SEKOLAH KEBANGSAAN BANDARAN SIBU NO 3

RANCANGAN PENGAJARAN TAHUNAN 2019

SCIENCE
YEAR 2
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL

1 THEME: INQUIRY IN SCIENCE Pupils are able to: State all the senses involved in Suggested activities:
making the observations on Carry out activities that
TITLE: SCIENTIFIC SKILLS 1.1.1 Observe 1 the phenomena or changes can lead to the acquire
that occur. skills such as:
1.1 Science
Process Skills Describe all the senses used in (i) Observing the bulb in
making the observations on the the circuit.
2
phenomena or changes that
(ii) Observing the
occur.
changes of materials
when immersed in water.
Use all the senses involved in
making the observations
3
on the phenomena or changes
that occur.

Use all the senses involved and

appropriate tools if necessary
4 in making qualitative observations
to explain the phenomena or
changes that occur.

Use all the senses involved and

appropriate tools if necessary in
making qualitative and
5 quantitative observations to
explain the phenomena or
changes that occur.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
Use all the senses involved and
appropriate tools if necessary in
making qualitative and
6 quantitative observations to
explain the phenomena or
changes that occur systematically.

Pupils are able to: State the characteristics of objects

1 Suggested activities:
1.1.2 Classify or phenomena.

1 Carry out activities that

can lead to the acquire
Describe the characteristics of
skills such as:
2 objects or phenomena by stating
the similarities and differences (i) Classify animals
2 according to the way they
reproduce.
Separate and group the objects or
3 phenomena according to its (ii) Classify objects
3 similarities and differences according to their ability
to light up bulb in a
circuit.
Separate and group the objects or
4 phenomena by stating its
similarities and differences.

Separate and group the objects or

5
phenomena according to its
similarities and differences used
SCIENCE YEAR 2/ DLP KSSR
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
hence able to use other
characteristics to separate/ isolate
and group.

Separate and group the objects or

phenomena according to its
6 similarities and differences until to
the final stage by stating the
characteristics used.

Pupils are able to:

1.1.3 Measure and use numbers
Choose appropriate tools to
1 measure a quantity.
Describe the use of tools and
2 appropriate ways to measure a
quantity.
Measure by using appropriate
3 tools and standard unit with
correct techniques
Suggested activities:
Carry out activities that
can lead to the acquire
skills such as:
(i) Record the changes in
the height of growing
plant.
(ii) Measure own body
mass and peer’s.

Measure by using appropriate

4 tools and standard unit with
correct technique and record in a
table.
SCIENCE YEAR 2/ DLP KSSR
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL

Make justification on appropriate

5 tools and standard units used in
the activity.

Demonstrate on how to measure

Pupils are able to:
1.1.4 Communicate
with correct techniques by using
6
tools and standard units, record
systematically, creatively and
innovatively in a table
State the information gathered.
1
Suggested activities:
Record information or ideas in any
2
forms. Carry out activities that
can lead to the acquire
Record information or ideas in skills such as:
3
suitable form.
(i) Design a poster on
how to keep the
Record information or ideas in cleanliness of river.
4 suitable form and present it
systematically. (ii) Record the number of
leaves on a growing plant
using a suitable form.
Record information or ideas in
5
more than one suitable form and
present it systematically.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
Produce a creative and innovative
presentation based on the
6
informations and ideas which
recorded systematically and able
to give feedback.
1 List the apparatus, science
1.2 Manipulative Skills substances and specimens
Pupils are able to: required for an activity.

1.2.1 Use and handle science apparatus
and substances correctly.
1.2.2 Handle specimens correctly 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.
2 Describe the use of apparatus,
science substances and
specimens required for an activity.
Suggested activities:
Handling and using apparatus,
3 science substances and Assessments are carried
specimens required for an activity out during pupils’ learning
with the correct method. activities such as:
Using, handling, sketching, (i) Germinating the seeds.
4 cleaning and storing the (ii) Dissolving sugar in the
apparatus, science substances water
and specimens used in an activity
with the correct method.

Using, handling, sketching,

5 cleaning and storing the
apparatus, science substances
and specimens used in an activity
with the correct methods,
systematically and sparingly.
SCIENCE YEAR 2/ DLP KSSR
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
Using, handling, sketching,
cleaning and storing the
apparatus, science substances
6 and specimens used in an activity
with the correct methods,
systematically, sparingly and be
an example to others.

2.1 Science room rules Pupils are able to: 1 State science room rules.
4 2.1.1 Adhere to science room rules
2 Explain science room rules.

3 Apply science room rules.

Suggested activities:
Provide reasoning on the
importance to adhere science Assessments are carried
4
room rules. out through observations
before, during and after
Generate ideas of action that using the science room.
need to be taken if there is any
5
violation of rules.

Practise the concept of regulatory

compliance science room rules in
6 daily life as a culture.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2
WEEK CONTENT STANDARD
THEME: Life Science
3.1 Reproduction
5 and growth in human
6 3
7 based on family tree.
8 type.
SCIENCE YEAR 2/ DLP KSSR
LEARNING STANDARD
PERFORMANCE
LEVEL
Pupils are able to :
3.1.1 State how humans reproduce.
3.1.2 Describe changes in size, height
and weight in an individual since
birth.
3.1.3 Make generalization that growths
among individuals are different by
carrying out activities
3.1.4 Describe that offspring inherit
features from their parents or
ancestors.
3.1.5 Give examples of features that are
inherited by the offspring from
their parents or ancestors such as
skin colour, iris colour and hair
3.1.6 Explain observations about growth
and heredity using sketches, ICT,
written or verbal form.
PERFORMANCE STANDARD
DESCRIPTOR
1 State that human reproduce by
giving birth.
Describe changes in an individual
2 since birth.
Explain through examples the
features that offsprings inherited
from their parents or ancestors.
Make generalization that inherited
features in an
4 individual are from ancestors
Conclude that the growth of
5 individuals of the same age is
different.
Communicate creatively and
innovatively to predict the features
6
inherited by the offspring that can
be seen in their parents.
NOTES
Suggested activities:
Discussion on changes of
an individual based on
pictures from infant to
adult in terms of increase
in:
(i) size;
(ii) height; and
(iii) weight.
Use pictures to match the
offspring with the mother /
father / family members.
Compare and contrast
the size of palms, soles,
height and weight among
classmates.
Suggested activities:
Display a picture of a
man and a woman who
have clear features such
as colour of iris, colour of
skin, curly hair, hair
colour and height. Pupils
make predictions about
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
features that may be
inherited by the couple's
offspring and give
explanations.

Note: Discussion of
heredity, family tree is not
necessarily based on the
pupil's own family.

Pupils are able to:
4.1 Reproduction and growth in
9 animals 4.1.1 State how animals reproduce.
4.1.2 Classify animals according to the
way they reproduce
10 4.1.3 Explain with examples animals
that lay many eggs and animals
that lay less egg.
4.1.4 Explain with examples animals
that give birth to many young and
11 animals that give birth to less
young.
4.1.5 Record the changes in the
12 animals’ growth by observing
their life cycles.
State animals that lay eggs and
1
animals that give birth.
Classify animals according to the
2 way they reproduce. Suggested activities:
Make a generalization the way Observe a video on
3 animals reproduce in term of the animals’ reproduction.
number of eggs and young.
Observe the life cycles of
Interpret data on the changes in animals such as frog,
growth that occur in the life cycle butterfly, mosquito
4 and cow.
of animals.
Match the pictures of the
Conclude from the observations young with their parents.
that some animals look like their
5
parents and some do not look like
their parents.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
4.1.6 Explain with examples young
CUTI animals that look like their
PERTE parents and animals which do not
NGAHA look like their parents.
N
Communicate creatively and
4.1.7 Explain observations about innovatively to explain the various
PENGG
reproduction and growth in 6 ways animals protect their eggs or
AL
animals using sketches, ICT, care for their young and provide
13 written or verbal form. reasoning.

14

State examples the importance of

5.1 Growth of Plants Pupils are able to: plants to Note:
1
humans and animals. (i) growth in plant has
several stages e.g.
5.1.1 State the importance of plants to
15 fruit, germination of seed,
humans and animals. Describe that water, air and
young plant, bear flowers,
2 suitable temperature are
5.1.2 State the basic needs for the seeds bear
required for germination of seeds.
to germinate. fruit in a coconut tree.
16 (ii) soil or fertilizer
Record changes in plant’s
provides nutrients to help
5.1.3 Record changes in plant’s growth growth such as the number of
3 growth of plants.
observing the actual seeds from leaves, circumference of stem,
germination stage. (iii) disruption in plant
size of leaf or height of plant by
growth stage will cause
observing the real plants.
shortage in
17 5.1.4 Arrange in sequence the stages in Arrange in sequence the stages of
4 food sources (plants and
a plant’s growth. a plant’s growth of and give
animals)
explanation.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2
WEEK CONTENT STANDARD LEARNING STANDARD
PERFORMANCE
LEVEL
18 5.1.5 Conclude the basic needs for a
plant’s growth by carrying out
investigations.
19
5.1.6 Explain observations about life
process of plants using sketches, ICT,
written or verbal form
THEME: PHYSICAL SCIENCE
20 6.1 Light and dark 6.1.1 State sources of light.
6.1.2 Differentiate the activities
carried out in light and dark situation.
6.1.3 Explain how shadow is formed
by carry out activities.
6.1.4 Compare and contrast the
clarity of the shadows when light is
blocked by different objects by carry
out investigations.
21
6.1.5 Create a shadow game
22 6.1.6 Explain observations about light
SCIENCE YEAR 2/ DLP KSSR
PERFORMANCE STANDARD NOTES
DESCRIPTOR
Summarize that water, nutrients,
5 air and sunlight are needed for a
plant to grow
Communicate about the prediction
6 of what will happen to human or
animals if the stages in plant’s
growth is disrupted.
1 Identify the sources of light. Suggested activities:
2 Explain how shadow is formed.
Use a black box that
3 Compare activities that carried consists a few objects.
out in light and dark conditions. A pupil picks an object
from the box in light
4 Make conclusion about the
and dark situation.
sharpness of the shadows
formed.
5 Provide reasoning on the Differentiate the clarity
importance of light to human. of shadow (clear, less
clear, no shadow) using
6 Create a shadow game and different objects such
explain how the shadow is as A4 paper, tracing
formed. paper, plastic and
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
and dark using sketches, ICT, transparency film

State components found in an

7.1 Electric circuit Pupils are able to: 1 electric circuit.
Sugested activities:
23 7.1.1 Identify components in an Explain functions of the
electric circuit i.e. dry cell, bulb 2 components in an electric Testing ability of bulb to
and switch. circuit light up using various
Build a complete electric circuit objects or materials
7.1.2 Explain functions of the 3 with components provided. such as pencil, nails,
24
components in a complete eraser, coins, paper
electric circuit. Provide reasoning when bulbs clips and lemon juice.
4 do not light up in a circuit. From these activities,
7.1.3 Build a complete electric circuit pupils make
using dry cell, bulb, switch and Summarize that objects which generalization about
25 can light up bulb in a circuit are conductors and
connecting wires.
conductors and objects that insulators.
7.1.4 Predict why bulb does not light cannot light up a bulb are
insulators. Note:
up in a circuit. 5
26 7.1.5 Record whether a bulb will light Produce and present a function Give opportunities for
circuit using other objects to pupils to use the motor,
up when the switch is replaced
replace the bulb. buzzer and others
with other objects or materials by besides the bulb.
carrying out investigations. Produce and present a function
27 6 circuit using other objects to
7.1.6 Make a generalization objects
replace the bulb.
that can light up a bulb in a
SCIENCE YEAR 2/ DLP KSSR
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
circuit are conductors and
objects that cannot light up a
bulb are insulators.

THEME: MATERIALS SCIENCE

Pupils are able to:
28
8.1 Mixture 8.1.1 Describe methods to separate
a mixture of various materials or
objects.
29
8.1.2 Provide reasoning about the
method used to separate a
mixture of various materials or
objects.
30
8.1.3 Identify materials that are
dissolve and cannot dissolve in
water by carrying out
investigations.
8.1.4 Summarize how materials can
be dissolved more quickly by
carrying out investigations.
8.1.5 Explain observations about
SCIENCE YEAR 2/ DLP KSSR
State examples of materials Note:
1 which dissolve and do not
dissolve in water. Examples of mixtures
such as peanuts, dried
Describe methods to separate leaves and flour.
2 a mixture.
Examples of methods
Separate a mixture of various to separate mixtures
3 materials or objects. such as using sieve or
magnet.
Explain through an example
4 why the method is used to Examples of mixture
separate a mixture. such as sand or stone
of various sizes, sand
5 Summarize how materials can and salt and limestone
be dissolved more quickly. mixed with water are
given as problems for
pupils to solve.
Solve problem by carry out a
6 project to separate a mixture to Method to dissolve
obtain the original materials in materials faster in
water by stirring and
KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
mixtures using sketches, ICT, faster and effective way. using small sized
written or verbal form. materials.

THEME: 1 List natural sources of water.

31 EARTH AND SPACE
9.1.1 State natural sources of water such Describe the direction of water
as rain, rivers, lakes, seas and springs. 2 flow from high to low place.
32 9.1 Water
9.1.2 State direction of water flow by Make generalisation the natural
carry out activities. 3 direction of water flow on earth.

33 9.1.3 Make generalisation on natural Arrange in sequence and label the

direction of water flow such as in rivers
and waterfalls through observation using
various media.
2/
9.1.4 Arrange in sequence the
natural water cycle.
9.1.5 Explain observations about
water cycle using sketches, ICT,
written or verbal form.
4 natural water cycle.
Generate ideas on environmental
5 effect if the water flow is
interrupted.
Communicate the role of human in
6 maintaining clean source of water
and water flow.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL
9.2 Air Pupils are able to:
1 State living things need air to
9.2.1 State that air is around us. breathe.

9.2.2 State that air consists gases Suggested activities:

such as oxygen and carbon
dioxide. A video showing living
34
things in water, in the
9.2.3 Describe that moving air is wind. 2 Give example of gases in the soil and the
air surroundings.
9.2.4 Generate ideas on the effects of .
35 air movement in everyday life. Note: Examples of
3 Describe that air cannot be model such as
9.2.5 Create a tool or model by seen but can be felt when it windmill and
36 applying knowledge that moves sailboat
demonstrates usage of air
movement.
4 Explain through an example
9.2.6 Explain observations about air that air is everywhere including
using sketches, ICT, written or in water and soil.
verbal form.
Generate ideas on the
5 advantages and disadvantages
of moving air

6 Create a model by applying

knowledge of moving air.

SCIENCE YEAR 2/ DLP KSSR

KSSR YEAR 2

WEEK CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD NOTES

PERFORMANCE DESCRIPTOR
LEVEL

THEME: Technology and Sustainability of Life

37 10.1 Building set Pupils are able to: Choose the components needed
10.1.1 Choose a structure to build 1 for the chosen structure to build.
from the building set.
38
Build the structure according to
10.1.2 Identify the components
2 the illustrated manual.
according to the illustrated
manual. Disassemble the built structure in
39 sequence and store the Note:
10.1.3 Assemble the components 3 components into a storage Construction set is a set
according to the illustrated container properly. of components that can
40 manual. build several models and
Communicate to explain the built have illustrated manual.
10.1.4 Create a new structure that is structure. Able to describe the
not in the illustrated manual. 4 function of newly built
41 structure.
10.1.5 Disassemble the built
Evaluate the structure built by
structure in sequence and
friends which comply the
42 store the components into a 5
illustrated manual.
storage container.

10.1.6 Explain observations about Create a new structure and

43 built structure using sketches, 6
explain the creation.
ICT, written or verbal form.
SCIENCE YEAR 2/ DLP KSSR
KSSR YEAR 2

SCIENCE YEAR 2/ DLP KSSR