupt
the natural water cycle and its impact on
State natural water resources such as living things.
9.3.1 river, lake, well and spring.

Explain the importance of maintaining

the cleanliness of water resources.

9.3.2
Explain observations using sketches,
ICT, writing or verbally

9.3.3

9.4 The importance of Pupils are able to:

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

Explain the importance of maintaining

9.4.2 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.
Define operationally the acidic, alkaline
10.1.1 and neutral substances based on the Classify substances based on the color
changes of the colour of litmus paper. changes of the litmus paper.
2

Make generalisation, on the properties Define operationally the acidic, alkaline and
of acidic, alkaline and neutral neutral substances by using litmus paper.
substances based on the colour change 3

10.1.2 of the litmus paper, taste, and touch by

testing a few substances. Make generalization on the properties of
acidic, alkaline and neutral substances
4 based on the colour changes of the litmus
Giving examples of acidic, alkaline paper, taste, and touch.

and neutral substances.

Communicate about the importance of the
properties of acidic, alkaline and neutral
Explain observations using sketches, ICT, substances in every day life.
writing or verbally
10.1.3

5
Generate ideas about the ability of acidic
and alkaline substances to change the
property of a substance.
10.1.4

6
EARTH AND SPACE SCIENCE

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.

State that the Earth rotates on its axis

11.1.1 and at the same time moves around the 2 Simulate the occurrence of day and night.
Sun on its orbit.

Explain the direction and duration of

Describe the direction and duration of 3 rotation and movement of Earth around the
rotation and movement of Earth around Sun.
11.1.2 the Sun through simulation.

Describe the Earth rotates on its axis and at

Demonstrate the occurrence of day the same time moves around the Sun on its
4 orbit.
and night through simulation.
11.1.3

32 Describe the effects of the rotation of Explain through examples the effects of the
Earth on its axis i.e: rotation of Earth on its axis.

• occurrence of day and night; 5

11.1.4 Generate ideas about other effects caused

• the position of the Sun appears
to vary; by the rotation and movement of Earth, the
Moon and the Sun.
• changes in the length and the
direction of shadow. 6

Explain observations using sketches, ICT,

writing or verbally
11.1.5
 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
11.2.1 but reflects the light from the Sun. 2 to the Earth.

Describe the rotation of the Moon on Explain the movement of the Moon and the
Earth.
11.2.2 its axis and at the same time orbits 3

the Earth in the aspect of direction

Using space and time relationship to describe
and duration through simulation. the phases of the Moon.

4
Using space and time relationship Generate ideas about the phases of the
11.2.3
to describe the phases of the Moon Moon relating to the events of life.

such as new moon, crescent, half-moon

and full moon in a complete 5
Communicate to state the same part of the
cycle according to the Lunar calendar. Moon always faces the Earth and describe
the phenomena.

6
Explain observations using sketches,
ICT, writing or verbally.
11.2.4
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
structure.
Give examples of a strong and stable
12.1.1 structure by observing various media.
Determine the factors that affect the
Carry out experiments to determine stability and strength of a structure.
2

12.1.2 the factors that affect the stability of

an object such as the base area Generate ideas on the importance of a
strong and stable building structural for a
and height. 3 sustainable life.

Carry out experiments to determine

12.1.3 the factors that affect the strength of Create a strong and stable structural
a structure i.e the type of materials models.

and its shape. 4

35 Generate ideas on the importance of Provide reasoning on a strong and stable

12.1.4 structural models built/created
a strong and stable building structure for
the well being of human life.
5
Improve the structural models built based
Create a strong and stable structure
on the findings of an investigation.
models using recycle materials.
 12.1.5

Provide reasoning on the selected 6

materials used to build a strong

12.1.6 and stable model to improve the quality

36 of sustainable life.

Explain observations using sketches,

ICT, writing or verbally.
12.1.7
 12.2 Civilizing of Pupils are able to:
sustainable living

Practicing usage of
12.2.1 sustainability materials.

Explain observations using sketches,

ICT, writing or verbally

12.2.2

CUTI DEEPAVALI

ULANGKAJI
PEPERIKSAAN PKSR AKHIR TAHUN

39 PERBINCANGAN KERTAS SOALAN PEPERIKSAAN AKHIR TAHUN

40 PERSEDIAAN ANALISIS PEPERIKSAAN AKHIR TAHUN

PEMULANGAN BUKU TEKS

41

PERSEDIAAN UNTUK PENEMPATAN MURID 2018 & HARI KANAK-KANAK