Sains Tahun 4

Sains Tahun 4
KEY PERFORMANCE INDICATOR (KPI)

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG)
TAHUN 2009
SEKOLAH SK SRI KEMBAR BENUT, PONTIAN JOHOR
KOD SEKOLAH JBA 6048
PENGETUA / GURU BESAR CIK HJH DORIYAH BINTI ENDUT
GURU PENOLONG KANAN 1 EN MOHD SABRI BIN DANURI
BIDANG MATAPELAJARAN SAINS DAN MATEMATIK
PANITIA SAINS
MATAPELAJARAN SAINS
TINGKATAN / TAHUN TAHUN 4
GURU PN MISNAH BINTI JAMIL

Guru Kanan MP PN MISNAH BINTI JAMIL
Ketua Panitia PN MISNAH BINTI JAMIL
Guru Mengajar PN MISNAH BINTI JAMIL
1
Sains Tahun 4

UJIAN BULANAN 1 / UJIAN PENILAIAN & PENCAPAIAN MURID 1 (UPPM1) 23hb Feb 2009
UJIAN BULANAN 2 4hb April 2009
PEPERIKSAAN PERTENGAHAN TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 2 (UPPM2)29hb April 2009
UJIAN BULANAN 3 16hb Mei 2009
PEPERIKSAAN AKHIR TAHUN / UJIAN PENILAIAN & PENCAPAIAN MURID 3 (UPPM3) 14hb Okt 2009
PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR 9hb Sept 2009
UJIAN DIAGNOSTIK 1 15hb Jan 2009
UJIAN DIAGNOSTIK 2 Tiada
GERAK GEMPUR 1 8hb Ogos 2009
GERAK GEMPUR 2 12hb Okt 2009
PRA-PEPERIKSSAN PERTENGAHAN TAHUN Tiada
PRA-PEPERIKSSAN AKHIR TAHUN Tiada
KIA 2M
1. Ujian Penapisan Tiada
2. Ujian Pelepasan 1 Tiada
3. Ujian Pelepasan 2 Tiada
PROTIM Thaun 4 dan 6

1. Pra-Ujian Tiada
2. Psaca Ujian Tiada
PELAKSANAAN PENTAKSIRAN BERASASKAN SEKOLAH (PBS)

1. Taklimat Calon 15hb Jan 2009
2. Jangka Masa Pelaksanaan Jan 2009 ~ Jul 2010
3. Tarikh Penghantaran Markah PBS ke LPM Ogos 2010
2
Sains Tahun 4

TARGET MATA PELAJARAN MENGIKUT PANITIA
(Head Count Pencapaian Keseluruhan Mata Pelajaran)
MATA PELAJARAN SCIENCE
TINGKATAN YEAR 4
4 3 2 1 0
A B C D LULUS G/E GP
Perkara Jum.
Bil % Bil % Bil % Bil % Bil % Bil %
Pelajar
Peperiksaan SPM/PMR/UPSR (Tahun
a terbaik) 2008 18 1 5.56 8 44.44 8 44.44 - - 17 94.44 1 5.56 5.60
Peperiksaan Akhir Tahun Tingkatan / Tahun
b lepas 30 1 3.33 10 33.33 13 43.33 6 20.00 30 100.00 - - 3.40
TOV (Peperiksaan Akhir Tahun Tingkatan /
c Tahun lepas 30 1 3.33 10 33.33 13 43.33 6 20.00 30 100.00 - - 6.60
OTI1 = TOV + (ETR - TOV)/3
d 30 3 8.89 11 42.22 11 33.33 5 18.33 29 128.89 1 0.36 3.00
e OTI2 = TOV + (ETR -TOV)2/3 30 4 18.89 11 95.56 10 81.11 3 43.33 29 291.11 1 0.71 2.60
f ETR (kiraan) 30 6 20.00 12 60.00 8 13.33 2 15.00 28 186.67 2 1.07 2.20
g ETR (pindaan) 30 9 30.00 14 46.67 3 6.43 3 46.67 29 62.14 1 1.61 1.30
h Perbezaan - 3 10.00 2 -13.33 (5) -6.90 1 31.67 1 -124.52 (1) 0.54 -0.90
Disediakan oleh Disahkan oleh Disahkan oleh
……………………………….. ……………………………….. ………………………………..

Ketua Panitia Guru Penolong Kanan 1/ Guru Kanan Mata Pelajaran Pengetua / Guru Besar
SCIENCE SK SRI KEMBAR BENUT, PONTIAN JOHOR SK SRI KEMBAR BENUT, PONTIAN JOHOR
3
Sains Tahun 4
KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

(STANDARD MINIMUM TUGAS AKADEMIK GURU - SMTAG) TINGKATAN TAHUN 4
JANGKA MASA
Item
Bidang Pembelajaran (Learning Aras Standard Prestasi Prestasi Guru
Minggu Kod HSP Hasil Pembelajaran (Learning Outcomes) Pencapaian (a) Pemberat (w) Cadangan Aktiviti Pembelajaran (Learning Suggested Activities)
Specifications) (Level) Minimum (s) Standard (sw) (aw)
Pupils view video thatshows various footage related to the basic

needs of humans i.e.
M1 1.1.1 Identify the basic needs of humans. 1 3 0 3 9 0

a) a child/family taking drinks and a balanced diet,
b) movement of the chest of a sleeping baby,
INVESTIGATING LIVING THINGS c) different types of houses. Based on the video pupils discuss the
1. Living Things basic needs of humans i.e. food, water,air and shelter.
Have Basic Needs
1.1 Understandingthat human have
basic need Pupils discuss that:
a) humans need to eat/drink to help them grow and to stay healthy,
Give reasons why humans need food, water, b) humans need air to breathe,
1.1.2 2 4 0 2 8 0
air and shelter. c) humans need to protect themselves from danger,sun and
rain.Pupils discuss and explain what will happen to humans if there
is no food, water, air and shelter.
1. Pupils keep pets such as hamsters or chicks.

2. Pupils observe and record what they do to keep their pets alive
and healthy.
1.2.1 Identify the basic needs of animals. 1 3 0 3 9 0 3. Pupils discuss why hamsters or chicks are kept in a cage and not
in an airtight, covered container. 4. Based on their records pupils
discuss the basic needs of animals.
INVESTIGATING LIVING THINGS
1. Living Things
Have Basic Needs
1.2 Understanding that animals have Pupils discuss that: a) animals need to
basic needs
eat/drink to help them grow and to stay healthy,
Give reason why animals need food, water, air b) animals need air to breathe,
1.2.2 2 3 0 2 6 0
and shelter. c) animals need to protect themselves from danger, sun and
rain. Pupils study pictures or video and
describe different types of shelters for animals such as nests, caves
and holes.
1.2.3 Describe types of shelters for animals. 3 3 1 3
Pupils carry out activities to show the basic needs of plants by

comparing similar balsam plants kept in different conditions:
a) 1 watered, 1 without water,
1. Living Things
b) 1 kept outdoor, 1 kept in a tight plastic bag,
Have Basic Needs 1.3.1 Identify the basic needs of plants 1 3 1 3
c) 1 kept outdoor and 1 kept in a dark cupboard Pupils observe
1.3 Understanding that plants have
and record their daily observations. Based on their records pupils
basic needs
discuss to conclude that the basic needs of plants are water, air and
sunlight.
Penyemakkan dan penandaan Penyemakkan dan penandaan 1

Penyemakkan dan penandaan Penyemakkan dan penandaan 2 1 4 4 0
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Sains Tahun 4

JANGKA MASA
Item
1. Pupils use their hands to chests as they breathe. Pupils discuss to
conclude that the movement of the chest is due to breathing.
2.1.1.1 Explain that humans breathe. 3 3 1 3 0 2. Pupils discuss that when they inhale they take in air and when
they exhale they give out air.
3. Pupils gather information and discuss that:
a) inhaled air has more oxygen than exhaled air,
2.1.1.2 Describe what inhale is 3 3 1 3 0 b) exhaled air has more carbon dioxyde than inhaled air.
4. Pupils observe model or view video of human body to see that the
lung is a breathing organ for human and to identify the passage of air
movement when human breathes.
5. Pupils carry out activity to count the number of chest movements in
2.1.1.3 Describe what exhale is. 3 3 1 3 0
a minute when they are breathing and record their
6. Pupils compare their group findings and conclude that not
everyone has the same rate of breathing..
2. Living Things Undergo Differentiate the air that we inhale and the air that
2.1.1.4 3 3 1 3 0
Life Processes 2.1 Analysing we exhale.
life processes in humans
2.1.2.1 State that humans use lungs to breathe. 1 3 3 9 0
2.1.2.2 Identify passage of air during breathing. 2 3 3 9 0
Conclude that not all individuals have the same

2.1.2.3 3 3 1 3 0
rate of breathing.

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Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Hasil Pembelajaran (Learning Aras Standard Prestasi Prestasi Guru
Minggu Kod HSP Pencapaian (a) Pemberat (w) Cadangan Aktiviti Pembelajaran (Learning Suggested Activities)
Specifications) Outcomes) (Level) Minimum (s) Standard (sw) (aw)
State that humans excrete and

2.1.3.1 1 4 3 12 0
defecate. Pupils discuss to conclude that humans excrete and defecate.
Pupils discuss that when humans:
2.1.3.2 State the products of human excretion 1 3 3 9 0 a) excrete they get rid of urine, carbon dioxyde and sweat.
b) defecate they get rid of faeces.
Pupils discuss that humans excrete and defecate to get rid of waste
2.1.3.3 State the product of human defecation 1 3 0 0 materials from their bodies.
Pupils discuss to infer the effect on health if humans do not excrete or
INVESTIGATING LIVING THINGS Give reasons why humans need to defecate.
2.1.3.4 2 4 2 8 0
2. Living Things excrete and defecate
Undergo Life Processes
2.1 Analysing life processes in 2.1.4.1 State that humans respond to stimuli. 1 3 3 9 0 Pupils view video or carry out activities to show how human responds
humans to stimuli e.g. by touching a glass of hot water.
Give reasons why humans respond to Pupils discuss to infer that humans respond to stimuli to protect
2.1.4.2 2 4 2 8 0 themselves from danger or for survival.
stimuli.
Pupils draw family trees of their families for three generations.
Pupils compare
2.1.4.3 State that humans reproduce. 1 3 3 9 0 each other’s diagram and
conclude that humans produce offspring from onegeneration to
Predict what will happen if humans do another.
2.1.4.4 2 3 2 6 0 Pupils discuss what will happen if humans do not reproduce.
not reproduce.

Penyemakkan dan penandaan Penyemakkan dan penandaan 2 0 0
1 4 61 0
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Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Aras Standard Prestasi Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Kod HSP Hasil Pembelajaran (Learning Outcomes) Pencapaian (a) Pemberat (w)
Specifications) (Level) Minimum (s) Standard (sw) (aw) Activities)

2. Living Things Undergo Life Give examples of habits that bring harm to
2.2.1 2 4 2 8 0
Processes 2.2 Being aware that human life processes.
certain behaviour can disturb life processes Pupils discuss to identify bad habits in humans e.g.smoking,
drinking alcohol, taking drugs.
Pupils look at pictures or video of a smoker’s and non-
smoker’s lungs and discuss the effects ofsmoking on lungs.
Pupils watch demonstration by teacher to observe the
2.2.2 State the effects of smoking on lungs. 1 3 3 9 0 harmful substances produced when a cigaretteis being
burned.
Pupils listen to a talk on smoking and health given by a
health officer.
Pupils draw posters about the effects of smoking on health.
Pupils view video to see the effects of drugs and alcohol on
Explain that taking drugs and alcohol can delay humans in terms of the effects of delaying a person’s
2.2.3 3 3 1 3 0 response to stimuli e.g. a) ability to walk in straight
a person’s response to stimuli.
line.
b) delayed reaction of a drunken driver or a driver high on
drug can cause accident.
Pupils carry out activities to discourage smoking, drugs
taking and alcohol drinking among their peers.
Participate in campaign to discourage
2.2.4 smoking, drugs taking and alcohol drinking 3 3 1 3 0
among peers.

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Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Hasil Pembelajaran (Learning Standard Prestasi Prestasi Guru
Minggu Kod HSP Aras (Level) Pencapaian (a) Pemberat (w) Cadangan Aktiviti Pembelajaran (Learning Suggested Activities)
Specifications) Outcomes) Minimum (s) Standard (sw) (aw)
2.3.1.1 State that animals excrete. 1 3 3 9 0
Pupils observe animals in science garden to conclude that animals defecate and
excrete.
2.3.1.2 State that animals defecate. 1 3 3 9 0 Pupils discuss that animals excrete and defecate to get rid of waste products from
their bodies.
Give reasons why animals need to Pupils discuss to infer the effects on health if animals do not excrete and defecate.
2.3.1.3 2 3 2 6 0
excrete and defecate
2.3.2.1 State that animals breathe. 1 2 3 6 0 Pupils look at models or live specimens to see the breathing organs of:
a) bird,
b) fish,
Identify the breathing structures for c) grasshopper,
2.3.2.2 2 3 2 6 0
certain animals. d) crab,
e) frog,
f) monkey.
Identify the breathing structures for Based on the viewing of video/models/live specimens pupils conclude that breathing
2.3.2.3 different types of animals may be 2 3 2 6 0 organs for animals may be different.
different.
2. Living Things Undergo Life
Processes 2.3 Analyzing the life 2.3.3.1 State that animals reproduce. 1 3 3 9 0
processes that animal Pupils view video showing animals giving birth and chicks hatching from eggs.
undergo. Pupils discuss to conclude that animals reproduce.
Pupils discuss to conclude that some animals give birth and some lay eggs.
State that some animals give birth and Pupils discuss to classify animals into those that lay eggs and those that give birth to
2.3.3.2 2 4 2 8 0
some lay eggs. their young Pupils observe animals such as butterfly, frog, hamster or chicken
from birth/eggsto adult. Pupils record the changes in size/form at the
different stages of the life cycles.
Classify animals according to the way Based on their observations and records pupils discuss to state that animals may
2.3.3.3 3 4 1 4 0 have different life cycles.
they reproduce.
Pupils make a scrap book on real animals a imaginary pets e.g. tiger,whale, lizard,
pangolin, bat, worm, snake etc. Pupils may
write, draw or paste pictures on their scrap books to tell about their pets e.g.
Describe the life cycles of different a) what pupils have to do to keep their pets alive and healthy,
2.3.3.4 3 4 1 4 0 b) suitable home for their pets,
animals.
c) food for their pets,
d) how their pets protect themselves from enemies e) how their pets take care of
their young,
Conclude that animals may have f) life processes of their pets.
2.3.3.5 3 4 1 4 0
different life cycles.

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Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Standard Prestasi Prestasi

Minggu Kod HSP Hasil Pembelajaran (Learning Outcomes) Aras (Level) Pencapaian (a) Pemberat (w) Cadangan Aktiviti Pembelajaran (Learning Suggested Activities)
Specifications) Minimum (s) Standard (sw) Guru (aw)
2.4.1.1 State that plants respond to stimuli. 1 3 3 0 0

Pupils carry out activities to study how plants respond to stimuli i.e. water,
sunlight, touch and gravity.
2.4.1.2 Identify the part of plant that responds to water. 2 3 2 0 0 Pupils observe and record their findings.
Based on the above activities pupils discuss to identify the parts of plants
Identify the part of plant that responds to that respond to stimuli:
2.4.1.3 2 3 2 0 0
gravity. a) roots respond to water and gravity,
b) shoots and leaves respond to sunlight,
Identify the part of plant that responds to c) certain leaflets respond to touch.
2.4.1.4 2 3 2 0 0
sunlight. Pupils observe:
a) begonia plants/ bryophyllum that have young plants growing from the
2.4.1.5 Identify the part of plant that responds to touch. 2 3 2 0 leaves,
Pupils observe:
2.4.2.1 State that plants reproduce. 1 3 3 0
a) begonia plants/ bryophyllum that have young plants growing from the
INVESTIGATING LIVING THINGS leaves, b) banana trees that have young plants
2. Living Things Undergo Life growing around the parent plants,
Processes c) water lettuce that have young plants attached to parent plants.
2.4 Understanding the life processes that plants Pupils carry out discussion based on their observations that plants
undergo. reproduce.
2.4.2.2 Explain that why plants need to reproduce. 2 2 2 0 Pupils watch pictures /view video and discuss that plants reproduce to
ensure the survival of their species.
Pupils discuss and predict what will happen to the world if plants do not
reproduce e.g. no foodsupply for man and certain
animals.
Pupils study live specimens/ view video to find out the various ways plants
Predict what will happen to the world if plants reproduce i.e.
2.4.2.3 3 3 1 0 a) through seeds e.g. balsam, corn and durian,
do not reproduce.
b) through spores e.g. fern
c) through suckers e.g. banana and pineapple, d) through stem cutting
e.g.hibiscus, rose and tapioca,
e) through leaves e.g.bryophyllum and begonia,
f) through underground stem e.g. potato, onion, ginger and lily.
2.4.2.4 Explain the various ways plants reproduce. 3 3 1 0

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JANGKA MASA
Item
Bidang Pembelajaran (Learning Aras Standard Prestasi Prestasi

Specifications) (Level) Minimum (s) Standard (sw) Guru (aw)
Identify special characteristics of animals that Pupils touch animals such as garden snails or millipedes and observe how they react to
3.1.1 2 3 2 6 0
protect them from danger. danger.
Pupils describe what they observe and give reasons for the animal’s behaviour e.g. millipede
curls up to protect itself from danger.
INVESTIGATING LIVING THINGS Pupils look at live specimen or collect information by looking at pictures or viewing video of
3.0 Animals and plants various animals to identify the characteristics and behaviour of animals that protect them
protect themselves Identify special behaviour of animals that protect from danger. e.g : a) pangolins have hard scales to protect themselves from
3.1.2 2 3 2 6 0
3.1 Understanding that animals have them from danger. enemies,
specific characteristics and behaviour to b) bed bugs have bad smell to repel enemies,
protect themselves from danger. c) chameleons have the ability to change skin colour according to the surrounding,
d) scorpions have stings to protect themselves from enemies.
Pupils discuss and explain how the characteristics and behaviour of these animals protect
Describe how the special characteristics and
them from danger.
3.1.3 behaviour of animals help to protect them from 3 3 1 3 0
Pupils present their findings to the class.
danger.
Identify specific characteristics and behavior of Pupils view video of animals that live in very hot or cold weather.
3.2.1 animals that protect them from very hot or cold 2 2 2 4 0 Pupils list the special characteristics and behaviour of animals and describe how these
weather. characteristics and behaviour help to protect them from very hot or cold weather
3.0 Animals and plants
e.g. a) rhinoceros keep their bodies cool by wallowing in mud
protect themselves
holes,
3.2 Understanding that animals have
b) polar bears have thick fur to enable them to live in very cold weather,
specific characteristics and behaviour to
Describe how specific characteristics and c) camels have humps on their backs to store food and water to enable them to survive in
protect themselves from extreme weather.
3.2.2 behaviour of animals help to protect them from 3 3 1 3 0 deserts.
very hot or cold weather. Pupils present their findings to the class.
Recognise the need for animals to protect

INVESTIGATING LIVING THINGS 3.3.1 themselves from enemies and extreme weather 3 4 1 4 0
Pupils discuss that animals need to protect themselves from enemies and extreme weather
3. Animals and plants conditions.
conditions to enable them to survive.
protect themselves Make a model of an imaginary animal that can
3.3.2 3 3 1 3 0 Pupils design a model of an imaginary animal that can protect itself from its enemy and
3.3 Understanding that animals have survive both extreme weather and enemies. extreme weather conditions.
specific characteristics and behaviour to
Give reasons why models are built in such Pupils build their models and justify why models are built with certain characteristics.
enable them to survive. 3.3.3 3 3 1 3 0
ways.

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Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Standard Prestasi Prestasi Guru Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Kod HSP Hasil Pembelajaran (Learning Outcomes) Aras (Level) Pencapaian (a) Pemberat (w)
Specifications) Minimum (s) Standard (sw) (aw) Activities)
Pupils look at pictures/ view video of various plants to identify

Identify the specific characteristics of plants special characteristics that protect these plants from their
3.4.1 1 3 3 9 0
that protect them from enemies. enemies.
Pupils list the specific characteristics of plants.
3 Animals and plants protect
Pupils describe how these characteristics of plants help to
themselves
protect them from enemies. e.g.
3.4 Understanding that plants have
a) papaya leaves produce latex to prevent them from being
specific characteristics to protect
eaten,
themselves from enemies.
Describe how the specific characteristics of b) pineapple plants have thorns to protect themselves,
3.4.2 3 2 1 2 0
plants help to protect them from enemies. c) bamboos have very fine hairs that can cause itchiness.
Pupils present their findings to the class.
Give examples of plants found in very dry

3.5.1 2 3 2 6 0
region. Pupils view video to identify plants that can be found in:
Identify specific characteristics of plants that a) dry region,
3.5.2 2 3 2 6 0 b) area with strong winds.
protect them from excessive loss of water.
Pupils collect and interpret data to show how specific
INVESTIGATING LIVING THINGS Describe how specific characteristics of plants characteristics of plants help to protect them from:
3 Animals and plants protect 3.5.3 help them to survive in dry region.
3 2 1 2 0 a) excessive loss of water,
themselves b) strong winds.
3.5 Understanding that plants have Pupils carry out an activity to show which plant can survive in
specific characteristics to protect Give examples of plants found in strong wind dry region.
3.5.1 2 3 2 6 0
themselves from dry region and strong area. E.g. the following plants are kept without water for a week:
wind. a) a potted balsam plant,
Identify specific characteristics of plants that b) a potted chilly plant,
3.5.2 2 3 2 6 0
protect them from strong winds. c) a potted cactus plant.
Based on their findings pupils make conclusion which plant can
Describe how specific characteristics of plants survive in dry region.
3.5.3 3 2 1 2 0
help them to survive in strong winds.

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JANGKA MASA
Item
1.1.1 State the different ways to measure length. 1 2 3 6 0

Pupils discuss the different ways to measure length such as
using straw, arm span, string, ruler and measuring tape.
State the standard unit for length in the metric Pupils discuss the standard unit for length in metric system
1.1.2 1 2 3 6 0
system. i.e. mm, cm, m and km.
Pupils choose the appropriate tools and measure in
INVESTIGATING FORCE AND
standard units:
ENERGY 1. Measurement Choose the appropriate measuring tools to
1.1.3 2 3 2 6 0 a) the length of objects such as eraser, pencil or book,
1.1 Understanding the measurement of measure length.
b) the length and height of teacher’s table,
length.
c) the length and width of the classroom,
d) the heights of their friends,
1.1.4 Measure length using the correct technique. 3 3 1 3 0 e) the circumference of any part of their bodies or round
objects.
Record the measurements in a graphic organiser.
1.1.5 Record length in standard units. 3 3 1 3 0

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1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

JANGKA MASA
Item
Bidang Pembelajaran (Learning Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested
Specifications) Minimum (s) Standard (sw) Guru (aw) Activities)
Compare a square and a rectangle and guess

1.2.1 2 2 2 4 0
which object has a bigger area.
Pupils compare objects of different shapes such as a square
and a rectangle and guess which object has abigger area
e.g.
1.2.2 Carry out a test to confirm their guesses. 3 3 1 3 0
a) a square (4cm x 4cm),
b) a rectangle (8cm x 2cm).
Pupils confirm their guesses by filling the 4cm x 4cm square
INVESTIGATING FORCE AND ENERGY and 8cm x 2cm rectangle with 1cm x 1cm cards and count
1. Measurement 1.2.3 State that area = length x width. 2 3 2 6 0 the number of 1cm x 1cm cards used.
1.2 Understandings how to calculate Pupils discuss to state therelationship between the number
area. of 1cm x 1cm squares and the length and width of the above
square and rectangle.
State the standard unit for area in the metric Pupils discuss the standard unit for area in metric system i.e.
1.2.4 2 3 2 6 0
system. square mm, square cm, square m and square km.
Pupils calculate the area of any given square and rectangle
in standard unit.
Calculate the area of a given shape in
1.2.5 3 3 1 3 0
standard unit.

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JANGKA MASA
Item
Compare a cube and a cuboid and guess

1.3.1 2 4 2 8 0
which one has a bigger volume.
Pupils compare 2 different objects such as a cube and a
cuboid and guess which object has a bigger volume.
e.g.
1.3.2 Carry out a test to confirm their guesses. 2 4 2 8 0 a) a cube (4cm x 4cm x 4cm),
b) a cuboid (8cm x 4cm x 2cm).
Pupils confirm their guesses by filling the 4cm x 4cm x 4cm
INVESTIGATING FORCE AND
cube and 8cm x 4cm x 2cm cuboid with 1cm x 1cmx 1cm
ENERGY 1.
State that volume = length x width x cubes and count the
Measurement 1.3.3 2 1 2 2 0
height. number of 1cm x 1cm x 1cm cubes used.
1.3 Understandings how to measure the
Pupils discuss to state the relationship between the number of
volume of solid.
1cm x 1cm x 1cm cubes and the length, width and height of
the above cube and cuboid.
State the standard unit for volume of solid in
1.3.4 2 1 2 2 0 Pupils discuss the standard system for volume of solid in
metric system.
metric system i.e. cubic mm, cubic cm, and cubic m.
Pupils calculate the volumes of any given cubes and cuboids
Calculate the volume of cubes and cuboids in standard unit.
1.3.5 based on the measurements taken in 3 4 3 12 0
standard unit.

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JANGKA MASA
Item
State the different ways to measure the

1.4.1 1 3 3 Pupils discuss the different ways that can be used to measure
volume of a liquid.
the volume of a liquid such as using cup, the cap of a bottle,
beaker and measuring cylinder.
State the standard unit for volume of liquids Pupils discuss the standard unit for volume of liquid in metric
1.4.2 1 3 3
in the metric system. unit i.e. ml, and l.
Pupils choose the appropriate tool for measuring the volume of
INVESTIGATING FORCE AND ENERGY
a liquid.
1. Measurement Choose the appropriate measuring tools to
1.4.3 2 2 2 Pupils discuss the correct techniques to take readings
1.4 Understandings how to measure measure the volume of a liquid.
i.e.
volume of liquid.
a) taking the reading at the lowest part of the meniscus,
Measure the volume of a liquid using the b) eyes must be at the same level as the lowest part of the
1.4.4 3 2 1 meniscus.
correct technique.
Pupils carry out activities to measure the volumes of liquids
using the correct techniques.
Record the volume measure in standard Pupils record measurement in a graphic organiser.
1.4.5 3 2 1
unit.

4 0
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JANGKA MASA
Item
Bidang Pembelajaran (Learning Hasil Pembelajaran (Learning Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Kod HSP Aras (Level) Pencapaian (a) Pemberat (w)
Specifications) Outcomes) Minimum (s) Standard (sw) Guru (aw) Activities)
1.5.1 State tools for measuring mass. 1 3 0 0

Pupils study lever balance and discuss that it can be used to
State the standard unit for mass in the measure mass of various objects.
1.5.2 1 3 0 0
INVESTIGATING FORCE AND ENERG metric system. Pupils discuss that the standard unit for mass in metric unit i.e.
13 1. Measurement mg, g and kg.
1.5 Understandings how to measure mass. Measure the mass of an object using Pupils use tools to measure the masses of various objects
1.5.3 2 2
the correct technique. such as books, pencil cases or school bags.
Pupils record the measurements in a graphic organiser.
Record the measurement using
1.5.4 2 2
standard unit.

4 0
0.00
16
Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Standard Prestasi Prestasi Guru

Specifications) Minimum (s) Standard (sw) (aw)
1.6.1 Identify different way to measure time. 1 3 3

Pupils gather information about different ways to measure time.
Pupils discuss and conclude that a process that repeats uniformly
State that processes that repeat uniformly can be used to measure time.
1.6.2 1 2 3
can be used to measure time. Pupils observe the following processes:
a) the swinging of a pendulum,
b) water dripping,
INVESTIGATING FORCE AND State the standard unit for time in the metric c) pulse.Pupils discuss why the above processes can be used to
1.6.3 1 2 3
ENERGY system. measure time.
Pupils discuss the standard unit for time in metric system i.e.
14
1. Measurement second, minute and hour.
1.6 Understanding how to measure Pupils discuss to choose and use appropriate tools and units to
time. 1.6.4 Identify tools for measuring time. 2 2 2 measure time.
Pupils measure the time taken to carry out certain activities using
the correct tools and appropriate units.
Pupils record the measurement in appropriate metric unit in a
1.6.5 Measure time using appropriate tools. 3 3 1 graphic organiser.
Pupils carry out activity to design a device for measuring time e.g.
hourglass or sundial.
1.6.6 Record the time measure in standard unit. 3 2 1

4 0
0.00
17
1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL
JANGKA MASA
Item
Pupils are shown a piece of playdough made earlier by
Choose and use the appropriate tools to measure teacher and ask to prepare their own playdough using the
1.7.1 the volumes of liquids and masses of the 3 2 1 1 2 1 given recipe.
INVESTIGATING FORCE AND ingredients in a recipe. Based on the given recipe pupils discuss what tools to use for
ENERGY measuring the ingredients and how to measure.
1. Give reasons for any differences in the dough Pupils make the playdough by measuring the ingredients
15 1.7.2 3 2 1 1 2 1
Measurement prepared by pupils using the given recipe. using the measuring tools and units that they have choosen.
1.7 Realising the importance of using Pupils feel the texture of the dough and give reasons for any
standard units. difference in their dough as compared to the playdough
1.7.3 Conclude the need for using standard unit. 3 2 1 1 2 1 prepared by the teacher.
Pupils conclude that standard units are needed for accuracy
and consistency

10 3
30.00
18
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JANGKA MASA
Item

Classify object into groups according to the Pupils are given various objects made of wood, plastic, metal, glass or
1.1.1.1 1 1 1 3 3 3 rubber and group them according to the materials they are made of.
materials they are made of.
Pupils test objects made of wood, plastic, metal, glass or rubber to find
out if they:
a) conduct electricity,
1.1.1.2 Identify materials that conduct electricity. 1 1 1 3 3 3 b) conduct heat,
c) float on water,
d) absorb water,
INVESTIGATING MATERIALS e) can be stretched,
f) allow light to pass through.
1.1.1.3 Identify materials that conduct heat. 1 1 1 3 3 3
1. Properties Pupils record their findings in a graphic organiser.
16
of materials
1.1 Understanding the properties of
materials 1.1.1.4 Identify materials that float on water. 1 1 1 3 3 3
1.1.1.5 Identify materials that absorb water. 1 1 1 3 3 3
1.1.1.6 Identify materials that can be stretched. 1 1 1 3 3 3
Identify materials that allow light to pass

1.1.1.7 1 1 1 3 3 3
through.

25 21
525.00
19
JANGKA MASA
Item
Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested

Minggu Bidang Pembelajaran (Learning Specifications) Kod HSP Hasil Pembelajaran (Learning Outcomes) Aras (Level) Pencapaian (a) Pemberat (w)
Minimum (s) Standard (sw) Guru (aw) Activities)
1.1.2.1 State what a conductor is. 1 1 1 3 3 3

INVESTIGATING MATERIALS
Discuss what conductor and insulator are.
17 1. Properties of materials 1.1.2.2 State what an insulator is. 1 1 1 3 3 3 Based on the graphic organiser, pupils make a generalisation
1.1 Understanding the properties of that a good heat conductor is also a good electric conductor.
materials Conclude that a good conductor of heat is
1.1.2.3 3 1 1 1 1 1
also a good conductor of electricity.

11 7
63.64
20
Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Aras Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested
Specifications) (Level) Minimum (s) Standard (sw) Guru (aw) Activities)
Classify materials based on their abilities to allow light
1.1.3.1 1 2 2 3 6 6
to pass through. Pupils carry out activities to test different materials such as glass,
wood, rubber, metal and plastic to find out their abilities to allow
INVESTIGATING MATERIALS 1.1.3.2 State what a transparent materials is. 1 2 2 3 6 6 light to pass through.
Based on the above activities, pupils classify materials into 3
1.
18 1.1.3.3 State what a translucent material is. 1 2 2 3 6 6 categories i.e.
Properties of materials
a) transparent material that allows most light to pass through,
1.1 Understanding the
1.1.3.4 State what an opaque material is. 1 2 2 3 6 6 b) translucent material that allows some light to pass through,
properties of materials
c) opaque material that does not allow any light to pass
List uses of transparent, translucent and opaque through.Pupils carry out
1.1.3.5 2 2 2 3 6 6
materials.

34 30
88.24
21
Sains Tahun 4

JANGKA MASA
Item
1.2.1 Suggest ways to keep things cold. 2 5 0 2 10 0

Pupils observe models or view video to see the structure of a
polystyrene container or thermos flask to understand how
INVESTIGATING MATERIALS 1.2.2 Suggest ways to keep things hot 2 5 0 2 10 0
they work.
Pupils discuss and suggest ways to keep things cold. e.g.
1.
Design an effective way to keep things hot keeping cold drinks for picnic.
19 Properties of materials 1.2.3 3 3 0 1 3 0
or to keep things cold. Pupils discuss and suggest ways to keep things hot e.g.
1.2 Applying the
keeping hot drinks or food for picnic.
knowledge of properties of materials in
Pupils carry out activities to test their suggestions.
every day life. 1.2.4 Suggest ways to keep things hot 3 3 0 1 3 0
Pupils discuss to conclude the best way to keep things hot or
to keep things cool.
Design an effective way to keep things hot
1.2.5 3 3 0 1 3 0
or to keep things cold.

Penyemakkan dan penandaan Penyemakkan dan penandaan 2 1 0 4 4 0
33 0
0.00
23
Sains Tahun 4

JANGKA MASA
Item
List objects and the materials that they

1.3.1 1 10 3 30 0
are made of. Pupils study objects and list the materials that these objects
are made of.
Pupils suggest reasons why the materials are used to make
Give reasons what particular materials the objects.
1. Properties 1.3.2 2 3 2 6 0
are used to make an object. Pupils discuss that different materials have different
of materials
20 properties which are taken into consideration when choosing
1.3 Synthesising the knowledge about
State that materials are chosen to make materials to make an object e.g. metal and glass are used to
uses of materials based on their 1.3.3 2 3 2 6 0
an object based on their properties. make a pair of glasses.
properties.
Pupils design an object for a specific purpose using the
materials of their choice and justify why they choose the
Design an object for a specific purpose materials.
1.3.4 and give reasons why certain materials 3 3 1 3 0
are used to make.

49 0
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JANGKA MASA
Item
1.4.1 Give examples of natural materials. 1 5 3 15 0

Pupils observe and classify objects around them into:
a) objects made of natural materials i.e. wood, soil, metal,
1.4.2 Give examples of man-made materials. 1 5 3 15 0 leather, cotton, fur, rubber and silk
INVESTIGATING MATERIALS b) objects made of man-made materials e.g. plastic and synthetic
cloth.
1. Properties of State that man-made materials come from Pupils discuss that man-made materials come from natural
21 1.4.3 1 6 3 18 0
materials natural materials. materials.
1.4 Knowing the importance of reuse, Pupils conclude that we need to conserve materials because
reduce and recycle of materials. Give reasons why materials need to be manmade materials and natural materials are limited and may be
1.4.4 2 4 2 8 0 used up if there is no effort to conserve them.
conserved.
Pupils carry out activities about reusing, reducing and recycling
of materials throughout the year.
Practise reusing, reducing and recycling to
1.4.5 3 2 2 4 0
conserve materials.

64 0
0.00
24
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JANGKA MASA
Item

Differentiate between a rusty object and a

1.5.1 2 5 2 10 0
non-rusty object.
1.5.2 Identify objects that can rust. 2 5 2 10 0 Pupils observe a rusty nail and a nail without rust and tell the
differences.
Pupils observe objects around the school and classify objects as:
Conclude that objects made from iron can a) rusty,
1.5.3 3 2 1 2 0
22 rust. b) non-rusty.
1. Properties of materials
Pupils discuss to conclude that objects made of iron can rust.
1.5 Understanding
Design a fair test to find out what factors Pupils carry out activities to investigate factors that cause rusting i.e.
that some materials can rust.
1.5.4 cause rusting by deciding what to change, 3 2 1 2 0 presence of
what to observe and what to keep the same. air and water.
Carry out the test and record the

1.5.5 3 2 1 2 0
observations.

30 0
0.00
25
Sains Tahun 4

JANGKA MASA
Item
State the different ways to prevent objects

1.6.1 1 5 3 15 0
from rusting.
Pupils observe objects around the school compound and
suggest different ways to prevent rusting.
Explain how these ways can prevent Pupils discuss and conclude that rusting can be avoided by
23 1. Properties of materials 1.6.2 3 2 1 2 0
rusting. preventing iron from coming into contact with air and water by
1.6 Understanding that rusting can
coating iron with paint,oil, grease or non-rusting materials.
be prevented.
Pupils discuss the advantages of preventing rusting.
Explain what it is necessary to prevent
1.6.3 3 2 1 2 0
rusting.

Penyemakkan dan penandaan Penyemakkan dan penandaan 2 1 4 4
23 0
0.00
26
Sains Tahun 4

JANGKA MASA
Item
1.1.1 List the constituents of the Solar System. 1 3 3 9 0

Pupils study a model or view simulation of the Solar System.
INVESTIGATING THE EARTH AND THE
Pupils discuss the constituents of the Solar System.
UNIVERSE
List the planets in the Solar System in a Pupils simulate to demonstrate the relative distance of the
24 1.1.2 1 3 3 9 0
sequence. planets in the Solar System.
The Solar System
Pupils discuss that all the planets in the Solar System move
1.1 Understanding the Solar System.
around the Sun.iew simulation of the Solar
1.1.3 State that planets move around the Sun. 1 5 3 15 0

37 0
0.00
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Sains Tahun 4

JANGKA MASA
Item

State the size of the Sun relative to the size of the

1.2.1 2 3 0 2 6 0
INVESTIGATING THE EARTH AND Earth.
THE UNIVERSE
Pupils compare the size of a sago, a glass marble and a basket ball to
The
show the relative size of the Moon, Earth and Sun.
Solar System
State the size of the Earth relative to the size of Pupils discuss to estimate how many times the Sun is bigger than the
25 1.2 Understanding the relative size 1.2.2 2 3 0 2 6 0
the Moon. Earth and how many times the Earth is bigger than the Moon.
and distance between the Earth, the
Pupils gather information to estimate how far the Sun is from the Earth
Moon and the Sun.
relative to the distance of the Moon from the Earth.
State the relative distance from the Earth to the
1.2.3 Sun compares to the relative distance from the 2 3 0 2 6 0
Earth to the Moon.The Solar System

22 0
0.00
28
Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Hasil Pembelajaran (Learning Aras Standard Prestasi Prestasi
Minggu Kod HSP Pencapaian (a) Pemberat (w) Cadangan Aktiviti Pembelajaran (Learning Suggested Activities)
Specifications) Outcomes) (Level) Minimum (s) Standard (sw) Guru (aw)
State why certain planets are not

1.3.1 3 5 1 5 0
conductive for living things. Pupils gather information about planets in the Solar System.
Pupils discuss how the distance of a planet from the Sun affects how
INVESTIGATING THE EARTH AND THE hot or cold it is.
UNIVERSE Predict what will happen if the Earth is Pupils discuss to relate how hot or cold a planet is to its ability to
26 The Solar System 1.3.2 placed much nearer or farther from the 3 5 1 5 0 support life.
1.3 Appreciating the perfect placement of the Sun. Pupils discuss to predict what will happen if the Earth is placed much
planet Earth in the Solar System. nearer or farther fom the Sun.
Pupils discuss other factors that affect a planet’s ability to support lives
Conclude that the Earth is the only
e.g. absence of water and absence of air Pupils gather information
1.3.3 planet in the Solar System that has living 3 5 1 5 0
things.
0 0

19 0
0.00
29
Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Hasil Pembelajaran (Learning Aras Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Kod HSP Pencapaian (a) Pemberat (w)
Specifications) Outcomes) (Level) Minimum (s) Standard (sw) Guru (aw) Activities)
Pupils test their abilities e.g.

State that there are limitations to a) try to memorise a telephone number and then try to memorise
1.1.1 1 10 3 30 0
human’s abilities to do things. another 5 telephone numbers without writing them down,
b) try to jump as high as possible and touch the ceiling,
c) try to read the same writing from different distances.
Pupils discuss the limit of their abilities.
INVESTIGATING TECHNOLOGY Pupils view video to see how technology are used to overcome
human’s limitations.
Identify devices used to overcome
27 Technology 1.1.2 2 5 2 10 0 Pupils discuss and give other examples of human’s limitations and
human’s limitations.
1.1 Understanding the importance of ways to overcom e.g.
technology in every day life. a) unable to see the
fine details on an object. This can be overcome by using magnifying
glass or microscope,
b) unable to speak loud enough for someone faraway to hear. This
Explain how certain devices are canbe overcome by usingmicrophone, megaphone or telephone,
1.1.3 used to overcome human’s 3 5 1 5 0 c) unable to walk for long distance. This can be overcome by riding
limitations. a bicycle or traveling by car, train, ship or aeroplane.

49 0
0.00
30
Sains Tahun 4

JANGKA MASA
Item
Bidang Pembelajaran (Learning Hasil Pembelajaran (Learning Aras Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Kod HSP Pencapaian (a) Pemberat (w)
Specifications) Outcomes) (Level) Minimum (s) Standard (sw) Guru (aw) Activities)
Give examples of development of

1.2.1 2 5 2 10 0
technology. Pupils gather informationand create folio about the
development of technology in the fields of:
a) communication,
INVESTIGATING TECHNOLOGY b) transportation,
c) agriculture,
28
Technology d) construction.
1.2 Understanding the development of technology. E.g. in communication the development of technology from
Recognise the needs to innovate or
smoke signal to drum, telephone, walkie-talkie, cell phone and
1.2.2 invent device for the betterment of 3 5 1 5 0
teleconferencing. Pupils give reasons on the needs to
mankind.
innovate or invent devices for the betterment of mankind

19 0
0.00
31
Sains Tahun 4

JANGKA MASA
Item
1.3.1 Identify problems they encounter in their daily life. 2 2 0 2 4 0

Pupils discuss and list the problems that they encounter in
INVESTIGATING TECHNOLOGY everyday life.
1.3.2 Generate ideals to solve the problems identified. 2 2 0 2 4 0
Pupils carry out brainstorming session on how to solve the
29 Technology problems identified.
1.3 Synthesising how technology can Pupils design and make devices to solve the problems
1.3.3 Design a device to solve the problem identified. 3 2 0 1 2 0
be used to solve problems. identified.
Pupils present their innovations to the class.
Demonstrate how the device invented can be used
1.3.4 3 2 0 1 2 0
to solve the problem identified

16 0
0.00
32
JANGKA MASA
Item
Hasil Pembelajaran (Learning Aras Standard Prestasi Prestasi Cadangan Aktiviti Pembelajaran (Learning Suggested
Minggu Bidang Pembelajaran (Learning Specifications) Kod HSP Pencapaian (a) Pemberat (w)
Outcomes) (Level) Minimum (s) Standard (sw) Guru (aw) Activities)
State that technology has advantages

1.4.1 1 10 8 3 30 24
INVESTIGATING TECHNOLOGY and disadvantages. Pupils discuss and list the advantages and
disadvantages of technology to mankind.
30 Technology Pupils hold debates on topics related to technology.
1.4 Analysing that technology can benefit mankind Pupils make a conclusion from the debate that
if used wisely. Conclude that technology can benefit technology can benefit mankind if used wisely.
1.4.2 3 5 5 1 5 5
mankind if used wisely.
0 0

39 29
74.36
33

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KEY PERFORMANCE INDICATOR (KPI)

SEKOLAH SK SRI KEMBAR BENUT, PONTIAN JOHOR

KOD SEKOLAH JBA 6048

PENGETUA / GURU BESAR CIK HJH DORIYAH BINTI ENDUT

GURU PENOLONG KANAN 1 EN MOHD SABRI BIN DANURI

BIDANG MATAPELAJARAN SAINS DAN MATEMATIK

TINGKATAN / TAHUN TAHUN 4

GURU PN MISNAH BINTI JAMIL

KEY PERFORMANCE INDICATOR (KPI)

UJIAN BULANAN 2 4hb April 2009

UJIAN BULANAN 3 16hb Mei 2009

PEPERIKSAAN PERCUBAAN SPM/PMR/UPSR 9hb Sept 2009

UJIAN DIAGNOSTIK 1 15hb Jan 2009

UJIAN DIAGNOSTIK 2 Tiada

GERAK GEMPUR 1 8hb Ogos 2009

GERAK GEMPUR 2 12hb Okt 2009

PRA-PEPERIKSSAN PERTENGAHAN TAHUN Tiada

PRA-PEPERIKSSAN AKHIR TAHUN Tiada

PROTIM Thaun 4 dan 6

PELAKSANAAN PENTAKSIRAN BERASASKAN SEKOLAH (PBS)

KEY PERFORMANCE INDICATOR (KPI)

MATA PELAJARAN SCIENCE

f ETR (kiraan) 30 6 20.00 12 60.00 8 13.33 2 15.00 28 186.67 2 1.07 2.20

g ETR (pindaan) 30 9 30.00 14 46.67 3 6.43 3 46.67 29 62.14 1 1.61 1.30

Disediakan oleh Disahkan oleh Disahkan oleh

……………………………….. ……………………………….. ………………………………..

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

Pupils view video thatshows various footage related to the basic

M1 1.1.1 Identify the basic needs of humans. 1 3 0 3 9 0

1. Pupils keep pets such as hamsters or chicks.

Pupils carry out activities to show the basic needs of plants by

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

2.1.2.1 State that humans use lungs to breathe. 1 3 3 9 0

2.1.2.2 Identify passage of air during breathing. 2 3 3 9 0

Conclude that not all individuals have the same

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

State that humans excrete and

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

INVESTIGATING LIVING THINGS

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

Bidang Pembelajaran (Learning Standard Prestasi Prestasi

2.4.1.1 State that plants respond to stimuli. 1 3 3 0 0

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

Bidang Pembelajaran (Learning Aras Standard Prestasi Prestasi

Recognise the need for animals to protect

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

Pupils look at pictures/ view video of various plants to identify

Give examples of plants found in very dry

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

1.1.1 State the different ways to measure length. 1 2 3 6 0

Penyemakkan dan penandaan Penyemakkan dan penandaan 1

1 KEY PERFORMANCE INDICATOR (KPI) GURU MENGAJAR PN MISNAH BINTI JAMIL

Compare a square and a rectangle and guess

Penyemakkan dan penandaan Penyemakkan dan penandaan 1