Yr5 Science Specification 2012

7/30/2019 Yr5 Science Specification 2012

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CURRICULUM SPECIFICATIONS FOR YEAR 5 SCIENCE

SEMESTER 1

WK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES VOCABULARY

THEME : INVESTIGATING LIVING THINGS

1

2

3

1. Microorganism 1.1 Understanding

that

microorganismis a living

thing.

1.1.1 State types of microorganisms.

1.1.2 State that yeast is an example of

microorganism.

1.1.3 State that microorganismbreathes.

1.1.4 State that microorganism grows.

1.1.5 State that microorganism moves.1.1.6 Conclude that microorganisms

are living things and most of

them cannot be seen with naked

eyes.

Various types of microorganism, e.g. bacteria, virus, fungi ,

protozoa and algae.

Make a qualitative comparison between the size of

microorganism and that of human and conclude that

microorganism is very tiny.

Discuss that yeast is an example of microorganism. Effect of

yeast on dough.

Recipe to make dough.

Ingredients:

1 cup of flour

cup of warm water

1 teaspoon of driedyeast

1 teaspoon of sugar

Observe the effect when a test tube filled with 2 teaspoon of

dried yeast, 1 teaspoon of sugar and half test tube of water.

Few drops of water on a slice of bread and put the bread in a

plastic bag. Observe it for a few days. Observe rotten oranges or

mouldy rice..

View on the movement of microorganisms - water from ponds,

rivers or drains.

Ensure pupils clean their hands after handling water samples.

yeast- ragi harmful-

berbahayamagnifying glass-

kanta pembesar

uses-kegunaan

sprinkle - renjis

1

Method:

1.Mix all ingredients.

2.Cover the mixture

with a damp cloth.3.Leave it for 20

minutes.


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5

Microorganism 1.2 Understanding

that some

microorganism

are harmful

and some are

useful.

1.2.1 State examples of use of

microorganisms.

1.2.2 State the harmful effects ofmicroorganisms.

1.2.3 Describe that diseases caused by

microorganisms can spread from

one person to another.

1.2.4 Explain ways to prevent diseases

caused by microorganisms.

Pupils gather information uses of microorganism.

E.g. making bread, tapai, tempe and fertilizer.

(need not know the methods of making example

above).

Gather information on the harmful effects of microorganisms,e.g. causing

a) illness,

b) food poisoning,

c) food to turn bad,d) tooth decay.

Gather information on diseases caused by microorganisms

e.g. stomach upset, measles, cough, flu, tooth decay,

conjunctivitis, mumps and AIDS.

Diseases caused by microorganism can spread from one

person to another. Preventing from spreading, 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 patients who have chicken pox, conjunctivitis ormumps into quarantine.

f) by covering wounds.

contagious-

berjangkitquarantine

diasingkan

measles- campak

chicken pox- cacar

stomach upset-sakitperut

cough- batuk

harm- kesan buruk

tooth decay -gigi

reput

sneezing - bersin

flu selsema

mumps - benguk

conjunctivitis -sakitmata

6 2. Survival of the

species

2.1 Understanding

that different

animals havetheir own

ways to ensurethe survival of

their species.

2.1.1 Give examples of animals that

take care of their eggs and

young.

2.1.2 Explain how animals take care of

their eggs and young.

Species means similar types of living things that can breed

among themselves.

Discuss examples of animals that take care of their eggs

and young, e.g. cow, hen, cat, bird.

View video on how animals ensure the survival of their

eggs and young,

a)keep their young in their mouths, e.g fish,

b)feed their young, e.g. bird,

c)attack in order to protect their eggs or young when they

are disturbed, e.g.snake or tiger,

survival-

kemandirian

adapt-

menyesuaikan

take care- menjaga

protect- melindungi

young - anak

slimy - berlendir

pouch - kantong

herd - kumpulan

yang besar

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2.1.3 Explain why animals take care oftheir eggs and young.

d)lay slimy eggs, e.g frog,

c)hide their eggs, e.g.turtle,

d)carry their young in their pouches, e.g kangaroo,

e)stay in herds e.g. elephant.

Conclude that animals take care o f their eggs and young to

ensure the survival of their species.

disturbed-diganggu

plenty - banyak

attack- menyerang

hide -

menyembunyikan

ensure-memastikanfeed - memberi

makan

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Survival of thespecies

2.2 Understandingthat different

plants have

their own ways

to ensure the

survival of

their species.

2.3 Realising the

importance of

survival of the

species.

2.2.1 State various ways plantsdisperse their seeds and

fruits.

2.2.2 Explain why plants need todisperse seeds or fruits.

2.2.3 Give examples of plant that

disperse seeds and fruits bywater.


disperse seeds and fruits by wind.


disperse seeds and fruits byanimals.


disperse seeds and fruits by

explosive mechanism.

2.2.7 Relate characteristics of seeds

and fruits to the ways they are

dispersed.

2.3.1 Predict what will happen if some

species of animals or plantsdo not survive.

Various ways of seeds and fruits dispersal, e.g.

a) by water,

b) by wind,

c) by animal,d) by explosive mechanism

Plants need to disperse their seeds or fruits to ensure the

survival of their species.

E.g. of plants that disperse seeds and fruits by:

a) water, e.g. coconut and pong-pong,b) wind, e.g. lallang and angsana,

c) animals, e.g. watermelon, love grass and rambutan

d) explosive mechanism, e.g. balsam, rubber, flame of the

forest, chestnut and lady's finger.

Characteristics of seeds and fruits and their ways of

dispersal:

a) by water - light and have air space

b) by wind - light, have wing-like structure, dry,have

fine hairs and small

c) by animals - fleshy,brightly coloured, edible , have

smells or have hooks.d) explosive mechanism - dry when ripe

Species of animals and plants become extinct, E.g

a) shortage of food resources,

b) other species may also face extinction.

various -pelbagai

waxy berlilin

husk -sabut

shell - tempurung

disperse -pencaran

edible - boleh

dimakan

flame of the forest -

semarak api

chestnut - buahberangan

balsam -keembung

lady's finger-kacang

bendi

love grass-kemuncup

Extinction-Kepupusan

Shortage-

kekurangan

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SUGGESTED LEARNING AREA AND NOTES VOCABULARY


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9 3. Food Chain

and FoodWeb.

3.1 Understanding

food chains.

3.1.1 Identify animals and the food

they eat.3.1.2 Classify animals into herbivore,

carnivore and omnivore.

3.1.3 Construct food chain.3.1.4 Identify producer.

3.1.5 Identify consumer.

Food chains must begin with plants as producers.

Classify animals into the following groups according to the

food they eat:

a)herbivore

b)carnivorec)omnivore

Build food chains to and identify the producers and the

consumers.

food chain-rantai

makanan

producer-pengeluar

consumer-

pengguna

10 UJIAN 16-8 MAC 2012

11 3.2 Synthesizing

food chains to

construct food

web.

3.2.1 Construct a food web.

3.2.2 Construct food webs of different

habitats.

Pupils walk around the school compound to study food webs

in places such as field, science garden, pond or under flower

pot.

Based on the organisms identified, pupils construct food

chains and then food webs.

food web-siratan

makanan

12 3.2.3 Predict what will happen if there

is a change in population of a

Discuss and predict what will happen if there is a change in

the population.

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certain species in a food web.

3.2.4 Explain what will happen to acertain species of animals if they

eat only one type of food.

Study various species that are facing extinction because they

only eat one type of food.

a) These species has difficulty to survive because their only

source offood may run out, e.g. panda eats bamboo

shoots only,

b) koala bear eats eucalyptus leaves only,

c) pangolin eats ants only.

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THEME 2 : INVESTIGATING FORCE AND ENERGY

13 1. Energy. 1.1 Understanding

the uses of

energy.

1.1.1 Explain why energy is needed.

1.1.2 Give examples where and when

energy is used.

1.1.3 State various sources of energy.

Energy is needed:

a) a) by living things to carry out life processes such as

moving, breathing and growing,

b) b) to move, boil, melt or bounce non-living things.

Sources of energy, e.g.

a) sun,

b) food,

c) wind,

d) fuel,

e) battery.

Discuss that the sun is the main source of energy.

sources- sumber

energy- tenaga

bounce-melantun

fuel-bahan api

boil-mendidih

14 1.2 Understanding

that energy

can be

transformedfrom one form

to another.

1.2.1 State the various forms of

energy.

1.2.2 State that energy can be

transformed.

Various events and identify the form of energy involved,e.g.

a) a moving battery- operated toy car,

b) a stretched rubber band,

c) a burning candle,d) a ringing telephone.

Transformation of energy e.g.

a) switching on the lights:

electrical energy light energy,

b) lighting a candle:

transform-berubah

principle-prinsip

whistle- wisel

appliances -peralatan

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1.2.3 Give examples of appliances that

make use of energy

transformation.

chemical energy heat energy + light energy,

c) calculator: (using a solar powered)

solar energy electrical energy light energy

Identify appliances that make use of energy transformation

and state the form cf energy involved, e.g.

a) electric iron :

electrical energy heat energyb) radio: electrical energy sound energy

c) ceilng fan:

electrical energy kinetic energy + sound energy,

d) gas stove:

chemical energy heat energy + light energy.

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15 Energy 1.3 Understanding

renewable and

non-renewable

energy.

1.3.1 State what renewable energy is.

1.3.2 State what non-renewable energy

is.

1.3.3 List renewable energy resources.

1.3.4 List non-renewable energyresources.

Renewable energy is the energy that can be replenished

when used up. E.g. renewable energy

resources, water, solar, wind and biomass

Non-renewable energy is the energy that cannot bereplenished when used up. E.g. non-renewable energy

resources, natural gas, petroleum and coal.

renewable energy-

tenaga diperbaharui

non-renewable energy-

tenaga yang tidak

dapat diperbaharuireplenished

-digantikan

used up- habis

digunakan

coal- arang batu

charcoal- arang kayu

wisely-secara

bijaksana

16 1.3.5 Explain why we need to useenergy wisely.

1.3.6 Explain why renewable energy is

better than non-renewable

energy.

1.3.7 Give examples on how to save

energy.

1.3.8 Practise saving energy.

We need to use energy wisely e.g.

a) some energy resources cannot be replenished

when used up,

b) to save cost,

c) to avoid wastage,

d) to reduce pollution.

Brain storming session

17 2. Electricity 2.1 Knowing the

sources of

electricity.

2.1.1 State the sources of electricity. Sources produce electricity e.g.

a)dry cell, battery

b)accumulator,

c)dynamo,

d)solar cell.

E.g. activity such as lighting up a bulb or ringing an

dry cell-sel kering

hydroelectric power -

kuasa hidro elektrik

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electric bell using the sources


a series circuit

and a parallel

circuit.

2.2.1 Identity the symbols of various

components in a simple electric circuit.

2.2.2 Draw circuit diagrams.

2.2.3 Identify the difference in the

arrangement of bulbs in series

and parallel circuits.

Build as many different electric circuits and introduced the

symbols of the components in an electric circuit, i.e battery,

bulb, connecting wires and switch.

series circuit-

litar bersiri

parellel circuit -litar

selari

brightness-kecerahan

arrangement-susunan

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19 Electricity 2.2.4 Build a series circuit.

2.2.5 Build a parallel circuit.

2.2.6 Compare the brightness of thebulbs in a series and a parallelcircuit.

2.2.7 Compare the effect on the bulbs

when various switches in a series

circuit and a parallel circuit are

off.

Pupils are given batteries, bulbs, switches and connecting

wires to build series and parallel circuits.

Observe and compare the brightness of the bulbs in:

a) series circuits,

b)parellel circuits,

a)between series and parallel circuits when number of

batteries and bulbs must be the same..

Comparing what happen to the bulbs when various switches

in each circuit are off.

20 PKSR 1


the safetyprecautions to

be taken when

handling

electrical

appliances.

2.3.1 Describe the danger of

mishandling electricalappliances.

2.3.2 Explain the safety precautions to

be taken when using electrical

appliances.

Danger of mishandling electrical appliances, e.g.electric shock, fire, burn, electrocution.

Safety precautions to be taken when using electrical

appliances, e.g.

a) do not touch electrical appliances with wet

hands,

b) do not use electrical appliances that are

electric shock-kejutan elekthk

appliances-

peralatan

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faulty or having broken insulation wires,

c) do not repair electrical appliances on your

own,

d) do not connect too many electrical

appliances to one power supply.

Discuss other general safety precautions, e.g.

a) do not insert objects into power supply,b) do not touch a switch with wet hands,

c) do not touch victims of electric shock.

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22 3. Light

.

3.1 Understanding

that lighttravels in a

straight line.

3.1.1 State that light travels in a

straight line.3.1.2 Give examples to verify that light

travels in a straight line.

3.1.3 Describe how shadow is formed.

Gather information and give examples of events or

phenomena that show light travels in straight line.

Discuss the formations of shadow .

Conclude that shadow is formed when light is blocked byan opaque or a translucent object.

beam- alur cahaya

travel- bergerak

opaque - legap

23 3.1.4 Design a fair test to find out what

cause the size of a shadow to

change by deciding what to keep

the same, what to change and

what to observe.3.1.5 Design a fair test to find out what

factors cause the shape of ashadow to change by deciding

what to keep the same, what to

change and what to observe.

Investigate the factors that cause the shape and size of a

shadow to change.

a) when the distance between an object and its light

source decreases, the size of the shadow increases

and

when the distance between an object and the screen

decreases the size of the shadow decreases.

b) the shape of the shadow changes according to the

position of light source.

and

the shape of the shadow changes according to the

position of an object.


that light can

be reflected.

3.2.1 State that light can be reflected.

3.2.2 Draw ray diagrams to show

Investigate reflection of light using:

a) a mirror,

b) an aluminium foil.

reflection-pembalikan

sharp bend-selekoh

tajam

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reflection of light.

3.2.3 Give examples of uses ofreflection of light in everyday

life.

Pupils draw ray diagrams to show the reflectionof light.

Uses of reflection of light in everyday life, e.g.

a) side mirror of a car,

b) mirror at the sharp bend of a road,c) mirror in the barbershop,

d) d) periscope.e)

Apply the principle of light reflection e.g:

-periscope , -kaleidoscope

ray diagram-

gambarajah sinar

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25 4. Heat. 4.1 Understanding

that

temperature isof indicator of

degree ofhotness.

4.1.1 State that when a substance gains

heat it will become warmer.

4.1.2 State that when a substance loses

heat it will become cooler.

4.1.3 Measure temperature using the

correct technique.

4.1.4 State the metric unit for

temperature.

Pupils heat 250ml of water for 3 minutes and feel the water

every few seconds while heating feel the changes of

temperature.Let the warm water cool down and feel the water every few

seconds.

Above activities, pupils discuss and conclude that:

-heat gain causes the water to become warmer

-heat loss causes the water to become cooler.

Guide how to use and read thermometer correctly.

26 4.1.5 State that temperature of an

object or material increases as

it gains heat.

4.1.6 State that temperature of an

object or material decreases asit loses heat.

4.1.7 Conclude that the temperatures is

an indicator to measure

Activity to measure temperature, e.g.

a) heat up water and record the temperature every few

minutes,b) turn off the Bunsen burner and record the temperature

every few minutes while the water cools off.

Conclude that the temperature:

a) increases when heat is gained,

b) decreases when heat is lost.

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hotness.

Temperature is an indicator to measure hotness.

27 4.2 Understandingthe effects of

heat on matter.

4.2.1 State that matter expands whenheated.

4.2.2 State that matter contracts when

cooled.

4.1.3 Give examples of the application

of the principle of expansion andcontraction in everyday life.

Effects of heat on matter, e.g.

a) heating an iron ball and inserting it into an iron ring,

b) cooling the heated iron ball and inserting it into the iron

ring,

a) heating coloured water in a beaker with a glass tube and

observing the water level in the glass tube,b) heating a dented ping pong ball in hot water,

c) cooling coloured water in a beaker with a glass tube and

observing the water level in the glass tube.

conclude that:

a) matter expands when heated,

b) matter contracts when cooled.

Example expansion and contraction of matter in everyday

life;

a) an electric cable is installed loosely to

prevent it from snapping when it contracts in cold

weather,

b) there are gaps at railway tracks to allow for

expansion in hot weather,

c) a tight bottle cap can be loosened by immersing it in

hot water,

d) concrete slabs on pavements have gaps to

allow for expansion.

dent -kemek

expand-mengembang

contract-mengecut

snap -putus

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THEME 3 : INVESTIGATING MATERIALS

28 1. States of

Matter

1.1 Understanding

that matter

exist in the

form of solid,liquid or gas.

1.1.1 Classify objects and materials

into three states of matter.Classify objects and materials into solid, liquid and gas.

Suggested objects and materials for pupils to classify are:

Inflated balloon, deflated balloon, stone, cooking oil,

milk, water, paper, paper clip, ruler, glue and bicycle

pump.

solid -pepejal

liquid - cecair

gas -gas

water vapour - wap

air

evaporation -

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29

1.1.2 State the properties of solid.

1.1.3 State the properties of liquid.

1.1.4 State that some liquids flow

faster than others.

Pupils study:

a) weighing various kinds of solids,

b) measuring the volumes of various kinds of solids,

c) putting various types of solids into containers of

various shapes.

Properties of solids, i.e. a solid:a) has mass,

b) has fixed volume,

c) has fixed shape.

Pupils study weighing various kind of liquids, measuring

the volumes of liquids, pouring liquid into containers of

various shapes.

Conclude the properties of liquids, i.e. a liquid has

a) mass,

b) fixed volume,

c) no permanent shape but takes the shape of its container

Observe the flow of different liquids, Examples :

water ,milk ,condensed milk , cooking oil , tomato

sauce , cordial , shampoo , glue

penyejatan

condensation -

kondensasi

water cycle - kitar

air

interchangeable -

boleh saling

bertukar

syringe -picagari

30 UJIAN 2

31 States of Matter 1.1.5 State the properties of gas. Study the properties of gas by:a)balancing two inflated balloons on a stick and

puncturing one of the balloons,

b) inflating balloons of different shapes,

c) observing smoke in a closed container then placing an

inverted container on it.

Removing the cover of the first container and

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observe.

d) how smoke moves from a container to another inverted

container placed directly over it,

e) feeling the pressure of gas in a syringe when its plunges

is pushed down with nozzle closed.

Conclude that properties of gas,

has mass

has no fixed shape but takes the shape of itscontainer

occupies space and has no fixed volume

can be compressed.


that matter can

change from

one state toanother.

1.2.1 State that water can change its

state.

1.2.2 Conclude that water can exist in

any of the three states ofmatter.

1.2.3 Identify the processes involved

when a matter changer fromone state to another.

1.2.4 Identify factors that affect the

rate of evaporation of water.

Observe the change of the state of matter:

a) allowing ice to melt,

b) heating water until it boils,

c) collecting water vapour, allowing it to cool and

making it freeze.

Additional observation:

melting butter, melting ice cream

Water can change from one state to another.Water can exist as solid, liquid and gas.

Process involved changes from one state to

another:

melting, boiling, evaporation,condensation, freezing.

Factors that affect water evaporates e.g

a) hot weather

b) windy

c) surface area

evaporation-

penyejatan

condensation-

kondensasi

freezing-

pembekuan

melting -

peleburan


the water

1.3.1 Describe how clouds are formed. View video formation of clouds and rain cloud awan

water cycle

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cycle. 1.3.2 Describe how rain is formed.

1.3.3 Explain how water is circulatedin the environment.

1.3.4 Explain the importance of water

cycle.

Discuss and explain the changes in the state of matter in

the water cycle , how water is circulated in the environment,

discuss the importance of water cycle.

kitaran air

33 1.4 Appreciatingthe importance

of water

resources.

1.4.1 Give reasons why we need tokeep our water resources clean.

1.4.2 Describe ways to keep our water

resources clean.

View videoa) the importance of water for living things,

b) the effects of human activities on quality of water

supply.

Gather information on how to keep our water resources

clean and present it in the form of folio.

Draw posters to show appreciation that water is animportant resource.

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34 2. Acid and

Alkaline.

2.1 Understanding

the properties

of acidic,

alkaline and

neutralsubstances.

2.1.1 Identify acidic, alkalineand neutral substances usinglitmus paper.

2.1.2 Identify the taste of acidic and

alkaline food.

2.1.3 Conclude the properties of

acidic, alkaline and neutral

substances.

Test substances to determine whether they are acidic,

alkaline or neutral substances based on the change of wet

litmus papers colour.

Pupils should taste the food samples provided only and notany other substances.

Determine whether food samples are acidic or alkaline by

tasting the food samples and testing with litmus paper.

litmus paper-kertas

litmus sour - masam

bitter -pahit

neutral - neutral

acidic - keasidan

alkaline- kealkalian

property-sifat

THEME 4: INVESTIGATING THE EARTH AND THE UNIVERSE35 1. Constel lation. 1.1 Understanding

the

constellation.

1.1.1 State what constellation is.

1.1.2 Identify constellations..

1.1.3 State the importance of

constellations.

View video or visit planetarium to observe various

constellations.

Constellation is a group of stars that form a certain pattern

in the sky.

constellation - buruj

Orion -Belantik

Scorpion - Skorpio

Big Dipper -Biduk

Southern Cross -Pari

pattern - corak

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Build a model to study the pattern of Orion, Scorpion, Big

Dipper and Southern Cross.

Importance of constellations,

a) to show directions,

b) to indicate the time to carry out certain

activities, e.g planting season.

Big Dipper and Southern Cross can be seenbetween April June.

Orion can be seen between December February.

Scorpion can be seen between June to August.

direction - arah

season - musim

36 2. The Earth, The

Moon and TheSun.

The Earth, The

Moon and The

Sun.

2.1 Understanding

themovements of

the Earth, the

Moon and the

Sun.

2.1.1 State that the Earth rotates on its

axis.2.1.2 State that the Earth rotates and at

the same time moves round the

Sun.

2.1.3 State that the Moon rotates on its

axis.

2.1.4 State that the Moon rotates and

at the same time moves round

the Earth.

2.1.5 State that the Moon and the

Earth move round the Sun at

the same time.

View video model about the movement of the Earth, the

Moon and the Sun.

Discuss and explain the rotation of the Earth and the Moon

and their movements around the Sun.

The Earth rotates on its axis from west to east and

completes one rotation every 24 hours.

rotate - berputar

sundial -jam

matahari

axis -paksi

west - barat

east - timur

movement

-pergerakan

position - kedudukan

2.1.6 Describe the changes in length

and position of the shadowthroughout the day.

2.1.7 Conclude that the Earth rotates

Record the length and position of the shadow of a

pole at different time of the day.(pole as the object and the Sun as the source of light).

Pupils observe the shadow formed when the globe

is rotated at its axis over a fixed light source.

throughout

-sepanjangshadow -

bayang-bayang

illuminating menyuluh

facing menghala

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on its axis from west to east.Pupils build a sundial.

rotating globe -glob

yang berputar

day -siang

night- malam

occurrence-kejadian

VOCABULARY

37 PKSR 2


the occurrenceof day and

night.

2.2.1 State that it is day time for the

part of the Earth facing theSun.

2.2.2 State it is night time for the part

of the Earth facing away fromthe Sun.

2.2.3 Explain that day and night occurdue to the rotation of the Earth

on its axis.

View video or simulation by illuminating a rotating

globe to observe the occurrence of day and night.

Pupils draw diagrams to show the occurrence of

day and night.

WK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES


the phases of

the Moon.

2.3.1 State that the Moon does not

emit light.

2.3.2 Explain that the Moon appearsbright when it reflects sunlight.

2.3.3 Describe the phases of the Moon.

Discuss that the Moon does not emit light but reflects the

sunlight.

View video on the phases of the Moon phases of the moon:

a) new moon,

b) crescent,

c) half moon,

d) full moon.

Build a project to observe and record the phases of the Moon

for a month and relate them to the dates of the lunar

calendar.

new moon - anak

bulan

crescent - bulan

sabit

half moon -bulan

separa

full moon - bulan

purnama

reflect -memantulkan

phase -fasalunar calendar-

Takwim Qamari

emit-memancarkan

15


16/17

THEME 5 : INVESTIGATING TECHNOLOGY

40 1. Strength andStability

1.1 Knowing theshapes of

objects in

structures.

1.1.1 State the shapes of objects.1.1.2 Identify shapes in structure.

Pupils walk around the school compound andidentify shapes of objects, i.e.

a) cube,

b) cuboid,

c) sphere,

d) cone,

shape - bentuk

cube - kubus

cuboid - kuboid

sphere - sfera

cone - kon

cylinder - silinderpyramid - piramid

hemisphere -hemisfera

structure - struktur

strength -kekuatan /

kekukuhan.

stability -kestabilan

base area - luas tapak

affect -

mempengaruhi

stand at ease -senang

diri

VOCABULARY


the strengthand stability of

a structure.

1.2.1 Identify shapes of objects that

are stable.1.2.2 Identify the factors that affect

stability of objects.

Pupils carry acitivities identify the shapes that are stable.

Investigate factors that affect the stability of a structure, e.g.

a) pushing a bottle standing upright and a bottle

standing upside down,

b) pushing a high chair and a low chair,

Conclude that the stability of an object is affected by base

area, and height.

WK LEARNING

AREAS

LEARNING

OBJECTIVE

LEARNING OUTCOMES SUGGESTED LEARNING AREA AND NOTES

42 1.2.3 Explain how base area affects

stability.

1.2.4 Explain how height affectsstability.

1.2.5 Identify the factors that affect the

strength of a structure.

1.2.6 Design a model that is strong and

stable.

Pupils investigate affects the stability of an

object e.g

a) the bigger the base area, the more stable the object is,b) the higher the objec t, the less stable the object is.

Factors that affect the strength of a structure. E.g.

a) suspend a weight on a straw and then on a pencil,

b) make two bridges, one using a piece of fl at paper and

the other using a folded paper. Then put objects of the

same mass on each bridge.

Conclude that the strength of a structure are:

a) types of materials used,

b) how the structure is placed.

stand at attention

bersedia

16

e) cylinder,

f) pyramid,

g) hemisphere


17/17

Pupils design the strongest and most stable structure using

materials of their choice.

( Suggestion: use reused and recycled materials )

17

Yr5 Science Specification 2012

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