DSKP SC Year 4

MALAYSIA MINISTRY OF EDUCATION
STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL

Curriculum and Assessment Standards Document
SCIENCE
YEAR FOUR
STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL
(KSSR)
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT

( DSKP)
SCIENCE
YEAR FOUR
CURRICULUM DEVELOPMENT DIVISION

First Printing 2015
Curriculum Development Division,
Ministry of Education 2015
All Rights Reserved. No part of this book may be reproduced or transmitted in any form or bay any means,
electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing from the Director of Curriculum Development Centre, Ministry of Education
Malaysia, Level 4-8, Blok E9. Government Complex Parcel E, 62604 Putrajaya. Malaysia.
Perpustakaan Negara Malaysia Data Pengkatalogan dalam Penerbitan Malaysia

Bahagian Pembangunan Kurikulum
Kurikulum Standard Sekolah Rendah: Dunia Sains dan Teknologi
Bahagian Pembangunan Kurikulum
Kementerian Pelajaran Malaysia
ISBN
NATIONAL PRINCIPLES
INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions, and;
Building a progressive society which shall be oriented to modern science and technology;
WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOR AND MORALITY
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NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the

potential of individuals in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically balanced
and harmonic, based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and competent,
who possess high moral standards and who are responsible and capable of
achieving high level of personal well-being as well as being able to contribute to
the harmony and betterment of the family, the society and the nation at large.
Source: Education Act 1996 (Act 550)
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NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science

education in Malaysia nurtures a Science and Culture by
focusing on the development of individuals who are competitive,
dynamic, robust and resilient and able to master scientific
knowledge and technological competency.
Source: MOSTI
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CONTENT
NATIONAL PRINCIPLES iii
NATIONAL EDUCATION PHILOSOPHY iv
NATIONAL SCIENCE EDUCATION PHILOSOPHY v
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1
AIMS AND OBJECTIVES 4
FOCUS 5
ELEMENTS ACROSS THE CURRICULUM 12
SKILLS FOR 21ST CENTURY 15
SKILLS AND VALUE FOR THE 21ST CENTURY 16
STUDENT PROFILE 17
TEACHING AND LEARNING STRATEGIES 18
METHODS OF TEACHING AND LEARNING SCIENCE 20
ASSESSMENT OF TEACHING AND LEARNING 23
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26
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THEME : INTRODUCTION TO SCIENCE
1.0 Scientific Skills 29
2.0 Science Room Rules 42
THEME : LIFE SCIENCE
3.0 . Life Processes In Human 43
4.0 Life Processes In Animals 48
5.0 Life Processes In Plants 49
THEME : PHYSICAL SCIENCE
6.0 Measurement 51
THEME : MATERIAL SCIENCE
7.0 Properties Of Materials 58
8.0 Rusting
61
THEME : EARTH AND SPACE SCIENCE
9.0 Solar System 62
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
10.0 . Technology 64
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INTRODUCTION PREFACE aim to develop pupils science literacy, innovative skills and to
equip them to enter fields of science. The Elective Science
As articulated in the National Education Philosophy, education Subjects offer options to pupils based on their inclinations,
in Malaysia is an on-going effort towards developing the interests and abilities in the science field to venture into
potential of individuals in a holistic and integrated manner to careers specifically in science and technology fields. This
produce individuals who are intellectually, spiritually, group of pupils will continually contribute to the development
emotionally and physically balanced. The primary and of the nation.
secondary school science curriculum standard is developed

with the aim of producing such individuals. This group of pupils will become the human resources
in the field of science and technology that will contribute to the
The overall Science Standard Curriculum encompasses continuity in the development of the country.
three core science subjects and four elective science subjects. The
Core Science Subjects are Primary School Science, Lower
DESIGN OF THE STANDARD-BASED
Secondary Science, and Upper Secondary Science. The Elective
CURRICULUM FOR PRIMARY SCHOOL
Science subjects offered in upper secondary are Biology,
Chemistry, Physics, and Additional Science.
The concept of strands introduced in KSSR, is a form of

The Core Science Subjects for primary and lower classification of knowledge, skills and values. This concept
secondary school are designed with emphasis on the focuses on the development of a physically, emotionally, spiritually
and intellectually balanced human capital. Six strands are identified
knowledge and understanding of science to produce science
to represent the fields of knowledge, skills and values that form the
literate pupils so as to prepare them for science at higher
basis of development of creative and critical thinking, and
levels. The Core Science subjects in upper secondary school
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innovative individuals (Diagram 1). The strands reflect explicit Physical and Aesthetic Development
structuring of discipline of knowledge, skills and values that pupils
The Physical Development and Aesthetic strand emphasises on
need to acquire. Each strand is interconnected and integrated.
physical and health development for personal well-being and
nurturing of imagination, creativity, talent and appreciation.
Knowledge disciplines that develop the physical aspects are
Communication
Physical Education and Health Education. Creativity, talent and
The communication strand emphasises the integration process of appreciation are nurtured through Visual Art Education and Music
the language skills in the form of verbal and non-verbal during Education.
interaction. This strand focuses on language skills such as listening
and speaking, reading and writing, as well as the added value of
reasoning. Pupils need to master these skills to assist them in the Humanity
process of acquisition of knowledge, skills and values in the other
The Humanity strand emphasises on the mastery and practice of
strands. Language proficiency prepares pupils to select accurate
knowledge about community and the environment locally, nationally
and systematic language used in social interaction.
and globally as well as the appreciation of the spirit of patriotism
and unity. History is the knowledge discipline in the Humanity
strand introduced at Level II of the primary school.
The knowledge disciplines within the communication strand include
Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil,
Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa
Semai.
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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
Fostering imagination, creativity, talent

Science & & appreciation
Technology
Mastery of scientific knowledge Humanity
and skills
Mastery of knowledge and practices
regarding social sciences, local
Mastery of mathematical environment, country and global.
knowledge and skills
Internalisation of patriotism and
Mastery of technology-based unity
knowledge and skills Personal
Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities
Figure 1: Framework for Curriculum KSPK and KSSR
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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 heighten their potential as leaders to themselves, friends, AIMS
family and the community.
The aim of Science Standard Curriculum for primary is to instil
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.
scientific knowledge, skills and scientific attitude

knowledge, skills and values in mathematics
knowledge and technology-based skills OBJECTIVES
Knowledge discipline in Science and Technology Strand are

The Level Two Primary School Science Curriculum aims to:
Science, Mathematics, Design and Technology (DT) and Information
and Communication Technology (ICT). 1. Stimulate pupils curiosity and develop their interest about
the world around them.
2. Provide pupils with opportunities to develop scientific skills
as well as critical and creative thinking skills.
3. Enhance pupils creativity.
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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,
Scientific skills encompass science process skills and manipulative
creative and analytical manner for problem solving and
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
Science Process Skills enable pupils to formulate questions and find

out the answers systematically.
FOCUS Descriptions of the science process skills are as the following:
Observing Using the sense of sight, hearing, touch,

Science Curriculum focuses on thoughtful learning. Thoughtful taste or smell to gather information about
learning is a process of acquisition and mastery of knowledge and objects and phenomena.
skills that can develop pupils minds to the optimum level. Thoughtful
learning does not just focus on the content to be taught, but also Classifying Using observations to group objects or
phenomena according to similar
encompasses pedagogy and assessment. Thoughtful learning characteristics
occurs when the inquiry approach that emphasises scientific skills
Measuring and Making quantitative observations using
and thinking skills are integrated. Using Numbers numbers or tools with standard units or
tools standardised with reference units.
SCIENTIFIC SKILLS Making Making initial conclusions that are

Inferences reasonable, that may be true or false to
Science emphasizes inquiry method and problem solving. In inquiry explain events or observations.
and problem solving processes, scientific and thinking skills need to
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Predicting Making forecast about events based on Hypothesis relationship between the variables that is
observations and previous experiences or assumed to be true to explain an observation
collected data. or event. The statement can be tested to
determine its validity.
Communicating Accepting, choosing, arranging, and

presenting information or ideas in the form Experimenting Planning and conducting an investigation to
of writing, verbal, tables, graphs, figures test a hypothesis, collecting and interpreting
or models. data until a conclusion can be obtained.
Using Space- Describing changes in parameters such

Time as location, direction, shape, size, volume,
Relationship weight and mass with time. Manipulative Skills
In a scientific investigation, manipulative skills are psychomotor skills
Interpreting Data Giving rational explanations about an
that enable pupils to:
object, event or pattern derived from
collected data.
Use and handle science apparatus and substances correctly.

Defining Defining concepts by describing what must
Operationally be done and what should be observed. Store science apparatus and substances correctly and safely.
Clean science apparatus correctly

Controlling Identifying manipulated variables,
Variables Handle specimens correctly and carefully.
responding variables and fixed variables. In
an investigation, a variable is manipulated to Sketch specimens, apparatus and substances accurately
observe its relationship with the responding
variable. At the same time, the other
variables are kept the same.
Making Making a general statement about the

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SCIENTIFIC ATTITUDES AND NOBLE VALUES The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
Learning experiences science can foster positive attitudes and

values in pupils. Positive attitudes and values fostered in the Be aware and understand the importance and the need of
teaching of science in schools include scientific attitudes and noble scientific attitudes and noble values.
values as the following: Giving attention and response.
Internalising and practising.
Having an interest and curiosity towards the environment.
Inculcate scientific attitudes and noble values in life.
Being honest and accurate in recording and validating data.
Being diligent and persevere when carrying out a task.
Being responsible about the safety of oneself, others and the
environment. In this curriculum standard, learning standard for the affective
Realising that science is a means to understand nature. domain is written explicitly where appropriate. However, scientific
Appreciating and practising clean and healthy living. attitudes and noble values in teaching and learning need to be
Appreciating the balance of nature.
integrated continuously. For example, during science practical work,
Being respectful and well-mannered.
Appreciating the contribution of science and technology. the teacher should remind pupils the importance of being careful,
Being thankful to God. thorough, cooperative, honest and persevere when carrying out
Having critical and analytical thinking. experiments.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective
Being systematic Proper planning is required to optimize the inculcation of scientific
Being cooperative attitudes and noble values. Teachers are encouraged to go through
Being fair and just.
all learning standards related to the content standard including the
Dare to try
learning standard about the inculcation of scientific attitudes and
Thinking rationally
Being confident and independent noble values before starting a lesson in the particular learning area.
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Critical Thinking Skills breaking it down into smaller parts to

understand concepts or events as well as
A brief description of each critical thinking skill is as the following: to find the implicit meanings.
Attributing Identifying characteristics, features,

qualities and elements of a concept or an Detecting Bias Detecting views or opinions that have the
object. tendency to support or oppose something.
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.
Sequencing Arranging objects and information in order

based on the quality or quantity of common
characteristics or features such as size, Creative Thinking Skills
time, shape or number.
A brief description of each creative thinking skill is as the following:
Generating Ideas Producing ideas related to something.

Prioritising Arranging objects or information in order
based on their importance or urgency.
Relating Making connections in certain situations
or events to find a structure or pattern of
Analysing Processing information in detail by relationship.
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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.
Making Selecting the best solution from several

Decisions alternatives based on specific criteria to
Making Making a general statement about the
achieve the intended aims.
Hypotheses relationship between the variables that is
assumed to be true to explain an
observation or event. The statement can
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Problem Solving Finding the right solutions in a

systematic manner for situations that
are uncertain or challenging or Thinking Skills
unanticipated difficulties.
Critical Creative
Besides thinking skills and thinking strategies, another skill
emphasised is reasoning. Reasoning is a skill used in making logical, Attributing
rational, fair and just consideration. Mastery of critical and creative Comparing and Generating ideas
contrasting Relating
thinking skills and thinking strategies is made easier if an individual is Grouping and Making inferences
classifying Predicting
able to provide reasoning in inductive and deductive manner. Figure Sequencing Reasoning Making hypothesis
Prioritising Synthesising
2 gives an overall picture of the thinking skills and thinking strategies Analysing Making
(TSTS). Detecting bias generalisations
Evaluating Visualising
Making conclusions Making analogies
Inventing
Thinking Strategies
Conceptualising
Making decisions
Problem solving
Figure 2: TSTS Model in Science
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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.
The mastery of Science Process Skills requires pupils to master the

1. Introducing TSTS. relevant thinking skills. The main thinking skills that are related to
2. Practising TSTS with teachers guidance. each science process skill are as the following:
3. Practising TSTS without teachers guidance.
4. Applying TSTS in new situations and developed with Science Process Skills Thinking Skills
teachers guidance.
5. Applying TSTS together with other skills to accomplish

thinking tasks. Observing Attributing
Comparing and contrasting
Further information about the stages on the implementation of TSTS Relating
can be referred to the guidebook Buku Panduan Penerapan
Classifying Attributing
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Comparing and contrasting
Pembelajaran Sains (Curriculum Development Centre, 1999). Grouping and classifying
Measuring and Using Relating

Numbers Comparing and contrasting
Relationship between Thinking Skills and Science Making Inferences Relating

Process Skills Analysing
Making Inferences
Science Process Skills are skills that are required in the process of
Predicting Relating
finding solutions to a problem or making decisions in a systematic
Visualising
manner. It is a mental process that promotes critical, creative,
analytical and systematic thinking. Mastery of Science Process Skills Using Space-Time Sequencing
Relationship Prioritising
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Teaching and Learning Based on Thinking Skills

Science Process Skills Thinking Skills
and Scientific Skills
Interpreting data Comparing and contrasting

Analysing
Detecting bias This Science Curriculum Standard emphasises thoughtful learning
Making conclusions
Making Generalisations based on thinking skills and scientific skills. In this curriculum, the
Evaluating intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus in
Defining operationally Relating
Making analogies teaching and learning, teachers need to integrate mastery of skills
Visualising together with acquisition of knowledge and the inculcation of
Analysing
scientific attitudes and noble values.
Controlling variables Attributing
Relating
Analysing
Making hypothesis Attributing ELEMENTS ACROSS THE CURRICULUM

Relating
Generating ideas The Elements across the Curriculum (EMK) is a value-added
Making hypothesis element applied in the teaching and learning process other than
Predicting
Synthesising those specified in the Content Standard. The integration of these
elements is aimed at strengthening the human capital skills and
Experimenting All thinking skills
competency as well as intended to prepare pupils for the challenges
Communicating All thinking skills of the present and the future. The elements across the curriculum in
KBSR i.e. language, science and technology, environmental
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sustainability, values and patriotism are still relevant to be used in

KSSR.
To reach this aim, the writing of the learning standard for the subject
of Science that is related to inculcating creativity and innovation is
stated clearly. However, teachers are also encouraged to instil
The new elements of EMK, namely creativity and innovation,
elements of creativity and innovation in any topic deemed suitable if
entrepreneurship, as well as ICT are identified as a complementary
these elements are not stated clearly. Teachers should prepare
effort to enhance the quality of KSSR implementation. The following
activities that increase interest and creativity and students should be
is a description about the new elements of EMK in KSSR:
equipped with knowledge, skills and tools that will enable them to
develop creativity and inculcate attitudes and personalities of
creative individuals.
Creativity and Innovation
Creativity and Innovation are two related items.

Entrepreneurship
Generally, creativity refers to the act of generating new ideas,
approaches and new actions. Innovation on the other hand, is the In the New Economic Model, among the characteristics of Malaysia
process of generating new ideas and applying creative ideas in in 2020 is innovation and entrepreneurship. The instilling of the
certain contexts. element of entrepreneurship in KSSR is aimed at forming the
characteristics and practices of entrepreneurship until it becomes a
The element of creativity and innovation is an element that is culture among students. Entrepreneurship characteristics can be
st
stressed upon in KSSR to prepare students to handle 21 century formed by:
challenges. Creativity and innovation in students need to be
Practicing entrepreneurship
inculcated and developed to optimum levels so that they are capable
of generating ideas and inventions that are of quality, that become Applying entrepreneurship thinking
practices and cultures in the lives of Malaysian citizens in the future. Applying knowledge and business management skills
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Formulating concepts, processes or products of Learning about ICT

entrepreneurship Learning through ICT
Practice moral values and good ethics in Learning with ICT
entrepreneurship Teachers must ensure that EMK are integrated effectively in the
teaching and learning process in order to produce individuals as
intended in the National Education Philosophy.
All characteristics and practices are implemented according to
primary school childrens abilities. The relationship between EMK and the development of a balanced
individual is illustrated in Diagram 3.
LANGUAGE
Entrepreneurship
Information and Communication Technology
Technology is an effective method to strengthen the learning of

BALANCED INDIVIDUAL
science. The use of technology like television, radio, computer,
computer internet software, course software, and computer interface Critical Creative and
VALUES SCIENCE AND
makes the learning of science more interesting and effective. Innovation ThinkingInformationTECHNOLOGY
and
Creativity and
Communication
Animation and computer simulations are a useful method to learn a Innovation Technology
difficult and abstract concept and can be presented in the form of

course software or website.
The element of Information and Communication Technology is one of

the elements added to KSSR. There are three approaches in using
Diagram 3: EMK in the development of a Balanced individual
Information and Communication Technology in KSSR:
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SKILLS FOR 21ST CENTURY HOTs Description
Applying Using knowledge, skills and values to take actions in

different situations.
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well Breaking down information into smaller parts to
balanced, resilient, curious, principled, well informed, and patriotic Analizing enhance understanding and make relationship between
and possess thinking and communication skills and able to work in the parts.
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.
Table 1: Description of HOTs

Thinking skills have been emphasized in the curriculum since 1994
to introduce Creative and Critical Thinking Skills (KBKK). KBKK HOTS can be applied in the classroom through activities in the
emphasises on thinking from the low to the higher level. Starting from form of inquiry, solving problems and projects. Teachers and
2011, the Primary School Curriculum Standard (KSSR) has placed pupils need to use the thinking tools such as thinking maps,
emphasis on Higher Order Thinking Skills (HOTS).
mind maps, and Thinking Hats and high level questioning,
inside and outside the classroom to encourage pupils to think.
Pupils are accountable to their own learning.
Higher order thinking skills is the ability to apply knowledge, skills
and values for reasoning and reflecting in solving problems, making
decisions, to innovate and to create. HOTs refer to the skills of
applying, analysing, evaluating and creating as shown in Table 1.
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SKILLS AND VALUE FOR THE 21st CENTURY Communication Skills

Information and Communication Technology
Cooperation
A student must be equipped with skills, knowledge and values to
Entrepreneurship
excel in life and career in the 21st century. The Ministry of Education
Leadership
Malaysia (MOE) has identified skills and values that each pupil
Lifelong learning
needs to have to face the 21st century. Skills and values consist of 3
Flexibility
aspects:
Ability to Adapt
Initiative and Self-direction
Thinking skills: Prepares pupils to face life and current working

environment which is becoming more challenging. The skills are: Values: Guideline for pupils to become individuals with noble
character, capable of making decisions and act responsibly towards
Creative
family, society and country which encompass:
Critical
Reasoning Spirituality
Innovative Humanity
Problem solving Patriotism
Decision making Integrity

Responsibility
Unity
Career and Life Skills: Crucial than thinking skills and knowledge.
Pupils develop career and life skills to face a complex life and current
working environment which is becoming more challenging. These
are:
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STUDENT PROFILE
Skilled in Able to voice out and express their thoughts,
The critical factor that contributes towards social growth, culture and communication: ideas and information with confidence and
economy of a country is the development of innovative and highly creatively in verbal form and in writing, using
skilled human capitals. Hence; each pupil must be physically, various media and technology
emotionally, spiritually and intellectually balanced as stated in the

Teamwork: Work effectively and harmoniously with others.
National Education Philosophy. Take on responsibility while respecting and
appreciating the contributions given by team
To compete at a global stage, MOE has outlined 10 Student Profiles members. Become better leader and team
which are characterised as below: mate by obtaining interpersonal skills through
collaborative activities
Balanced: Physically, emotionally, spiritually and
intellectually balanced to achieve personal
satisfaction, show empathy, compassion, and Curious: Develop natural curiosity to explore strategies
respect for others. Able to contribute towards a and new ideas. Learn skills that are needed to
harmonious family, community and country carry out inquiry and research, as well as
practice independent learning. Enjoy
continuous lifelong learning experiences.
Resilient: Able to face and overcome difficulties,
overcome challenges with wisdom, confidence,
tolerance and empathy. Principled: Honest and have integrity, equality, fair and
respect the dignity of individuals, group and
community. Responsible for their actions,
Thinker: Able to think critically, creatively and consequences and decisions.
innovatively; handle complex problems and
make ethical decisions. Think about learning
and themselves as pupils. Generate
questions and are open to perspective, values
and individual and societal traditions. Confident
and creative in handling new learning fields.
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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.
Patriotism Portray love, support and respect towards the

country. Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through

experiences. Inquiry generally means to find information, to question
TEACHING AND LEARNING STRATEGIES
and to investigate a phenomenon. Discovery is the main
Teaching and learning strategies in the science curriculum characteristic of inquiry. Learning through discovery occurs when the
emphasise on thoughtful learning. Thoughtful learning is a process main concepts and principles of science are investigated and
that helps pupils acquire knowledge and master skills that will help discovered by pupils themselves. Through activities such as
them develop their minds to the optimum level. Learning activities experiments, pupils investigate a phenomenon and draw conclusions
should therefore be geared towards activating pupils critical and by themselves. Teachers then lead pupils to understand the science
creative thinking skills and not be confined to routine method. Pupils concepts through the results of the inquiry. Thinking skills and
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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: every day experiences. Meaningful learning can take place in
learning approaches such as contextual learning and Science,
Technology and Society (STS). Learning themes and learning
Teachers considered pupils prior knowledge. objectives that carry elements of STS are incorporated into the
curriculum. STS approach suggests that science learning takes place
Learning is the result from pupils own effort.
through investigation and discussion based on science, technology
Learning occurs when pupils restructure their existing
and society issues. Knowledge of science and technology can be
ideas by relating new ideas to old ones.
learnt with the application of science and technology and their impact
Pupils have the opportunities to cooperate, share
on society.
ideas and experiences and reflect on their learning.
Contextual Learning
Science, Technology and Society approach
Contextual learning is an approach that associates learning with
Meaningful learning occurs if pupils can relate what they have learnt pupils everyday life. This approach involves investigative learning as
with their daily life. Meaningful learning happens to various
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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
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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
A project is an activity carried out individually or in groups to achieve

Discussion a certain goal that takes a long time and exceeds formal teaching
A discussion is an activity in which pupils question and present their hours. Pupils are required to identify methods to solve the problem
opinions based on arguments or valid reasons. During discussions, given and thus plan the entire project.The outcome of the project
pupils must have an open mind to accept others opinions. The either in the form of a report, an artefact or in other forms needs to
teacher should play the role of a facilitator by asking questions that be presented.
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Visits and Use of External Resources Identify and understand a problem

Explain the problem
Learning science through visits to zoos, museums, science centers, Finding alternative solutions
research institutes, mangroves swamps and factories can make Carry out operations to solve the problem
learning more effective, enjoyable and meaningful. Learning through Evaluate solutions
visits can be optimised by careful planning whereby pupils have to

carry out or perform tasks during the visit. Discussion after the visit Use of Technology
should be held to conclude the activities carried out.
Technology is an effective tool for enhancing the learning of science.
Through the use of technology such as the television, radio, video,
computer, internet, computer software, courseware and computer
interfaces makes the teaching and learning of science more
Future Research
interesting and effective. Animation and computer simulation is an
Pupils use critical and creative thinking to explore changes from the effective tool for learning of difficult and abstract science concepts
past to the future. This pedagogy is pupils-centred and integrates and can be presented in the form of courseware or website.
various fields. Noble values such as responsibility and cooperation
are cultivated through this method.
Problem Solving
Problem solving is a method that involves pupils actively participating

in decision making or to achieve a particular aim. During problem
solving, activities such as simulations, discussions and experiments
can be carried out. Generally, problem solving involves these steps:
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ASSESSMENT OF TEACHING AND LEARNING Achievement Level is arranged in a hierarchy to be used as a

benchmark in the individual report.
Assessment is an element in the learning process that encompasses

describing, collecting, recording, scoring, and interpreting information
STANDARD TERMS OF PERFORMANCE
about pupils learning for a particular purpose. Therefore assessment
is a process of getting information and making evaluation of pupils
achievement. ACHIEVEMENT
STANDARD
LEVEL
Assessment is a yardstick to assess pupils achievement in obtaining
knowledge, skills and ethics besides assessing the activities carried 1 Know
out during T&L.
2 Know and Understand
Assessment supports pupils learning and provides valuable
3 Know, Understand and Can Do
feedback to stakeholders such as administrators, teachers, pupils
and parents/guardians about pupils progress and achievement. 4 Know, Understand and Can Do with Good Attitude
Know, Understand and Can Do with Good Attitude

5
and Laudable
The feedback is used to enhance the quality of T&L.
Know, Understand and Can Do with Excellent
6
T&L assessment is more inclined to be formative and prioritises the Attitude, Laudable and Exemplary
progress of each pupil from one level to another. A teacher is able to

diagnose and detect the development of pupils. This provides an
Who should conduct the assessment?
opportunity for teachers to rectify mistakes and weaknesses of pupils
immediately so that it is not accumulated. The teachers will be able The task of assessing is not only limited to teachers. Assessment
to identify pupils weaknesses and do follow up. The type and needs can also be carried out by peers, pupils themselves and their
of T&L assessment is illustrated in Figure 4 below.
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parents/ guardians. Parents/guardians may assess the achievement General Interpretation of Achievement Level
of their children, guided by assignment instructions or checklists.
ACHIEVEMENT
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 isthe 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.
Pupil performs a particular skill with proper

4 attitude by following procedure or being
Performance Standard systematic.
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.
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Interpretation of Achievement Level for Primary 2. VALUE

Science
Value Interpretation of Achievement Level for Primary Science
Assessment conducted comprises of knowledge, skills, scientific
attitudes and moral values. Assessment of knowledge and skills are ACHIEVEMENT
INTERPRETATION
LEVEL
stated in the Performance Standard related to Content Standard.
1 Interest
ACHIEVEMENT
INTERPRETATION
LEVEL 2 Interest and curious
1 Know the basic knowledge and skills in science

Interests, curious, honest and accurate in
3
recording data.
Understand the science knowledge and skills
2
and can explain the understanding in any way. Interest, curious, honest and accurate in recording
4
data, brave and systematic.
Apply knowledge and scientific skills in
3
completing the task in a situation
Interest, curious, honest and accurate in recording
Analyzing knowledge and scientific skills to be 5 data, brave and systematic, cooperates, diligent
4 applied in completing the task in a situation and perseverance in completing task.
systematically
Analyze and synthesize knowledge and scientific Interest, curious, honest and accurate in recording
skills to be applied in completing the task or in a data, brave and systematic, cooperates, diligent
5 6
new situation persistently, systematically and and perseverance in completing task, responsible
with positive attitude for oneself, friends, environment and courteous.
Analyze and synthesize knowledge and scientific

skills to be applied creatively and innovatively in
6
creating, evaluating or conceptualising
something new in completing a task
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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
Standards 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.
The teaching and learning process should be planned holistically and

integrally to allow several Learning Standards to be achieved.
The Learning Standard is a tangible learning objective. It comprises
Teachers should analyse all the Learning Standards and Content
the scope of learning with scientific skills and thinking skills that
Standards before planning teaching and learning activities. The
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activities can be varied to achieve the Content Standard to fulfil

leaning objectives. Teachers are encouraged to shape activities that
require the active participation of students to generate analytical, .
critical, innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.
The teaching and learning process involves activities, investigations

and experiments which are deemed appropriate to achieve learning
standard should be carried out to strengthen students'
understanding.
The Thematic Core Modules of World of Science and Technology is

introduced to Level One pupils. This module is a combination of
Science elements, Design & Technology and Information &
Communication Technology. The time allocated for the subject is 60
minutes per week.
For Level Two, Science is a single subject and the time allocated is
120 minutes per week.
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CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
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KSSR Science Year 4
INTRODUCTION TO SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
1. SCIENTIFIC SKILLS LEVEL DESCRIPTOR
1.1 Science process skills. Pupils are able to:
1 State all the senses involved in making
observations about the phenomena that occurs.
(150min) 1.1.1 Observe
2 Describe the utilization/use of the senses involved
when making observations about the phenomena
or changes that occur.
3 Use all the senses involved to make observations

about the phenomena or changes that occur.
4 * Use all the senses involved to make qualitative

observations to describe the phenomena or
changes that occur
* Use appropriate tools where necessary to assist
in making observations.
5 * Use all the senses involved to make qualitative

and quantitative observations to describe the
phenomena or changes that occur
6 * Use all the senses involved systematically to

make qualitative and quantitative observations to
describe the phenomena or changes that occur.
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KSSR Science Year 4
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.2 Classify.
1 State the characteristics of objects by
observing the/its similarities and differences.
2 Describe the characteristics of objects by

observing the/its similarities and differences.
3 Sort and group the objects based on its

common characteristics and differences.

common characteristics and differences and
state the common characteristics used.

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

common characteristics and different until to
the final stage by stating the characteristic
used.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.3 Measure and use numbers.
1 State more than one appropriate tool to
measure a quantity.
2 Describe the tools and correct methods to

measure the quantity.
3 Measure using tools and standard units

correctly.
4 Measure using tools and standard units with

correct techniques.
5 Measure using tools and standard units with

correct techniques and record systematically
and completely in a table
6 Demonstrate how to measure using tools and

standard units with correct techniques and
record systematically and completely in a
table.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.4 Make inference.
1 State a reasonable interpretation of an event
or observation.
2 Describe more than one reasonable

interpretation of an event or observation.
3 Draw a reasonable initial conclusion based on

interpretations of an event or observation.
4 Draw a reasonable initial conclusion of an

event or observation by using gathered
information.
5 Draw more than one reasonable initial

conclusion of an event or observation by
using gathered information.
6 Draw more than one reasonable initial

conclusion of an event or observation by
using gathered information and able to
explain the conclusion drawn.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.5 Predict.
1 State a possibility of an event or data.
2 Describe a possibility or event.
3 Make a prediction of an event based on

observations, past experience or data.
4 Justify the most suitable and reasonable

prediction of an event or data.
5 Make predictions of an event based on

observations, past experience or data.
6 Make predictions of an event based on

0bservations, past experience or data.
Predict using interpolation or extrapolation
of data.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.6 Communicate.
1 Arrange information obtained in a suitable
form.
2 Record information or ideas in a suitable

form.
3 Record information or ideas in more than

one suitable form.

form and present it systematically.

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

form, present it systematically, creatively
and innovatively in various forms and able to
provide feedback.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.7 Use space and time relationship.
1 State a parameter that varies with time based
on a situation.
2 Describe a parameter that varies with time

based on a situation.
3 Arrange the occurrences of a phenomenon or

event chronologically with time
4 Provide reasoning on changes in parameter of

a chronological phenomenon or event with
time
5 Arrange graphically the occurrences of a

phenomenon or event chronologically with
time.
6 Present and explain the chronological

changes of a phenomenon or events with
time.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.8 Interpret data. 1.
1 2. Provide an explanation based on data.
2 3. Provide a description of more than one

explanation based on data.
3 4. Choose relevant ideas to make an explanation

about objects, events or patterns of data
4 5. Correlate between the parameters in the data

based on the relationship between the
parameters or science concepts.
5 6. Provide a rational explanation using

interpolation of objects, events or patterns of
data collected.
6 7. Provide a rational explanation using

interpolation or extrapolation of data
collected.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.9 Define operationally
1 1. State what is done and what is observed in a
situation.
2 2. Describe what is done and what is observed

in a situation
3 3. Interpret what is done and what is observed

in a situation for the predetermined aspects
4 4. Make more than one interpretation of what is

done and what is observed in a situation for
the predetermined aspects
5 5. Select the most appropriate interpretation of

a concept by stating what is done and what is
observed in a situation.
6 6. Describe the most appropriate interpretation

of a concept by stating what is done and what
is observed in a situation.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.10 Control variables
1 Identify the variables that affect an
investigation.
2 Describe the variables that affect an

investigation
3 Determine the manipulated variable in an

investigation.
4 Determine the responding and constant

variables after determining the manipulated
variable in an investigation
5 Explain the relationship between the

manipulated and responding variable in an
investigation.
6 Change the constant variable in an

investigation to manipulated variable and
state the new responding variable
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.11 Make hypothesis
1 1. State the variables involved in an
investigation.
2
2. Describe the variables involved in an
investigation.
3
3. Describe the relationship between the
variables in an investigation.
4
4. Make a general statement about the
relationship between variables that can be
tested in an investigation.
5
5. Relate the manipulated and responding
variable in making a hypothesis to be tested.
6
6. Plan an investigation to test the hypothesis.
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KSSR Science Year 4
LEVEL DESCRIPTOR
1.1.12 Carry out experiment. 1.
1 2. State the aim of the identified problem.
2 3. Make a hypothesis based on identified

problem.
3 4. Specify the appropriate method and

apparatus in planning the experiment.
4 5. Carry out the experiment to test the

hypothesis.
5 6. Carry out the experiment, collect data,

interpret the data and make a conclusion to
prove the hypothesis and write a report.
6 7. Identify a new problem and design an

experiment to test the hypothesis.
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KSSR Science Year 4

LEVEL DESCRIPTOR
1.2 Science manipulative Pupils are able to: 1 List science apparatus, substances and
skills. specimens required for an activity.
(30min) 1.2.1 Use and handle science apparatus and
substances correctly. 2 Describe the use of science apparatus,
substances and specimens required for an
1.2.2 Handle specimens correctly and activity with the correct method.
carefully.
3 Handling science apparatus, substances and
1.2.3 Sketch specimens, apparatus and specimens required for an activity with the
science substances correctly. correct method.
1.2.4 Clean science apparatus correctly. 4 Using, handling, sketching, cleaning and
storing the science apparatus, substances and
1.2.5 Store science apparatus and substances specimens used in an activity with the correct
correctly and safely. method.
5 Using, handling, sketching, cleaning and

specimens used in an activity with the correct
methods, systematically and sparingly.
6 Using, handling, sketching, cleaning and

specimens used in an activity with the correct
methods, systematically, sparingly and be an
example to others.
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KSSR Science Year 4

2. SCIENCE ROOM RULES LEVEL DESCRIPTOR
2.1 Science room rules. Pupils are able to :
1 1. State one of the science room rules.
2.1.1 Adhere to science room rules.
2 2. State more than one of the science room
rules.
3 3. Apply one of the science room rules.
4 4. Apply more than one of the science room

rules.
5 5. Give reasons the needs to adhere the

science room rules.
6 6. Be an example to peer in adhering to science

room rules.
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KSSR Science Year 4
LIFE SCIENCE

3. LIFE PROCESSES IN HUMAN LEVEL DESCRIPTOR
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.
Sketch the passage of air during
3.1.2 inhalation and exhalation. 3 Carry out activities to compare the rate of
breathing.
Describe chest movement by placing
3.1.3 hand on chest during inhalation and 4 Conclude that vigorous activities increases the
exhalation. rate of
breathing.
Make generalisation that rate of
3.1.4 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 the
Explain observations using sketches, type of fitness activities suitable to gender, age
3.1.5 ICT, writing or verbally. and health.
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KSSR Science Year 4
LEVEL DESCRIPTOR
3.2 Excretion and defecation. Pupils are able to:
1 State the examples of excretion and defecation.
3.2.1 State the meaning of excretion through
observations using various media. 2 Describe the meaning of excretion and
defecation.
Identify excretory organs and its 3
3.2.2 products : Use a graphic organiser to show excretory organs
kidneys excrete urine and its products.
skin excretes sweat 4
lungs excrete carbon dioxide Provide reasoning on the importance of human
and water vapour undergoing excretion and defecation.
5
State the meaning of defecation and its Justify through examples the needs of human to
3.2.3 product through observation using undergo excretion and defecation.
various media 6
Generate and present a graphical presentation on
Explain with examples that human the importance of excretion and defecation.
3.2.4 needs to excrete and defecate.
Explain observations using sketches,

3.2.5 ICT, writing or verbally.
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KSSR Science Year 4
LEVEL DESCRIPTOR
3.3 Humans respond to Pupils are able to:
stimuli. (120min) 1
State that human respond when stimulated.
3.3.1 State that human sensory organs respond
to stimuli by carrying out activities. 2 Give examples of humans response to stimuli.
3.3.2 Explain with examples humans responses 3 Explain with examples sensory organs that
to stimuli in every day life. respond to stimuli.
3.3.3 Make inferences on the importance of 4

Conclude on the importance of humans response
humans responses to stimuli. to stimuli.
3.3.4 Explain observations using sketches, ICT, Justify the importance of caring for the sensory
5
writing or verbally. organs.
6 Generate ideas about habits that should be

avoided which can cause damage to the sensory
organs.
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KSSR Science Year 4
LEVEL DESCRIPTOR
3.4 Heredity in humans. Pupils are able to:
1 State that offspring inherit features of parents.
3.4.1 State that offspring inherit parents
features such as skin colour, type of hair 2 State verbally individual features inherited from
and looks by carrying out activities. parents.
3.4.2 Explain with examples the features of 3 Explain with examples the features of offspring
offspring that are inherited from their that are inherited from their parents.
generation.
4 Descibe that the features of offspring can also be
3.4.3 Explain observations using sketches, ICT, inherited from generation.
writing or verbally.
5 Justify that the features inherited from
generation is a gift from God.
6 Generate a graphical presentation on the family

tree based on features inherited.
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KSSR Science Year 4
LEVEL DESCRIPTOR
3.5 Habits that bring harm to Pupils are able to:
human life processes. 1 State human habits from prior knowledge.
(120min) 3.5.1 Explain with examples, habits that bring
harm to human life processes such as: 2 Identify habits that bring harm to life processes.
eating imbalanced food
smoking 3 Explain with examples the effects of habits that
glue sniffing bring harm to life processes.
drugs abusing
consuming alcoholic beverages 4 Generate ideas on importance of practising a
healthy life style.
3.5.2 Explain effects of habits that bring harm to
human life processes such as: 5 Justify measures taken to avoid habits that bring
health harm to life processes.
growth
slow down responses to stimuli. 6 Create a creative and innovative graphic
presentation on efforts to prevent unhealthy
Explain observations using sketches, ICT, habits.
3.5.3
3.6 Loving ourselves Pupils are able to:
(20min)
3.6.1 Practise healthy lifestyle in everyday life.
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KSSR Science Year 4

4. LIFE PROCESSES IN ANIMALS LEVEL DESCRIPTOR
4.1 Breathing organs of Pupils are able to:
animals. 1 State the breathing organs of animals.
(240min) 4.1.1 Identify breathing organs of animals
through observation of actual animal or Give examples of animals with its breathing
various media i.e.: 2 organs.
lungs
e.g. cat, dog, crocodile, frog, whale 3 Classify animals according to its breathing organ.
gills
e.g. fish, tadpole, crab, prawn 4 Make generalisation that some animals have
moist skin more than one breathing organ.
e.g. frog, worm
spiracle 5 Provide reasoning animals that have more than
e.g. cockroach, grasshopper, one breathing organ.
butterfly, caterpillar
6 Create a creative and innovative graphic
4.1.2 Make generalisation that some animals presentation on breathing organs of animals.
have more than one breathing organ such
as frog.
4.1.3 Explain observations using sketches, ICT,

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KSSR Science Year 4

5. LIFE PROCESSES IN PLANTS LEVEL DESCRIPTOR
5.1 Plants respond to stimuli. Pupils are able to:
(240min) 1 State parts of plant that respond to stimuli.
5.1.1 Conclude that plants respond to stimuli by
carrying out investigation i.e.: 2 Describe the type of stimulus that causes
root responds to water response in plants.
root responds to gravity
shoot, leaf and flower responds to 3 Explain with examples the respond of parts of
light plant towards stimuli.
leaf responds to touch
4 Make a hypothesis that plants respond to stimuli.
writing or verbally. 5 Conclude that parts of plant respond to stimuli.
6 Design a creative and innovative presentation

through various method about an investigation of
the response of parts of plants towards stimuli.
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KSSR Science Year 4
LEVEL DESCRIPTOR
5.2 Photosynthesis Pupils are able to:
(120min) 1 Recall the basic needs of plants.
5.2.1 State plants make their own food through
photosynthesis by observing various media. 2 State photosynthesis is a process of plants
making its own food.
State photosynthesis needs carbon dioxide,
5.2.2 water, sun light, and chlorophyll by 3 Using information from various media to state
observing various media. the products of photosynthesis and the need of
plants to carry out photosynthesis.
5.2.3 State photosynthesis produces starch and
oxygen. 4 Provide reasoning on why plants do not need to
move like animals to make food.
5.2.4 Make inference on the importance of
photosynthesis to other living things 5 Justify the importance of photosynthesis to other
living things
5.2.5 Provide reasoning why plants do not need
to move like animals. 6 Summarize the process of photosynthesis
through creative and innovative sketch.
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KSSR Science Year 4
PHYSICAL SCIENCE

6. MEASUREMENT LEVEL DESCRIPTOR
6.1 Length Pupils are able to:
6.1.1 State length is a measurement of distance 1 State the meaning of length.
between two points.
2 Measure length by using the similar tools.
6.1.2 Explain with examples measurement of
length using non- standard tools such as: 3 Measure length using appropriate tools and
span, cubit, arm span, and foot, standard unit.
paper clip, pencil, chalk, straw, thread,
string and matchstick 4 Make generalization of the knowledge of length
measurement by using appropriate tools,
State length can be measured using standards units and correct measuring methods.
6.1.3 standard tools such as ruler and measuring
tape by carrying out activities. 5 Conclude the importance of using standard and
non-standard tools in everyday life.
State standard units of length in metric
system; i.e. millimetre (mm), centimetre 6 Summarize the importance of knowledge in using
6.1.4 (cm), meter (m) or kilometre (km). standard measurements in everyday life.
Measure length with correct methods by

using appropriate tools and standard units.

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KSSR Science Year 4
LEVEL DESCRIPTOR
6.2 Area Pupils are able to:
(120min) 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
6.2.2 Measure area of a surface by using standard tool.
measuring tools such as square paper 1cm x
1cm. 3 Calculate area using formula and correct standard
units.
6.2.3 State standard units of area in metric system
i.e. millimetre square (mm), centimetre 4 Make generalisation on knowledge about area to
square (cm), meter square (m) and make estimations of a surface area by using tools,
kilometre square (km). standard units and correct method.
6.2.4 Calculate area of rectangle and square using 5 Make generalisation on knowledge about area to
formula: carry out a situation or solve a problem in
area = length x width everyday life.
6.2.5 Estimate surface area of irregular shape 6 Summarise the importance of knowledge about
using grid paper 1cm x 1cm. area in everyday life.

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KSSR Science Year 4
LEVEL DESCRIPTOR
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 liquid using
appropriate tools.
6.3.2 Measure volume of a hollow box by using Calculate the volume of solid using an
standard measuring tool such as cubes appropriate tool and correct standard units.
measuring 1cm x 1 cm x 1cm.
3 Measure volume of liquid using appropriate tool
6.3.3 State standard units of volume of object and correct standard units.
in metric system i.e. millimetre square
(mm), centimetre square (cm), meter 4 Applying knowledge about the correct method to
square (m). measure volume systematically.
6.3.4 Calculate volume of cube and cuboid using 5 Summarise the importance of volume and its
formula: uses in everyday life.
volume = length x width x height
6 Generate ideas on the importance of volume to
6.3.5 Explain observations using sketches, ICT, pursue sustainable living.
6.4 Volume of liquid Pupils are able to:

(120min)
6.4.1 Measure the volume of liquid using non-
standard measuring tools such as spoon,
glass, cup, bowl, jug and bottle.
6.4.2 Measure the volume of liquid using

standard measuring tools such as
measuring cylinder, beaker, flask and
graduated container.
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KSSR Science Year 4
LEVEL DESCRIPTOR
6.4.3 State standard units of Volume of liquid
in metric system i.e. millimetre (ml) or cubic
centimetre (cm), litre (l) and cubic meter
(m).
6.4.4 Measure volume of liquid using appropriate

tools and standard unit with the correct
method.

6.5 Application the concept of Pupils are able to:

volume.
(120min) 6.5.1 Calculate the volume of regular-shaped
solids such as cube by using water
displacement method and using formula.
6.5.2 Calculate the volume of irregular-shaped

solids by using water displacement method.

54
KSSR Science Year 4
LEVEL DESCRIPTOR
6.5 Mass Pupils are able to:
1 State the meaning of mass.
6.5.1 State mass is quantity of matter in an
object. 2 Measure using appropriate tools.
6.5.2 Identify measuring tools for mass such as 3 Measure using appropriate tool and correct
lever balance or triple beam balance. standard units.
6.5.3 State standard units of mass in metric 4 Make generalisation on knowledge about
system i.e. milligram (mg), gram (g) and measuring mass using appropriate tools,
kilogram (kg). standard units and correct method.
6.6.4 Measure mass using appropriate tools and 5 Create a balance to measure the mass of an
standard unit with the correct method. object.
6.5.5 Explain observations using sketches, ICT, 6 Provide reasoning of the creation based on
writing or verbally. creativity, innovative, and concept used.
55
KSSR Science Year 4
LEVEL DESCRIPTOR
6.7 Time Pupils are able to:
(120min) 1 State the meaning of time
6.7.1 State that time is the interval between
two moments. 2 Identify appropriate tools to measure time
6.7.2 Make generalisation that time can be Measure time using appropriate tools and
measured based on uniformly repeated 3 correct standard units
events such as water droplets, swinging of
pendulum and pulse beat. 4 Make generalisation on knowledge about
measuring time using appropriate tools,
6.7.3 Identify measuring tools for time such as standard units and systematic method.
sundials, hour glass, water clock, candle,
stopwatch and digital clock. 5 Create tools to measure time
6.7.4 State standard units of time in metric 6 Provide reasoning of the creation based on
system i.e. seconds(s), minutes (min), creativity, innovative, and concept used.
hours (h), day, month and year.
6.7.5 Measure time using appropriate tools and

standard unit with the correct method.

56
KSSR Science Year 4

LEVEL DESCRIPTOR
6.8 Create tools to measure time. Pupils are able to:
6.8.1 Create tools to measure time.
6.8.2 Describe the tools created using

sketches, ICT, writing or verbally.
6.9 Usage of correct units, tools Pupils are able to:

and methods.
(30min) 6.9.1 Compare and contrast the measurement
using standard and non-standard tools by
carrying out activities.
6.9.2 Provide reasoning on the importance of

measuring using correct measuring tools
and methods.
57
KSSR Science Year 4
MATERIAL SCIENCE
LEVEL DESCRIPTOR
7. PROPERTIES OF MATERIALS
7.1 Basic resources of materials Pupils are able to:
used to produce objects. 1 State the basic resources.
(120min) 7.1.1 Explain through examples the basic
resources of material used to make an 2 Describe the basic source of material for an
object. objects.
7.1.2 Classify objects based on its basic source. 3 Classify objects based on materials.
Classify objects based on its basic resources.
Basic Material Object
resources sample 4 Segregate the materials used to make an
Plants Wood Table object to determine its basic resources.
Cotton Clothes
Rubber Tyres
Animals Hide Handbag 5 Provide reasoning why certain materials are
Wool Sweater chosen to make an object.
Silk Scarf
Rock Metal Nail 6 Create an object that combines a variety of
Soil Mirror basic resources.
Petroleum Plastic Bucket
Synthetic Umbrella
Cloth

58
KSSR Science Year 4
LEVEL DESCRIPTOR
7.2 Properties of materials. Pupils are able to:
(240min) 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 by materials used and its basic resources.
3 Classify objects and state the characteristic
7.2.2 Make generalisation on properties of 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.
material based on its elasticity by carrying 5 Segregate the component of an object and
out activities. make inferences of the materials used.
7.2.4 Make generalisation on properties of 6 Design or innovate an object /

material on its ability to conduct model and provide reasoning about the
electricity whether it is a conductor or selected materials.
insulator by carrying out activities.

material on its ability to conduct heat
whether it is a conductor or insulator by
59
KSSR Science Year 4
LEVEL DESCRIPTOR
material on its ability to allow light to pass
through whether it is opaque, translucent
or transparent by carrying out activities.

7.3 Design objects Pupils are able to:

(120min)
7.3.1 Create an object by applying knowledge
on properties of material.
7.3.1 Provide reasoning for the selection of

materials used in designing the object.
60
KSSR Science Year 4
LEVEL DESCRIPTOR
8. RUSTING
8.1 Rusting of materials Pupils are able to:
(120min) 1 State example of rusted and non-rusted
8.1.1 Identify rusty and non-rusty objects by 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 5 Justify the importance of preventing rusting
painting, coating, electroplating and
applying oil or grease. 6 Carry out a project to prevent objects in the
surrounding from rusting.
8.1.5 Provide reasoning on the importance of
preventing rusting.

61
KSSR Science Year 4
EARTH AND SPACE SCIENCE
LEVEL DESCRIPTOR
9. SOLAR SYSTEM
9.1 Solar System Pupils are able to:
(60min) 1 State constituents of the Solar System.
9.1.1 Describe constituents of the Solar System
i.e. Sun, planets, natural satellites, 2 Describe the constituents of the Solar
asteroids, meteoroids, comets by System.
observing various media.
3 Arrange in sequence the planets in the
9.1.2 Arrange in sequence the planets in the Solar System.
Solar System by carrying out activities.
4 Make generalisation that planets rotate on
9.1.3 State that planets rotate on its axis and at its axis and at the same time revolve
the same time revolve around the Sun on around the Sun.
its orbit by observing various media.
5 Summarise that planets rotate on its axis
9.1.4 Explain observations using sketches, ICT, and at the same time revolve around the
writing or verbally. Sun on its orbit through simulation.
6 Build a creative and innovative model of

the Solar System in the form of real model /
using ICT.
62
KSSR Science Year 4
LEVEL DESCRIPTOR
9.2 Relative size and distance Pupils are able to:
between the Earth, the Moon 1 State an estimation of the relative size or
and the Sun. 9.2.1 Estimate the relative size of Earth distance of Earth, Moon and Sun correctly.
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 the
9.2.3 Estimate the relative size of Moon Earth, Moon and Sun by carrying out
compared to Earth. simulation.
9.2.4 Estimate the relative distance of Earth to 4 Make assumptions of the condition on the
the Sun compared to the distance of Earth Earth, if its distance is nearer or further from
to the Moon. 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 Earth
9.2.7 Explain observations using sketches, ICT, and the Sun and how to overcome it.
63
KSSR Science Year 4
TECHNOLOGY AND SUSTAINABILITY OF LIFE
LEVEL DESCRIPTOR
10. TECHNOLOGY
10.1 Importance of technology in Pupils are able to:
life. 1 Give examples of activities that are
10.1.1 Identify activities that are capable and incapable capable and incapable to be carried out
to be carried out by the brain, senses and body by humans.
parts by carrying out activities.
2 Relate capability of brain, senses and
10.1.2 Make generalisation that human has limited human body through examples of
capabilities in carrying out activities. activities.
10.1.3 Explain through examples the tools used to 3 Make generalisation humans have
overcome human limitations by observing various limited capability in carrying out
media. activities.
10.1.4 State technology is one of the applications of 4 Solve the problems to overcome
scientific knowledge to overcome human human limitations by suggesting
limitations. suitable tools.
10.1.5 Explain observations using sketches, ICT, writing 5 Justify the chosen tools used to
or verbally. overcome the human limitations.
6 Innovate a tool creatively to overcome

the human limitation capabilities and
describe it.
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KSSR Science Year 4
LEVEL DESCRIPTOR
10.2 Development in technology Pupils are able to:
(60min) 1 State the technology used in various
10.2.1 Arrange in sequence the development in fields.
technology in the field of:
agriculture 2 Talk about the sequence of technology
transportation development in various fields.
construction
communication 3 Explain with examples the importance
medicine of technology in various fields.
10.2.2 Explain observations using sketches, ICT, writing 4 Generate ideas on the advantages and
or verbally. disadvantages of technology.
5 Justify the wise usage of materials in

the need to create new technologies
6 Design creatively and innovatively

future technology in various fields.
65
KSSR Science Year 4
LEVEL DESCRIPTOR
10.3 Contribution of technology Pupils are able to:
to humans
(120min) 10.3.1 Generate idea on advantages and disadvantages
of technology by observing various media.
10.3.2 Describe the needs of creating new technologies

in ensuring continuity of the well-being of
mankind.
10.3.3 Provide reasoning on the importance using

material sparingly in developing technology.
10.3.4 Explain observations using sketches, ICT, writing

or verbally.
66
KSSR Science Year 4
67

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MALAYSIA MINISTRY OF EDUCATION

STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL

CURRICULUM AND ASSESSMENT STANDARD DOCUMENT

CURRICULUM DEVELOPMENT DIVISION

Perpustakaan Negara Malaysia Data Pengkatalogan dalam Penerbitan Malaysia

Education in Malaysia is an on-going effort towards further developing the

Source: Education Act 1996 (Act 550)

In consonance with the National Education Philosophy, science

NATIONAL PRINCIPLES iii

NATIONAL EDUCATION PHILOSOPHY iv

NATIONAL SCIENCE EDUCATION PHILOSOPHY v

DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1

AIMS AND OBJECTIVES 4

ELEMENTS ACROSS THE CURRICULUM 12

SKILLS FOR 21ST CENTURY 15

SKILLS AND VALUE FOR THE 21ST CENTURY 16

TEACHING AND LEARNING STRATEGIES 18

METHODS OF TEACHING AND LEARNING SCIENCE 20

ASSESSMENT OF TEACHING AND LEARNING 23

ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26

THEME : INTRODUCTION TO SCIENCE

1.0 Scientific Skills 29

2.0 Science Room Rules 42

THEME : LIFE SCIENCE

3.0 . Life Processes In Human 43

4.0 Life Processes In Animals 48

5.0 Life Processes In Plants 49

THEME : PHYSICAL SCIENCE

THEME : MATERIAL SCIENCE

7.0 Properties Of Materials 58

THEME : EARTH AND SPACE SCIENCE

9.0 Solar System 62

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE

emotionally and physically balanced. The primary and of the nation.

secondary school science curriculum standard is developed

The concept of strands introduced in KSSR, is a form of

Fostering imagination, creativity, talent

Figure 1: Framework for Curriculum KSPK and KSSR

The aim of Science Standard Curriculum for primary is to instil

scientific knowledge, skills and scientific attitude

Knowledge discipline in Science and Technology Strand are

Science Process Skills enable pupils to formulate questions and find

FOCUS Descriptions of the science process skills are as the following:

Observing Using the sense of sight, hearing, touch,

SCIENTIFIC SKILLS Making Making initial conclusions that are

Communicating Accepting, choosing, arranging, and

Using Space- Describing changes in parameters such

Use and handle science apparatus and substances correctly.

Clean science apparatus correctly

Making Making a general statement about the

Learning experiences science can foster positive attitudes and

Critical Thinking Skills breaking it down into smaller parts to

Attributing Identifying characteristics, features,

Sequencing Arranging objects and information in order

Generating Ideas Producing ideas related to something.

Making Selecting the best solution from several

Problem Solving Finding the right solutions in a

Figure 2: TSTS Model in Science

The mastery of Science Process Skills requires pupils to master the

3. Practising TSTS without teachers guidance.

5. Applying TSTS together with other skills to accomplish

Measuring and Using Relating

Relationship between Thinking Skills and Science Making Inferences Relating