SEKOLAH KEBANGSAAN WIRA JAYA
YEARLY PLAN SCIENCE YEAR 5
WEEK LEARNING AREA LEARNING LEARNING OUTCOMES
OBJECTIVES
THEME 1 : INVESTIGATING LIVING THINGS
l. Microorganism 1.1 Understanding that 1.1.1 state types of
1 microorganism is a microorganism
living thing. 1.1.2 state that yeast is an
example of microorganism
1.1.3 state that microorganism
breathes
2 l. Microorganism 1.1.4 state that microorganis grows
1.1.5 state that microorganism moves
1.1.6 conclude that microorganisms are
living things and most of them
cannot be seen with naked eyes
3 l. Microorganism 1.2 Understanding that 1.2.1 state examples of use of
some microorganisms microorganisms.
are harmful and some 1.2.2 state the harmful effects of
are useful microorganisms.
1.2.3 describe that diseases caused
by microorganisms can
spread from one person to
another.
1.2.4 explain ways to prevent
diseases caused by
microorganisms.
2. Survival of The 2.1 Understanding that 2.1.1 give examples of animals
Species different animals have that take care of their eggs
4 their own ways to and young.
ensure the survival of 2.1.2 explain how animals take
their species. care of their eggs and
young.
LEARNING ACTIVITIES
Pupils view video showing various types of
microorganism, e.g. bacteria, virus, fungi and protozoa.
Pupils make a qualitative comparison between the size of
microorganism and that of human and conclude that
microorganism is verytiny.
Pupils discuss that yeast is a fungi, an example of
microorganism.
Pupils carry out activity by sprinkling a few drops of water on a
slice of bread.
Pupils put the bread in a plastic bag and observe it for a few days.
Pupils observe rotten oranges or mouldy rice using hand lens or
microscope and
record their observation for a few days.
Pupils observe and record their findings by drawing
Pupils gather information on
the uses of microorganisms, e.g.
a) making bread,
b) making tapai,
c) making tempe,
d) making fertiliser.
Pupils gather information on the harmful effects
ofmicroorganisms, e.g.
a) causing illness,
b) causing food poisoning,
c) causing food to turn bad,
d) causing tooth decay.
Pupils gather information to find examples of animals
that take care of their eggs and young, e.g.
a) cow,
b) hen,
c) cat,
d) bird.
5 2. Survival of The 2.1 Understanding that 2.1.3 explain why animals take Pupils view video on how animals ensure the survival
Species different animals have care of their eggs and of their eggs and young, e.g.
their own ways to young. a) keep their young in their mouths, e.g fish,
ensure the survival of b) feed their young, e.g. bird,
their species. c) attack in order to protect
their eggs or young when they are disturbed, e.g.
snake or tiger,
d) lay slimy eggs, e.g frog,
e) hide their eggs, e.g. turtle,
f) carry their young in their pouches, e.g kangaroo,
h) stay in herds e.g. elephant.

6 2. Survival of The 2.2 Understanding that 2.2.1 state various ways plants view video or computer simulation to find out the on
Species different plants have disperse their seeds and fruits. how plants ensure the survival of species, e.g.
their own ways to 2.2.2 explain why plants need to a) by water,
ensure the survival of disperse seeds or fruits. b) by wind,
their species. 2.2.3 give examples of plant that c) by animal,
disperse seeds and fruits by d) by explosive mechanism
water.
2.2.4 give examples of plant that
disperse seeds and fruits by
wind.
7 2. Survival of The 2.2 Understanding that 2.2.5 give examples of plant that Pupils discuss and conclude that plants need to disperse
Species different plants have disperse seeds and fruits by their seeds or fruits to ensure the survival of their
their own ways to explosive mechanism. species. Pupils gather information to
ensure the survival of 2.2.6 relate characteristics of seeds give examples of plants that disperse seeds and fruits by:
their species. and fruits to the ways they are a) water,
dispersed. b) wind,
c) animal,
d) explosive mechanism.
8 2. Survival of The 2.3 Realising the 2.3.1 predict what will happen if Pupils discuss and predict the consequences if certain
Species importance of survival some species of animals or species of animals and plants become extinct, e.g.
of the species plants do not survive a) shortage of food resources,
b) other species may also face extinction

9 3. Food Chain and 3.1 Understanding food 3.1.1 identify animals and the food Pupils carry out a brainstorming session on animals and the food
Food Web chains they eat they eat.
3.1.2 classify animals into Pupils discuss and classify animals into the following
herbivore, carnivore and groups according to the food they eat:
omnivore. a) herbivore
b) carnivore
c) omnivore
10 3. Food Chain and 3.1 Understanding food 3.1.3 construct food chain.
Food Web Chains 3.1.4 identify producer
3.1.5 identify consumer
11 3. Food Chain and 3.2 Synthesizing food 3.2.1 construct a food web
Food Web chains to construct food 3.2.2 construct food webs of
web different habitats
3.2.3 predict what will happen if
there is a change in
population of certain species
in a food web
3.2.4 explain what will happen to a
certain species of animals if
they eat only one type of food
THEME 2 : INVESTIGATING FORCE AND ENERGY
12 1. Energy 1.1 Understanding the uses 1.1.1 explain why energy is needed
of energy 1.1.2 give examples where and
when energy is used.
1.1.3 state various sources of
Energy
13 1. Energy 1.2 Understanding that 1.2.1 state the various forms of
energy can be energy
transformed from one 1.2.2 state that energy can be
form to another transformed
1.2.3 give examples of appliances
that make use of energy
transformation
Pupils build food chains to show the food relationship
among organisms.
From the food chains pupils identify the producers and
the consumers.
Pupils construct a food web based on food chains given.
Pupils walk around the school compound to study
food webs in places such as field, science garden, pond
or under flower pot
Based on the organisms identified, pupils construct
food chains and then food webs for the habitats they
have studied.
Pupils discuss and predict what will happen if there is a
change in the population of a certain species in a food
web.
Pupils discuss and conclude that energy is
needed:
a) by living things to carry out life processes such
as moving, breathing and growing,
b) to move, boil, melt or bounce non-living
things.
Pupils gather information and give examples where
and when energy is used.
Pupils gather information about sources of energy, e.g.
a) sun,
b) food,
c) wind,
d) fuel,
e) dry cell/ battery.
Pupils discuss that the sun is the main source of energy.
Pupils observe various events and identify the form of energy
involved, e.g.
a) a moving batteryoperated toy car,
b) a stretched rubber band,
c) a burning candle,
d) a ringing telephone.
Pupils carry out activities to discuss the transformation of energy
e.g.
a) switching on the lights:
electrical energy _ light energy,
b) lighting a candle: chemical energy _ heat energy + light
 energy,
c) using a solar powered
calculator :
solar energy _ electrical energy _ light energy.

14 1. Energy 1.3 Understanding 1.3.1 state what renewable energy Pupils discuss that renewable energy is the
renewable and is energy that can be replenished when used up
nonrenewable 1.3.2 state what non-renewable and non-renewable energy is the energy that cannot
energy energy is be replenished when used up.
1.3.3 list renewable energy
resources
1.3.4 list non-renewable energy
resources

Pupils discuss and conclude why we need to use energy

15 1. Energy 1.3 Understanding 1.3.5 explain why we need to use energy wisely e.g.
renewable and wisely a) some energy resources
nonrenewable 1.3.6 explain why renewable cannot be replenished when used up,
energy energy is better than nonrenewable b) to save cost,
energy c) to avoid wastage,
1.3.7 give examples on how to save d) to reduce pollution.
energy
1.3.8 practise saving energy
16 2. Electricity 2.1 knowing the sources of 2.1.1 state the sources of electricity Pupils carry out activity such as lighting up a bulb
electricity 2.2.1 identify the symbols of or ringing an electric bell to verify that the following
2.2 Understanding a series various components in a sources produce electricity
circuit and a parallel simple electric circuit. e.g.
circuit 2.2.2 draw circuit diagrams a) dry cell/ battery,
2.2.3 identify the difference in the b) accumulator,
arrangement of bulbs in series c) dynamo,
and parallel circuits. d) solar cell.

17 2.2 Understanding a series 2.2.4 build a series circuit
circuit and a parallel 2.2.5 build a parallel circuit
circuit 2.2.6 compare the brightness of the
bulbs in a series and a parallel circuit.
2.2.7 compare the effect on the
bulbs when various switches in a
series circuit and a parallel circuit are off
Pupils build as manydifferent electric circuits as
they can.
Pupils are introduced the symbols of the components
in an electric circuit, i.e battery, bulb, connecting
wires and switch.
Pupils draw circuit diagrams based on the circuits that
they have built.

18 2.3 Understanding the 2.3.1 describe the danger of Pupils discuss the danger of mishandling electrical
safety precautions to be mishandling electrical appliances, e.g.
taken when handling appliances a) electric shock,
2.3.2 explain the safety precautions b) fire,
 to be taken when using
electrical appliances.
3.1.1 state that light travels in a
19 3. Light 3.1 Understanding that straight line.
light travels in a 3.1.2 give examples to verify that
straight line. light travels in a straight line.
3.1.3 describe how shadow is
formed
3.1.4 design a fair test to find out what
cause the size of a
shadow to change by deciding
what to keep the same, what
to change and what to
observe.
20 3.2 Understanding that 3.2.1 state that light can be
light can be reflected reflected
3.2.2 draw ray diagrams to show
reflection of light
3.2.3 give examples of uses of
reflection of light in everyday
life.
21 4. Heat 4.1 Understanding that 4.1.1 state that when a substance
temperature is an gains heat it will become
indicator of degree of warmer
hotness 4.1.2 state that when a substance
loses heat it will become
cooler
4.1.3 measure temperature using
the correct technique
4.1.4 state the metric unit for
temperature
22 4. Heat 4.1 Understanding that 4.1.5 state that temperature of an
temperature is an object or material increases as
indicator of degree of it gains heat.
hotness 4.1.6 state that temperature of an
c) burn,
d) electrocution
Pupils carry out activities to observe that light travels in
a straight line.
Pupils gather information and give examples of events
or phenomena that show light travels in straight line
Pupils carry out activities to investigate reflection of light
using:
a) a mirror,
b) an aluminium foil.
Pupils draw ray diagrams to show the reflection of light in
the above activities.
Pupils gather information about the uses of reflection
of light in everyday life, e.g.
a) side mirror of a car,
b) mirror at the sharp bend
of a road,
c) mirror in the barbershop,
d) periscope.
Pupils heat 250ml of water for 3 minutes and feel the
water every few seconds while heating to feel the
change of temperature.
Pupils let the warm water cool down and feel the
water every few seconds.
Based on the above activities, pupils discuss and
conclude that:
a) heat gain causes the
water to become warmer
b) heat loss causes the
water to become cooler.
Pupils discuss and conclude
that the temperature:
a) increases when heat is
gained,
 object or material decreases
as it loses heat.
4.1.7 conclude that the temperature
is an indicator to measure
hotness
23 4.2 Understanding the 4.2.1 state that matter expands
effects of heat on when heated
matter 4.2.2 state that matter contracts
when cooled
4.2.3 give example of the
application of the principle of
expansion and contraction in
everyday life.
THEME 3 : INVESTIGATING MATERIALS
24 1. States of Matter .1 Understanding that 1.1.1 classify objects and materials
matter exist in the form into three states of matter.
of solid, liquid or gas. 1.1.2 state the properties of solid.
1.1.3 state the properties of liquid
25 1.1.4 state that some liquids flow
faster than others.
1.1.5 state the properties of gas
26 1. States of Matter 1.2 Understanding that 1.2.1 state that water can change its
matter can change from state.
one state to another 1.2.2 conclude that water can exist
in any of the three states of
matter.
b) decreases when heat is
lost.
Pupils discuss and conclude
that the temperature is an
indicator to measure
hotness.
Pupils carry out activites to observe the effects of heat
on matter, e.g.
a) heating an iron ball and inserting it into an iron ring,
b) cooling the heated iron ball and inserting it into
the iron ring,
c) heating some coloured water in a beaker with a
glass tube dipped into it
Pupils classify objects and materials into solid, liquid
and gas. Pupils discuss and give reasons for their
classification.
Pupils study the properties of
solid by:
a) weighing various kinds of solids,
b) measuring the volumes of various kinds of solids,
c) putting various types of solids into containers of
various shapes.
Pupils observe the flow of different liquids as they are
poured into containers.
Pupils discuss to conclude that some liquids flow faster
than others.
Pupils study the properties of gas by:
a) balancing two inflated
balloons on a stick and puncturing one of the balloons,
b) inflating balloons of different shapes,
c) observing smoke in a closed container then
placing an inverted container on it. Removing
the cover of the first
Pupils carry out the following activities to observe the
change of the state of matter:
a) allowing ice to melt,
b) heating water until it boils,
c) collecting water vapour, allowing it to cool and
 1.2.3 identify the processes
involved when a matter
changes from one state to
another.
1.2.4 identify factors that affect the
rate of evaporation
27 1.3 Understanding the 1.3.1 describe how clouds are
water cycle formed
1.3.2 describe how rain is formed
1.3.3 explain how water is
circulated in the environment
1.3.4 explain the importance of
water cycle.
28 1.4 Appreciating the 1.4.1 give reasons why we need to
importance of water keep our water resources
resources clean.
1.4.2 describe ways to keep our
water resources clean
29 2. Acid and Alkali 2.1 Understanding the 2.1.1 identify acidic, alkaline and
properties of acidic, neutral substances using
alkaline and neutral litmus paper
substances 2.1.2 identify the taste of acidic and
alkaline food
2.1.3 conclude the properties of
acidic alkaline and neutral
substances
THEME 4 : INVESTIGATING THE EARTH AND THE UNIVERSE
30 1. Constellation 1.1 Understanding the 1.1.1 state what constellation is
constellation 1.1.2 identify constellations
1.1.3 state the importance of
constellations
31 2. The Earth, The 2.1 Understanding the 2.1.1 state that the Earth rotates on
Moon and The Sun movements of the its axis
Earth, the Moon and 2.1.2 state that the Earth rotates and
the Sun at the same time moves round
making it freeze
Pupils discuss and conclude
that:
a) water can change from
one state to another,
b) water can exist as solid,
liquid and gas.
Pupils view computer simulation to study the formation of clouds
and rain.
Pupils discuss and explain the changes in the state of
matter in the water cycle.
Pupils view video about:
a) the importance of water for living things,
b) the effects of human activities on quality of
water supply.
Pupils gather information on how to keep our water
resources clean and present it in the form of folio.
Pupils test substances to determine whether they are
acidic, alkaline or neutral substances based on the
change of wet litmus papers colour.
Pupils determine whether food samples are acidic or
alkaline by tasting the food samples and testing with
litmus paper.
Pupils carry out discussion and conclude the properties
of acidic, alkaline and neutral substances in terms of taste
and colour changes of litmus paper.
Pupils view video or computer simulation or visit
planetarium to observe various constellations.
Pupils discuss that constellation is a group of
stars that form a certain pattern in the sky.
Pupils observe the Orion, Scorpion, Big Dipper and
Southern Cross in the sky.
Pupils view video, computer simulation or model about
the movement of the Earth, the Moon and the Sun.
Pupils discuss and explain the rotation of the Earth and
the Moon and their movements around the Sun
 the Sun.
2.1.3 state that the Moon rotates on
its axis
2.1.4 state that the Moon rotates
and at the same time moves
round the Earth
32 2. The Earth, The 2.1 Understanding the 2.1.5 state that the Moon and the
Moon and The Sun movements of the Earth move round the sun at
Earth, the Moon and the same time.
the Sun 2.1.6 describe the changes in length
and position of the shadow
throughout the day
2.1.7 conclude that the Earth rotates
on its axis from west to east
33 2.2 Understanding the 2.2.1 state that it is day time for the
occurrence of day and part of the Earth facing the
night Sun
2.2.2 state it is night time for the
part of the Earth facing away
from the Sun
2.2.3 explain that day and night
occur due to the rotation of
the earth on its axis.
34 2.3 Understanding the 2.3.1 state that the Moon does not
phases of the Moon emit light
2.3.2 explain that the Moon appears
bright when it reflects
sunlight
2.3.3 describe the phases of the
Moon
THEME 5 : INVESTIGATING TECHNOLOGY
35 1. Strength and 1.1 Knowing the shapes of 1.1.1 state the shapes of objects
Stability objects in structures 1.1.2 identify shapes in structure
Pupils observe and record the length and position of the
shadow of a pole at different time of the day (pole as the
object and the Sun as the source of light).
Pupils view video or computer simulation on how
days and nights are formed or carry out a simulation by
illuminating a rotating globe to observe the occurrence of
day and night.
Based on the above activity, pupils discuss how day and
night occur.
Pupils view video or computer simulation and
discuss that the Moon does not emit light but reflects the
sunlight.
Pupils view video on thephases of the Moon.
Pupils use a ping-pong ball and light source to simulate
the following phases of the moon:
a) new moon,
b) crescent,
c) half moon,
d) full moon.
Pupils carry out activity to
recognise the shapes of
objects, i.e.
a) cube,
b) cuboid,
c) sphere,
d) cone,
e) cylinder,
 f) pyramid,
g) hemisphere.
Pupils walk around the school compound and
identify shapes mentioned above.
36 1. Strength and 1.2 Understanding the 1.2.1 identify shapes of objects that Pupils carry out activities to identify the shapes of objects
Stability strength and stability of are stable that are stable.
a structure 1.2.2 identify the factors that affect Pupils carry out activities to investigate factors that affect
stability of objects the stability of a structure, e.g.
1.2.3 explain how base area affects a) pushing a bottle standing upright and a bottle
stability standing upside down,
b) pushing a high chair and a low chair
37 1. Strength and 1.2 Understanding the 1.2.4 explain how height affects Pupils discuss and conclude that the stability of an object
Stability strength and stability of stability is affected by:
a structure 1.2.5 identify the factors that affect a) base area,
the strength of a structure b) height.
1.2.6 design a model that is strong Pupils carry out activity to investigate how base area
and stable affects the stability of an object, i.e. the bigger the
base area, the more stable the object is.
Pupils carry out activity to investigate how height
affects the stability of an object, i.e. the higher the
object, the less stable the object is.
Pupils carry out activities to study the factors that affect
the strength of a structure,
e.g.a) suspend a weight on a straw and then on a pencil,
b) make two bridges, one using a piece of flat
paper and the other using a folded paper.