RPT Science NP5

Yearly Plan KSSR Science Year 5, 2019 TUNKU PUTRA SCHOOL
TUNKU PUTRA SCHOOL
YEARLY SCHEME OF WORK

SCIENCE Primary 5
KSSR
2019
INTRODUCTION TO SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
1. SCIENTIFIC SKILLS LEVEL DESCRIPTOR
WEEK 1.1 Science process Pupils are able
1 State all the senses involved in making
observations about the phenomena that occurs.
1 skills. 1.1.1 to: Observe
7/1 – 11/7
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.
PERFORMANCE STANDARD
CONTENT STANDARD LEARNING STANDARD
LEVEL DESCRIPTOR
1 1.1.2 Classify.
1 State the characteristics of objects by
7/1 – 11/7
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.
LEVEL DESCRIPTOR
1 1.1.3 Measure and use numbers.
1 State more than one appropriate tool to
7/1 – 11/7
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.
LEVEL DESCRIPTOR
1 1.1.4 Make inference.
1 State a reasonable interpretation of an event
7/1 – 11/7
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.
LEVEL DESCRIPTOR
1 1.1.5 Predict.
1 State a possibility of an event or data.
7/1 – 11/7
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.
LEVEL DESCRIPTOR
1 1.1.6 Communicate.
1 Arrange information obtained in a suitable
7/1 – 11/7
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.
LEVEL DESCRIPTOR
2 1.1.7 Use space and time relationship.
1 State a parameter that varies with time based
14/1 – 18/1
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.
LEVEL DESCRIPTOR
2 1.1.8 Interpret data.
14/1 – 18/1 1 Provide an explanation based on data.
2 Provide a description of more than one

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

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

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

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

interpolation or extrapolation of data
collected.
LEVEL DESCRIPTOR
2 1.1.9 Define operationally
1 . State what is done and what is observed in a
14/1 – 18/1
situation.
2 . Describe what is done and what is observed

in a situation
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.
6 . Describe the most appropriate interpretation

of a concept by stating what is done and what
is observed in a situation.
LEVEL DESCRIPTOR
2 1.1.10 Control variables
14/1 – 18/1 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
LEVEL DESCRIPTOR
2 1.1.11 Make hypothesis
1 . State the variables involved in an
14/1 – 18/1
investigation.
2 . Describe the variables involved in an

investigation.
3 . Describe the relationship between the

variables in 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.
6 . Plan an investigation to test the hypothesis.

LEVEL DESCRIPTOR
2 1.1.12 Carry out experiment.
14/1 – 18/1 1 . State the aim of the identified problem.
2 . Make a hypothesis based on identified

problem.
3 . Specify the appropriate method and

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

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

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

experiment to test the hypothesis.

LEVEL DESCRIPTOR
1.2 Science Pupils are able to: 1 List science apparatus, substances and
3 manipulative specimens required for an activity.
21/1 – 25/1 skills. 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.

2. SCIENCE ROOM RULES LEVEL DESCRIPTOR
4 2.1 Science room Pupils are able to:
28/1 – 1/2 rules. 1 . State one of the science room rules.
2.1.1 Adhere to science room rules.
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.
5
4/2 – 8/5 CHINESE NEW YEAR (Festive holiday)
LIFE SCIENCE
3. LIFE PROCESSES IN ANIMALS LEARNING STANDARD PERFORMANCE STANDARD

CONTENT STANDARD LEVEL DESCRIPTOR
WEEK 3.1 Specific Pupils are able to:
characteristics and 1 State specific characteristics and behaviour
6 behavior of animals 3.1.1 Explain with example the specific of animals to protect themselves from
11/2 – 15/2 to protect enemies and extreme weather.
characteristics and behavior of
themselves animals to protect themselves
Describe specific characteristics and
from enemies through observation 2
behaviour of animals to protect
by using various media, such as: themselves from enemies and extreme
 sharp spines e.g. porcupine, weather.
pufferfish;
3 Explain with examples specific
 hard shell e.g. tortoise, turtle;
characteristics and behaviour of the
 hard scales e.g. pangolin, animals to protect themselves from
crocodile; enemies and extreme weather.
 horns e.g. buffalo, deer;
Build a graphic organiser of specific
 poisonous sting e.g. 4 characteristic and behaviour of animals on
scorpion, centipede; how they protect themselves from
 curl up body e.g. millipede, enemies and extreme weather.
pangolin;
 camouflage e.g. chameleon,
praying mantis;
 break off part of body e.g.
lizard, octopus;
LEVEL DESCRIPTOR
WEEK  hide its body into the shell
5 Support predictions about how other
e.g. snail, turtle;
 live in groups e.g. animals protect themselves based on the
elephant, anchovies. knowledge of the specific characteristics
7 Pupils are able to: or behaviour of the animals

18/2 – 22/2
3.1.2 Explain with examples the
specific characteristics and 6 Design an imaginary model of an animal
behavior of animals to protect by applying the knowledge of specific
themselves from extreme characteristics and behaviour and provide
weather through observation by
reasoning about the, characteristics of the
using various media, such as:
 thick fur e.g. polar bear, arctic model designed.
wolf;
 thick layer of fat e.g. sea lion,
whale, penguin;
 hump e.g. camel, bison;
 wallow in mud e.g.
buffalo, rhinoceros;
 migrate e.g. stork, whale;
hibernate e.g. bear, fox.
LEVEL DESCRIPTOR
Pupils are able to:
3.1.3 Explain observations using sketches,

ICT, writing or verbally.
8 3.2 Create an Pupils are able to:

25/2 – 1/3 animal model 1 State the ways of animal reproduce.
3.2.1 Create an imaginary animal model that
can protect themselves from enemies
and extreme weather. Describe the ways of animal ensure their
2
species does not extinct.
3.2.2 Provide reasoning on how specific
characteristic of the created animal
3 Explain the meaning of survival of the species.
model can protect itself from
enemies and extreme weather.
4
Provide reasoning the ways of the animal to
ensure the survival of their species.
Pupils are able to:
3.3 Survival of 5 Generate the ideas about importance of
animal species 3.3.1 State that survival of animal species the survival of the animal species to
is the ability of the animal to other living things.
preserve its species to avoid
extinction.
Support the predictions the ways of
6
other animal to ensure the survival of
Identify the way of the animal lay eggs to their species based on the knowledge of
3.3.2
ensure the survival of its species through the characteristics or behavior of that
observation by using various media, such animal.
as:
 hide the eggs
e.g. crocodile, grasshopper,
lizard;
 lay many eggs
e.g. flies, mosquito, turtle;
 slimy eggs
e.g. frog;
 incubate the eggs
e.g. chicken, penguin;
 protect the eggs
e.g. snake, bird.
LEVEL DESCRIPTOR
Pupils are able to:
9 1 State human habits from prior knowledge.
4/3 – 8/3 3.3.3 Identify the way of the animal takes care
of their young to ensure the survival of its 2 Identify habits that bring harm to life processes.
species through observation by using
3 Explain with examples the effects of habits that
various media, such as:
bring harm to life processes.
 nursing their young e.g. cat,
tiger, cow; 4 Generate ideas on importance of practising a
 feed their young e.g. bird, lion; healthy life style.
 carry their young in the pouch 5 Justify measures taken to avoid habits that bring
e.g. kangaroo; harm to life processes.
 move in groups e.g.
6 Create a creative and innovative graphic
elephant, swallow; presentation on efforts to prevent unhealthy
 carry their young in the mouth habits.
e.g. crocodile, arowana fish;
 attack when its young is disturbed
e.g. chicken, cat.
Make generalization the importance of

3.3.4
the survival of the animal species.

ICT, writing or verbally
10 -----Revision week----
11/3 – 15/3
11 Mid Semester 1 Assessment
18/3 – 22/3
25/3 – 29/3 Mid semester 1 Holiday
LEVEL DESCRIPTOR
3.4 Food Pupils are able to:
12 relationship among 1 State examples of food chains.
1/4 - 5/4 living things 3.4.1 State the meaning of food chain is
the food relationship among living 2 State the meaning of a food chain and a
things. food web.
3.4.2 Build food chain in various habitats Build food chains and food webs by
3
such as pond, forest, field, paddy field identifying the producer and consumer.
and plantation.
4 Make generalization the Sun is the main
State the Sun is the main source of source of energy in a food chain.
3.4.3
energy in a food chain.
5 Support the opinion of the impact on other
3.4.4 Identify the producer and consumers in living things if there is any change in the
the food chain. population.
3.4.5 State the meaning of a food web is the Conclude the food relationships between
6
combination of food chains in a living things and the process of
habitat. photosynthesis in terms of energy transfer.
3.4.6 Build a food web in various habitats
such as pond, forest, field, paddy field
and plantation.
3.4.7 Predict the impact on other living

things if there is any change in the
population of a food web in a habitat.
Pupils are able to:
3.4.8 Make generalization the

importance of food web to ensure
the survival of the species.
3.4.9 Explain observations using

sketches, ICT, writing or verbally.
4. LIFE PROCESSES IN PLANTS LEARNING STANDARD PERFORMANCE STANDARD

4.1 The specific Pupils are able to:
13 characteristic of 1 State the specific characteristics of plants
8/4 -12/4 plants to protect 4.1.1 Explain with examples the specific to protect itself, and adapt to seasonal
itself characteristic of plants to protect changes and climate.
themselves from enemies through
observation of real plants or using Describe the ways of the specific
2
various media i.e.: characteristics of plants protect itself, and
 thorns e.g. mimosa, cactus; adapt to seasonal changes and climate.
 latex e.g. jackfruit, yam;
 fine hairs e.g. bamboo, sugar cane, 3 Explain with examples the specific
lallang; characteristics of plants to protect
 poison e.g. mushrooms, pong-pong; themselves, and adapt to the seasonal
 bad smell e.g. Rafflesia, tobacco changes and climate.
leaves.

LEVEL DESCRIPTOR
Pupils are able to:
4 Build a graphic organiser of the specific
14 4.1.2 Explain with examples the specific characteristics of plants to protect
15/4 – 19/4 characteristic of plants to adapt themselves, and adapt to the seasonal
themselves during seasonal changes changes and climate.
and climate, through observation of
19/4 Good
real plants or using various media i.e:
Friday (Public
Holiday)  long roots e.g. cactus; 5
Support predictions on how different
 stem that store water e.g. cactus, plants protect and adapt themselves based
banana trees; on knowledge of the specific
 fold its leaf e.g. turmeric leaf, characteristics of plants.
 shed leaves e.g. rubber tree leaves;
 needle-shaped leaves e.g. rhu plant,
6 Generate ideas about the importance
cactus;
ofspecific characteristic of plants to other
 pinnate leaves e.g. coconut trees. living things
4.2 Survival of plant Pupils are able to:
15 species 1 State the ways of plant disperse their seed or
22/4 – 26/4 State the ways of plant disperse its fruit.
4.2.1 seed or fruit through observation of
22/4 Easter Give examples of seeds or fruits based on
real plants or using various media, i.e:
Monday 2
 by water e.g. lily and coconut; their way of dispersal.
(Occasional
Holiday)  by wind e.g. lallang, angsana;
 by human and animals e.g. love
grass, papaya;


 by explosivemechanisms e.g.
rubber seeds, saga fruit, balsam
plant.
 by explosive mechanisms e.g. rubber

seeds, saga fruit, balsam plant. 3 Explain through examples the relationship
between the characteristics of seeds or fruits
to the way they are dispersed.
Relate the characteristics of seeds or
4.2.2
fruits to the ways they are dispersed
Provide reasoning on the importance of
through observation of real specimens 4
dispersal to the survival of plant species.
or using various media.
5 Generate ideas on the importance of survival

4.2.3 Provide reasoning on the importance of
of plant species to other living things.
seeds and fruits dispersal to the survival
of the plants species.
6 Support the predictions on the ways of seeds
4.2.4 or fruits dispersal of other plants in order to
Explain observations using sketches,
ensure the survival of their species based on
knowledge of the characteristics of the plant.
4.3 The importance Pupils are able to:

of survival of the
plant species Provide reasoning on the importance of
4.3.1
survival of the plant species to other
living things.
PHYSICAL SCIENCE

5. ENERGY LEVEL DESCRIPTOR
WEEK 5.1 Sources and Pupils are able to:
16 forms of energy. 1 State the sources of energy.
29/4 – 4/5 Describe the various sources of energy
5.1.1 such as sun, wind, water, wave, food,
2 Describe the sources of energy and
batteries, biomass, nuclear and fossil
the forms of energy produced.
fuels through observation by using
various media.
1/5 Labour Day 3 Explain with examples the
(Public Holiday)
Explain with examples various forms of transformation of energy.
5.1.2
energy such as solar energy, heat
energy, chemical energy, electrical 4 Make generalisation that energy can
energy, kinetic energy, sound energy, be transformed from one form to
potential energy, light energy and another.
nuclear energy through observation of
various situations around us.
5.1.3 State that energy can be transformed

from one form to another through
observation of various situations around
us.
LEVEL DESCRIPTOR
5.1.4 Explain through examples the 5 Provide reasoning on the importance

transformation of energy in of transformation of energy in
appliances such as radio, cellphone, everyday life.
flash light, television, candle,
bicycle. Design creatively and innovatively a model
6
and describe the transformation of the energy
involved.
5.2 Renewable Pupils are able to:

and non- 1 State the meaning of renewable and non-
17 renewable energy State that renewable energy is the renewable energy.
6/5 – 10/5 5.2.1 energy that can be replenished when
used up through observation by using
various media. Give examples of the sources of renewable
2
and non-renewable energy.
5.2.2 State that non-renewable energy is the
energy that cannot be replenished 3 Build a graphic organizer on the sources of
when used up through observation by energy that are renewable and non-
using various media. renewable
List the sources of renewable energy 4 Provide reasoning on the importance of using
5.2.3 sources of energy wisely.
such as wind, sun, water, biomass,
food and wave.
5.2.4 List the sources of non-renewable 5 Generate ideas on the usage of non-
energy such as petroleum, coal, and renewable energy to renewable energy
nuclear materials. resources in everyday life.
5.2.5 Provide reasoning on the importance of
using sources of non-renewable energy 6 Generate ideas about the consequences if
wisely. the source of renewable energy decreases.
5.2.6 Explain observations using sketches, ICT,

writing or verbally.
18 Revision Week
13/5 – 15/5
18 & 19 Semester 1 Assessment

16/5 – 24/5
20/5 Wesak
Day
(Subsequent
Public
Holiday)
27/5 – 7/6 Mid Year Holiday

6. PROPERTIES OF LIGHT LEARNING STANDARD PERFORMANCE STANDARD

Semester 2 6.1 Light travels in Pupils are able to: 1 State that light travels in a straight line.
1 a straight line
10/6 – 14/6 State that light travels in a straight line 2 Give examples of activities which show that
6.1.1 by carrying out activities. light travels in a straight line.
Make inferences about the
Carry out experiments to determine 3
6.1.2 formation of shadows.
the factors that affect the size of the
shadow. Predict the factors that affect the size and
4
shape of the shadow.
Carry out experiments to determine
6.1.3 the factors that affect the shape of the 5 Test the factors that affect the size and the
shadow. shape of the shadow.
Draw conclusions about the factors that
6
affect the size and the shape of the shadow.
LEVEL DESCRIPTOR
6.2 Light Pupils are able to:
2 can be 1 State that light can be reflected and
17/6 – 21/6 reflected 6.2.1 State that light can be reflected by refracted.
carrying out activities.
State examples of phenomenon that shows
6.2.2 Describe the uses of reflection of 2
light can be refracted and examples of
light in everyday life such as: tools that use the properties of light
• side mirrors of car; reflection.
• periscope; mirror.
3 Sketch a ray diagram to show the
properties of light reflected from the
6.2.3 Draw a ray diagram to show the reflection surface of a mirror.
of light from the surface of a mirror.
Explain through examples the tools that
4 use the properties of light reflection by
drawing a ray diagram.
6.3 Light Pupils are able to:
3 can be 5 Create a tool or a model that uses the
24/6 – 28/6 refracted 6.3.1 State that light can be refracted by properties of light.
carrying out activities.
6 Provide reasoning on the properties of light
6.3.2 Describe an event or phenomenon that used in the tool or model created.
shows light can be refracted such as:
 position of coin in the water;
 shape of a pencil in a glass of water;
 size of an alphabet when viewed
through a glass;
 size of fish in an aquarium.
6.3.3 Create a tool or a model that uses the

properties of light.
Provide reasoning the properties of light

6.3.4
used in the tool or model created.

writing or verbally.
4 6.3 Light can be 6.3.1 Pupils are able to: Create a tool or a model that uses the
1/7 – 5/7 properties of light.
refracted State that light can be refracted by
6.3.2 carrying out activities.
Provide reasoning on the properties of
Describe an event or phenomenon light used in the tool or model created.
that shows light can be refracted
such as:
 position of coin in the water;
 shape of a pencil in a glass of
water;
6.3.3  size of an alphabet when viewed
through a glass;
 size of fish in an aquarium.
6.3.4 Create a tool or a model that uses the

properties of light.
6.3.5
Provide reasoning the properties of
light used in the tool or model
created.

7.0 ELECTRICITY LEARNING STANDARD PERFORMANCE STANDARD
5 7.1 Sources of Pupils are able to:
8/7 – 12/7 electrical energy. 1 State the safety precautions when
handling electrical appliances.
Explain with examples the
sources that produce electricity
such as a dry cell, solar cell, Give examples of the sources that produce
2
dynamo, power plant, electricity.
accumulators and generators.
3 Build a complete electric circuit and sketch

7.2 A complete Pupils are able to: the diagram using symbols.
electric circuit
7.2.1 Build a complete electric circuit
using dry cell, bulb, switch and
wires. Conclude on the brightness of bulbs in a
4 series and parallel circuit by carrying out
7.2.2 experiments.
State the function of a switch in an
electric circuit.
5 Provide reasoning on the usage of parallel

7.2.3 Identify the symbols of electrical circuits of daily electricity consumption.
components in a complete
electric circuit.
Generate ideas on the advantages and
Sketch a circuit diagram using the 6 disadvantages of series circuit and parallel
7.2.4
symbol of electrical components. circuit.
LEVEL DESCRIPTOR
6 7.2.5 Carry out an experiment to compare

15/7 – 19/7 the brightness of the bulbs if the
number of bulbs or the number of dry
cells are changed.
7.2.6 Identify the arrangement of bulbs in

series circuit and parallel circuit
through observation by using various
media.
7.2.7
Sketch the series circuit and parallel
circuit by using the symbol of electrical
components.
7.2.8 Compare and contrast the brightness

of the bulbs in series circuit and
parallel circuit.
State the effect on the light up of

7.2.9 bulbs when a few of switches in a
series circuit and a parallel circuit are
switched on or off.

7.3 Safety
precautions when Pupils are able to:
handling electrical Generate ideas about the effect of
appliances 7.3.1 mishandling electrical appliances
through observation by using various
media.
7.3.2 Describe the safety precautions when
handling electrical appliances.

8.0 HEAT LEARNING STANDARD PERFORMANCE STANDARD

7 8.1
22/7 – 26/7 Pupils are able to: 1
Temperature State the meaning of temperature and its
and Heat unit.
State that temperature is a
8.1.1 measurement degree of hotness.
2 Measure temperature using appropriate
tools and correct techniques.
22/7 Sarawak
Day 8.1.2 State the standard unit of temperature
(Subsequent 3 Make generalisation that the material
Public Holiday) Measure temperature using becomes warmer when it gains heat and
8.1.3 appropriate becomes cooler when it loses heat.
tools and correct
techniques.
8.1.4 Make generalisation that material

becomes warmer when it gains heat Explain through examples the expansion and
and becomes cooler when it loses heat 4
contraction of materials in terms of gaining
by carrying out activities. and losing heat.
Conclude that temperature increases

8.1.5
when heat is gained and decreases
when heat is lost by carrying out Communicate the advantages and
5 disadvantages on the application of the
activities such as heating and cooling of
water. principle of expansion and contraction of
materials.
State that material expands when it

8.1.6 gains heat and contracts when it loses
6 Generate ideas about the tools that apply
heat by carrying out activities such as: the principle of expansion and contraction
 heating ring and the iron ball;
8 of materials and the way it functions.
29/7- 2/8  heating and cooling of coloured
water in glass tube;
 immersing a bottle with a balloon on
its mouth into hot water and ice.
8.1.7 Provide reasoning the importance of

the application in the principle of
expansion and contraction in everyday
life such as:
 gap between the railway tracks;
 installed electric cable slack or loose;
 liquid in the thermometer bulb.
8.1.8
9 Mid Semester 2 Assessment

5/8 – 9/8
13/8 – 16/8 Mid Semester Holiday

MATERIAL SCIENCE
9.0 MATTER LEARNING STANDARD PERFORMANCE STANDARD

10 9.1 States of Pupils are able to:
19/8 – 23/8 matter 1 Give examples of solid, liquid and gas.
9.1.1 State that matter can exist as solid,

liquid and gas. 2 Describe the properties of solid, liquid and
gas.
Classify the examples of materials/
9.1.2
objects into solid, liquid and gas.
Classify the examples of materials/ objects
3 based on the states of matter.
Characterizing the properties of solid,
9.1.3 liquid and gas by carrying out activities
to show it; Make generalization that water can exist in
4 three state of matter.
• has mass;
• occupy space;
• has fixed volume;
• has fixed shape.
5 Communicate to explain the arrangement of
particles of water in three states of matter.
9.1.4 Make generalization that water
can exist in three states of matter
by carrying out activities.
Make an analogy on the arrangement of
6
9.1.5 Explain observations using sketches, particles of solids, liquids and gases with the
ICT, writing or verbally. situations in everyday life.
11 9.2 Changes in Pupils are able to:
26/8 – 30/8 states 1 List the processes in the change of states of
of matter water.
9.1.1 Describe that water can change its
state through processes of freezing, Describe the processes in the change of
melting, boiling, evaporation and 2
states of water when it gains or loses heat.
condensation by carrying out activities.
9.1.2 Explain with examples the changes of 3 Relate changes in states of water with the
state of matter occurs when it gain or formation of clouds and the phenomena of
lost heat by carrying out activities. rain.
4 Provide reasoning on the importance of

9.1.3 Explain observations using sketches, natural water cycle to maintain water
ICT, writing or verbally resources.
Generate ideas on factors that causes

5
contamination of water resources and ways
to maintain its cleanliness.
6 Communicate about the factors that disrupt

9.3 The natural Pupils are able to: the natural water cycle and its impact on
water cycle living things.
9.3.1 State natural water resources such as
river, lake, well and spring.
Explain the importance of maintaining

9.3.2
the cleanliness of water resources.

9.4 The Pupils are able to:
importance of
water resources 9.4.1 State natural water resources such as
river, lake, well and spring.
9.4.2 Explain the importance of maintaining

the cleanliness of water resources.
10.0 ACID AND ALKALI LEARNING STANDARD PERFORMANCE STANDARD
12 10.1 Chemical Pupils are able to: Give examples of acidic, alkaline
2/9 – 6/9 properties of 1 and neutral substances.
substances.
10.1.1 Define operationally the acidic, alkaline Classify substances based on the color
2/9 Awal and neutral substances based on the 2
changes of the litmus paper.
Muharram changes of the colour of litmus paper.
(Public Holiday)
3 Define operationally the acidic, alkaline and
10.1.2 Make generalisation, on the properties neutral substances by using litmus paper.
of acidic, alkaline and neutral
substances based on the colour change 4 Make generalization on the properties of
of the litmus paper, taste, and touch by acidic, alkaline and neutral substances
testing a few substances. based on the colour changes of the litmus
paper, taste, and touch.
Giving examples of acidic, alkaline
10.1.3 Communicate about the importance of the
and neutral substances. 5
properties of acidic, alkaline and neutral
substances in every day life.
writing or verbally
6 Generate ideas about the ability of acidic
and alkaline substances to change the
property of a substance.
EARTH AND SPACE SCIENCE
11.0 EARTH, MOON AND SUN LEARNING STANDARD PERFORMANCE STANDARD

11.1 The movement Pupils are able to:
13 of the Earth 1 State that Earth rotates and moves.
9/9 – 13/9
11.1.1
State that the Earth rotates on its axis 2
and at the same time moves around Simulate the occurrence of day and night.
the Sun on its orbit.
Explain the direction and duration of
3
rotation and movement of Earth around the
9/9 Yang di- 11.1.2 Describe the direction and duration of
Sun.
Pertuan rotation and movement of Earth
Agong’s around the Sun through simulation.
4 Describe the Earth rotates on its axis and at
Birthday the same time moves around the Sun on its
11.1.3 Demonstrate the occurrence of day
(Public orbit.
Holiday) and night through simulation.
5 Explain through examples the effects of the
11.1.4
Describe the effects of the rotation of
Earth on its axis i.e: rotation of Earth on its axis.
• occurrence of day and night;
• the position of the Sun appears Generate ideas about other effects caused
6
to vary; by the rotation and movement of Earth, the
• changes in the length and the Moon and the Sun.
direction of shadow.

writing or verbally
11.2 Phases of the Pupils are able to:
Moon 1 State the Moon does not emit light
14
11.2.1 Describe the Moon does not emit light
16/9 – 20/9 Explain the Moon reflects light from the Sun
2
but reflects the light from the Sun. to the Earth.
11.2.2 Describe the rotation of the Moon on 3 Explain the movement of the Moon and the
16/9 Malaysia its axis and at the same time orbits
Day (Public Earth.
the Earth in the aspect of direction
Holiday)
and duration through simulation. Using space and time relationship to
4 describe the phases of the Moon.
11.2.3 Using space and time relationship
to describe the phases of the Moon Generate ideas about the phases of the
such as new moon, crescent, half-moon 5
Moon relating to the events of life.
and full moon in a complete
cycle according to the Lunar calendar. Communicate to state the same part of the
6
Moon always faces the Earth and describe
11.2.4 Explain observations using sketches, the phenomena.
TECHNOLOGY AND SUSTAINABILITY OF LIFE
12.0 TECHNOLOGY LEARNING STANDARD PERFORMANCE STANDARD

12.1 The stability Pupils are able to:
15 and strength of an 1 State examples of a strong and stable
23/9 – 27/9 object and Give examples of a strong and stable structure.
structure 12.1.1 structure by observing various media.
Determine the factors that affect the
Carry out experiments to determine 2
stability and strength of a structure.
12.1.2 the factors that affect the stability of
an object such as the base area Generate ideas on the importance of a
3
and height. strong and stable building structural for a
sustainable life.
16 12.1.3 Carry out experiments to determine
30/9 – 4/10 the factors that affect the strength of
a structure i.e the type of materials 4 Create a strong and stable structural
and its shape. models.
12.1.4 Generate ideas on the importance of

a strong and stable building structure Provide reasoning on a strong and stable
for the well being of human life. 5
structural models built/created
17 Create a strong and stable structure

12.1.5
7/11 – 11/11 models using recycle materials. Improve the structural models built based
6
on the findings of an investigation.
12.1.6 Provide reasoning on the selected
materials used to build a strong
and stable model to improve the quality
of sustainable life.

12.2 Civilizing of Pupils are able to:
sustainable living
12.2.1
Practicing usage of
sustainability materials.

12.2.2
18 Semester 2 Assessment
14/10 – 18/10
18
21/10- 25/10
20
28/10 – 1/11
28/10 Games and group projects

Deepavali
(Festive
Holiday)
21
4/11 – 8/11
22
11/11 – 15/11
20/11 onwards
End-Of-Year Holiday

RPT Science NP5

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

RPT Science NP5

Caricato da

Copyright:

Formati disponibili

Yearly Plan KSSR Science Year 5, 2019 TUNKU PUTRA SCHOOL

TUNKU PUTRA SCHOOL

YEARLY SCHEME OF WORK

3 Use all the senses involved to make observations

4 * Use all the senses involved to make qualitative

5 * Use all the senses involved to make qualitative

6 * Use all the senses involved systematically to

2 Describe the characteristics of objects by

3 Sort and group the objects based on its

4 Sort and group the objects based on its

5 Sort and group the objects based on its

6 Sort and group the objects based on its

2 Describe the tools and correct methods to

3 Measure using tools and standard units

4 Measure using tools and standard units with

5 Measure using tools and standard units with

6 Demonstrate how to measure using tools and

2 Describe more than one reasonable

3 Draw a reasonable initial conclusion based on

4 Draw a reasonable initial conclusion of an

5 Draw more than one reasonable initial

6 Draw more than one reasonable initial

3 Make a prediction of an event based on

4 Justify the most suitable and reasonable

5 Make predictions of an event based on

6  Make predictions of an event based on

2 Record information or ideas in a suitable

3 Record information or ideas in more than

4 Record information or ideas in a suitable

5 Record information or ideas in a suitable

6 Record information or ideas in a suitable

2 Describe a parameter that varies with time

3 Arrange the occurrences of a phenomenon or

4 Provide reasoning on changes in parameter of

5 Arrange graphically the occurrences of a

6 Present and explain the chronological

2 Provide a description of more than one

3 Choose relevant ideas to make an explanation

4 Correlate between the parameters in the data

5 Provide a rational explanation using

6 Provide a rational explanation using

2 . Describe what is done and what is observed

3 . Interpret what is done and what is observed

4 . Make more than one interpretation of what is

5 . Select the most appropriate interpretation of

6 . Describe the most appropriate interpretation

2 Describe the variables that affect an

3 Determine the manipulated variable in an

4 Determine the responding and constant

5 Explain the relationship between the

6 Change the constant variable in an

2 . Describe the variables involved in an

3 . Describe the relationship between the

4 . Make a general statement about the

5 . Relate the manipulated and responding

6 . Plan an investigation to test the hypothesis.

2 . Make a hypothesis based on identified

3 . Specify the appropriate method and

4 . Carry out the experiment to test the

5 . Carry out the experiment, collect data,

6 . Identify a new problem and design an

CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD

5 Using, handling, sketching, cleaning and