Indon Sulong/Guru Cemerlang Sains 1 YEARLY SCHEME OF WORK SCIENCE YEAR FIVE 2007 THEME: A. Investigating Living Things Learning Area: 1. Microorganism Weeks/ Dates Learning Objectives Learning Outcomes Suggested Learning Activities Scientific Skills Notes/ vocabulary 1 02.01.2007 To 04.01.2007 1.1. Understanding that microorganism is a living thing. Pupils State types of microorganism State that yeast is an example of microorganism. Pupils view video showing various types of microorganism. E.g. bacteria, virus, fungi, protozoa and algae. Pupils make a qualitative comparison between the size of microorganism and that of human and conclude that microorganism is very tiny. Pupils discuss that yeast is an example of microorganism. Observing Communicating Yeast – ragi Comparison – perbandingan Human – manusia 2 07.01.2007 To 11.01.2007 1.1 Understanding that microorganism is a living thing. State that microorganism breathes. Pupils observe the effect of yeast on dough and infer that microorganism breathes and causes the dough to rise. Pupils carry out activity and observe the effect when a test tube filled with 2 teaspoon of dried yeast, 1 teaspoon of sugar and half test tube of water. The mouth of the test tube is attached to a balloon. Observing Measuring and using numbers Making inferences Draw specimens and apparatus Breathe - bernafas Sprinkle – renjis Magnifying glass – kanta pembesar
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1.1. Understandingthatmicroorganism is aliving thing.
Pupils
State types of microorganism
State that yeast is an example ofmicroorganism.
Pupils view video showing varioustypes of microorganism. E.g. bacteria,virus, fungi, protozoa and algae.
Pupils make a qualitative comparisonbetween the size of microorganismand that of human and conclude thatmicroorganism is very tiny.
Pupils discuss that yeast is anexample of microorganism.
Observing
Communicating
Yeast – ragi
Comparison –perbandingan
Human – manusia
2
07.01.2007To
11.01.2007
1.1 Understanding thatmicroorganism is aliving thing.
State that microorganismbreathes.
Pupils observe the effect of yeast ondough and infer that microorganismbreathes and causes the dough torise.
Pupils carry out activity and observethe effect when a test tube filled with2 teaspoon of dried yeast, 1 teaspoonof sugar and half test tube of water.The mouth of the test tube is attachedto a balloon.
1.2 Understanding thatsomemicroorganisms areharmful and someare useful.
State examples of use ofmicroorganisms.
State the harmful effects ofmicroorganism.
Describe that disease caused bymicroorganism can spread fromone person to another.
Explains ways to preventdiseases caused bymicroorganism.
Pupils gather information on the usesof microorganisms, e.g.a) Making breadb) Making tapaic) Making temped) Making fertiliser
Pupils gather information on the harmfuleffects of microorganism, e.g.a) Causing illnessb) Causing food poisoningc) Causing food to turn badd) Causing denggi.e) Causing tooth decay
Pupils gather information on diseasecauses by microorganism e.g. stomachupset, measles, cough, flu, tooth decay,conjunctivitis, mumps, denggi and AIDS.
Pupils discuss that diseases caused bymicroorganism can spread from oneperson to another.
Pupils discuss on how diseases caused bymicroorganism can be prevented fromspreading, e.g.a) By washing hands before handling
food,b) By boiling water before drinking.c) By covering mouth and nose when
coughing or sneezing.d) By washing hands after using the
toilet.e) By putting patient who have chicken
pox, conjunctivitis or mumps intoquarantine.
f) By covering wounds.
Communicating
Making inferences
Uses – kegunaan
Harmful – berbahaya
Contagious -berjangkit
Quarantine –diasingkan
Measles – campak
Chicken pox – cacar
Stomach upset – sakitperut
Caugh – batuk
Tooth decay –gigi reput
Sneezing – bersin
Flu – selesema
Mumps –benguk
Conjunctivitis – sakit
mata
4
21.01.2007To
25.01.2007
HARI KEPUTERAAN SULTAN KEDAH21 JANUARY 2007 (SUNDAY)
2.2 Understanding thatdifferent plantshave their ownways to ensure thesurvival of theirspecies.
Pupils :
State various ways plantsdisperse their seed and fruits.
Explains why plants need todisperse seed or fruits.
Give example of plant thatdisperses seeds and fruits bywater.
Give example of plant thatdisperses seeds and fruits bywind.
Give examples of plants thatdisperse seeds and fruits byanimals.
Give examples of plants thatdisperse seeds and fruits byexplosive mechanism.
Relate characteristics of seedsand fruits to the ways they aredispersed.
Pupils study live specimens, viewvideo or computer simulation to findout the various ways of seeds andfruits dispersal, e.g.a) By waterb) By windc) By animald) By explosive mechanism
Pupils discuss and conclude thatplants need to disperse their seeds orfruits to ensure the survival of theirspecies.
Pupils gather information to giveexamples of plants that disperseseeds and fruits by:
a) Waterb) Windc) Animalsd) Explosive mechanism.
Pupils study live specimens, viewvideo and discuss the relationshipbetween characteristics of seeds andfruits and their ways of dispersal.
a) By water - light and have airspace
b) By wind – light, have wing- likestructure, dry, have fine hairs andsmall.
c) By animals – fleshy, brightlycolored, edible, have smell orhave hooks.
2.3 Realizing theimportance ofsurvival of thespecies.
Pupils :
Predict what will happen if somespecies of animals or plants donot survive.
Pupils discuss and predict theconsequences if certain species ofanimals and plants become extinct,e.g.a) Shortage of food resourcesb) Other species may also face
Pupils construct a food web based onfood chains given.
Pupils walk around the schoolcompound to study food webs inplaces such as field, science garden,and pond or under flower pot.
Based on the organism identified,pupils construct food chains and thenfood webs for the habitats they havestudied.
Observing
Communicating
Food chain – rantai
makanan
Food web –siratan
makanan
Producer – pengeluar
Consumer – pengguna
10
04.03.2007To
08.03.2007
3.2 Synthesizing foodchains to constructfood web.
Predict what will happen if thereis a change in the population of acertain species in a food web.
Explain what will happen to acertain species of animals if theyeat only one type of food.
Pupils discuss and predict what willhappen if there is a change in thepopulation of a certain species in afood web.
Pupils carry out simulation or playgames based on food webs.
Pupils view video to study variousspecies that are facing extinctionbecause they only eat one type offood.
Pupils conclude that a certain speciesof animals that eats one type of foodonly has difficulty to survive becausetheir only source of food may run out,e.g.a) Panda eats bamboo shoots onlyb) Koala bear eats eucalyptus
State what renewable energy is. State what non-renewable
energy is.
List renewable energy resources
List non-renewable energyresources.
Explain why we need to useenergy wisely.
Pupils discuss that renewable energyis the energy that can be replenishedwhen used up and non-renewableenergy is the energy that cannot bereplenished when used up.
Pupils gather information on thefollowing :a) Renewable energy resources,
e.g. solar, wind, biomassb) Non-renewable energy
resources, e.g. natural gas,petroleum and coal.
Pupils discuss and conclude why weneed to use energy wisely, e.g.a) Some energy resources cannot
be replenished when used upb) To save costc) To avoid wastaged) To reduce pollution
Observing
Communicating
Classifying
Making inferences
Renewable energy –tenaga diperbaharui
Non-renewable –tenaga yang tidakboleh diperbaharui
State the sources of electricity Pupils carry out activity such aslighting up a bulb or ringing anelectric bell to verify that the followingsources produce electricity, e.g.a) Dry cell / batteryb) Accumulatorc) Dynamod) Solar cell
Observing
CommunicatingDry cell – sel kering
Hydroelectric power –
kuasa hidro elektrik
15
15.04.2007To
19.04.2007
2.2 Understanding aseries circuit and aparallel circuit
Pupils :
Identify the symbols of variouscomponents in a simple electriccircuit.
Draw circuit diagram.
Identify the difference in thearrangement of bulbs in seriesand parallel circuits.
Pupils build as many different electriccircuits as they can.
Pupils are introduced the symbols ofthe components in an electric circuit,i.e. battery, bulb, connecting wiresand switch.
Pupils draw circuit diagram based onthe circuits that they have build.
Pupils observe various series circuitand parallel circuits.
Based on observation, pupils discussthe differences in the arrangement ofbulbs in series and parallel circuits.
Pupils draw circuit diagrams of seriesand parallel circuits and compare thearrangement of the bulbs in thesecircuits.
2.2 Understanding aseries circuit and aparallel circuit
Build a series circuit
Build a parallel circuit.
Compare the brightness of thebulbs in a series and a parallelcircuit.
Compare the effect on the bulbswhen various switches in aseries and a parallel circuit areoff.
Pupils given batteries, bulbs,switches and connecting wires tobuild series and parallel circuits.
Pupils observe and compare thebrightness of the bulbs in :a) Series circuitsb) Parallel circuitsc) Between series and parallel
circuits.
Pupils carry out activities andcompare what happen to the bulbs ina series circuit and in a parallel circuitwhen various switches in each circuitare off.
Observing
Communicating
Predicting
Controlling variables
Making hypotheses
Experimenting
Use and handle scienceapparatus
Draw specimens andapparatus
Series circuit – litarbersiri
Parallel circuit – litarselari
Brightness –kecerahan
Arrangement –susunan
2.3 Understanding thesafety precautionsto be taken whenhandling electricalappliances.
Pupils : Describe the danger of
mishandling electricalappliances.
Explain the safety precautions tobe taken when using electricalappliances.
Pupils discuss the danger ofmishandling electrical appliances,e.g.a) Electric shock c) Burnb) Fire d) Electrocution
Pupils discuss the safety precautionsto be taken when using electricalappliances, e.g.a) Do not touch electrical
appliances with wet hands.b) Do not use electrical appliances
that are faulty or having brokeninsulation wires.
c) Do not repair electricalappliances on your own
d) Do not connect too manyelectrical appliances to onepower supply.
State the properties of gas Pupils study the properties of gas by :a) Balancing two inflated balloons
on a stick and puncturing on ofthe balloons
b) Inflating balloons of differentshapes
c) Observing smoke in a closedcontainer the placing an invertedcontainer on it. Removing thecover of the first container andobserve how smoke moves froma container to another invertedcontainer placed directly over it
d) Feeling the pressure of gas in asyringe when its plunges downwith nozzle closed.
Pupils discuss and conclude theproperties of gas, i.e.a) Has massb) Has no fixed shape but takes the
shape of its containerc) Occupies space and has no fixed
volumed) Can be compressed
Observing
Communicating
Measuring and usingnumbers
Making inferences
Use and handle scienceapparatus
Clean science apparatus
Store science apparatus
Gas – gas
Inflated –berisi angina
Smoke –asap
Occupies -memenuhi
26
15.07.2007To
19.07.2007
1.2 Understanding thatmatter can changefrom one state toanother.
Pupils : State that water can change its
state.
Conclude that water can exist inany of the three states of matter
Pupils carry out the followingactivities to observe the change of thestate of matter :a) Allowing ice to meltb) Heating water until it boilsc) Collecting water vapors, allowing
it to cool and making it freeze.
Pupils discuss and conclude that :a) Water can change from one state
2.1 Understanding themovement of theEarth, the Moon,and the Sun.
Pupils :
State that the Earth rotates on itsexist.
State that the Earth rotates andat the same time moves roundthe Sun.
State that the Moon rotates on itsaxis.
State that the Moon rotates andat the same time moves roundthe Earth.
Pupils view video or computersimulation or model about themovement of the Earth, the Moon andthe Sun.
Pupils discuss and explain therotation of the Earth and the Moonand their movement around the Sun.
Observing
Communicating
Use and handle scienceapparatus
Store science apparatus
Rotate – berputar
Sundial – jam
matahari
Axis- paksi
West – barat
East – timur
Movement –pergerakan
Position – kedudukan
2.1 Understanding themovement of theEarth, the Moon,and the Sun.
Describe the changes in lengthand position of the shadowthroughout the day.
Conclude that the Earth rotateson its axis from west to east.
Pupils observe and record the lengthand the position of the shadow of apole at different time of the day (poleas the object and the Sun as thesource of light).
Pupils fix a toothpick vertically on thesurface of a globe. Pupils observe thelength and position of the shadowformed when the globe is rotated atits axis over a fixed light source.
Pupils build a sundial.
Pupils discuss and conclude that theEarth rotates on its axis from west toeast.
State it is night time for the partof the Earth facing away from theSun.
Explain that day and night occurdue to the rotation of the Earthon its axis.
Pupils view video or computersimulation on how days and nightsare formed or carry out a simulationby illuminating a rotation globe toobserve the occurrence of day andnight.
Based on the above activity, pupilsdiscuss how day and night occur.
Pupils draw diagrams to show theoccurrence of day and night.
Observing
Communicating
Making inferences
Illuminating –menyuluh
Facing - menghadap
Rotating glob – globyang berputar
Day – siang
Night – malam
Occurrence – kejadian
35
23.09.2007To
27.09.2007
2.3 Understanding thephases of theMoon.
Pupils : State that the Moon does not
emit light.
Explain that the Moon appearsbright when it reflects sunlight.
Describe the phases of theMoon.
Pupils view video or computersimulation and discuss that the Moondoes not emit light but reflects theSunlight.
Pupils view video on the phases ofthe Moon.
Pupils using the ping-pong ball andlight sources to simulate the followingphases of the moon :a) New Moonb) Crescentc) Half Moond) Full Moon
Pupils carry out a project to observeand record the phases of the Moonfor a month and relate them to thedates of the lunar calendar.