RPT DLP Science Year 5 - 1

YEAR 2017
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
NAME: SITI AMINAH BINTI

KHALID
SUBJECT: SCIENCE
CLASS: 5
YEAR: 2017
INTRODUCTION TOSCIENCE
CONTENTSTANDARD LEARNINGSTANDARD PERFORMANCESTANDARD
1. SCIENTIFICSKILLS LEVEL DESCRIP
WEEK 1.1 Science Pupils are able TOR
1 State all the senses involved in making
observations about the phenomena
1 process skills. 1.1.1 to: Observe
thatoccurs.
2
4 8 (150min) Describe the utilization/use of the
JAN senses involved when making
2016 observations about the phenomena or
3 changes thatoccur.
Use all the senses involved to make

2 4 observations about the phenomena or
changes thatoccur.
11
15 * Use all the senses involved to make
JAN qualitative observations to describe
2016 the phenomena or changes thatoccur
5 * Use appropriate tools where
necessary to assist in
makingobservations.
* Use all the senses involved to make

qualitative and quantitative
6 observations to describe the
phenomena or changes thatoccur
* Use appropriate tools where
necessary to assist in
makingobservations.
* Use all the senses involved

systematically to make qualitative and
quantitative observations to describe
PERFORMANCESTANDARD
CONTENTSTANDARD LEARNINGSTANDARD
LEVEL DESCRIP
1.1.2 Classify. TOR
1 State the characteristics of objects
by observing the/its similarities
anddifferences.
2
Describe the characteristics of
objects by observing the/its
3 similarities anddifferences.
Sort and group the objects based on

4 its common characteristics
anddifferences.
Sort and group the objects based

5 on its common characteristics and
differences and state the common
characteristicsused.

its common characteristics and
differences and state the common
6
characteristics used and are able to
use another characteristic to sort and
group theseobjects.

its common characteristics and
different until to the final stage by
stating the characteristic used.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.3 Measure and usenumbers. TOR
1 State more than one appropriate
tool to measure aquantity.
2 Describe the tools and correct

methods to measure thequantity.
3 Measure using tools and

standard units correctly.
4 Measure using tools and standard

units with correcttechniques.
5 Measure using tools and standard

units with correct techniques and
record systematically and
completely in atable
6
Demonstrate how to measure using
tools and standard units with correct
techniques and record
systematically and completely in a
table.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.4 Makeinference. TOR
1 State a reasonable interpretation of
an event orobservation.
2 Describe more than one reasonable

interpretation of an event
orobservation.
3
Draw a reasonable initial conclusion
based on interpretations of an event
4 orobservation.
Draw a reasonable initial

conclusion of an event or
5 observation by using gathered
information.
Draw more than one reasonable

6 initial conclusion of an event or
observation by using
gatheredinformation.
Draw more than one reasonable

initial conclusion of an event or
observation by using gathered
information and able to explain
the conclusiondrawn.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.5 Predict. TOR
1 State a possibility of an event
2 or data. Describe a possibility
3 orevent.
Make a prediction of an event

4 based on observations, past
experience ordata.
5 Justify the most suitable and

reasonable prediction of an
event ordata.
6
Make predictions of an event
based on observations, past
experience ordata.
Make predictions of an event

based on 0bservations, past
experience ordata.
Predict using interpolation or
extrapolation ofdata.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.6 Communicate. TOR
1 Arrange information obtained in a
suitable form.
2 Record information or ideas in a

suitable form.
3 Record information or ideas in

more than one suitableform.
4 Record information or ideas in a

suitable form and present
itsystematically.
5
Record information or ideas in a
suitable form, present it
systematically and have a
positive attitude towards
6 information collected.
Record information or ideas in a

suitable form, present it
systematically, creatively and
innovatively in various forms and
able to providefeedback.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.7 Use space and timerelationship. TOR
1 State a parameter that varies with
time based on asituation.
2 Describe a parameter that varies

with time based on asituation.
3 Arrange the occurrences of a

phenomenon or event
chronologically withtime
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.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.8 Interpretdata. TOR
1 Provide an explanation based
ondata.
2
Provide a description of more
than one explanation based
3 ondata.
Choose relevant ideas to make an

4 explanation about objects, events or
patterns ofdata
Correlate between the parameters in

5 the data based on the relationship
between the parameters or
scienceconcepts.
6 Provide a rational explanation using

interpolation of objects, events or
patterns of datacollected.
Provide a rational explanation

using interpolation or
extrapolation of data
collected.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.9 Defineoperationally TOR
1 . State what is done and what is
observed in a situation.
2 . Describe what is done and what is

observed in asituation
3 . Interpret what is done and what is

observed in a situation for the
predeterminedaspects
4
. Make more than one interpretation of
what is done and what is observed in
a situation for the
5 predeterminedaspects
. Select the most appropriate

interpretation of a concept by
6 stating what is done and what is
observed in asituation.
. Describe the most appropriate

interpretation of a concept by stating
what is done and what is observed in
asituation.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.10 Controlvariables TOR
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 aninvestigation
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
respondingvariable
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.11 Makehypothesis TOR
1 . State the variables involved in an
investigation.
2
. Describe the variables involved in an
investigation.
3
. Describe the relationship between
the variables in aninvestigation.
4
. Make a general statement about
the relationship between variables
that can be tested in
5 aninvestigation.
. Relate the manipulated and

6 responding variable in making a
hypothesis to betested.
. Plan an investigation to test

thehypothesis.
PERFORMANCESTANDARD
LEVEL DESCRIP
1.1.12 Carry outexperiment. . TOR
1 . State the aim of the
identifiedproblem.
2
. Make a hypothesis based on
identified problem.
3
. Specify the appropriate method and
apparatus in planning
4 theexperiment.
. Carry out the experiment to test the

5 hypothesis.
. Carry out the experiment, collect

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

an experiment to test
thehypothesis.
LEVEL DESCRIP
1.2 Science Pupils are ableto: 1 TOR
List science apparatus,
manipulative substances and specimens
skills. 1.2.1 Use and handle science required for anactivity.
(30min) apparatus and 2
substancescorrectly. Describe the use of science
1.2.2 apparatus, substances and
Handle specimens specimens required for an activity
correctly and carefully. 3 with the correctmethod.
1.2.3
Sketch specimens, Handling science apparatus,
apparatus and science substances and specimens
1.2.4 substancescorrectly. 4 required for an activity with the
correctmethod.
1.2.5 Clean science
apparatuscorrectly. Using, handling, sketching, cleaning
and storing the science apparatus,
Store science apparatus and substances and specimens used in
5
substances correctly andsafely. an activity with the correct method.
Using, handling, sketching, cleaning

substances and specimens used in
6 an activity with the correct methods,
systematically andsparingly.
Using, handling, sketching, cleaning

substances and specimens used in
an activity with the correct methods,
CONTENTSTANDARD LEARNINGSTANDARD PERFORMANCESTAN
2. SCIENCE ROOMRULES LEVEL DARD
DESCRIPTOR
2.1 Science Pupils are able to:
roomrules. 1 . State one of the science
2.1. Adhere to science roomrules. roomrules.
1 2
. State more than one of the science
room rules.
3
. Apply one of the science
4 roomrules.
. Apply more than one of the science

5 room rules.
. Give reasons the needs to adhere

6 the science roomrules.
. Be an example to peer in adhering to

science roomrules.
LIFESCIENCE
3. LIFE PROCESSES LEARNINGSTANDARD PERFORMANCESTANDARD

INANIMALS
CONTENTSTANDARD LEVEL DESCRIP
WEEK 3.1 Specific Pupils are ableto: TOR
characteristics 1 State specific characteristics and
3 and behavior of 3.1.1 Explain with example the behaviour of animals to protect
animals to specific characteristics and themselves from enemies and
16 20 protect extreme weather.
JAN behavior of animals to
themselves 2
2017 protect themselves from Describe specific characteristics
enemies through and behaviour of animals to
observation by using protect themselves from enemies
various media, such as: and extreme weather.
sharp spines e.g. 3
Explain with examples specific
porcupine,pufferfish; characteristics and behaviour of
hard shell e.g. the animals to protect themselves
tortoise,turtle; from enemies and
extremeweather.
hard scales e.g. 4
pangolin,crocodile; Build a graphic organiser of
horns e.g. buffalo,deer; specific characteristic and
behaviour of animals on how they
poisonous sting protect themselves from enemies
e.g. scorpion, and extremeweather.
centipede;
curl up body e.g.
millipede,pangolin;
camouflage e.g.
chameleon, praying
mantis;
PERFORMANCESTANDARD
LEVEL DESCRIP
WEEK hide its body into the TOR
5 Support predictions about how
shell e.g. snail,turtle;
live in groups e.g. other animals protect themselves
elephant, anchovies. based on the knowledge of the
specific characteristics or
Pupils are ableto:
behaviour of the animals
3.1.2 Explain with examples the
4 6
specific characteristics and
behavior of animals to Design an imaginary model of an
23 25
JAN protect themselves from animal by applying the knowledge
2017 extreme weather through
of specific characteristics and
observation by using
various media, such as: behaviour and provide reasoning
thick fur e.g. polar bear, about the, characteristics of the
arcticwolf; model designed.
thick layer of fat e.g. sea
lion,whale, peguin;
hump e.g. camel,bison;
wallow in mud
e.g.buffalo,
rhinoceros;
migrate e.g. stork,whale;
hibernate e.g. bear,fox.
PERFORMANCESTANDARD
LEVEL DESCRIP
Pupils are ableto: TOR
3.1.3 Explain observations using

sketches, ICT, writing
orverbally.
CUTI TAHUN BARU CINA

26 31 JAN 2017
5 3.2 Create an Pupils are ableto:

animal model 1 State the ways of animal reproduce.
13 3.2.1 Create an imaginary animal
FEB model that can protect
2017 Describe the ways of animal ensure
themselves from enemies and 2
extreme weather. their species does not extinct.
3.2.2
Provide reasoning on how
3 Explain the meaning of survival of
specific characteristic of the
created animal model can thespecies.
protect itself from enemies
and extremeweather. 4
Provide reasoning the ways of the
animal to ensure the survival of
theirspecies.
Pupils are ableto:
6 3.3 Survival of 5 Generate the ideas about
animal species 3.3.1 State that survival of animal importance of the survival of the
6 10 species is the ability of the animal species to other living
FEB animal to preserve its species things.
2017 to avoid extinction.
6 Support the predictions the ways
of other animal to ensure the
3.3.2 Identify the way of the animal lay survival of their species based on
eggs to ensure the survival of its
the knowledge of the
species through observation by characteristics or behavior of
using various media, such as: that animal.
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.
CUTI THAIPUSAM
9 FEB 2017
PERFORMANCESTANDARD
LEVEL DESCRIP
Pupils are ableto: TOR
7 1 State human habits from prior
3.3.3 Identify the way of the animal
13 17 takes care of their young to 2 knowledge. Identify habits that bring
FEB ensure the survival of its species
2017 3 harm to lifeprocesses.
through observation by using
various media, such as: Explain with examples the effects of
nursing their young e.g. 4 habits that bring harm to
cat,tiger, cow; lifeprocesses.
feed their young e.g. Generate ideas on importance of
5
bird,lion; practising a healthy lifestyle.
carry their young in the
6 Justify measures taken to avoid habits
pouche.g. kangaroo; that bring harm to lifeprocesses.
move in groups e.g.
elephant, swallow; Create a creative and innovative
8
graphic presentation on efforts to
carry their young in the prevent unhealthy habits.
20 24 mouthe.g. crocodile,
FEB
arowanafish;
2017
attack when its young
3.3.4 isdisturbed
e.g. chicken, cat.
3.3.5
Makegeneralization
theimportanceof the
survival of the animalspecies.
Explain observations
using sketches, ICT,
writing orverbally
PKSR UJIAN 1 ( 27 FEB 3 MAC 2016) MINGGU 9
PERFORMANCESTANDARD
LEVEL DESCRIP
3.4 Food Pupils are able to: TOR
10 relationship 1 State examples of food chains.
among living 3.4.1 State the meaning of food
6 10 things chain is the food relationship 2 State the meaning of a food chain
MAC among living things. and a foodweb.
2017
3.4.2 Build food chain in various 3 Build food chains and food webs by
habitats such as pond, forest, identifying the producer and
field, paddy field and consumer.
plantation. 4
3.4.3 Make generalization the Sun is the
State the Sun is the main main source of energy in a food
source of energy in a food 5 chain.
3.4.4 chain.
Support the opinion of the impact
Identify the producer and on other living things if there is any
3.4.5 consumers in the food chain.
6 change in the population.
State the meaning of a food Conclude the food relationships

web is the combination of food between living things and the
3.4.6
chains in a habitat. process of photosynthesis in terms
11 of energy transfer.
13 17 3.4.7 Build a food web in various
MAR habitats such as pond, forest,
2016 field, paddy field and
plantation.
Predict the impact on other
living things if there is any
change in the population of a
food web in ahabitat.
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 LEARNINGSTANDARD PERFORMANCESTANDARD

INPLANTS
4.1 The specific Pupils are ableto: TOR
11 characteristic of 1 State the specific characteristics of
plants to protect 4.1.1 Explain with examples the plants to protect itself, and adapt
13 17 itself specific characteristic of plants to seasonal changes and climate.
MAR to protect themselves from
2016 enemies through observation of Describe the ways of the specific
2
real plants or using various characteristics of plants protect
media i.e.: itself, and adapt to seasonal
thorns e.g. mimosa,cactus; changes and climate.
3
latex e.g. jackfruit,yam;
fine hairs e.g.bamboo, sugar Explain with examples the specific
cane, lallang; characteristics of plants to protect
poison e.g. mushrooms,pong- themselves, and adapt to the
seasonal changes and climate.
pong;
bad smell e.g. Rafflesia,
tobacco leaves.
CUTI PENGGAL 1 (20 24 MAC 2017)

LEVEL DESCRIP
12 Pupils are ableto: TOR
4 Build a graphic organiser of the
27 31 4.1.2 Explain with examples the specific characteristics of plants to
MAC specific characteristic of plants protect themselves, and adapt to the
2017 to adapt themselves during seasonal changes and climate.
seasonal changes and climate,
through observation of real
plants or using various media Support predictions on how
5 different plants protect and adapt
i.e:
long roots e.g.cactus; themselves based on knowledge
of the specific characteristics of
stem that store water
plants.
e.g.cactus, bananatrees;
fold its leaf e.g. turmericleaf,
6
shed leaves e.g. rubber Generate ideas about the
treeleaves; importance ofspecific
needle-shaped leaves e.g. characteristic of plants to other
4.1.3
rhuplant, cactus; livingthings
pinnate leaves e.g.
4.2 Survival of coconuttrees.
Pupils are able to:
13 plant species 1 State the ways of plant disperse
State the ways of plant disperse their seed or fruit.
37 4.2.1
its seed or fruit through
APR observation of real plants or Give examples of seeds or fruits
2017 2 based on their way of dispersal.
using various media, i.e:
by water e.g. lily andcoconut;
by wind e.g. lallang,angsana;
by human and animals e.g.
love grass,papaya;
by explosive mechanisms e.g.
rubber seeds, saga fruit, 3 Explain through examples the
balsam plant. relationship between the
characteristics of seeds or fruits to
4.2.2 the way they are dispersed.
Relate the characteristics of
seeds or fruits to the ways they 4 Provide reasoning on the importance
are dispersed through of dispersal to the survival of plant
observation of real specimens or species.
4.2.3 using various media. 5
Generate ideas on the importance of
Provide reasoning on the survival of plant species to other
importance of seeds and fruits 6
4.2.4 dispersal to the survival of the living things.
plants species. Support the predictions on the ways
of seeds or fruits dispersal of other
plants in order to ensure the survival
sketches, ICT, writing orverbally.
4.3 The Pupils are able to: of their species based on knowledge
importance of
survival of the Provide reasoning on the
plant species 4.3.1
importance of survival of the
plant species to other
livingthings.
PHYSICAL SCIENCE

5. ENERGY LEVE DESCRIP
WEEK 5.1 Sources and Pupils are ableto: L TOR
forms of energy. 1 State the sources of energy.
14 Describe the various sources of
5.1.1 energy such as sun, wind, water,
10 14 2 Describe the sources of energy
wave, food, batteries, biomass,
APR and the forms of energy
nuclear and fossil fuels through
2017 produced.
observation by using various
media. 3
Explain with examples the
5.1.2 transformation ofenergy.
Explain with examples various
forms of energy such as solar
4
energy, heat energy, chemical
energy, electrical energy, kinetic Make generalisation that
energy, sound energy, potential energy can be transformed
energy, light energy and nuclear from one form toanother.
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 aroundus.
PERFORMANCESTANDARD
LEVEL DESCRIP
TOR
5.1.4 Explain through examples 5 Provide reasoning on the
the transformation of energy importance of transformation
in appliances such as radio, of energy in everyday life.
cellphone, flash light,
television, candle, bicycle. 6 Design creatively and innovatively a
model and describe the
5.1.5 Explain observations using transformation of the energy
sketches, ICT, writing or involved.
verbally.
5.2 Renewable Pupils are ableto:

15 and non- 1 State the meaning of renewable and
renewable State that renewable energy is non-renewable energy.
17 21 energy 5.2.1
the energy that can be
APR replenished when used up
2017 Give examples of the sources of
through observation by using 2
various media. renewable and non-renewable
5.2.2 energy.
State that non-renewable 3
energy is the energy that Build a graphic organizer on the
cannot be replenished when sources of energy that are renewable
used up through observation by and non-renewable
using variousmedia. 4
5.2.3 Provide reasoning on the importance
List the sources of renewable of using sources of energy wisely.
energy such as wind, sun,
water, biomass, food and wave.
5.2.4 List the sources of non- 5 Generate ideas on the usage of non-
renewable energy such as renewable energy to renewable
petroleum, coal, and nuclear energy resources in everyday life.
materials.
5.2.5
6 Generate ideas about the
Provide reasoning on the consequences if the source of
importance of using sources of renewable energy decreases.
non-renewable energy wisely.
5.2.6
sketches, ICT, writing or verbally.
CUTI ISRAK MIKRAJ

24 APRIL 2017
6. PROPERTIES OF LIGHT LEARNINGSTANDARD PERFORMANCESTANDARD

6.1 Light travels Pupils are able to: 1 TOR travels in
State that light a
16 in a straight line straightline.
State that light travels in a 2
24 28 6.1.1 Give examples of activities which
straight line by carrying out
APR show that light travels in a
activities.
2017 3 straightline.
6.1.2
Carry out experiments to Make inferences about the
determine the factors that formation ofshadows.
affect the size of the shadow. 4
Predict the factors that affect the
6.1.3
Carry out experiments to 5
size and shape of the shadow.
determine the factors that
affect the shape of the shadow. Test the factors that affect the size
6 and the shape of the shadow.
Draw conclusions about the factors
that affect the size and the shape of
the shadow.
PERFORMANCESTANDARD
LEVE DESCRIP
L TOR
CUTI HARI PEKERJA
1 MEI 2017 (ISNIN)
6.2 Light Pupils are ableto:

17 can be 1 State that light can be reflected
reflected 6.2.1 State that light can be and refracted.
1 5 MEI reflected by carrying out
2017 activities. State examples of phenomenon
6.2.2 2 that shows light can be refracted
Describe the uses of and examples of tools that use the
reflection of light in everyday properties of light reflection.
life such as:
side mirrors ofcar; Sketch a ray diagram to show the
3
periscope; mirror. properties of light reflected from
6.2.3 the surface of a mirror.
Draw a ray diagram to show the Explain through examples the tools
reflection of light from the 4 that use the properties of light
surface of a mirror. reflection by drawing a ray
diagram.
6.3 Light Pupils are ableto: 5
can be Create a tool or a model that uses
refracted 6.3.1 State that light can be the properties of light.
18 refracted by carrying out 6
activities. Provide reasoning on the
8 12 MEI 6.3.2
properties of light used in the tool
2017 Describe an event or or model created.
phenomenon that shows light
can be refracted such as:
position of coin in thewater;
shape of a pencil in a glass of
water;
size of an alphabet when
6.3.3
viewed through aglass;
size of fish in anaquarium.
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.

verbally.
PEPERIKSAAN PKSR PERTENGAHAN TAHUN

15 19 MEI 2017 ( MINGGU 19)
7.0 ELECTRICITY LEARNINGSTANDARD PERFORMANCESTANDARD
7.1 Sources of Pupils are able to: TOR
20 electrical energy. 1 State the safety precautions when
handling electrical appliances.
22 26 Explain with examples the
MEI sources that produce
2017 electricity such as a dry Give examples of the sources that
cell, solar cell, dynamo, 2
produce electricity.
power plant, accumulators
andgenerators.
3 Build a complete electric circuit
7.2 A complete and sketch the diagram using
Pupils are able to:
electric circuit symbols.
7.2.1 Build a complete electric
circuit using dry cell, bulb,
switch and wires. 4 Conclude on the brightness of
bulbs in a series and parallel
7.2.2 State the function of a circuit by carrying out
switch in an electric circuit. experiments.
5
7.2.3 Identify the symbols of
electrical components in a Provide reasoning on the usage of
complete electric circuit. parallel circuits of daily
electricityconsumption.
Sketch a circuit diagram 6
7.2.4
using the symbol of
Generate ideas on the advantages
electrical components.
and disadvantages of series circuit
and parallel circuit.
CUTI PERTENGAHAN TAHUN
27 MEI 11 JUN 2017
PERFORMANCESTANDARD
LEVE DESCRIP
L TOR
21 7.2.5 Carry out an experiment to
compare the brightness of the
12 16 bulbs if the number of bulbs or
JUN the number of dry cells are
2017 changed.
7.2.6
Identify the arrangement of
bulbs in series circuit and
parallel circuit through
observation by using various
7.2.7 media.
Sketch the series circuit and

parallel circuit by using the
7.2.8 symbol of electrical
components.
Compare and contrast the

brightness of the bulbs in
7.2.9
series circuit and parallel
circuit.
State the effect on the light

7.2.1 up of bulbs when a few of
0 switches in a series circuit
and a parallel circuit are
switched on or off.
Explain observations
using sketches, ICT,
writing orverbally.
7.3 Safety
22 precautions when Pupils are able to:
handling electrical Generate ideas about the
19 23 appliances 7.3.1 effect of mishandling electrical
8.0 HEAT LEARNINGSTANDARD PERFORMANCESTANDARD
CONTENTSTANDARD LEVEL DESCRIPT
8.1 Temperature OR
23
Pupils are able to: 1 State the meaning of temperature
and Heat
and its unit.
3 7 State that temperature is
JULAI 8.1.1
a measurement degree of
2017 2 Measure temperature using
hotness. appropriate tools and correct
techniques.
8.1.2
State the standard unit of 3
temperature Make generalisation that the
8.1.3 material becomes warmer when it
gains heat and becomes cooler
Measure temperature using
when it loses heat.
appropriate tools and correct
techniques.
8.1.4 4
Make generalisation that Explain through examples the
material becomes warmer when expansion and contraction of
it gains heat and becomes materials in terms of gaining and
cooler when it loses heat by losing heat.
8.1.5 carrying out activities. 5
Communicate the advantages and

Conclude that temperature
disadvantages on the application
24 increases when heat is gained
of the principle of expansion and
and decreases when heat is lost
contraction of materials.
10 14 by carrying out activities such 6
JUL 8.1.6 as heating and cooling ofwater.
2017
Generate ideas about the tools that
State that material expands apply the principle of expansion and
when it gains heat and contraction of materials and the
contracts when it loses heat by
carrying out activities such as: way itfunctions.
heating ring and the ironball;
heating and cooling of
coloured water in glasstube;
8.1.7 immersing a bottle with a
balloon on its mouth into hot
water andice.
25
Provide reasoning the
17 21
importance of the application in
JUL
the principle of expansion and
2017
contraction in everyday life
8.1.8 such as:
gap between the railwaytracks;
installed electric cable slack
orloose;
liquid in the thermometerbulb.
verbally.
MATERIAL SCIENCE
9.0 MATTER LEARNINGSTANDARD PERFORMANCESTANDARD

OR
9.1 States of Pupils are able to:
26 matter 1 Give examples of solid, liquid and gas.
24 28 9.1.1 State that matter can exist as

JUL solid, liquid and gas. 2 Describe the properties of solid,
2017 liquid and gas.
9.1.2 Classify the examples of
materials/ objects into solid,
liquid and gas. Classify the examples of materials/
3 objects based on the states of matter.
9.1.3
Characterizing the properties of
solid, liquid and gas by carrying Make generalization that water can
4 exist in three state of matter.
out activities to showit;
hasmass;
occupyspace;
has fixedvolume;
5 Communicate to explain the
has fixedshape.
arrangement of particles of water in
9.1.4
Make generalization that water three states of matter.
can exist in three states of
matter
6
9.1.5 by carrying out activities. Make an analogy on the arrangement
of particles of solids, liquids and gases
with the situations in everydaylife.
sketches,
ICT, writing or verbally.
9.2 Changes in Pupils are able to:
27 states 1 List the processes in the change of
of matter states of water.
31 JUL 9.1.1 Describe that water can change
4OGOS its state through processes of Describe the processes in the
2017 freezing, melting, boiling, 2
change of states of water when it
evaporation and condensation gains or loses heat.
by carrying out activities.
9.1.2 3
Explain with examples the Relate changes in states of water
changes of state of matter with the formation of clouds and
occurs when it gain or lost heat the phenomena of rain.
4
by carrying out activities.
9.1.3 Provide reasoning on the
importance of natural water cycle
Explain observations using to maintain water resources.
verbally 5
Generate ideas on factors that
causes contamination of water
resources and ways to maintain its
6 cleanliness.
PEPERIKSAAN PKSR UJIAN 2
7 11 OGOS 2017 ( MINGGU 28) Communicate about the factors that
disrupt the natural water cycle
9.3 The natural Pupils are able to: and its impact on living things.
29 water cycle
14 18 9.3.1 State natural water resources

OGOS such as river, lake, well and
2017 spring.
9.3.2
Explain the importance of
maintaining the cleanliness of
9.3.3 water resources.

verbally
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 LEARNINGSTANDARD PERFORMANCESTANDARD

OR
10.1 Chemical Pupils are able to: Give examples of acidic,
30 properties of 1 alkaline and neutralsubstances.
substances.
21 25 10.1. Define operationally the acidic, Classify substances based on the
OGOS 1 alkaline and neutral substances 2
color changes of the litmus paper.
2017 based on the changes of the
colour of litmus paper. Define operationally the acidic,
3
alkaline and neutral substances by
10.1. Make generalisation, on the using litmus paper.
2 properties of acidic, alkaline 4
and neutral substances based Make generalization on the
on the colour change of the properties of acidic, alkaline and
litmus paper, taste, and touch neutral substances based on the
by testing a few substances. colour changes of the litmus paper,
taste, and touch.
5
10.1. Giving examples of acidic,
3 alkaline Communicate about the
and neutral substances. importance of the properties of
6 acidic, alkaline and neutral
10.1. substances in every day life.
4
sketches, ICT, writing or verbally
Generate ideas about the ability of
acidic and alkaline substances to
change the property of a
substance.
CUTI PERTENGAHAN PENGGAL 2

26OGOS 3 SEPTEMBER 2017
CUTI HARI KEBANGSAAN 31 OGOS 2017 (KHAMIS)
EARTH AND SPACE SCIENCE
11.0 EARTH, MOON AND LEARNINGSTANDARD PERFORMANCESTANDARD

SUN
11.1 The Pupils are able to: OR
31 movement of the 1 State that Earth rotates
Earth and moves.
4 11.1. State that the Earth rotates on 2
1 its axis and at the same time
8SEPT Simulate the occurrence of day and
2017
moves around the Sun on its
orbit. night.
3
11.1. Describe the direction and Explain the direction and duration
2 duration of rotation and of rotation and movement of Earth
movement of Earth around the 4 around the Sun.
Sun through simulation.
Describe the Earth rotates on its
11.1. axis and at the same time moves
Demonstrate the occurrence of
3 5 around the Sun on its orbit.
day
and night through simulation.
Explain through examples the
32 effects of the rotation of Earth on its
11.1. Describe the effects of the 6
4 rotation of Earth on its axis i.e: axis.
11 15 occurrence of day andnight;
SEPT
the position of the Sun Generate ideas about other effects
2017 caused by the rotation and
appears to vary;
changes in the length and movement of Earth, the Moon and
the direction ofshadow. the Sun.

11.1. sketches, ICT, writing or verbally
5
11.2 Phases of the Pupils are able to:
33 Moon 1 State the Moon does not emit light
Describe the Moon does not Explain the Moon reflects light from
18 22 11.2. 2
emit light but reflects the light the Sun to the Earth.
SEPT 1
from the Sun.
2017
3 Explain the movement of the Moon
11.2. Describe the rotation of the and the Earth.
2 Moon on
its axis and at the same time Using space and time relationship
orbits 4 to describe the phases of theMoon.
the Earth in the aspect of
direction Generate ideas about the phases of
11.2. and duration through simulation. 5
3 the Moon relating to the events of
life.
Using space and time 6
relationship Communicate to state the same
to describe the phases of the part of the Moon always faces the
Moon Earth and describe the phenomena.
such as new moon, crescent,
11.2. half-moon and full moon in a
4 complete
cycle according to the Lunar
calendar.

sketches,
CUTI HARI MALAYSIA

16 SEPT 2017
CUTI AWAL MUHARAM
21 SEPT 2017
TECHNOLOGY AND SUSTAINABILITY OF LIFE
12.0 TECHNOLOGY LEARNINGSTANDARD PERFORMANCESTANDARD

OR
12.1 The stability Pupils are able to:
34 and strength of an 1 State examples of a strong and
object and Give examples of a strong and stable structure.
25 29 structure 12.1. stable structure by observing
SEPT 1 Determine the factors that affect
various media.
2017 2
the stability and strength of a
Carry out experiments to structure.
12.1. determine
2 3
the factors that affect the Generate ideas on the importance
stability of of a strong and stable building
an object such as the base area structural for a sustainable life.
and height.
12.1. 4
3 Carry out experiments to Create a strong and stable
determine structuralmodels.
the factors that affect the
strength of
a structure i.e the type of 5
Provide reasoning on a strong and
12.1. materials
4 stable structural models
35 and its shape. built/created
6
2 6OKT Generate ideas on the
2017 importance of Improve the structural models built
12.1. a strong and stable building based on the findings of an
5 structure for the well being of investigation.
human life.
12.1. Create a strong and stable

6 structure models using recycle
materials.
Provide reasoning on the

36
12.1. selected materials used to build
7 a strong
9 13 and stable model to improve the
OKT quality
2017 of sustainable life.

sketches,
12.2 Civilizing of Pupils are able to:
sustainable living
12.2. Practicing usage of
1 sustainability materials.

12.2. sketches, ICT, writing or
2 verbally
CUTI DEEPAVALI
16 20 OKT 2017
ULANGKAJI
PEPERIKSAAN PKSR AKHIR TAHUN
25 27 OKT, 30 OKT 3 NOV 2017 ( MINGGU 37 & 38)
39 PERBINCANGAN KERTAS SOALAN PEPERIKSAAN AKHIR TAHUN

6 10
NOV
2017
40 PERSEDIAAN ANALISIS PEPERIKSAAN AKHIR TAHUN

13 17 PEMULANGAN BUKU TEKS
NOV
2017
41
20 24 PERSEDIAAN UNTUK PENEMPATAN MURID 2018& HARI KANAK-KANAK
NOV
2017

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YEAR 2017

CURRICULUM AND ASSESSMENT STANDARD DOCUMENT

NAME: SITI AMINAH BINTI

Use all the senses involved to make

* Use all the senses involved to make

* Use all the senses involved

Sort and group the objects based on

Sort and group the objects based

Sort and group the objects based on

Sort and group the objects based on

2 Describe the tools and correct

3 Measure using tools and

4 Measure using tools and standard

5 Measure using tools and standard

2 Describe more than one reasonable

Draw a reasonable initial

Draw more than one reasonable

Draw more than one reasonable

2 or data. Describe a possibility

Make a prediction of an event

5 Justify the most suitable and

Make predictions of an event

2 Record information or ideas in a

3 Record information or ideas in

4 Record information or ideas in a

Record information or ideas in a

2 Describe a parameter that varies

3 Arrange the occurrences of a

Choose relevant ideas to make an

Correlate between the parameters in

6 Provide a rational explanation using

Provide a rational explanation

2 . Describe what is done and what is

3 . Interpret what is done and what is

. Select the most appropriate

. Describe the most appropriate

2 Describe the variables that

3 Determine the manipulated

4 Determine the responding and

. Relate the manipulated and

. Plan an investigation to test

. Carry out the experiment to test the

. Carry out the experiment, collect

. Identify a new problem and design

Using, handling, sketching, cleaning

Using, handling, sketching, cleaning

. Apply more than one of the science

. Give reasons the needs to adhere

. Be an example to peer in adhering to

3. LIFE PROCESSES LEARNINGSTANDARD PERFORMANCESTANDARD

3.1.3 Explain observations using

CUTI TAHUN BARU CINA

5 3.2 Create an Pupils are ableto:

PKSR UJIAN 1 ( 27 FEB 3 MAC 2016) MINGGU 9

State the meaning of a food Conclude the food relationships

Pupils are able to:

3.4.8 Make generalization the

4. LIFE PROCESSES LEARNINGSTANDARD PERFORMANCESTANDARD

CUTI PENGGAL 1 (20 24 MAC 2017)

CONTENTSTANDARD LEARNINGSTANDARD PERFORMANCESTANDARD

State that energy can be

5.2 Renewable Pupils are ableto:

CUTI ISRAK MIKRAJ