SAINS
TAHUN EMPAT
( EDISI BAHASA INGGERIS)
i
ii
KURIKULUM STANDARD SEKOLAH RENDAH
DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN
SAINS
TAHUN 4
(Edisi Bahasa Inggeris)
iii
Cetakan Pertama 2016
Kementerian Pelajaran Malaysia 2016
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi, dan isi kandungan buku ini dalam
apa-apa juga bentuk dengan apa cara pun sama ada secara elektronik, fotokopi, mekanik, rakaman, atau cara lain sebelum
mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia, Aras 4-8,
Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan , 62604 Putrajaya.
DRAF100911
CONTENT
NATIONAL PRINCIPLES v
INTRODUCTION 1
FOCUS 5
STUDENT PROFILE 17
29
DRAF100911
30
RUKUN NEGARA
BAHAWASANYA negara kita Malaysia mendukung cita-cita
untuk mencapai perpaduan yang lebih erat dalam kalangan
seluruh masyarakatnya; memelihara satu cara hidup
demokratik; mencipta masyarakat yang adil bagi
kemakmuran negara yang akan dapat dinikmati bersama
secara adil dan saksama; menjamin satu cara yang liberal
terhadap tradisi-tradisi kebudayaannya yang kaya dan
berbagai-bagai corak; membina satu masyarakat progresif
yang akan menggunakan sains dan teknologi moden;
MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan
seluruh tenaga dan usaha kami untuk mencapai cita-cita
tersebut berdasarkan atas prinsip-prinsip yang berikut:
KEPERCAYAAN KEPADA TUHAN
KESETIAAN KEPADA RAJA DAN NEGARA
KELUHURAN PERLEMBAGAAN
KEDAULATAN UNDANG-UNDANG
KESOPANAN DAN KESUSILAAN
v
Pendidikan di Malaysia adalah suatu usaha
berterusan ke arah memperkembangkan lagi
potensi individu secara menyeluruh dan
bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek,
rohani, emosi dan jasmani berdasarkan
kepercayaan dan kepatuhan kepada Tuhan.
Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan,
berketerampilan, berakhlak mulia,
bertanggungjawab dan berkeupayaan
mencapai kesejahteraan diri serta memberikan
sumbangan terhadap keharmonian dan
kemakmuran keluarga, masyarakat dan negara.
vi
vi
FALSAFAH PENDIDIKAN SAINS KEBANGSAAN
FALSAFAH PENDIDIKAN SAINS NEGARA
vii
DRAF100911
INTRODUCTION PREFACE levels. The Core Science subjects in upper secondary school
aim to develop pupils science literacy, innovative skills and to
As articulated in the National Education Philosophy, education equip them to enter fields of science. The Elective Science
in Malaysia is an on-going effort towards developing the Subjects offer options to pupils based on their inclinations,
potential of individuals in a holistic and integrated manner to interests and abilities in the science field to venture into
produce individuals who are intellectually, spiritually, careers specifically in science and technology fields. This
emotionally and physically balanced. The primary and group of pupils will continually contribute to the development
1
DRAF100911
basis of development of creative and critical thinking, and Physical and Aesthetic Development
innovative individuals (Diagram 1). The strands reflect explicit
The Physical Development and Aesthetic strand emphasises on
structuring of discipline of knowledge, skills and values that pupils
physical and health development for personal well-being and
need to acquire. Each strand is interconnected and integrated.
nurturing of imagination, creativity, talent and appreciation.
Knowledge disciplines that develop the physical aspects are
Physical Education and Health Education. Creativity, talent and
Communication
appreciation are nurtured through Visual Art Education and Music
The communication strand emphasises the integration process of Education.
the language skills in the form of verbal and non-verbal during
interaction. This strand focuses on language skills such as listening
and speaking, reading and writing, as well as the added value of Humanity
reasoning. Pupils need to master these skills to assist them in the
The Humanity strand emphasises on the mastery and practice of
process of acquisition of knowledge, skills and values in the other
knowledge about community and the environment locally, nationally
strands. Language proficiency prepares pupils to select accurate
and globally as well as the appreciation of the spirit of patriotism
and systematic language used in social interaction.
and unity. History is the knowledge discipline in the Humanity
strand introduced at Level II of the primary school.
2
Communication
Integration of language skills while
interacting verbally and non-verbally
codes in Bahasa Malaysia, English,
Chinese and Tamil
Spiritual, attitude
Physical development
and values
& Aesthetics
Internalisation of religious pratices,
beliefs, attitude and values Physical and health development for
personal well-being
Personal
Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities
3
Personal Development Spiritual, Attitude and Value
The Personal Development strand emphasises the nurturing of The Spiritual, Attitude and Value strand emphasises the learning
leadership and character building through curricular and co-curricular areas that focus on religious practices, beliefs, attitudes and values.
activities. Pupils are given the opportunity to integrate knowledge, Knowledge disciplines in this strand are Islamic Studies for Muslim
skills and values learned in the classroom and practise them in co- pupils and Moral Education for non-Muslim pupils.
curricular activities. Participation in co-curricular activities such as
societies, uniformed bodies and sports provide opportunities for
pupils to lighten their potential as leaders to themselves, friends, AIMS
family and the community.
Science and Technology interest and develop creativity amongst pupils through experience
and investigation so as to master knowledge in science, scientific
The Science and Technology strand emphasises the mastery of: skills, thinking skills and, scientific attitudes and values.
4
DRAF100911
4. Provide pupils with an understanding on scientific facts and be utilised. Scientific skills are vital in any activities involving scientific
concepts.
investigation.
5. Enables pupils to apply knowledge and skills in a critical,
creative and analytical manner for problem solving and Scientific skills encompass science process skills and manipulative
decision making.
skills.
6. Instil scientific attitudes and noble values amongst pupils,
thus putting these into practice.
7. Be aware of the need to care for the environment.
Science Process Skills
FOCUS Science Process Skills enable pupils to formulate questions and find
out the answers systematically.
Defining Defining concepts by describing what must Use and handle science apparatus and substances correctly.
Operationally be done and what should be observed.
Store science apparatus and substances correctly and safely.
6
DRAF100911
SCIENTIFIC ATTITUDES AND NOBLE VALUES The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
7
DRAF100911
Comparing and Finding similarities and differences based Evaluating Making consideration on the good and bad
Contrasting on criteria such as characteristics, qualities of something based on valid
features, qualities and elements of objects evidences or propositions.
or events.
Grouping and Separating and grouping objects or Making Making a statement about the outcome of
Classifying phenomena into groups based on certain Conclusions an investigation based on a hypothesis or
criteria such as common characteristics or strengthening something based on an
features. investigation.
8
DRAF100911
Making Making initial conclusions that are be tested to determine its validity.
Inferences reasonable, that may be true or false to
explain events or observations. Making Analogies Forming an understanding about a
complex or abstract concept by relating it
to simple or concrete concepts with
similar characteristics.
Predicting Making forecast about events based on
observations and previous experiences
or collected data.
Inventing Producing something new or modifying
something already in existence to
overcome problems in a systematic
Making Making a general statement about certain manner.
Generalisations matter from a group of observations on
samples or some information from that
group.
Thinking Strategies
Visualising Forming perception or making mental
Description of each thinking strategy is as the following:
images about a particular idea, concept,
situation or vision.
Conceptualising Making generalisations towards building
of meaning, concept or model based on
inter-related specific common
Synthesising Combining separate elements to produce
characteristics.
an overall picture in the form of writing,
drawing or artefact.
9
DRAF100911
Thinking Strategies
Conceptualising
Making decisions
Problem solving
10
DRAF100911
Mastery of TSTS through the teaching and learning of science can together with knowledge and suitable attitudes ensure pupils to think
be developed through the following stages: effectively.
2. Practising TSTS with teachers guidance. each science process skill are as the following:
4. Applying TSTS in new situations and developed with Science Process Skills Thinking Skills
teachers guidance.
sustainability, values and patriotism are still relevant to be used in To reach this aim, the writing of the learning standard for the subject
KSSR. of Science that is related to inculcating creativity and innovation is
stated clearly. However, teachers are also encouraged to instil
elements of creativity and innovation in any topic deemed suitable if
The new elements of EMK, namely creativity and innovation, these elements are not stated clearly. Teachers should prepare
entrepreneurship, as well as ICT are identified as a complementary activities that increase interest and creativity and students should be
effort to enhance the quality of KSSR implementation. The following equipped with knowledge, skills and tools that will enable them to
is a description about the new elements of EMK in KSSR: develop creativity and inculcate attitudes and personalities of
creative individuals.
14
DRAF100911
teams. The 21st century skills are in line with the six aspirations as
Evaluating Using knowledge, experience, skills and values to
outlined in the Malaysia Education Blueprint. The six aspirations are consider, make decisions and give justifications.
leadership skills, bilingual proficiency, ethics and spirituality, social
identity, knowledge and thinking skills intended to be acquired by Creating Producing ideas, products or methods creatively and
innovatively.
every pupil to enable them to compete globally.
Innovative Humanity
16
DRAF100911
The critical factor that contributes towards social growth, culture and
economy of a country is the development of innovative and highly Skilled in Able to voice out and express their thoughts,
communication: ideas and information with confidence and
skilled human capitals. Hence each pupil must be physically,
creatively in verbal form and in writing, using
emotionally, spiritually and intellectually balanced as stated in the various media and technology
National Education Philosophy.
To compete at a global stage, MOE has outlined 10 Student Profiles Teamwork: Work effectively and harmoniously with others.
which are characterised as below: Take on responsibility while respecting and
appreciating the contributions given by team
Balanced: Physically, emotionally, spiritually and members. Become better leader and team
intellectually balanced to achieve personal mate by obtaining interpersonal skills through
satisfaction, show empathy, compassion, and collaborative activities
respect for others. Able to contribute towards a
harmonious family, community and country
Curious: Develop natural curiosity to explore strategies
and new ideas. Learn skills that are needed to
Resilient: Able to face and overcome difficulties, carry out inquiry and research, as well as
overcome challenges with wisdom, confidence, practice independent learning. Enjoy
tolerance and empathy. continuous lifelong learning experiences.
Thinker: Able to think critically, creatively and Principled: Honest and have integrity, equality, fair and
innovatively; handle complex problems and respect the dignity of individuals, group and
make ethical decisions. Think about learning community. Responsible for their actions,
and themselves as pupils. Generate consequences and decisions.
questions and are open to perspective, values
and individual and societal traditions. Confident
17
DRAF100911
Informative: Knowledgeable and form wide understanding should be made aware of the thinking skills and thinking strategies
which is balanced across various disciplines. that are being used in their learning. They should be challenged with
Explore knowledge on local and global issues
higher order questions and problems and be required to solve
effectively and efficiently. Understand ethical
issues/laws related to the information gained. problems creatively and critically. Pupils should be actively involved
in the teaching and learning that integrate the acquisition of
knowledge, mastery of skills and inculcation of scientific attitudes and
Caring/ Concern Show empathy, compassion and respect noble values. Thoughtful learning can take place through various
towards needs and feelings of others. learning approaches such as inquiry, constructivism, science,
Committed to serve the society and ensure
sustainability of nature. technology and society, contextual learning and mastery learning.
Inquiry-Discovery Approach
18
DRAF100911
scientific skills are thus developed further during the inquiry process. approaches such as contextual learning and the science, technology
However, the inquiry-discovery approach may not be suitable for all and society (STS) approach. The theme and objective of learning
teaching and learning situations. Sometimes, it may be more that is based on STS is reflected in this standard curriculum. The
appropriate for teachers to present concepts and principles directly STS approach recommends that the learning of science is done
or through guided inquiry-discovery to pupils. through investigation and discussions based on science, technology
and society issues. Science and technology knowledge can be learnt
together with the application of science and technology and their
implications on the society.
Constructivism
Constructivism is an ideology that suggests pupils learn by building
their own understanding that is meaningful to them. The important Meaningful learning occurs if pupils can relate their learning with their
attributes of constructivism are: everyday experiences. Meaningful learning can take place in learning
approaches such as contextual learning and Science, Technology
and Society (STS). Learning themes and learning objectives that
Teachers considered pupils prior knowledge. carry elements of STS are incorporated into the curriculum. STS
approach suggests that science learning takes place through
Learning is the result from pupils own effort.
investigation and discussion based on science, technology and
Learning occurs when pupils restructure their existing ideas
society issues. Knowledge of science and technology can be learnt
by relating new ideas to old ones.
with the application of science and technology and their impact on
Pupils have the opportunities to cooperate, share ideas and
experiences and reflect on their learning. society.
in the inquiry-discovery approach. In contextual learning, the teaching and learning methods are not explicitly stated. This is to
relationship between knowledge taught and everyday life is explicitly enable teachers to use their own creativity in teaching and pupils to
demonstrated. In this context, pupils not only learn in theory but learn acquire the intended knowledge, skills, attitudes and values.
to appreciate the relevance of science in their lives.
The teaching and learning method determined should be based on
the contents of the curriculum standard, pupils abilities and pupils
repertoire of intelligences and the availability of resources and
Mastery learning infrastructure. Besides the role of presenting information and subject
matter expert, teachers also act as facilitators in teaching and
Mastery learning is an approach that ensures all pupils to acquire learning. Teachers should be attentive to the various repertoire of
and master the intended learning objectives. This approach is based intelligences among pupils. Different methods and activities should
on the principle that pupils are able to learn if given the opportunities. be planned to cater to pupils with multiple intelligences.
Pupils should be allowed to learn at their own pace, with the
The following are brief descriptions of some teaching and learning
incorporation of remedial and enrichment activities as part of the
methods.
teaching-learning process.
Experiment
METHODS OF TEACHING AND LEARNING
An experiment is a method commonly used in science lessons.
SCIENCE
Pupils test hypotheses through investigations to discover specific
science concepts and principles. Scientific methods are used when
conducting an experiment involving thinking skills, science process
Teaching and learning approaches can be implemented through
skills, and manipulative skills.
various methods such as experiments, discussions, simulations,
projects, the usage of external resources, future research and In general, procedures to follow when conducting an experiment are:
problem solving. In this curriculum standard, suggestions for these
Identifying a problem
20
DRAF100911
Making a hypotheses lead pupils towards the topic discussed. Discussions can be
Planning the experiment conducted during and after experiments, projects, data collection and
- Controlling variables
interpretation activities, simulations using external resources,
- Determining equipment and materials needed
- Determining the procedures of the experiment problem solving etc.
- Determining the method of data collection
- Determining the method of data analysis
Conducting the experiment Simulation
Collecting data
Analysing data Simulation is an activity that resembles the actual situation.
Interpreting data Simulations can be carried out through role-play, games or use of
Making a conclusion model. In role-play, pupils act out a particular role spontaneously
Writing the report
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
learn a particular principle or to understand the process of decision-
In this standard curriculum, it is suggested that, besides guiding
making. Models are used to represent objects or real situations.
pupils to carry out experiments, pupils are given the opportunity to
Pupils will be able to visualise the real situation, thus understanding
design experiments, which involves drafting their own experimental
the concepts and principles learned.
method, the data that can be measured, how to analyse data and
how to present the results of their experiments. These activities can
be done individually or in small groups. Project
Problem Solving
22
DRAF100911
parents/ guardians. Parents/guardians may assess the achievement General Interpretation of Performance Level
of their children, guided by assignment instructions or checklists.
PERFORMANCE
Therefore parents/guardians are directly involved in monitoring the INTERPRETATION
LEVEL
learning progress of their children.
1 Pupil knows the basics or can perform basic
skills or can respond to the basics.
How is the assessment done?
Pupil shows their understanding by changing
2 type of communication or translates and can
explain what they have learned.
T&L assessment can be carried out according to the proposed steps
as shown in Figure 5. 3 Pupil uses knowledge to perform a skill in a
particular situation.
Performance Standard is a statement of pupils learning development Pupil performs a particular skill in a new situation
5 by following procedure or being systematic,
level measured based on the standard and it indicates the position of
persistent with positive attitude.
pupils progress in their learning development. Developments in the
Standard are divided into two; i.e. horizontal development (construct) Pupil can express their creative and innovative
and vertical development (level of achievement). Pupils ideas, has the ability to make decisions to adapt
6 to requirements and challenges of everyday life,
developments are explained with one or more qualifiers using correct
communicate to obtain and convey information
words or phrases to describe the Standard in the form of learning using proper and polite sentences and be an
outcomes. Performance Standard is developed as a guide for the exemplary pupil.
teachers to improve School Assessment (SA) in line with Standard
Reference of Assessment.
24
DRAF100911
Science
Assessment conducted comprises of knowledge, skills, scientific 2. VALUE
attitudes and moral values. Assessment of knowledge and skills are
stated in the Performance Standard related to Content Standard. Value Interpretation of Performance Level for Primary Science
PERFORMANCE
INTERPRETATION
LEVEL
PERFORMANCE
INTERPRETATION
LEVEL 1 Interest
Understand the science knowledge and skills Interests, curious, honest and accurate in
2 3
and can explain the understanding in any way. recording data.
Apply knowledge and scientific skills in Interest, curious, honest and accurate in
3 4
completing the task in a situation recording data, brave and systematic.
Analyzing knowledge and scientific skills to be Interest, curious, honest and accurate in
4 applied in completing the task in a situation recording data, brave and systematic,
5
systematically cooperates, diligent and perseverance in
completing task.
Analyze and synthesize knowledge and scientific
skills to be applied in completing the task or in a Interest, curious, honest and accurate in
5
new situation persistently, systematically and recording data, brave and systematic,
with positive attitude 6 cooperates, diligent and perseverance in
completing task, responsible for oneself, friends,
Analyze and synthesize knowledge and scientific
6 environment and courteous.
skills to be applied creatively and innovatively in
creating, evaluating or conceptualising
25
DRAF100911
ORGANISATION OF THE SCIENCE STANDARD require the students to master the intended science concepts.
CURRICULUM Generally, the Learning Standard is ordered according to level of
difficulty. However, the Learning Standard can be modified
accordingly. The Content Standard for the affective domain is written
The Science Standard Curriculum for Year 1 to Year 6 has six
at the end of the relevant cognitive domain. However not all cognitive
themes; Introduction to Science, Life Science, Physical Science,
domains are followed by affective domains.
Science of Matter, Science of the Earth and The Universe as well as
Technology and Sustainability. However, these themes are not
present in every year of study.
Performance Standard is a statement of the level of pupils learning
development measured with Standard Content and Learning
Standard as well as to indicate the position of pupils progress in their
Introduction to Science, Life Science, Physical Science, Material
learning development.
Science, The Earth and The Universe and Technology and
Sustainability are elaborated according to the Content Standard and
Learning Standard. The Content Standard has at least one or more
Pupils developments are explained with one or more qualifiers using
Learning Standards that are conceptualised based on determined
correct words or phrases to describe the Standards in the form of
fields of study. The Content Standards are written according to
learning outcomes. Performance Standard is developed as a guide
hierarchy in cognitive and affective domains. The Content Standard
for the teachers to implement School Assessment (SA) in line with
is a general statement that contains elements of knowledge,
Standard Reference of Assessment.
scientific skills, thinking skills, scientific attitudes and noble values in
line with the desired Learning Standard.
For Level Two, Science is a single subject and the time allocated is
120 minutes per week.
27
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
KSSR Science Year 4
29
KSSR Science Year 4
INTRODUCTION TO SCIENCE
1.0 SCIENTIFIC SKILLS
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.1 Science Pupils are able to:
process skills. 1.1.1 Observe 1 State all the senses involved in making
observations about the phenomena that
occurs.
30
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
31
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
32
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
33
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 State more than one appropriate tool to
1.1.3 Measure and use numbers. measure a quantity.
34
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 State a reasonable interpretation of an
1.1.4 Make inference. event or observation.
35
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
36
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 Arrange information obtained in a
1.1.6 Communicate. suitable form.
37
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 State a parameter that varies with time
1.1.7 Use space and time based on a situation.
relationship.
Describe a parameter that varies with
2
time based on a situation.
38
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 Provide an explanation based on data.
1.1.8 Interpret data.
1.
2. Provide a description of more than one
2
explanation based on data.
39
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
State what is done and what is observed
1.1.9 Define operationally 1
in a situation.
40
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1 Identify the variables that affect an
1.1.10 Control variables
investigation.
41
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
State the variables involved in an
1.1.11 Make hypothesis 1
investigation.
42
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.
1.1.12 Carry out experiment. 1 State the aim of the identified problem.
43
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
1.2 Science Pupils are able to:
1 List science apparatus, substances
manipulative
1.2.1 Use and handle science and specimens required for an
skills.
apparatus and substances activity.
correctly.
2 Describe the use of science
1.2.2 Handle specimens correctly apparatus, substances and
and carefully. specimens required for an activity
with the correct method.
Sketch specimens, apparatus
1.2.3
and science substances 3 Handling science apparatus,
correctly. substances and specimens required
for an activity with the correct method.
1.2.4 Clean science apparatus
correctly. 4 Using, handling, sketching, cleaning
and storing the science apparatus,
Store science apparatus and substances and specimens used in
1.2.5
substances correctly and an activity with the correct method.
safely.
44
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD
LEVEL
5 Using, handling, sketching, cleaning
and storing the science apparatus,
substances and specimens used in
an activity with the correct methods,
systematically and sparingly.
45
KSSR Science Year 4
46
KSSR Science Year 4
LIFE SCIENCE
3. LIFE PROCESSES IN HUMAN
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
3.1 Breathing process in Pupils are able to:
humans. 1 State the parts used in breathing are nose,
3.1.1 State that human use nose, trachea trachea and lungs.
and lungs to breathe through
observations using various media. 2 Describe the passage of air and movement
of chest in the breathing process.
3.1.2 Sketch the passage of air during
inhalation and exhalation. 3 Carry out activities to compare the rate of
breathing.
3.1.3 Describe chest movement by placing
hand on chest during inhalation and 4 Conclude that vigorous activities increases
exhalation. the rate of
breathing.
3.1.4 Make generalisation that rate of
breathing depends on types of 5 Justify the importance of fitness activities in
activities carried out by observing the every day life to maintain health.
chest movement.
6 Communicate creatively and innovatively
3.1.5 Explain observations using sketches, the type of fitness activities suitable to
ICT, writing or verbally. gender, age and health.
47
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
3.2 Excretion and Pupils are able to:
defecation. 1 State the examples of excretion and
3.2.1 State the meaning of excretion through defecation.
observations using various media.
2 Describe the meaning of excretion and
3.2.2 Identify excretory organs and its defecation.
products :
kidneys excrete urine 3 Use a graphic organiser to show excretory
skin excretes sweat organs and its products.
lungs excrete carbon dioxide
and water vapour 4 Provide reasoning on the importance of
human undergoing excretion and
3.2.3 State the meaning of defecation and its defecation.
product through observation using
various media
5 Justify through examples the needs of
3.2.4 Explain with examples that human human to undergo excretion and defecation.
needs to excrete and defecate.
48
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
3.3 Humans respond to Pupils are able to:
stimuli. 1 State that human respond when
3.3.1 State that human sensory organs stimulated.
respond to stimuli by carrying out
activities. 2 Give examples of humans response to
stimuli.
3.3.2 Explain with examples humans
responses to stimuli in everyday life. 3 Explain with examples sensory organs
that respond to stimuli.
3.3.3 Make inferences on the importance of
humans responses to stimuli. 4 Conclude on the importance of
humans response to stimuli.
3.3.4 Explain observations using sketches,
ICT, writing or verbally. 5 Justify the importance of caring for the
sensory organs.
49
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
3.4 Heredity in humans. Pupils are able to:
1 State that offspring inherit features of
3.4.1 State that offspring inherit parents parents.
features such as skin colour, type of hair
and looks by carrying out activities. 2 State verbally individual features
inherited from parents.
3.4.2 Explain with examples the features of 3 Explain with examples the features of
offspring that are inherited from their offspring that are inherited from their
generation. parents.
50
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
3.5 Habits that bring harm Pupils are able to:
to human life 1 State human habits from prior
processes. 3.5.1 Explain with examples, habits that knowledge.
(120min) bring harm to human life processes
such as: 2 Identify habits that bring harm to life
eating imbalanced food processes.
smoking
glue sniffing 3 Explain with examples the effects of
drugs abusing habits that bring harm to life
consuming alcoholic beverages processes.
51
KSSR Science Year 4
4.1.2 Make generalisation that some 6 Create a creative and innovative graphic
animals have more than one presentation on breathing organs of
breathing organ such as frog. animals.
52
KSSR Science Year 4
53
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
5.2 Photosynthesis Pupils are able to:
1 Recall the basic needs of plants.
5.2.1 State plants make their own food
through photosynthesis by observing 2 State photosynthesis is a process of plants
various media. making its own food.
5.2.2 State photosynthesis needs carbon 3 Using information from various media to
dioxide, water, sun light, and chlorophyll state the products of photosynthesis and the
by observing various media. need of plants to carry out photosynthesis.
5.2.3 State photosynthesis produces starch 4 Provide reasoning on why plants do not
and oxygen. need to move like animals to make food.
5.2.5 Provide reasoning why plants do not 6 Summarize the process of photosynthesis
need to move like animals. through creative and innovative sketch.
54
KSSR Science Year 4
PHYSICAL SCIENCE
6. MEASUREMENT
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.1 Length Pupils are able to:
6.1.1 State length is a measurement of 1 State the meaning of length.
distance between two points.
2 Measure length by using the similar
6.1.2 Explain with examples measurement tools.
of length using non- standard tools
such as: 3 Measure length using appropriate
span, cubit, arm span, and foot, tools and standard unit.
paper clip, pencil, chalk, straw,
thread, string and matchstick 4 Make generalization of the
knowledge of length measurement
6.1.3 State length can be measured using by using appropriate tools, standards
standard tools such as ruler and units and correct measuring
measuring tape by carrying out methods.
activities.
5 Conclude the importance of using
6.1.4 State standard units of length in standard and non-standard tools in
metric system; i.e. millimetre (mm),
everyday life.
centimetre (cm), meter (m) or
kilometre (km).
Summarize the importance of
6 knowledge in using standard
6.1.5 Measure length with correct methods
measurements in everyday life.
by using appropriate tools and
standard units.
55
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.1.6 Explain observations using sketches,
ICT, writing or verbally.
6.2 Area Pupils are able to: 1 State the meaning of area.
6.2.1 State area is the size of a surface. 2 Measure the surface area by using an
appropriate tool.
6.2.2 Measure area of a surface by using
standard measuring tools such as 3 Calculate area using formula and
square paper 1cm x 1cm. correct standard units.
56
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.3 Volume of object Pupils are able to:
1 State the meaning of volume.
6.3.1 State that volume is amount of space
that is occupied.
2 Measure the volume of solid and
6.3.2 Measure volume of a hollow box by
liquid using appropriate tools.
using standard measuring tool such as
Calculate the volume of solid using
cubes measuring 1cm x 1 cm x 1cm.
an appropriate tool and correct
standard units.
6.3.3 State standard units of volume of
object
in metric system i.e. millimetre
3 Measure volume of liquid using
square (mm), centimetre square
appropriate tool and correct
(cm), meter square (m).
standard units.
6.3.4 Calculate volume of cube and cuboid
4 Applying knowledge about the
using formula:
correct method to measure volume
volume = length x width x height
systematically.
6.3.5 Explain observations using sketches,
5 Summarise the importance of
ICT, writing or verbally.
volume and its uses in everyday life.
6.4 Volume of liquid Pupils are able to:
6.4.1 Measure the volume of liquid using 6 Generate ideas on the importance of
non-standard measuring tools such as volume to pursue sustainable living.
spoon, glass, cup, bowl, jug and
bottle.
57
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.4.2 Measure the volume of liquid using
standard measuring tools such as
measuring cylinder, beaker, flask and
graduated container.
58
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.5.3 Explain observations using sketches,
ICT, writing or verbally.
6.6.2 Identify measuring tools for mass 3 Measure using appropriate tool and
such as lever balance or triple beam correct standard units.
balance.
4 Make generalisation on knowledge
6.6.3 State standard units of mass in metric about measuring mass using
system i.e. milligram (mg), gram (g) appropriate tools, standard units and
and kilogram (kg). correct method.
6.6.4 Measure mass using appropriate tools 5 Create a balance to measure the mass
and standard unit with the correct of an object.
method.
6 Provide reasoning of the creation
6.6.5 Explain observations using sketches, based on creativity, innovative, and
ICT, writing or verbally. concept used.
59
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.7 Time Pupils are able to:
6.7.1 State that time is the interval between 1 State the meaning of time
two moments.
2 Identify appropriate tools to
6.7.2 Make generalisation that time can be measure time
measured based on uniformly repeated
events such as water droplets, swinging 3 Measure time using appropriate
of pendulum and pulse beat. tools and correct standard units
6.7.3 Identify measuring tools for time such 4 Make generalisation on knowledge
as sundials, hour glass, water clock, about measuring time using
candle, stopwatch and digital clock. appropriate tools, standard units
and systematic method.
6.7.4 State standard units of time in metric
system i.e. seconds(s), minutes (min), 5 Create tools to measure time
hours (h), day, month and year.
6.7.5 Measure time using appropriate tools 6 Provide reasoning of the creation
and standard unit with the correct based on creativity, innovative, and
method. concept used.
60
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
6.8 Create tools to Pupils are able to:
measure time.
6.8.1 Create tools to measure time.
61
KSSR Science Year 4
MATERIAL SCIENCE
7.0 PROPERTIES OF MATERIALS
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMAN
DESCRIPTOR
CE LEVEL
7.1 Basic resources of Pupils are able to:
materials used to 7.1.1 Explain through examples the basic 1 State the basic resources.
produce objects. resources of material used to make an
object. 2 Describe the basic source of material for
an objects.
7.1.2 Classify objects based on its basic source.
3 Classify objects based on materials.
Basic Material Object Classify objects based on its basic
resources sample resources.
Plants Wood Table
4 Segregate the materials used to make an
Cotton Clothes
object to determine its basic resources.
Rubber Tyres
Animals Hide Handbag
Wool Sweater
5 Provide reasoning why certain materials
Silk Scarf
are chosen to make an object.
Rock Metal Nail
Soil Mirror 6 Create an object that combines a variety
Petroleum Plastic Bucket of basic resources.
Synthetic Umbrella
Cloth
62
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMAN
DESCRIPTOR
CE LEVEL
7.2 Properties of Pupils are able to:
materials. 1 State materials and its basic resources.
7.2.1 Make generalisation on properties of
material on its ability to absorb water 2 Describe an object based on the type of
whether it is absorbent or water proof materials used and its basic resources.
by carrying out activities.
3 Classify objects and state the
7.2.2 Make generalisation on properties of characteristic used.
material on its ability to float whether it
sinks or able to float on water surface by 4 Make generalisation on properties of
carrying out activities. materials by carrying out scientific
investigation.
7.2.3 Make generalisation on properties of
material based on its elasticity by 5 Segregate the component of an object
carrying out activities. and make inferences of the materials
used.
7.2.4 Make generalisation on properties of
material on its ability to conduct Design or innovate an object/model and
electricity whether it is a conductor or 6 provide reasoning about the selected
insulator by carrying out activities. materials.
63
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
7.2.6 Make generalisation on properties of
material on its ability to allow light to
pass through whether it is opaque,
translucent or transparent by carrying
out activities.
64
KSSR Science Year 4
8. RUSTING
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
8.1 Rusting of materials Pupils are able to:
1 State example of rusted and non-
8.1.1 Identify rusty and non-rusty objects by rusted objects.
making observation on objects in the
surrounding . 2 Classify rusty and non-rusty objects.
8.1.2 Make generalisation that objects made 3 Make generalisation that objects made
from iron can rust. from iron can rust.
8.1.3 Carry out an experiment to determine 4 Conclude the factors that cause rusting
factors that cause rusting. by carrying out experiment.
8.1.4 State ways to prevent rusting such as Justify the importance of preventing
painting, coating, electroplating and 5 rusting
applying oil or grease.
Carry out a project to prevent objects
8.1.5 Provide reasoning on the importance of 6 in the surrounding from rusting.
preventing rusting.
65
KSSR Science Year 4
66
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
9.2 Relative size and Pupils are able to: 1 State an estimation of the relative size or
distance between the distance of Earth, Moon and Sun
Earth, the Moon and 9.2.1 Estimate the relative size of Earth correctly.
the Sun. compared to the Sun.
2 Describes the relative size or distance
9.2.2 Estimate the relative size of Moon between the Earth, Moon and Sun.
compared to the Sun.
3 Estimate the relative size and distance of
9.2.3 Estimate the relative size of Moon the Earth, Moon and Sun by carrying out
compared to Earth. simulation.
9.2.4 Estimate the relative distance of Earth 4 Make assumptions of the condition on
to the Sun compared to the distance of the Earth, if its distance is nearer or
Earth to the Moon. further from the Sun.
9.2.5 Predict the conditions on Earth if its 5 Summarise and give reasons of the
distance is nearer to the Sun. condition on the Earth, if its distance is
nearer or further from the Sun.
9.2.6 Predict the conditions on Earth if its
distance is further to the Sun. 6 Visualise the impact on oneself if there is
a change in the distance between the
9.2.7 Explain observations using sketches, Earth and the Sun and how to overcome
ICT, writing or verbally. it.
67
KSSR Science Year 4
10.0 TECHNOLOGY
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
10.1 Importance of Pupils are able to:
Give examples of activities that
technology in life. 1
are capable and incapable to be
10.1.1 Identify activities that are capable and carried out by humans.
incapable to be carried out by the brain,
senses and body parts by carrying out
Relate capability of brain,
activities. 2
senses and human body
through examples of activities.
10.1.2 Make generalisation that human has
limited capabilities in carrying out
Make generalisation humans
activities. 3
have limited capability in
carrying out activities.
10.1.3 Explain through examples the tools
used to overcome human limitations by
Solve the problems to
observing various media. 4
overcome human limitations by
suggesting suitable tools.
10.1.4 State technology is one of the
applications of scientific knowledge to
5 Justify the chosen tools used to
overcome human limitations. overcome the human
limitations.
10.1.5 Explain observations using sketches,
ICT, writing or verbally.
6 Innovate a tool creatively to
overcome the human limitation
capabilities and describe it.
68
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
10.2 Development in Pupils are able to:
technology 1 State the technology used in
10.2.1 Arrange in sequence the development various fields.
in technology in the field of:
agriculture
transportation 2 Talk about the sequence of
construction technology development in
communication various fields.
medicine
3 Explain with examples the
importance of technology in
Explain observations using sketches, various fields.
10.2.2
ICT, writing or verbally.
4 Generate ideas on the advantages
and disadvantages of technology.
69
KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
10.3 Contribution of Pupils are able to:
technology to humans
10.3.1 Generate idea on advantages and
disadvantages of technology by observing
various media.
70
This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.
BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA
Aras 4-8, Blok E9
Presint 1
Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA
Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk