YEAR 1 TRANSITION WEEK

WEEK 1 WEEK 3
(3.1.17 20.1.2017)

THEME : INQUIRY IN SCIENCE

TOPIC : 1. SCIENTIFIC SKILLS

WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES

STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 State all the senses involved in making the
W4 1.1 Science Pupils are able to: 1.1.1 observations on the phenomena that occur. Teacher conducts
(23.1.17) Process Skills Observe 2 Describe all the senses used in making the activities that could
- observations on the phenomena or changes that lead to the
(27.1.17) occur. implementation and
3 Use all the senses involved in making the assessment of
observations on the phenomena or changes that observing skills.
occur.

4 (i) Use all the senses involved in making

qualitative observations to explain the
phenomena or changes that occur.
(ii)
(ii) Using the appropriate tools if necessary to help
the observation.

5 (i) Use all the senses involved in making

qualitative quantitative observations to explain
the phenomena or changes that occur.
(ii) Using the appropriate tools if necessary to help
the observation.

6 (i) Use all the senses involved in making

qualitative quantitative observations to explain
phenomena or changes that occur systematically.
(ii) Using the appropriate tools if necessary to help
the observation.

SCIENCE YEAR 1 DLP 1

THEME : INQUIRY IN SCIENCE
TOPIC : 1. SCIENTIFIC SKILLS

WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES

STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 State the information gained.
W5 1.1 Science Pupils are able to: Teacher conducts
(31.1.17) Process Skills 2
- Record information or ideas in any forms. activities that could lead
(3.2.17) 1.1.2 Communicate to the implementation
3 Record information or ideas in suitable form. and assessment of
(Chinese
New Year- 4 communication skills.
Record information or ideas in suitable form
30.01.17)
and present it systematically.

5 Record information or ideas in more than one

suitable form and present it systematically.

6 Record information or ideas in more than one

suitable form and present it systematically,
creatively and innovatively and able to provide
feedback.

1
W6 1.2 Manipulative Pupils are able to: List the apparatus, science substances and Teacher carries out
(6.2.17)
- Skills specimens required for an activity. assessment during
(10.2.16) 1.2.1 Use and handle pupils learning
science apparatus and 2 Describe the use of apparatus, science activities.
(Thaipusam - substances correctly. substances and specimens required for an
09.02.17)
activity with the correct method.
1.2.2 Handle
specimens correctly

SCIENCE YEAR 1 DLP 2

 and carefully.
1.2.3 Sketch
specimens, apparatus
and science
substances correctly.
1.2.4 Clean science
apparatus correctly.
1.2.5 Store science
apparatus and
substances correctly
and safely.
3 Handling apparatus, science substances and
specimens required for an activity with the
correct method.
4 Using, handling, sketching, cleaning and
storing the apparatus, science substances and
specimens used in an activity with the correct
method.
5 Using, handling, sketching, cleaning and
storing the apparatus, science substances and
specimens used in an activity with the correct
methods, systematically and sparingly.
6 Using, handling, sketching, cleaning and
storing the apparatus, science substances and
specimens used in an activity with the correct
methods, systematically, sparingly and be an
example to others.

THEME : INQUIRY IN SCIENCE

TOPIC : 2. SCIENCE ROOM RULES

WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES

STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 State one of the science room rules.
W7 2.1 Science room Pupils are able to: Teacher can assess by
(13.2.17) 2
- rules State more than one of the science room rules. observations during the
(17.2.17) 2.1.1 Adhere to science learning activities.
room rules 3 Apply one of the science room rules.

4 Apply more than one of the science room

SCIENCE YEAR 1 DLP 3

 W8 rules.
(20.2.17)
- 5
(24.2.17) Give reasons the needs to adhere the science
room rules.

6 Be an example to peer in adhering to science

room rules.

THEME : LIFE SCIENCE

TOPIC : 3. LIVING THINGS AND NON-LIVING THINGS

1 Give examples of living things and non-living

W9 3.1 Living things Pupils are able to: Teacher brings pupils
(27.2..17) things.
- and non-living to identify objects
3.1.1 Compare and 2
(3.3.17) things contrast living things and Compare and contrast living things and non- within school
non-living things based living things. surroundings.
on the following
characteristics: 3 Describe the basic needs of living things for Pupils discuss and
(i) breathe; human, animals and plants. conclude that human,
W10 (ii) need food and water; animals and plants are
(6.3.17) (iii) move; 4 Arrange in sequence the examples of living
- living things.
(iv) grow; and
(10.3.17) things based on their sizes.
(v) reproduce.
Note: There are non-
5 Provide reasoning for the importance of
3.1.2 Arrange in living things that have
sequence the examples food, water, air and shelter to human and the characteristics of
of living things based on
animals. living things. e.g.:
their sizes.
6 Communicate to show that human, animals (i) moving objects
and plants have different ways to obtain such as a fan and a
food, water and air. car; and

(ii) the object that

becomes bigger such

SCIENCE YEAR 1 DLP 4

 as a blown balloon.

Pupils arrange the

examples of living things
from a small to a larger
size such as elephants
and germs, then
communicate about the
arrangements made.

W11
(13.3.17 MONTHLY TEST 1
-
17.3.17)

(20.3.17 MID- SEMESTER SCHOOL HOLIDAYS

24.3.17)

W12
(27.3.17 Pupils are able to: 3 Describe the basic needs of living things for
- 3.2 Basic needs human, animals and plants. Pupils arrange the
31.3.17) 3.2.1 State the basic examples of living things
of living things needs of living things 4 Arrange in sequence the examples of living from a small to a larger
i.e. food, water and things based on their sizes. size such as elephants and
W13 air. germs, then communicate
(3.4.17 Provide reasoning for the importance of about the arrangements
- 3.2.2 Describe 5 food, water, air and shelter to human and made
7.4.17) human, animals and animals.
plants need food,
water and air in Communicate to show that human, animals
different ways. 6 and plants have different ways to obtain
food, water and air.
3.2.3 Describe
human and animals
also need shelters.

SCIENCE YEAR 1 DLP 5

 3.2.4 Provide
reasoning on the
importance of food,
water, air and shelter
to human and
animals.

3.2.5 Explain
observations on
characteristics and
basic needs of living
things using
sketches, ICT, writing
or verbally.

THEME : LIFE SCIENCE

TOPIC : 4. HUMAN

WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES

STANDARD PERFORMANCE DESCRIPTOR
LEVEL
W14 Pupils are able to: 1 State the parts of human body. Discuss with pupils the
(10.4.17) 4.1 Human senses
- function of each part of the
4.1.1 Identify parts of 2 Relate the parts of human body with it
(14.4.17) body.
human body which senses.
related to senses. Touch to compare the
W15
(17.4.17) 3 surface, see to
4.1.2 Classify the Describe the characteristic of objects using
- differentiate colours, smell
(21.4.17) objects according to senses.
to detect odours which
identified characteristic. possibly a sign of danger
4 Classify the object given according to e.g. smell of fire.
chosen characteristic
4.1.3 Use senses to Pupils carry out activities
identify objects through to identify objects e.g.
5 Identify the objects given if one of the

SCIENCE YEAR 1 DLP 6

 investigation. senses is not functioning. objects in a black box.

4.1.4 Explain with Tools that can help

examples, use other Communicating about the tools that can sensory organs when it is
6
senses if one of the help sensory organs when it is not not functioning properly,
senses is not functioning properly. e.g. spectacles and
functioning. hearing aids.

4.1.5 Explain
observations about
human senses using
sketches, ICT, writing or
verbally.

THEME : LIFE SCIENCE

TOPIC : 5. ANIMALS

WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES

STANDARD PERFORMANCE DESCRIPTOR
LEVEL
1 Give example of animals. Pupils identify the parts of
W16 5.1 Parts of Pupils are able to:
(24.4.17 animals such as:
animals. 2 Describe parts of animals.
- 5.1.1 Identify the parts
(28.4.17) of animals e.g. beak, (i) rabbit;
scales, fins, fine hair, 3 Relate the importance of animal parts to (ii) crocodile;
feathers, horn, feelers, (iii) frog;
themselves (iv) fish;
W17 hard skin, shell, wings,
(1.5.17) head, body, tail and 4
(v) snail;
- webbed feet. Explain through examples the parts of (vi) duck;
(5.5.17) animals. (vii) flies;
5.1.2 Relate the parts of (viii) rhinoceros; and
animals with their 5 (ix) worm.
Make generalisation that different animals
importance.
may have same parts of the body. Pupils use an example of

SCIENCE YEAR 1 DLP 7

 5.1.3 Explain through
examples the parts of
animals.
5.1.4 Make
generalisation that
different animals may
have same parts of
the body.
5.1.5 Explain
observations about parts
of animals using
sketches, ICT, writing or
verbally.
6 Communicate how humans play their roles animal and identify its
in preventing mistreated animals which it parts.
may lead to injury to parts of animals.
Teacher carries out
discussions to trigger
pupils ideas on how
humans play their roles in
preventing mistreated
animals which it may lead
to injury to parts of
animals.

W18 MID- YEAR EXAMS

(8.5.17
-
12.5.17)

W19 5.1.3 Explain through 4 Explain through examples the parts of

(15.5.17) 5.1 Parts of examples the parts of animals.
- animals.
(19.5.17) animals.
5.1.4 Make
generalisation that 5 Make generalisation that different animals
different animals may may have same parts of the body.
have same parts of
the body.
W20
5.1.5 Explain 6 Communicate how humans play their roles in
(22.5.17)
- observations about preventing mistreated animals which it may
(26.5.17) parts of animals using
sketches, ICT, writing lead to injury to parts of animals.
or verbally.

SCIENCE YEAR 1 DLP 8

 29.5.17
- MID-YEAR SCHOOL HOLIDAYS
9.6.17

THEME : LIFE SCIENCE

TOPIC : 6. PLANTS

WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES

STANDARD PERFORMANCE DESCRIPTOR
LEVEL
Pupils are able to: 1 State the parts of plants.
W21 6.1 Parts of Plants Pupils are given / shown
(12.6.17) 6.1.1 Compare and 2
- contrast parts of plant Identify parts of actual chosen plant. actual plants for the
(16.6.17) i.e.: activities.
3 State the importance parts of plants to itself.
(i) leaf: types of vein;
Pupils give examples of
W22 4 Classify plants according to chosen
(19.6.17) (ii) flower: flowering, non- flowering plants and non-
- flowering; characteristic. flowering plants i.e.
(23.6.17) hibiscus, mushrooms,
(iii) stem: woody, non- 5 Make generalisation that different plants
woody; and ferns and orchids.
may have same parts.
W23
(26.6.17) (iv) root: tap root, fibre Pupils classify plant based
root. 6 Communicate to differentiate types of veins
- on its characteristic i.e. the
(30.6.17) of the leaf, flowering or non-flowering, type
6.1.2 Relate the parts of types of veins, flowers,
plants i.e. leaf, flower, of stem and type of root between two plants.
stems or roots learnt.
stem and root with its
importance to the plant.

SCIENCE YEAR 1 DLP 9

 HARI RAYA AIDILFITRI
27.6.2017 30.6.2017

W24 6.1.3 Make

(3.7.17) generalisation that Pupils may use lallang and
- different plants may have
(7.7.17) same parts. balsam plant to show the
differences in parts of
6.1.4 Explain plants.
observations about parts
of plants using sketches,
ICT, writing or verbally.

THEME : PHYSICAL SCIENCE
TOPIC : 7. MAGNET
WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES
STANDARD PERFORMANCE DESCRIPTOR
LEVEL
Pupils are able to: 1 Give examples of objects or tools that use Pupils are encouraged to
W25 7.1 Magnet 7.1.1 Give examples the bring various tools that
(10.7.17) usage of magnets in magnet. use magnets such as
- daily life. magnetic pencil boxes,
(14.7.17) 2 Identify various types of magnets. fridge magnets and
7.1.2 Identify the magnetic toys.
shapes of magnets e.g. 3 Make generalisation of how magnet reflect
W26 bar, cylinder, horseshoe, Pupils conduct
(17.7.17) U-shaped, button and on various objects. investigations by placing
- ring. magnet near to the object
(21.7.17) 4 Make generalisation that magnet attracts or and observe whether the
7.1.3 Make repels between two poles. objects are attracted or
generalisation of how not.
W27 magnet reflect on 5
(24.7.17) various objects by Conclude the strengths of magnets based Pupils conduct a fair test
- carrying out activities. on investigation done. to investigate the strength
(28.7.17) of magnets in terms of
7.1.4 Conclude that 6 distance and the number
Design a game or a tool using magnets.
magnet attracts or repels of paper clips that are
between two poles attracted, the shape and
through investigation. size of the magnets must
be constant.
W28

SCIENCE YEAR 1 DLP 10

(31.07.17) 7.1.5 Determine the Pupils can design simple
- strengths of magnet games such as nail racing
(4.8.17) towards object using magnets without
through investigation. touch the nail.

7.1.6 Explain
observations about
magnets using sketches,
ICT, writing or verbally.
THEME : MATERIAL SCIENCE
TOPIC : 8. ABSORPTION
WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES
STANDARD PERFORMANCE DESCRIPTOR
LEVEL
8.1 The ability of Pupils are able to: 1 State the objects that absorb water and Pupils classify objects that
W29 materials to absorb water and cannot
(7.8.17) absorb water 8.1.1 Identify the cannot absorb water absorb water for example:
objects that absorb
MONTHLY water and cannot absorb 2 List the importance of objects that absorb (i) handkerchief;
EXAM- 2 water through water and cannot absorb water in daily life. (ii) tissue paper;
(8.8.17 investigation. (iii) paper clips;
- 3 (iv) marbles;
11.8.17) 8.1.2 Classify objects Classify objects that absorb water and (v) bottle cap;
that absorb water and cannot absorb water. (vi) paper; and
cannot absorb water. (vii) mop.
4 Provide reasoning on the importance of
Pupils are able to
W30 8.1.3 Describe the materials that do not absorb water in daily determine the ability of
(14.8.17) ability of objects to life. objects to absorb water
- absorb water based on based on type of material
(18.8.17) types of materials 5 by collecting the volume of
Arrange in sequence the ability of objects to
through investigation. water absorbed by the
absorb water based on types of materials. objects. The size of the
W31 object used must be
(21.8.17) 8.1.4 State the 6 Solving problem by applying the knowledge constant.
- importance of objects
that absorb water and on the ability of objects that absorb water.
(25.8.17) Note: Sponge is made
cannot absorb water in from plastic which is
daily life. cannot absorb water

SCIENCE YEAR 1 DLP 11

 8.1.5 Design an object
based on the ability to
absorb water.

8.1.6 Explain
observations about the
ability of materials to
absorb water using
sketches, ICT, writing or
verbally.

28.8.17 2ND MID-YEAR SCHOOL HOLIDAYS

-
1.9.17
8.1.5 Design an object Pupils are able to
W32 based on the ability to determine the ability of
(4.9.17) absorb water. objects to absorb water
- based on type of material
(8.9.17) 8.1.6 Explain by collecting the volume of
observations about the water absorbed by the
ability of materials to objects. The size of the
absorb water using object used must be
sketches, ICT, writing or constant.
UPSR verbally.
(4.9.17
-
8.9.17)

THEME : EARTH AND SPACE

TOPIC : 9. EARTH
WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES
STANDARD PERFORMANCE DESCRIPTOR
LEVEL
9.1 Surface of the Pupils are able to: 1 State the surface of the Earth.
Earth 9.1.1 State the surface of Pupils discuss about the
W33 the Earth e.g. mountain, 2 surface of the Earth by
(11.9.17) beach, hill, Give examples of types of soils. observing the Earth
- valley, river, pond, lake model.
(15.9.17) and sea.

SCIENCE YEAR 1 DLP 12

 W34 9.2 Soil Pupils are able to: 3 Identify the contents one type of soil through Pupils mix the sample of
(18.9.17) observation. soil with water, shake it
- 9.2.1 State the types of and let a moment to see
(22.9.17) soils e.g. garden soil, 4 Compare and contrast the contents of the contents of soil e.g.
clay and sand. example given soil. twigs, leaves, stones,
sand and small animals.
9.2.2 Compare and 5 Record the contents of different types of
W35 contrast the contents of soils. Pupils compare and
(25.9.17) different types of soils contrast the contents of
- through investigation. 6 Communicate to predicts the use of soil and soil for at least two
(29.9.17) explain it based on the knowledge of the soil different types of soils
9.2.3 Explain contents. such as garden soil and
observation about the sand.
surface of the Earth and
soil using sketches,
W36 ICT, writing or verbally.
(2.10.17)
-
(6.10.17)

W37
(9.10.17 END OF THE YEAR EXAMS
-
13.9.17)

THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE

TOPIC : 10. BASIC OF BUILDING
WEEK CONTENT LEARNING STANDARD PERFORMANCE STANDARD NOTES
STANDARD PERFORMANCE DESCRIPTOR
LEVEL
W38 10.1 Pupils are able to: 1 State the basic shapes i.e. triangle, square, Note: Basic shape blocks
(16.10.17 Construction of 10.1.1 Identify the basic rectangle and circle. can be build using manila
- basic shape shapes i.e. triangle, cards or boxes.
20.10.17) blocks square, rectangle and 2 Identify the blocks i.e. cube, cuboid,
circle. pyramid, prism, cone, cylinder and sphere.
Deepavalli
(18.10.17) 10.1.2 Identify the basic 3 Sketch the basic shape blocks.

SCIENCE YEAR 1 DLP 13

 shape blocks i.e. cube,
cuboid, pyramid, prism,
cone, cylinder and 4 Design an object or structure using basic
W39 sphere. shapes and blocks.
(23.10.17)
- 10.1.3 Design an object 5 Communicate to explain the built object or
(27.10.17) or structure using basic structure.
shape blocks.

W40 10.1.4 Provide 6
(30.10.17) reasoning on the Provide reasoning on the importance of
- importance of different various types of blocks in daily life.
(3.11.17) types of blocks shape.

W41 10.1.5 Explain
(6.11.17) observations about
- the object built using
(10.11.17) sketches, ICT, writing or
verbally.
W42
(13.11.17)
-
(17.11.17)

W43
(20.11.17)
-
(24.11.17)

27.11.17 END OF THE YEAR SCHOOL HOLIDAYS

-
2.1.2018

SCIENCE YEAR 1 DLP 14