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MALAYSIA MINISTRY OF EDUCATION
STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL
Curriculum and Assessment Standards Document
SCIENCE
YEAR FOUR
STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL (KSSR)
CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
( DSKP)
SCIENCE
YEAR FOUR
CURRICULUM DEVELOPMENT DIVISION
First Printing 2015
© Curriculum Development Division,
Ministry of Education 2015
All Rights Reserved. No part of this book may be reproduced or transmitted in any form or bay any means,
electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing from the Director of Curriculum Development Centre, Ministry of Education
Malaysia, Level 4-8, Blok E9. Government Complex Parcel E, 62604 Putrajaya. Malaysia.
Perpustakaan Negara Malaysia Data Pengkatalogan dalam Penerbitan Malaysia Bahagian Pembangunan Kurikulum Kurikulum Standard Sekolah Rendah: Dunia Sains dan Teknologi Bahagian Pembangunan Kurikulum Kementerian Pelajaran Malaysia ISBN
NATIONAL PRINCIPLES
INDEED, Our Country Malaysia aspires to achieving a greater unity for all her peoples:
Maintaining a democratic way of life;
Creating a just society in which the wealth of the nation shall be equitably shared;
Ensuring a liberal approach to her rich and diverse cultural traditions, and;
Building a progressive society which shall be oriented to modern science and technology;
WE, the people of Malaysia, pledge our united efforts to attain these ends, guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOR AND MORALITY
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NATIONAL EDUCATION PHILOSOPHY
Education in Malaysia is an on-going effort towards further developing the
potential of individuals in a holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually, emotionally and physically balanced
and harmonic, based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and competent,
who possess high moral standards and who are responsible and capable of
achieving high level of personal well-being as well as being able to contribute to
the harmony and betterment of the family, the society and the nation at large.
Source: Education Act 1996 (Act 550)
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NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science
education in Malaysia nurtures a Science and Culture by
focusing on the development of individuals who are competitive,
dynamic, robust and resilient and able to master scientific
knowledge and technological competency.
Source: MOSTI
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CONTENT
NATIONAL PRINCIPLES iii
NATIONAL EDUCATION PHILOSOPHY iv
NATIONAL SCIENCE EDUCATION PHILOSOPHY v
INTRODUCTION 1
DESIGN OF THE STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL 1
AIMS AND OBJECTIVES 4
FOCUS 5
ELEMENTS ACROSS THE CURRICULUM 12
SKILLS FOR 21ST
CENTURY 15
SKILLS AND VALUE FOR THE 21ST
CENTURY 16
STUDENT PROFILE 17
TEACHING AND LEARNING STRATEGIES 18
METHODS OF TEACHING AND LEARNING SCIENCE 20
ASSESSMENT OF TEACHING AND LEARNING 23
ORGANISATION OF THE SCIENCE STANDARD CURRICULUM 26
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THEME : INTRODUCTION TO SCIENCE
1.0 Scientific Skills
2.0 Science Room Rules
29
42
THEME : LIFE SCIENCE
3.0 . Life Processes In Human
4.0 Life Processes In Animals
5.0 Life Processes In Plants
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48
49
THEME : PHYSICAL SCIENCE
6.0 Measurement 51
THEME : MATERIAL SCIENCE
7.0 Properties Of Materials
8.0 Rusting
58
61
THEME : EARTH AND SPACE SCIENCE
9.0 Solar System 62
THEME : TECHNOLOGY AND SUSTAINABILITY OF LIFE
10.0 . Technology 64
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INTRODUCTION PREFACE
As articulated in the National Education Philosophy, education
in Malaysia is an on-going effort towards developing the
potential of individuals in a holistic and integrated manner to
produce individuals who are intellectually, spiritually,
emotionally and physically balanced. The primary and
secondary school science curriculum standard is developed
with the aim of producing such individuals.
The overall Science Standard Curriculum encompasses
three core science subjects and four elective science subjects. The
Core Science Subjects are Primary School Science, Lower
Secondary Science, and Upper Secondary Science. The Elective
Science subjects offered in upper secondary are Biology,
Chemistry, Physics, and Additional Science.
The Core Science Subjects for primary and lower
secondary school are designed with emphasis on the
knowledge and understanding of science to produce science
literate pupils so as to prepare them for science at higher
levels. The Core Science subjects in upper secondary school
aim to develop pupils’ science literacy, innovative skills and to
equip them to enter fields of science. The Elective Science
Subjects offer options to pupils based on their inclinations,
interests and abilities in the science field to venture into
careers specifically in science and technology fields. This
group of pupils will continually contribute to the development
of the nation.
This group of pupils will become the human resources
in the field of science and technology that will contribute to the
continuity in the development of the country.
DESIGN OF THE STANDARD-BASED
CURRICULUM FOR PRIMARY SCHOOL
The concept of strands introduced in KSSR, is a form of
classification of knowledge, skills and values. This concept
focuses on the development of a physically, emotionally, spiritually
and intellectually balanced human capital. Six strands are identified
to represent the fields of knowledge, skills and values that form the
basis of development of creative and critical thinking, and
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innovative individuals (Diagram 1). The strands reflect explicit
structuring of discipline of knowledge, skills and values that pupils
need to acquire. Each strand is interconnected and integrated.
Communication
The communication strand emphasises the integration process of
the language skills in the form of verbal and non-verbal during
interaction. This strand focuses on language skills such as listening
and speaking, reading and writing, as well as the added value of
reasoning. Pupils need to master these skills to assist them in the
process of acquisition of knowledge, skills and values in the other
strands. Language proficiency prepares pupils to select accurate
and systematic language used in social interaction.
The knowledge disciplines within the communication strand include
Bahasa Melayu, English Language, Bahasa Cina, Bahasa Tamil,
Bahasa Arab, Bahasa Iban, Bahasa Kadazandusun and Bahasa
Semai.
Physical and Aesthetic Development
The Physical Development and Aesthetic strand emphasises on
physical and health development for personal well-being and
nurturing of imagination, creativity, talent and appreciation.
Knowledge disciplines that develop the physical aspects are
Physical Education and Health Education. Creativity, talent and
appreciation are nurtured through Visual Art Education and Music
Education.
Humanity
The Humanity strand emphasises on the mastery and practice of
knowledge about community and the environment locally, nationally
and globally as well as the appreciation of the spirit of patriotism
and unity. History is the knowledge discipline in the Humanity
strand introduced at Level II of the primary school.
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Figure 1: Framework for Curriculum KSPK and KSSR
Communication
Integration of language skills while
interacting verbally and non-verbally
codes in Bahasa Malaysia, English,
Chinese and Tamil
Physical development
& Aesthetics
Physical and health development for
personal well-being
Fostering imagination, creativity, talent
& appreciation
Humanity
Mastery of knowledge and practices regarding social sciences, local environment, country and global.
Internalisation of patriotism and
unity
Personal Development
Nurturing and developing leadership
and attitudes through curricula and
co-curricula activities
Science & Technology
Mastery of scientific knowledge
and skills
Mastery of mathematical
knowledge and skills
Mastery of technology-based
knowledge and skills
Spiritual, attitude and values
Internalisation of religious pratices,
beliefs, attitude and values
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Personal Development
The Personal Development strand emphasises the nurturing of
leadership and character building through curricular and co-curricular
activities. Pupils are given the opportunity to integrate knowledge,
skills and values learned in the classroom and practise them in co-
curricular activities. Participation in co-curricular activities such as
societies, uniformed bodies and sports provide opportunities for
pupils to heighten their potential as leaders to themselves, friends,
family and the community.
Science and Technology
The Science and Technology strand emphasises the mastery of:
scientific knowledge, skills and scientific attitude
knowledge, skills and values in mathematics
knowledge and technology-based skills
Knowledge discipline in Science and Technology Strand are
Science, Mathematics, Design and Technology (DT) and Information
and Communication Technology (ICT).
Spiritual, Attitude and Value
The Spiritual, Attitude and Value strand emphasises the learning
areas that focus on religious practices, beliefs, attitudes and values.
Knowledge disciplines in this strand are Islamic Studies for Muslim
pupils and Moral Education for non-Muslim pupils.
AIMS
The aim of Science Standard Curriculum for primary is to instil
interest and develop creativity amongst pupils through experience
and investigation so as to master knowledge in science, scientific
skills, thinking skills and, scientific attitudes and values.
OBJECTIVES
The Level Two Primary School Science Curriculum aims to:
1. Stimulate pupils’ curiosity and develop their interest about the world around them.
2. Provide pupils with opportunities to develop scientific skills as well as critical and creative thinking skills.
3. Enhance pupils’ creativity.
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4. Provide pupils with an understanding on scientific facts and concepts.
5. Enables pupils to apply knowledge and skills in a critical, creative and analytical manner for problem solving and decision making.
6. Instil scientific attitudes and noble values amongst pupils, thus putting these into practice.
7. Be aware of the need to care for the environment.
FOCUS
Science Curriculum focuses on thoughtful learning. Thoughtful
learning is a process of acquisition and mastery of knowledge and
skills that can develop pupils’ minds to the optimum level. Thoughtful
learning does not just focus on the content to be taught, but also
encompasses pedagogy and assessment. Thoughtful learning
occurs when the inquiry approach that emphasises scientific skills
and thinking skills are integrated.
SCIENTIFIC SKILLS Science emphasizes inquiry method and problem solving. In inquiry
and problem solving processes, scientific and thinking skills need to
be utilised. Scientific skills are vital in any activities involving scientific
investigation.
Scientific skills encompass science process skills and manipulative
skills.
Science Process Skills Science Process Skills enable pupils to formulate questions and find
out the answers systematically.
Descriptions of the science process skills are as the following:
Observing Using the sense of sight, hearing, touch,
taste or smell to gather information about
objects and phenomena.
Classifying Using observations to group objects or
phenomena according to similar characteristics
Measuring and Using Numbers
Making quantitative observations using
numbers or tools with standard units or
tools standardised with reference units.
Making Inferences
Making initial conclusions that are
reasonable, that may be true or false to
explain events or observations.
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Predicting Making forecast about events based on
observations and previous experiences or
collected data.
Communicating Accepting, choosing, arranging, and
presenting information or ideas in the form
of writing, verbal, tables, graphs, figures
or models.
Using Space- Time Relationship
Describing changes in parameters such
as location, direction, shape, size, volume,
weight and mass with time.
Interpreting Data Giving rational explanations about an
object, event or pattern derived from
collected data.
Defining Operationally
Defining concepts by describing what must
be done and what should be observed.
Controlling Variables
Identifying manipulated variables,
responding variables and fixed variables. In
an investigation, a variable is manipulated to
observe its relationship with the responding
variable. At the same time, the other
variables are kept the same.
Making Making a general statement about the
Hypothesis relationship between the variables that is
assumed to be true to explain an observation
or event. The statement can be tested to
determine its validity.
Experimenting
Planning and conducting an investigation to
test a hypothesis, collecting and interpreting
data until a conclusion can be obtained.
Manipulative Skills In a scientific investigation, manipulative skills are psychomotor skills
that enable pupils to:
Use and handle science apparatus and substances correctly.
Store science apparatus and substances correctly and safely.
Clean science apparatus correctly
Handle specimens correctly and carefully.
Sketch specimens, apparatus and substances accurately
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SCIENTIFIC ATTITUDES AND NOBLE VALUES
Learning experiences science can foster positive attitudes and
values in pupils. Positive attitudes and values fostered in the
teaching of science in schools include scientific attitudes and noble
values as the following:
Having an interest and curiosity towards the environment.
Being honest and accurate in recording and validating data.
Being diligent and persevere when carrying out a task.
Being responsible about the safety of oneself, others and the
environment.
Realising that science is a means to understand nature.
Appreciating and practising clean and healthy living.
Appreciating the balance of nature.
Being respectful and well-mannered.
Appreciating the contribution of science and technology.
Being thankful to God.
Having critical and analytical thinking.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective
Being systematic
Being cooperative
Being fair and just.
Dare to try
Thinking rationally
Being confident and independent
The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
Be aware and understand the importance and the need of
scientific attitudes and noble values.
Giving attention and response.
Internalising and practising.
Inculcate scientific attitudes and noble values in life.
In this curriculum standard, learning standard for the affective
domain is written explicitly where appropriate. However, scientific
attitudes and noble values in teaching and learning need to be
integrated continuously. For example, during science practical work,
the teacher should remind pupils the importance of being careful,
thorough, cooperative, honest and persevere when carrying out
experiments.
Proper planning is required to optimize the inculcation of scientific
attitudes and noble values. Teachers are encouraged to go through
all learning standards related to the content standard including the
learning standard about the inculcation of scientific attitudes and
noble values before starting a lesson in the particular learning area.
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Critical Thinking Skills
A brief description of each critical thinking skill is as the following:
Attributing Identifying characteristics, features,
qualities and elements of a concept or an
object.
Comparing and
Contrasting
Finding similarities and differences based
on criteria such as characteristics,
features, qualities and elements of objects
or events.
Grouping and
Classifying
Separating and grouping objects or
phenomena into groups based on certain
criteria such as common characteristics or
features.
Sequencing Arranging objects and information in order
based on the quality or quantity of common
characteristics or features such as size,
time, shape or number.
Prioritising Arranging objects or information in order
based on their importance or urgency.
Analysing Processing information in detail by
breaking it down into smaller parts to
understand concepts or events as well as
to find the implicit meanings.
Detecting Bias
Detecting views or opinions that have the
tendency to support or oppose something.
Evaluating Making consideration on the good and bad
qualities of something based on valid
evidences or propositions.
Making
Conclusions
Making a statement about the outcome of
an investigation based on a hypothesis or
strengthening something based on an
investigation.
Creative Thinking Skills A brief description of each creative thinking skill is as the following:
Generating Ideas Producing ideas related to something.
Relating Making connections in certain situations
or events to find a structure or pattern of
relationship.
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Making
Inferences
Making initial conclusions that are
reasonable, that may be true or false to
explain events or observations.
Predicting Making forecast about events based on
observations and previous experiences
or collected data.
Making
Generalisations
Making a general statement about certain
matter from a group of observations on
samples or some information from that
group.
Visualising Forming perception or making mental
images about a particular idea, concept,
situation or vision.
Synthesising Combining separate elements to produce
an overall picture in the form of writing,
drawing or artefact.
Making
Hypotheses
Making a general statement about the
relationship between the variables that is
assumed to be true to explain an
observation or event. The statement can
be tested to determine its validity.
Making Analogies Forming an understanding about a
complex or abstract concept by relating it
to simple or concrete concepts with
similar characteristics.
Inventing Producing something new or modifying
something already in existence to
overcome problems in a systematic
manner.
Thinking Strategies Description of each thinking strategy is as the following:
Conceptualising Making generalisations towards building
of meaning, concept or model based on
inter-related specific common
characteristics.
Making Decisions
Selecting the best solution from several
alternatives based on specific criteria to
achieve the intended aims.
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Problem Solving Finding the right solutions in a
systematic manner for situations that
are uncertain or challenging or
unanticipated difficulties.
Besides thinking skills and thinking strategies, another skill
emphasised is reasoning. Reasoning is a skill used in making logical,
rational, fair and just consideration. Mastery of critical and creative
thinking skills and thinking strategies is made easier if an individual is
able to provide reasoning in inductive and deductive manner. Figure
2 gives an overall picture of the thinking skills and thinking strategies
(TSTS).
Figure 2: TSTS Model in Science
Thinking Skills
Critical
Attributing
Comparing and contrasting
Grouping and classifying
Sequencing
Prioritising
Analysing
Detecting bias
Evaluating
Making conclusions
Creative
Generating ideas
Relating
Making inferences
Predicting
Making hypothesis
Synthesising
Making generalisations
Visualising
Making analogies
Inventing
Thinking Strategies
Conceptualising
Making decisions
Problem solving
Reasoning
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Mastery of TSTS through the teaching and learning of science can
be developed through the following stages:
1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance.
3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations and developed with teacher’s guidance.
5. Applying TSTS together with other skills to accomplish thinking tasks.
Further information about the stages on the implementation of TSTS
can be referred to the guidebook “Buku Panduan Penerapan
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan
Pembelajaran Sains (Curriculum Development Centre, 1999)”.
Relationship between Thinking Skills and Science
Process Skills
Science Process Skills are skills that are required in the process of
finding solutions to a problem or making decisions in a systematic
manner. It is a mental process that promotes critical, creative,
analytical and systematic thinking. Mastery of Science Process Skills
together with knowledge and suitable attitudes ensure pupils to think
effectively.
The mastery of Science Process Skills requires pupils to master the
relevant thinking skills. The main thinking skills that are related to
each science process skill are as the following:
Science Process Skills
Thinking Skills
Observing
Attributing Comparing and contrasting Relating
Classifying Attributing Comparing and contrasting Grouping and classifying
Measuring and Using Numbers
Relating Comparing and contrasting
Making Inferences Relating Comparing and contrasting Analysing Making Inferences
Predicting Relating Visualising
Using Space-Time Relationship
Sequencing Prioritising
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Science Process Skills
Thinking Skills
Interpreting data Comparing and contrasting
Analysing Detecting bias Making conclusions Making Generalisations Evaluating
Defining operationally Relating Making analogies Visualising Analysing
Controlling variables Attributing Comparing and contrasting Relating Analysing
Making hypothesis Attributing Relating Comparing and contrasting Generating ideas Making hypothesis Predicting Synthesising
Experimenting
All thinking skills
Communicating All thinking skills
Teaching and Learning Based on Thinking Skills
and Scientific Skills
This Science Curriculum Standard emphasises thoughtful learning
based on thinking skills and scientific skills. In this curriculum, the
intended learning standard is written by integrating acquisition of
knowledge with mastery of thinking skills and scientific skills. Thus in
teaching and learning, teachers need to integrate mastery of skills
together with acquisition of knowledge and the inculcation of
scientific attitudes and noble values.
ELEMENTS ACROSS THE CURRICULUM
The Elements across the Curriculum (EMK) is a value-added
element applied in the teaching and learning process other than
those specified in the Content Standard. The integration of these
elements is aimed at strengthening the human capital skills and
competency as well as intended to prepare pupils for the challenges
of the present and the future. The elements across the curriculum in
KBSR i.e. language, science and technology, environmental
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sustainability, values and patriotism are still relevant to be used in
KSSR.
The new elements of EMK, namely creativity and innovation,
entrepreneurship, as well as ICT are identified as a complementary
effort to enhance the quality of KSSR implementation. The following
is a description about the new elements of EMK in KSSR:
Creativity and Innovation
Creativity and Innovation are two related items.
Generally, creativity refers to the act of generating new ideas,
approaches and new actions. Innovation on the other hand, is the
process of generating new ideas and applying creative ideas in
certain contexts.
The element of creativity and innovation is an element that is
stressed upon in KSSR to prepare students to handle 21st century
challenges. Creativity and innovation in students need to be
inculcated and developed to optimum levels so that they are capable
of generating ideas and inventions that are of quality, that become
practices and cultures in the lives of Malaysian citizens in the future.
To reach this aim, the writing of the learning standard for the subject
of Science that is related to inculcating creativity and innovation is
stated clearly. However, teachers are also encouraged to instil
elements of creativity and innovation in any topic deemed suitable if
these elements are not stated clearly. Teachers should prepare
activities that increase interest and creativity and students should be
equipped with knowledge, skills and tools that will enable them to
develop creativity and inculcate attitudes and personalities of
creative individuals.
Entrepreneurship
In the New Economic Model, among the characteristics of Malaysia
in 2020 is innovation and entrepreneurship. The instilling of the
element of entrepreneurship in KSSR is aimed at forming the
characteristics and practices of entrepreneurship until it becomes a
culture among students. Entrepreneurship characteristics can be
formed by:
Practicing entrepreneurship
Applying entrepreneurship thinking
Applying knowledge and business management skills
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Formulating concepts, processes or products of
entrepreneurship
Practice moral values and good ethics in
entrepreneurship
All characteristics and practices are implemented according to
primary school children’s abilities.
Information and Communication Technology
Technology is an effective method to strengthen the learning of
science. The use of technology like television, radio, computer,
computer internet software, course software, and computer interface
makes the learning of science more interesting and effective.
Animation and computer simulations are a useful method to learn a
difficult and abstract concept and can be presented in the form of
course software or website.
The element of Information and Communication Technology is one of
the elements added to KSSR. There are three approaches in using
Information and Communication Technology in KSSR:
Learning about ICT
Learning through ICT
Learning with ICT
Teachers must ensure that EMK are integrated effectively in the
teaching and learning process in order to produce individuals as
intended in the National Education Philosophy.
The relationship between EMK and the development of a balanced
individual is illustrated in Diagram 3.
Diagram 3: EMK in the development of a Balanced individual
LANGUAGE
VALUES SCIENCE AND
TECHNOLOGY
ENVIRONMENTAL
PATRIOTISM SUSTAINABILITY
Information and
Communication
Technology
Creativity and
Innovation
Entrepreneurship
BALANCED INDIVIDUAL
Critical Creative and
Innovation Thinking
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SKILLS FOR 21ST CENTURY
Higher Order Thinking Skills (HOTS)
The national curriculum aims to produce pupils who are well
balanced, resilient, curious, principled, well informed, and patriotic
and possess thinking and communication skills and able to work in
teams. The 21st century skills are in line with the six aspirations as
outlined in the Malaysia Education Blueprint. The six aspirations are
leadership skills, bilingual proficiency, ethics and spirituality, social
identity, knowledge and thinking skills intended to be acquired by
every pupil to enable them to compete globally.
Thinking skills have been emphasized in the curriculum since 1994
to introduce Creative and Critical Thinking Skills (KBKK). KBKK
emphasises on thinking from the low to the higher level. Starting from
2011, the Primary School Curriculum Standard (KSSR) has placed
emphasis on Higher Order Thinking Skills (HOTS).
Higher order thinking skills is the ability to apply knowledge, skills
and values for reasoning and reflecting in solving problems, making
decisions, to innovate and to create. HOTs refer to the skills of
applying, analysing, evaluating and creating as shown in Table 1.
HOTs Description
Applying Using knowledge, skills and values to take actions in
different situations.
Analizing Breaking down information into smaller parts to
enhance understanding and make relationship between
the parts.
Evaluating Using knowledge, experience, skills and values to
consider, make decisions and give justifications.
Creating Producing ideas, products or methods creatively and
innovatively.
Table 1: Description of HOTs
HOTS can be applied in the classroom through activities in the
form of inquiry, solving problems and projects. Teachers and
pupils need to use the thinking tools such as thinking maps,
mind maps, and Thinking Hats and high level questioning,
inside and outside the classroom to encourage pupils to think.
Pupils are accountable to their own learning.
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SKILLS AND VALUE FOR THE 21st CENTURY
A student must be equipped with skills, knowledge and values to
excel in life and career in the 21st century. The Ministry of Education
Malaysia (MOE) has identified skills and values that each pupil
needs to have to face the 21st century. Skills and values consist of 3
aspects:
Thinking skills: Prepares pupils to face life and current working
environment which is becoming more challenging. The skills are:
Creative
Critical
Reasoning
Innovative
Problem solving
Decision making
Career and Life Skills: Crucial than thinking skills and knowledge.
Pupils develop career and life skills to face a complex life and current
working environment which is becoming more challenging. These
are:
Communication Skills
Information and Communication Technology
Cooperation
Entrepreneurship
Leadership
Lifelong learning
Flexibility
Ability to Adapt
Initiative and Self-direction
Values: Guideline for pupils to become individuals with noble
character, capable of making decisions and act responsibly towards
family, society and country which encompass:
Spirituality
Humanity
Patriotism
Integrity
Responsibility
Unity
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STUDENT PROFILE
The critical factor that contributes towards social growth, culture and
economy of a country is the development of innovative and highly
skilled human capitals. Hence; each pupil must be physically,
emotionally, spiritually and intellectually balanced as stated in the
National Education Philosophy.
To compete at a global stage, MOE has outlined 10 Student Profiles
which are characterised as below:
Balanced: Physically, emotionally, spiritually and
intellectually balanced to achieve personal
satisfaction, show empathy, compassion, and
respect for others. Able to contribute towards a
harmonious family, community and country
Resilient: Able to face and overcome difficulties,
overcome challenges with wisdom, confidence,
tolerance and empathy.
Thinker: Able to think critically, creatively and
innovatively; handle complex problems and
make ethical decisions. Think about learning
and themselves as pupils. Generate
questions and are open to perspective, values
and individual and societal traditions. Confident
and creative in handling new learning fields.
Skilled in
communication:
Able to voice out and express their thoughts,
ideas and information with confidence and
creatively in verbal form and in writing, using
various media and technology
Teamwork: Work effectively and harmoniously with others.
Take on responsibility while respecting and
appreciating the contributions given by team
members. Become better leader and team
mate by obtaining interpersonal skills through
collaborative activities
Curious: Develop natural curiosity to explore strategies
and new ideas. Learn skills that are needed to
carry out inquiry and research, as well as
practice independent learning. Enjoy
continuous lifelong learning experiences.
Principled: Honest and have integrity, equality, fair and
respect the dignity of individuals, group and
community. Responsible for their actions,
consequences and decisions.
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Informative: Knowledgeable and form wide understanding
which is balanced across various disciplines.
Explore knowledge on local and global issues
effectively and efficiently. Understand ethical
issues/laws related to the information gained.
Caring/ Concern Show empathy, compassion and respect
towards needs and feelings of others.
Committed to serve the society and ensure
sustainability of nature.
Patriotism Portray love, support and respect towards the
country.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies in the science curriculum
emphasise on thoughtful learning. Thoughtful learning is a process
that helps pupils acquire knowledge and master skills that will help
them develop their minds to the optimum level. Learning activities
should therefore be geared towards activating pupils’ critical and
creative thinking skills and not be confined to routine method. Pupils
should be made aware of the thinking skills and thinking strategies
that are being used in their learning. They should be challenged with
higher order questions and problems and be required to solve
problems creatively and critically. Pupils should be actively involved
in the teaching and learning that integrate the acquisition of
knowledge, mastery of skills and inculcation of scientific attitudes and
noble values. Thoughtful learning can take place through various
learning approaches such as inquiry, constructivism, science,
technology and society, contextual learning and mastery learning.
Approaches to Teaching and Learning Science
Inquiry-Discovery Approach
Inquiry-discovery approach emphasises learning through
experiences. Inquiry generally means to find information, to question
and to investigate a phenomenon. Discovery is the main
characteristic of inquiry. Learning through discovery occurs when the
main concepts and principles of science are investigated and
discovered by pupils themselves. Through activities such as
experiments, pupils investigate a phenomenon and draw conclusions
by themselves. Teachers then lead pupils to understand the science
concepts through the results of the inquiry. Thinking skills and
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scientific skills are thus developed further during the inquiry process.
However, the inquiry-discovery approach may not be suitable for all
teaching and learning situations. Sometimes, it may be more
appropriate for teachers to present concepts and principles directly
or through guided inquiry-discovery to pupils.
Constructivism
Constructivism is an ideology that suggests pupils learn by building
their own understanding that is meaningful to them. The important
attributes of constructivism are:
Teachers considered pupils prior knowledge.
Learning is the result from pupil’s own effort.
Learning occurs when pupils restructure their existing
ideas by relating new ideas to old ones.
Pupils have the opportunities to cooperate, share ideas and experiences and reflect on their learning.
Science, Technology and Society approach
Meaningful learning occurs if pupils can relate what they have learnt
with their daily life. Meaningful learning happens to various
approaches such as contextual learning and the science, technology
and society (STS) approach. The theme and objective of learning
that is based on STS is reflected in this standard curriculum. The
STS approach recommends that the learning of science is done
through investigation and discussions based on science, technology
and society issues. Science and technology knowledge can be learnt
together with the application of science and technology and their
implications on the society.
Meaningful learning occurs if pupils can relate their learning with their
every day experiences. Meaningful learning can take place in
learning approaches such as contextual learning and Science,
Technology and Society (STS). Learning themes and learning
objectives that carry elements of STS are incorporated into the
curriculum. STS approach suggests that science learning takes place
through investigation and discussion based on science, technology
and society issues. Knowledge of science and technology can be
learnt with the application of science and technology and their impact
on society.
Contextual Learning
Contextual learning is an approach that associates learning with
pupil’s everyday life. This approach involves investigative learning as
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in the inquiry-discovery approach. In contextual learning, the
relationship between knowledge taught and everyday life is explicitly
demonstrated. In this context, pupils not only learn in theory but learn
to appreciate the relevance of science in their lives.
Mastery learning
Mastery learning is an approach that ensures all pupils to acquire
and master the intended learning objectives. This approach is based
on the principle that pupils are able to learn if given the opportunities.
Pupils should be allowed to learn at their own pace, with the
incorporation of remedial and enrichment activities as part of the
teaching-learning process.
METHODS OF TEACHING AND LEARNING
SCIENCE
Teaching and learning approaches can be implemented through
various methods such as experiments, discussions, simulations,
projects, the usage of external resources, future research and
problem solving. In this curriculum standard, suggestions for these
teaching and learning methods are not explicitly stated. This is to
enable teachers to use their own creativity in teaching and pupils to
acquire the intended knowledge, skills, attitudes and values.
The teaching and learning method determined should be based on
the contents of the curriculum standard, pupils’ abilities and pupils’
repertoire of intelligences and the availability of resources and
infrastructure. Besides the role of presenting information and subject
matter expert, teachers also act as facilitators in teaching and
learning. Teachers should be attentive to the various repertoire of
intelligences among pupils. Different methods and activities should
be planned to cater to pupils with multiple intelligences.
The following are brief descriptions of some teaching and learning
methods.
Experiment
An experiment is a method commonly used in science lessons.
Pupils test hypotheses through investigations to discover specific
science concepts and principles. Scientific methods are used when
conducting an experiment involving thinking skills, science process
skills, and manipulative skills.
In general, procedures to follow when conducting an experiment are:
Identifying a problem
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Making a hypotheses
Planning the experiment
- Controlling variables
- Determining equipment and materials needed
- Determining the procedures of the experiment
- Determining the method of data collection
- Determining the method of data analysis
Conducting the experiment
Collecting data
Analysing data
Interpreting data
Making a conclusion
Writing the report
In this standard curriculum, it is suggested that, besides guiding
pupils to carry out experiments, pupils are given the opportunity to
design experiments, which involves drafting their own experimental
method, the data that can be measured, how to analyse data and
how to present the results of their experiments. These activities can
be done individually or in small groups.
Discussion
A discussion is an activity in which pupils question and present their
opinions based on arguments or valid reasons. During discussions,
pupils must have an open mind to accept others’ opinions. The
teacher should play the role of a facilitator by asking questions that
lead pupils towards the topic discussed. Discussions can be
conducted during and after experiments, projects, data collection and
interpretation activities, simulations using external resources,
problem solving etc.
Simulation
Simulation is an activity that resembles the actual situation.
Simulations can be carried out through role-play, games or use of
model. In role-play, pupils act out a particular role spontaneously
based on a certain pre-determined conditions. Games require
procedures that need to be followed. Pupils play games in order to
learn a particular principle or to understand the process of decision-
making. Models are used to represent objects or real situations.
Pupils will be able to visualise the real situation, thus understanding
the concepts and principles learned.
Project
A project is an activity carried out individually or in groups to achieve
a certain goal that takes a long time and exceeds formal teaching
hours. Pupils are required to identify methods to solve the problem
given and thus plan the entire project.The outcome of the project
either in the form of a report, an artefact or in other forms needs to
be presented.
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Visits and Use of External Resources
Learning science through visits to zoos, museums, science centers,
research institutes, mangroves swamps and factories can make
learning more effective, enjoyable and meaningful. Learning through
visits can be optimised by careful planning whereby pupils have to
carry out or perform tasks during the visit. Discussion after the visit
should be held to conclude the activities carried out.
Future Research
Pupils use critical and creative thinking to explore changes from the
past to the future. This pedagogy is pupils-centred and integrates
various fields. Noble values such as responsibility and cooperation
are cultivated through this method.
Problem Solving
Problem solving is a method that involves pupils actively participating
in decision making or to achieve a particular aim. During problem
solving, activities such as simulations, discussions and experiments
can be carried out. Generally, problem solving involves these steps:
Identify and understand a problem
Explain the problem
Finding alternative solutions
Carry out operations to solve the problem
Evaluate solutions
Use of Technology
Technology is an effective tool for enhancing the learning of science.
Through the use of technology such as the television, radio, video,
computer, internet, computer software, courseware and computer
interfaces makes the teaching and learning of science more
interesting and effective. Animation and computer simulation is an
effective tool for learning of difficult and abstract science concepts
and can be presented in the form of courseware or website.
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ASSESSMENT OF TEACHING AND LEARNING
Assessment is an element in the learning process that encompasses
describing, collecting, recording, scoring, and interpreting information
about pupils’ learning for a particular purpose. Therefore assessment
is a process of getting information and making evaluation of pupils’
achievement.
Assessment is a yardstick to assess pupils’ achievement in obtaining
knowledge, skills and ethics besides assessing the activities carried
out during T&L.
Assessment supports pupils’ learning and provides valuable
feedback to stakeholders such as administrators, teachers, pupils
and parents/guardians about pupils’ progress and achievement.
The feedback is used to enhance the quality of T&L.
T&L assessment is more inclined to be formative and prioritises the
progress of each pupil from one level to another. A teacher is able to
diagnose and detect the development of pupils. This provides an
opportunity for teachers to rectify mistakes and weaknesses of pupils
immediately so that it is not accumulated. The teachers will be able
to identify pupils’ weaknesses and do follow up. The type and needs
of T&L assessment is illustrated in Figure 4 below.
Achievement Level is arranged in a hierarchy to be used as a
benchmark in the individual report.
STANDARD TERMS OF PERFORMANCE
ACHIEVEMENT
LEVEL STANDARD
1 Know
2 Know and Understand
3 Know, Understand and Can Do
4 Know, Understand and Can Do with Good Attitude
5 Know, Understand and Can Do with Good Attitude
and Laudable
6 Know, Understand and Can Do with Excellent
Attitude, Laudable and Exemplary
Who should conduct the assessment?
The task of assessing is not only limited to teachers. Assessment
can also be carried out by peers, pupils themselves and their
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parents/ guardians. Parents/guardians may assess the achievement
of their children, guided by assignment instructions or checklists.
Therefore parents/guardians are directly involved in monitoring the
learning progress of their children.
How isthe assessment done?
T&L assessment can be carried out according to the proposed steps
as shown in Figure 5.
Performance Standard
Performance Standard is a statement of pupils’ learning development
level measured based on the standard and it indicates the position of
pupils’ progress in their learning development. Developments in the
Standard are divided into two; i.e. horizontal development (construct)
and vertical development (level of achievement). Pupils’
developments are explained with one or more qualifiers using correct
words or phrases to describe the Standard in the form of learning
outcomes. Performance Standard is developed as a guide for the
teachers to improve School Assessment (SA) in line with Standard
Reference of Assessment.
General Interpretation of Achievement Level
ACHIEVEMENT
LEVEL INTERPRETATION
1 Pupil knows the basics or can perform basic
skills or can respond to the basics.
2 Pupil shows their understanding by changing
type of communication or translates and can
explain what they have learned.
3 Pupil uses knowledge to perform a skill in a
particular situation.
4 Pupil performs a particular skill with proper
attitude by following procedure or being
systematic.
5 Pupil performs a particular skill in a new situation
by following procedure or being systematic,
persistent with positive attitude.
6
Pupil can express their creative and innovative
ideas, has the ability to make decisions to adapt
to requirements and challenges of everyday life,
communicate to obtain and convey information
using proper and polite sentences and be an
exemplary pupil.
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Interpretation of Achievement Level for Primary
Science
Assessment conducted comprises of knowledge, skills, scientific
attitudes and moral values. Assessment of knowledge and skills are
stated in the Performance Standard related to Content Standard.
ACHIEVEMENT
LEVEL INTERPRETATION
1 Know the basic knowledge and skills in science
2 Understand the science knowledge and skills
and can explain the understanding in any way.
3 Apply knowledge and scientific skills in
completing the task in a situation
4
Analyzing knowledge and scientific skills to be
applied in completing the task in a situation
systematically
5
Analyze and synthesize knowledge and scientific
skills to be applied in completing the task or in a
new situation persistently, systematically and
with positive attitude
6
Analyze and synthesize knowledge and scientific
skills to be applied creatively and innovatively in
creating, evaluating or conceptualising
something new in completing a task
2. VALUE
Value Interpretation of Achievement Level for Primary Science
ACHIEVEMENT
LEVEL INTERPRETATION
1 Interest
2 Interest and curious
3 Interests, curious, honest and accurate in
recording data.
4 Interest, curious, honest and accurate in recording
data, brave and systematic.
5
Interest, curious, honest and accurate in recording
data, brave and systematic, cooperates, diligent
and perseverance in completing task.
6
Interest, curious, honest and accurate in recording
data, brave and systematic, cooperates, diligent
and perseverance in completing task, responsible
for oneself, friends, environment and courteous.
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ORGANISATION OF THE SCIENCE STANDARD
CURRICULUM
The Science Standard Curriculum for Year 1 to Year 6 has six
themes; Introduction to Science, Life Science, Physical Science,
Science of Matter, Science of the Earth and The Universe as well as
Technology and Sustainability. However, these themes are not
present in every year of study.
Introduction to Science, Life Science, Physical Science, Material
Science, The Earth and The Universe and Technology and
Sustainability are elaborated according to the Content Standard and
Learning Standard. The Content Standard has at least one or more
Learning Standards that are conceptualised based on determined
fields of study. The Content Standards are written according to
hierarchy in cognitive and affective domains. The Content Standard
is a general statement that contains elements of knowledge,
scientific skills, thinking skills, scientific attitudes and noble values in
line with the desired Learning Standard.
The Learning Standard is a tangible learning objective. It comprises
the scope of learning with scientific skills and thinking skills that
require the students to master the intended science concepts.
Generally, the Learning Standard is ordered according to level of
difficulty. However, the Learning Standard can be modified
accordingly. The Content Standard for the affective domain is written
at the end of the relevant cognitive domain. However not all cognitive
domains are followed by affective domains.
Performance Standard is a statement of the level of pupils’ learning
development measured with Standard Content and Learning
Standards well as to indicate the position of pupils’ progress in their
learning development.
Pupils’ developments are explained with one or more qualifiers using
correct words or phrases to describe the Standards in the form of
learning outcomes. Performance Standard is developed as a guide
for the teachers to implement School Assessment (SA) in line with
Standard Reference of Assessment.
The teaching and learning process should be planned holistically and
integrally to allow several Learning Standards to be achieved.
Teachers should analyse all the Learning Standards and Content
Standards before planning teaching and learning activities. The
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activities can be varied to achieve the Content Standard to fulfil
leaning objectives. Teachers are encouraged to shape activities that
require the active participation of students to generate analytical,
critical, innovative and creative thinking while using technology as a
means to achieve the Content Standard affectively.
The teaching and learning process involves activities, investigations
and experiments which are deemed appropriate to achieve learning
standard should be carried out to strengthen students'
understanding.
The Thematic Core Modules of World of Science and Technology is
introduced to Level One pupils. This module is a combination of
Science elements, Design & Technology and Information &
Communication Technology. The time allocated for the subject is 60
minutes per week.
For Level Two, Science is a single subject and the time allocated is
120 minutes per week.
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CURRICULUM AND ASSESSMENT STANDARD DOCUMENT
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INTRODUCTION TO SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
1. SCIENTIFIC SKILLS LEVEL DESCRIPTOR
1.1 Science process skills. (150min)
1.1.1
Pupils are able to: Observe
1
2
3
4
5
6
State all the senses involved in making observations about the phenomena that occurs. Describe the utilization/use of the senses involved when making observations about the phenomena or changes that occur. Use all the senses involved to make observations about the phenomena or changes that occur. * Use all the senses involved to make qualitative observations to describe the phenomena or changes that occur
* Use appropriate tools where necessary to assist in making observations.
* Use all the senses involved to make qualitative and quantitative observations to describe the phenomena or changes that occur
* Use appropriate tools where necessary to assist in making observations. * Use all the senses involved systematically to make qualitative and quantitative observations to describe the phenomena or changes that occur.
* Use appropriate tools where necessary to assist in making observations.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.2
Classify.
1
2
3
4
5
6
State the characteristics of objects by observing the/its similarities and differences. Describe the characteristics of objects by observing the/its similarities and differences. Sort and group the objects based on its common characteristics and differences. Sort and group the objects based on its common characteristics and differences and state the common characteristics used. Sort and group the objects based on its common characteristics and differences and state the common characteristics used and are able to use another characteristic to sort and group these objects. Sort and group the objects based on its common characteristics and different until to the final stage by stating the characteristic used.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.3
Measure and use numbers.
1
2
3
4
5
6
State more than one appropriate tool to measure a quantity. Describe the tools and correct methods to measure the quantity. Measure using tools and standard units correctly. Measure using tools and standard units with correct techniques. Measure using tools and standard units with correct techniques and record systematically and completely in a table Demonstrate how to measure using tools and standard units with correct techniques and record systematically and completely in a table.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.4
Make inference.
1
2
3
4
5
6
State a reasonable interpretation of an event or observation.
Describe more than one reasonable interpretation of an event or observation. Draw a reasonable initial conclusion based on interpretations of an event or observation. Draw a reasonable initial conclusion of an event or observation by using gathered information. Draw more than one reasonable initial conclusion of an event or observation by using gathered information. Draw more than one reasonable initial conclusion of an event or observation by using gathered information and able to explain the conclusion drawn.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.5
Predict.
1
2
3
4
5
6
State a possibility of an event or data. Describe a possibility or event. Make a prediction of an event based on observations, past experience or data. Justify the most suitable and reasonable prediction of an event or data. Make predictions of an event based on observations, past experience or data.
Make predictions of an event based on 0bservations, past experience or data.
Predict using interpolation or extrapolation of data.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.6
Communicate.
1
2
3
4
5
6
Arrange information obtained in a suitable form. Record information or ideas in a suitable form. Record information or ideas in more than one suitable form. Record information or ideas in a suitable form and present it systematically. Record information or ideas in a suitable form, present it systematically and have a positive attitude towards information collected. Record information or ideas in a suitable form, present it systematically, creatively and innovatively in various forms and able to provide feedback.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.7
Use space and time relationship.
1
2
3
4
5
6
State a parameter that varies with time based on a situation. Describe a parameter that varies with time based on a situation. Arrange the occurrences of a phenomenon or event chronologically with time Provide reasoning on changes in parameter of a chronological phenomenon or event with time Arrange graphically the occurrences of a phenomenon or event chronologically with time. Present and explain the chronological changes of a phenomenon or events with time.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.8
Interpret data.
1
2
3
4
5
6
1. 2. Provide an explanation based on data.
3. Provide a description of more than one
explanation based on data.
4. Choose relevant ideas to make an explanation about objects, events or patterns of data
5. Correlate between the parameters in the data based on the relationship between the parameters or science concepts.
6. Provide a rational explanation using interpolation of objects, events or patterns of data collected.
7. Provide a rational explanation using interpolation or extrapolation of data collected.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.9
Define operationally
1
2
3
4
5
6
1. State what is done and what is observed in a situation.
2. Describe what is done and what is observed in a situation
3. Interpret what is done and what is observed in a situation for the predetermined aspects
4. Make more than one interpretation of what is done and what is observed in a situation for the predetermined aspects
5. Select the most appropriate interpretation of a concept by stating what is done and what is observed in a situation.
6. Describe the most appropriate interpretation of a concept by stating what is done and what is observed in a situation.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.10
Control variables
1
2
3
4
5
6
Identify the variables that affect an investigation. Describe the variables that affect an investigation Determine the manipulated variable in an investigation. Determine the responding and constant variables after determining the manipulated variable in an investigation Explain the relationship between the manipulated and responding variable in an investigation. Change the constant variable in an investigation to manipulated variable and state the new responding variable
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.11
Make hypothesis
1
2
3
4
5
6
1. State the variables involved in an investigation.
2. Describe the variables involved in an investigation.
3. Describe the relationship between the variables in an investigation.
4. Make a general statement about the relationship between variables that can be tested in an investigation.
5. Relate the manipulated and responding variable in making a hypothesis to be tested.
6. Plan an investigation to test the hypothesis.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.1.12
Carry out experiment.
1
2
3
4
5
6
1. 2. State the aim of the identified problem.
3. Make a hypothesis based on identified
problem.
4. Specify the appropriate method and apparatus in planning the experiment.
5. Carry out the experiment to test the hypothesis.
6. Carry out the experiment, collect data, interpret the data and make a conclusion to prove the hypothesis and write a report.
7. Identify a new problem and design an experiment to test the hypothesis.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
1.2 Science manipulative skills. (30min)
1.2.1 1.2.2 1.2.3 1.2.4 1.2.5
Pupils are able to: Use and handle science apparatus and substances correctly. Handle specimens correctly and carefully. Sketch specimens, apparatus and science substances correctly. Clean science apparatus correctly. Store science apparatus and substances correctly and safely.
1
2
3
4
5
6
List science apparatus, substances and specimens required for an activity. Describe the use of science apparatus, substances and specimens required for an activity with the correct method. Handling science apparatus, substances and specimens required for an activity with the correct method. Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity with the correct method. Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity with the correct methods, systematically and sparingly. Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity with the correct methods, systematically, sparingly and be an example to others.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
2. SCIENCE ROOM RULES LEVEL DESCRIPTOR
2.1 Science room rules. 2.1.1
Pupils are able to : Adhere to science room rules.
1
2
3
4
5
6
1. State one of the science room rules.
2. State more than one of the science room
rules.
3. Apply one of the science room rules.
4. Apply more than one of the science room rules.
5. Give reasons the needs to adhere the science room rules.
6. Be an example to peer in adhering to science room rules.
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LIFE SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
3. LIFE PROCESSES IN HUMAN LEVEL DESCRIPTOR
3.1 Breathing process in humans.
3.1.1 3.1.2 3.1.3 3.1.4 3.1.5
Pupils are able to: State that human use nose, trachea and lungs to breathe through observations using various media. Sketch the passage of air during inhalation and exhalation. Describe chest movement by placing hand on chest during inhalation and exhalation. Make generalisation that rate of breathing depends on types of activities carried out by observing the chest movement. Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State the parts used in breathing are nose, trachea and lungs. Describe the passage of air and movement of chest in the breathing process. Carry out activities to compare the rate of breathing. Conclude that vigorous activities increases the rate of breathing. Justify the importance of fitness activities in every day life to maintain health. Communicate creatively and innovatively the type of fitness activities suitable to gender, age and health.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
3.2 Excretion and defecation.
3.2.1 3.2.2 3.2.3 3.2.4 3.2.5
Pupils are able to: State the meaning of excretion through observations using various media. Identify excretory organs and its products :
kidneys excrete urine
skin excretes sweat
lungs excrete carbon dioxide and water vapour
State the meaning of defecation and its product through observation using various media Explain with examples that human needs to excrete and defecate. Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State the examples of excretion and defecation. Describe the meaning of excretion and defecation. Use a graphic organiser to show excretory organs and its products. Provide reasoning on the importance of human undergoing excretion and defecation. Justify through examples the needs of human to undergo excretion and defecation. Generate and present a graphical presentation on the importance of excretion and defecation.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
3.3 Humans respond to stimuli. (120min)
3.3.1 3.3.2 3.3.3 3.3.4
Pupils are able to: State that human sensory organs respond to stimuli by carrying out activities. Explain with examples humans’ responses to stimuli in every day life. Make inferences on the importance of humans’ responses to stimuli. Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State that human respond when stimulated. Give examples of humans response to stimuli. Explain with examples sensory organs that respond to stimuli. Conclude on the importance of humans response to stimuli. Justify the importance of caring for the sensory organs. Generate ideas about habits that should be avoided which can cause damage to the sensory organs.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
3.4 Heredity in humans.
3.4.1 3.4.2 3.4.3
Pupils are able to: State that offspring inherit parents’ features such as skin colour, type of hair and looks by carrying out activities. Explain with examples the features of offspring that are inherited from their generation. Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State that offspring inherit features of parents. State verbally individual features inherited from parents. Explain with examples the features of offspring that are inherited from their parents. Descibe that the features of offspring can also be inherited from generation. Justify that the features inherited from generation is a gift from God. Generate a graphical presentation on the family tree based on features inherited.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
3.5 Habits that bring harm to human life processes. (120min)
3.5.1 3.5.2
3.5.3
Pupils are able to: Explain with examples, habits that bring harm to human life processes such as:
eating imbalanced food
smoking
glue sniffing
drugs abusing
consuming alcoholic beverages Explain effects of habits that bring harm to human life processes such as:
health
growth slow down responses to stimuli.
Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State human habits from prior knowledge. Identify habits that bring harm to life processes. Explain with examples the effects of habits that bring harm to life processes. Generate ideas on importance of practising a healthy life style. Justify measures taken to avoid habits that bring harm to life processes. Create a creative and innovative graphic presentation on efforts to prevent unhealthy habits.
3.6 Loving ourselves (20min)
3.6.1
Pupils are able to: Practise healthy lifestyle in everyday life.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
4. LIFE PROCESSES IN ANIMALS LEVEL DESCRIPTOR
4.1 Breathing organs of animals. (240min)
4.1.1 4.1.2 4.1.3
Pupils are able to: Identify breathing organs of animals through observation of actual animal or various media i.e.:
lungs e.g. cat, dog, crocodile, frog, whale
gills e.g. fish, tadpole, crab, prawn
moist skin e.g. frog, worm
spiracle e.g. cockroach, grasshopper, butterfly, caterpillar
Make generalisation that some animals have more than one breathing organ such as frog. Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State the breathing organs of animals. Give examples of animals with its breathing organs. Classify animals according to its breathing organ. Make generalisation that some animals have more than one breathing organ. Provide reasoning animals that have more than one breathing organ. Create a creative and innovative graphic presentation on breathing organs of animals.
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
5. LIFE PROCESSES IN PLANTS LEVEL DESCRIPTOR
5.1 Plants respond to stimuli. (240min)
5.1.1 5.1.2
Pupils are able to: Conclude that plants respond to stimuli by carrying out investigation i.e.:
root responds to water
root responds to gravity
shoot, leaf and flower responds to light
leaf responds to touch Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State parts of plant that respond to stimuli. Describe the type of stimulus that causes response in plants. Explain with examples the respond of parts of plant towards stimuli. Make a hypothesis that plants respond to stimuli. Conclude that parts of plant respond to stimuli. Design a creative and innovative presentation through various method about an investigation of the response of parts of plants towards stimuli.
KSSR Science Year 4
50
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
5.2 Photosynthesis (120min)
5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.2.6
Pupils are able to: State plants make their own food through photosynthesis by observing various media. State photosynthesis needs carbon dioxide, water, sun light, and chlorophyll by observing various media. State photosynthesis produces starch and oxygen. Make inference on the importance of photosynthesis to other living things Provide reasoning why plants do not need to move like animals. Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
Recall the basic needs of plants. State photosynthesis is a process of plants making its own food. Using information from various media to state the products of photosynthesis and the need of plants to carry out photosynthesis. Provide reasoning on why plants do not need to move like animals to make food. Justify the importance of photosynthesis to other living things Summarize the process of photosynthesis through creative and innovative sketch.
KSSR Science Year 4
51
PHYSICAL SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
6. MEASUREMENT LEVEL DESCRIPTOR
6.1 Length
6.1.1 6.1.2 6.1.3 6.1.4 6.1.5
Pupils are able to: State length is a measurement of distance between two points. Explain with examples measurement of length using non- standard tools such as:
span, cubit, arm span, and foot,
paper clip, pencil, chalk, straw, thread, string and matchstick
State length can be measured using standard tools such as ruler and measuring tape by carrying out activities. State standard units of length in metric system; i.e. millimetre (mm), centimetre (cm), meter (m) or kilometre (km). Measure length with correct methods by
using appropriate tools and standard units.
Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State the meaning of length. Measure length by using the similar tools. Measure length using appropriate tools and standard unit. Make generalization of the knowledge of length measurement by using appropriate tools, standards units and correct measuring methods. Conclude the importance of using standard and non-standard tools in everyday life. Summarize the importance of knowledge in using standard measurements in everyday life.
KSSR Science Year 4
52
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.2 Area (120min)
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
6.2.6
Pupils are able to: State area is the size of a surface. Measure area of a surface by using standard measuring tools such as square paper 1cm x 1cm. State standard units of area in metric system i.e. millimetre square (mm²), centimetre square (cm²), meter square (m²) and kilometre square (km²).
Calculate area of rectangle and square using formula:
area = length x width Estimate surface area of irregular shape using grid paper 1cm x 1cm. Explain observations using sketches, ICT, writing or verbally.
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2
3
4
5
6
State the meaning of area. Measure the surface area by using an appropriate tool. Calculate area using formula and correct standard units. Make generalisation on knowledge about area to make estimations of a surface area by using tools, standard units and correct method. Make generalisation on knowledge about area to carry out a situation or solve a problem in everyday life. Summarise the importance of knowledge about area in everyday life.
KSSR Science Year 4
53
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.3 Volume of object
6.3.1
6.3.2
6.3.3
6.3.4
6.3.5
Pupils are able to:
State that volume is amount of space that is occupied. Measure volume of a hollow box by using standard measuring tool such as cubes measuring 1cm x 1 cm x 1cm. State standard units of volume of object in metric system i.e. millimetre square (mm²), centimetre square (cm²), meter square (m²). Calculate volume of cube and cuboid using formula:
volume = length x width x height
Explain observations using sketches, ICT, writing or verbally.
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2
3
4
5
6
State the meaning of volume. Measure the volume of solid and liquid using appropriate tools. Calculate the volume of solid using an appropriate tool and correct standard units. Measure volume of liquid using appropriate tool and correct standard units. Applying knowledge about the correct method to measure volume systematically. Summarise the importance of volume and its uses in everyday life. Generate ideas on the importance of volume to pursue sustainable living.
6.4 Volume of liquid (120min)
6.4.1 6.4.2
Pupils are able to:
Measure the volume of liquid using non-standard measuring tools such as spoon, glass, cup, bowl, jug and bottle. Measure the volume of liquid using standard measuring tools such as measuring cylinder, beaker, flask and graduated container.
KSSR Science Year 4
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CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.4.3 6.4.4 6.4.5
State standard units of Volume of liquid in metric system i.e. millimetre (ml) or cubic centimetre (cm³), litre (l) and cubic meter (m³). Measure volume of liquid using appropriate tools and standard unit with the correct method. Explain observations using sketches, ICT, writing or verbally.
6.5 Application the concept of volume. (120min)
6.5.1 6.5.2 6.5.3
Pupils are able to: Calculate the volume of regular-shaped solids such as cube by using water displacement method and using formula. Calculate the volume of irregular-shaped solids by using water displacement method. Explain observations using sketches, ICT, writing or verbally.
KSSR Science Year 4
55
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.5 Mass
6.5.1 6.5.2 6.5.3 6.6.4 6.5.5
Pupils are able to: State mass is quantity of matter in an object. Identify measuring tools for mass such as lever balance or triple beam balance. State standard units of mass in metric system i.e. milligram (mg), gram (g) and kilogram (kg). Measure mass using appropriate tools and standard unit with the correct method. Explain observations using sketches, ICT, writing or verbally.
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2
3
4
5
6
State the meaning of mass. Measure using appropriate tools. Measure using appropriate tool and correct standard units. Make generalisation on knowledge about measuring mass using appropriate tools, standard units and correct method. Create a balance to measure the mass of an object. Provide reasoning of the creation based on creativity, innovative, and concept used.
KSSR Science Year 4
56
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.7 Time (120min)
6.7.1 6.7.2 6.7.3 6.7.4 6.7.5 6.7.6
Pupils are able to: State that time is the interval between two moments. Make generalisation that time can be measured based on uniformly repeated events such as water droplets, swinging of pendulum and pulse beat. Identify measuring tools for time such as sundials, hour glass, water clock, candle, stopwatch and digital clock. State standard units of time in metric system i.e. seconds(s), minutes (min), hours (h), day, month and year. Measure time using appropriate tools and standard unit with the correct method. Explain observations using sketches, ICT, writing or verbally.
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2
3
4
5
6
State the meaning of time Identify appropriate tools to measure time Measure time using appropriate tools and correct standard units Make generalisation on knowledge about measuring time using appropriate tools, standard units and systematic method. Create tools to measure time Provide reasoning of the creation based on creativity, innovative, and concept used.
KSSR Science Year 4
57
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
6.8 Create tools to measure time.
6.8.1 6.8.2
Pupils are able to: Create tools to measure time. Describe the tools created using sketches, ICT, writing or verbally.
6.9 Usage of correct units, tools and methods. (30min)
6.9.1 6.9.2
Pupils are able to: Compare and contrast the measurement using standard and non-standard tools by carrying out activities. Provide reasoning on the importance of measuring using correct measuring tools and methods.
KSSR Science Year 4
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MATERIAL SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
7. PROPERTIES OF MATERIALS
7.1 Basic resources of materials used to produce objects. (120min)
7.1.1 7.1.2
7.1.3
Pupils are able to: Explain through examples the basic resources of material used to make an object. Classify objects based on its basic source.
Basic resources
Material Object sample
Plants Wood Table
Cotton Clothes
Rubber Tyres
Animals Hide Handbag
Wool Sweater
Silk Scarf
Rock Metal Nail
Soil Mirror
Petroleum Plastic Bucket
Synthetic Cloth
Umbrella
Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State the basic resources. Describe the basic source of material for an objects. Classify objects based on materials. Classify objects based on its basic resources. Segregate the materials used to make an object to determine its basic resources. Provide reasoning why certain materials are chosen to make an object. Create an object that combines a variety of basic resources.
KSSR Science Year 4
59
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
7.2 Properties of materials. (240min)
7.2.1 7.2.2 7.2.3 7.2.4 7.2.5
Pupils are able to: Make generalisation on properties of material on its ability to absorb water whether it is absorbent or water proof by carrying out activities. Make generalisation on properties of material on its ability to float whether it sinks or able to float on water surface by carrying out activities. Make generalisation on properties of material based on its elasticity by carrying out activities. Make generalisation on properties of material on its ability to conduct electricity whether it is a conductor or insulator by carrying out activities. Make generalisation on properties of material on its ability to conduct heat whether it is a conductor or insulator by carrying out activities.
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6
State materials and its basic resources. Describe an object based on the type of materials used and its basic resources. Classify objects and state the characteristic used. Make generalisation on properties of materials by carrying out scientific investigation. Segregate the component of an object and make inferences of the materials used. Design or innovate an object / model and provide reasoning about the selected materials.
KSSR Science Year 4
60
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
7.2.6 7.2.7
Make generalisation on properties of material on its ability to allow light to pass through whether it is opaque, translucent or transparent by carrying out activities. Explain observations using sketches, ICT, writing or verbally.
7.3 Design objects (120min)
7.3.1 7.3.1
Pupils are able to: Create an object by applying knowledge on properties of material. Provide reasoning for the selection of materials used in designing the object.
KSSR Science Year 4
61
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
8. RUSTING
8.1 Rusting of materials (120min)
8.1.1 8.1.2 8.1.3 8.1.4 8.1.5 8.1.6
Pupils are able to: Identify rusty and non-rusty objects by making observation on objects in the surrounding . Make generalisation that objects made from iron can rust. Carry out an experiment to determine factors that cause rusting. State ways to prevent rusting such as painting, coating, electroplating and applying oil or grease. Provide reasoning on the importance of preventing rusting. Explain observations using sketches, ICT, writing or verbally.
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6
State example of rusted and non-rusted objects. Classify rusty and non-rusty objects. Make generalisation that objects made from iron can rust. Conclude the factors that cause rusting by carrying out experiment. Justify the importance of preventing rusting Carry out a project to prevent objects in the surrounding from rusting.
KSSR Science Year 4
62
EARTH AND SPACE SCIENCE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
9. SOLAR SYSTEM
9.1 Solar System (60min)
9.1.1 9.1.2 9.1.3 9.1.4
Pupils are able to: Describe constituents of the Solar System i.e. Sun, planets, natural satellites, asteroids, meteoroids, comets by observing various media. Arrange in sequence the planets in the Solar System by carrying out activities. State that planets rotate on its axis and at the same time revolve around the Sun on its orbit by observing various media. Explain observations using sketches, ICT, writing or verbally.
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2
3
4
5
6
State constituents of the Solar System. Describe the constituents of the Solar System. Arrange in sequence the planets in the Solar System. Make generalisation that planets rotate on its axis and at the same time revolve around the Sun. Summarise that planets rotate on its axis and at the same time revolve around the Sun on its orbit through simulation. Build a creative and innovative model of the Solar System in the form of real model / using ICT.
KSSR Science Year 4
63
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
9.2 Relative size and distance between the Earth, the Moon and the Sun.
9.2.1 9.2.2 9.2.3 9.2.4 9.2.5 9.2.6 9.2.7
Pupils are able to: Estimate the relative size of Earth compared to the Sun. Estimate the relative size of Moon compared to the Sun. Estimate the relative size of Moon compared to Earth. Estimate the relative distance of Earth to the Sun compared to the distance of Earth to the Moon. Predict the conditions on Earth if its distance is nearer to the Sun. Predict the conditions on Earth if its distance is further to the Sun. Explain observations using sketches, ICT, writing or verbally.
1
2
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5
6
State an estimation of the relative size or distance of Earth, Moon and Sun correctly. Describes the relative size or distance between the Earth, Moon and Sun. Estimate the relative size and distance of the Earth, Moon and Sun by carrying out simulation. Make assumptions of the condition on the Earth, if its distance is nearer or further from the Sun. Summarise and give reasons of the condition on the Earth, if its distance is nearer or further from the Sun. Visualise the impact on oneself if there is a change in the distance between the Earth and the Sun and how to overcome it.
KSSR Science Year 4
64
TECHNOLOGY AND SUSTAINABILITY OF LIFE
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
10. TECHNOLOGY
10.1 Importance of technology in life.
10.1.1 10.1.2 10.1.3 10.1.4 10.1.5
Pupils are able to: Identify activities that are capable and incapable to be carried out by the brain, senses and body parts by carrying out activities. Make generalisation that human has limited capabilities in carrying out activities. Explain through examples the tools used to overcome human limitations by observing various media. State technology is one of the applications of scientific knowledge to overcome human limitations. Explain observations using sketches, ICT, writing or verbally.
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2
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5
6
Give examples of activities that are capable and incapable to be carried out by humans. Relate capability of brain, senses and human body through examples of activities. Make generalisation humans have limited capability in carrying out activities. Solve the problems to overcome human limitations by suggesting suitable tools. Justify the chosen tools used to overcome the human limitations. Innovate a tool creatively to overcome the human limitation capabilities and describe it.
KSSR Science Year 4
65
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
10.2 Development in technology (60min)
10.2.1 10.2.2
Pupils are able to: Arrange in sequence the development in technology in the field of:
agriculture
transportation
construction
communication
medicine Explain observations using sketches, ICT, writing or verbally.
1
2
3
4
5
6
State the technology used in various fields. Talk about the sequence of technology development in various fields. Explain with examples the importance of technology in various fields. Generate ideas on the advantages and disadvantages of technology. Justify the wise usage of materials in the need to create new technologies Design creatively and innovatively future technology in various fields.
KSSR Science Year 4
66
CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD
LEVEL DESCRIPTOR
10.3 Contribution of technology to humans (120min)
10.3.1 10.3.2 10.3.3 10.3.4
Pupils are able to: Generate idea on advantages and disadvantages of technology by observing various media. Describe the needs of creating new technologies in ensuring continuity of the well-being of mankind. Provide reasoning on the importance using material sparingly in developing technology. Explain observations using sketches, ICT, writing or verbally.
KSSR Science Year 4
67