SCIENCE YEARLY SCHEME OF WORK

YEAR 4 2018 G.M.RAJES

INTRODUCTION TO SCIENCE
CONTENTS TANDARD LEARNING STANDARD PERFORMANCE STANDARD
1. SCIENTIFIC SKILLS LEVEL DESCRIPTOR
1.1 Science process Pupils are able to:
1 State all the senses involved in making observations
about the phenomena that occurs.
1 skills. 1.1.1 Observe
2–5 Describe the utilization/use of the senses involved
JAN 2
when making observations about the phenomena or
changes that occur.

Use all the senses involved to make observations

3 about the phenomena or changes that occur.

* Use all the senses involved to make qualitative

4 observations to describe the phenomena or changes
that occur
* Use appropriate tools where necessary to assist in
making observations.

* Use all the senses involved to make qualitative and

5 quantitative observations to describe the
phenomena or changes that occur
* Use appropriate tools where necessary to assist in
making observations.

* Use all the senses involved systematically to make

qualitative and quantitative observations to describe
6 the phenomena or changes thatoccur.
* Use appropriate tools where necessary to assist in
makingobservations.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.2 Classify.
1 1 State the characteristics of objects by observing the/its
similarities and differences.
2–5
JAN Describe the characteristics of objects by observing
2
the/its similarities and differences.

Sort and group the objects based on its common

3 characteristics and differences.

Sort and group the objects based on its common

4 characteristics and differences and state the common
characteristics used.

Sort and group the objects based on its common

5
characteristics and differences and state the common
characteristics used and are able to use another
characteristic to sort and group these objects.

6 Sort and group the objects based on its common

characteristics and different until to the final stage by
stating the characteristic used.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.3 Measure and use numbers. State more than one appropriate tool to measure a
1 1 quantity.
2–5
JAN 2 Describe the tools and correct methods to measure
the quantity.

Measure using tools and standard units correctly.

3
Measure using tools and standard units with correct
4 techniques.

Measure using tools and standard units with correct

5
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.

1.1.4 Making Inference. State a reasonable interpretation of an event or

1 1 observation.
2–5
JAN Describe more than one reasonable interpretation
2 of an event or observation.

Draw a reasonable initial conclusion based on

3 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.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.5 Predict.
1 1 State a possibility of an event or data. Describe a

2–5 possibility or event.

JAN 2
Make a prediction of an event based on observations,
3 past experience or data.

Justify the most suitable and reasonable prediction

4 of an event or data.

Make predictions of an event based on

observations, past experience or data.
5
 Make predictions of an event based on
6 0bservations, past experience or data.
 Predict using interpolation or extrapolation of data.
1.1.6 Communicate.
1 1 Arrange information obtained in a suitable form.

2–5 Record information or ideas in a suitable form.

JAN 2
Record information or ideas in more than one
3 suitable form.

4 Record information or ideas in a suitable form and

present it systematically.

Record information or ideas in a suitable form,

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

Record information or ideas in a suitable form, present it

6 systematically, creatively and innovatively in various
forms and able to provide feedback.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.7 Use space and time relationship.
2 1 State a parameter that varies with time based on a
situation.

8 - 12 JAN 2 Describe a parameter that varies with time based on a

situation.

3 Arrange the occurrences of a phenomenon or event

chronologically with time

Provide reasoning on changes in parameter of a

4 chronological phenomenon or event with time

5 Arrange graphically the occurrences of a phenomenon

or event chronologically with time.

Present and explain the chronological changes of a

6 phenomenon or events with time.
1.1.8 Interpret data. 1 Provide an explanation based on data.
2
Provide a description of more than one
2
8 - 12 JAN explanation based on data.

Choose relevant ideas to make an explanation about

3 objects, events or patterns of data

Correlate between the parameters in the data based on

4 the relationship between the parameters or science
concepts.

Provide a rational explanation using interpolation of

5 objects, events or patterns of data collected.

6 Provide a rational explanation using

interpolation or extrapolation of data collected.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.9 Define operationally State what is done and what is observed in a situation.
2 1
2 Describe what is done and what is observed in a situation
8 - 12 JAN
3 Interpret what is done and what is observed in a situation
for the predetermined aspects

4 Make more than one interpretation of what is done and what

is observed in a situation for the predetermined aspects

5 Select the most appropriate interpretation of a concept by

stating what is done and what is observed in a situation.

Describe the most appropriate interpretation of a concept by

6 stating what is done and what is observed in a situation.

1.1.10 Control variables 1 Identify the variables that affect investigation.

2
Describe the variables that affect investigation
2
8 - 12 JAN
Determine the manipulated variable in investigation.
3
Determine the responding and constant variables after
4 determining the manipulated variable in an investigation

Explain the relationship between the manipulated and

5 responding variable in an investigation.

6 Change the constant variable in an investigation to

manipulated variable and state the new responding
variable
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1.1.11 Make hypothesis
2 1 State the variables involved in an investigation.

Describe the variables involved in an investigation.

8 - 12 JAN 2
Describe the relationship between the variables in
3 an investigation.

4 Make a general statement about the relationship

between variables that can be tested in an
investigation.

5 Relate the manipulated and responding variable in

making a hypothesis to be tested.

Plan an investigation to test the hypothesis.

6

1.1.12 Carry out experiment.

1 State the aim of the identified problem.

Make a hypothesis based on identified problem.

2
Specify the appropriate method and apparatus in planning
3 the experiment.

4 Carry out the experiment to test the hypothesis.

Carry out the experiment, collect data, interpret the data

5
and make a conclusion to prove the hypothesis and write
are port.

6 Identify a new problem and design an experiment to test

the hypothesis.
 CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.2 Science Pupils are able to: 1 List science apparatus, substances and
3 manipulative specimens required for an activity.
skills. 1.2.1 Use and handle science apparatus and
15 - 19 JAN 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.
1.2.5 Store science apparatus and substances
correctly and safely.
4 Using, handling, sketching, cleaning and storing the
science apparatus, substances and specimens used
in an activity with the correct method.
Using, handling, sketching, cleaning and storing the
5 science apparatus, substances and specimens used
in an activity with the correct methods,
systematically and sparingly.

Using, handling, sketching, cleaning and storing the

6 science apparatus, substances and specimens used
in an activity with the correct methods,
systematically, sparingly and be an example to
others.
 CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
2. SCIENCE ROOM RULES LEVEL DESCRIPTOR
2.1 Science room Pupils are able to:
4 rules. 1 State one of the science room rules.
2.1.1 Adhere to science room rules.
22 - 26 JAN 2 State more than one of the science room rules.

3 Apply one of the science room rules.

4 Apply more than one of the science room rules.

5 Give reasons the needs to adhere the science room

rules.

6 Be an example to peer in adhering to science room

rules.
 LIFE SCIENCE

CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD

3. LIFE PROCESSES IN HUMAN
3.1 Breathing process Pupils are able to:
in humans.
5 3.1.1 State that human use nose, trachea and
lungs to breathe through observations
29 JAN – 02 using various media.
FEB
Sketch the passage of air during
3.1.2 inhalation and exhalation.
Describe chest movement by placing
3.1.3 hand on chest during inhalation and
exhalation.
LEVEL DESCRIPTOR
1 State the parts used in breathing are nose,
trachea and lungs.
2 Describe the passage of air and movement of chest
in the breathing process.
3 Carry out activities to compare the rate of
breathing.
4 Conclude that vigorous activities increases the rate
of breathing.

Make generalisation that rate of Justify the importance of fitness activities in

3.1.4 breathing depends on types of 5 everyday life to maintain health.
activities carried out by observing the
chest movement. Communicate creatively and innovatively the type of
6 fitness activities suitable to gender, age and health.
Explain observations using sketches,
3.1.5 ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
3.2 Excretion and Pupils are able to:
6 defecation. 1 State the examples of excretion and defecation.
3.2.1 State the meaning of excretion through
05 - 09 FEB 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 organizer 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 vapors undergoing excretion and defecation.
7 5
Justify through examples the needs of human to
State the meaning of defecation and its
3.2.3 product through observation using undergo excretion and defecation.
12 - 16 FEB
various media 6
Generate and present a graphical presentation on the
Explain with examples that human importance of excretion and defecation.
3.2.4 needs to excrete and defecate.

Explain observations using sketches,

3.2.5 ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
3.3 Humans Pupils are able to: 1 State that human respond when stimulated. Give
8 respond to 2
stimuli 3.3.1 State that human sensory organs examples of humans response to stimuli.
19 - 23 FEB respond to stimuli by carrying out
activities. 3 Explain with examples sensory organs that
3.3.2 respond to stimuli.
Explain with examples humans’
responses to stimuli in everyday life. 4 Conclude on the importance of humans
3.3.3 response to stimuli.
Make inferences on the importance of
Justify the importance of caring for the sensory
humans’ responses to stimuli. 5
organs.
3.3.4
Explain observations using sketches, 6 Generate ideas about habits that should be avoided
ICT, writing or verbally. which can cause damage to the sensory organs.

3.4 Heredity in Pupils are able to: 1 State that offspring inherit features of parents.
9 humans.
3.4.1 State that offspring inherit parents’ 2 State verbally individual features inherited from
26 FEB - 02 features such as skin color, type of parents.
MAC hair and looks by carrying out
activities. 3 Explain with examples the features of offspring that
3.4.2 are inherited from their parents.
Explain with examples the features
Describe that the features of offspring can also be
of offspring that are inherited 4
inherited from generation.
from their generation.
3.4.3 Justify that the features inherited from
Explain observations using sketches, 5 generation is a gift from God.
ICT, writing or verbally.
6 Generate a graphical presentation on the family tree
 10 REVISION
05 - 09 MAC

11 SUMMATIVE 1
12 - 16 MAC
SCHOOL BREAK :17 - 25 MAC 2018
3.5 Habits that bring Pupils are able to:
harm to human life 1 State human habits from prior knowledge. Identify
12 processes. 3.5.1 Explain with examples, habits that
bring harm to human life processes 2 habits that bring harm to life processes.
26 - 30 MAR
such as:
 eating imbalanced food 3 Explain with examples the effects of habits that bring
harm to life processes.
 smoking
 glue sniffing Generate ideas on importance of practicing a
 drugs abusing 4
healthy lifestyle.
 consuming alcoholic beverages
3.5.2 Justify measures taken to avoid habits that bring
Explain effects of habits that bring 5 harm to life processes.
harm to human life processes such as:
 health Create a creative and innovative graphic
 growth 6 presentation on efforts to prevent unhealthy
 slow down responses to stimuli. habits.
3.5.3
Explain observations using sketches,
ICT, writing or verbally.
3.6 Loving ourselves Pupils are able to:
12
3.6.1 Practise healthy lifestyle in everyday
26 - 30 MAC life.
 CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
4. LIFE PROCESSES IN ANIMALS LEVEL DESCRIPTOR
4.1 Breathing organs Pupils are able to:
of animals. 1 State the breathing organs of animals.
13 4.1.1 Identify breathing organs of animals
through observation of actual animal Give examples of animals with its breathing
02 - 06 APR or various media i.e.: 2 organs.
 lungs
e.g. cat, dog, crocodile, frog 3 Classify animals according to its breathing organ.
,whale
 gills 4 Make generalization that some animals have
e.g. fish, tadpole, crab more than one breathing organ.
,prawn
 moist skin 5 Provide reasoning animals that have more than
e.g. frog, worm one breathing organ.
 spiracle
e.g. cockroach, 6 Create a creative and innovative graphic
4.1.2 grasshopper, butterfly, presentation on breathing organs of animals.
caterpillar

Make generalisation that some animals

4.1.3 have more than one breathing organ
such as frog.

Explain observations using sketches,

ICT, writing or verbally.
 CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
5. LIFE PROCESSES IN PLANTS LEVEL DESCRIPTOR
5.1 Plants respond Pupils are able to: 1 State parts of plant that respond to stimuli.
to stimuli.
14 5.1.1 Conclude that plants respond to stimuli 2 Describe the type of stimulus that causes response
in plants.
by carrying out investigation i.e.:
09 - 13 APR  root responds to water
Explain with examples the respond of parts of plant
 root responds to gravity 3 towards stimuli.
 shoot, leaf and flower responds
to light Make a hypothesis that plants respond to stimuli. Conclude
 leaf responds to touch 4
that parts of plant respond to stimuli.
Explain observations using sketches,
5.1.2 5
ICT, writing or verbally. Design a creative and innovative presentation through
various method about an investigation of the response of
6 parts of plants towards stimuli.

15 5.2 Photosynthesis 5.2.1 Pupils are able to: 1 Recall the basic needs of plants.
State plants make their own food through
16 - 20 APR photosynthesis by observing various media. State photosynthesis is a process of plants making
2 its own food.
5.2.2 State photosynthesis needs carbon dioxide,
& water, sun light, and chlorophyll by observing
3
Using information from various media to state the
products of photosynthesis and the need of plants to carry
various media.
out photosynthesis.
5.2.3
16 State photosynthesis produces starch and
oxygen. Provide reasoning on why plants do not need to move like
animals to make food.
23 - 27 APR 5.2.4 4
Make inference on the importance of
photosynthesis to other living things Justify the importance of photosynthesis to other living
things
5.2.5
Provide reasoning why plants do not need 5
to move like animals. Summarize the process of photosynthesis through
5.2.6 creative and innovative sketch.
Explain observations using sketches, ICT,
writing or verbally.
6
 PHYSICAL SCIENCE

CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD

6.MEASUREMENT LEVEL DESCRIPTOR
6.1 Length Pupils are able to:
6.1.1 State length is a measurement of 1 State the meaning of length.
17 distance between two points.
2 Measure length by using the similar tools.
30 APR - 04
6.1.2 Explain with examples measurement
MEI
of length using non- standard tools 3 Measure length using appropriate tools and
such as: standard unit.
 span, cubit, arm span, and foot,
 paper clip, pencil, chalk, straw, 4 Make generalization of the knowledge of length
thread, string and matchstick measurement by using appropriate tools, standards
units and correct measuring methods.
6.1.3 State length can be measured using
standard tools such as ruler and 5 Conclude the importance of using standard and
measuring tape by carrying out non-standard tools in everyday life.
activities.
6 Summarize the importance of knowledge in using
6.1.4 State standard units of length in standard measurements in everyday life.
metric system; i.e. millimetre (mm),
centimetre (cm), meter (m) or
kilometre(km).

6.1.5 Measure length with correct methods

by using appropriate tools and
standard units.

Explain observations using sketches,

ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
6.2 Area Pupils are able to:
1 State the meaning of area.
18 6.2.1 State area is the size of a surface.
2 Measure the surface area by using an appropriate
07 - 11 MEI tool.
6.2.2 Measure area of a surface by using
standard 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 4 Make generalisation on knowledge about area to
i.e. millimetre square (mm²), make estimations of a surface area by using tools,
centimetre square (cm²), meter standard units and correct method.
square (m²) and kilometre
6.2.4 square(km²). 5 Make generalisation on knowledge about area to
carry out a situation or solve a problem in everyday
Calculate area of rectangle and square life.
using formula:
6.2.5 area = length x width 6 Summarise the importance of knowledge about
area in everyday life.

6.2.6 Estimate surface area of irregular

shape using grid paper 1cm x1cm.
Explain observations using sketches,
ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
6.3 Volume of Pupils are able to:
19 object
6.3.1 State that volume is amount of space
14 - 18 MEI that is occupied.

6.3.2 Measure volume of a hollow box by

using standard measuring tool such as
cubes measuring 1cm x 1 cm x1cm.
6.3.3 State standard units of volume of
object in metric system i.e.
millimetre square (mm²), centimetre
square (cm²), meter square(m²).
6.3.4 Calculate volume of cube and cuboid
using formula:
volume = length x width x height
1 State the meaning of volume.
2 Measure the volume of solid and liquid using
appropriate tools.
Calculate the volume of solid using an appropriate
tool and correct standard units.
3 Measure volume of liquid using appropriate tool
and correct standard units.
4 Applying knowledge about the correct method to
measure volume systematically.

6.3.5 Explain observations using sketches, 5 Summarise the importance of volume and its
ICT, writing or verbally. uses in everyday life.
6.4 Volume of Pupils are able to:
liquid 6 Generate ideas on the importance of volume to
20 6.4.1 Measure the volume of liquid using pursue sustain able living.
non- standard measuring tools such
21 - 25 MEI 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.
 6.4.3 State standard units of Volume of liquid
in metric system i.e. millimetre (ml) or
cubic centimetre (cm³), litre (l) and cubic
meter (m³).

6.4.4 Measure volume of liquid using

appropriate tools and standard unit
with the correct method.

6.4.5 Explain observations using

sketches, ICT, writing or verbally.

6.5 Application the Pupils are able to:

concept of volume.
6.5.1 Calculate the volume of regular-shaped
solids such as cube by using water
displacement method and using
20 formula.
6.5.2
21 - 25 MEI
Calculate the volume of irregular-
shaped solids by using water
displacement method.
6.5.3
Explain observations using sketches,
ICT, writing or verbally.
 21 REVISION
28 MEI - 01 JUN

22 SUMMATIVE 2
04 - 08 JUN

SCHOOL BREAK / HARI RAYA PUASA : 09 - 24 JUN 2018

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
6.6 Mass Pupils are able to:
1 State the meaning of mass. Measure
23 6.6.1 State mass is quantity of matter in
an object. 2 using appropriate tools.
25 - 29 JUN
6.6.2 Identify measuring tools for mass 3 Measure using appropriate tool and correct
such as lever balance or triple beam standard units.
balance.
6.6.3 4 Make generalisation on knowledge about
State standard units of mass in measuring mass using appropriate tools,
metric system i.e. milligram (mg), standard units and correct method.
gram (g) and kilogram(kg).
6.6.4 5 Create a balance to measure the mass of an
Measure mass using appropriate tools object.
and standard unit with the correct
6.6.5 method. 6 Provide reasoning of the creation based on
creativity, innovative, and concept used.
Explain observations using sketches,
ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
6.7 Pupils are able to:
Time 1 State the meaning of time
24 6.7.1 State that time is the interval
between two moments. 2 Identify appropriate tools to measure time
02 - 06 JUL
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 standard units and systematic method.
as 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.
6.7.6
Explain observations using sketches,
ICT, writing or verbally.
 CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.8 Create tools to Pupils are able to:
measure time.
25 6.8.1 Create tools to measure time.
09 - 13 JUL
6.8.2 Describe the tools created using
sketches, ICT, writing or verbally.

6.9 Usage of Pupils are able to:

correct units, tools
and methods. 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.
 MATERIAL SCIENCE

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
7. PROPERTIES OF MATERIALS
7.1 Basic Pupils are able to:
resources of 1 State the basic resources.
26 materials used to 7.1.1 Explain through examples the basic
produce objects. resources of material used to make 2 Describe the basic source of material for an objects.
16 - 20 JUL an object.
Classify objects based on materials.
7.1.2 Classify objects based on its basic 3 Classify objects based on its basic resources.
source.
Basic Material Object Segregate the materials used to make an object to
resources sample
4 determine its basic resources.
Plants Wood Table
Cotton Clothes
Rubber Tyres Provide reasoning why certain materials are chosen
Animals Hide Handbag 5 to make an object.
Wool Sweater
Silk Scarf
Create an object that combines a variety of basic
Rock Metal Nail
6 resources.
Soil Mirror
Petroleum Plastic Bucket
Synthetic Umbrella
Cloth

7.1.3 Explain observations using sketches,

ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
7.2 Properties Pupils are able to:
of materials. 7.2.1 Make generalisation on properties of 1 State materials and its basic resources.
material on its ability to absorb water
27 whether it is absorbent or water proof by 2 Describe an object based on the type of materials
carrying out activities. used and its basic resources.
23 - 27 JUL
7.2.2 Make generalisation on properties of
material on its ability to float whether it 3 Classify objects and state the characteristic used.
sinks or able to float on water surface by
& carrying out activities.
4
Make generalisation on properties of
materials by carrying out scientific
7.2.3 Make generalisation on properties of investigation.
material based on its elasticity by carrying
28 out activities. Segregate the component of an object and make
5 inferences of the materials used.
30 JUL - 03 Make generalisation on properties of
7.2.4 material on its ability to conduct
OGS
electricity whether it is a conductor or
Design or innovate an object/
insulator by carrying out activities. 6 model and provide reasoning about the selected
materials.
7.2.5 Make generalisation on properties of
material on its ability to conduct heat
whether it is a conductor or insulator by
carrying out activities.

Make generalisation on properties of

7.2.6 material on its ability to allow light to pass
through whether it is opaque, translucent
or transparent by carrying out activities.

7.2.7 Explain observations using sketches, ICT,

writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
7.3 Design Pupils are able to:
29 objects
7.3.1 Create an object by applying
06 - 10 OGS knowledge on properties of material.

7.3.2 Provide reasoning for the selection of

materials used in designing the object.

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
8.RUSTING
8.1 Rusting of Pupils are able to:
materials 1 State example of rusted and non-rusted objects.
30 8.1.1 Identify rusty and non-rusty objects
by making observation on objects in Classify rusty and non-rusty objects.
13 - 17 OGS the surrounding. 2
Make generalisation that objects made from iron
8.1.2 Make generalisation that objects 3 can rust.
made from iron can rust.
Conclude the factors that cause rusting by
8.1.3 Carry out an experiment to 4 carrying out experiment.
determine factors that cause
rusting. Justify the importance of preventing rusting
5
State ways to prevent rusting such as
8.1.4 Carry out a project to prevent objects in the
painting, coating, electroplating and
6 surrounding from rusting.
applying oil or grease.

Provide reasoning on the importance

8.1.5
of preventing rusting.

Explain observations using sketches,

8.1.6
ICT, writing or verbally.
 EARTH AND SPACE SCIENCE

PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
9. SOLAR SYSTEM
9.1 Solar Pupils are able to:
System 1 State constituents of the Solar System.
31 9.1.1 Describe constituents of the Solar
System 2 Describe the constituents of the Solar System.
27 - 30 OGS
i.e. Sun, planets, natural
satellites, asteroids, Arrange in sequence the planets in the Solar
meteoroids, comets by 3 System.
9.1.2 observing various media.
Make generalisation that planets rotate on its axis
Arrange in sequence the planets in the 4 and at the same time revolve around the Sun.
9.1.3 Solar System by carrying out activities.
Summarise that planets rotate on its axis and at
State that planets rotate on its axis the same time revolve around the Sun on its orbit
and at the same time revolve around 5 through simulation.
9.1.4 the Sun on its orbit by observing
various media. Build a creative and innovative model of the Solar
System in the form of real model / using ICT.
Explain observations using sketches, 6
ICT, writing or verbally.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
9.2 Relative size and Pupils are able to:
32 distance between 1 State an estimation of the relative size or distance of
the Earth, the Moon 9.2.1 Estimate the relative size of Earth, Moon and Sun correctly.
03 - 07 SEPT and the Sun. Earth compared to the Sun.
2 Describes the relative size or distance
9.2.2 Estimate the relative size of between the Earth, Moon and Sun.
Moon compared to the Sun.
3 Estimate the relative size and distance of the Earth,
9.2.3 Estimate the relative size of Moon and Sun by carrying out simulation.
Moon compared to Earth.
Make assumptions of the condition on the Earth, if its
9.2.4 Estimate the relative distance of Earth 4 distance is nearer or further from the Sun.
to the Sun compared to the distance of
Earth to the Moon. Summarise and give reasons of the condition
on the Earth, if its distance is nearer or further
9.2.5 Predict the conditions on Earth if 5 from the Sun.
its distance is nearer to the Sun.
Visualise the impact on oneself if there is a change
9.2.6 Predict the conditions on Earth if in the distance between the Earth and the Sun and
its distance is further to the Sun. 6 how to overcome it.

9.2.7 Explain observations using sketches,

ICT, writing or verbally.
 TECHNOLOGY AND SUSTAINABILITY OF LIFE
CONTENT STANDARD LEARNING STANDARD
LEVEL
10.TECHNOLOGY
10.1 Importance of Pupils are able to:
technology in life.
33 10.1.1 Identify activities that are capable and
incapable to be carried out by the
10 - 14 SEPT brain, senses and body parts by
carrying out activities.
10.1.2 Make generalisation that human
has limited capabilities in carrying
out activities.
10.1.3 Explain through examples the tools
used to overcome human limitations by
observing various media.
10.1.4 State technology is one of the
applications of scientific knowledge
to overcome human limitations.
10.1.5 Explain observations using sketches,
ICT, writing or verbally.
PERFORMANCE STANDARD
DESCRIPTOR
1 Give examples of activities that are capable and
incapable to be carried out by humans.
Relate capability of brain, senses and human body
2
through examples of activities.
3 Make generalisation humans have limited
capability in carrying out activities.
4 Solve the problems to overcome human
limitations by suggesting suitable tools.
5 Justify the chosen tools used to overcome the
human limitations.
6 Innovate a tool creatively to overcome the human
limitation capabilities and describe it.
 PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
10.2 Development Pupils are able to:
in technology 1 State the technology used in various fields.
34 10.2.1 Arrange in sequence the
development in technology in Talk about the sequence of technology development
17 - 21 SEPT the field of: 2 in various fields.
 agriculture
 transportation Explain with examples the importance of
 construction 3 technology in various fields.
 communication
10.2.2  medicine Generate ideas on the advantages and
4 disadvantages of technology.
Explain observations using sketches,
ICT, writing or verbally. Justify the wise usage of materials in the need to
5 create new technologies
35
UPSR 2018 Design creatively and innovatively future technology
24 - 28 SEPT 6 in various fields.
10. 3 Contribution Pupils are able to:
36 of technology to
humans 10.3.1 Generate idea on advantages and
01 - 05 OCT 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.
 37
08 - 12 OCT LATIHAN PENGUKUHAN KPS

38 REVISION
15 -19 OCT

39
22 – 26 OCT SUMATIVE 3

40
28 OCT – 1
NOV
SAPS / PBS OFFLINE

41 SPORTS CARNIVAL
5 – 9 NOV
DEEPAVALI (4-6 NOV)

42
12 – 16 NOV
SPORTS CARNIVAL

43 HAC
UPSR RESULT
19-23 NOV