Science Year 5 Pintar Reporting Templates

SCHOOL SEKOLAH KEBANGSAAN SENTOSA
ADDRESS TAMAN BANDAR BARU
: KAMPAR
ASSESSMENT
SUBJECT SUBJECT TEACHER MOHD MUSATFA B HJ AHMAD RAZALI

SCIENCE CLASS 5 PINTAR
PERFORMANCE LEVEL FOR CONTENT STANDARD
MY KID NO/ IDENTITY OVERALL
7.1,7.2,7.3
9.2,9.3,9.4
12.1,12.2
NO NAME GENDER
3.1,3.2
4.2,4.3
6.2,6.3
1.1.10
1.1.11
1.1.12
CARD NO PERFORMANCE LEVEL
Value
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9
10.1
11.1
11.2
1.2
2.1
3.3
3.4
4.1
5.1
5.2
6.1
8.1
9.1
1 ABDUL LATIF BIN ABDUL RASHID 4 5 4 6 4 5 4 5 4 6 4 5 4 5 4 6 4 5
2 AHMAD ABQARY BIN HANIZAM 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
3 AIN NASUHA BINTI ABDUL HAKIM 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
4 ALVINA RAYHANA BINTI MOHAMAD NISHAM 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
5 DANISHA AMANI BINTI MURAD 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
6 FARIS SYAZWAN BIN SHAIFUL HISHAM 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
7 HURIL AIN BINTI HASNUL ASHA'RI 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
8 IRSYADUR RAIYAN BIN AZ'HARI 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
9 LAILATUL NAJIHAH BINTI HAIRUL NIZAM 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
10 MANVEER SINGH A/L JASBIR SINGH 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
11 MARRISSA BINTI ZAMBROOSEE 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
12 MARSYA RIDWANA BINTI MOHD RIDUAN 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
13 MEGAT FARIS NAJWAN BIN MEGAT KHAIRUL AZMI 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
14 MUHAMAD ADAM BIN MUHAMAD YUSKHAIRUL 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
15 MUHAMAD IQBAL MUHAIMIN BIN AZIZUL AZHAR 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
16 MUHAMMAD ADAM DARWISY BIN MUHAMAD NAZIR 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
17 MUHAMMAD AKMAL ARSYAD BIN MOHD HADZRI 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
18 MUHAMMAD DANIEL HAZIQ BIN MOHD HASFULAZWAN 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
19 MUHAMMAD FARIS WAFIQ BIN SAWARUL ISAM 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
20 MUHAMMAD SHAFIQ NAIM BIN CHINNAL ARIFFIN 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
21 NUR DAMIA IMAN BINTI ZAKARIA 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
22 NUR QISTHIENA HUSNA BINTI ZAIDUL KADRI 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
23 NUR SYAIMA DAMIA BINTI SHAHRIZAN 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
24 NURUL BALQIS BINTI MAHDZIR 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
25 NURUL NAJLAA BINTI ADZAHARY 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
26 NURUL SAFIAH IZZATI BINTI MUHAMMAD FADZIL 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
27 PUTRI SHAVINA AEFIRA BINTI SHARUL ANUAR 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
28 SITI AMINAH SAADATUL SYUHADAH BINTI SHAHRIL 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
29 SITI NUR BATRISYIA BINTI MOHD AZRIL 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
30 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
31 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
32 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
33 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
34 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
35 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
36 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
37 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
38 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
39 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
40 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
41 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
42 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
43 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
44 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
45 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
46 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
47 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
48 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
49 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
50 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
51 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
52 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
53 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
54 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
55 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4
56 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5
57 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
58 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4
59 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3
60 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
…………………………………………………
SHAHROM BIN HUSSIEN
HEADMASTER
SEKOLAH KEBANGSAAN SENTOSA
SEKOLAH KEBANGSAAN SENTOSA
TAMAN BANDAR BARU
KAMPAR
0
SCIENCE
Name ABDUL LATIF BIN ABDUL RASHID

No. MY KID
Gender
Class 5 PINTAR
Teacher's Name MOHD MUSATFA B HJ AHMAD RAZALI
Reporting Date 04 JANUARI 2015
Overall Performance Level

SCIENCE
The following is a statement of Overall Performance Level #N/A
SUBJECT SKILL PERFORMANCE LEVEL DESCRIPTOR
* Use all the senses involved to make qualitative observations to describe the phenomena or changes that occur. * Use
1.1.1 4
appropriate tools where necessary to assist in making observations.
Sort and group the objects based on its common characteristics and differences and state the common characteristics
SCIENCE 1.1.2 5
used and are able to use another characteristic to sort and group these objects.
1.1.3 4 Measure using tools and standard units with correct techniques.
Draw more than one reasonable initial conclusion of an event or observation by using gathered information and able to
1.1.4 6
explain the conclusion drawn.
1.1.5 4 Justify the most suitable and reasonable prediction of an event or data.
Record information or ideas in a suitable form, present it systematically and have a positive attitude towards information
1.1.6 5
collected.
1.1.7 4 Provide reasoning on changes in parameter of a chronological phenomenon or event with time.
1.1.8 5 Provide a rational explanation using interpolation of objects, events or patterns of data collected.
1.1.9 4 Make more than one interpretation of what is done and what is observed in a situation for the predetermined aspects.
1.1.10 6 Change the constant variable in an investigation to manipulated variable and state the new responding variable.
1.1.11 4 Make a general statement about the relationship between variables that can be tested in an investigation.
Carry out the experiment, collect data, interpret the data and make a conclusion to prove the hypothesis and write a
1.1.12 5
report.
Using, handling, sketching, cleaning and storing the science apparatus, substances and specimens used in an activity
1.2 4
with the correct method.
2.1 5 Give reasons the needs to adhere the science room rules.
Build a graphic organiser of specific characteristic and behaviour of animals on how they protect themselves from
3.1,3.2 4
enemies and extreme weather.
Support the predictions the ways of other animal to ensure the survival of their species based on the knowledge of the
3.3 6
characteristics or behavior of that animal.
3.4 4 Support the opinion of the impact on other living things if there is any change in the population.
Support predictions on how different plants protect and adapt themselves based on knowledge of the specific
4.1 5
characteristics of plants.
4.2,4.3 #N/A
5.1 #N/A
5.2 #N/A
6.1 #N/A
6.2,6.3 #N/A
7.1,7.2,7.3 #N/A
8.1 #N/A
9.1 #N/A
9.2,9.3,9.4 #N/A
10.1 #N/A
11.1 #N/A
11.2 #N/A
12.1,12.2 #N/A
Value #N/A
………………………………………………………………………… …………………………………………………………………………
MOHD MUSATFA B HJ AHMAD RAZALI SHAHROM BIN HUSSIEN
SCIENCE SUBJECT TEACHER HEADMASTER
SEKOLAH KEBANGSAAN SENTOSA SEKOLAH KEBANGSAAN SENTOSA
PERFORMANCE LEVEL STATEMENTS FOR SCIENCE YEAR 5
OBSERVE
PERFORMANCE LEVEL DESCRIPTOR
1 State all the senses involved in making observations about the phenomena that occurs.
2 Describe the utilization/use of the senses involved when making observations about the phenomena or changes that occur.
3 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
4
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
5
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
6
changes that occur. * Use appropriate tools where necessary to assist in making observations.
CLASSIFY
1 State the characteristics of objects by observing the similarities and differences.
2 Describe the characteristics of objects by observing the similarities and differences.
3 Sort and group the objects based on its common characteristics and differences.
4
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
5
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
6
characteristic used.
MEASURE AND USE NUMBERS

1 State more than one appropriate tool to measure a quantity.
2 Describe the tools and correct methods to measure the quantity.
3 Measure using tools and standard units correctly.
4 Measure using tools and standard units with correct techniques.
5 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
6
completely in a table.
MAKE INFERENCE
1 State a reasonable interpretation of an event or observation.
2 Describe more than one reasonable interpretation of an event or observation.
3 Draw a reasonable initial conclusion based on interpretations of an event or observation.
4 Draw a reasonable initial conclusion of an event or observation by using gathered information.
5 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
6
explain the conclusion drawn.
PREDICT
1 State a possibility of an event or data.
2 Describe a possibility or event.
3 Make a prediction of an event based on observations, past experience or data.
4 Justify the most suitable and reasonable prediction of an event or data.
5 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
6
of data
COMMUNICATE
1 Arrange information obtained in a suitable form.
2 Record information or ideas in a suitable form.
3 Record information or ideas in more than one suitable form.
4 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
5
collected.
Record information or ideas in a suitable form, present it systematically, creatively and innovatively in various forms and able
6
to provide feedback.
USE SPACE AND TIME RELATIONSHIP

1 State a parameter that varies with time based on a situation.
2 Describe a parameter that varies with time based on a situation.
3 Arrange the occurrences of a phenomenon or event chronologically with time.
4 Provide reasoning on changes in parameter of a chronological phenomenon or event with time.
5 Arrange graphically the occurrences of a phenomenon or event chronologically with time.
6 Present and explain the chronological changes of a phenomenon or events with time.
INTERPRET DATA
1 Provide an explanation based on data.
2 Provide a description of more than one explanation based on data.
3 Choose relevant ideas to make an explanation about objects, events or patterns of data
4 Correlate between the parameters in the data based on the relationship between the parameters or science concepts.
5 Provide a rational explanation using interpolation of objects, events or patterns of data collected.
6 Provide a rational explanation using interpolation or extrapolation of data collected.
DEFINE OPERATIONALLY
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.
CONTROL VARIABLES
1 Identify the variables that affect an investigation.
2 Describe the variables that affect an investigation.
3 Determine the manipulated variable in an investigation.
4 Determine the responding and constant variables after determining the manipulated variable in an investigation.
5 Explain the relationship between the manipulated and responding variable in an investigation.
6 Change the constant variable in an investigation to manipulated variable and state the new responding variable.
MAKE HYPOTHESIS
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.
CARRY OUT EXPERIMENT
1 State the aim of the identified problem.
2 Make a hypothesis based on identified problem.
3 Specify the appropriate method and apparatus in planning the experiment.
4 Carry out the experiment to test the hypothesis.
5 Carry out the experiment, collect data, interpret the data and make a conclusion to prove the hypothesis and write a report.
6 Identify a new problem and design an experiment to test the hypothesis.
SCIENCE MANIPULATIVE SKILLS

1 List science apparatus, substances and specimens required for an activity.
2 Describe the use of science apparatus, substances and specimens required for an activity with the correct method.
3 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
4
the correct method.
5
the correct methods, systematically and sparingly.
6
the correct methods, systematically, sparingly and be an example to others.
SCIENCE ROOM RULES

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.
KNOWLEDGE
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.
Analyze and synthesize knowledge and scientific skills to be applied in completing the task or in a new situation persistently,
5
systematically and with positive attitude.
Analyze and synthesize knowledge and scientific skills to be applied creatively and innovatively in creating, evaluating or
6
conceptualising something new in completing a task.
3.1 SPECIFIC CHARACTERISTIC AND BAHAVIOR OF ANIMALS TO PROTECT THEMSELVES

3.2 CREATE AN ANIMAL MODEL
1 State specific characteristics and behaviour of animals to protect themselves from enemies and extreme weather.
2 Describe specific characteristics and behaviour of animals to protect themselves from enemies and extreme weather.
Explain with examples specific characteristics and behaviour of the animals to protect themselves from enemies and extreme
3
weather.
Build a graphic organiser of specific characteristic and behaviour of animals on how they protect themselves from enemies
4
and extreme weather.
Support predictions about how other animals protect themselves based on the knowledge of the specific characteristics or
5
behaviour of the animals
Design an imaginary model of an animal by applying the knowledge of specific characteristics and behaviour and provide
6
reasoning about the, characteristics of the model designed.
3.3 SURVIVAL OF ANIMAL SPECIES

1 State the ways of animal reproduce.
2 Describe the ways of animal ensure their species does not extinct.
3 Explain the meaning of survival of the species.
4 Provide reasoning the ways of the animal to ensure the survival of their species.
5 Generate the ideas about importance of the survival of the animal species to other living things.
Support the predictions the ways of other animal to ensure the survival of their species based on the knowledge of the
6
characteristics or behavior of that animal.
3.4 FOOD RELATIONSHIP AMONG LIVING THINGS

1 State examples of food chains.
2 State the meaning of a food chain and a food web.
3 Build food chains and food webs by identifying the producer and consumer.
4 Make generalization the Sun is the main source of energy in a food chain.
5 Support the opinion of the impact on other living things if there is any change in the population.
6 Conclude the food relationships between living things and the process of photosynthesis in terms of energy transfer.
4.1 THE SPECIFIC CHARACTERISTIC OF PLANTS TO PROTECT ITSELF

1 State the specific characteristics of plants to protect itself, and adapt to seasonal changes and climate.
2 Describe the ways of the specific characteristics of plants protect itself, and adapt to seasonal changes and climate
Explain with examples the specific characteristics of plants to protect themselves, and adapt to the seasonal changes and
3
climate.
Build a graphic organiser of the specific characteristics of plants to protect themselves, and adapt to the seasonal changes
4
and climate
Support predictions on how different plants protect and adapt themselves based on knowledge of the specific characteristics
5
of plants.
6 Generate ideas about the importance of specific characteristic of plants to other living things
4.2 SURVIVAL OF PLANT SPECIES
4.3 THE IMPORTANCE OF SURVIVAL OF THE PLANT SPECIES
1 State the ways of plant disperse their seed or fruit
2 Give examples of seeds or fruits based on their way of dispersal.
3 Explain through examples the relationship between the characteristics of seeds or fruits to the way they are dispersed.
4 Provide reasoning on the importance of dispersal to the survival of plant species.
5 Generate ideas on the importance of survival of plant species to other living things.
Support the predictions on the ways of seeds or fruits dispersal of other plants in order to ensure the survival of their species
6
based on knowledge of the characteristics of the plant.
5.1 SOURCES AND FORMS OF ENERGY

1 State the sources of energy.
2 Describe the sources of energy and the forms of energy produced.
3 Explain with examples the transformation of energy.
4 Make generalisation that energy can be transformed from one form to another.
5 Provide reasoning on the importance of transformation of energy in everyday life.
6 Design creatively and innovatively a model and describe the transformation of the energy involved.
5.2 RENEWABLE AND NON-RENEWABLE ENERGY

1 State the meaning of renewable and non-renewable energy
2 Give examples of the sources of renewable and non-renewable energy.
3 Build a graphic organizer on the sources of energy that are renewable and non-renewable
4 Provide reasoning on the importance of using sources of energy wisely.
5 Generate ideas on the usage of non-renewable energy to renewable energy resources in everyday life.
6 Generate ideas about the consequences if the source of renewable energy decreases.
6.1 LIGHT TRAVELS IN A STRAIGHT LINE
1 State that light travels in a straight line.
2 Give examples of activities which show that light travels in a straight line.
3 Make inferences about the formation of shadows.
4 Predict the factors that affect the size and shape of the shadow.
5 Test the factors that affect the size and the shape of the shadow.
6 Draw conclusions about the factors that affect the size and the shape of the shadow
6.2 LIGHT CAN BE REFLECTED

6.3 LIGHT CAN BE REFRACTED
1 State that light can be reflected and refracted.
State examples of phenomenon that shows light can be refracted and examples of tools that use the properties of light
2
reflection.
3 Sketch a ray diagram to show the properties of light reflected from the surface of a mirror.
4 Explain through examples the tools that use the properties of light reflection by drawing a ray diagram.
5 Create a tool or a model that uses the properties of light.
6 Provide reasoning on the properties of light used in the tool or model created.
7.1 SOURCES OF ELECTRICAL ENERGY

7.2 A COMPLETE ELECTRIC CIRCUIT
7.3 SAFETY PRECAUTIONS WHEN HANDLING ELECTRICAL APPLIANCES
1 State the safety precautions when handling electrical appliances.
2 Give examples of the sources that produce electricity.
3 Build a complete electric circuit and sketch the diagram using symbols.
4 Conclude on the brightness of bulbs in a series and parallel circuit by carrying out experiments.
5 Provide reasoning on the usage of parallel circuits of daily electricity consumption.
6 Generate ideas on the advantages and disadvantages of series circuit and parallel circuit.
8.1 TEMPERATURE AND HEAT

1 State the meaning of temperature and its unit.
2 Measure temperature using appropriate tools and correct techniques.
3 Make generalisation that the material becomes warmer when it gains heat and becomes cooler when it loses heat.
4 Explain through examples the expansion and contraction of materials in terms of gaining and losing heat.
Communicate the advantages and disadvantages on the application of the principle of expansion and contraction of
5
materials
6 Generate ideas about the tools that apply the principle of expansion and contraction of materials and the way it functions.
9.1 STATE OF MATTER

1 Give examples of solid, liquid and gas.
2 Describe the properties of solid, liquid and gas
3 Classify the examples of materials/ objects based on the states of matter.
4 Make generalization that water can exist in three state of matter
5 Communicate to explain the arrangement of particles of water in three states of matter.
6 Make an analogy on the arrangement of particles of solids, liquids and gases with the situations in everyday life.
9.2 CHANGES IN STATES OF MATTER

9.3 THE NATURAL WATER CYCLE
9.4 THE IMPORTANCE OF WATER RESOURCES
1 List the processes in the change of states of water
2 Describe the processes in the change of states of water when it gains or loses heat.
3 Relate changes in states of water with the formation of clouds and the phenomena of rain.
4 Provide reasoning on the importance of natural water cycle to maintain water resources
5 Generate ideas on factors that causes contamination of water resources and ways to maintain its cleanliness.
6 Communicate about the factors that disrupt the natural water cycle and its impact on living things
10.1 CHEMICAL PROPERTIES OF SUBSTANCES

1 Give examples of acidic, alkaline and neutral substances.
2 Classify substances based on the color changes of the litmus paper.
3 Define operationally the acidic, alkaline and neutral substances by using litmus paper.
Make generalization on the properties of acidic, alkaline and neutral substances based on the colour changes of the litmus
4
paper, taste, and touch.
5 Communicate about the importance of the properties of acidic, alkaline and neutral substances in every day life.
6 Generate ideas about the ability of acidic and alkaline substances to change the property of a substance.
11.1 THE MOVEMENT OF THE EARTH

1 State that Earth rotates and moves.
2 Simulate the occurrence of day and night.
3 Explain the direction and duration of rotation and movement of Earth around the Sun.
4 Describe the Earth rotates on its axis and at the same time moves around the Sun on its orbit.
5 Explain through examples the effects of the rotation of Earth on its axis.
6 Generate ideas about other effects caused by the rotation and movement of Earth, the Moon and the Sun.
11.2 PHASES OF THE MOON

1 State the Moon does not emit light
2 Explain the Moon reflects light from the Sun to the Earth.
3 Explain the movement of the Moon and the Earth.
4 Using space and time relationship to describe the phases of the Moon.
5 Generate ideas about the phases of the Moon relating to the events of life.
6 Communicate to state the same part of the Moon always faces the Earth and describe the phenomena.
12.1 THE STABILITY AND STRENGTH OF AN OBJECT AND STRUCTURE

12.2 CIVILIZING OF SUSTAINABLE LIVING
1 State examples of a strong and stable structure.
2 Determine the factors that affect the stability and strength of a structure
3 Generate ideas on the importance of a strong and stable building structural for a sustainable life
4 Create a strong and stable structural models.
5 Provide reasoning on a strong and stable structural models built/created
6 Improve the structural models built based on the findings of an investigation.
VALUE
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.
Interest, curious, honest and accurate in recording data, brave and systematic, cooperates, diligent and perseverance in
5
completing task.
Interest, curious, honest and accurate in recording data, brave and systematic, cooperates, diligent and perseverance in
6
completing task, responsible for oneself, friends, environment and courteous.
OVERALL
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.
Analyze and synthesize knowledge and scientific skills to be applied in completing the task or in a new situation persistently,
5
systematically and with positive attitude.
Analyze and synthesize knowledge and scientific skills to be applied creatively and innovatively in creating, evaluating or
6
conceptualising something new in completing a task.
SCIENCE
1.1.1 1.1.2
PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
NUMBER OF PUPIL 0 0 0 1 10 49 NUMBER OF PUPIL 0 0 10 29 11 10
60 60
50 49
50
40 40
30 29
30
20 20
10 10 11 10
10 10
0 0 0 1 0 0
0 0
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
TOTAL 60 PUPILS TOTAL 60 PUPILS
1.1.3 1.1.4
60 60
50 50
40 40
30 30
30 30
20 20 19
10 10 10 11
10 10
0 0 0 0 0
0 0
1.1.5 1.1.6
60 60
50 49 50
40 40
29
30 30
20 20
10 10 11 10
10 10
0 0 0 1 0 0
0 0
1.1.7 1.1.8
60 60
49
50 50
40 40
30 29
30
20 20
10 11
10 10 10
10
0 0 0 1 0 0
0
0
1.1.9 1.1.10
60 60
50 50
40 40
30 30
30 30
19
20 20
11
10 10 10 10
10
0 0 0 0 0
0 0
1.1.11 1.1.12
60 60
49
50 50
40 40
29
30 30
20 20
10 10 11 10
10 10
0 0 0 1 0 0
0 0
1.2 2.1
60 60
49
50 50
40 40
30 30 29
20 20
10 10 11 10
10 10
0 0 0 1 0 0
0 0
3.1,3.2 3.3
60 60
50 50
40 40
30 30
30 30
20 19
20
10 10 10 11
10 10
0 0 0 0 0
0 0
3.4 4.1
60 60
49
50 50
40 40
29
30 30
20 20
10 10 11 10
10 10
0 0 0 1 0 0
0 0
4.2,4.3 5.1
60 60
50 50
40 40
30 30
20 20
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
5.2 6.1
60 60
50 50
40 40
30 30
20 20
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
6.2,6.3 7.1,7.2,7.3
60 60
50 50
40 40
40
30 30
30
20 20
20
10 10
10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 0 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
8.1 9.1
60 60 60 60
50 50 50 50
40 40 40 40
30 30 30 30
20 20
20 20
10 10
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
0 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6 0 TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
9.2,9.3,9.4 10.1
60 60
50 50
40 40
30 30
20 20
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
60 60
50 50
40 40
30 30
20 20
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
11.1 11.2
60 60
50 50
40 40
30 30
20 20
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0
12.1,12.2
PERFORMANCE LEVEL TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
NUMBER OF PUPIL 0 0 0 0 0 0
60
50
40
30
20
10
0 0 0 0 0 0
0
TP 1 TP 2 TP 3 TP 4 TP 5 TP 6
TOTAL 0 PUPILS
Value OVERALL PERFORMANCE LEVEL

60 60
50 50
40 40
30 30
20 20
10 10
0 0 0 0 0 0 0 0 0 0 0 0
0 0

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SCHOOL SEKOLAH KEBANGSAAN SENTOSA

ADDRESS TAMAN BANDAR BARU

SUBJECT SUBJECT TEACHER MOHD MUSATFA B HJ AHMAD RAZALI

PERFORMANCE LEVEL FOR CONTENT STANDARD

MY KID NO/ IDENTITY OVERALL

2 AHMAD ABQARY BIN HANIZAM 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5

3 AIN NASUHA BINTI ABDUL HAKIM 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

4 ALVINA RAYHANA BINTI MOHAMAD NISHAM 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

5 DANISHA AMANI BINTI MURAD 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3

6 FARIS SYAZWAN BIN SHAIFUL HISHAM 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 HURIL AIN BINTI HASNUL ASHA'RI 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4

8 IRSYADUR RAIYAN BIN AZ'HARI 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5

9 LAILATUL NAJIHAH BINTI HAIRUL NIZAM 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

10 MANVEER SINGH A/L JASBIR SINGH 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

11 MARRISSA BINTI ZAMBROOSEE 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3

12 MARSYA RIDWANA BINTI MOHD RIDUAN 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

13 MEGAT FARIS NAJWAN BIN MEGAT KHAIRUL AZMI 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4

14 MUHAMAD ADAM BIN MUHAMAD YUSKHAIRUL 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5

15 MUHAMAD IQBAL MUHAIMIN BIN AZIZUL AZHAR 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

16 MUHAMMAD ADAM DARWISY BIN MUHAMAD NAZIR 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

17 MUHAMMAD AKMAL ARSYAD BIN MOHD HADZRI 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3

18 MUHAMMAD DANIEL HAZIQ BIN MOHD HASFULAZWAN 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

19 MUHAMMAD FARIS WAFIQ BIN SAWARUL ISAM 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4

20 MUHAMMAD SHAFIQ NAIM BIN CHINNAL ARIFFIN 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5

21 NUR DAMIA IMAN BINTI ZAKARIA 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

22 NUR QISTHIENA HUSNA BINTI ZAIDUL KADRI 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

23 NUR SYAIMA DAMIA BINTI SHAHRIZAN 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3

24 NURUL BALQIS BINTI MAHDZIR 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

25 NURUL NAJLAA BINTI ADZAHARY 6 4 4 5 6 4 6 4 4 5 6 4 6 4 4 5 6 4

26 NURUL SAFIAH IZZATI BINTI MUHAMMAD FADZIL 5 5 3 5 5 5 5 5 3 5 5 5 5 5 3 5 5 5

27 PUTRI SHAVINA AEFIRA BINTI SHARUL ANUAR 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

28 SITI AMINAH SAADATUL SYUHADAH BINTI SHAHRIL 6 4 5 4 6 4 6 4 5 4 6 4 6 4 5 4 6 4

29 SITI NUR BATRISYIA BINTI MOHD AZRIL 6 3 5 4 6 3 6 3 5 4 6 3 6 3 5 4 6 3

Name ABDUL LATIF BIN ABDUL RASHID

Overall Performance Level

The following is a statement of Overall Performance Level #N/A

SUBJECT SKILL PERFORMANCE LEVEL DESCRIPTOR

MEASURE AND USE NUMBERS

USE SPACE AND TIME RELATIONSHIP

SCIENCE MANIPULATIVE SKILLS

SCIENCE ROOM RULES

3.1 SPECIFIC CHARACTERISTIC AND BAHAVIOR OF ANIMALS TO PROTECT THEMSELVES

3.3 SURVIVAL OF ANIMAL SPECIES

3.4 FOOD RELATIONSHIP AMONG LIVING THINGS

4.1 THE SPECIFIC CHARACTERISTIC OF PLANTS TO PROTECT ITSELF

5.1 SOURCES AND FORMS OF ENERGY

5.2 RENEWABLE AND NON-RENEWABLE ENERGY

6.2 LIGHT CAN BE REFLECTED

7.1 SOURCES OF ELECTRICAL ENERGY

8.1 TEMPERATURE AND HEAT

9.1 STATE OF MATTER

9.2 CHANGES IN STATES OF MATTER

10.1 CHEMICAL PROPERTIES OF SUBSTANCES

11.1 THE MOVEMENT OF THE EARTH

11.2 PHASES OF THE MOON

12.1 THE STABILITY AND STRENGTH OF AN OBJECT AND STRUCTURE

TOTAL 60 PUPILS TOTAL 60 PUPILS

TOTAL 60 PUPILS TOTAL 60 PUPILS

TOTAL 60 PUPILS TOTAL 60 PUPILS

TOTAL 60 PUPILS TOTAL 60 PUPILS

TOTAL 60 PUPILS TOTAL 60 PUPILS

TOTAL 60 PUPILS TOTAL 60 PUPILS