DSKP KSSR Semakan 2017 Science Year 4
DSKP KSSR Semakan 2017 Science Year 4
Sains
Tahun 4
bBAA
(EDISI BAHASA INGGERIS)
i
Sains
Tahun 4
(Edisi Bahasa Inggeris)
Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam apa
juga bentuk dan dengan cara apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat
kebenaran bertulis daripada Pengarah, Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4-8, Blok E9,
Parcel E, Kompleks Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya.
CONTENT
Rukun Negara........................................................................................................................................................... v
Falsafah Pendidikan Kebangsaan............................................................................................................................ vi
Definisi Kurikulum Kebangsaan................................................................................................................................ vii
Falsafah Pendidikan Sains Kebangsaan.................................................................................................................. viii
Kata Pengantar......................................................................................................................................................... ix
Introduction............................................................................................................................................................... 1
Aims.......................................................................................................................................................................... 2
Objectives................................................................................................................................................................. 2
Framework of the Standards-Based Curriculum for Primary School........................................................................ 2
Focus........................................................................................................................................................................ 4
Thoughtful Science............................................................................................................................................ 5
Critical Thinking Skills........................................................................................................................................ 5
Creative Thinking Skills..................................................................................................................................... 7
Thinking Strategies............................................................................................................................................ 8
Scientific Skills................................................................................................................................................... 10
Scientific Attitudes and Noble Values................................................................................................................ 20
21st Century Skills..................................................................................................................................................... 21
Higher Order Thinking Skills..................................................................................................................................... 22
Teaching and Learning Strategies............................................................................................................................ 24
Elements Across the Curriculum.............................................................................................................................. 30
Classroom Assessment............................................................................................................................................ 34
Content Organisation................................................................................................................................................ 38
Inquiry In Science
Scientific Skills................................................................................................................................................... 42
Life Science
Human............................................................................................................................................................... 46
Animal................................................................................................................................................................ 51
Plant................................................................................................................................................................... 53
Physical Science
Properties of light.............................................................................................................................................. 56
Sound................................................................................................................................................................ 59
Energy............................................................................................................................................................... 61
Materials Science
Material............................................................................................................................................................. 64
Earth and Space
Earth.................................................................................................................................................................. 68
Techonology and Sustainability of Life
Machines........................................................................................................................................................... 72
Panel of Writers........................................................................................................................................................ 75
Contributors.............................................................................................................................................................. 76
Panel of Translators.................................................................................................................................................. 77
Acknowledgement.................................................................................................................................................... 78
RUKUN NEGARA
BAHAWASANYA Negara kita Malaysia mendukung cita-cita hendak:
Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya;
Memelihara satu cara hidup demokratik;
Mencipta satu masyarakat yang adil di mana kemakmuran negara
akan dapat dinikmati bersama secara adil dan saksama;
Menjamin satu cara hidup yang liberal terhadap tradisi-tradisi
kebudayaannya yang kaya dan berbagai 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:
v
FALSAFAH PENDIDIKAN KEBANGSAAN
vi
DEFINISI KURIKULUM KEBANGSAAN
3. Kurikulum Kebangsaan
(1) Kurikulum Kebangsaan ialah suatu program pendidikan yang
termasuk kurikulum dan kegiatan kokurikulum yang merangkumi
semua pengetahuan, kemahiran, norma, nilai, unsur kebudayaan
dan kepercayaan untuk membantu perkembangan seseorang murid
dengan sepenuhnya dari segi jasmani, rohani, mental dan
emosi serta untuk menanam dan mempertingkatkan nilai moral yang
diingini dan untuk menyampaikan pengetahuan.
vii
FALSAFAH PENDIDIKAN SAINS KEBANGSAAN
viii
KATA PENGANTAR
Kurikulum Standard Sekolah Rendah (KSSR) yang dilaksanakan dan Kemahiran Berfikir Aras Tinggi (KBAT). Penyepaduan
secara berperingkat mulai tahun 2011 telah disemak semula bagi tersebut dilakukan untuk melahirkan insan seimbang dan
memenuhi dasar baharu di bawah Pelan Pembangunan harmonis dari segi intelek, rohani, emosi dan jasmani
Pendidikan Malaysia (PPPM) 2013-2025 supaya kualiti kurikulum sebagaimana tuntutan Falsafah Pendidikan Kebangsaan.
yang dilaksanakan di sekolah rendah setanding dengan standard
Bagi menjayakan pelaksanaan KSSR, pengajaran dan
antarabangsa.Kurikulum berasaskan standard yang menjadi
pembelajaran guru perlu memberi penekanan kepada KBAT
amalan antarabangsa telah dijelmakan dalam KSSR menerusi
dengan memberi fokus kepada pendekatan Pembelajaran
penggubalan Dokumen Standard Kurikulum dan Pentaksiran
Berasaskan Inkuiri dan Pembelajaran Berasaskan Projek, supaya
(DSKP) untuk semua mata pelajaran yang mengandungi
murid dapat menguasai kemahiran yang diperlukan dalam abad
Standard Kandungan, Standard Pembelajaran dan Standard
ke-21.
Prestasi.
DSKP yang dihasilkan juga telah menyepadukan enam tunjang SHAZALI BIN AHMAD
Pengarah
Kerangka KSSR, mengintegrasikan pengetahuan, kemahiran dan
Bahagian Pembangunan Kurikulum
nilai, serta memasukkan secara eksplisit Kemahiran Abad Ke-21 Kementerian Pendidikan Malaysia
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KSSR SCIENCE YEAR 4
INTRODUCTION
Science Standards-Based Curriculum for Primary School (KSSR) Science subjects at secondary level are designed to produce
is designed to develop science literacy by providing a basic pupils who are science literate, innovative, and able to apply
knowledge of science for pupils to become science literate. It scientific knowledge, making decisions and solving problems in
comprises understanding the basic science concepts revolving real life. These subjects also provide opportunities for pupils who
around the pupils with which they will be able to pursue Science are inclined in science to pursue their studies in the fields of
education at secondary level. Science, Technology, Engineering and Mathematics (STEM) at
tertiary level.
The science curriculum for primary schools aims to produce
individuals who are intellectually, spiritually, emotionally and The benchmarking of science curriculum was done with high
physically balanced as articulated in the National Education performing countries in international assessments to ascertain that
Philosophy. Hence, Standard Curriculum and Assessment the science curriculum is relevant and equivalent with other
Document (DSKP) is designed by integrating 21st Century Skills to countries in the world.
enable pupils to compete globally.
In moving towards becoming a developed country, Malaysia
Knowledge, skills and values that are inculcated in the primary needs to create a scientific, progressive, innovative, and
school Science curriculum provide meaningful learning for pupils foresighted community that do not only utilise the latest
by taking into consideration their cognitive level and surroundings. technologies but can also contribute to the future establishment of
Hence, the interest to learn Science can be nurtured from the technological and scientific civilisation. To achieve this aspiration,
early stage of schooling, to be developed and enhanced at we need to foster critical, creative and competent citizens who
secondary level. practise the culture of science and technology.
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KSSR SCIENCE YEAR 4
2
KSSR SCIENCE YEAR 4
3
KSSR SAINS TAHUN 4
FOCUS
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KSSR SAINS TAHUN 4
Thoughtful Science Thinking skills can be categorized into critical and creative
thinking. Pupils who think critically always evaluate ideas
Thoughtful science refers to the quality of pupils intended to be systematically before accepting them. Pupils who think creatively
produced by the national science education system. Thoughtful are highly imaginative, can generate genuine ideas, and innovate
science pupils can understand scientific ideas and are able to existing ideas as well as products. Thinking strategy is a higher
communicate using scientific language. Therefore, pupils will be level of thinking process that involves several steps. Each step
able to evaluate as well as apply knowledge and scientific skills requires critical and creative thinking skills. Thinking strategy is
sensibly in daily life based on scientific attitudes and noble values. the final aim of the thinking process.
Thoughtful science also intends to produce creative and critical
individuals to fulfil the needs of the 21st century, where the Critical Thinking Skills
ideas and solve problems. and rationally to make a fair consideration by using reasons and
reliable evidences. A brief description of each critical thinking skill
Thoughtful learning is achieved when pupils are actively involved Table 1: Critical Thinking Skills
in the teaching and learning process. In this process, the teaching CRITICAL
DESCRIPTION
THINKING SKILLS
and learning activities are planned to elicit ideas and encourage
pupils to conceptualise, solve problems and make decisions. Attributing Identifying criteria such as
Therefore, thinking skills are indirectly inculcated among pupils. characteristics, features, qualities and
elements of a concept or an object.
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KSSR SAINS TAHUN 4
CRITICAL CRITICAL
DESCRIPTION DESCRIPTION
THINKING SKILLS THINKING SKILLS
Comparing and Finding similarities and differences Analysing Processing information in detail by
Contrasting based on criteria such as characteristics, breaking it down into smaller parts to
features, qualities and elements of an understand concepts or events as well
object or event. as to find the implicit meanings.
Separating and grouping objects or Detecting Bias Detecting views or opinions that have
Grouping and phenomena into groups based on the tendency to support or oppose
Classifying certain criteria such as characteristics, something.
features. Grouping according to common
characteristics or features.
Evaluating Making considerations and decisions
using knowledge, experiences, skills and
Sequencing Arranging objects and information in an values, and giving justifications.
orderly based on the quality or quantity
of common characteristics or features
such as size, time, shape or number. Making Making a statement about the outcome
Conclusions of an investigation based on a
hypothesis.
Prioritising Arranging objects or information in an
orderly manner based on their
importance or priority.
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KSSR SAINS TAHUN 4
Creative thinking skills are the ability to produce or create Predicting Making forecast about events based on
something new and valuable by using genuine imagination and observations and previous experiences
unconventional thinking. A brief description of each creative or reliable data.
Generating Ideas Producing ideas related to something. Inventing Producing something new or modifying
something already in existence to
Relating Making connections in certain overcome problems in a systematic
situations or events to find a structure manner.
or pattern of a relationship.
Visualising Forming perceptions or making mental
images about a particular idea,
Making Inferences Using data collection and previous
concept, situation or vision.
experience to conclude and explain
events.
Synthesising Combining separate elements to
produce an overall picture in the form
of writing, drawing and artefact.
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KSSR SAINS TAHUN 4
Making Hypothesis Making a general statement about the Thinking strategies are ways of thinking that are structured and
relationship between the manipulative and focused to solve problems. Description of each thinking strategy
responding variables that is assumed to
is as shown in Table 3.
be true to explain an observation or event.
The statement can be tested to determine
its validity. Table 3: Thinking Strategies
THINKING
Making Analogies Forming an understanding about a DESCRIPTION
STRATEGIES
complex or an abstract concept by relating
it to simple or concrete concepts with Conceptualizing Making generalisations towards
similar characteristics. construction of meaning, concept or
model based on inter-related specific
common characteristics.
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KSSR SAINS TAHUN 4
Besides thinking skills and thinking strategies, reasoning skill is Thinking Skills
also another priority. Reasoning is a skill used in making logical,
rational and fair consideration. Mastery of critical and creative Critical Creative
thinking skills and thinking strategies is easier if an individual is
Attributing Generating ideas
able to provide reasoning in inductive and deductive manners. Comparing and Relating
Figure 3 gives an overall picture of the Thinking Skills and contrasting Making
Grouping and inferences
Thinking Strategies (TSTS). classifying Predicting
Sequencing Reasoning Making
Prioritising generalisations
Analysing Visualising
Detecting bias Synthesising
Evaluating Making
Making hypothesis
conclusions Making analogies
Inventing
Thinking Strategies
Conceptualising
Making decisions
Problem solving
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KSSR SAINS TAHUN 4
Mastery of TSTS through the teaching and learning of science Science Process Skills
can be developed through the following stages:
1. Introducing TSTS; Science Process Skills (SPS) are skills that are required to find
2. Practising TSTS with teacher’s guidance; solutions to problems or make decisions systematically. They are
3. Practising TSTS without teacher’s guidance; mental processes that enhance critical, creative, analytical and
4. Applying TSTS in new situations and developing it with systematic thinking. Mastery of Science Process Skills together
teacher’s guidance; and with suitable attitudes and knowledge ensure pupils to think
5. Using TSTS together with other skills to accomplish effectively. Description of each SPSis as shown in Table 4.
thinking tasks.
Table 4: Science Process Skills
Further information about the stages of the implementation of SCIENCE
TSTS can be referred in the guidebook “Buku Panduan PROCESS THINKING SKILLS
SKILLS
Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam
Pengajaran dan Pembelajaran Sains” published by Curriculum Observing Using the sense of sight, hearing, touch,
Development Centre in 1999. taste or smell to gather information about
objects and phenomena.
Scientific Skills
Classifying Using observations to group objects or
phenomena according to similarities and
Science emphasises on inquiry method and problem solving. In differences.
the process of inquiry and solving problem, scientific skills and
thinking skills are applied. Scientific skills are essential skills to Measuring and Making quantitative observations using
carry out activities using scientific methods such as conducting Using Numbers numbers and tools with standard units.
experiments and projects. Scientific skills consist of science Measurement makes observations more
precise.
process skills and manipulative skills.
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KSSR SAINS TAHUN 4
SCIENCE SCIENCE
PROCESS THINKING SKILLS PROCESS THINKING SKILLS
SKILLS SKILLS
Using data collection and previous Defining Defining concepts by describing what
Making
experience to conclude and explain Operationally must be done and observed.
Inferences
events.
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KSSR SAINS TAHUN 4
Manipulative Skills Relationship between Science Process Skills and Thinking Skills
In a scientific investigation, manipulative skills are psychomotor The mastery of Science Process Skills requires pupils to master
skills that enable pupils to: the relevant thinking skills. The thinking skills that are related to
Use and handle science apparatus and substances each science process skill is shown in Table 5.
correctly;
Handle specimens correctly and carefully; Table 5: Relationship between Science Process Skills and
Thinking Skills
Sketch specimens, apparatus and substances correctly;
SCIENCE
Clean science apparatus correctly; and THINKING SKILLS
PROCESS SKILLS
Store science apparatus and substances correctly and
Attributing
safely. Observing Comparing and contrasting
Relating
Science laboratory or science room is an essential infrastructure
for the implementation of scientific investigations or experiments Attributing
Classifying Comparing and contrasting
to help pupils achieve the desired performance standards. The
Grouping and classifying
use of the science laboratory or science room requires systematic
and clear procedures to ensure the smooth process of teaching Measuring and Relating
and learning (T&L) as well as to ensure the safety of the users. Using Numbers Comparing and contrasting
Rules of the science laboratory or science room should be
disclosed to pupils so that the concept of compliance with the Relating
rules of the science laboratory or science room can be cultivated. Comparing and contrasting
Making Inferences
Analysing
Making Inferences
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SCIENCE SCIENCE
THINKING SKILLS THINKING SKILLS
PROCESS SKILLS PROCESS SKILLS
Relating Attributing
Predicting
Visualising Relating
Making hypothesis Comparing and contrasting
Using Space-Time Sequencing Generating ideas
Relationship Prioritising Making hypotheses
Predicting
Comparing and contrasting Synthesising
Analysing
Detecting bias Experimenting All thinking skills
Interpreting data
Making conclusions
Making Generalisations Communication All thinking skills
Evaluating
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KSSR SCIENCE YEAR 4
1 Observing Use limbs and all the Use all the senses Make accurate and Make qualitative and
senses involved to make involved to make relevant qualitative quantitative
observations about the qualitative observations and quantitative observations to
phenomena or changes with the appropriate tools observations to make
that occur. to explain phenomena or identify patterns or generalisations
changes that occur. sequences of objects based on a pattern
or phenomena. or sequence of an
object or
Use suitable complex phenomenon.
equipment for making
observations Present further
proficiently. findings based on
observations of
objects or
phenomena
analytically and
specifically.
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KSSR SCIENCE YEAR 4
SCIENCE
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS
(YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)
SKILLS
3 Measuring and Measure with the correct Measure with the correct Measure with the Demonstrate how
using numbers tool and in the correct tooland in the correct correct tool and in the measurements are
standard unit. standard unit using the correct standard unit, taken using the
right technique. using the right correct tool, correct
technique, and record standard unit, right
in a complete and technique and record
systematic way. in a table
systematically and
Change the basic completely.
units correctly.
Use more complex
Use the correct derivative units in the
derivative units. right manner.
4 Making Give a reasonable Conclude the initial Create more than one Generate a variety of
inferences explanation for an conclusion for an initial conclusion that are possibilities to
observation. observation reasonably reasonable for an event explain complex
using the information or observation using the situations.
obtained. information obtained.
Explain the
relationship or
pattern between
observed variables
using measurements
made for an
investigation.
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KSSR SCIENCE YEAR 4
SCIENCE
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS
(YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)
SKILLS
5 Predicting Describe a possible Make a reasonable Pupils can analyse trends/ Pupils can analyse
outcome for an event or assumption of an event flows/ simple developments trends/ flows/ simple
data. based on observations, based on the data obtained developments
previous experiences or to predict the future state of based on the data
data. an object or phenomenon. obtained to predict
the future state of an
object or
phenomenon.
Prediction can be
tested.
6 Communicating Record information or Record information or Able to present the results Able to present the
ideas in any form. ideas in a suitable form of an experiment or data results of an experiment
and present the observed in various forms or data observed in
information or the ideas such as simple graphics, various forms such as
systematically. pictures or tables. graphics, pictures or
tables that are more
complex to show how
the patterns are related.
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KSSR SCIENCE YEAR 4
SCIENCE
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS
(YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)
SKILLS
7 Using space- (Not explicitly stated as Arrange occurrences of a Arrange occurrences of a Use, analyse and
time a Learning Standard) phenomenon or an event phenomenon or an event interpret numbers and
relationships in chronological order in chronological order numerical relationships
based on time. based on time. efficiently during
problem solving and
Interpret and explain the conducting
meaning of mathematical investigations.
relationships.
8 Interpreting data (Not explicitly stated as Select relevant ideas Give explanations rationally Analyse data and
a Learning Standard) about objects, events or by making an intrapolation or suggest
patterns on the data to an extrapolation of the data improvements.
make an explanation. collected.
Identify and explain
the anomalies in the
set of data
obtained.
9 Defining (Not explicitly stated as Describe an interpretation Describe the most Explain the
operationally a Learning Standard) of what is carried out and appropriate interpretation of a interpretation made
observed in a situation concept by stating what is about the selection of
according to a particular carried out and observed for instruments or methods
aspect. a situation. on what is observed.
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KSSR SCIENCE YEAR 4
SCIENCE
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
NO. PROCESS
(YEAR 1-3) (YEAR 4-6) (FORM 1-3) (FORM 4-5)
SKILLS
10 Controlling (Not explicitly stated as Determine the responding Determine all variables such Change the constant
variables a Learning Standard) and constant variable after as responding variable, variable to the
the manipulated variable is manipulated variable and manipulated variable
determined in an constant variable. and state the new
investigation. responding variable.
11 Making (Not explicitly stated as Make a general statement Form a relationship between Describe an expected
hypothesis a Learning Standard) that can be tested, on the the manipulated variable and result of the scientific
relationship between the responding variable, to form investigation designed.
variables in an a hypothesis that can be
investigation. tested.
12 Experimenting (Not explicitly stated as Conduct an experiment, Conduct an experiment, Trigger new problems
a Learning Standard) collect data, interpret the make a hypothesis, design and design an
data and summarise to the method, select experiment to test the
prove the hypothesis and appropriate apparatus, collect new hypothesis of the
make a report. data, carry out analysis, triggered problems.
make a conclusion and write
a report.
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KSSR SCIENCE YEAR 4
Scientific Attitudes and Noble Values • Realising that science is a mean to understand nature;
• Appreciating and practising clean and healthy living; and
Positive attitudes and values can be nurtured in pupils through • Being thankful to God.
the science learning experience. Positive attitudes and values are
as the following: In general, scientific attitudes and noble values are inculcated
• Having interest and curiosity towards the environment; through the following stages:
• Being responsible about the safety of themselves, others Understanding and being aware of the importance and
and the environment; needs of scientific attitudes and noble values;
• Being honest and accurate in recording and validating data; Giving attention to attitudes and noble values; and
• Being diligent and persevere Internalising and practising scientific attitudes and noble
• Having critical and analytical thinking; values.
• Being flexible and open-minded;
• Being kind-hearted and caring; Proper planning is required to optimise the inculcation of scientific
• Being objective; attitudes and noble values during science lessons. Before
• Being ethical and systematical; starting a lesson, a teacher should go through all learning
• Being cooperative; outcomes in the related content standards including the learning
• Being fair; standards which contain the inculcation of scientific attitudes and
• Dare to try; noble values.
• Thinking rationally;
• Being confident and independent;
• Good in time management;
• Appreciating the balance of nature;
• Being respectful and well-mannered;
• Appreciating the contribution of science and technology;
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KSSR SCIENCE YEAR 4
The KSSR also aims to produce pupils with 21st century skills, PUPIL
DESCRIPTION
focusing on thinking and living skills as well as able to inculcate PROFILE
noble values in their careers. 21st century skills aim to produce
Thinker Able to think critically, creatively and
globally competitive pupils with the characteristics stated in the innovatively; solve complex problems and
pupils’ profile as shown in Table 7. The 21st century skills among make ethical decisions. Think about
learning and about being learners
pupils can be acquired by mastering the Content Standard (CS)
themselves. Generate questions and are
and Learning Standard (LS). receptive towards perspective, values and
individual traditions and society. Confident
and creative in handling new learning
Table 7: Pupils’ Profile
areas.
PUPIL
DESCRIPTION
PROFILE
Teamwork Cooperate effectively and harmoniously
Resilient Able to face and overcome difficulties and with others. Share collective responsibility
challenges with wisdom, confidence, while respecting and appreciating the
tolerance and empathy. contributions of each member in the team.
Acquire interpersonal skills through
collaborative activities, which in turn mould
them into better leaders and team
Communicator Able to voice out and express their thoughts, members.
ideas and information confidently and
creatively in verbal and written form, using a
variety of media and technology.
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KSSR SCIENCE YEAR 4
PUPIL PUPIL
DESCRIPTION DESCRIPTION
PROFILE PROFILE
Curious Develop natural curiosity to explore Patriotic Portray love, support and respect towards
strategies and new ideas. Learn skills that the country.
are needed to carry out inquiry and
research, as well as display independent
traits in learning. Enjoy continuous life-long
learning experiences. HIGHER ORDER THINKING SKILLS
Principled Honest and have integrity, equality, fair and Higher Order Thinking Skills (HOTS) are explicitly stated in the
respect the dignity of individuals, group and
curriculum to enable teachers to incorporate in teaching and
community. Responsible for their actions,
consequences and decisions. learning. These will stimulate structured and focused thinking
among pupils. Description of HOTS focuses on four levels of
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KSSR SCIENCE YEAR 4
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KSSR SCIENCE YEAR 4
TEACHING AND LEARNING STRATEGIES The learning approaches that can be implemented by the teacher in
the classroom are as follows:
Teaching and learning (T&L) strategies in the Science curriculum
emphasise on thoughtful learning. Thoughtful learning can Inquiry Approach
involve various learning approaches such as inquiry,
constructivism, contextual learning, mastery learning, problem or Inquiry approach emphasises on learning through experiences.
project-based learning and STEM. Activities in thoughtful learning Generally, inquiry means to find information, to question and to
should be able to trigger critical and creative thinking among investigate a phenomenon around them. Discovery is the main
pupils, which are not routine activities. Pupils should be explicitly characteristic of inquiry. Learning through discovery occurs when
aware of the thinking skills and thinking strategies that are being the main concepts and principles of Science are investigated and
applied in their learning. discovered by pupils themselves.
Pupils should be challenged with higher order questions or Pupils are able to investigate a phenomenon and make
problems and are required to solve problems critically and conclusions by themselves through activities such as
creatively. Pupils are actively involved in teaching and learning experiments. Pupils are guided to understand the science
which integrates the acquisition of knowledge, mastery of skills, concepts through inquiry approach. Thinking and scientific skills
inculcation of noble values and scientific attitudes. are developed during the inquiry process. However, the inquiry-
discovery approach may not be suitable for all teaching and
learning situations.
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KSSR SCIENCE YEAR 4
Constructivism is an ideology that suggests pupils learn by Mastery learning is an approach that ensures all pupils to master
building their own understanding that is meaningful to them. The the intended learning objectives. This approach is based on the
important attributes of constructivism are: principle that pupils are able to learn if opportunities are given.
Teachers consider pupils’ prior knowledge; Pupils should be allowed to learn at their own pace, with the
Learning is the result of pupils’ own effort; incorporation of remedial and enrichment activities as part of the
Learning occurs when pupils restructure their existing teaching-learning process.
ideas by relating new ideas to old ones; and
Pupils have opportunities to cooperate, share ideas, Problem/ Projects-Based Learning
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KSSR SCIENCE YEAR 4
STEM (Science, Technology, Engineering and STEM teaching and learning which is contextual and authentic is
Mathematics) Approach able to encourage in-depth learning among pupils. Pupils can
work in groups or individually according to their ability to cultivate
STEM approach is the T&L method which applies integrated the STEM practices as follows:
knowledge, skills and values of STEM through inquiry, problem 1. Questioning and identifying problems.
solving or project in the context of daily life, environmental and 2. Developing and using models.
local as well as global community, as shown in Figure 4. 3. Planning and carrying out investigations.
4. Analyzing and interpreting data.
5. Using mathematical thinking and computational thinking.
6. Developing explanation and designing solutions.
7. Engaging in argument and discussions based on
evidences.
8. Acquiring information, evaluating and communicating about
the information.
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KSSR SCIENCE YEAR 4
Computational thinking is the process of cognitive thinking The following are brief descriptions of some T&L methods.
involved in formulating the problem and the solution so that this
solution can be represented in a form that can be implemented Scientific Investigation/ Experiment
by human and/or computer effectively. Computational thinking
help pupils organize, analyze and present data or ideas logically Scientific investigation/ experiment is a method commonly used
and systematically so that complex problems can be resolved in science lessons. Pupils test hypotheses through investigations
easily. to discover specific science concepts and principles scientifically.
They carry out scientific investigations/ experiments using
Various teaching and learning methods can increase pupils'
thinking skills, science process skills, and manipulative skills.
interest in science. The less interesting lessons will not motivate
Inquiry approach must be used while conducting scientific
pupils to learn, thus affecting their performance. The teaching
investigations/experiments. Science laboratory/ science room is
and learning method should be based on the contents of the
necessary for all scientific investigation/experiment. Figure 5
curriculum, pupils’ abilities and multiple intelligences, availability
shows the procedure when conducting scientific investigations/
of resources and infrastructure.
experiments.
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KSSR SCIENCE YEAR 4
Simulation
Identify problems that can be tested using scientific
investigation Simulation is an activity that resembles the actual situation.
Simulations can be carried out through role-play, games or use of
models. In role-play, pupils act out a particular role
Make hypothesis
spontaneously based on a certain pre-determined conditions.
When conducting games, pupils are required to follow certain
Plan how variables are manipulated and data are procedures. Pupils play games in order to learn a particular
collected principle or to understand the process of decision-making.
Models are used to represent real objects or situations. Pupils will
be able to visualise the real situation, thus understanding the
Plan and carry out the scientific investigation
concepts and principles learned.
Project
Present the collected data
Make decision and presenting the report communication skills, problem solving, time management and
application of knowledge.
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Learning science is not only restricted in school. Visits to zoos, Elements Across the Curriculum (EMK) is a value-added element
museums, science centres, research institutes, mangrove applied in the teaching and learning process other than those
swamps and factories can make learning more effective, specified in the content standard. These elements are applied to
enjoyable and meaningful. A well planned visit is required to strengthen the skills and competency of the intended human
optimise learning. Pupils have to carry out or perform tasks capital, capable of dealing with the current and future challenges.
during the visit. Discussion after the visit should be held. The elements in the EMK are as follows:
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Noble values include the aspects of spirituality, humanity ii. Scientific skills (process of thought and specific
and national and global citizenship which will be practiced manipulative skills);
5. Patriotism
Patriotism can be nurtured through all subjects, co-
curricular activities and community services.
Patriotism can produce pupils who have the spirit of
patriotism and pride as Malaysians.
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CLASSROOM ASSESSMENT In order to ensure that the assessment helps to improve the
capability and mastery of the pupils, the teacher must perform the
Classroom assessment (CA) is a process of obtaining information assessment that has the following features:
about the progress of the pupils which is planned, carried out and Using a variety of assessment methods such as observation,
reported by the teacher concerned. This process happens oral and writing.
continuously to enable the teacher to determine pupils’ mastery Using a variety of assessment strategies that can be
level. implemented by teachers and pupils.
Taking into consideration the various levels of knowledge
Classroom assessment (CA) can be excuted by a teacher in and skills learned.
formative and summative form. Formative assessment is Allows pupils to show a wide range of learning ability.
implemented in line with the T&L process, while sumrmative Assessing the level of mastery of pupils based on Learning
assessment is carried out at the end of a learning unit, term, Standards and Performance Standards.
semester or year. Teachers need to plan, build items or Take further action for remedial and enrichment.
assessment instruments, administer, review, record and report
the level of mastery that is taught based on DSKP
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PERFORMANCE throughout the year to give opportunities for the pupils to achieve
DESCRIPTOR
LEVEL a higher performance level, thus become a practice and culture in
Recall the science knowledge and scientific daily life. Assessment of scientific attitudes and noble values for
1 skills. Primary School Science are carried out by referring to Table 10.
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Table 10: Description of Performance Levels for Scientific Overall Performance Level for Science
Attitude and Noble Values
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PERFORMANCE PERFORMANCE
DESCRIPTOR DESCRIPTOR
LEVEL LEVEL
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CONTENT ORGANISATION
KSSR Science emphasises on the mastery of knowledge, skills There is a column for notes in the DSKP. This column consists
and values that are suitable to the pupils’ abilities. Implimentation suggested localised activities and notes as guidance. Additional
science curriculum is based on present effective circular (SPI) activities also can be carried out according to creativity and
The minimum time allocated for Science Level II is 64 hours per needs to achieve the Learning Standards.
year. This curriculum consists of three main columns which are
Content Standards (CS), Learning Standards (LS) and KSSR Science for Year 1 to Year 6 are arranged thematically in
Performance Standards (PS). The meaning of CS, LS and PS the learning field of Inquiry in Science, Life Science, Physical
are in Table 12. Science, Material Science, Earth and Space, and Technology
and Sustainability of Life.
Table 12: Description of Content Standards, Learning Standards
and Performance Standards.
The scope for Level II science process skills focuses on twelve
CONTENT LEARNING PERFORMANCE skills such as observing, classifying, measuring and using
STANDARD STANDARD STANDARD
numbers, making inferences, predicting, controlling variables,
Specific A predetermined A set of general communicating, using space-time relationship, interpreting data,
statements about criteria or indicator criteria which defining operationaly, making hypothesis and experimenting.
what pupils should of the quality in reflects the levels Science process skills can be inculcated using the knowledge
know and can do learning and of pupils’
content in the learning standards or independently. It should be
during the achievement that achievement that
schooling period can be measured they should display repeated throughout the year to provide opportunities to pupils to
encompassing the for each content as a sign that improve and enhance mastery of the intended skills. The scope
knowledge, skills standard. certain topic has
of knowledge for Level II is shown in Table 13.
and values. been mastered by
pupils.
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THEME SCOPE
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THEME
INQUIRY IN SCIENCE
TOPIC
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THEME
LIFE SCIENCE
TOPIC
2.0 HUMAN
3.0 ANIMAL
4.0 PLANT
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2.0 HUMAN
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Communicate creatively
and innovatively good
practices to ensure
6
excretion and defecation
are not disrupted.
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3.0 ANIMAL
PERFORMANCE STANDARD
CONTENT
STANDARD LEARNING STANDARD REMARKS
PERFORMANCE
DESCRIPTOR
LEVEL
3.1 Breathing Pupils are able to : Notes:
Organs of
Animals 3.1.1 Identify the breathing Examples of animals’
organs of animals. Label the breathing organs breathing organs:
1
of animals. (i) Lungs: cat, bird,
3.1.2 Classify animals according crocodile, frog and
to their breathing organs. whale.
(ii) Gills: fish, tadpole,
3.1.3 Make generalisation that crab and prawn.
some animals have more (iii) Moist skin: frog and
than one breathing organ. worm.
(iv) Spiracle: cockroach,
3.1.4 Explain the observations List the examples of grasshopper, butterfly
2
about the breathing organs vertebrates and and caterpillar.
of animals through written invertebrates.
or verbal forms, sketches
or ICT in a creative way.
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4.0 PLANT
PERFORMANCE STANDARD
CONTENT
STANDARD LEARNING STANDARD REMARKS
PERFORMANCE
DESCRIPTOR
LEVEL
4.1 Plants respond Pupils are able to: Notes:
to stimuli
4.1.1 State that plants respond Parts of
to stimuli through 1 State parts of plants that plants that respond
observation using various respond to stimuli. to stimuli such as:
media. (i) Roots respond to
water.
4.1.2 Relate parts of plants that (ii) Roots respond to
respond to different types gravity.
of stimuli. (iii) Shoots respond
to light.
Conclude that parts of 2 Describe the process of (iv) Leaves of some
4.1.3
plants respond to stimuli by photosynthesis. plants respond
carrying out investigations. to touch.
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THEME
PHYSICAL SCIENCE
TOPIC
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD REMARKS
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
5.2 Reflection of Pupils are able to: Notes:
Light
5.2.1 State that light can be Applications of reflection of
reflected by carrying out light in daily life such as
activities. Give examples of periscope, mirror and others.
situations in daily life that
5.2.2 Describe the uses of show light travels in a
3
reflection of light in daily straight line, can be
life. reflected and refracted.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD REMARKS
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
5.3 Refraction of Pupils are able to: Notes:
Light
5.3.1 State that light can be Situations or phenomena
refracted, through that show refraction of
observation using various light such as:
media. (i) Position of a coin in
Conclude the factors that
5 water.
affect the size and shape of
5.3.2 Explain through examples (ii) Shape of a pencil in a
the shadow. glass of water.
that light can be refracted
by carrying out activities.
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6.0 SOUND
PERFORMANCE STANDARD
CONTENT
STANDARD LEARNING STANDARD REMARKS
PERFORMANCE
DESCRIPTOR
LEVEL
6.1 Sound Pupils are able to: Notes:
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KSSR SCIENCE YEAR 4
Communicate creatively
and innovatively on the
6 effects of sound in daily
life and present the
findings.
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7.0 ENERGY
CONTENT PERFORMANCE STANDARD
STANDARD LEARNING STANDARD PERFORMANCE REMARKS
DESCRIPTOR
LEVEL
7.1 Sources and Pupils are able to: Notes:
Forms of
Energy 7.1.1 State the meaning of Forms of energy such as
energy. solar energy, heat
List the sources and forms
energy, chemical energy,
1 of energy.
7.1.2 Describe various sources electrical energy, kinetic
of energy through energy, sound energy,
observation using various potential energy, light
media. energy and nuclear
energy.
7.1.3 Explain with examples the
various forms of energy. Describe renewable and
non-renewable energy
2
7.1.4 Explain through examples sources.
the transformation of
energy in daily life.
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Communicate creatively
and innovatively on
innovations in the use of
6 energy resources in the
future.
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THEME
MATERIALS SCIENCE
TOPIC
8.0 MATERIAL
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8.0 MATERIAL
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD REMARKS
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
8.1 Basic Sources Pupils are able to : Notes:
of Materials
8.1.1 Explain through Match materials to
1 Basic Material Example
examples the basic their basic sources. source of objects
sources of materials
used to make Plant wood table
objects. cotton clothes
rubber tyre
8.1.2 Classify objects
Animal skin handbag
based on basic
Characterise objects wool sweater
sources.
based on type of silk shawl
2 materials and basic Rocks metal nail
8.1.3 Explain the
sources. soil mirror
observations on the
basic sources of glass
materials through Petroleum plastic pail
written or verbal synthetic umbrella
forms, sketches or cloth
ICT in a creative way.
Classify objects
3 based on materials or
basic sources.
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Create an object by
applying the knowledge of
the properties of the
materials and present it in
6
a creative and innovative
way.
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THEME
TOPIC
9.0 EARTH
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9.0 EARTH
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD REMARKS
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
9.1 Gravity of Earth Pupils are able to: Notes :
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Communicate creatively
and innovatively on other
6 effects of the rotation and
revolution of the Earth.
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THEME
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10.0 Machines
PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD REMARKS
STANDARD
PERFORMANCE
DESCRIPTOR
LEVEL
10.1 Lever Pupils are able to: Notes :
Make generalisation on
the relationship between
the distance of load from
3
fulcrum with the required
force.
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PERFORMANCE STANDARD
CONTENT
LEARNING STANDARD REMARKS
STANDARD PERFORMANCE
DESCRIPTOR
LEVEL
10.2 Simple Pupils are able to: Notes :
Machines
and 10.2.1 Explain with examples Types of simple machines
Complex the types and uses of Generate ideas to solve are lever, gear, pulley, wheel
Machines simple machines by problems involving the use and axle, wedge, screw and
4
carrying out activities. of machines. inclined plane.
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KSSR SAINS TAHUN 4
PANEL OF WRITERS
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KSSR SAINS TAHUN 4
CONTRIBUTORS
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KSSR SAINS TAHUN 4
PANEL OF TRANSLATORS
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KSSR SAINS TAHUN 4
ACKNOWLEDGEMENT
Advisors
Shazali bin Ahmad - Director
Editorial Advisors
Mohamed Zaki bin Abd. Ghani - Head of Sector
Haji Naza Idris bin Saadon - Head of Sector
Mahyudin bin Ahmad - Head of Sector
Dr. Rusilawati binti Othman - Head of Sector
Mohd Faudzan bin Hamzah - Head of Sector
Fazlinah binti Said - Head of Sector
Mohamed Salim bin Taufix Rashidi - Head of Sector
Haji Sofian Azmi bin TajulArus - Head of Sector
Paizah binti Zakaria - Head of Sector
Hajah Norashikin binti Hashim - Head of Sector
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KSSR SAINS TAHUN 4
Graphic Designer
Siti Zulikha Binti Zelkepli
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.