Teaching Learning Module KSSR Semakan 2017 Science Year 1 1st Edition

KURIKULUM STANDARD SEKOLAH RENDAH
(SEMAKAN 2017)
SAINS
TAHUN 1
Modul Pengajaran dan Pembelajaran

(Edisi Bahasa Inggeris)
EDISI PERTAMA
Bahagian Pembangunan Kurikulum

2016
CONTENT
INQUIRY IN SCIENCE
SPS Observing 1
SPS Communication 11
LIFE SCIENCE
Living Things and Non-Living Things

Basic Needs of Living Things 23
…………………………………..
Human 29
Senses…………………………………………………….
Animals 37
…………………………………………………………….
Plants …... 51
………………………………………………………...
PHYSICAL SCIENCE
Magnet 61
…………………………………………………………….
MATERIALS SCIENCE
Absorption ………………………………………………………. 73
Earth and Space
Surface of The Earth and Soil ….……………………………...

83
TECHNOLOGY AND SUSTAINABILITY OF LIFE
Basic of Building ………………………………………………… 89

SCIENCE PROCESS SKILLS
OBSERVING
OBSERVING
Using the sense of sight, hearing, touch, taste or smell to gather information about
objects and phenomena
INDICATORS
Using various senses efficiently

Identifying the common characteristics of a group of items.
Identifying the odd characteristics of a group of items.
Describing the similarities and diferences
Describing the changes that occurs
Identifying the pola or sequence of a fenomena
Using devices to enhance observations .
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OBSERVING
IMPLEMENTATION
EXAMPLE 1
Topic : A Beautiful Garden Snail

Learning Aids : A few Garden Snail.
Instructions :
1. Each group is given a garden snail.
Teacher asks:
Do you know, what is this animal ?
Where can you found this animal ?
2. Pupils are asked to do their observations by using their sight and touch to identify
the characteristics of the garden snail.
Teacher asks.
Observe this garden snail, tell me its characteristics
Touch the shell,its body part and its head. How does it feel?
3 Teacher gives instruction:

Discuss in your group to identify the characteristics of a garden snail.
Complete Worksheet 1 and Worksheet
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OBSERVING
WORKSHEET 1
Title : The Beautiful Snail
Instruction : Tick ( / ) the characteristics of a garden snail.
No Characteristics of a garden snail Yes No
1. Has legs
2. Has tail
3. Has antenna
4. Has eyes
5. Has ears
6. Has shells
When I observe:
I use my eyes to see
I use my nose to smell
I use my ears to hear
I use my tounge to taste
I use my skin to touch
When I observe I use my sense of sight, hearing, touch, taste

or smell
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OBSERVING
WORKSHEET 2
Title : My Characteristics
Instruction : Fill in the blanks.
hard soft rough smooth
1. A garden snail has a _______________________ and

_____________________ shell.
2. A garden snail has a __________________and ___________________
head and body.
When I observe:

or smell
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OBSERVING
EXAMPLE 2
Content Standards Learning Standards
6. PLANTS
6.1 Part 6.1.1 Compare and contrast parts of plant i.e.:

plants:
 Leaf: type of vein

 stem: woody, non- stem
 Root: fibrous, tap
Topic : Get to Know Me

Learning Aids : some small plants,manila card, marker pen.
Instructions :
1. Each group is given 2 types of plant, Plant A and Plant B.
2. Teacher asks:
Look at these two plants, do they look the same?
What are their diffferences?
What are their similiarities?
3. Pupils observe using their sight to identify the characteristics of the plants.
4. Teacher asks:
Look at the vein on the leaves. Describe the vein for Plant A and Plant B.
Look at their roots. Do they look the same?
5. Pupils need to touch to identify the characteristics of the plants
6. Teacher asks:
Touch the stems of both plants. How does it feel?
Which stem is harder?
Which plant has soft stem?
7. Pupils are asked to list the characteristics of Plant A and Plant B .

8. Teacher gives instructions:
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OBSERVING
Write Plant A and Plant B on each manila card.

List the characteristics of Plant A and Plant B
9. Pupils complete Worksheet 1 and Worksheet 2
Teacher gives instructions:
complete Worksheet 1 and Worksheet 2
Match the picture with the right answer.
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OBSERVING
WORKSHEET 1
Title : The Characteristics of Plant
Instruction : Tick ( / ) the charact eristics of a plant .
Type of vein Type of root Type of stem
Soft stem
Plant parallel network Fibrous Tap woody
When I observe:
I use my tounge to t aste
or smell
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OBSERVING
WORKSHEET 2
Title : Plant
Instruction : Match the picture with the correct answer.
fibrous root
parallel vein leaf
tap root
network vein leaf
When I observe I use my sense of sight, hearing, touch, taste or

smell
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OBSERVING
SELF ASSESSMENT
When I observe:
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COMMUNICATION
COMMUNICATION
Accepting, choosing, arranging and presenting information or ideas in the form of

writing, verbal, tables, graphs, figures or models.
INDICATORS
Speaking, listening or writing to explain an idea to others.

Recording data from an investigation
Drawing and writing notes
Using symbols dan able to explain the meaning of each symbols
Using charts, graphs and tables to convey massages
Questioning clearly
Using references
Writing experiment reports for other people to repeat the experiment
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COMMUNICATION
IMPLEMENTATION
EXAMPLE 1
Topic : My Friends.
Learning Aids : Pupils and mahjong paper
Instructions :
1. Teacher asks:
How many pupils in this class?
2. Teacher draws Table 1, Table 2 and Table 3 on the mahjong paper. Teacher asks.
How many boys are there in this class?

How many girls are there in this class?
Gender Numbers
Boy
Girl
Table 1
How many boys wear glasses?
Boy Numbers
Wear glasses
Do not wear glasses
Table2
How many girls wear glasses?
Girl Numbers
Wear glasses
Do not wear glasses
Table 3
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COMMUNICATION
3. Pupils record their findings in the worksheet.

Teacher gives instructions:
Fill in the tables.
Complete your worksheets
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COMMUNICATION
WORKSHEET 1
Topic : My Dear Friends
Instruction1 : Fill in the table below.
Gender Number of Number of pupils Number of pupils

your who wear glasses who do not wear
classmates glasses
Boy
Girl
Table 1
Table 2 : Complete the classification chart below based on the numbers of

boys and girls from Table 1.
My classmates
Boy Girl
Wear glasses Do not wear glasses Wear glasses Do not wear glasses
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COMMUNICATION
Instruction 3 : Based on the classification chart, answer these questions.
a. How many boys in your class ?

___________________________________________________________
b. How many girls in your class?

___________________________________________________________
c. How many boys in your class who wear glasses?

___________________________________________________________
d. How many girls in your class who wear glasses?

___________________________________________________________
e. How many boys and girls in your class who do not wear glasses?
___________________________________________________________
Note for teachers: Discuss the answers
I can receive and present informations in a form of:

listening and speaking
writings
t ables
classification chart s
I can receive and present informations in a form

listening and speaking, writings, tables or classification chart s
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COMMUNICATION
Examples 2
Content Standard Learning Standard
8. ABSORPTION
8.1 The ability of materials to absord 8.1.1 Identify the objects that absord water
wate and cannot absord water through
investigation.
Topic : I can absorb more water.

Learning aids : funnel, beaker, (towel, tissue paper, news paper, handkerchief
all of the same size) water
Instructions :
1. Each group is given 4 materials.
2. Pupils predict based on these questions:
Which material can absorb water?
Which material can absorb water the most?
3. Arrange the apparatus as shown :
Tissue
towel paper
Drinking
glass
News
paper
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COMMUNICATION
handkerchief
Drinking
glass
4. Each group has to do these activities;

a. Pour water in each funnel.
b. Observe
c. Mark the water level in each glass using marker pen.
5. Pupils have to complete the Work Sheets based on their observations.
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COMMUNICATION
WORKSHEET 1
Title : Absorption
Instruction 1 : Mark the water level for each glass.
towel tissue paper handkerchief news paper
Instruction 2 : Colour the bar chart according to the amount of water

remain in the glasses.
towel - blue tissue paper - red handkerchief - green news paper - yellow
Ability to absorb w ater
materials
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COMMUNICATION
Instruction 3 : Arrange these objects (towel, tissue paper, handkerchief and

news paper) according to their ability to absorb water.
.
, , ,
The ability to absorp water increses

writings
tables
classification charts
I can receive and present informations in a form

listening and speaking, writings, tables or classification charts
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COMMUNICATION
Example 3
Content Standard Learning Standard
4. PLANTS
4.1 Understanding the 3.1.1 Identifying the characteristics of plants;

characteristics of plants
 Leaf : type of vein
Topic : Get to know me, please

Learning Aids: Leaves.
Instructions :
1. Each pupils has to bring 2 different leaves.
2. Teacher asks:
Which plant or tree does your leaf come from?
3. Pupils are divided into groups. Teacher gives instruction.
Put all the leaves your group on the table. Divide the leaves according to
their shapes.
4. Pupils have to complete the Work Sheets based on their classifications.
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COMMUNICATION
WORKSHEET 1
Title : Leaves
Instruction 1 : Pupils follow the steps given.
Steps:
1. Do this activity on your own .

2. Chose two different leaves. Trace each leaves in the boxes below.
3. Draw the vein of each leaves.
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COMMUNICATION

writings
tables
classification charts
graphs
diagram
I can receive and present informations in a form listening and speaking,

writings, tables or classification charts.
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LIFE SCIENCE SCIENCE
Living Things and Non-Living Things YEAR 1
Basic Needs of Living Things
THEME : Life Science

TIME : 60 minutes + 60 minutes
CONTENT STANDARD : 3.1 Living Things and Non-Living Things

3.2 Basic Needs of Living Things
LEARNING STANDARD : 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5
LEARNING OBJECTIVES : At the end of the lesson, pupils should be able to:
1. State 5 living things and 5 non-living things.
2. Compare and contrast living things and non-living things.
3. Describe the basic needs of living things.
4. Make a sequence of 10 living things according to its size.
5. Give reasoning on the importance of food, water, air and
shelter to humans and animals.
SCIENCE PROCESS :
SKILLS
PERFORMANCE
SUGGESTED LEARNING ACTIVITIES NOTES
LEVEL
Activity 1 :
Teaching Aids PL1:
1. Pupils are shown a picture/video of animal, a
vase of flower, a pencil, a book and a telephone. Picture/video of Give examples of
living things and living things and
Question:
non-living things non-living things.
a. Which one of these are living things?
b. Why do you think an animal is a living thing?
c. Why do you think a pencil is a non-living
thing?
2. Pupils identify other examples of living things and

Worksheet 1
non-living things given in Worksheet 1.
Notes: Take pupils to the school compound for

this activity.
23
PERFORMANCE
LEVEL
Activity 2:
Teaching Aids PL 2 :
1. Pupils are shown a video of a cat eating, jumping, Video of a cat Compare and
playing and caring for their young. contrast living
Teacher asks: things and non-
Does the cat: living things.
 breathe?
 need food and water?
 move?
 grow?
 reproduce?
2. Based on the characteristics above, pupils

compare and contrast living things and non-living Worksheet 2
things such as:
 A boy and a doll
 A banana tree and a balloon
 A bird and the cloud
Notes: Explain that some non-living things have

characteristics of living things (refer DSKP page 36).
Activity 3:
PL3:
Teacher asks: Describe the basic
a. Did you take your breakfast this morning? needs of living
b. Why do we need to eat? things for human,
c. Other than food, what do we need, for us to animals and plants.
stay alive?
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PERFORMANCE
LEVEL
Activity 4
Teaching aids
1. Pupils work in group. Each group are given 10 Pictures of PL 4 :
pictures of animals. Pupils are asked to arrange different sizes of Arrange in
in sequence the animals according to their sizes. animals sequence the
examples of living
Notes: pictures of animals must be in appropriate things according to
scale. their sizes
Activity 5
Teaching aids PL 5 :
1. Pupils were shown pictures of: Pictures Provide reasoning
a. starving children for the importance
b. thin animals of food, water, air
c. wilt plant and shelter to
humans and
2. Teacher asks: animals.
a. Why is the child so thin?
b. How can you help this child to make him
healthy?
c. Is the plant healthy?
d. What can you do to help the plant to stay
healthy?
Notes: Teacher nurture the value of grateful to God.
Activtity 6
PowerPoint
1. Pupils are shown a video of a tiger hunting a
prey. Slides / Video
Teacher asks:
a. How does the tiger get its food?
b. Other than food, what else the tiger need to
stay alive?
25
PERFORMANCE
LEVEL
2. Next, pupils are shown a tree. PL 6 :

Teacher asks: Communicate to
a. How does this plant get its food? show that humans,
b. What is the food for the plant? animals and plants
c. Other than food, what else the plant need to have different ways
stay alive? to obtain food,
water and air.
3. Pupils explain that plants make their own food by
undergoing the photosynthesis process which
need sunlight, water and air.
4. Pupils discuss the different ways on how the
humans, animals and plants get their food, water
and air to stay alive.
5. Pupils sketch on the mahjong paper (with teacher
guidance), pupils make a conclusion that
humans, animals and plants have different ways
to get food, water and air.
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Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1: Circle ( ) the living things and cross ( X ) the non-

living things. (PL1)
27
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 2: List down the characteristics of living things and

non-living things given below. (PL2)
mov e breath grow
reproduce need food and water
Banana tree Ballon
i) i)
ii) ii)
iii)
iv )
v)
28
LIFE SCIENCE SCEINCE
Human Sense YEAR 1
THEME : Human
CONTENT STANDARD : 4.1 Human Senses
LEARNING STANDARD : 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5
LEARNING OBJECTIVES : At the end of the lesson, pupils will be able to:
1. State the parts of human body.
2. State the parts of humans body and relate it with its
sense.
3. Identify the characteristics of objects using senses.
4. Classify the objects given according to a chosen
characteristics.
5. Identify the given objects if one of the senses does not
functioning.
6. Name the tools or devices that help the sensory organ
when it does not in function
SCIENCE PROCESS : Observing, Communicating
SKLILLS
PERFORMANCE
LEVEL
Activity 1: Teaching aids

1. Pupils were shown a picture of animal. Picture of animals
Teacher asks:
SPS
a) Name the parts of an animal
b) What are the parts of animal’s that you don’t Observing
Communicating
have?
Activity 2 :
1. Pupils are asked to observed their own body and
compare it with their friend.
Question:
PL1
a) Observe your own body.
State the parts of
b) State parts of you body human body.
c) Does your friend has the same parts of body
as you?
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Human Sense YEAR 1
PERFORMANCE
LEVEL
Activity 3: Teaching aids PL2

1. Call a pupil to the front. Blindfold him with a piece A piece of cloth Relate the parts of
of cloth. This blindfolded pupil is asked to walk the human’s body
around the class. SPS
with its sense.
Teacher asks: Observing
Can your friend easily walk around the class? Communicating
Why?
2. Another pupil was asked to cover his ears and try

to listen to the teacher’s instruction.
Teacher asks:
Can your friend hear clearly what my instruction
is? Why?
3. Pupils discuss to describe the function of each of

the sensory organ.
Activity 4: SPS PL3

1. Pupils do some activities such as: Observing
Describe the
a. Moving a drinking bottle from one table to Communicating
characteristic of
another table.
objects using
b. Looking at the objects outside.
senses.
c. Sniffing the objects that have smell.
d. Listening to the sound from the radio.
Teacher asks:
a. What did you doing just now?
b. State the senses you use while doing these
activities.
2. Pupils discussed about identifying the

characteristics of objects using senses in the
activities done.
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Human Sense YEAR 1
PERFORMANCE
LEVEL
Activity 5: BBM PL4

1. Each group is given a box filled with various of Various of objects
Classify the object
objects.
given according to
2. Pupils identify the characteristic of objects and SPS
chosen
classify the objects according to the chosen Observing
Communicating characteristic.
characteristic.
3. Pupils complete the task given in Worksheet 3.
Activity 6: BBM PL5

1. A pupil is blindfolded and given one object. A piece of cloth Identify the
2. The pupil is asked to guess the object given to objects given if
him. one of the senses
Teacher asks: SPS does dot
a. Did you know what the object is? Observing functioning.
b. How do you know? Communicating
c. What is the sense do you use to identify this
object?
3. Pupils discuss (with teacher guidance) about
using other alternative senses to identify objects.
Activity 7: PL6
1. Teacher asks: Communicating
a. How does a blind person walk? about the tools
b. How does a dumb person communicate? that can help
c. How does a deaf person hear? sensory organs
when it is not
2. Pupils discuss about the devices that can assist functioning
sensory organ when it is not functioning properly. properly.
3. Pupils sketch and name the device that can help
sensory organs to function properly.
31
Name: _______________________________ Class: __________________
Worksheet Date:
Worksheet 1: Label the parts of humans body. (PL1)
eye - ear - nose - tongue - skin
32
Name: _______________________________ Class: __________________
Worksheet Date:
Worksheet 2: Match the parts of human body with its sense. (PL2)
33
Name: _______________________________ Class: __________________
Worksheet Date:
Worksheet 3: Choose one characteristic of object. Classify the

objects below according to the chosen characteristic. (PL4)
coin paper eraser ball
bottle cap drink can writing book
marble box
Objects
34
Name: _______________________________ Class: __________________
Worksheet Date:
Worksheet 4: Circle the tools that can help the sensory organ
when it is not function properly. (PL6)
35
Animals YEAR 1

CONTENT STANDARD : 5.1 Parts of animals
LEARNING : 5.1.1 ,5.1.2, 5.1.3, 5.1.4, 5.1.5

STANDARD
LEAARNING : At teh end of the lesson, pupils should be able to:
OBJECTIVES 1. Labels parts of animals such as beak, scale, fine hair,
feathers, horn, feelers, hard skin, shell, wing, head, body, tail,
and webbed feet.
2. Relate the parts of animals with their importance.
3. Explain through examples the pars of animals.
4. Make generalisation that different animals may have the
same part of body.
5. Explain observations about parts of animals using sketches,
ICT, writting or verbally.
SCEINCE PROCESS : Observing, communicating

SKILL
PERFORMANCE
LEVEL
Activity 1 :
Teaching aids
1. Pupils listen to the sounds of animals and were
asked to guess the name of the animals which is Sound
heard. recording of
various animals
2. Pupils were given few pictures of animals.
Questions: PL1:
a) What is the name of this animals ? Give examples of
b) Name f the other animals that you know? animals.
Activity 2:
Teaching aids
1. Pupils name the parts of a cat. A picture of a
tail, feet, eyes, mouth, mustache cat
37
Animals YEAR 1
PERFORMANCE
LEVEL
2. Pupils label the parts of animals body in the Teaching aids

worksheet usig the name card as list below: Worksheet 1a,
1b, 1c, 1d, 1e,
 beak
1f and 1g
 scale PL 2 :
 fine hair Name card of Describe parts of
 feathers parts of animals.
 horn animals body
 feelers
 hard skin
 shell
 wing
 webbed feet
Activity 3
Teaching aids PL3:
1. Pupils state the importance of parts of a cat. Worksheet 2 Relate the
a) What is the uses of feet/hair/eyes to teh cat? importance od
b) What will happen if the cat’s hair fall/if the legs animals’ parts to
themselves.
broken?
2. Pupils match the parts of animals body with its

importance in Worksheet 2.
Activity 4 Teaching aids PL 4 :

Worksheet 3 Explain through
1. Pupils were asked to choose one animal and the all examples the parts
the parts of that animal. of animals.
Activity 5
Pictures of Make
1. Pupils were given two pictures of animals. Pupils animals generalization that
disscuss the similarities and differences between different animals
the two animals. Worksheet 4 may have same
parts of body.
38
Animals YEAR 1
PERFORMANCE
LEVEL
2. Pupils record all the similarities and differences

between the two animals in the graphic organiser
given to aech group (Woksheet 4).
3. Every group will present their work.
4. Pupils make a generalization that different animals
may have same parts of body.
Notes: Teacher nurture the noble value of grateful for

thegift from the God and the way to preserve and
conserve the animals.
Activity 6
Flash card/ Communicate how
1. Pupils were shown pictures of mistreated animals. slides/ video humans play their
Pupils disscuss about how can humans play their role in preventing
role in preventing mistreated animals which it may mistreated animals
lead to injury to parts of animals. which it may lead to
Questions: injury to parts of
a) What can you see in the picture? animals.
b) Why it happen?
c) What can you do to help these animals?
d) What is you pet?
e) How do you care for your pet to stay healthy?
2. Pupils sketches/record what they do to keep their

pet stay alive and healthy.
39
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1a
40
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1b
41
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1c
42
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1d
43
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1e
44
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1f
45
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1g
46
Name: _______________________________ Class : __________________
Worksheet Date:
beak scale fin
fine hair feathers horn
webbed feet feelers hard scales
shell feet wing
head body tail
47
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 2
Importance of animal’s body

Animals part of body
parts
to run faster
to swim
to headed enemy
to hide
to lfy
48
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 3
Animal
49
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 4
50
Plant YEAR 1

CONTENT STANDARD : 6.1 Parts of Plant
LEARNING STANDARD : 6.1.1 ,6.1.2, 6.1.3, 6.1.4, 6.1.5
LEARNING OBJECTIVES : At the end of the lesson, pupils will be able to:
1. Label parts of plants i.e:
i. leaf : types of vein;
ii. flower : flowering, non-flowering;
iii. stem : woody, non-woody; and
iv. root : tap root, fibre root.
2. Relate the parts of plants i.e. leaf, flower, stem and root
with its importance to the plant.
3. Make generalisation that differernt plants may have same
parts.
4. Explain observations about parts of plants using
sketches, ICT, writting and verbally.
SCIENCE PROCESS : Observing, communicating

SKILL
PERFORMANCE
LEVEL
Activity 1 :
BBM PL 1 :
1. Pupils were shown a pot of flower.
State the parts of
Questions:
A pot of flower plants.
a. What is this plant?
b. Which parts of this plant is the most beautiful?
c. Name the parts of the plant that you know.
Activity 2:
BBM
1. Each group was given a spinach and
Spinach and
lemongrass, both with the root.
lemongrass with
Questions:
root
a. Observe this two plants. What are the
similarities between them? What are the
A4 paper
differences between them?
51
Plant YEAR 1
PERFORMANCE
LEVEL
b. Observe the leaf of these two plants. PL 2 :

i. Do they have the same leaf? Identify parts of
ii. What are the difference between the actual chosen
leaf? plant.
iii. This part called veins. Do the shape of
the vein is the same for both leaf?
iv. Sketch the vein of spinach and
lemongrass on the A4 paper.
v. Teacher introduce about parallel and
reticulate vein.
c. Observe the root of these two plants.

i. Do they have the same types of root?
ii. What are teh difference between the
root?
iii. This part called root. Are both root
have the same shape?
iv. Sketch the root of spinach and
lemongrass on the A4 paper given.
v. Teacher introduce about tap root and
fibre root.
2. Continue the Q & A session with the stem and

flower.
3. Pupils go around the school in pair to identify the Teaching aids
parts of actual plants in school compound.
4. Pupils record their findings in Worksheet 1 and Worksheet 1
disscuss about it.
Notes: Plants for Worksheet 1 must be found in the
school compound.
5. Pupils state the importance of the parts of plants Worksheet 2

to it self. PL 3 :
a. Why must plants have a root? State the
b. What will happen if all the leaves fall? importance parts
of plants to it self.
6. Pupils do the task in Worksheet 2.
52
Plant YEAR 1
PERFORMANCE
LEVEL
Activity 3 Teaching aids PL 4 :

Set of pictures of Classify plants
1. Pupils working in group. Each group will get a set plants according to
of pictures of plants. chosen
2. Pupils have to choose one characteric of a plant. Worksheet 3 characteristic.
Then, they have to classify the plants given
according to the chosen characteristic.
Question :
a. Observe all the plants given, classify them
into the same group using the characteristic
you have chosen.
When done, teacher ask:
b. Why did you put the plants in the same
group?
Notes: Teacher can also bring the pupils around the
school compound for this activity.
Aktiviti 4
PL 5 :
1. Pupils paste the classifying chart on thw wall. Make
2. Next, pupils were given a picture of rambutan generalization
tree. that different
plants may have
Question: same parts.
a. Where do you think you can put this rambutan
tree in your classifying chart?
Pupils write their answer on the flash card given.
b. Why did you put rambutan tree in that group?
c. Repaet step 2 with 3 more plants.
Notes: Teacher can also using the plant around the

school compound for this activity.
53
Plant YEAR 1
PERFORMANCE
LEVEL
Activity 5
BBM PL 6:
1. Each pair of pupils were given double-bubble Worksheet 4 Communicate to
thinking map. differentiate types
Instructions: of vein of the leaf,
flowering and
a. Choose any two plants that you know. non-flowering,
b. List down the similiarities between the two type of stem and
plants. type of root
between two
c. List down the differences between the two plants.
plants.
2. Pupils transfer the information gathered into the
thinking map (with teacher guidance).
54
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1: Identify the parts of plants. Tick (  ) in the suitable

column.
Parts of
Plant
Langsuyar Hibiscus Grass Balsam
Hard stem
Soft stem
Flowering
Non-
flowering
Parallel v ein
Reticulate
v ein
Tap root
Fibre root
55
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 2: Colour the correct answer for each part of plant

below.
to get the sunlight
to produce fruit
to breathe
to breathe
to get the sunlight
to support the branches and

leav es
to produce fruit
to absorb water

leav es
to absorb water

leav es
to breathe
56
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 3: Identify the parts of the plants and group it

accordingly by completing the charts below.
Balsam Grass Langsuyar
Mango tree
Pineapple Coconut tree
Mushroom
Hibiscus Rose
57
Name: _______________________________ Class : __________________
Worksheet Date:
Plants
58
Name: _______________________________ Class : __________________
Worksheet Date:
Choose two plants. List the similarities and differences between them in the thinking map below.
Plant 1 Plant 2
59
PHYSICAL SCIENCE SCEINCE
Magnet YEAR 1
THEME : Physical Science

CONTENT STANDARD : 7. Magnet
LEARNING STANDARD : 7.1.1 ,7.1.2, 7.1.3, 7.1.4, 7.1.5
1. Give three examples the usage of magnets in daily life.
2. Nane 6 types of magnets i.e. bar magnet, sylinder
magnet, horseshoe magnet, U-shape magnet, button
magnet and ring magnet.
3. Make generalisation of how magnet reflect on various
objects by carrying out activities.
4. Conclude that magnet with same pole will attracts each
other and magnet with different pole will repel each other
through investigation.
5. State the strength of magnet determined by the ability to
attract objects from farthest distance or the ability to
attract more paper clips.

SKILL
PERFORMANCE
LEVEL
Activity 1:
BBM
1. Pupils analyse few situation on the usage of the
magnet. Magnet and nail,
a) Teacher use a magnet to move a nail. magnetic chess
 Why this object can moves even I don’t set.
touch it?
SPS
b) Teacher Guru reversing a chess set. Observing
Questions :
 Why the chess pieces did not fall?
 What are the uses of magnet in this chess
set?
 What happen to the chess pieces if they
are not magnetic?
61
Magnet YEAR 1
PERFORMANCE
LEVEL
Activity 2:
PL1:
1. Pupils answer the questions:: Give examples of
a) Have you notice magnet in other objects other objects tools that
this meganetc chess? use magnet.
b) Give example sof other objects that use
magnets in your house.
Notes: Teacher can use the thinking map for this

activity.
Activity 3: Teaching Aids

PL2:
1. Each group were given a set of different types of Different types of Identify various
magnets. magnets types of magnets.
2. Pupils discuss the name of each magnets.
3. The group leader will present teh group work by
matching the magnets with its name. SPS
4. Pupils will discuss with the teacher about the Observing
answer of each grop.
Notes : Teacher remind the pupils about the corret

handling of the magnets.
1. Each group were given a box with few objects Pencil, paper clip,
(Examples of objects: pencil, paper clip, marbles, marbles, key,
key, straw, ice cream stick, can, coin) straw, ice cream
stick, can, coin
Questions :
a) Name all the objects in the box. SPS

Observing
b) Which objects do you think will attract to the
Communicating
magnet? Experimenting
62
Magnet YEAR 1
PERFORMANCE
LEVEL
2. Pupils carrying out an investigation to test which PL3:

objects will attract to the magnet. Make
generalization of
a) Name the objects which attract to the how magnet
magnet and which objects do not attract to reflects on
various objects.
the magnet?
b) Are all objects attracted to teh magnet?
3. Teacher explain that only objects made from

metal are attracted to the magnet.
Activity 4 : Teaching aids

PL4:
1. Each group were given 2 bar magnet of the Magnet bar Make
same size. Label one of the magnet as A and the generalization
other magnet as B. SPS that magnet
Observing attracts or repels
2. Pupils have to label one of the end of magnet A Communicating between two
with red color and the other end with blue colour. poles.
3. Pupils have to bring the two magnets together

and observe what happen.
4. Pupils repeat step 3 by using the other end of

magnet B. (The position of magnet A is remain
unchanged).
Question :
Are the magnets attract to each other in step 3
and step 4? Why?
5. Pupils were briefed that the end of the magnets

which attracted to each other has different poles
and the magnets which repel each other have
same poles.
6. Pupils repeat step 3 and label the end of magnet

B with the same colour of the end of magnet A if
both magnets are repelled each other and vice
versa.
63
Magnet YEAR 1
PERFORMANCE
LEVEL
Activity 5a :
Teaching aids
Notes: The strength of the magnet determined by the
distance of paper clip can be pulled.
3 bar magnets of PL5 :
1. Each group was given 3 bar magnets of same the same size Conclude the
size. Paper clips strengths of
2. Teacher set the initial distance between the magnet based on
magnets and the paper clip. investigation
Instructions: SPS done.
a) Move the magnets towards the paper clip.
b) Observe which magnet can attract paper clip Observing
from the farther distance. Communicating
c) Which magnet is strongest? Why? Experimenting
Activity 5b:
Notes: The strength of the magnet determined by the
number of paper clips can magnet attract.
3. Pupils continue thw investigation to show that the
strongest magnet is the one which can attract
most number of paper clips.
Instructions:
a) Move the magnet toward the paper clips.
b) Observe which magnet can hold the most
number of paper clips.
c) Which magnet is the strongest? Why?
Activity 6 : Teaching aids

1. Pupils need to create a game that need to be
played using the magnet. Magnets PL6:
Question: Bottle and nail (or Design a game or
If you have magnets to play, what game would any other suitable a tool using
it be? objects) magnets.
2. Each group has to design a game using the
given magnets.
3. Each group will present about the game SPS
created.
Observing
Notes: Teacher can give examples of game which Communicating
use the magnets such as a nail race and cleaning a Experimenting
bottle.
64
Name: _______________________________ Class : __________________
Worksheet Date:
Colour the objects that hav e magnets. (PL1)
65
Name: _______________________________ Class : __________________
Worksheet Date:
2a. Match the magnets with its name. (PL2)
a.
Horse shoe magnet
b.
Button magnet
c. Bar magnet
Ring magnet
d.
Cylinder magnet
e.
f. U-shape magnet
66
Name: _______________________________ Class : __________________
Worksheet Date:
2b. Complete the thinking map about different shapes of the

magnets. (PL2)
The shapes of
the magnets
67
Name: _______________________________ Class : __________________
Worksheet Date:
3a. Colour the objects that are attracted towards the magnet with
red colour and objects which are not attracted towards the magnet
with blue colour. (PL3)
3b. Underline the correct answer.
1. Not all objects ________ to the magnet. (attracted/repelled)
2. Magnet only attract to objects made of _______. (metal/non-metal)
68
Name: _______________________________ Class : __________________
Worksheet Date:
4. Observe the diagram below. Use the same colour for the poles
which attract to each other and different colour of the poles which
repel each other. (PL 4)
attract
Magnet A Magnet B
repel
Magnet A Magnet B
1. Same pole will _____________ each other.

(attract/repel)
2. Different pole will _____________ each other.
(attract/repel)
69
Name: _______________________________ Class : __________________
Worksheet Date:
5a. The picture below shows the distance of paper clip attract by 3
different magnets. (PL 5)
Magnet A
Magnet B
Magnet C
Observation:
1. Magnet ____________ is the strongest.
2. Magnet ____________ is the weakest.
This activ ity shows that:

The ________________ (strongest/weakest) magnet can attract paper
clips from _________________ (farthest /nearest) distance
70
Name: _______________________________ Class : __________________
Worksheet Date:
5b. Tick ( √ ) on the strongest magnet. (TP5)
The ________________ (strongest/weakest) magnet can attract

________________ (least number/most number) of paper clips.
71
MATERIAL SCIENCE SCIENCE
Absorption YEAR 1
THEME : Material Science

TIME : 60 minutes + 60 minutes + 60 minutes
CONTENT STANDARD : 8.1 The ability of materials to absorb water
LEARNING STANDARD : 8.1.1, 8.1.2, 8.1.3, 8.1.4, 8.1.5, 8.1.6
1. State 2 objects that absorbs water and 2 objects that
cannot absorb water.
2. Classify objects that absorb water and cannot absorb
water.
3. Describe the ability of the objects to absorb water based
on types of materials through investigation.
4. Give 2 examples of the importance of objects that can
absorb water and cannot absorb water in daily life.
5. Design an object based in the ability to absorb water.
SCIENCE PROCESS : Observing, classifying, communicating, experimenting

SKILLS
LEVEL OF
PERFORMANCE

Paper, plastic
1. Teacher put few objects on the table. bag,
2. Teacher spill water on the table. handkerchief,
Questions: polystyrene
plate.
a. Anybody want to help me to wipe the table?
b. Which objects can you use to wipe the spill SPS
water? Observing
3. Pupils identify the objects that absorb water in

Worksheet 1.
73
Absorption YEAR 1
LEVEL OF
PERFORMANCE

Handkerchief,
1. Each group was given few objects that absorb water tissue, marble,
and cannot absorb water and a basin of water. sponge, metal
Notes: Teacher can use any suitable objects for this ruler, eraser,
checklist table
activity.
and worksheet. PL 1
2. Pupils have to predict which object can absorb water State the objects
that absorb water
and cannot absorb water. Pupils record their
and cannot absorb
predictions inthe checklist table given. water.
3. Pupils take eone object and put it into the water to if
SPS
it can absorb water.
Questions:
Observing
i. What happen to the object? Predicting
ii. Can the object absorb water? Communicating
4. Pupils record their findings in the Worksheet 2.

5. Pupils need to test all the object given.
6. Pupils compare the findings with their predictions.
Questions: PL 3
1. Is your predictions correct? Why? Classify objects
2. Based on the activity done, classify the that absorbs water
objects that can absorb water and cannot and cannot absorb
absorb water by completing the table in water.
Worksheet 3.
Activity 3:
Teaching aids
1. One the group member need to put his hand into the
A basin of water,
a basin of water.
Questions: tissue, small
towel,
a. After you put your hand into the water, what
rubber/plastic
happen to you hand?
glove and
b. How can you dry your hand?
worksheet.
c. Why can you use that object to dry your hand?
d. What will happen if there is no objects that can
74
Absorption YEAR 1
LEVEL OF
PERFORMANCE
absorb water?
2. Pupils are guided to list the importance of the ability PL 2

of objects to absorb water. SPS: List the importance
Examples: of objects that
a. Diaper to absorb the urine. Observing absorb water and
b. Tissue to absorb water. cannot water in
c. Mop to dry the floor. daily life.
3. Activity continues by asking the pupils to wear the

rubber/plastic glove.
4. Then, pupils put their hand into the basin of water.

Questions:
a. Are your hand wet?
b. Why did your hand dry even you put it into the
water?
5. Pupils are guided to list the importance of the objects

that cannot absorb water.
Examples:
a. Rubber/plastic glove to make hand stay dry while
working using water.
b. Umbrella/tent/raincoat used during rain.
c. Plastic/glass bowl to hold water.
6. Pupils complete the task in Worksheet 4.
Activity 4: PL 4
1. Pupils are given a situation: Someone is using an Provide reasoning
umbrella during rainy day. on the importance
Questions: of materials that
a. What is the use of the umbrella? do not absorb
To avoid exposure to rain. water in daily life
b. Why do we need to avoid the exposure to rain?
To avoid get sick/fever.
c. What will happen if your umbrella is made of a
towel?
d. Is it suitable to make an umbrella using the
towel? Why?
75
Absorption YEAR 1
LEVEL OF
PERFORMANCE
2. Pupils are guided to make a conclusion that some

situations require a material that does not absorb
water, for example, umbrellas, rain coats, school
bags.
Activity 5:
Teaching aids
Paper, tissue
1. Pupils were given objects such as towel, tissue and
and towel in the
paper (all in the same size). same size,
2. Each group was given 3 beakers of 100ml water worksheet
each (labelled as A, B and C)
3. Pupils have to dip the towel into beaker A, tissue into SPS
beaker B and paper into beaker C, then pick all up at Observing
the same time (teacher’s instruction0 Communicating
4. Pupils observe and compare the remain water in

each beaker.
5. Teacher asks questions:
a. Which beaker has the most water left?
Beaker which was dip with the paper. (Beaker C).
PL 5
b. Why is that beaker has the most water left? Arrange in
Because paper absorb less water. sequence the
c. Which beaker has the least water left? ability of objects to
absorb water
Beaker which was dip with the towel (Beaker A). based on types of
d. What is that beaker has the least water left? materials.
Because the towel absorb most water.
6. Pupils complete the task in Worksheet 5.
76
Absorption YEAR 1
LEVEL OF
PERFORMANCE
Activity 6:
PL 6
Solving problem
1. Pupils discuss about he situation given: Heavy rain
by applying the
in the morning.
knowledge on th
Questions:
eability of objects
a. How can you go to school without getting your
that absorb water
shoes wet?
b. Your school bag is made from cloth, how can you
protect the bags from getting wet?
2. Each of the idea must come with the reasons. Pupils

need to sketch, show, record, taking pictures or
looking for the informations in the internet and
present it to the class.
77
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1: Colour the objects that absorb water with blue colour
and objects that cannot absorb water with red colour. (PL1)
78
Name: _______________________________ Class : __________________
Worksheet Date:
Tick (√ ) objects that absorb water and cross (X) objects that cannot
absorb water. (PL1)
Objects My Prediction Observation
Handkerchief
Tissue
Plastic bag
Marble
Sponge
Metal ruler
Eraser
79
Name: _______________________________ Class : __________________
Worksheet Date:
Complete the table below. (PL3)
Objects
Handkerchief Tissue Paper Eraser
Marble Sponge Diaper
Towel Metal ruler Plastic
Can absorb water Cannot absorb

water
80
Name: _______________________________ Class : __________________
Worksheet Date:
Match the importance of the material that can absorb water and
cannot absorb water. (PL 2)
81
Name: _______________________________ Class : __________________
Worksheet Date:
Three different type of objects were dip into 100 ml of water in

beaker A, B and C. (TP5)
P Q R
Before
Beaker A Beaker B Beaker C
Bikar B
After
Beaker A Beaker B Beaker C
Fill in the blanks.

1. The v olume of water left in beaker C is _________________
because object R absorb ___________________.
2. The v olume of water left in beaker B is ___________________
because object Q absorb _____________________.
3. Arrange the objects in ascending order based on the ability of

objects to absorb water.
____________ _______________ _______________
82
Earth and Space SCIENCE
Surface of the Earth and Soil YEAR 1
THEME : Earth and Space

TIME : 60 minutes
CONTENT STANDARD : 9.1 Surface of teh Earth

9.2 Soil
LEARNING STANDARD : 9.1.1, 9.2.1, 9.2.2, 9.2.3
LEARNING OBJECTIVES : At the end of the lesson, pupils shoul be able to:
1. State the surface of the Eaxth e.g. mountain, beach, hill,
valley, river, pond, lake and sea.
2. State the types of soils e.g. garden soil, clay and sand.
3. Record teh content of different types of soils.
SKILLS
PERFORMANCE
LEVEL

1. Pupils were shown askes to touch the physical Physical Earth
Earth globe model. globe model
Questions:
i. Is the Earth globe flat? SPS
ii. What can you see on the globe model?
iii. Which can you see more, the higher land or Observing
the lower land?
2. Teacher relates the pupils’ answer to the topic
today.
Activity 2: Teaching aids PL 1

1. Pupils were shown a picture of the surface of the A picture of State the surface
Earth. mountain, beach, of the Earth.
What can you see? hillm valleym river,
(mountain, beach, hillm valleym river, pond, lake pond, lake and sea
and sea)
SPS
2. Observing
83
PERFORMANCE
LEVEL
Activity 3:
1. Pupils were given different types of soil. Teaching aids PL 2
a. Where can you find this type of soil? Garden soil Give examples of
b. Whatis the type of this soil? Clay types of soils.
Sand
2. Pupils identify the types of the soil (with teacher
guidance). SPS
Observing
Communicating
Activity 4 : Teaching aids PL 3

1. Pupils work in group. Gardens soil Identify the
2. Each group was given 3 types of soils and 3 Clay content one type
transparent bottles with lid. Sand of soil through
3. Pupils label the first bottle as ‘Garden Soil’, the Bottles observation.
second bottle asr ‘Clay’ and the third bottle as
‘Sand’. SPS PL 4
4. Pupils put the soils accordingly into the bottles Observing Compare and
labeled. Communicating contrast the
5. Pupils add water into each of the bottle and shake contents of
it. example given
6. Each of the group members has to observe and soils.
record the content of each soil in Worksheet 1A.
7. Pupils discuss about the content in the soils. PL 5
Questions: Record the
a) What can you see in aech bottle? content of
b) Is the content of all bottle are the same? different types of
c) Compare the layers in the clay and in the sand. soils
8. Pupils complete the Worksheet 1B.
84
PERFORMANCE
LEVEL
Activity 5:
1. Pupils discuss about the usage of each type of soil. PL 6
Example 1: Communicate to
Picture of clay vase. predict the use of
a) What types of soil used to make this vase? soils and explain
b) Why is this type of soil being used to maje the it based onthe
vase? knowledge of the
soils content
Notes: Clay is used because it is more compact,
not allow water to pass through it, easy to shape,
cheap and readily available.
Example 2:
a) Where can you find paddy tree?
b) Can we plant the paddy using sand? Why?
Notes : Sand is not suitable to plant paddy because

sand cannot hold the water.
2. Pupils complete the graphic organiser in

Worksheet 2.
85
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1
1A: Tick (/) the content of each type of soil. (PL3)
Content in the soil Garden soil Sand Clay
twigs
stone
small animals
sand
leaf
waste material
sediment
1B: Complete the table below by choosing the answer given in the box.
(PL4)
twigs stone small animals sand
waste material sediment leaf
Garden soil Sand Clay
86
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 2: Complete the graphic organiser below. (PL6)
Uses of soil
87
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
Basic Shapes YEAR 1
THEME : Technology and Sustainability of Life

TIME : 60 minutes
CONTENT STANDARD : 10.1 Construstion of basic shape blocks
LEARNING STANDARD : 10.1.1, 10.1.2, 10.1.3, 10.1.4, 10.1.5
LEARNING OBJECTIVES : At the end of the lesson, pupils shoulb be able to:
1. Identify the basic shapes.
2. Identify the basic shape blocks.
3. Sketch teh basic shape blocks.
4. Design an object or structure using basic shape blocks.

SKILLS
PERFORMANC
E LEVEL
Activity 1:
Teaching aids PL 1
1. Pupils were shown few objects which have basic Example of objects State the basic
shapes? – CD, A4 paper, shapes i.e.
Question: eraser, box triangle, square,
rectangle and
a) What is the shape of this paper?
SPS circle.
Observing
2. Pupils were given a flash card of basic shapes Communicating
e.g. triangle, square, rectangle and circle.
Instruction:
a) Name all the basic shapes.
Activity 2:
Teaching aids PL 2
1. Pupils were given a picture of house which has Blocks model Identify the
few types of basic shape blocks. blocks i.e. cube,
Question : cuboid, pyramid,
SPS prism, cone,
a) Can you name the basic blocks using to build
Observing cylinder and
the house? Communicating sphere
2. Pupils sketch the basic shapes blocks in their PL 3

notebook. Sketch the basic
shapes blocks.
89
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
Basic Shapes YEAR 1
PERFORMANC
E LEVEL
Activity 3:
Teaching aids PL 4
1. Pupils build an object or structure using basic Old newspaper, Design an object
boxes, glue, or structure
shape blocks made of waste such as old
scissors. using basic
newspaper and boxes. shapes and
blocks.
2. Pupils explain the basic shapes and basic shapes SPS
blocks they used in building their object or Observing PL 5
structure. Communicating Communicate to
explain the built
object or
structure.
Activity 4:
PL 6
1. Pupil sdiscuss about the situation given on the Provide
importance of various types of blocks in daily life. reasoning on the
E.g.: importance of
various types of
a) What will happen if the tire is in cube shape?
blocks in daily
b) Can you play the ball which has the pyramid life.
shape?
c) Can you imagine how to use the table in
sphere shape?
90
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 1: Choose the correct answer. (PL2)
cube – cuboid – pyramid – prism – con – cylinder - sphere
pyr amis
91
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 2: Connect the dots of basic shapes below. (PL 3)
92
Name: _______________________________ Class : __________________
Worksheet Date:
Worksheet 2: Draw one basic shape. (PL 3)
I draw a ________________________
93
Bahagian Pembangunan Kurikulum
Kementerian Pendidikan Malaysia
Aras 4-8, Blok E9, Kompleks Kerajaan Parcel E
62604 Putrajaya
Tel: 03-8884 2000 Faks: 03-8884 9917
http://bpk.moe.gov.my

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KURIKULUM STANDARD SEKOLAH RENDAH

Modul Pengajaran dan Pembelajaran

Bahagian Pembangunan Kurikulum

Living Things and Non-Living Things

Earth and Space

Surface of The Earth and Soil ….……………………………...

TECHNOLOGY AND SUSTAINABILITY OF LIFE

Basic of Building ………………………………………………… 89

Using various senses efficiently

Topic : A Beautiful Garden Snail

3 Teacher gives instruction:

Title : The Beautiful Snail

Instruction : Tick ( / ) the characteristics of a garden snail.

No Characteristics of a garden snail Yes No

When I observe I use my sense of sight, hearing, touch, taste

Instruction : Fill in the blanks.

hard soft rough smooth

1. A garden snail has a _______________________ and

When I observe I use my sense of sight, hearing, touch, taste

Content Standards Learning Standards

6.1 Part 6.1.1 Compare and contrast parts of plant i.e.:

 Leaf: type of vein

Topic : Get to Know Me

7. Pupils are asked to list the characteristics of Plant A and Plant B .

Write Plant A and Plant B on each manila card.

Title : The Characteristics of Plant

Instruction : Tick ( / ) the charact eristics of a plant .

Type of vein Type of root Type of stem

Plant parallel network Fibrous Tap woody

Instruction : Match the picture with the correct answer.

parallel vein leaf

network vein leaf

When I observe I use my sense of sight, hearing, touch, taste or

Accepting, choosing, arranging and presenting information or ideas in the form of

Speaking, listening or writing to explain an idea to others.

How many boys are there in this class?

3. Pupils record their findings in the worksheet.

Instruction1 : Fill in the table below.

Gender Number of Number of pupils Number of pupils

Table 2 : Complete the classification chart below based on the numbers of

Instruction 3 : Based on the classification chart, answer these questions.

a. How many boys in your class ?

b. How many girls in your class?

c. How many boys in your class who wear glasses?

d. How many girls in your class who wear glasses?

I can receive and present informations in a form of:

I can receive and present informations in a form

Content Standard Learning Standard

Topic : I can absorb more water.

3. Arrange the apparatus as shown :

4. Each group has to do these activities;

Instruction 1 : Mark the water level for each glass.

towel tissue paper handkerchief news paper

Instruction 2 : Colour the bar chart according to the amount of water

Ability to absorb w ater

Instruction 3 : Arrange these objects (towel, tissue paper, handkerchief and

The ability to absorp water increses

I can receive and present informations in a form of:

I can receive and present informations in a form

Content Standard Learning Standard

4.1 Understanding the 3.1.1 Identifying the characteristics of plants;

Topic : Get to know me, please

Instruction 1 : Pupils follow the steps given.

1. Do this activity on your own .