LEARNING AREA
LEARNING
LEARNING
OBJECTIVES
OUTCOMES
1.1 Understanding that Pupils identify the basic needs of humans
humans have a basic Pupils give reasons why humans need food, water,
needs
air and shelter
Pupils identify the basic needs of animals
1.2 Understanding that
Pupils give reasons why animals need food, water,
animals have a basic
air and shelter.
needs
Pupils describe types of shelters for animals.
1.3 Understanding that Pupils identify the basic needs of plants
plants have basic needs
1.Living things
have a basic needs
2.1 Analysing life
processes that humans
undergo
2. Living things
undergo life
processes
Pupils
Explain that humans breathe.
Describe what inhale is
Describe what exhale is.
Differentiate the air that we inhale and the air that
we exhale
State that humans use lungs to breathe.
Identify the passage of air during breathing.
Conclude that not all individuals have the same
rate of breathing
State that humans excrete and defecate.
State the product of humans excretion.
State the product of human defecation.
Give reasons why humans need to excrete and
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NOTE
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
CTS
- Group and Classifying
- Analysing
-Evaluating
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
defecate.
State humans respond to stimuli.
Give reasons why humans responds to stimuli
State that humans reproduce
Predict what will happen if humans do not
reproduce.
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
2.2 Being aware that
certain behaviors can
disturb life processes.
Pupils
Give example of habits that bring harm to humans
life processes.
State the effect of smoking on lungs.
Explain that taking drugs and alcohol can delay a
persons response to stimuli.
Participate in a campaign to discourage smoking,
drugs taking and alcohol drinking among their
peers.
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SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
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2.3 Analysing the life
processes that animals
undergo
Pupils
State the animals excrete.
State the animals defecate.
Give reasons why animals need to excrete and
defecate.
State that animals breathe
Identify the breathing structures for certain
animals.
State that breathing organ for different types of
animals may be different.
State that animals reproduce.
State that some animals give birth and some lay
eggs.
Classify animals according to the way they
reproduce.
Describe the life cycles of different animals.
Conclude that animals may have different life
cycles.
Pupils
State that plants respond to stimuli.
Identify the part of plant that responds to water.
Identify the part of plant that responds to gravity.
Identify the part of plant that responds to sunlight.
Identify the part of plant that responds to touch.
State that plants reproduce.
Explain why plants need to reproduce.
Predict what will happen to the world if plants do
not reproduce.
Explain the various ways plants reproduce.
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SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
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3. Animals and
plants protect
themselves.
3.1 Understanding that
animals have specific
characteristics and
behavior to protect
themselves from
danger.
Pupils
Identify special characteristics of animals that
protect them from danger.
Identify special behavior of animals that protect
them from danger.
Describe how the special characteristics and
behavior of animals help to protect them from
danger.
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
Pupils
Identify specific characteristics and behavior of
animals that protect them from very hot or cold
weather.
Describe how specific characteristics and behavior
of animals help to protect them from very hot and
cold weather.
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
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3.2 Understanding that
animals have specific
characteristics and
behavior to protect
themselves from
extreme weather.
CTS
- Group and Classifying
- Analysing
-Evaluating
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- Making conclusions
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Pupils
Recognise the need for animals to protect
themselves from enemies and extreme weather
conditions.
Make a model of an imaginary animal that can
survive both extreme weather and enemies.
Give reasons why models are built in such ways.
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
Pupils
Identify the specific characteristics of plants that
protect them from enemies.
Describe how the specific characteristics of plants
help to protect them from enemies.
Pupils
Give examples of plants found in very dry region.
Identify specific characteristics of plants that
protect them from excessive loss water.
Describe how specific characteristics of plants help
them to survive in dry region.
Give example of plants found in strong winds area.
Identify specifics of plants that protect them from
strong winds.
Describe how specific characteristic of plants help
them to survive in strong winds.
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SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
13
LEARNING
AREA
1. Measurement
LEARNING
OBJECTIVES
1.1Understanding the
measurement of
length.
LEARNING
OUTCOMES
Pupils
State the different
ways to measurement
length.
State the standard unit
for length in the metric
system.
Choose the appropriate
measurement tools to
measure length.
Measure length using
the correct technique.
Record lengths in
standard units.
1.2 Understanding how Pupils
to calculate area.
Compare a square and
a rectangle and guess
which object has a
bigger area.
NOTES
SPS :
- Predicting
- Observing
Communicating
- Making
Inferences
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15
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
SPS :
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- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
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measuring time.
Measure time using
appropriate tools
Record the time
measure in metric
system.
1.7 Realising the
importance of using
the metric system.
Pupils
Choose and use the
appropriate tools to
measure the volume of
liquids and masses of
the ingredients in a
recipe.
Give reasons for any
differences in the
dough prepared by
pupils using the given
recipe.
Conclude the need for
using metric system.
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LEARNING
AREA
1. Properties of
materials
LEARNING
OBJECTIVES
1.1 Understanding
the properties of
materials.
LEARNING OUTCOMES
Pupils
Classify objects into
groups according to the
materials they are made
of.
Identify materials that
conduct electricity.
Identify materials that
conduct heat.
Identify materials that
float on water.
Identify materials that
absorb water.
Identify materials that
can be stretched.
Identify materials that
allow light to pass
through.
State what a conductor
is.
State what an insulator
is.
Conclude that a good
conductor of heat is also
NOTE
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
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good conductor of
electricity.
Classify materials based
on their abilities to
allow light pass
through.
State what a transparent
material is.
State what a translucent
material is.
State what an opaque
material is.
List uses of transparent,
translucent and opaque
marerials.
Pupils
Suggest ways to keep
things cold.
Suggest ways to keep
things hot.
Design an effective way
to keep things hot or to
keep things cold.
Pupils
List objects and the
materials that they are
made.
Give reasons why
particular materials are
used to make an object.
State that materials are
chosen to make an
object based on their
SPS :
- Predicting
- Observing
- Communicating
- Making
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properties.
Design an object for a
specific purpose and
give reasons why
certain materials are
used to make it.
Pupils
Give example of natural
materials.
Give example of manmade materials.
State that man-made
materials come from
natural materials.
Give reasons why
materials need to be
conserved.
Practise reusing,
reducing and recycling
to conserve materials.
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
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1.5 Understanding
that some materials
can rust
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1.6 Understanding
that rusting can be
prevented
32
Pupils
Differentiate between a
rusty object and a nonrusty object.
Identify objects that can
rust.
Conclude that objects
made from iron can be
rust.
Design a fair test to find
out what factors cause
rusting by deciding
what to change, what to
observe and what to
keep the same.
Carry out the test and
record the observation.
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
Pupils
State the different ways
to prevent objects from
rusting.
Explain how these ways
can prevent rusting.
Explain why it is
necessary to prevent
rusting.
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LEARNING
AREA
1. The solar
system
LEARNING
OBJECTIVES
35
36
LEARNING OUTCOMES
Pupils
List the constituents of the
Solar System
List the planets in the Solar
System in a sequence.
State that planets move
around the Sun
Pupils
State the size of the Sun
relative to the size of the
Earth
NOTE
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
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the Sun.
-Evaluating
- Making conclusions
LEARNING
AREA
1. Technology
LEARNING
OBJECTIVES
1.1 understanding the
importance of
technology in everyday
life.
LEARNING OUTCOMES
NOTE
Pupils
State that there are
limitations to humans
abilities to do things
Identify devices used to
overcome humans
limitations.
Explain how certain
devices are used to
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Disediakan Oleh,
overcome humans
limitation.
Pupils
Give example of
development of
technology
Recognise the needs to
innovate or invent devices
for the betterment of
mankind.
Pupils
Identify problems they
encounter in their daily
life.
Generate ideas to solve the
problems identified.
Design a device to solve
the problem identified.
Demonstrate how the
device invented can be
used to solve the problem
identified.
Pupils
State that technology has
advantages and
disadvantages.
Conclude that technology
can benefit mankind if
used wisely.
SPS :
- Predicting
- Observing
- Communicating
- Making
Inferences
-Making Hypotheses
CTS
- Group and Classifying
- Analysing
-Evaluating
- Making conclusions
Disahkan Oleh,
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