RANCANGAN PENGAJARAN TAHUNAN

SCIENCE YEAR 5

LEARNING LEARNING
WEEK LEARNING ACTIVITIES
OBJECTIVES OUTCOMES
1. Microorganism

1.1 Understanding that Pupils view video showing • State types of

microorganism is a various types of microorganism.
living thing microorganism, e.g. bacteria,
virus, fungi and protozoa.

Pupils make a qualitative

comparison between the size
of microorganism and that of
human and conclude that
microorganism is very tiny.

Pupils discuss that yeast is a • State that yeast is

fungi, an example of an example of
microorganism. microorganism.

Pupils observe the effect of • State that

yeast on dough and infer that microorganism
microorganism breathes and breathes.
causes the dough to rise.

Pupils view video on the • State that

movement of microorganisms
in water.
Pupils discuss and state that
microorganisms are living
things and most of them
cannot be seen with naked
eyes.
microorganism grows.
• State that
microorganism moves.
• Conclude that
microorganisms are
living things and most
of them cannot be seen
with naked eyes.

1.2 Understanding that Pupils gather information on • State examples of

some the uses of microorganisms, use of
microorganisms are e.g. microorganisms.
harmful and some are a) Making bread,
useful. b) Making tapai,
c) Making tempe,
d) Making fertilizer.
 Pupils gather information on
the harmful effects of • State the harmful
microorganisms, e.g. effects of
a) Causing illness, microorganisms.
b) Causing food poisoning,
c) Causing food to turn bad,
d) Causing tooth decay.

Pupils gather information on

diseases caused by
microorganisms e.g. stomach
upset, measles, cough, flu,
chicken pox, dengue,
conjunctivitis mumps and
AIDS.
• Describe that
diseases caused by
microorganisms can
spread from one
person to another.

Pupils discuss that diseases

caused by microorganisms
can spread from one person to
another.

Pupils discuss on how

diseases caused by • explain ways to
microorganisms can be prevent diseases
prevented from spreading, e.g. caused by
a) By washing hands microorganisms
before handling food,
b) By boiling water
before drinking,
c) By covering mouth
and nose when coughing
or sneezing,
d) By washing hands
after using the toilet,
e) By putting patients
who have chicken pox,
conjunctivitis or mumps
into quarantine.
f) By covering wounds.

2. Survival of species

2.1 Understanding that Pupils gather information to • give examples of

different animals have find examples of animals that animals that take care
their own ways to take care of their eggs and of their eggs and
ensure the survival of young, e.g. young.
their species. a) cow, • explain how
b) hen, animals take care of
c) cat, their eggs and young
d) bird.

• explain why
 Pupils view video on how animals take care of
animals ensure the survival of their eggs and young.
their eggs and young, e.g.
a) keep their
young in their mouths, e.g
fish,
b) feed their
young, e.g. bird,
c) attack in order
to protect their eggs or
young when they are
disturbed, e.g. snake or
tiger,
d) lay slimy
eggs, e.g frog
e) hide their
eggs, e.g. turtle,
f) carry their
young in their pouches, e.g
kangaroo,
g) stay in herds
e.g. elephant.

Pupils discuss and conclude

that animals take care of their
eggs and young to ensure the
survival of their species.

2.2 Understanding that Pupils study live specimens,

different plants have view video or computer
their own ways to simulation to find out the on
ensure the survival of how plants ensure the survival
their species of species, e.g.
a) by water,
b) by wind,
c) by animal,
d) by explosive mechanism.

Pupils discuss and conclude

that plants need to disperse
their seeds or fruits to ensure
the survival of their species.

Pupils gather information to • State various ways

give examples of plants that plants disperse their
disperse seeds and fruits by: seeds and fruits.
a) water,
b) wind, • Explain why plants
c) animal, need to disperse seeds
d) explosive mechanism. or fruits.

Pupils study live specimens or • Give examples of

 view video and discuss the plant that disperse
relationship between seeds and fruits by
characteristics of seeds and water, wind, animals,
fruits and their ways of and explosive
dispersal : mechanism.
a) by water – light and
have air space .
b) by wind – light, have
wing-like structure, dry, • Relate
have fine hairs and small characteristics of seeds
c) by animals – fleshy, and fruits to the ways
brightly coloured, edible, they are dispersed.
have smells or have
hooks.
d) explosive mechanism
– dry when ripe.

2.3 Realising the Pupils discuss and predict the • Predict

importance of survival consequences if certain what will happen if
of the species species of animals and plants some species of
become extinct, e.g. animals or plants do
a) shortage of food not survive.
resources,
b) other species may
also face extinction.

3. Food Chain and Food Web

Pupils carry out a • Identify animals

3.1 Understanding food brainstorming session on and the food they eat.
chains animals and the food they eat.

Pupils discuss and classify • Classify animals

animals into the following into herbivore,
groups according to the food carnivore and
they eat: omnivore.
a) herbivore
b) carnivore
c) omnivore

Pupils build food chains to

show the food relationship • Construct food
among organisms. chain.

From the food chains pupils

identify the producers and the
consumers. • Identify producer.
• Identify consumer.

3.2 Synthesizing food Pupils construct a food web • Construct a food

 chains to construct based on food chains given. web.
food web
Based on the organisms
identified, pupils construct • Construct food
food chains and then food webs
webs for the habitats they of different habitats
have studied.

Pupils discuss and predict

what will happen if there is a
change in the population of a • Predict what will
certain species in a food web. happen if there is a
change in population
Pupils conclude that certain of a certain species in
species of animals that eats a food web.
one type of food only has
difficulty to survive because;
a) panda eats bamboo
shoots only, • Explain what will
b) koala bear eats happen to certain
eucalyptus leaves only, species of animals if
c) pangolin eats ants they eat only one type
only. of food
1. Energy
1.1 Understanding the uses
of energy
Pupils discuss and conclude • explain why energy
that energy is needed: is needed.
a) by living things to
carry out life processes
such as moving,
breathing and growing,
b) to move, boil, melt or
bounce non-living things.

Pupils gather information • give examples

and give examples where where and when
and when energy is used. energy is used.

Pupils gather information • state various

about sources of energy, e.g. sources of energy.
a) sun,
b) food,
c) wind,
d) fuel,
e) dry cell/ battery.

Pupils discuss that the sun is

the main source of energy.

1.2 Understanding that Pupils observe various events • state the various
energy can be and identify the form of forms of energy.
transformed from one energy involved, e.g. • state that energy
 can be transformed.
a) a moving • give examples of
battery operated toy car, appliances that make
b) a stretched use of energy
rubber band, transformation.
c) a burning
candle,
d) a ringing
telephone.

Pupils carry out activities to

discuss the transformation of
energy e.g.
form to another
a) switching on
the lights: electrical
energy - light energy,
b) lighting a
candle: chemical energy
-heat energy + light
energy,
c) using a solar
powered calculator :
solar energy - electrical
energy - light energy.

Pupils discuss that energy can

be transformed.

Pupils gather information and

identify appliances that make
use of energy transformation
and state the form of energy
involved, e.g.
a) electric iron :
electrical energy_ heat
energy
b) radio:
electrical energy_ sound
energy
c) ceiling fan:
electrical energy_ kinetic
energy + sound energy,
d) gas stove:
chemical energy_heat
energy + light energy.

1.3 Understanding Pupils discuss that renewable • state what

renewable and energy is the energy that can renewable energy is.
nonrenewable energy be replenished when used up • state what
and non-renewable energy is nonrenewable energy
the energy that cannot be is.
 replenished when used up.

Pupils gather information

on the following: • list renewable
a) renewable energy resources.
energy resources. e.g. • list non-renewable
solar, wind and biomass, energy resources.
b) non-
renewable energy
resources. e.g. natural
gas, petroleum and coal.
• explain why we
Pupils discuss and conclude need to use energy
why we need to use energy wisely.
wisely e.g.
a) some energy
resources cannot be
replenished when used
up,
b) to save cost,
c) to avoid
wastage,
d) to reduce • explain why
pollution. renewable energy is
better than non-
Pupils discuss why renewable renewable energy.
energy is better than non- • give examples on
renewable energy. how to save energy.
• practise saving
Pupils carry out brainstorming
energy.
session on how to save energy
in everyday life.

Pupils draw a list of do’s and

don’ts on how to save energy
and use it as a guide to carry
out daily activities.

2. Electricity

2.1 Knowing the sources of Pupils carry out activity such as • state the sources of
electricity lighting up a bulb or ringing an electricity.
electric bell to verify that the
following sources produce
electricity e.g.
a) dry cell/ battery,
b) accumulator,
c) dynamo,
d) solar cell.

2.2 Understanding a series Pupils build as many different • identify the symbols
circuit and a parallel electric circuits as they can. of various components
 circuit in a simple electric
Pupils are introduced the circuit.
symbols of the components in
an electric circuit, i.e battery,
bulb, connecting wires and
switch.

Pupils draw circuit diagrams

based on the circuits that they • draw circuit
have built. diagrams.

Pupils observe various series

circuits and parallel circuits.
• identify the
Based on observation, pupils difference in the
discuss the differences in the arrangement of bulbs in
arrangement of bulbs in series series and parallel
and parallel circuits. circuits.
• build a series circuit.
Pupils draw circuit diagrams of • build a parallel
series and parallel circuits and circuit.
compare the arrangement of • compare the
the bulbs in these circuits. brightness of the bulbs
in a series and a
Pupils are given batteries, parallel circuit.
bulbs, switches and connecting
• compare the effect
wires to build series and
on the bulbs when
parallel circuits.
various switches in a
series circuit and a
Pupils observe and compare
parallel circuit are off
the brightness of the bulbs in:
a) series circuits,
b) parallel circuits,
c) between series
and parallel circuits.

Pupils carry out activities and

compare what happen to the
bulbs in a series circuit and a
parallel circuit when various
switches in each circuit are off.

2.3 Understanding the Pupils discuss the danger of • Describe the danger
safety precautions to mishandling electrical of mishandling electrical
be taken when handling appliances, e.g. appliances.
electrical appliances a) electric shock,
b) fire,
c) burn,
d) electrocution.

Pupils discuss the safety • Explain the safety

precautions to be taken precautions to be taken
when using electrical when using electrical
appliances, e.g. appliances.
 a) do not touch
electrical appliances with
wet hands,
b) do not use
electrical appliances that
are faulty or having broken
insulation wires,
c) do not repair
electrical appliances on
your own,
d) do not connect
too many electrical
appliances to one power
supply.
3. Light
• state that light
3.1 Understanding that light Pupils carry out activities to travels in a straight
travels in astraight line observe that light travels in a line.
straight line.

Pupils gather information

and give examples of events
or phenomena that show light
travels in straight line.
Pupils observe and discuss the
formations of shadow to
conclude that shadow is
formed when light is blocked by
an opaque or a translucent
project.
Pupils carry out activities to
investigate the factors that
cause the shape and size of a
shadow to change.
• give examples to
verify that light
• travels in a straight
line.
• describe how
shadow is formed.
• design a fair test to
find out what cause the
size of a shadow to
change by deciding what
to keep the same, what
to change and what to
observe.

Pupils observe, discuss and

conclude that:
a) when the
distance between an
object and its light source
decreases, the size of the
shadow increases and
when the distance
between an object and the
screen decreases the size
of the shadow decreases.
b) the shape of
the shadow changes
• design a fair test to
according to the position
find out what factors
of light source. And the
cause the shape of a
shape of the shadow
shadow to change by
changes according to the
deciding what to keep
position of an object.
 the same, what to
change and what to
observe.

3.2 Understanding that light
can be reflected
Pupils carry out activities to • state that light can
investigate reflection of light be reflected.
using:
a) a mirror,
b) an aluminium foil.

Pupils draw ray diagrams to • draw ray diagrams

show the reflection of light in to show reflection of light
the above activities.

Pupils gather information about

the uses of reflection of light in
• give examples of
uses of reflection of light
everyday life, e.g.
in everyday life.
a) side mirror of
a car,
b) mirror at the
sharp bend of a road,
c) mirror in the
barbershop,
d) periscope.

Pupils apply the principle of

light reflection to design
devices, e.g.
a) periscope
b) kaleidoscope.

4. Heat

4.1 Understanding that Pupils heat 250ml of water for • state

temperature is an 3 minutes and feel the water that when a substance
indicator of degree of every few seconds while gains heat it will become
hotness heating to feel the change of warmer.
temperature.

Pupils let the warm water cool

down and feel the water every
few seconds.

Based on the above activities,

pupils discuss and conclude • state
that: that when a substance
a) heat gain loses heat it will become
causes the water to cooler.
become warmer
 b) heat loss
causes the water to
become cooler.

Pupils are guided to use and

read thermometer correctly.

Pupils gather information on • Measur

the metric unit for measuring e temperature using the
temperature. correct technique.
• state
Pupils carry out activity to the metric unit for
measure temperature, e.g. temperature.
a) heat up water • state
and record the that temperature of an
temperature every few object or material
minutes, increases as it gains
b) turn off the heat.
Bunsen burner and record
• state
the temperature every few
that temperature of an
minutes while the water
object or material
cools off.
decreases as it loses
heat.
Pupils discuss and conclude
that the temperature:
a) increases
• conclud
when heat is gained,
e that the temperature is
b) decreases
an indicator to measure
when heat is lost.
hotness
c) Pupils discuss
and conclude that the
temperature is an indicator
to measure hotness.

4.2 Understanding the Pupils carry out activities to

effects of heat on observe the effects of heat on
matter. matter, e.g.
a) cooling some
colored water in a beaker
with a glass tube dipped
into it and observing the
water level in the glass
tube.

• state that
Pupils discuss their matter expands when
observations of the activities heated.
and conclude that:
a) matter
expands when heated,
b) matter
contracts when cooled.

Pupils view video or computer • state that matter

simulation on the expansion contracts when cooled.
 and contraction of matter in
everyday life, e.g.
a) an electric
cable is installed loosely to
prevent it from snapping
when it contracts in cold
weather,
b) there are gaps
at railway tracks to allow
for expansion in hot
weather,
c) a tight bottle
cap can be loosened by
immersing it in hot water,
d) concrete slabs
on pavements have gaps
to allow for expansion.
1. State of Matter
• give examples of the
application of the
principle of expansion
and contraction in
everyday life.
• give examples of the
application of the
principle of expansion
and contraction in
everyday life.
• give examples of the
application of the
principle of expansion
and contraction in
everyday life.

1.1 Understanding that Pupils classify objects and • classify objects and
matter exist in the form materials into solid, liquid and materials into three
of solid, liquid or gas. gas. Pupils discuss and give states of matter.
reasons for their classification.

Pupils study the properties of • state the properties

solid by: of solid.
a) weighing
various kinds of solids,
b) measuring the
volumes of various kinds
of solids,
c) putting various
types of solids into
containers of various
shapes.

Pupils discuss and conclude

the properties of solids, i.e. a
solid:
a) has mass,
b) has fixed volume,
c) has fixed shape. • state the properties
of liquid.
Pupils study the properties of
liquids by:
a) weighing
various kind of liquids,
b) measuring the
volumes of liquids,
c) pouring liquid
into containers of various
shapes.
• state that some
Pupils discuss and conclude liquids flow faster than
the properties of liquids, i.e. others.
a liquid:
a) has mass,
b) has fixed
volume,
c) has no
permanent shape but
takes the shape of its
container.

Pupils observe the flow of

different liquids as they are
poured into containers.

Pupils discuss to conclude that

some liquids flow faster than • state the properties
others. of gas

Pupils study the properties of

gas by:
a) balancing two
inflated balloons on a stick
and puncturing one of the
balloons,
b) inflating
balloons of different
shapes,
c) observing
smoke in a closed
container then placing an
inverted container on it.
Removing the cover of the
first container and
observe how smoke
moves from a container to
another inverted container
placed directly over it,
d) feeling the
pressure of gas in a
syringe when its plunges
is pushed down with
nozzle closed.

Pupils discuss and conclude

the properties of gas, i.e. gas
a) has mass,
b) has no fixed
shape but takes the shape
of its container,
c) occupies
space and has no fixed
volume,
d) can be
compressed.
1.2 Understanding that Pupils carry out the following
matter can change from activities to observe the
one state to another change of the state of matter:
a) allowing ice to
melt,
b) heating water
until it boils,
c) collecting
water vapour, allowing it to
cool and making it freeze.
• state that water can
change its state.
Pupils discuss and conclude • conclude that water
that: can exist in any of the
a) water can three states of matter.
change from one state to • identify the
another, processes involved
b) water can exist when a matter changes
as solid, liquid and gas. from one state to
another.
Pupils discuss the process
involved when a matter
changes from one state to
another, i.e.
a) melting,
b) boiling,
c) evaporation,
d) condensation,
e) freezing. • identify factors that
affect the rate of
Pupils investigate and evaporation of water.
discuss the factors that
affect how fast water
evaporates e.g.
a) hot weather
b) windy

1.3 Understanding the Pupils view computer • describe how clouds

water cycle simulation to study the are formed.
formation of clouds and rain. • describe how rain is
formed.
Pupils discuss and explain the
changes in the state of matter
• explain how water is
circulated in the
in the water cycle.
environment.
Pupils view computer
simulation on how water is
circulated in the environment.

Pupils discuss the importance

of water cycle. • explain the
importance of water
cycle.
 1.4 Appreciating the Pupils view video about: • give reasons why
importance of water a) the we need to keep our
resources importance of water for water resources clean.
living things,
b) the effects of
human activities on quality
of water supply.

• describe ways to
Pupils gather information on keep our water
how to keep our water resources clean.
resources clean and present
it in the form of folio.

Pupils draw posters to show

appreciation that water is an
important resource.
2. Acid and Alkali

2.1 Understanding the Pupils test substances to • identify acidic,

properties of acidic, determine whether they are
alkaline and neutral acidic, alkaline or neutral
substances. substances based on the
change of wet litmus papers
colour.
alkaline and neutral
substances using litmus
paper

Pupils determine whether food

samples are acidic or alkaline • identify the taste of
by tasting the food samples acidic and alkaline food.
and testing with litmus paper.

Pupils carry out discussion and

conclude the properties of
acidic, alkaline and neutral
• conclude the
properties of acidic
substances in terms of taste
alkaline and neutral
and colour changes of litmus
substances.
paper.
1. Constellation

1.1 Understanding the Pupils view video or • state what

constellation computer simulation or visit constellation is.
planetarium to observe various
constellations.

Pupils discuss that

constellation is a group of stars
that form a certain pattern in
the sky.

Pupils observe the Orion,

Scorpion, Big Dipper and
Southern Cross in the sky.
 Pupils gather information on
the importance of
constellations, e.g.
a) to show
directions,
b) to indicate the
time to carry out certain
activities, e.g planting
season.
2. The Earth, The Moon and The Sun
2.1 Understanding the Pupils view video, computer
movements of the simulation or model about the
Earth, the Moon and movement of the Earth, the
the Sun Moon and the Sun.
Pupils discuss and explain
the rotation of the Earth and
the Moon and their movements
around the Sun.
Pupils observe and record the
length and position of the
shadow of a pole at different
time of the day (pole as the
object and the Sun as the
source of light).
2.2 Understanding the Pupils view video or computer
occurrence of day and simulation on how days and
night nights are formed or carry out a
simulation by illuminating a
rotating globe to observe the
occurrence of day and night.
Based on the above activity,
pupils discuss how day and
night occur.
• Identify
constellations.
• state the importance
of constellations.
• state that the Earth
rotates on its axis.
• state that the Earth
rotates and at the same
time moves round the
Sun.
• state that the Moon
rotates on its axis.
• state that the Moon
rotates and at the same
time moves round the
Earth.
• state that the Moon
and the Earth move
round the Sun at the
same time.
• describe the
changes in length and
position of the shadow
throughout the day.
• state that it is day
time for the part of the
Earth facing the Sun.
• state it is night time
for the part of the Earth
facing away from the
Sun.
• explain that day and
night occur due to the
 rotation of the earth on
Pupils draw diagrams to show its axis.
the occurrence of day and
night.

2.3 Understanding the Pupils view video or computer • state that the Moon
phases of the Moon simulation and discuss that the does not emit light.
Moon does not emit light but
reflects the sunlight.

Pupils view video on the

phases of the Moon.

Pupils use a ping-pong ball • explain that the

and light source to simulate Moon appears bright
the following phases of the when it reflects sunlight.
moon:
a) new moon,
b) crescent,
c) half moon,
d) full moon.

Pupils carry out a project to

observe and record the phases
• describe the phases
of the Moon.
of the Moon for a month and
relate them to the dates of the
lunar calendar
1. Strength and Stability

1.1 Knowing the shapes of Pupils carry out activity to • state the shapes of
objects in structures. recognize the shapes of objects.
objects, i.e. • identify shapes in
a) cube, structure.
b) cuboids,
c) sphere,
d) cone,
e) cylinder,
f) pyramid,
g) hemisphere.

Pupils walk around the school

compound and identify shapes
mentioned above.

1.2 Understanding the Pupils carry out activities to • identify shapes of

strength and stability of identify the shapes of objects objects that are stable.
a structure. that are stable.

Pupils carry out activities to • identify the factors

investigate factors that affect that affect stability of
the stability of a structure, e.g. objects.
 a) pushing a
bottle standing upright and
a bottle standing upside
down,
b) pushing a high
chair and a low chair,

Pupils discuss and conclude • explain how base

that the stability of an object area affects stability.
is affected by: • explain how height
a) base area, affects stability.
b) height.

Pupils carry out activity to • identify the factors

investigate how base area that affect the strength
affects the stability of an object, of a structure.
i.e. the bigger the base area,
• design a model that
the more stable the object is.
is strong and stable
Pupils carry out activity to
investigate how height affects
the stability of an object, i.e.
the higher the object, the less
stable the object is.

Pupils carry out activities to

study the factors that affect the
strength of a structure, e.g.

a) suspend a
weight on a straw and
then on a pencil,
b) make two
bridges, one using a piece
of flat paper and the other
using a folded paper.
Then put objects of the
same mass on each
bridge.

Pupils discuss and conclude

that the strength of a structure
is affected by:
a) types of materials used,
b) how the structure is placed.

Pupils design the strongest and

most stable structure using
materials of their choice.