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Teaching Learning Module KSSR Semakan 2017 Science Year 2
Teaching Learning Module KSSR Semakan 2017 Science Year 2
(SEMAKAN 2017)
SAINS
TAHUN 2
Modul Pengajaran dan Pembelajaran
(Edisi Bahasa Inggeris)
EDISI PERTAMA
Bahagian Pembangunan Kurikulum
2017
CONTENT
LIFE SCIENCE
Human……………………………………………………………………………… 1
Animal………………………………………………………………………………. 10
PHYSICAL SCIENCE
Light and Dark ……………………………………………………………………. 18
MATERIALS SCIENCE
Mixing Things …………………………………………………………………….. 34
Air …………………………………………………………………………………… 40
Water ….………………………….………………………………………………... 51
PUPILS ENROLMENT :
LEARNING OBJECTIVES : By the end of the lessons pupils are able to:
1. State the way of human reproduces.
2. Explain the changed on the size, height and mass since
they were born. Generate ideas that the human growth is
different from one person to another.
3. Explain that the children inherit from their parents or the
generation.
4. Give an example the characteristics that we can inherit
from our parents such as skin colour, eyes colour and the
hair type.
Activity 1: Teaching
1. Pupils look at the picture shown about a birthday aids:
celebration Pictures, PL1:
Worksheet 1 State that human
Question: reproduce by
i. What can you observe from the picture?
Notes: giving birth.
ii. Why do you celebrate your birthday?
- - Teacher
2. Pupils discuss that birthday celebration is a focus and
celebration based on the birth date. introduce the
word
3. Pupils observe and discuss based on the reproduce.
Worksheet 1about the family from year 2011 until
2015.
1
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
- Pupils are
free to
Teacher asks: answer the
i. What can you observe from year 2011 and
question
2016?
ii. Does the family members increases? regarding
iii. Why does the family member increases? human
iv. Do you know what is reproduce? reproduce.
v. How does the human reproduce?
SPS:
Observing
Activity 2:
1. Pupils suggest ways in which they have changed Teaching
from birth to the present in Worksheet 2. aids: PL 2:
Worksheet 2 Describe changes
2. Record all the answers in a table on the board. in an individual
since birth.
3. Pupils are asked to complete the Worksheet 2. SPS:
Observing,
communicating
Activity 3:
Teaching
1. Pupils compare the size of their palm, foot, the
height and the mass. aids:
Weighing
a) Draw your palm in Worksheet 3. Compare the scale, PL 5:
size of your palm with your friends. Worksheet 3 Conclude that
b) Does your palm and your friends are the
same size? growth of
c) Measure your weight and compare with your Notes: individual of the
friends? Teacher used same age is
d) Do you have the same weight as your the pupils’ different.
friends? health record
book.
2. Measure your height and compare with your
friends?
2
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Activity 4:
Teaching aid:
1. Teacher chooses two pupils with different look.
Worksheet 4, PL 3
Teacher asks pupils to observe the differences
Worksheet 5, Explain through
between these two pupils based on the type of
the family tree examples the
hair and the colour of their eyes.
chart. features that
offsprings
Teacher ask:
inherited from their
i. Why do your friends have different type of
parents or
hair and different colour of eyes?
foreparents /
generation.
ii. State other characteristics that you can
inherit from your parents or generation?
PL 4:
Make
2. Pupils built their own family tree based on
generalization that
teacher guidance to describe the physical look
inherited features
that they inherited from their parents or
in an individual are
generation.
from generation
based on family
3. Pupils make conclusion about their generation.
tree.
Activity 5 PL 6
Teaching Communicating in
1. Each group is given a card task. aids: creatively and
Card task innovatively way to
2. Pupils predict the characteristics that can be predict features
inherit by the children according to the parent’s SPS: inherited by the
photograph. Predicting, offspring based on
communicating the features that
can be seen in
their parents.
3
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
2010 2016
1 Anak
child 1 orang 2 children
Anak 2 orang
4
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
5
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
6
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
My Family
7
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Name:________________________ Class:______________
child
child
child
8
LIFE SCIENCE SCIENCE
HUMAN YEAR 2
Name:________________________ Class:______________
Worksheet 5 Date:
9
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
PUPIL’S ENROLMEN :
Activity 1
Teaching aids: PL 1
1. Teacher shows a box that has a number of Egg, hen model, State the animals
objects in it. cat model, kitten that lay eggs and
2. Pupils are asked to guess the objects in the model. animals that give
box. birth.
3. A pupil takes out one object and shows to the - Pupils are free to
others. give answers and
4. Pupils answer the questions. teachers encourage
What is the relationship between: students to focus
a. egg and hen? towards animal
10
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Activity 4
Teaching aids: PL 4
1. Pupils carry out an investigation to observe - Kit lifecycle / Interpret data
the life cycles of animal such as frog and Power point obtained on the
chicken. slides, changes in growth
2. Pupils answer the questions. Worksheet that occur in the
i. Name the animal in this life cycle? Worksheet 4 life cycle of
11
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Activity 5
PL 6
1. Pupils are given group assignments as - SPS: Communicate
follows: Communicating creatively and
i. Group 1: Construct a table to classify the - Classifying innovatively to
animals that give birth to many young and explain the various
less young using power point. ways of animals
ii.Group 2: Construct a table to classify protect their eggs
animals that lay many eggs and less eggs by or keep their
using power point. offspring and
iii. Group 3: Explain various ways on how provide reasoning.
animals protect their eggs by using power
point.
iv. Group 4: Explain various ways on how
animals protect their young using power
point.
12
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
goat
squirrel
giving birth
frog
laying eggs
fish
duck snake
deer whale
13
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
14
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
15
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Sketch the life cycle of animals that look like its parent.
.
Match the young with its parents. Identify the animal that
is similar or do not similar to its parents.
16
LIFE SCIENCE SCIENCE
ANIMAL YEAR 2
Name:________________________ Class:______________
Worksheet 5 Date:
17
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
LEARNING OBJECTIVE : At the end of the teaching and learning pupils are able to:
5. State at least four light sources
6. Compare and contrass light and dark.
7. Explain how shadows can be formed
8. Make conclusion to clarify shadows formed
9. Create shadows game
SCIENTIFIC SKILLS : Observation, prediction
Activity 1
1. Pupils questioning regarding light and dark.
Example:
i) How is the condition on daytime? Other suggestion:
ii) How is the condition at night?
(Suggestion answer: light and dark) Picture / video
iii) Why is the daytime brighter than night? about the PL1:
(Suggestion answer: accept any answer occurrence of day Identify the source
regarding to light source) and night of light
2. Pupils use the thinking map to list out the
source of light.
3. Pupils present their work.
4. Pupils complete the worksheet 1.
18
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
PL 5:
Provide reasoning
on the importance
of light to human.
19
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
Activity 5
Teaching Aids: PL 5:
1. Each group is given a jigsaw puzzle to show the
Provide reasoning
importance of light to human.
jigsaw puzzle on the importance
2. Pupils complete the puzzle and provide of light to human.
reasoning on the importance of light to human. Enrichment
(appendix
3. Pupils complete Worksheet 4 about the provided)
importance of light to human in a daily life.
20
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
Jigsaw Appendix
* Suggested answer:
The importance of lights is to dry clothes.
21
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
* Suggested answer
The importance of lights is to write and read at night.
22
PHYSICAL SCIENCE SCIENCE
LIGHT AND DARK YEAR 2
Suggested answer:
The importance of lights is to light up camping area at night.
23
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
ACTIVITIES 1
Teaching Aids:
1. Pupils play “mystery box” games. Objects in mystery PL 1:
2. Each group take one electric component in a box State component
mystery box a. Dry cell found in an
3. Pupils name and show a component. b. Bulb electric circuit
4. Pupils complete Worksheet 1. c. Type of switch
d. Wire
ACTIVITIES 2 Teaching Aids: PL 2:
Torchlight, dry cell Explain functions
1. Each group gets a torchlight. Worksheet 2 of the
Question and answer: components in an
i. Teacher: How to light up the torchlight? electric circuit
24
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Activities 3
Teaching Aids: PL 3:
1. Teacher distributes electric components to Dry cell, bulb, switch, Build a complete
build a circuit for each group. wire and Instruction electric circuit
2. Pupils built an electric circuit. (Refer card with component
Instruction card) provided
25
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Activities 4
Teaching Aids: PL 3:
1. Pupils observe the picture and predict the Bulb, wire, dry cell Build a complete
either the bulb light up or not. (Refer and Worksheet 3 electric circuit with
Worksheet 3) component
provided
2. Pupils build an electric circuit (Refer Notes:
Worksheet 3) Relate with a real PL 4:
3. Pupils identify and make inference about the situation examples Provide
bulb light up or not. Pupils complete the switching the light in reasoning about
Worksheet 3. a bedroom bulbs that do not
light up in a
circuit
Activities 5:
Teaching Aids:
1. Each group builds a circuit and identifies the Dry cell, bulb, switch, PL 5
electric conductor or the insulator (refer wire, Instruction card Summarize
Worksheet 2). 2 and Worksheet 4 objects that can
light up a bulb in
2. Pupils use another material to replace the Note: a circuit are
switch. An electric conductor conductors and
is an object or objects that
3. Pupils record their findings. ( Worksheet 4) material that can light cannot light up a
up the bulb and bulb are
4. Pupils make a conclusion. (an electric electric insulator is insulators.
conductor is an object or material that can an object or material
light up the bulb and electric insulator is an which does not light PL 6
object or material which does not light up the up the bulb Produce and
bulb) present a circuit
that functions
5. Each group change the switch with buzzer using objects
or motor. other than the
bulb.
26
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
switch bulb
wood
thread wire
dry cell
27
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
. FUNCTION COMPONENTS
Connecting or
switch
linking circuit
.
Provide electricity
wire
Link between
bulb
electric
components.
28
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
.
Circuits
1.
Emit / Not Emit
Reason :
2.
Emit / Not Emit
Reason :
3.
Reason :
/
4.
Emit / Not Emit
Reason :
T
29
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
Bulb condition
. Objects
Emit Not Emit
Pencil
Nail
Eraser
Coin
Paper clip
Plastic ruler
30
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Conductor Insulator
Conclusion:
1. Objects that allowed electricity flow is known as
_________________________.
31
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Task card 1
Title : Electric
Switch
Dry cell
bulb
Diagram 1
32
PHYSICAL SCIENCE SCIENCE
ELECTRIC CIRCUIT YEAR 2
Task card 2
Title : Electric
Object
Dry cell
bulb
Diagram 2
33
MATERIAL SCIENCE SCIENCE
MIXING THINGS YEAR 2
THEME : Materials
TOPIC : Mixing Things
TIME : 60 minutes + 60 minutes+ 60 minutes
PUPILS ENROLMENT :
LEARNING OBJECTIVES : At the end of the lesson pupils are able to:
1. State the suitable method to separate mixed things.
2. Provide reasoning to separate mixed of several things or
materials.
3. State some materials dissolve in water and some do not.
4. State how to dissolve materials in a faster way.
ACTIVITY 1:
Teaching aids:
1. Each group is given different types of a. Station A
materials. Flour & green beans PL 2
b. Station B Describe methods
2. Pupils mix all the materials.
Iron nails & peanuts to separate a
Teacher asks:
c. Station C mixture of various
a. What can you observe?
Glass marbles & materials
pebbles
3. Pupils discuss and state the method used to
d. Station D
sort various mixing things using appropriate
Sugar & sand
thinking map.
e. Station E
4. Pupils complete Worksheet 1 Crushed dried
leaves & uncooked
rice
Worksheet
34
MATERIAL SCIENCE SCIENCE
MIXING THINGS YEAR 2
35
MATERIAL SCIENCE SCIENCE
MIXING THINGS YEAR 2
Activity 4
4. Pupils carry out investigation to find out how Accept all the related PL 5
materials can dissolve faster by referring to the answers Summarize how
Task Card. materials can be
dissolve more
5. Pupils present their conclusion on how quickly
materials can be dissolved faster based on
their investigation.
Name:________________________ Class:______________
Worksheet 1 Date:
37
MATERIAL SCIENCE SCIENCE
MIXING THINGS YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Methods to
Group
. Station Mixture
separate mixture
1 A
2 B
3 C
4 D
5 E
38
MATERIAL SCIENCE SCIENCE
MIXING THINGS YEAR 2
Name:________________________ Class:______________
39
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
answers.
3. Based on the observation, pupils are guided to *Focus on the
state that air has no colour, taste and smell. We bubble.
can feel the existence of air by using senses of
*Accept all pupils
sight and touch.
answers
*Focus on the
glass.
Activity 2:
Materials: PL1:
1. Pupils watch a video show about the living
things in the water, land and environment. Video show, State that living
Worksheet 2. things need air to
2. Pupils answer these questions: breathe.
a. What can you observe?
b. How do animals breathe?
c. Does air exist in water, environment and
land?
d. What is the air made of?
Activity 3:
Materials: PL3:
1. Pupils carry out activities based on task cards 1
a) Observe the movement of flag or coconut Hand fan, table Describe the air
trees’s leaves. fan, paper fan, cannot be seen but
b) Use a piece of paper to fan himself. Task card 1. can be felt when it
is moving.
41
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
Teacher asks:
i) What cause the leaves move and cheek
feel cold?
ii) Can you see air ?
iii) Can you feel the moving air?
iv) Moving air is always around us and what do
we call that ? * Teacher
explains the
2. Pupils complete the card. moving air is PL 4:
called wind. Explain through an
3. Pupils explain through examples that there is air
example that air is
in the water and land.
everywhere
Teacher asks:
including in water
a) Do all animals live in water? Give some
examples. and soil.
b) Name the animals that can live in the soil?
c) What is required by living things to survive
either in the water or in the ground?
d) What is the air made of? Worksheet 3
Activity 4 BBM:
1. Pupils generate ideas on the impact of moving Picture PL 5:
air in everyday life. A and B Generate ideas
Situation a: We dry out wet shirt Worksheet 4 advantages and
Situation b: Storms damage homes. disadvantages of
moving air.
2. Based on the situation above, state the
effects of moving air or wind.
Activity 5 PL 6:
Create a model by
1. Pupils create a model to show the moving air.
applying knowledge
2. Pupils present their model to the class. of moving air.
42
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
Name:________________________ Class:______________
43
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
(a) (b)
44
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
AIR
. WIND
GAS
OXYGEN
CARBON DIOXIDE
C A I R G A S
A P H N N
R O X Y G E N Y
B Z Y X G
O E B W I N D
N D I O X I D E X
45
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
Tick () to the TRUE statement and (X) for the FALSE.
46
EARTH AND AEROSPACE SCIENCE
EARTH YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
1.
. Moving windmill.
2.
Tree falls due to
strong winds.
3.
Dry up the wet
clothes.
4.
Damaged due to
strong winds.
5.
Produces sound.
47
Diagram 1
48
Picture A
49
Picture B
50
EARTH AND SPACE SCIENCE
WATER YEAR 2
PERFORMANCE
SUGGESTED LEARNING ACTIVITY NOTES
LEVEL
Activity 1
1. Pupils observe a glass of water shown by the
teacher. Teaching aids:
Questions: A glass of water,
i. What is this? display chart,
(Water) Worksheet 1,
ii. Is water important in our lives? Worksheet 2.
iii. Where can we get water?
51
EARTH AND SPACE SCIENCE
WATER YEAR 2
52
EARTH AND SPACE SCIENCE
WATER YEAR 2
model?
vi. Where does the river flow end? PL 4
Arrange in
4. Complete your model in Worksheet 4.
sequence and label
5. Label the water cycle in the model. the natural water
cycle.
Activity 4
Teaching aids: PL 5
1. Pupils are shown the images of flood and river Pictures of Generate ideas on
pollution.
flooding and river the environmental
2. Pupils discuss in groups about the effect on pollution effects if the water
the environment if flooding and river pollution situation. flow is interrupted.
occurs, and record the information in Worksheet 5
Worksheet 5.
53
EARTH AND SPACE SCIENCE
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
. 2
………………………………………………………………………………………..
54
EARTH AND SPACE SCIENCE
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
55
EARTH AND SPACE SCIENCE
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
56
EARTH AND SPACE SCIENCE
WATER YEAR 2
Task card
Water flow.
57
EARTH AND SPACE SCIENCE
WATER YEAR 2
pin A
Wooden block
pin
B
Name:________________________ Class:______________
Worksheet 4 Date:
Waterfall model.
59
EARTH AND SPACE SCIENCE
WATER YEAR 2
Name:________________________ Class:______________
Worksheet 5 Date:
Interrupted water
flash flood new lake
flow
water
. pollution murky water
reservoirs
60
EARTH AND SPACE SCIENCE
WATER YEAR 2
Name:________________________ Class:______________
Enhancement 1 Date:
Conclusion
61
EARTH AND SPACE SCIENCE
WATER YEAR 2
Name:________________________ Class:______________
Enhancement 2 Date:
Water cycle
Sun
Cloud
Rain
Sea water
River
62
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
PERFORMANCE
SUGGESTED LEARNING ACTIVITIES NOTES
LEVEL
Activity 1
Teaching aids:
1. Each group is given a set of puzzle.
Worksheet 1
2. Pupils are given 5 minutes to complete the
puzzle based on Worksheet 1. Notes:
3. Teacher asks the pupils. The induction
aims is
a) What is the picture formed? to introduce the
b) Have you played this game before? build up elements
c) Talk about how you complete the puzzle. in order to
produce a
4. Pupils are explained that the puzzle card is focus product.
on the sketch of drawing, discontinued of colours
and the continuity of pictures or sentences.
63
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Activity 2
1. Pupils choose the structure which they want
Teaching aids: PL1:
to build up in group.
Illustrated Manual Choose the
2. Pupils discuss in groups and answer the Worksheet 2 components
question asked by their teacher. needed for the
chosen structure
i. What is the next step to build up the to be built
model with the given components?
3. Pupils assemble the model with the given PL 2:
components. Build the structure
according to the
4. Pupils are required to assess the models that illustrated manual.
are assembled by the other groups using Focus on the
Worksheet 2. group that has PL 4:
followed the Communicate
5. Teacher asks:
about the built up
illustrated
i. Exchange the built models between groups. structure.
manual.
From your observation, are the models of
the other groups similar to the illustrated PL 5:
manual? Assessing the
structure built by a
ii. Which part of the model is not similar to the friend who comply
illustrated manual? with the illustrated
manual.
Activity 3:
Teaching aids: PL 3:
1. Pupils are required to store the components in
Build up model Disassemble the
the storage container.
built structure in
i. Teacher: We are able to store this sequence and
model but it takes up a lot of space. store the
components into a
Suggest a suitable method to
storage container
disassemble this structure. properly.
ii. Teacher: The best method to
disassemble the model is to follow its PL 4:
sequence. Why? (To ensure the Communicate
components are not damaged) about the built up
structure.
64
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Activity 4
PL 6
1. Each pupil is required to build a new model
Teaching aids: Create a new
and present it to the teacher.
Worksheet 3 structure and
2. Pupils are required to sketch the new model in Worksheet 4 explain the
Worksheet 3. invention.
65
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 1 Date:
66
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Illustration diagram
67
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 2 Date:
Model ……………………………………………….
68
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 3 Date:
69
TECHNOLOGY AND SUSTAINABILITY OF LIFE SCIENCE
BUILD UP SET YEAR 2
Name:________________________ Class:______________
Worksheet 4 Date:
. built up steps
70
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