TGB SC Y5 v3

SCIENCE
TEACHER GUIDEBOOK YEAR 5
Science (Teacher Guidebook, Year 5)
Published by:
SPARKS EDUCATION PLT,
No. 27 Lot 8646 (G/Floor) Jalan Simpang Tiga,
93350 Kuching, Sarawak.
Website: https://www.sparksonline.com.my
Email: sparkseducationplt@gmail.com
All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior permission of
SPARKS EDUCATION PLT.
It is also acknowledged that some images used are designed by Freepik

(https://www.freepik.com/) and Pixabay (https://pixabay.com/). All YouTube
videos quoted in this book are only as links and the rights remained with their
respective owners as per URLs cited.
Published 2023.
e ISBN 978-967-2746-25-6
© SPARKS EDUCATION PLT

Igniting Passion for Learning
FOREWORD
It is with great pleasure to present to you a meaningful piece of work by SPARKS

EDUCATION PLT.
It has always been SPARKS EDUCATION PLT’s belief that teaching should be fun
and interesting as learning should be. This Teacher Guidebook or TGB helps the
teacher to plan and carry out differentiated learning, catering for all levels of
students within a learning environment that is constructive and motivating through
the integration of STEM components, HOTS and 21st Century Learning skills as well
as Values.
It is our fervent hope that teachers will find this TGB to be helpful and relevant in
their instructional planning and classroom delivery. TGB will not only be a Teacher
Guidebook but will serve as the Teacher’s Great Buddy too!
Our heartiest appreciation and sincere gratitude to all people who without the
support, advice and enthusiasm, this book would not have been accomplished.
Teachers, let this TGB not only be your guidebook but let it be your companion –
Teacher’s Great Buddy!
“SPARKS EDUCATION – Igniting passion for learning!”
Dr. Angie Anak Garet

Chief Executive Officer,
i
PREFACE
William Walt teaches us that the The good teacher explains, the superior teacher
demonstrates, the great teacher inspires. We, at SPARKS EDUCATION, would like to add to
Walt’s words… He who succeeds in igniting the passion of learning among students, he is the
Greatest Teacher of them all! Let this book help you achieve that.
This book is about:

⬥ Differentiated Learning because we believe all pupils are unique and learn in different
ways. With our three-tiered activities, no one is left behind.
⬥ STEM integration because we believe in igniting pupils’ interests in the fields of
Science, Technology, Engineering and Mathematics. Look out for STEM icons to see
how you can incorporate activities with the STEM elements.
⬥ HOTS because we believe pupils learn actively – our suggested activities are hands-on
with higher order thinking skills embedded. Source out the HOTS icons and use the
questions suggested to probe and challenge the young thinking minds.
⬥ 21st Century learning skills because we believe pupils should be prepared to handle
the new millennium. Our suggested activities teach pupils to communicate, cooperate,
collaborate, and be creative and critical thinkers.
⬥ Values integration because we believe pupils ought to be educated to be citizens of
the world, to be responsible and contributing members through the inculcation of noble
values as wells as Scientific and Mathematical values.
⬥ Fun, Interesting and meaningful learning because we believe pupils learn best when
they are actively participating, deeply involved, and closely engaged. Our suggested
activities are beyond mere exercises or drills that kills (the fun); ours are hands-on
activities that will ignite pupils’ passion for learning!
⬥ Teachers being reflective practitioners because we believe teaching is not a chore but
a profession that gets better with practice. Use our Teacher’s Reflection page to revisit
the delivery of lessons and reflect for continuous improvement.
⬥ Guiding Teachers and to be a Great Buddy for teachers because we believe this TGB
can be your companion to help plan and deliver interesting lessons using resources
available. We show you how to use the textbook together with the TGB tiered
activities, the SPARKS Student Activity Books (SAB)* and SPARKS Teaching Aids (TA)
as an integrated whole. All the goodness in one package – the TGB, textbook, SAB and
TA.
Together, let us ignite the passion of learning among our pupils!
Lim Keat Heng

Project Manager of SPARKS TGB and SAB,
ii
TABLE OF CONTENTS
FOREWORD i
PREFACE ii
TABLE OF CONTENTS iii
TOPIC 1: SCIENTIFIC SKILLS 1

Activity 1: Exploring Material Properties 2
Activity 2: Zoo of Wonders: Classifying Animals 15
Activity 3: Bouncing Balls 31
Activity 4: Shadow Chasing 44
Activity 5: Colours of Nature 51
TOPIC 2: HUMANS 58
Activity 1: Human Skeletal System 1 59
Activity 2: Human Skeletal System 2 72
Activity 3: Blood Journey- the Circulatory Pathway 84
Activity 4: System Relationships in the Human Body 98
TOPIC 3: ANIMALS 106

Activity 1: Survival of the Sneaky Species 107
Activity 2: Exploring Animal Adaptations For Extreme Weather Survival 119
Activity 3: Identifying Ways Animals Protect Their Eggs 133
Activity 4: Who Eats Whom? Understanding Food Web in Nature 150
TOPIC 4: PLANTS 165

Activity 1: Exploring Plant Protection Mechanisms 166
Activity 2: Exploring Plant Adaptations 174
Activity 3: Exploring Seed Dispersal in Plants 181
Activity 4: Wind Seed Dispersal Model Challenge 192
TOPIC 5: ELECTRICITY 199

Activity 1: Exploring Series Circuits 200
Activity 2: Exploring Parallel Circuits 211
Activity 3: Power Savers: Energy Audit and Conservation Campaign 220
Activity 4: Exploring Electrical Appliance Safety 228
iii
TABLE OF CONTENTS
TOPIC 6: HEAT 238

Activity 1: Hot and Cold 239
Activity 2: Exploring Heat and Temperature 250
Activity 3: Hot and Cold Aluminium-Paper strip 261
Activity 4: Exploring the Effects of Heat on Materials 269
TOPIC 7: RUSTING 274

Activity 1: Rusty Scavenger Hunt 275
Activity 2: Journey of Iron to Rust 283
Activity 3: My Body Is Protected from Rusting 297
Activity 4: Rust Prevention Project 309
TOPIC 8: MATTER 319

Activity 1: Exploring States of Matter 320
Activity 2: Exploring Properties of Solids, Liquids, and Gases 331
Activity 3: Exploring the Three States of Matter - Water 351
Activity 4: The Ice Cube Meltdown 362
TOPIC 9: PHASES OF THE MOON AND CONSTELLATIONS 371

Activity 1: Moonlight Shadows 372
Activity 2: I Rotate, I Revolve 378
Activity 3: My Moon Phases in a Lunar Cycle 385
Activity 4: The Wonders of Constellations 394
TOPIC 10: MACHINES 415

Activity 1: Who Can Make My Life Easier? 416
Activity 2: Exploring Mechanical Advantage 422
Activity 3: Sustainable Simple Tools 431
Activity 4: Sustainable Tool Redesign Challenge 441
ANSWERS 449
WRITING TEAM 497
iv
1.0 SCIENTIFIC SKILLS
Activity 1: Exploring Material Properties
Activity 2: Zoo of Wonders: Classifying
Animals
Activity 3: Bouncing Balls
Activity 4: Shadow Chasing
Activity 5: Colours of Nature
1.0 Scientific Skills
Activity 1: Exploring Material Properties

CONTENT STANDARD 1.1 Science Process Skills
LEARNING STANDARDS 1.1.1 Observe by using all the senses involved and tools if necessary to make qualitative
observations to explain phenomena or changes that occur.
Materials
Use with
For Tier 1 Group: cotton balls, paper clips, feathers, plastic bottle textbook
(pp. 1-18)
caps, pencil erasers, leaves, buttons, magnifying glass.
For Tier 2 Group: feathers, buttons, leaves, paper clips, shells,
cotton balls, pencils, magnifying glass, colour charts. rulers.
For Tier 3 Group: glass marble, rubber ball, wooden block, metal
spoon, plastic bottle, paper clip, flower, magnifying glass, rulers,
colour charts,
Teachers’ info
The activities for Tier 1 Group and Tier 2 Group differ in terms of the
complexity and depth of the observations:
Object Selection: The objects selected for the Tier 1 Group are simpler and
more familiar, such as cotton balls, paper clips, and feathers. In contrast, the
Tier 2 Group and Tier 3 Group explore objects like shells, leaves, and buttons,
which may have more intricate details and varied properties.
Depth of Observations: In the Tier 1 Group, the focus is on basic properties
like colour, texture, and shape. Pupils are encouraged to make simple
qualitative observations and record them in the provided activity sheet. In the
Tier 2 Group, the observations go beyond basic properties. Pupils are
prompted to make more detailed observations, such as examining fine details,
patterns, or structural features of the objects. In Tier 3, pupils use more of
their senses than the other pupils.
PERFORMANCE LEVELS
PL1 Recall the science process skills.
PL2 Describe the science process skills.
PL3 Apply the science process skills to perform a task.
Activity 1: Exploring Material Properties | Page 2

Set Induction Whole Class Activity
1. Start the lesson by presenting a mystery box to the

whole class. Explain that inside the box, there are
different objects made of various materials. Engage
the pupils by asking them to use their senses (sight,
touch, and possibly smell or sound) to make
observations and guess the properties of the
objects inside. Encourage them to think about what
tools they might need to make better observations.
2. Draw pupils’ attention to a mystery box
“Good morning, class! Today, I have a fun and
exciting activity for all of you. (holds up a mystery
box). Look closely, can anyone guess what might be
inside this box?”
3. Accept whatever answer is given
“Good! So, let's start by looking at the box. What do
you notice?” (opens the box slightly for the pupils to
peek).
4. Give praise to pupils who answered, by saying, for
example,
“Good observation! Shiny objects, interesting. Now,
let's use another sense. I'm going to pass this box
around, and each of you can take a turn feeling
what's inside. What do you feel? Is it rough, smooth,
hard, or soft?”
5. Give praise again.
Excellent! Smooth and hard objects, well done! Now,
let's take it a step further. What other senses could
we use to gather more information?
Continue to the next page.
PERFORMANCE LEVELS

Continued from the previous page.
6. Respond to pupils’ answers and then tell them,

Good! So, let's start by looking at the box. What do
you notice?” (opens the box slightly for the pupils to
peek).
7. Acknowledge pupils’ answers
Fantastic! You all are doing an amazing job. Now,
think about what tools or instruments we could use
to make even better observations about the objects
inside the box.
8. Give praise if the answer is magnifying glass -
Brilliant idea! A magnifying glass can help us
examine the objects closely. What else could we
use?
9. Accept other appropriate answers -
Excellent! A ruler can help us measure the length.
Anything else? Perfect! A flashlight can come in
handy if it's dark inside the box. You guys are doing
an outstanding job thinking about this
10. Explain to pupils -
Using our senses and tools can help us make better
observations and guesses about the properties of
the objects. Let's dive in and discover the mystery
inside the box!
11. Show them the objects in the box. Tell them,” We
have to use our senses and apply science process skills
to discover the objects”.
PERFORMANCE LEVELS

12. Help recall the science process skills involved in

discovering the objects in the mystery box -
Can you tell me what are the science process sills we
have used? Explain, we used observations with our
senses – seeing, touching and smelling.
13. Tell them that the lesson of the day is to try out
some science process skills.
Suggested Tiered Activities For Differentiated Learning:
Development of Lesson Tier 1 (simple)
1. Provide each student with the materials and instruct

pupils to pick one object at a time and hold it in
their hands.
Using senses of touch and feel to aid observation

2. Encourage pupils to observe the object's colour and
record it in the Colour column of the Activity Sheet.
PERFORMANCE LEVELS

3. Prompt pupils to touch and feel the object's surface

to identify its texture and note it in the Texture
column.
4. Guide pupils to examine the object's shape and
record their observations in the Shape column.
5. Encourage pupils to use simple words and
descriptions to record their observations in the
Observations column, mentioning any interesting
features of the objects.
6. Repeat the process for each object, ensuring pupils
take their time to explore and record their findings
for each one.
Development of Lesson Tier 2 (moderately difficult)
1. Introduce the selected objects to Tier 2 Group

pupils and explain the importance of using their
senses and appropriate tools for making qualitative
observations such as the magnifying glass, rulers or
colour charts.
2. Instruct pupils to pick one object at a time and
examine it. They may use tools like magnifying glass.
Using appropriate tool to aid observation
PERFORMANCE LEVELS

3. Encourage pupils to observe the object's colour and

record it in the Colour column of the Activity Sheet.
4. Prompt pupils to touch and feel the object's surface
to identify its texture and note it in the Texture
column.
5. Guide pupils to examine the object's shape and
record their observations in the Shape column.
6. Encourage pupils to use descriptive language to
document their observations in the Observations
column, mentioning any unique or interesting
features of the objects.
7. Repeat the process for each object, ensuring pupils
take their time to carefully observe and record their
findings for each one.
Development of Lesson Tier 3 (difficult)
1. Introduce the selected objects to Tier 3 Group

pupils, emphasising the importance of using all
senses and appropriate tools for making qualitative
observations.
Observing closely with magnifying glass.
PERFORMANCE LEVELS

2. Instruct pupils to pick one object at a time and

carefully observe it using their senses and relevant
tools.
3. Encourage pupils to record their qualitative
observations in the corresponding columns of the
Activity Sheet.
4. Guide pupils to describe the colour, texture, and
shape of each object based on their observations.
5. For hardness, instruct pupils to use their fingernails
or a designated tool to assess the object's resistance
to scratching.
6. For flexibility, pupils can gently bend or squeeze the
object and note its response.
7. Transparency can be evaluated by examining how
much light passes through or if objects are opaque
or translucent.
8. In terms of conductivity, pupils can touch the object
and assess if it conducts heat or electricity.
9. To determine magnetism, pupils can use a magnet
near the object and observe any attraction or
repulsion.
10. Density can be estimated by comparing the weight
and size of the objects.
11. After observing and recording the properties of one
object, repeat the process for the remaining objects.
PERFORMANCE LEVELS

Development of Lesson Whole Class Activity
1. After all three groups have completed their

activities, gather the pupils together and allow time
for pupils to present their observations and engage
in a class discussion and provide praise and positive
feedback for their efforts.
2. Facilitate a class discussion to compare and contrast
the observations made by different groups. Prompt
pupils to identify similarities, differences, and
patterns in the properties of the objects.
3. Ask thought-provoking questions to stimulate
higher-order thinking and reflection. For example:
a) What did you learn from exploring the object
properties?
b) How did using your senses and tools enhance
your observations?
c) Did you notice any relationships or connections
between the properties of different objects?
Closure
Highlights on STEM, HOTS, PAK 21, VALUES Whole Class Closure
1. Provide a summary of the lesson, reinforcing the

key concepts, skills, and values covered. Express
appreciation for pupils' active participation and
encourage them to continue exploring and
observing the world around them.
2. Suggest additional activities or projects that pupils
can undertake to further explore object properties
or related scientific concepts. Provide resources or
references for further reading or experimentation.
PERFORMANCE LEVELS

Summary of Integration of STEM, HOTS, Values and

21st-Century Learning Elements in the Lesson
Science
 Using senses for observation.
Mathematics
 Measuring and recording observations.
Engineering / Technology USEFUL LINK

Scan or click the QR
 Using magnifying glasses for observation. code to view the
video:
“Science Year 5
|Scientific Skills| by
CikguDila Juhan”.
 Observing to differentiate properties.
 Identifying properties.
Scientific values Moral values

 Curiosity  Patience
 Open-minded  Cooperation
 Perseverance
 Responsibility
 C1 Critical thinking: Analysing and

interpreting observations.
 C3 Communication: Expressing observations
and sharing ideas.
 C4 Collaboration: Working together to make
observations
PERFORMANCE LEVELS

Activity Sheet 1.1a
Instructions:
1. Choose one object at a time from the provided objects.
2. Observe the object using your senses and record your observations in
the spaces provided.
3. Use simple words and descriptions to describe the properties of the
objects.
4. Pay attention to the colour, texture, and shape of each object.
5. Take your time to explore and make careful observations.
Object
Colour
Texture
Shape
What science process skills did you use to discover the properties of the
objects?
Comments: Assessed by:

Date:
PERFORMANCE LEVELS

Activity Sheet 1.1b
Instructions:
1. Select one object at a time from the provided objects.
2. Use your senses and tools to make detailed observations of each
object.
3. Record your findings in the spaces provided, using descriptive
language.
4. Pay attention to the colour, texture, shape, and other notable features
of each object.
5. Take your time to explore and document your observations
accurately.
Object
Colour
Texture
Shape
objects?

Date:
PERFORMANCE LEVELS

Activity Sheet 1.1c
Instructions:
1. Choose one object at a time from the provided objects.
2. Utilise your senses, tools, and prior knowledge to make detailed
observations of each object.
3. Record your findings in the spaces provided, using precise and
descriptive language.
4. Pay attention to the colour, texture, shape, size, and any other
relevant properties of each object.
5. Make comparisons and connections between the properties of
different objects.
6. Take your time to explore and document your observations
accurately.
Object
Colour
Texture
Shape
Hardness
PERFORMANCE LEVELS

Activity Sheet 1.1c (continued)
Size
Flexibility
Transparency
Conductivity
Magnetism
Density
objects?

Date:
PERFORMANCE LEVELS

Activity 2: Zoo of Wonders: Classifying Animals

LEARNING STANDARDS 1.1.2 Classify by comparing or identifying similarities and differences based on common
characteristics.
1.1.4 Make inferences by stating the initial conclusion or by giving reasonable
explanations for the observation made using the information gathered
Materials
Use with
Tier 1 Group : Animal Pictures: cat, hornbill, snake, frog, butterfly, textbook
(pp. 2-18)
crocodile, tiger, shark.
Tier 2 Group : Animal Pictures: cat, rabbit, butterfly, dragonfly,
swan, duck, dog, wolf, elephant, giraffe, snake,
crocodile, tiger, lion
Tier 3 Group : Animal Pictures: frog, toad, butterfly, moth,
crocodile, alligator, salamander, newt, lizard,
chameleon
Teachers’ info
 Tier 1 Group (Simple): In the simple classification activity, pupils are
presented with pictures of animals that have very different
characteristics, such as mammals, birds, reptiles, and amphibians. By
sorting and classifying the animals into these categories, pupils are
required to make inferences and draw initial conclusions based on the
observable characteristics of the animals. For example, if a student
observes fur and four legs in an animal picture, they can infer that it is a
mammal.
 Tier 2 Group (Moderate): In the classification activity based on similar
characteristics, pupils are presented with animal pictures that share
certain similarities, such as size or number of body parts. For instance, if
pupils group cats and rabbits together based on their small size and four
legs, they are inferring that these shared characteristics are significant
for their classification.
 Tier 3 Group (Challenging): In the classification activity based on subtle
or small differences, pupils are challenged to observe and identify the
subtle distinctions between animals. They need to carefully analyse the
pictures and draw conclusions based on the observed differences. For
example, when differentiating between a frog and a toad, pupils may
notice specific characteristics like skin texture, habitat preference, or
vocalisation.
PERFORMANCE LEVELS
PL4 Analyse the science process skills to solve problems or to perform a task.
PL5 Evaluate the science process skills to solve a problem or to perform a task.
Activity 2: Zoo of Wonders: Classifying Animals | Page 15
| Page 15
TIER 1 Animal Pictures
hornbill cat
snake frog
crocodile butterfly
tiger shark
PERFORMANCE LEVELS

rabbit cat
butterfly dragonfly
swan duck
tiger lion
PERFORMANCE LEVELS

dog wolf
elephant giraffe
snake crocodile
PERFORMANCE LEVELS

frog toad
butterfly moth
crocodile alligator
salamander newt
PERFORMANCE LEVELS

tiger lion
goose duck
dog wolf
PERFORMANCE LEVELS

1. Engage the pupils with an animal guessing game.

2. Begin the lesson by displaying a series of animal
pictures.
3. Choose one student to come to the front of the
class and be the "guesser.“ Show the first animal
picture to the class without revealing it to the
guesser.
4. The rest of the class takes turns providing clues
about the animal without explicitly mentioning its
name. For example, they can describe its
appearance, habitat, diet, or unique features.
5. The guesser has to listen to the clues and try to
identify the animal based on the information given.
6. If the guesser correctly guesses the animal, another
student takes a turn as the guesser and a new
animal picture is shown to the class.
7. Repeat the game with different animal pictures,
allowing multiple pupils to have a chance to be the
guesser.
8. After the game, explain to the pupils the importance
of classifying animals and how it helps scientists
understand the vast diversity of species.
9. Explain how animals can be grouped based on
shared characteristics and emphasize the use of
science process skills in classifying animals.
PERFORMANCE LEVELS


• Tier 1 Group: Simple classification based on animal pictures with distinct
characteristics like mammals, birds, reptiles, insects, fish and amphibians.
• Tier 2 Group: Classification based on similar characteristics, such as size or
number of body parts, using animal pictures like cats and rabbits, butterflies
and dragonflies, etc.
• Tier 3 Group: Classification based on subtle differences in animal pictures,
challenging pupils to identify subtle variations like frog and toad, butterfly
and moth, etc.
1. Show pictures of animals that have very different

characteristics.
2. Instruct the pupils to first find pairs of animals with
similar characteristics, then classify the animals into
different categories based on their observations of
the pictures.
3. Provide a sorting activity sheet with these
categories: Mammals, Birds, Reptiles, Insects, Fish
and Amphibians.
4. Pupils cut out the animal pictures and glue them in
the respective categories.
5. Encourage pupils to discuss their choices and
reasons for classifying the animals as well as ask
them for examples of other animals in the different
categories.
PERFORMANCE LEVELS

1. Show pictures of animals that are quite similar in

certain characteristics, such as size or number of
body parts.
2. Instruct the pupils to classify the animals into their
categories based on their features.
3. Observe the pair of animals that are quite similar,
what are their similarities?
4. Provide a classification activity sheet with the
columns: Similarities and Category.
5. Pupils write the similarities of the pair of animals
and identify the category they belong to based on
their observations.
explain the similarities between the animals in each
group as well as ask for examples of other animals
in the different categories.
1. Show pictures of animals that have subtle

differences, challenging pupils to make more
detailed observations.
2. Instruct the pupils to classify the animals into
different category groups based on their subtle
differences.
3. Provide a classification activity sheet with the
columns: Differences and Category.
explain the specific characteristics that distinguish
each group.
PERFORMANCE LEVELS

1. After all three groups have completed their

activities. Engage pupils in a brief reflection on their
understanding of animal classification and the
science process skills they applied.
2. Remind them that they were using the science
process skills of observation to perform this
classification, analysing and evaluating what they
observe to classify the animals.
Closure
1. Summarise the key concepts and learning points

from the lesson.
2. Engage pupils in a brief reflection on their
understanding of animal classification and the
science process skills they applied.
3. Reinforce the importance of observation,
comparison, and classification in scientific
investigations.
PERFORMANCE LEVELS


Science
 Applying observations to make
classifications.
Mathematics
 Sorting, classifying, and ranking animals
based on characteristics. USEFUL LINK
code to view the
Engineering / Technology video:
“SCIENCE YEAR 5
 Using digital platforms to create visual 2021: SCIENCE
representations. PROCESS SKILLS
FOR PROBLEM-
SOLVING by
casper ekcheoride”.
 Analysing and making comparisons between

animals.

 Curiosity  Respect
 Objective
 Systematic
 C1 Critical thinking: Analyzing and making

inferences.
 C3 Communication: Expressing
observations.
 C4 Collaboration: Working together.
PERFORMANCE LEVELS

Activity Sheet 1.2a:

Classifying Animals Based on Common Characteristics
A. Look at the pictures of the animals. Which category do you think each
animal belongs to?
Animal Category ( mammal, bird, reptile, insect, fish and amphibian)
cat
hornbill
snake
frog
butterfly
crocodile
tiger
shark
B. Write down examples of animals for the following categories:

Category Animals
mammals
birds
reptiles
insects
fish
amphibians

Date:
PERFORMANCE LEVELS

Activity Sheet 1.2b:

Classifying Animals Based on Similar Characteristics
Instructions:
1. Look at the pictures of the animals. Which animals can be paired
together due to similarities? Write it down in the blanks provided (first
column).
2. Can you see the similarities between each pair of animals? Write the
similarities (second column)
3. Which category do you think the pair of animals belong to? The
categories are mammal, bird, reptile, insect, fish and amphibian. Write
the name of the category for each pair of animals in the table below
(third column).
A. Table: Animal Classification:
Animal Pairs Similarities Category
cat and _____________
butterfly and ____________
swan and _____________
dog and _____________
elephant and ____________
snake and _____________
tiger and _____________
PERFORMANCE LEVELS

Activity Sheet 1.2b (continued)

Category Animals
mammals
birds
reptiles
insects
fish
amphibians

Date:
PERFORMANCE LEVELS

Activity Sheet 1.2c:

Classification Based on Subtle Differences
Instructions:
1. Look at the pictures of the animals. Which category do you think each
pair of animals belongs to? The categories are mammal, bird, reptile,
insect, fish and amphibian. Write the category of each pair of animals
(second column)
2. Can you see the subtle differences between the pair of animals? List
them in the table below (last column)
A. Table: Animal Classification:
Animal Pairs Category Differences
frog and toad
butterfly and moth
goose and duck
dog and wolf
crocodile and alligator
salamander and newt
tiger and lion
PERFORMANCE LEVELS


Category Animals
mammals
birds
reptiles
insects
fish
amphibians

Date:
PERFORMANCE LEVELS

Activity 3: Bouncing Balls

LEARNING STANDARDS 1.1.3 Measure and use numbers by using appropriate tools and standard units with
correct techniques.
1.1.5 Predict by making reasonable assumptions of an event or phenomenon based on
observations, prior experiences or data.
1.1.6 Communicate by recording information or ideas in suitable forms and presenting
them systematically.
Materials
Use with
Different types of balls (tennis ball, rubber ball, ping pong ball, textbook
(pp. 2-18)
and golf ball), measuring tape or ruler, stopwatch or timer, marker
or tape, notebook or recording sheet. Optional: A camera or
smartphone to capture visual records of the ball bounces.
Teachers’ info
Before the activity, demonstrate the proper technique for measuring and
recording the height of a ball's bounce.
Tier 1 - Simple: Pupils measure and record bounce heights, and then discuss
their findings as a group.
Tier 2 - Moderately Difficult: Pupils calculate average bounce heights, rank
the balls, and engage in discussions about their observations. They begin to
analyse data and consider factors affecting bounce heights.
Tier 3 - Difficult: The most complex tier involves in-depth data analysis,
hypothesis formulation, experiment design, and critical discussions. Pupils
collaborate, share findings, and present interpretations, focusing on higher-
order thinking skills. Suitable for advanced students seeking a challenge.
1. Begin the lesson by showing the pupils different

types of balls, such as a tennis ball, a rubber ball,
and a ping pong ball. Ask the pupils to observe the
balls and describe the differences in size, shape,
texture, and materials used to make the balls.

PERFORMANCE LEVEL
PL6 Design an experiment to solve a problem systematically and be responsible to oneself, peers and the environment.
Activity 3: Bouncing Balls | Page 31

2. Then, ask the pupils to predict which ball they think

will bounce the highest when dropped from the
same height. Tell them they will be investigating this
today. Remind them that they are using the science
process skills they have learnt to do this.
Tennis ball Rubber ball Ping pong ball

• In the activity, pupils will measure and record the heights of ball bounces
using appropriate tools such as rulers or measuring tapes.
• At the beginning of the activity, pupils will make predictions about which ball
they think will bounce the highest based on their observations of the
properties of the balls, such as their size, shape, and materials.
• Pupils will also need to design an experiment to solve the problem of
determining which ball bounces the highest.
1. Begin by showing the different balls and discussing

their properties. Explain that the pupils will be
investigating how high each ball can bounce.
PERFORMANCE LEVEL

2. Provide step-by-step instructions for measuring and

recording the heights of ball bounces by following
these steps:
a. Set up a flat surface, such as a table or the floor,
where the pupils will drop the balls.
b. Hold one ball at a time at chest level, making
sure the pupil’s hand is flat and steady.
c. Drop the ball gently from the same height every
time, allowing it to bounce freely.
d. Use a ruler or a measuring tape to measure the
height of each bounce. Place the ruler vertically
next to the ball's highest point.
e. Record the height of each bounce in the activity
sheet table. Write the measurements for each
trial in the corresponding columns.
f. Repeat steps b to e for each ball, conducting
multiple trials (e.g., three trials per ball) to ensure
accuracy.
The height of bounce can be read off the wall

Photo: Gipson Lim
PERFORMANCE LEVEL

3. After completing the measurements and recording

the heights, discuss the findings as a group.
4. Encourage pupils to compare the heights of the
bounces and make observations about which ball
bounced the highest and lowest.
1. Tell pupils to follow the steps outlined earlier for

measuring and recording the heights of ball
bounces. Follow the steps as in Tier 1.
the heights, encourage pupils to calculate the
average height for each ball by adding up the
heights and dividing by the number of trials.
3. Instruct the pupils to rank the balls in order of their
average bounce heights, from highest to lowest.
1. Follow the steps as in Tier 1.

the heights, challenge the pupils to analyse and
interpret their data in more depth.
PERFORMANCE LEVEL

3. Provide an extended activity sheet with more

challenging questions and tasks:
a. Rank the balls in order of their average
bounce heights, from highest to lowest.
b. Explain the factors that may have
influenced the differences in bounce
heights among the balls based on their
properties.
c. Propose a hypothesis about how the mass
of a ball might affect its bounce height.
4. Design an experiment to test the pupils' hypothesis.
After all three groups have finished their activities

gather the whole class together for a brief discussion:
1. Ask representatives from each group to share their
observations, findings, and any interesting insights
they discovered during the investigation.
2. Facilitate a whole-class discussion to compare and
contrast the results obtained by different groups.
Encourage pupils to identify any patterns or trends
that emerged across the groups' findings.
3. Summarise the main concepts and emphasising the
importance of using scientific process skills such as
measurement, prediction, and communication.
4. Relate the activities to real-world applications of
science process skills, showing pupils how these
skills are utilised by scientists in various fields of
study.
PERFORMANCE LEVEL

Closure
1. To conclude the lesson summarise the key concepts

and learning points from the lesson. Summarise the
key findings from each group and facilitate a
reflection on the importance of measurement,
prediction, and responsible experimentation.
2. Highlight the connection between their predictions
and the actual results, encouraging critical thinking
and analysis.
PERFORMANCE LEVEL


Science
 Predicting the bouncing heights based on
observations.
Mathematics
 Measuring and comparing heights of ball
bounces. USEFUL LINK
code to view the
“2 MINUTE
 Using measuring tools such as rulers or EXPERIMENT -
measuring tapes. Ball Bounce! By
HighSchoolScience
101”.
 Comparing the properties of different balls

and their effects on bouncing.
 Designing an experiment to solve the
problem of determining which ball bounces
the highest.

 Curiosity  Respect
 Systematic  Honesty
 C1 Critical thinking: Analysing and

interpreting data,
 C3 Communication: Expressing observations
 C4 Collaboration: Working together
PERFORMANCE LEVEL

Activity Sheet 1.3a

Record the height of bounce and calculate the average height.
Answer the questions by writing in the space provided.
TYPES OF TRIAL 1 TRIAL 2 TRIAL 3 AVERAGE
BALLS (cm) (cm) (cm) HEIGHT (cm)
1. Which ball bounced the highest?
2. Which ball bounced the lowest?
3. Did your predictions match the results? Why or why not?
PERFORMANCE LEVEL

Activity Sheet 1.3a (continued)

4. Explain why some balls bounced higher than others.
5. Describe one thing you learned about bouncing balls from this
activity.

Date:
PERFORMANCE LEVEL

Activity Sheet 1.3b

1. Which ball bounced the highest?
2. Which ball bounced the lowest?
3. Did your predictions match the results? Why or why not?
PERFORMANCE LEVEL


4. Explain how the properties of the balls (size, material, etc.) may have
affected their bouncing heights.
5. Design an experiment to investigate the effect of drop height on the

bounce height of a ball. Describe the steps you would take.

Date:
PERFORMANCE LEVEL

Activity Sheet 1.3c

1. Rank the balls in order of their bounce heights from highest to

lowest.
2. Explain the factors that may have influenced the differences in

bounce heights among the balls.
3. Propose a hypothesis about how the mass of a ball might affect its
bounce height. Design an experiment to test your hypothesis.
PERFORMANCE LEVEL


4. Analyse the limitations of this investigation and suggest
improvements for future experiments.
5. Design a challenge that involves predicting and measuring the

bounce heights of multiple balls. Provide a step-by-step procedure
for the challenge.

Date:
PERFORMANCE LEVEL

Activity 4: Shadow Chasing

LEARNING STANDARDS 1.1.7 Use space-time relationship by arranging occurrences of phenomenon or event in a
chronological order based on time.
1.1.8 Interpret data by selecting relevant ideas about an object, an event or the trend of
the data to make an explanation.
Materials
Use with
A sturdy stick or dowel, a measuring tape, a marker, a clipboard, a textbook
(pp. 2-18)
pencil
Teachers’ info
 Guide pupils how to measure the length of the shadow accurately.
 Emphasise the importance of maintaining the stick's stability throughout the
investigation.
1. Start by asking the pupils, "Have you ever wondered

why shadows change in length throughout the day?“.
Allow the pupils to discuss their ideas in small
groups.
2. Invite a few groups to share their thoughts with the
whole class. Explain that they will experiment to
investigate and understand the space-time
relationship of shadows.
1. Get pupils to the outdoor with measuring tape.

2. Instruct the pupils to position the measuring tape
vertically on the ground, adjacent to the shadow
being cast by the stick.
PERFORMANCE LEVEL
Activity 4: Shadow Chasing | Page 44

3. Ensure that the "0" mark on the measuring tape

aligns with the starting point of the shadow. The
starting point is where the shadow begins at the
base of the stick.
4. Direct the pupils to stretch the measuring tape
along the length of the shadow until it reaches the
tip. The tape should be straight and taut.
5. Record the time and shadow length on the activity
sheet. Repeat the measurements every hour for a
specified period, e.g., from morning until early
afternoon.
The shadow changes in length throughout the day
1. Guide pupils to analyse the recorded

measurements, get them to identify any patterns or
trends in the data, such as increasing or decreasing
shadow lengths, and discuss why shadows change
lengths.
PERFORMANCE LEVEL

2. Encourage pupils to explain the relationship

between the time of day and the length of the
shadows based on the data they gathered. Discuss
how the position of the sun affects the size and
shape of the shadow.
3. Design an Experiment (Problem-Solving and
Responsibility)
• Ask the pupils to think about another question
or problem related to shadows that they would
like to investigate. For example, is it possible to
create a simple sundial to tell the time?
• Encourage them to use their creativity and
scientific thinking skills to design an experiment
that will help them find answers or solutions to
their chosen question or problem.
• Allow the pupils to plan and set up their new
experiment, including identifying the materials
and equipment they will need.
• Encourage them to analyse and interpret their
results, drawing conclusions based on their
findings.
Closure
Highlights on STEM, HOTS, PAK 21, VALUES Whole Class Activity
1. Summarise the findings and lead the pupils to

conclude the space-time relationship of shadows.
PERFORMANCE LEVEL

2. Reinforce the concept that as the sun moves across

the sky, the angle of sunlight changes, resulting in
varying shadow lengths.
3. In conclusion, this hands-on activity allows pupils to
investigate the space-time relationship by observing
and measuring the length of shadows created by
the sun throughout the day.
PERFORMANCE LEVEL


Science
 Observing length of shadows.
 Recording the time and length of the
shadows.
 Analysing and identifying patterns or trends.
 Interpreting space-time relationship of
shadow lengths over time. USEFUL LINK
code to view the
Mathematics video:
“Sun's shadow
 Measuring shadow lengths over time. time-lapse by
GazdonianProducti
ons ”.
Engineering / Technology
 Using stick and measuring tape to measure
the shadow length.
 Analysing the recorded measurements.

 Evaluating the relationship of shadow length
and time
 C1 Critical thinking: Analysing data, making

connections between time and shadow
length,
observations.
 C4 Collaboration: Working in small groups
PERFORMANCE LEVEL

Activity Sheet 1.4

Record of shadow length throughout the day. Answer the
questions by writing in the space provided.
Time Shadow length (cm) Notes/Observation
09.00 am
10.00 am
11.00 am
12.00 pm
1.00 pm
2.00 pm
1. Describe the length of the shadow at 9:00 AM. Was it shorter or

longer compared to the shadow at 10:00 AM? Why do you think
that happened?
PERFORMANCE LEVEL

Activity Sheet 1.4 (continued)

Record of shadow length throughout the day. Answer the
questions by writing in the space provided.
2. How did the length of the shadow change from 9:00 AM to 2:00
PM? Draw a line graph showing the trend of the shadow length over
time.
3. Did the length of the shadow increase or decrease as the day

progressed? Can you explain why this occurred?
4. At which time of the day do you think the shadow would be the
longest? Explain your reasoning.
5. Based on your measurements and observations, what conclusions

can you draw about the relationship between the position of the sun
and the length of the shadow?

Date:
PERFORMANCE LEVEL

Activity 5: Colours of Nature

LEARNING STANDARDS 1.1.9 Define operationally by describing an interpretation of a task carried out and
observed in a situation according to determined aspects.
1.1.10 Control variables by determining the responding and constant variables after the
manipulated variables in an investigation have been determined.
1.1.11 Make a hypothesis by making a general statement that can be tested based on the
relationship between the variables in an investigation.
1.1.12 Carry out experiments by using the basic science process skills to collect and
interpret data, summarise to prove the hypothesis and write a report.
Materials
Use with
Plant materials (pandan leaves, dragon fruit or beet root, textbook
(pp. 8-13)
butterfly pea flower), mortar and pestle, water, ethanol, vinegar,
filter paper, glass containers, stirring rods or spoons, measuring
cylinder, gloves, aprons and safety goggles.
Teachers’ info (optional)

a. In this activity, pupils define operational interpretations by designing their
experiment to extract natural colours from plant parts. They determine the
specific aspects they will focus on, such as the choice of plant material,
extraction method, and solvent used.
b. Control variables by determining the responding and constant variables
after the manipulated variables in an investigation have been determined:
During the experimental design phase, pupils identify and control
variables. They determine the manipulated variable (e.g., type of plant
material), the responding variable (e.g., colour extracted), and the constant
variables (e.g., volume of solvent, extraction time).
c. Make a hypothesis by making a general statement that can be tested
based on the relationship between the variables in an investigation. For
example, pupils might hypothesize that using hot water for extraction will
result in more intense colours.
d. Throughout the activity, pupils apply science process skills to perform the
task of extracting natural colours from plant parts. They make
observations, collect and analyse data, control variables, make predictions,
and draw conclusions based on evidence.
PERFORMANCE LEVELS
Activity 5: Colours of Nature | Page 51

1. Begin the lesson by showing the pupils various

plant parts, such as pandan leaves, dragon fruit, and
butterfly pea flowers. Engage them in a discussion
about the different colours they see and ask them
to speculate on how these colours are formed.
1. Divide the pupils into small groups and provide

them with the necessary materials such as pandan
leaves, beet root, pea flowers, water, mortar and
pestle, filter paper, and small glass containers.
2. Explain to the pupils that they will be applying
science process skills to extract colours from plant
parts and analyse their findings.
3. Emphasise the importance of defining operational
interpretations, controlling variables, making
hypotheses, and applying basic science process
skills during the experiment.
4. Instruct each group to design their experiment by
determining the manipulated, responding, and
constant variables.
5. Guide them in formulating hypotheses based on the
relationship between variables. For example, "If we
extract colour from pandan leaves using hot water,
then the resulting colour will be more intense.“
PERFORMANCE LEVELS

Pandan leaves extract Beet root extract
Butterfly pea flower extract
Conducting the experiment

• Have the groups carry out their experiments using
the designed procedures, ensuring they follow
safety protocols and responsible behaviour towards
themselves, peers, and the environment.
• Encourage them to apply science process skills such
as making accurate observations, collecting data,
and interpreting the results.
Data Collection
• Instruct the groups to record their observations and
measurements using the Activity Sheet.
PERFORMANCE LEVELS

Once all the pupils have completed their activities and

investigations, proceed with the following steps:
1. Once the pupils have recorded their observations,
instruct them to discuss their findings within their
groups. Ask them to make connections between the
colours observed and the plant materials used.
2. Lead a class discussion on the relationship between
plant pigments and the colours observed. Introduce
the concept of chlorophyll, and other pigments
responsible for the observed colours.
3. After the pupils have completed the experiment and
recorded their observations, allocate some time for
reflection. Ask the pupils to individually think about
their findings and what they have learned from the
activity.
4. Facilitate a class discussion on the pupils'
reflections. Encourage them to share their thoughts
on the process, challenges encountered, and any
surprises they experienced during the experiment.
5. Guide the pupils to make real-life connections by
asking them how the extraction of natural colours
from plant parts relates to everyday situations.
Prompt them to think about applications such as
food colouring, natural dyes for textiles, or even the
importance of plant pigments in photosynthesis.
PERFORMANCE LEVELS

Closure
1. Conclude the lesson by summarising the key points

discussed during the activity. Reinforce the concept
of extracting natural colours from plant parts and
the importance of systematic experimentation.
Encourage pupils to apply their understanding of
plant pigments to real-life situations, such as food
colouring or dye production.
PERFORMANCE LEVELS


Science
 Observing the plant materials.
 Inferring about the effectiveness of
different extraction methods.
 Hypothesizing about the relationships
between the variables in the experiment.
 Conducting controlled experiments to USEFUL LINK
extract colours from plant parts. code to view the
 Analysing the data they collected. video:
“Colours of Nature:
Extracting Natural
Mathematics Pigment from
Plants by Alhibe
 Measuring the quantity of plant material Farm”.
used.
 Using various tools and equipment in the
colour extraction process.
 Analysing the relationship between the

variables manipulated .
 C1 Critical thinking: Making decisions

about variables, analyze data, and draw
evidence-based conclusions.
 C2 Creativity: Exploring creative solutions in
designing experiments.
observations.
 C4 Collaboration: Working in groups.
PERFORMANCE LEVELS

Activity Sheet 1.5

Fill in the table with data from observation.
In the "Plant Material" column, pupils can write down the name or type
of plant material they are using, such as pandan leaves, beet root, or
butterfly pea flower.
In the "Extraction Method" column, pupils can describe the specific
method they used to extract the colours, such as crushing the plant
material, soaking it in water, or boiling it.
In the "Solvent Used" column, pupils can mention the solvent or liquid
they used for the extraction, such as water, ethanol, or vinegar.
In the "Colour Observation" column, pupils can record their observations
about the colours obtained after the extraction process. They can
describe the hue, intensity, or any other characteristics they notice.
Extraction Colour
Plant material Solvent used
method observation

Date:
PERFORMANCE LEVELS

2.0 HUMANS
Activity 1: Human Skeletal System 1
Activity 3: Blood Journey – the Circulatory
Pathway
Activity 4: System Relationships in the
Human Body
2.0 Humans

CONTENT STANDARD 2.1 Human Skeletal System
LEARNING STANDARDS 2.1.1 Describe the function of the main human skeletal system.
2.1.2 Identify the bones and position of joints in the human skeletal system.
2.1.3 State the function of joints in the human skeletal system.
2.1.4 Provide reasoning on the importance of the skeletal system to the human body.
2.1.5 Explain the observations of a human skeletal system through written or verbal forms,
sketches, and ICT in a creative way.
Materials
Use with
Art supplies (markers, coloured pencils), scissors, glue, mahjong textbook
(pp. 19-27)
paper
▪ Tier 1: printed diagram of the human skeleton, bone name
labels, bone function labels
▪ Tier 2: bone templates and research materials.
▪ Tier 3: satay sticks, bone templates, styrofoam base, and
research materials for bone functions.
Teachers’ info
Print copies of the human skeleton diagram, the bone name labels and bone
function labels for Tier 1 pupils.
Print the bone templates for Tier 2 and 3, and create a list of reliable
resources or references where pupils can find information about bone
functions.
Scripted Talking Points based on the Stimulus page of

the textbook
1. Draw pupils’ attention to the textbook page 19.
2. Ask them what they can see on page 19, “Look at
the picture closely – what do you think is happening
in the situation of the picture?”.
PERFORMANCE LEVEL
PL1 Label the main human skeleton.
Activity 1: Human Skeletal System 1 | Page 59

2.0 Humans
3. Select 4 pupils and turn it into a role-play among

these pupils “I need 4 volunteers to role-play the
situation”.
4. Show the 4 pupils the picture of the stimulus page
and assign roles to each of them, especially the one
who will trip over and fall.
5. After the role play, ask the class, “Where did Chan
hurt himself? Is it serious?”
6. Discuss with them the seriousness of the fall –
“What is the worst case scenario? What is the worst
that could happen to Chan?”
7. Ask them what would be the worst-case scenario
for Chan: “Do you know that the worst-case scenario
would be Chan could have broken his leg during the
fall?”
8. Ask them whether it was that serious. Why?: “Was
Chan hurt badly?”
9. Draw their attention to what the doctor is telling
Chan’s mother: “The doctor was telling Chan’s mother
that her son’s leg did not show any injury.”
10. Ask pupils how to know that it was not serious:
“How do you know that it is not serious?”
11. Tell them that, “The X-ray scan showed no fracture or
broken bones”.
12. Explain to pupils, “The X-ray scan allows us to see the
condition of the bone and can tell us whether there is
a fracture or broken bone. Fracture means there is a
crack in the bone”.
PERFORMANCE LEVEL

2.0 Humans
13. Draw pupils' attention to the fact that our body has
a skeletal system. “Do you know that we have a
skeletal system in our body that gives it a frame so
that we can stand upright?
14. Next, relate to their bodies and have pupils feel
their bones: “Now, let us look at your own body. Can
you point to the bones in your arms and legs and
describe what you know about them? Feel the bones
with your own hands or fingers. How do you feel?”
15. Tell the pupils that the focus of the day’s lesson is
the human skeletal system.

Teaching points:
1. Following the discussion above, continue by breaking the pupils into three
groups:
1. Provide each pupil with a printed diagram of the

human skeleton, bone name labels and bone
function labels (refer to the Bone templates sheet).
2. Paste the diagram of the human skeleton onto a
large mahjong paper.
3. Cut out the bone name labels and bone function
labels.
4. Instruct pupils to match the bone name labels to
their positions on the human skeleton diagram.
Paste the labels.
PERFORMANCE LEVEL

2.0 Humans
5. After matching the names, pupils should match the

bone function labels to the bones, considering their
functions and locations. Paste the labels.
6. Get them to answer the questions in the activity
sheet.
1. Distribute the Skeleton Parts sheet.

2. Instruct pupils to cut out the skeleton parts.
3. Assemble and paste them on the mahjong paper to
form a full human skeleton.
4. Have pupils label the bones using markers.
5. Explain that they will research and find the
functions of each bone.
sheet.
1. Provide each group with satay sticks, a Skeleton

Parts sheet and a styrofoam base.
2. Instruct pupils to research the functions and
importance of each bone.
PERFORMANCE LEVEL

2.0 Humans
3. Pupils should then cut out the skeleton parts and

stick them onto the satay sticks to create a 3D
skeleton.
4. Encourage pupils to arrange the skeleton on the
styrofoam base to create a display.
5. Have pupils create an infographic that visually
presents the functions and importance of each
bone.
sheet.
1. Gather all pupils and allocate time for each group to

present their activities.
2. Facilitate a brief discussion. Use open-ended
questions to prompt pupils to think critically and
express their thoughts. Examples of questions:
▪ What did you learn about the functions and
importance of the human skeletal system through
your activity?
▪ How did your activity help you better understand
the roles of specific bones in the body?
PERFORMANCE LEVEL

2.0 Humans
Closure
1. Summarise the key insights and findings from all the

groups' activities.
2. Tier 1 pupils engaged in a bone-matching activity,
connecting bone names to their positions on a
skeletal diagram. They explored functions by
matching bone function cards to the appropriate
bones.
3. Tier 2 pupils assembled the parts to make a whole
skeleton, glueing them onto a skeleton diagram and
labelling them. They researched functions,
deepening their understanding of bone functions
and structures.
4. Tier 3 pupils created a 3D skeleton display using
satay sticks and templates. They conducted
comprehensive research to understand bone
functions and then designed infographics to convey
their findings.
As an interesting final closure, sing this song with the
pupils, Bones and Joints Song by BrainySongs at
https://www.youtube.com/watch?v=IooQ_n8cBBs
PERFORMANCE LEVEL

2.0 Humans

USEFUL LINK
Science Scan or click the QR
 Observing, identifying, labelling and codes to view the
videos
communicating of the human skeletal
system.
Mathematics
 Using geometry skills to align the bone
templates with their respective positions on
the diagram.
Skeletal System |
Human Skeleton
Engineering / Technology by Learning
Junction
 Cutting, pasting, and assembling the bones
to create a skeleton.
 Analysing and synthesising and evaluating

the bones and their functions
The SKELETAL
SYSTEM - Names &
Locations of the
MAJOR BONES by
igpecomplete
 Curiosity  Cooperation
 Systematic  Responsibility
 Patience
 C1 Critical thinking: Critically evaluating

bone function cards and matching them with
appropriate bones.
 C3 Communication: Labelling bone names
and explaining bone functions.
 C4 Collaboration: Pupils collaborate in pairs
or small groups.
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.1a: Bone Matching and Labelling Activity Sheet

Match the bone name cards to the correct positions on the
skeleton diagram. Then, match the bone function cards to the
appropriate bones.
1. Which bone protects the brain?
2. Which bone protects the internal organs like the lungs and heart?
3. Which bone provides support for the body?
4. Which bone provides support and protection to internal organs of the

lower body?

Date:
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.1b: Building Bone Models and Research

Cut out the skeleton parts and glue them onto the mahjong paper.
Label the bones. Research the functions of each bone and note
them down.
1. For each of the bones (skull, shoulder bone and blade, rib cage,
backbone, hand bone, leg bone, and pelvic bone) write down its
function.
2. How does the hand and leg bone contribute to our ability to perform
intricate tasks?

Date:
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.1c: Interactive Bone Infographic Activity Sheet

Use satay sticks and bone parts to create a bone display. Research
bone functions and design an infographic to convey your findings.
1. Explain the process of building the interactive bone display. How did
you decide on the order of bones?
2. For each bone (skull, shoulder bone and blade, backbone, rib cage,
hand bone, leg bone and pelvic bone): explain its function and its
importance.
3. Reflect on the challenges you faced while researching bone functions.

How did you overcome them?

Date:
PERFORMANCE LEVEL

2.0 Humans
Attachment 2.1:
1. BONE NAME LABELS
skull Rib cage Leg bone backbone
Hand bone Shoulder bone and blade Pelvic bone
2. BONE FUNCTION LABELS
Skull: The skull protects the Rib cage: The ribcage encases
brain and safeguards the and protects the lungs and
sensory organs, such as the heart, organs necessary for
eyes, ears, and nose. breathing and circulation.
Backbone: The backbone

Hand Bone: The hand bones
provides structural support to
give our hands their shape
the body and allows us to
and structure, enabling us to
stand upright. It also protects
grasp objects, manipulate
the delicate spinal cord, a
tools, and perform intricate
crucial part of the nervous
tasks.
system.
Leg Bone: The leg bone Pelvic Bone: The pelvic bone
supports the body's weight provides support and stability
during standing, walking, and to the spine and upper body
running. It also connects the while also protecting vital
hip to the knee joint, organs within the pelvic
facilitating movement and cavity. It plays a crucial role in
providing stability to the weight distribution,
lower body. locomotion, and childbirth.

2.0 Humans
Attachment 2.1:
3. HUMAN SKELETON DIAGRAM (for Activity Sheet 2.1a)

2.0 Humans
Attachment 2.1:
4. SKELETON PARTS (for Activity Sheet 2.1b and 2.1c)

2.0 Humans
Activity 2: Human Skeletal System

CONTENT STANDARD 2.1 Human Skeletal System
LEARNING STANDARDS 2.1.2 Identify the bones and position of joints in the human skeletal system.
2.1.3 State the function of joints in the human skeletal system.
2.1.5 Explain the observations of a human skeletal system through written or verbal forms,
Materials
Use with
Bone templates (skull, hand bone, leg bone, pelvic bone, etc.), textbook
(pp. 19-27)
cardboard, paper fasteners, scissors, markers, research resources
(books, articles, online materials), presentation tools (slides,
posters, etc.)
Teachers’ info
 The joints to be used are the joint at the neck, joint at the shoulder joint at
the elbow, joint at the wrist, joint at the knee, and joint at the ankle.
 The pupils might need help with the paper fasteners to make the bones
move.
1. Begin the lesson with an engaging video or image

that shows the different movements humans can
perform due to the presence of joints.
2. You may use this video: types of Joints by The
Study Pod.
3. Ask the whole class questions like, "Have you ever
wondered how your elbow bends or your wrist twists?
What allows us to move our body parts in different
directions?".
4. Tell pupils that joints in our skeletal system will be
the focus of the day’s lesson.
PERFORMANCE LEVEL

2.0 Humans

Teaching Points:
• Prepare the necessary templates of human skeletons for each tier group and
gather all materials needed.
• Familiarise yourself with the functions of various joints (joint at the shoulder,
joint at the neck, joint at the elbow, joint at the wrist, joint as the knee, joint at
the ankle), potential joint injuries, and joint care
1. Distribute skeleton templates to Tier 1 pupils along

with activity sheets and necessary materials.
2. Cut out the skeleton template and paste it on the
cardboard to provide a firmer base.
Cut out and paste
3. Cut at the joint areas as shown in the diagram.
Red circles show the joint areas

that need to be cut and then
fasten together with paper
fasterners
PERFORMANCE LEVEL

2.0 Humans
4. Line up the joint area of one bone with the

corresponding joint area of another bone. Make
sure the joint areas are aligned properly and facing
each other.
5. Insert a paper fastener through the aligned joint
areas. Push the fastener's legs through the holes
from the front side of the bones.
6. Flip the bones over and open the paper fastener
legs to secure them in place. This creates a movable
joint.
7. Repeat steps 5-6 for all bones with joint areas to
create a skeleton with movable joints.
8. Once all the bones are attached, use markers to
label the locations of joints (shoulder, neck, elbow,
wrist, knee, ankle) on the activity sheet.
1. Begin with the Tier 1 activity steps.

2. After assembling the movable joint skeleton,
instruct pupils to research the functions of various
joints: the joint at the shoulder, the joint at the
neck, the joint at the elbow, the joint at the wrist,
the joint at the knee, and the joint at the ankle.
3. Once the research is complete, guide pupils to
create presentations using tools like slides or
posters to showcase their findings.
PERFORMANCE LEVEL

2.0 Humans
1. Begin with the Tier 1 activity steps.

2. After assembling the movable joint skeleton,
instruct pupils to research the functions of various
joints: the joint at the shoulder, the joint at the
neck, the joint at the elbow, the joint at the wrist,
the joint at the knee, and the joint at the ankle.
3. Get them to research the answers to the questions
in the activity sheet.
4. Once the research is complete, guide pupils to
create presentations using tools like slides or
posters to showcase their findings.
1. Gather all pupils and allocate time for each group to

present their activities.
2. After each group presentation, facilitate a brief
discussion. Use open-ended questions to prompt
pupils to think critically and express their thoughts.
Here are some thought-provoking questions:
• Why do you think our bones have joints instead of
being one solid piece?
• Can you think of an example from your daily life
where you use your joints to move?
• Why is it important to know how to take care of
our joints
• How do you think joint injuries can impact a
person's daily activities?
PERFORMANCE LEVEL

2.0 Humans
Closure
1. Guide pupils to conclude:

• The types of joints in our skeletal system are
joint at the shoulder, joint at the neck, joint at
the elbow, joint at the wrist, joint at the knee,
and joint at the ankle.
• Joints are important for enabling movements
like bending, stretching, rotating, and lifting,
which are crucial for daily tasks and activities.
• We take care of our joints by maintaining a
healthy lifestyle, engaging in regular exercise,
practising proper posture, avoiding overexertion,
and seeking medical attention when necessary.
PERFORMANCE LEVEL

2.0 Humans

Science
 Observing, identifying, labelling and
communicating facts about joints in the
human skeletal system.
Mathematics
 Measuring and aligning bone templates USEFUL LINK
accurately. code to view the
video:
“Joints by
Engineering / Technology FuseSchool -
 Cutting, pasting, and assembling the bones Global Education.
to create movable parts at the joints.
 Analysing, synthesising and evaluating the

bones, joints and their functions

 Patience  Cooperation
 Curiosity  Honesty
 Responsibility
 C1 Critical thinking: Evaluating joint injuries

 C3 Communication: Labelling joints'
locations and explaining their functions.
 C4 Collaboration: Pupils collaborate in small
groups.
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.2a

On the diagram of the human skeleton, label the location of joints
on it: shoulder joint, neck joint, elbow joint, wrist joint, knee joint
and ankle joint.

Date:
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.2b

and ankle joint.
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.2b (continued):

Research and write down the facts of the following joints: The first
one is done for you.
1. Joint at the shoulder:
a. Function: Allows the arm to move in many directions, like lifting and
rotating.
b. Importance: Enables us to reach, grab, and throw, contributing to a
wide range of arm movements.
2. Joint at the neck:

a. Function: _______________________________________________
b. Importance: _____________________________________________
3. Joint at the elbow:

a. Function: _______________________________________________
b. Importance: _____________________________________________
4. Joint at the wrist:

a. Function: _______________________________________________
b. Importance: _____________________________________________
5. Joint at the knee:

a. Function: _______________________________________________
b. Importance: _____________________________________________
6. Joint at the ankle:

a. Function: _______________________________________________
b. Importance: _____________________________________________

Date:
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.2c

and ankle joint.
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.2c (continued):

1. Joint at the shoulder:
a. Function: Allows the arm to move in many directions, like lifting and
rotating.
b. Importance: Enables us to reach, grab, and throw, contributing to a
wide range of arm movements.
c. How can you take care of the joint to keep it healthy?
Avoid heavy lifting without proper technique, maintain good posture,
and do exercises to strengthen surrounding muscles
2. Joint at the neck:

a. Function: _______________________________________________
b. Importance: _____________________________________________
c. How can you take care of that joint to keep it healthy?
______________________________________________________
______________________________________________________
3. Joint at the elbow:

a. Function: _______________________________________________
b. Importance: _____________________________________________
______________________________________________________
______________________________________________________
PERFORMANCE LEVEL

2.0 Humans
Activity Sheet 2.2c (continued):

4. Joint at the wrist:
a. Function: _______________________________________________
b. Importance: _____________________________________________
______________________________________________________
______________________________________________________
5. Joint at the knee:

a. Function: _______________________________________________
b. Importance: _____________________________________________
______________________________________________________
______________________________________________________
6. Joint at the ankle:

a. Function: _______________________________________________
b. Importance: _____________________________________________
______________________________________________________
______________________________________________________

Date:
PERFORMANCE LEVEL

2.0 Humans
Activity 3: Blood Journey – the Circulatory Pathway

CONTENT STANDARD 2.2 Human Blood Circulatory System
LEARNING STANDARDS 2.2.1 Describe the function of the main parts involved in the human blood circulatory
system.
2.2.2 Sketch the pathways of blood circulation; rich in oxygen and rich in carbon dioxide in
human body.
2.2.3 Summarise the importance of the blood circulatory system in the human body’s
skeletal system.
2.2.4 Explain the observations of the human blood circulatory system through written or
verbal forms, sketches, and ICT in a creative way.
Materials
Use with
Plastic bottles, bending straws, red and blue food colouring, textbook
(pp. 28-33)
adhesive tape
1. Introduce the topic of the human circulatory system to the

pupils by sharing the experience of a person with the effects
of the circulatory system.
2. You could share this story with the pupils, a remarkable
person named Mia.
Mia, an avid runner, felt unusually tired and breathless during
training. Her skin paled, and she felt lightheaded. The doctor
found an issue with her circulatory system, responsible for
distributing oxygen, nutrients, and energy throughout the
body. Mia's system wasn't efficient, causing exhaustion.
In Mia's case, her circulatory system wasn't working as
efficiently as it should, which is why she was feeling
exhausted and experiencing those other symptoms.
However, with care and lifestyle changes, Mia's circulatory
system improved. She collaborated with doctors, adjusted her
diet, and stayed hydrated. Her energy surged, and she
returned to marathons with renewed determination.
PERFORMANCE LEVELS
PL3 Sketch the pathways of human blood circulation.
PL4 Provide reasoning on the importance of the blood circulatory system in the human body.
Activity 3: Blood Journey – the Circulatory Pathway | Page 84

2.0 Humans
Mia's experience highlights the significance of the circulatory

system, ensuring overall health and vitality. Our circulatory system
is like a network of highways that carry oxygen, nutrients, and
energy to all parts of our body. If the system is not taken care of, it
may cause issues that can affect our health. Let's follow in the
footsteps of those who aided Mia and delve into the wonders of
this essential system.

1. Tell pupils to get ready for tiered activities.
2. Distribute tiered activity sheets to pupils (see below).
• Tier 1: Activity Sheet 2.3a (for pupils who can work on simple tasks)
• Tier 2: Activity Sheet 2.3b (for pupils who can work on moderately difficult tasks)
• Tier 3: Activity Sheet 2.3c (for pupils who can work on more challenging tasks)
1. Get pupils to take one of the plastic bottles and fill it about
halfway with water.
2. Add a few drops of red colouring to the water. This will
represent oxygenated blood.
3. Take a bending straw and insert one end
into the mouth of the bottle, making sure
it’s secure.
Step 3
PERFORMANCE LEVELS

2.0 Humans
Step 4 Step 5
4. To the other cap, make two holes and insert two

bending straws through.
5. Connect the end of the straw with another straw
using a piece of plastic tubing (cut from another
plastic straw).
6. Use tape to wrap around the mouth of the bottle
and the straw, securing it in place. This will prevent
any leaks.
7. Repeat steps 1-4 for the other two plastic bottles.
Pupils should now have three bottles with straws
attached.
8. Line up the bottles in a row, positioning them close
together to represent the heart and blood vessels.
The straws should all be facing upwards.
PERFORMANCE LEVELS

2.0 Humans
Photo Source : Gipson Lim

9. Squeeze the second bottle gently to mimic the
heartbeat. As the bottle is squeezed, red-coloured
water will be seen moving through the straw,
simulating the flow of oxygen-rich blood.
10. Use Activity Sheet 2.3a, to answer the questions
therein.
11. Pupils are to complete the pathway diagram clearly
labeling the organs involved and indicate which is
blood rich in oxygen and which blood is rich in
carbon dioxide.
12. Then, get the pupils to write statements regarding
the importance of the blood circulatory system in
our body.
1. Repeat Steps 1-7 of Tier 1 pupils.

2. Use Activity Sheet 2.3b, and answer the questions
therein.
PERFORMANCE LEVELS

2.0 Humans
3. Get pupils to sketch the pathway of the human

circulatory system. Pupils are to clearly label the
organs involved and indicate which is blood rich in
oxygen and which blood is rich in carbon dioxide.
4. They are also to do research and write the functions
of the main parts involved in the blood circulatory
system
1. Do like what Tier 2 pupils do.

2. In addition to that, the pupils are to use Activity
Sheet 2.3c to answer the questions.
3. Finally, they are to summarise the pathway of the
human circulatory system and explain the blood’s
journey along this pathway using infographics.
1. After completing their respective activities, have

each group present their models, diagrams, and
descriptions. Guide the discussion with questions
such as:
• Why is blood circulation important for our bodies?
• How does oxygen-rich blood differ from carbon
dioxide-rich blood?
• What are the roles of the heart, lungs, and blood
vessels in the circulatory system?
PERFORMANCE LEVELS

2.0 Humans
Closure
1. Guide the pupils to summarise what each group has

done:
▪ Tier 1: Built a heart model, and completed the
pathway of the human circulatory system.
▪ Tier 2: Built a heart model, sketched the
pathway of the human circulatory system and
labelled the diagram.
▪ Tier 3: Built a heart model and presented an
Illustrated infographic on the blood’s journey
through the circulatory system.
2. Guide the pupils to conclude the functions of the
heart, lungs, and blood vessels in the circulatory
system pathway.
3. Guide the pupils to conclude what happens to the
blood as it journeys from the heart to the lungs and
back.
PERFORMANCE LEVELS

2.0 Humans

Science
communicating
Mathematics
 Measuring water to fill bottles
USEFUL LINK
Engineering / Technology code to view the
 Using materials to build a heart model video:
“Circulatory
System and
Pathway of Blood
Through the Heart
by Amoeba
 Analysing the different parts of the Sisters”.
circulatory system.
 Evaluating the importance of each part.

 Rational  Cooperation
 Objective  Honesty
 Open-minded  Responsibility
 C2 Creativity: designing and building a heart

model.
 C3 Communication: presenting the model
and explaining the different parts of the
circulatory system.
 C4 Collaboration: working in groups
PERFORMANCE LEVELS

2.0 Humans
Activity Sheet 2.3a

Answer the following questions by writing in the space provided.
1. Based on the heart model you have built, answer the following
questions:
i. Which parts of the model represent the heart, blood vessels, blood
and body?
a. the first and second bottles: _____________________________

b. the third bottle: ______________________________________
c. the straws: __________________________________________
d. the red-coloured water: ________________________________
ii. What are the functions of the parts of the human circulatory system?
a. heart: ______________________________________________
b. blood vessels: ________________________________________
c. blood: ______________________________________________
d. lungs: ______________________________________________
2. Complete the pathway of the human circulatory system. Label the

organs involved (indicate clearly which is blood rich in oxygen and
which blood is rich in carbon dioxide).
i. Can you fill in the blanks for the following statements regarding the
importance of the blood circulatory system in our body? You may
choose from the words here: oxygen, nutrients, carbon dioxide,
water, waste products
a. Blood transports ___________, ___________ and ___________ to
the whole body.
b. Blood transports ___________ from the whole body to the lungs.
c. Blood transports ___________ from the body to the excretory
organs such as kidneys where they are removed.
PERFORMANCE LEVELS

2.0 Humans
Activity Sheet 2.3a

questions:
and body?
a. the first and second bottles: _______________________________

_____________________________________________________
b. the third bottle: ________________________________________
_____________________________________________________
c. the straws: ____________________________________________
_____________________________________________________
d. the red-coloured water: __________________________________
_____________________________________________________
a. heart: _________________________________________________
______________________________________________________
b. blood vessels: ___________________________________________
______________________________________________________
c. blood: _________________________________________________
______________________________________________________
d. lungs: _________________________________________________
______________________________________________________
PERFORMANCE LEVELS

2.0 Humans

2. Complete the pathway of the human circulatory system. Label the
organs involved (indicate clearly which is blood rich in oxygen and
which blood is rich in carbon dioxide).
i. Can you fill in the blanks for the following statements regarding the
importance of the blood circulatory system in our body? You may
choose from the words here: oxygen, nutrients, carbon dioxide,
water, waste products
a. Blood transports ___________, ___________ and ___________ to
the whole body.
b. Blood transports ___________ from the whole body to the lungs.
c. Blood transports ___________ from the body to the excretory
organs such as kidneys where they are removed.
body
Pathway of the human circulatory system

Date:
PERFORMANCE LEVELS

2.0 Humans
Activity Sheet 2.3b

questions:
and body?

_____________________________________________________
_____________________________________________________
c. the straws: ____________________________________________
_____________________________________________________
_____________________________________________________
a. heart: _________________________________________________
______________________________________________________
b. blood vessels: ___________________________________________
______________________________________________________
c. blood: _________________________________________________
______________________________________________________
d. lungs: _________________________________________________
______________________________________________________
PERFORMANCE LEVELS

2.0 Humans

2. i. Sketch the pathway of the human circulatory system diagram and
label the organs involved.
Indicate the journey the blood will take from the heart to the rest of
the body and back to the heart label the organs involved (indicate
clearly which is blood rich in oxygen and which blood is rich in
carbon dioxide).
ii. Why is the blood circulatory system important to us?

Date:
PERFORMANCE LEVELS

2.0 Humans
Activity Sheet 2.3c

questions:
and body?

_____________________________________________________
_____________________________________________________
c. the straws: ____________________________________________
_____________________________________________________
_____________________________________________________
2. Prepare the pathway of the human circulatory system and explain

the blood’s journey along this pathway using infographics. Explain
why the blood circulatory system is important to us.
You may use this template when you prepare the summary:
Key Elements of the Infographic:
▪ Title: ___________________________________________________
▪ Visual Representation: What organs are being represented
▪ Pathway Highlights: Blood vessels out from the heart, carrying
oxygen-rich blood; Blood vessels returning to the heart, carrying
carbon dioxide-rich blood.
▪ Colour Coding: Bright red, symbolising oxygen-rich blood; Blue,
represents carbon dioxide-rich blood.
PERFORMANCE LEVELS

2.0 Humans

▪ Labels and Captions: Clear labels for the heart, lungs, and major blood
vessels. Captions explaining the role of each organ in the circulatory
process.
▪ Arrows and Flow Lines: Arrows indicate the direction of blood flow.
Flow lines show the journey of blood from heart to body and back.
▪ Brief Descriptions: Concise descriptions of oxygenation in the lungs
and heart's pumping action.
▪ Icons: Iconic representation of red blood cells carrying oxygen
molecules. Iconic representation of blue blood cells carrying carbon
dioxide.
▪ Flowchart Elements: Flowchart-style connectors to show the
sequential process of circulation.
▪ Summary Box: A summary box highlighting the importance of the
circulatory system in maintaining overall health and vitality.

Date:
PERFORMANCE LEVELS

2.0 Humans
Activity 4: System Relationships in the Human Body

CONTENT STANDARD 2.3 Relationship between the systems in the human body.
LEARNING STANDARDS 2.3.1 Explain through examples the relationship between the systems in the human body.
2.3.2 Provide reasoning on the importance of taking care of all the systems in the human
body to function efficiently.
2.3.3 Generate ideas for ways to protect the systems in the human body to ensure a
healthy life.
2.2.4 Explain the observations on the relationship between systems in the human body
through written or verbal forms, sketches, and ICT in a creative way.
Materials
Use with
Manila card, scissors, markers, timer textbook
(pp. 34-41)
Teachers’ info
1. This is a game activity with cards related to the interconnectedness of
human body systems.
2. Preparation by the teacher includes:
a. Creating card sets: Guide pupils to prepare 24 cards, each card the
size of 9cm by 12cm using a manila card. There are 3 types of cards,
i.e.,
i. system violation scenarios cards,
ii. corresponding causes and body systems affected cards and
iii. treatment and protection cards.
The teacher prints out the descriptions for each of the cards.
b. Decide on a scoring system. Assign a specific point value for each
correct match and determine how many points will be deducted for
incorrect matches.
c. Prepare an instructions sheet for the pupils, outlining the rules of the
game, the objective, and any relevant details.
PERFORMANCE LEVELS
PL5 Generate ideas on the importance of taking care of all the systems in the human body
PL6 Communicate creatively and innovatively on the relationship between the systems in the human body
Activity 4: System Relationships in the Human Body | Page 98

2.0 Humans
Begin the lesson by showing an engaging video or

image of the human body, highlighting its different
systems. Ask the pupils questions like:
• "Can anyone name some systems in the human
body?“
• “Have you ever wondered how different parts of our
body interact and depend on each other? Well,
today, we're diving deep into that fascinating world.
Imagine you're detectives, unravelling mysteries
within our bodies!”.
You will be divided into small groups. Each group will
receive a set of printouts with descriptions of violations
of different body systems, potential causes, and
treatments. Your task is to prepare sets of these
violations, causes and treatment/protection cards.
You will then match these card pieces together and
discover the cause-and-effect relationships between
them.
Who will be the first to solve these health mysteries?
Who will showcase their understanding of how
systems interact and collaborate?
1. Hand out the sets of violations, causes, and

treatment/protection printouts to each group.
PERFORMANCE LEVELS

2.0 Humans
2. Give instructions to pupils on how to prepare the

violation, cause and treatment/protection cards.
Pupils are to prepare 23 cards of the size, 9cm by
12cm each using manila card For example, they are
to paste each description of violation onto the
manila card of size 9cm by 12 cm. Do this for the
other descriptions of violation until there are 8
violation cards as follows:
Violation Cards:
1. Shortness of breath during physical activity.
2. Difficulty walking due to joint pain.
3. Fatigue and weakness due to nutrient deficiencies.
4. Involuntary muscle spasms or twitches.
5. Irregular menstrual cycles in females.
6. Rapid heartbeat and dizziness.
7. Difficulty swallowing.
8. Frequent infections and slow wound healing.
Cause and Body Systems Affected Cards:

A - Arthritis and joint inflammation. Affected Skeletal and Muscular systems.
B - Nerve irritation and stress. Affected Nervous and Muscular systems.
C - Reduced oxygen intake due to a blocked airway. Affected Respiratory
and Circulatory Systems.
D - Hormonal imbalances and thyroid issues. Affected Reproductive and
Endocrine systems.
PERFORMANCE LEVELS

2.0 Humans
E - Poor diet and malabsorption. Affected Digestive and Circulatory

systems.
F - Anxiety and overactive sympathetic nervous system. Affected
Circulatory and Nervous systems.
G - Muscular or nerve disorders affecting the oesophagus. Affected
Digestive and Muscular systems.
H - Weakened immune response due to immunodeficiency. Affected
Immune and Circulatory Systems.
Treatment and Protection Cards (Numbers):

1. Physical therapy and joint exercises.
2. Relaxation techniques and stress management.
3. Clearing the airway, managing lung conditions, and improving fitness.
4. Hormone therapy, lifestyle adjustments, and medical evaluation.
5. A balanced diet, nutritional supplements, and treating digestive issues.
6. Rest, stress reduction, and maintaining electrolyte balance.
7. Speech therapy, dietary modifications, and medical intervention.
8. Medical evaluation, immune-boosting therapies, infection prevention.
1. Explain the game rules to the pupils.

2. Once the pupils are ready, start the timer to begin
the activity.
3. After a set time, go through each group's matches.
Award points for correct matches and deduct points
for incorrect ones.
PERFORMANCE LEVELS

2.0 Humans
4. After scoring, gather the pupils and discuss the

matches made by each group. Encourage them to
explain their choices and reasoning.
5. Discuss with the pupils the relationships between
different body systems.
6. Discuss how disruptions in one system can affect
others and the importance of understanding these
interactions for overall health.
7. Here are some questions to guide the discussion:
• “Why is it important for us to understand the
relationships between the different systems in our
body?”
• "Can you provide examples from today's activity
where one system's disruption affected another?“
• "Can you think of examples in real life of how to
protect our body systems?”
Closure
1. Conclude the activity by highlighting the

significance of understanding the body's
interconnected systems and what we can do to
protect the systems.
PERFORMANCE LEVELS

2.0 Humans

Science
 Understanding interactions between
different body systems.
 Analysing scenarios to identify connections
and causes of disruptions.
Mathematics
 Calculating scores.
 Keeping time.
 Creating and using cards to represent real-
life scenarios and relationships between USEFUL LINK
systems. Scan or click the QR
code to view the
video:
“Human Body
Systems Functions
 Analysing relationships between systems, Overview by
Amoeba Sisters”.
identifying cause-and-effect connections.
 Evaluating their matches based on their “Human Body 101
by National
understanding of system interactions. Geographic”.

 Objective  Patience
 Open-minded  Honesty
 C3 Communication: presenting the model

and explaining the circulatory system.
 C4 Collaboration: working in groups
PERFORMANCE LEVELS

2.0 Humans
Activity Sheet 2.4

Complete the tasks
State the similarities and differences of the notes, in terms of the value,
size and colour.
VIOLATION CAUSE and BODY TREATMENT and
SYSTEMS AFFECTED PROTECTION
1. Shortness of breath
during physical
activity.
2. Difficulty walking
due to joint pain.
3. Fatigue and
weakness due to
nutrient deficiencies.
4. Involuntary muscle
spasms or twitches.
5. Irregular menstrual
cycles in females.
6. Rapid heartbeat
and dizziness.
7. Difficulty
swallowing
(dysphagia).
8. Frequent infections
and slow wound
healing.
PERFORMANCE LEVELS

2.0 Humans

Complete the tasks
Part 2: Reflection Questions
1. Why is it important to understand how different body systems

interact?
2. Can you provide an example from the activity where one system's
disruption affected another? Explain.

Date:
PERFORMANCE LEVELS

3.0 ANIMALS
Activity 1: Survival of the Sneaky Species
Activity 2: Exploring Animal Adaptations for
Extreme Weather Survival
Activity 3: Identifying Ways Animals Protect
Their Eggs
Activity 4: Who Eat Whom? Understanding
Food Web in Nature
3.0 Animals
Activity 1: Survival of the Sneaky Species

CONTENT STANDARD 3.1 Survival of Animal Species
LEARNING STANDARDS 3.1.1 State the meaning of survival of the species.
3.1.2 Explain with examples the characteristics and specific behaviours of animals to
protect themselves from enemies.
3.1.6 Explain the observations on the survival of animal species through written or
verbal forms, sketches of ICT in a creative way.
Materials
Use with
Children’s books, sample posters, manila cards, colour pencils, textbook
(pp. 49-57)
permanent markers, rulers, colour papers, sticky notes,
computers with internet ready and printers.
Scripted Talking Points based on the Stimulus page of the

textbook:
1. Draw pupils’ attention to the textbook (pp. 49 - 50).
2. Ask pupils whether they have kept any pets at home and
how they describe their pets, "Do you have any pets at
home?", “What is your pet’s name? "Do you know what
characteristics your pets have?", "Why do different animals
have different characteristics?”
3. Ask them to give more examples of animals they know. They
can refer to the textbook for their answers, "Can you state
the names of other animals or pets you know?", "What are their
characteristics?".
4. Ask pupils to recall the lesson they learned on vertebrates
and invertebrates, "Do you know what vertebrates and
invertebrates are?", “Which animals fall under the invertebrate
and vertebrate categories?”.
PERFORMANCE LEVELS
PL 1 State the characteristics and specific behaviours of animals to ensure the survival of their species.
PL 2 Describe the characteristics and specific behaviours of animals to ensure the survival of their species.
PL 3 Explain with examples the characteristics and specific behaviours of animals to ensure the survival of their species.
PL 4 Build a graphic organiser on the characteristics and specific behaviours of animals to ensure the survival of species.
Activity 1: Survival of the Sneaky Species | Page 107

3.0 Animals
5. Ask them about the animals’ reactions when they encounter

their enemies by showing them pictures of invertebrates or
vertebrates. For example, "What happens to a millipede when
you touch it?", "Why do bees sting you when you disturb their
life?", "Why does a tortoise hide part of its body inside its shell
when it encounters an enemy?", "Why do cats have claws?",
"Why do parrots have sharp beaks and claws?" and so on.
6. Explain to pupils that each animal has a unique set of
characteristics and behaviours that they use to defend
themselves and survive their species. A species is a class of
plants or animals whose members have the same main
characteristics and are able to breed with each other.
7. Tell pupils that all animals must protect themselves for their
species to survive. It is important to prevent animal extinction
and maintain the ecosystem balance. An ecosystem is a
geographical area in which plants, animals, other organisms,
weather, and landscape coexist to form life.
8. Ask pupils how animals protect themselves to maintain the
survival of their species, “How do animals protect themselves
and their species?”, “What would happen if some species of
animals do not survive?”
9. Tell them the lesson of the day is related to specifying the
characteristics of the body of animals and specific behaviours
to protect themselves from enemies.
10. Inform them that the lesson's learning objective is to use ICT
to explain the characteristics and specific behaviours of
animals to ensure the survival of their species and protecting
themselves from enemies.
PERFORMANCE LEVELS

3.0 Animals
1. The pupils are to form groups of 4 people. A task will be

assigned to each group.
2. Choose a group leader, instruct them to divide the task
among the participants, and then engage the group in
discussion regarding the task.
3. Ask pupils to read pages 51 to 56 of the textbook before
beginning the activity.
4. Inform the pupils that they will conduct research on specific
animal species using appropriate resources, including
children’s books, education materials such as the National
Geographic website or reference books, websites and videos
to explain the defence mechanisms of the chosen animal
species.
5. Tell them to make a poster and include all the gathered
information on the poster.
6. Each group will receive the materials they need to complete
their posters, including manila cards, colour pencils, rulers,
permanent markers, sticky notes, colour paper, and a sample
poster. Pupils are free to choose their posters’ format,
whether it be a hardcopy or a softcopy, and they can request
additional materials as needed.
7. Inform the group members that they will be assigned tasks
based on groups for their investigation.
7.1 Group 1: Pufferfish, Deer, Snake and Snail
7.2 Group 2: Tortoise, Scorpion, Elephants and Octopus
7.3 Group 3: Pangolin, Porcupine, Anchovies and Lizard
7.4 Group 4: Millipede, Butterfly, Chameleon and Goat
7.5 Group 5: Claims, Bees, Squid and Crocodile
7.6 Group 6: Moth, Crab, Cat and Horse
PERFORMANCE LEVELS

3.0 Animals
8. Ask them to include all necessary details on their posters.

Teachers can use guiding questions and prompts to help
pupils structure their findings. Include questions about
animals' habitats, enemies and specific characteristics and
behaviours of animals. They can gather information from the
internet or other sources that are readily available.
9. They are free to decide on the poster that suits their ability.
A sample of the poster is given as a guide for their
assignment (refer to sample on page 5)
10. Encourage pupils to create an appealing and visually
engaging layout for their posters. They can choose from pre-
designed templates or create their own design.
11. They can use clear and concise text, bullet points and
headings to make information easily readable.
12. Give pupils notice of the due date and project presentation
day.
13. Inform each group to present their posters. Instruct the other
group to observe and take notes on the key points when the
chosen group is presenting and encourage them to add
comments on sticky notes.
14. Facilitate a whole class discussion:
a. Based on the group presentation, what inference can you
make about animals protecting themselves from their
enemies?
b. How do animals with no defence mechanisms survive in
nature?
15. Pupils complete Activity Sheet 3.1a.
PERFORMANCE LEVELS

3.0 Animals
1. The following activity is meant to extend learning beyond the

classroom.
2. Pupils will be given a task to compile a list of animals they
have seen around their homes, schools, parks, or
playgrounds.
3. Ask pupils to observe the animals for specific behaviours and
characteristics to protect themselves. Have they noticed how
the animals defend themselves from enemies, such as "How
did the cat react when it met the dog?" and "What did the
lizard do when you tried to catch it?"
4. Pupils are given one day to complete the task. Please
encourage them to use web searches or read materials to
find the names of animals, too.
5. In the following lesson, ask pupils to share their findings, and
classify the animals based on their characteristics and
behaviours The pupils can refer to previous development of
lesson activity using animals in Group 1 to Group 7.
6. Check with them which category has the greatest number of
animals.
7. Pupils complete Activity Sheet 3.1b.
Closure
1. Praise pupils for their collaborative effort in completing their

work.
2. Then, get them to work on the enrichment activities in the
SAB Book 5 (Topic 3: Animals).
PERFORMANCE LEVELS

3.0 Animals
3. Guide them to draw the following conclusions:

• The survival of an animal species is the ability of animals
to maintain their species to avoid extinction.
• In order to survive, prey animals rely on camouflage,
warning signals, well-developed senses, weapon-like body
parts, and defensive behaviours.
• The specific characteristics of the parts of the body of
animals and their behaviours can protect them from
enemies and ensure the survival of their species.
PERFORMANCE LEVELS

3.0 Animals

Science
 Stating the meaning of the survival of the
species.
 Searching the details of characteristics and
behaviours of animals to protect them from
enemies.
 Classifying animals according to their USEFUL LINK
characteristics and behaviours. code to view the
 Observing the animals surrounding the area. video:
Animal
 Making inferences based on research of Camouflage, Learn
animals’ characteristics and specific How Animals Can
Blend In With Their
behaviours. Environments by
Mathematics Learn Bright
 Counting the number of animals that have
different characteristics and specific
behaviours to protect themselves from
enemies.
Engineering:
 Web search or apps to search the details of
animals.
 Digital Poster Design
 Analysing
 Reasoning
 Generalising
PERFORMANCE LEVELS

3.0 Animals

 Scientific values: Rational, Objective, Open-

minded
 Moral values: Cooperation, Honesty,
Responsibility, having interest and curiosity
towards the environment, realising that
science is a means to understand nature,
Being confident and independent.
 C1 Critical thinking
 C2 Creativity
 C3 Communication
 C4 Collaboration
PERFORMANCE LEVELS

3.0 Animals
SAMPLE POSTER

3.0 Animals
Activity Sheet 3.1a

Look at the following poster and, write your answers in the
appropriate columns using the data from your investigation or the
information from the group presentation.

Date:
PERFORMANCE LEVELS

3.0 Animals
Activity Sheet 3.1b

Several animal species are shown in the diagram below. Fill in the
blanks to describe each animal’s specific characteristics or
behaviours to protect itself from enemies. Give an example of
another animal that exhibits similar characteristics or behaviours.
Animals Characteristics/ Behaviours Other Examples
The moth has ____________

_______________________
on its wings to deceive the
enemies.
The cat has ______________

_______________________
to protect itself from its
enemy.
The scorpion has _________

_______________________
to hurt or kill the enemies
PERFORMANCE LEVELS

3.0 Animals

Several animal species are shown in the diagram below. Fill in the
blanks to describe each animal’s specific characteristics or
behaviours to protect itself from enemies. Give an example of
another animal that exhibits similar characteristics or behaviours.
Animals Characteristics/ Behaviours Other Examples
The octopus will _________

_______________________
towards their enemies so
they will run away quickly to
save themselves.
The elephants ___________

_______________________
to protect themselves and
reduce the risk of being
attacked by enemies.
The lizard will ____________

_______________________
when they are attacked. This
will distract their enemies
while they escape.

Date:
PERFORMANCE LEVELS

3.0 Animals

CONTENT STANDARDS 3.1 Survival of Animal Species
3.2 Create Animal Model
LEARNING STANDARDS 3.1.3 Explain with examples the specific behaviours of animals to protect themselves
from extreme weather.
verbal forms, and sketches of ICT in a creative way.
3.2.1 Create an imaginary animal model that can protect itself from enemies and
extreme weather.
3.2.2 Provide reasoning on how specific characteristics of the created imaginary animal
model can protect itself from enemies and extreme weather.
Materials
Use with
Year 5 Science Textbook, pictures of animals, video link, textbook
(pp. 58-63)
notebook, Sketch paper, recycled materials.
Teachers’ info
Teachers are free to choose suitable animals for the activity.

textbook:
2. Discuss the weather for the day and ask the pupils to predict
how they will feel with the current temperature. What will
happen if the weather gets hotter or colder?
3. Ask the pupils to describe their understanding of extreme
weather by asking questions.
PERFORMANCE LEVELS
PL 5 Predict the ways other animals protect themselves based on knowledge about characteristics or specific behaviours.
PL 6 Design an imaginary model of an animal by applying the knowledge of specific characteristics and behaviours and
providing reasoning about the characteristics.

| Page 119
3.0 Animals
For example, "Do you know what extreme weather means?"

"How did the extreme weather look?" and "Do you know what
extreme cold and hot weather temperatures are?". The extreme
weather is unexpected, unusual, and unseasonable weather.
4. Brief the pupils about extreme weather conditions such as
cold, heat, rain, snow, and others by showing them some
pictures and videos.
5. Ask the pupils if they know how they survive in hot and cold
weather, "How do you feel standing in the sun?" "What will you
do if you live in a freezing room?" "Do you notice how animals
react to the hot and cold weather?“
6. Relate the situation to the class discussion about animals
that live in extreme cold and hot weather, "How does a polar
bear deal with such cold weather?" "What other animals can
survive in this weather?", "What about the animals that have to
endure sweltering heat?", "How do these animals survive in this
hot weather?"
7. Ask them how humans adapt to extreme weather, such as
"Can people survive in extremely cold and hot temperatures?"
and "How do people survive in extremely hot and cold
weather?"
8. Tell them that the day's lesson will focus on describing the
characteristics of animals and how they behave in particular
ways to protect themselves from extreme weather.
9. Therefore, the pupils will participate in a group activity based
on the above lesson, where they will construct a model of an
imaginary animal using recycled materials that can withstand
predators and bad weather.
PERFORMANCE LEVELS

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3.0 Animals
1. The pupils are to be divided into groups of four based on

learning ability.
discussion.
3. Ask pupils to read pages 58 - 62 of the textbook before
beginning the activity.
4. Inform the pupils that each group will watch a video using
the link provided. Request that they use a notebook or
record book to jot down any key points they learned from
the video.
5. After viewing the video, the group must complete Activity
Sheet 3.2a to 3.2c.

1. Distribute Activity Sheet 3.2a.
PERFORMANCE LEVELS

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3.0 Animals

code to view the video:
2. The pupils watch a video about "Animals Protection in
Extreme Weather” using the YouTube link.
3. Ask pupils to complete the tables using information
from the video.
4. Provide guidance in answering the questions.

1. Distribute the Activity Sheet. 3.2b. code to view the video:
2. The pupils watch a video titled "Animals in Winter"

using the YouTube link.
3. Ask the pupils to use the information from the videos
to fill in the blanks. The information can be in point
form
4. Answer the questions with some guidance.

1. Distribute Activity Sheet 3.2c. code to view the video:
2. The pupils are watching videos about "Animals

Mechanism To Survive In Hot and Cold
Temperatures" using the YouTube link.
3. Ask the pupils to answer the questions using the
information from the video.
4. Respond to the questions with little guidance.
PERFORMANCE LEVELS

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3.0 Animals
Group discussion
1. After finishing the task, tell each group to display their task in
their group on the day of the presentation.
2. Inform the group members that one person must ‘stay’ in
their group with their product to explain the findings to
visitors. The other group members "stray" to other groups to
learn new information (1 stay, 2 stray).
3. Allocate 5 to 10 minutes per rotation.
4. The home group leader will collect all the information from
all the members after visiting all the groups. Request that
they discuss in groups and finalise their group's answers. (1
stay 2 stray).
▪ What conclusion can you make from the group discussion
about animals protecting themselves from extreme
weather?
▪ Compare and contrast the strategies animals use in hot
and cold weather. What similarities and differences can
you find in their adaptations?
Extended activity of animal adaptations

1. The following activity is meant to extend learning through
imagination.
2. Ask the pupils to predict what will happen if they put
themselves in the shoes of an animal. For instance, “Imagine
you are an animal living in an environment with extreme
weather. What do you do to cope with severe weather? And
how to protect yourself from enemies.”
PERFORMANCE LEVELS

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3.0 Animals
3. Ask them to create in their imagination, animals that can

protect themselves from enemies and extreme weather.
4. Imagining animal models can be a fun and interesting project
for pupils to complete. The animal should be able to defend
itself from enemies and extreme weather. The pupils can
create their imaginary animal models by following the step-
by-step instructions provided here:
a. Introduction to the project: Explain the project's goals,
emphasising on the value of creativity, innovation, and
scientific knowledge.
b. Resources and Research: Provide the pupils with
informational materials, including books, articles, recycled
materials, sketch paper, and websites, so they can
research how animals adapt to extreme weather.
Encourage the pupils to make notes and gather details
about the various animal adaptations and behaviours.
c. Brainstorming: The pupils discuss how to create their
imagined animal model. Encourage them to think about
how they survive against predators and severe weather
by considering physical characteristics (such as body
parts, shape, size, and colour) and behaviours with their
peers (such as hiding, camouflaging, and warning signals).
d. Design Sketch: Ask pupils to create a detailed sketch of
their imaginary animal model. This sketch should
incorporate the adaptations and behaviours they
brainstormed. The pupils should consider how these
adaptations might appear in their model’s physical form.
PERFORMANCE LEVELS

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3.0 Animals
e. Materials and Construction Plan: The pupils list out all

the materials needed to construct the imaginary animal
model and calculate the cost of materials. Then, create a
plan outlining the construction process, including a
timeline chart.
f. Model Construction: Give pupils ample time to construct
their model. Encourage them to pay attention to details
and creatively bring their designs to life. Walk around the
classroom to offer guidance and support as needed.
5. Presentation of the prototype: Instruct the pupils to prepare
a short presentation that includes the following:
▪ An introduction of their imaginary animal model.
▪ An explanation of the specific characteristics and
behaviours designed to protect themselves from extreme
weather conditions.
▪ Describe how their model defends itself against enemies
and predators.
▪ Ensure the pupils practice their presentations to ensure
clarity and confidence.
6. Presentation and Peer Feedback: Allocate time for the pupils
to present their imaginary models to the whole class. After
the presentation, facilitate a Q&A session, allowing the peers
to ask questions and provide construction feedback.
7. Reflection: Engage the class in a reflective discussion about
the project and share what they have learned and how their
understanding of animals’ adaptation has evolved.
8. Display or showcase their model (optional): Display
imaginary animal models in a common area or classroom to
showcase the pupils’ creativity and innovative learning.
PERFORMANCE LEVELS

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3.0 Animals
9. Assessment: Evaluate the imaginary animal model based on

creativity, scientific accuracy, the incorporation of
adaptations, and the quality of presentations.
10. Ask pupils to design their imaginary model animals on Activity
Sheet 3.2d.
Closure
1. Praise pupils for their collaborative efforts in completing their

work.
SAB Book 5 (Topic 3: Animal).
▪ Animals that live in extreme weather have specific
characteristics on parts of their bodies and specific
behaviours to protect themselves.
▪ Animals that live in cold climates can adapt to their
surroundings by developing seasonal defences against the
cold. To better adapt to the cold, the animals will change
their physical characteristics, such as growing thicker fur or
gaining weight to act as insulation.
▪ Some animals in hot climates reduce their body temperature
by wallowing in water or mud; avoiding skin diseases and
insect bites. The animals become inactive, reducing their
heat response and water loss through perspiration,
breathing, and relieving themselves.
PERFORMANCE LEVELS

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3.0 Animals

USEFUL LINKS
codes to view the
 Explaining with examples the specific videos:
behaviours of animals to protect themselves
 Searching for the details of characteristics
and behaviours of animals to protect them
 Comparing and contrasting the strategies
Animals Protection
used by animals in hot and cold weather. in Extreme
 Making inferences based on research on Weather by Khairul
Asmawi
animals’ characteristics and specific
behaviours.
Mathematics
 Estimating the temperature of hot and cold
weather
 Calculating the cost of materials.
Animals in Winter
Technology/Engineering: by Neel Nation
 Using APPS to search the details of animals.
 Creating an imaginative animal model.
 Analysing
 Reasoning
Animals'
 Generalising Mechanism To
Survive In Hot and
Cold Temperatures
by AdAy
 Scientific values: Rational, Objective, Open-
minded
 Moral values: Cooperation, Honesty,
Responsibility, Having interest and curiosity
towards the environment, Realizing that
science is a means to understand nature,
Being confident and independent.
 C2 Creativity
| Page 127
3.0 Animals
Activity Sheet 3.2a

Watch the video "Animals Protection in Extreme
Weather,“, then fill in the blanks below using the
information from the videos.
Animals Specific characteristics Specific Behaviours

1. _______________ has They also
_______________ that _______________ to
trap their body heat. reduce movements and
prevent from losing
_______________ .
2.
_______________ These dense feathers
have ______________ also serve _________
and ______________ __________________ to
that make them maintain their body
waterproof. temperature.
Walrus have small It also has __________

3.
_______________ __________________
that can reduce the under their skin to
heat loss from their maintain the
body. temperature.
PERFORMANCE LEVELS

| Page 128
3.0 Animals

Watch the video "Animals Protection in Extreme
Weather,“, then fill in the blanks below using the
information from the videos.
Animals Specific characteristics Specific Behaviours

4. The whales have a They will migrate to
__________________ warmer regions to
________ that _______________ and
provides insulation _____________ during
from cold ocean the winter.
temperatures.
5. The buffalo has They wallow in mud

____________ skin _______________ the
which is rich in body temperature.
_______________ to
help them lose heat
when they are
wallowing.

Date:
PERFORMANCE LEVELS

| Page 129
3.0 Animals
Activity Sheet 3.2b

Watch the video "Animals in Winter," then fill in
the blanks below using the information from the
videos.
Animals What do animals Explain how animals survive in

do in winter? winter.
1. They _______________ through
the winter.
The animals will search for
_______________ to build their fat
reserve before winter.
2.
They travel to _______________
_______________ where they can
find food.
3.
Their fur becomes __________ and
____________ to help them blend
in while hunting and protect
themselves from ____________.
4. They have a thick ______ and layer

of _____ that can prevent heat loss
from their body. They have
_______________ on their legs, so
their ankles don’t get too chilly.

Date:
PERFORMANCE LEVELS

| Page 130
3.0 Animals
Activity Sheet 3.2c

Watch the video "Animals Mechanism To Survive
In Hot and Cold Temperatures“, then fill in the
blanks below using the information from the
videos.
Animals What mechanisms do animals How does the mechanism
have to survive in hot or cold work for the animals?
temperatures?
1. The elephant wallows Wallowing is to protect

_______________ to cool themselves
its body.
____________________
____________________
2. The elephant flaps its ears By flapping their ears,

to ____________________ elephants can _______
_______________body. __________________.
The penguins ___________ Huddling together helps

3. _______________ to shield penguins ____________
themselves against
____________________
_______________, windy
and harsh condition. ____________________
The camel has a _________ The camel also drinks
4. ____________________ to ____________________
store food and water to of water to avoid
survive itself for longer rehydration. The camel
time. It can survive ______ also has an insulated coat
to protect itself from
____________________ .
____ and ____ weather.
Date:
PERFORMANCE LEVELS

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3.0 Animals
Activity Sheet 3.2d

Animals have special characteristics to protect themselves
from enemies and extreme weather. Create an imaginary
animal model based on your animal characteristics and
behaviour knowledge.
a. Design your imaginary animal model.
b. In 100 words or less, describe your imaginary animal's

characteristics and behaviour, and how it protects itself from
enemies and extreme weather.

Date:
PERFORMANCE LEVEL
PL 5 Predict how other animals protect themselves based on knowledge about characteristics or specific behaviours.

| Page 132
3.0 Animals
Activity 3: Identifying Ways Animals Protect Their Eggs

LEARNING STANDARDS 3.1.4 Identify ways animals protect their eggs.
3.1.5 Identify ways animals ensure the survival of their young.
verbal forms and sketches of ICT in a creative way.
3.2.4 Explain the observations of the imaginary animal model through written or verbal
forms, sketches, and ICT in a creative way.
Materials
Use with
textbook
Year 5 Science Textbook, sample Cartoon Concept Learning, (pp. 64-65)
leaves, twigs, grass, feathers, clay, small pebbles, cardboard,
construction papers, picture of nests, scissors, glue, marker pens,
crayon and sketch paper.
Teachers’ info
Teachers are free to choose suitable materials for the activity purposes.

textbook:
2. Show pupils some photographs of various animal nests or
egg-laying behaviours.
3. Ask the pupils to describe what they have observed from the
pictures.
4. Conduct a brief role-play with pupils. Pupils model different
animals (crocodile, frog, toad, woodpecker, cockroach,
grasshopper, water strider and tortoise) to read out the
conversation in the textbook (pp. 64, 65) on how these
animals protect their eggs.
PERFORMANCE LEVELS
PL 6 Design an imaginary model of the animal by applying the knowledge of specific characteristics and behaviours and
provide reasoning about the characteristics.
Activity 3: Identifying Ways Animals Protect Their Eggs | Page 133

3.0 Animals
5. Check their understanding by asking them some questions

as follows:
▪ Where is the location of the conversation? The location is in
a jungle.
▪ How many animals are there in the picture? There are ten
animals in the picture.
▪ Why did animals need to protect their eggs? The animals
need to protect their eggs to protect their species from
extinction.
▪ How do crocodiles protect their eggs?
▪ What happens if their eggs are exposed to danger?
Crocodiles will hide and incubate their eggs in a bushy nest.
Other animals will eat the eggs.
▪ Give two examples of animals laying their eggs in water.
How do they protect their eggs in water? Water is where
mosquitoes and fish lay their eggs. Female mosquitoes lay
their eggs on the surface of stagnant or slow-moving water
by laying their eggs on the surface water to avoid the risk of
predators such as insects. Female fish leave after laying eggs,
and males protect the fertilised eggs from predators by
fanning them to ensure they are well-aerated.
▪ Which animals do not take care of their eggs? How are their
eggs being protected from enemy threats? Mosquitoes and
turtles do not protect their eggs. Nest cages can be used to
protect turtle eggs.
PERFORMANCE LEVELS

3.0 Animals
6. Then, ask pupils to refer to the textbook (pp. 67 - 68).

7. Tell the pupils that some animals do not lay eggs but give
birth to their young. They protect their young in many ways
to ensure that their species can continue to live and prevent
extinction.
8. Ask the pupils to describe how mammals such as cats, dogs,
rabbits, goats, cows, monkeys and others protect their
young.
▪ Do you have any pets at home?
▪ How do your pets or animals respond when you disturb
their babies?
▪ Can you share what you have observed about how animals
protect their young?
▪ Do all animals protect their young?
▪ What animals do not look after their young?
How do they survive danger?
9. Inform them that the lesson for the day will focus on how
animals protect their eggs and young to ensure the survival
of their species.
10. As a result, the pupils will participate in a group activity
based on the preceding lesson in which they will create a
profile about how animals protect their eggs and ensure the
survival of their young.
PERFORMANCE LEVELS

3.0 Animals
1. Inform the pupils that the lesson will focus on how animals
defend their eggs and young.
2. Show pupils some pictures, illustrations, or short video clips
of different animals and their methods of egg protection and
caring for their young.
3. Highlight a variety of species, such as mammals, birds,
reptiles, insects and amphibians.
4. Ask the pupils to observe and discuss what they see in the
pictures, illustrations, or video clips. What do these animals
do to protect their eggs and ensure the survival of their
young, and how do they differ from one another?
5. Divide the class into small groups. Assign each group a
specific animal known for its egg protection behaviour and
parental care for their offspring, for example, penguins,
crocodiles, spiders, and mammals.
6. Each group will be given a piece of drawing paper, pencils,
erasers, rulers, colour pencils, and other materials to conduct
their assignment.
7. Request that each group conduct research and create a
profile of their assigned animal, focusing on its habitat,
nesting habits, egg protection methods, and methods for
ensuring the survival of their young.
8. The pupils can gather information by reading books, watching
documentaries, or visiting educational websites.
9. Allow time for the pupils to complete their animal profiles.
10. Ask each group to present their animal profiles to the class.
Encourage the pupils to share how the assigned animals
protect their eggs and young.
PERFORMANCE LEVELS

3.0 Animals
11. Tell each group to write their comments in the sticky notes
and share their thoughts on the other group’s work.
12. Discuss with the class about the diversity of egg protection
strategies. What similarities and differences do they observe
among the animals presented?
13. Following the presentation, have pupils select an animal from
each presentation and create a visual representation, such as
a drawing, craft, PowerPoint, or other medium, to
demonstrate how that animal protects its eggs.
14. Request that pupils share their artwork or creations with the
class and explain the key features of their chosen animal's
egg protection behaviour and caring for the young.
15. Encourage the pupils to reflect on what they have learned
from the activity. Discuss how understanding animal
behaviours can help us appreciate the natural world and
inspire environmental stewardship.
16. Pupils complete Activity Sheet 3.3a to 3.3c.

PERFORMANCE LEVELS

3.0 Animals
1. Distribute Activity Sheet 3.3a.

2. Observe the comic strip and fill in the blanks with the words
given.
1. Distribute the Activity Sheet. 3.3b.

2. Observe the comic strip and fill in the blanks with correct
answers.
3. Compare and contrast the two different animals provided
and respond to the following questions.
1. Distribute Activity Sheet 3.3c.

2. Observe the comic strip and create a simple dialogue with
their creativity.
3. Compare and contrast the two different animals provided
and answer the questions.
PERFORMANCE LEVELS

3.0 Animals
Group discussion
1. After completing the task, ask pupils to explain their findings

to the other groups.
2. Encourage other pupils to provide feedback on their
presentation.
▪ What conclusions can you draw about animals protecting
their eggs and young based on your task?
▪ Predicting environmental changes, such as habitat
destruction or climate change, may affect animals' ability
to protect their eggs and young. What adaptations might
be required to survive in changing conditions?
1. The following activity is meant to extend learning through

creating or stimulating.
2. Assign the pupils the task of predicting what will happen if
they put themselves in the shoes of an animal. For example,
“Imagine you are a cat, and other animals are attacking your
kittens. What do you do to keep your children safe?”.
3. Tell the pupils that there are two activities to be carried out
in groups of four, which are:
3.1 Animal Save Their Eggs Challenge
3.2 Animal Parenting Simulation
PERFORMANCE LEVELS

3.0 Animals
4. Each group must choose one of the activities as their

project. Ascertain that the activities listed above have
been distributed evenly throughout the group. For
example, Groups 1 and 3 will choose Activity 3.1,
while Groups 2 and 4 will choose Activity 3.2.
5. Choose a group leader who will consult with the
group to determine the best activity for them to
carry out. Instruct them to divide the task among the
participants and lead a discussion.
5.1 Activity 3.1
a) Distribute the following materials to groups
Activity 3.1
i. Various crafting materials (e.g., leaves, twigs,
grass, feathers, clay, small pebbles, cardboard,
construction papers and others)
ii. Sample of nests or pictures of nests of
different animals.
iii. Scissors and glue
iv. Markers or crayons
v. Sketch paper Scan or click the QR
b) Instruct the members of the group to use all of
the materials to build their model nests in order
to protect the animals' eggs.
c) Show the video “Making bird nests at home” as a
guide to pupils.
PERFORMANCE LEVELS

3.0 Animals
5.2 Activity 3.2

a) As for Activity 3.2, the pupils have to Scan or click the QR
understand the various parenting behaviours in code to view the video:
the animal kingdom by stimulating different
animal parenting strategies.
b) Instruct the pupils to watch the video "Genius
Ways Animals Protect Their Babies From
Predators”.
c) Instruct them to watch the video and take notes
on any important points about how animals
protect their babies.
d) They then select an animal to mimic parenting
behaviours
e) Ask them to write a script about how animals
protect their young based on what they saw in
the video.
f) Ask them to choose a creative way to present
their simulation as a group.
6. After completion, ask the pupils to prepare for the
presentation.
7. Allocate time for the pupils to present their projects
to the class. After the presentation, facilitate a Q&A
session, allowing the peers to ask questions and provide
construction feedback.
PERFORMANCE LEVELS

3.0 Animals
8. Engage the class in a reflective discussion about the project

and share what they have learned and their understanding of
animals’ parenting behaviours to care for their eggs and
young.
9. Display their products in a common area or classroom to
showcase the pupils’ creativity and innovative learning.
10. Evaluate the animal’s nest model and script based on
creativity, scientific accuracy, the incorporation of
adaptations, and the quality of presentations.
11. Ask pupils to paste their photo of model nests and script
onto Activity Sheet 3.3d.
Closure
1. Praise pupils for their collaborative efforts in completing their

work.
▪ Animals lay eggs and give birth to young in order to
keep their species from extinction.
▪ Eggs safeguard the developing animals inside. Adult
animals protect their eggs in various ways, including
hiding or camouflaging them to keep predators at
bay.

PERFORMANCE LEVELS

3.0 Animals
▪ Animals protect their young using various strategies and

behaviours that have evolved to ensure the offspring's
survival. These protective behaviours can vary depending on
the environment, the vulnerability of the young, and the
animals' specific adaptations.
▪ Some animals do not care for their young, but they do
provide the nutrition they require. The reason is to produce
an egg with a large enough yolk supply for the young to be in
an advanced, almost independent state when they hatch.

Science
 Explaining with examples the way animals
protect their eggs and young.
 Observing how animals defend their eggs
and young.
 Comparing and contrasting the strategies
that animals use to protect their offspring USEFUL LINK
when they are in danger. code to view the
 Imagining themselves in the shoes of an video:
Making bird nests
animal and predict the outcome. at home
Mathematics
 Estimating the number of animals in the
textbook.
PERFORMANCE LEVELS

3.0 Animals

Technology
 Using internet search or APPS to search the
details of animals.
Engineering
 Creating a model of an animal’s nest
USEFUL LINK
code to view the
 Analysing video:
Genius Ways
 Reasoning Animals Protect
 Generalising Their Babies From
Predators
Scientific values
 Rational, Objective, Open-minded
Moral values
 Cooperation, Honesty, Responsibility,
Having interest and curiosity towards the
environment, Realising that science is a
means to understand nature, Being
confident and independent.
 C2 Creativity
PERFORMANCE LEVELS

3.0 Animals
Activity Sheet 3.3a

Observe the comic strip below. Fill in the blanks with the correct
words given. You may refer to the textbook for answers.
incubate protect nest care grows lay
enemies mouth food hide moving dig
warm pouch young suckle hole joey
I hide and _______ I will _______ and lay I ______ and ______
my eggs in a bushy my eggs in the _____. my eggs in the soil.
_______ filled with That is how I _______ The _______ cannot
dried leaves to keep my eggs from being see my eggs.
them ________. eaten by my enemies.
I ___________ and The _______ suckles I protect my _______

_______ my young and _______ in my by placing them in
until they can find _______. I ensure my _______ while
their own _______. their safety there. _____________ and
looking for food.

Date:
PERFORMANCE LEVELS

3.0 Animals
Activity Sheet 3.3b

Observe the comic strip below. Fill in the blanks with the correct
words given. You may refer to the textbook for answers.
1.
I hide and _______ I will _______ and lay I ______ and ______
my eggs in a bushy my eggs in the _____. my eggs in the soil.
_______ filled with That is how I _______ The _______ cannot
dried leaves to keep my eggs from being see my eggs.
them ________. eaten by my enemies.
I ___________ and The _______ suckles I protect my _______

_______ my young and _______ in my by placing them in
until they can find _______. I ensure my _______ while
their own _______. their safety there. _____________ and
looking for food.
2. What are the similarities and differences between crocodiles and

Tilapia when protecting their eggs and young?

Date:
PERFORMANCE LEVELS

3.0 Animals
Activity Sheet 3.3c

Look at the comic below. Fill in the blanks with your strip based on
your imagination. An example has been provided as a guide.
1.
I hide and incubate a. _______________ b. _______________
my eggs in a bushy _________________ _________________
nest filled with dried
leaves to keep them _________________ _________________
warm. _________________ _________________
c. _______________ d. _______________ e. _______________

_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
2. What are the similarities and differences between crocodiles and

Tilapia when protecting their eggs and young?

Date:
PERFORMANCE LEVELS

3.0 Animals
Activity Sheet 3.3d

(a) Activity 3.1 Animals nest building challenges.
Build a nest model in groups, then paste the final model's photo
into the provided box. Explain your model briefly.
Name of my model:
Explain your model briefly:

Date:
PERFORMANCE LEVELS

3.0 Animals
Activity Sheet 3.3d

(b) Activity 3.2 Animal Parenting
Observe the picture below and explain why the cat is moving its
babies.

Date:
PERFORMANCE LEVEL

3.0 Animals
Activity 4: Who Eat Whom? Understanding Food

Web in Nature
LEARNING STANDARDS 3.3.1 State the meaning of the food chain
3.3.2 Identify producers and consumers in a food chain
3.3.4 State the meaning of the food web
3.3.5 Build food webs in various habitats.
3.3.6 Predict the effect on other living things if there are population changes in the
food web of a habitat.
3.3.7 Explain the observations on food relationships among living things through
written or verbal forms, sketches, and ICT in a creative way.
Materials
Use with
Year 5 Science Textbook, Activity Sheets, mahjong paper, textbook
(pp. 74-81)
coloured pencils, a marker pen, pencils, erasers, rulers, pictures
of various plants and animals based on habitat, sticky notes

textbook:
2. Ask the pupils about food and eating, “What do you eat to stay
healthy?” “Where does food come from?”
3. Introduce the concept of natural food relationship. Humans,
for example, eat a variety of foods to maintain their health, and
animals and plants play important roles in the food web in
nature.
PERFORMANCE LEVELS
PL 1 State the main source of energy in the food relationship.
PL 2 Identify producers and consumers in a food chain.
PL 3 Build a food web in a habitat.
PL 4 Provide reasoning on the importance of food relationships among living things in terms of energy transfer.
PL 5 Predict the effect of population changes on living things in a food web.
PL 6 Communicate creatively and innovatively on energy transfer in food relationships among living things and present their
findings.
Activity 4: Who Eat Whom?

| Page 150
Understanding Food Web in Nature
3.0 Animals
4. Show pupils a picture of a forest habitat. Explain to them that

all living things in the forest rely on each other for food. That
is, any changes in one organism's population will affect the
populations of other organisms.
5. Ask pupils to observe the picture, count the number of
animals in the forest habitat, and name all the animals in the
picture.
6. Instruct them to list the food for the forest animals.
Caterpillars, for example, eat leaves, birds eat caterpillars,
snakes eat birds and squirrels, mongooses eat snakes, and so
on.
7. Tell the pupils to explain the food relationship in the forest,
such as "What is the role of plants in the forest habitat?", "Can
you identify the herbivores (plant-eating animals) that live in
the forest?" "How do they obtain their food?" and "How do they
impact the plants they consume?"
8. Ask the same questions again but replace the herbivores with
carnivores. "What are those carnivores (meat-eating animals) in
the forest?" "How do they obtain their prey and how does this
contribute to the balance of the forest habitat?". Ask the pupils
to look at the pictures and explain.
9. Explain to pupils the food chain is the relationship among
living things.
10. Inform them that the day's lesson is about food chains and
that pupils should be able to state food relationships based
on habitat, identify producers and consumers in a food chain,
and provide reasoning about the importance of food
relationships in terms of energy transfer.
PERFORMANCE LEVELS
findings.

| Page 151
3.0 Animals
1. The pupils are to form groups of 4 people. A task will be

assigned to each group.
discussion.
3. Inform the pupils that they will conduct an activity related to
the food web in nature, including the roles of producers,
consumers, and decomposers in ecosystems.
4. Show pupils a picture or diagram of simple food chains.
Explain that the food chain shows the energy flow from one
organism to another in the ecosystem.
5. Based on the picture, draw a diagram to show a food chain.
Explain to the pupils that a plant is a producer who obtains
energy from the sun to carry out the process of
photosynthesis. Herbivores (such as rabbits, goats, and cows)
eat plants as primary consumers and carnivores (such as
tigers, lions, and foxes) eat animals as secondary consumers.
6. Tell them that herbivores get their energy from the plants
and fruits they eat, whereas carnivores get their energy from
eating animals that include herbivores.
7. Show them the diagram of the food chain as mentioned
above. For example:
Leaves goat snake mongoose
8. Explain to them the means eaten by in the food
chain.
PERFORMANCE LEVELS
findings.

| Page 152
3.0 Animals
9. Tell the pupils the relationship in a food chain also causes

energy to be transferred. For example:
Fruit Monkey Snake

(Producer) (Primary (Secondary
Consumer) Consumer)
10. Explain to pupils the means of the flow of energy
transfer in the food chain.
11. Tell them in real ecosystems, many different species are
interconnected in complex ways. In other words, there will
be multiple food chains in an ecosystem. Every living thing in
an ecosystem is a part of several food chains. It is known as a
food web.
12. Use diagrams of food webs to illustrate this complexity as
follows:
Grasshopper Frog
Snake
Leaves Snail
Bird
Caterpillar Stork
13. Ask pupils to identify the food chain using the diagram
above.
14. Energy is also transferred from one living thing to another in
the food web.
PERFORMANCE LEVELS
findings.

| Page 153
3.0 Animals
15. Explain to the pupils that a food web is made up of multiple

interconnected food chains and that most animals consume
more than one type of food.
16. After this, inform the pupils that they will carry out an
activity in groups of four.
17. Each group will be given the materials they need to
complete their task, including mahjong paper, coloured
pencils, a marker pen, pencils, erasers, rulers, and pictures of
various plants and animals based on habitat (refer to the list
on page 6). The pupils can choose whether the habitat's
background is hardcopy or softcopy, and they can request
additional materials as needed.
18. Each group will be assigned tasks based on the habitats
listed below for their investigation.
▪ Group 1: Jungle habitat
▪ Group 2: Wetland habitat
▪ Group 3: Marine habitat
▪ Group 4: Grassland habitat
▪ Group 5: Freshwater habitat
19. Ask the pupils to identify the animals in the list (refer to page
6) that are appropriate for their habitats. Then, cut pictures
of animals that live in specific habitats and paste them into
the blank spaces on the mahjong paper.
PERFORMANCE LEVELS
findings.

| Page 154
3.0 Animals
20. Inform the pupils that they can design the backgrounds of
habitats with their creativity.
21. Instruct pupils to create a food chain based on the animals in
the habitats and present their findings.
22. Encourage the pupils to label the roles of producers, primary
consumers, and secondary consumers.
23. Allocate some time for the pupils to complete their tasks.
24. After completion, inform each group to present their
findings. Instruct the other group to observe and take notes
on the key points when the chosen group is presenting and
encourage them to add comments on sticky notes.
25. Display their hard work in their classroom.
▪ What inference can you make from the group presentation?
How many food chains have you obtained from the
discussion?
▪ What happens if one part of a food chain is disrupted, and
how does it affect the other organisms?
PERFORMANCE LEVELS
findings.

| Page 155
3.0 Animals
1. The following activity is intended to extend learning

beyond the classroom.
2. Pupils will be asked to conduct research and write a
brief report on a specific ecosystem to explain food
regulation in that environment.
3. They can observe in areas near their schools or homes
such as ponds, wetland areas, towns or cities, farms,
and other suitable areas. In their groups, the leader will
discuss the assigned ecosystem with their members
and focus on the species and their food relationships.
4. Encourage them to take notes, pictures or videos of
animals and gather information about predator-prey
relationships, herbivores, carnivores, omnivores, and
decomposers in their ecosystem.
5. The pupils can use various visual aids such as Canva,
Diagrammes, PowerPoint, Word documents, Google
Drawing, Learning Logs, Cartoon Concepts or other
applications to explain the concepts. The pupils can
view a video “Kids Learn About the Food Chain”.
6. Pupils are given one day to complete the task.
Encourage them to use web searches or read materials
to gather information. USEFUL LINK
7. Pupils are given one day to complete the task. code to view the
video:
Encourage them to use web searches or read materials Kids Learn About
to gather information. the Food Chain
PERFORMANCE LEVELS
findings.

| Page 156
3.0 Animals
8. After completion, ask pupils to share the results, collaborate

on their findings, and present them to the class. They should
describe the food relationships, the role of each species, and
how these interactions contribute to the ecosystem’s
balance.
9. During the presentation, encourage the pupils to ask
questions and reflect on the role of each species and the
significance of these relationships.
10. Display the pupils’ reports or artwork around the classroom.
Conduct a gallery walk, where the pupils can move around to
view and ask questions.
12. Get them to conclude the activity and explain that the food
chain is very important because it demonstrates the complex
relationship between living organisms. Furthermore, the food
chain demonstrates how one organism depends on another
for survival. If there is a problem with the producers, the
entire food chain may collapse.
Closure
1. Praise pupils for their collaborative effort in completing their

work.
PERFORMANCE LEVELS
findings.

| Page 157
3.0 Animals

▪ The food chain is the sequence of events in an ecosystem
in which one living organism consumes another, and that
organism is then consumed by another larger organism.
▪ In addition, the food chain explains the feeding pattern or
relationship between living organisms. It refers to the
various stages of a food chain, beginning with producers
and progressing to primary, secondary, and tertiary
consumers.
▪ The food chain is made up of four major components,
which are as follows:
➢ The sun is the initial source of energy, providing energy
for plants to carry out the photosynthesis processes.
➢ The producers use solar energy to produce food.
➢ Consumers include all organisms that rely on plants or
other organisms for food. It includes herbivores (animals
that eat plants) and carnivores (animals that eat other
animals).
PERFORMANCE LEVELS
findings.

| Page 158
3.0 Animals

Science
 Stating the meaning of the food chain.
 Defining the food relationship among living
things
 Classifying the food chain based on their
habitats.
 Observing the animals in the surrounding
area.
 Making inferences about the cause and
effect when the food chain is disrupted.
Mathematics
 Counting the number of animals in the
forest habitat
Technology
 Web searching or using APPs to search the
details of the food chain.
 Using various visual aids to explain the
concept.
 Analysing
 Reasoning
 Generalising
PERFORMANCE LEVELS
findings.

| Page 159
3.0 Animals
Scientific values:
Rational, Objective, Open-minded
Moral values:
Cooperation, Honesty, Responsibility, Having
interest and curiosity towards the environment,
USEFUL LINK
Realising that science is a means to understand Scan or click the
nature, Being confident and independent. QR code to view
the video:
Kids Learn About
the Food Chain
 C2 Creativity
PERFORMANCE LEVELS
findings.

| Page 160
3.0 Animals
LIST OF ANIMALS AND PLANTS

(Cut and Paste to mahjong paper according to habitats group)
Plants Deer Squirrel Leopard
Fox Tiger Rainforests Water lily
Wooly Sedge Fish Cattails Storks
Otters Snake Frog Salamander
Coral Kelp Fish Turtle
Shark Grassland Zebras Buffalo
Jaguar Crabs Tortoise Crocodile

| Page 161
3.0 Animals
Activity Sheet 3.4a

The diagram below shows the different types of living things that
can be found in a pond.
a. Complete the food chain found in the above habitat.
Yellow
Perch
Waterlily
b. List two food chains that can be built based on the living things
shown in the diagram.
i.
ii.
PERFORMANCE LEVELS
findings.

| Page 162
3.0 Animals

c. Based on answer 3(b), state the producer and consumers in the food
chain built.
i. , ,
Producer Consumer Consumer
ii. , ,
Producer Consumer Consumer
d. What is a food chain?
e. Explain the importance of food relationships between living things in

terms of energy transfer.
PERFORMANCE LEVELS
findings.

| Page 163
3.0 Animals

f. Where do the following living things get their energy from?
Yellow waterlily:
Frog:
Perch:
g. Predict what happens if snakes eat many frogs.

Date:
PERFORMANCE LEVELS
findings.

| Page 164
4.0 PLANTS
Activity 1: Exploring Plant Protection
Mechanisms
Activity 2: Exploring Plant Adaptations
Activity 3: Exploring Seed Dispersal in Plants
Activity 4: Wind Seed Dispersal Model
Challenge
4.0 Plants
Activity 1: Exploring Plant Protection Mechanisms

CONTENT STANDARD 4.1 Survival of Plant Species
LEARNING STANDARDS 4.1.1 Explain with examples the specific characteristics of plants to protect themselves
from enemies.
4.1.3 Explain the observations about the survival of plant species through written or
Materials
Use with
Local plants (mimosa, dieffenbachia, allamanda, lantana, papaya, textbook
(pp. 93-97)
bamboo), magnifying glasses, writing materials (pencils, paper),
surgical gloves, small pen knife
Teachers’ info
 If the listed plants are hard to find, other plants can be used provided there
is a range of protective parts which could include the following: latex in the
plant parts, fine hairs, strong scents or smells, and thorns.
 Parts of the plants can be prepared for the pupil’s investigation such as a
leaf branch of allamanda or a leaf stalk of the papaya tree.
 Caution pupils when handling plants like dieffenbachia, parts of papaya tree
and bamboo as these plant parts have poisonous latex. Use surgical gloves
if possible.

textbook:
2. Ask them what they can see on page 93, “Look at this picture
of a pond – can you find the lotus plants floating?”.
3. Remind pupils of such similar scenes – “Where can you see a
similar scene like this. Near your home? Or in the kampung?”.
PERFORMANCE LEVELS
PL2 Describe the specific characteristics of plants to ensure the survival of their species.
PL3 Explain with examples the specific characteristics of plants to ensure the survival of their species.
PL6 Communicate creatively and innovatively on the importance of survival of animal and plant species to ensure the
balance of nature.

4.0 Plants
4. Direct pupils’ attention to the lotus plants – “How did the

lotus plant grow in the pond? How did it get there? How do they
become more and more?”
5. Discuss with pupils how plants maintain their species.
6. Ask them to look at the coconut trunk in the foreground of
the picture: “Can you see the dandelion seeds?”
7. Ask them how the dandelion spread: “How do the seeds
spread?”
8. Draw their attention to the coconut trees: “How do you think
they spread?”
9. Explain to pupils, “Plants have special ways to maintain their
species. We will focus on how plants protect themselves so that
they can maintain their species and spread”.
10. Tell the pupils that the focus of the day’s lesson will be,
studying how plants maintain their species by having defense
mechanisms that protect them from their enemies.

1. Following the discussion above, continue by breaking the pupils into three
groups.
• Tier 3: Activity Sheet 4.1b with additional question (for pupils who can work on
more challenging tasks)
PERFORMANCE LEVELS
balance of nature.

4.0 Plants
1. Provide pupils with one plant part from the list. Instruct them
to use magnifying glasses to observe (be careful with
mimosa, dieffenbachia, papaya, allamanda and bamboo).
bamboo allamanda dieffenbachia
mimosa lantana papaya
2. With dieffenbachia, papaya and allamanda, use surgical

gloves and cut the plant part with a pen knife to check for
latex.
3. Encourage pupils to use their senses and observe the plant
parts provided to look for parts that provide protection (e.g.
stem or leaf with latex, thorns, hairs).
4. They can draw the plant while analysing and identifying the
parts that provide protection.
5. Get them to find out the name of each of the plants using
the Google Lens APP or any Plant Identification APP.
PERFORMANCE LEVELS
balance of nature.

4.0 Plants
Development of Lesson
Tier 2 (moderately difficult)
1. Follow steps 1-5 as with Tier 1 pupils.

2. Instruct them to classify the plants based on their protective
parts (e.g., poisonous latex, thorns, strong smells, itchy fine
hairs). They should also note any additional characteristics
that help with protection.
3. Get them to do an internet search and look for at least 2
more examples of plants of each category (thorns, latex,
strong smell, fine hairs)
Tier 3 (difficult)
1. Repeat the step as in Tier 2.

2. Answer questions related to plant protection (e.g., Why do
plants need protection? How do these mechanisms work?)
3. Prepare an infographic or poster summarising their findings
and classifications. Encourage them to be as creative as
possible using appropriate technological APPs.
1. Gather all pupils and allocate time for each group to present
their activities and for Tier 2 and 3 to share what they have
found from their internet search.
PERFORMANCE LEVELS
balance of nature.

4.0 Plants
2. Facilitate a brief discussion. Use open-ended questions to

prompt pupils to think critically and express their thoughts.
Examples of questions:
What are some specific ways in which different plants
protect themselves from potential threats?
How do these unique protection mechanisms contribute
to the plant's survival and growth?
Closure
Summarise the importance of plant protection mechanisms for

the survival of different plant species such as:
a) Types of protection mechanisms: We explored different
types of protection mechanisms that plants employ, including
thorns and spines, poisonous latex or sap, strong smells, and
itchy fine hairs.
b) The importance of plant protection: We learned that plants
need protection mechanisms to defend themselves against
various threats in their environment. These mechanisms are
essential for their survival and growth.
PERFORMANCE LEVELS
balance of nature.

4.0 Plants

Science
 Observing and identifying of plant parts.
Engineering/Technology
 Using magnifying glasses for observation.
 Using the Google Lens APP to identify the
names of plants. USEFUL LINK
code to view the
video:
Plant Defenses:
 Analysing plants' protective parts. How Plants Avoid
Being by
 Classifying plants based on defence Naturalistoutreach
mechanisms. at Eaten

 Patience
USEFUL LINK
code to view the
 C1 Critical thinking: Critically assessing plant video:
Plants Protect
classification. Themselves From
 C3 Communication: Presenting findings. Enemies by Ezah
Joe
or small groups.
PERFORMANCE LEVELS
balance of nature.

4.0 Plants
Activity Sheet 4.1a

Write your answers in the table:
The part that provides Description of the protective

Plant
protection (sketch) feature
bamboo
allamanda
dieffenbachia
mimosa
lantana
papaya

Date:
PERFORMANCE LEVELS
balance of nature.

4.0 Plants
Activity Sheet 4.1b

Write your answers in the table:
Category of Name of plants

protective feature
Strong smells 1. 3.
2. 4.
Thorns 1. 3.
2. 4.
Fine hairs 1. 3.
2. 4.
Latex 1. 3.
2. 4.
For Tier 3 pupils:

Answer the following questions:
1. Why do plants need protection?
2. How do these mechanisms work?

Date:
PERFORMANCE LEVEL
balance of nature.

4.0 Plants
Activity 2: Exploring Plant Adaptations

CONTENT STANDARD 4.1 Survival of Plant Species
LEARNING STANDARDS 4.1.2 Explain with examples the specific characteristics of plants to adapt themselves
during climate and seasonal changes.
4.1.3 Explain the observations about the survival of plant species through written or
Materials
Use with
Climate Cards, Plant Cards textbook
(pp. 98-103)
Teachers’ info
▪ Prepare Climate Cards:
a. Tropical Rainforest: Hot and humid weather, heavy rainfall, and dense
vegetation.
b. Desert: Extremely hot during the day, very cold at night, and minimal
rainfall.
c. Temperate Forest: Mild temperatures with distinct seasons, including
cold winters.
d. Mediterranean Climate: Warm, dry summers, and mild, wet winters.
e. Windy and dry: Strong winds, hot during the day and dry.
▪ Prepare Plant Cards:
a. Casuarina Tree (Needle-shaped leaves): This tree has long, needle-like
leaves that help reduce water loss through transpiration. It's adapted to
dry and windy conditions.
b. Cactus Plant (Modified spikes): Cacti have modified leaves that are
spikes. These are adapted to conserve water in hot and arid
environments.
c. Rubber Tree (Shedding leaves): Rubber trees shed leaves in the dry
season to reduce water loss. They thrive in areas with alternating wet
and dry seasons.
d. Yam Plant (Waxy leaves): Waxy leaves help reduce water loss through
evaporation.
e. Maple Tree (Thick bark against cold): Thick bark provides insulation
and protection from cold temperatures.
f. Pine Tree (Needle-shaped leaves): Pine trees have needle-shaped
leaves that reduce water loss and are well-suited for cold climates.
PERFORMANCE LEVELS
PL3 Explain with examples the specific characteristics of plants to ensure the survival of their species
PL5 Support the predictions about the way other plants protect and adapt themselves based on the knowledge of specific
characteristics of plants.
Activity 2: Exploring Plant Adaptations | Page 174

4.0 Plants
▪ Device a Scoring System:

• Accurate Match: 3 points
• Accurate Match with Detailed Explanation: 5 points
• Inaccurate Match but Reasonable Explanation: 2 points
• Inaccurate Match with Incorrect or Inadequate Explanation: 1
point
1. Share an interesting scenario with the pupils: Imagine being

stranded on a deserted island. You need food, water, and
shelter to survive. Now, what if I told you that you could choose
one plant to help you survive on this island? What would you
pick?
2. Then, add to it: Well, here's the catch: The island you're on can
have extreme weather conditions. It can be scorching hot during
the day, freezing cold at night, and sometimes even flooded by
heavy rain. So, you need a plant that can withstand all these
challenges. What would you choose now?
3. Show pictures of the cactus, maple tree and tell pupils: We'll
learn about the special tricks and tools these plants have
developed over millions of years to endure harsh conditions.
4. Tell them: Plants have specific characteristics to adapt
themselves during climate and seasonal changes to ensure the
survival of their species. Let’s become plant survival experts and
uncover the secrets of plants’ adaptation for survival!
PERFORMANCE LEVELS

4.0 Plants
Matching Card Game

1. Divide pupils into small groups of 3-4.
2. The teacher distributes a set of Plant Cards to each group.
3. The teacher announces a Climate Card (e.g., "Tropical
Rainforest").
4. Each group will collaboratively decide which plant card would
best adapt to that Climate and provide a joint explanation.
The group is allowed to search the internet too while they
prepare their justification for their choice.
5. Each group then writes down their choice on the Activity
Sheet.
6. After every group has made their matches, the teacher can
lead a discussion about why each group made their choices.
7. After this discussion, the teacher can continue with the
game, by announcing the next Climate Card and allowing the
groups to make their matches and explanations.
Prediction Round
1. After all the groups have had a chance to make their matches
and provide explanations, introduce the Prediction Round.
2. During this round, each group will receive a new climate card
(different from the initial one) and a different plant card.
For example, a student who initially matched the "Maple
Tree" with the "Temperate Forest" might receive a "Tropical
Rainforest" climate card and a "Pine Tree" plant card.
PERFORMANCE LEVELS

4.0 Plants
3. Students should predict how the assigned plant (in this case,
the "Pine Tree") might adapt to the new climate (in this case,
the "Tropical Rainforest"). They should provide a brief
explanation for their prediction.
4. After all students have made their predictions, facilitate a
discussion where students share their predictions and
explanations. Encourage them to think creatively and
consider what adaptations the plant might need to survive in
the new climate.
5. Teacher can introduce a scoring system for the prediction
round as well, rewarding students for thoughtful predictions
and explanations.
Closure
Summarise the key insights:

1. Plants have unique adaptations: Different plant species have
unique adaptations that help them survive and thrive in
specific climates and environments.
2. Importance of adaptations: These adaptations are crucial for
a plant's survival. For example, the thick bark of a "Maple
Tree" helps it endure cold temperatures, while the modified
spikes of a "Cactus" reduce water loss in arid regions.
PERFORMANCE LEVELS

4.0 Plants

Science
 Learning about how plants survive in various
environments, connecting biology and
ecology.
Mathematics
 Calculating points based on the scoring
system.
USEFUL LINK
 Using technology to research and gather Scan or click the QR
information about plant species and their code to view the
video:
adaptations. Adaptations In
Plants | What Is
ADAPTATION? |
The Dr Binocs
Show | by
 Analysing, and justifying choices Peekaboo Kidz

 Patience
 C1 Critical thinking: Evaluating choices.

 C2: Creativity: Predicting uses creative
thinking.
 C3 Communication: Justifying choices
 C4 Collaboration: Pupils collaborate in small
groups.
PERFORMANCE LEVELS

4.0 Plants
Activity Sheet 4.2

Listen to the teacher's announcement of the climate card. Match
your plant card with the climate card that you think it is best
adapted to. Explain why you made this match. Write your answers
in the space provided. In the Prediction Round, predict how a
different plant might adapt to a new climate or season. Write your
prediction and explanation in the space provided.
Matching Round:
1. How does your plant adapt to the [Climate]?
2. Why are these adaptations important for the plant's survival in that
specific environment?
Prediction Round (Different Plant/Climate):

3. Why are these adaptations important for the plant's survival in that
specific environment?
4. Why do you think these adaptations would be important for the

plant's survival in the [New Climate]?
PERFORMANCE LEVELS

4.0 Plants
Scoring (Teacher's Use):
▪ Match Accuracy: _______/3

▪ Explanation Quality (Match): _______/ 5
▪ Match Accuracy (Prediction): _______/ 3
▪ Explanation Quality (Prediction): _______/ 5
Total Score: _______/ 16

Date:
PERFORMANCE LEVELS

4.0 Plants
Activity 3: Exploring Seed Dispersal in Plants

CONTENT STANDARD 4.2 Dispersal of Seeds
LEARNING STANDARDS 4.2.1 State ways plants disperse their seeds or fruits.
4.2.3 Predict the way of a seed dispersal based on its characteristics.
4.2.4 Explain the observations on the dispersal of seeds through written or verbal forms,
Materials
Use with
All groups: Seeds with clear dispersal characteristics (e.g., textbook
(pp. 104-111)
dandelion, papaya, balsam), magnifying glass, Seed Dispersal
Chart; Tier 3 group: additional materials include microscopes
(optional), technology devices with internet access.
Teachers’ info
Prepare the seeds for pupils’ observation. Also, prepare a Seed Dispersal
Chart showing seeds of local plants and their methods of dispersing.
Begin the lesson with a captivating video (for example, Seed

Dispersal by Next Generation Science) or images of plants and
their diverse seed dispersal mechanisms. Engage the pupils in a
brief discussion about the importance of seeds spreading away
from their parent plants and how it affects the growth of new
plants.

PERFORMANCE LEVEL
PL1 State ways plants disperse their seeds or fruits.
Activity 4: Wind Seed Dispersal Model Challenge | Page 181

4.0 Plants
Teaching points:
1. Continuing from the discussion about the importance of seed

spreading from the parent plant, discuss with the pupils the
various ways of dispersal including wind, water, animals, and
explosive mechanisms. Give examples of local plants for each
method. Discuss alongside the video, Methods of Seed
Dispersal, by Experience Science.
2. Referring to the video above, discuss how seeds have
specific characteristics and adaptations that aid in their
dispersal. For instance, lightweight seeds are better suited for
wind dispersal, while seeds with hooks can cling to animal
fur.
3. Show them the Seed Dispersal Chart and tell them that they
are to observe the seeds given to them and then identify the
name as well as the dispersal characteristics.
1. Provide the Tier 1 group with seeds that have distinct

dispersal characteristics.
2. Ask them to observe the seeds (with a magnifying glass) and
record their observations on the Activity Sheet.
3. Have them match each seed to a dispersal method from the
Seed Dispersal Chart provided.
4. Get them to answer the questions in the activity sheet.
1. Provide the Tier 2 group with seeds that have diverse

dispersal characteristics.
PERFORMANCE LEVEL

4.0 Plants
2. Ask them to observe the seeds closely, and record their

observations on the Activity Sheet.
3. Guide them to predict how each seed might be dispersed
based on its characteristics using the Seed Dispersal Chart.
1. Provide the Tier 3 group with diverse seeds, magnifying

glasses, microscopes (optional), and access to the internet.
2. Encourage them to conduct in-depth research on the seeds'
characteristics and dispersal mechanisms, using both
observations and online resources.
3. Have them present their findings creatively, using multimedia
tools.
4. Have pupils create an infographic that visually presents the
various ways of seed dispersal.
1. Gather all pupils and allocate time for each group to present
their activities.
2. Facilitate a brief discussion. Use open-ended questions to
prompt pupils to think critically and express their thoughts.
Examples of questions:
PERFORMANCE LEVEL

4.0 Plants
▪ Can you identify any patterns or commonalities in the seeds

that are dispersed by the same method (e.g., wind, water,
animals)?
▪ Were there any seeds that posed a challenge in predicting
their dispersal method based on characteristics?
Closure
1. Summarise the key insights and findings from all the groups'
activities.
2. Tier 1 pupils engaged in a seed dispersal-matching activity,
connecting seed characteristics with the dispersal method
based on the Seed Dispersal Chart.
3. Tier 2 pupils recorded detailed characteristics of seeds,
including shape, surface features, and any appendages. They
made predictions about seed dispersal methods based on
their observations.
4. Tier 3 pupils may have additional tools for more detailed
observation. In addition to detailed observations, they made
predictions, considering environmental factors and
adaptations. Tier 3 pupils conduct in-depth research on the
seeds' characteristics and dispersal mechanisms and prepare
an infographic to be shared in the presentation.
PERFORMANCE LEVEL

4.0 Plants

USEFUL LINK
 Observing, classifying and identifying seeds. code to view the
video:
Mathematics
 Using geometry skills to align the bone
templates with their respective positions on
the diagram.
 Using magnifying glasses and microscopes
for observation. Also using online research
tools. Seed Dispersal |
Seed Germination
and Seed Dispersal
by Prozen learning
 Analysing
 Predicting

 Patience
 C1 Critical thinking: Analysing seed

characteristics.
 C3 Communication: Discuss and present
group findings.
or small groups.
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.3a: Seed Observation and Matching

Match the seed to the dispersal method.
Observation- Describe the Matching method of dispersal
Seed type
seed’s shape, size, and colour. (Use the Seed Dispersal Chart)
Seed 1
Seed 2
Seed 3
1. Does the seed have any special features, such as wings, hairs, or
hooks? If so, describe them.
a. Seed 1:
b. Seed 2:
c. Seed 3:

Date:
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.3b: Seed Observation and Prediction

Predict the seed dispersal method.
Seed type
Seed 1
Seed 2
Seed 3
Answer the following questions by writing in the empty spaces provided:

1. Are there any special features or structures on the seed's surface
like wings, hairs or hooks? If so, describe them.
a. Seed 1:
b. Seed 2:
c. Seed 3:
2. Is the seed heavy or lightweight when you hold it in your hand?

a. Seed 1:
b. Seed 2:
c. Seed 3:
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.3b: Seed Observation and Prediction (continued)

3. Check your prediction with your teacher, are your predictions
correct for the seeds?
a. Seed 1:
b. Seed 2:
c. Seed 3:
4. Draw sketches or diagrams of the seeds and their characteristics as

part of your observations.
Seed 1 Seed 2 Seed 3

Date:
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.3c: Seed Observation and Prediction

Seed type
Seed 1
Seed 2
Seed 3
Answer the following questions by writing in the empty spaces provided:
1. Are there any special features or structures on the seed's surface

like wings, hairs or hooks? If so, describe them.
a. Seed 1:
b. Seed 2:
c. Seed 3:
2. Is the seed heavy or lightweight when you hold it in your hand?
a. Seed 1:
b. Seed 2:
c. Seed 3:
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.3c: Seed Observation and Prediction (continued)

3. Check your prediction with your teacher, are your predictions
correct for the seeds?
a. Seed 1:
b. Seed 2:
c. Seed 3:
4. Can you see any adaptations that might help this seed disperse
effectively in its environment?
5. If you were to design a seed with similar characteristics for a specific

dispersal method, how would you change or improve upon the
features you've observed?
6. Draw sketches or diagrams of the seeds and their characteristics as

part of your observations.
Seed 1 Seed 2 Seed 3

Date:
PERFORMANCE LEVEL

4.0 Plants
SPEED DISPERSAL CHART

Dispersal Characterist
Method ics of seeds Examples
Wind Lightweight, Dipterocarpus tree seeds: Dipterocarpus trees

feathery produce seeds with wings, allowing them to be
structures carried by the wind over long distances.
Angsana. (Pterocarpus indicus). The seeds are
dispersed by the wind as they are dry, light, small and
have wing-like structure.
Water Husk or Coconut (Cocos nucifera) the seeds are dispersed by

buoyant water as the seeds have spongy or fibrous outer coat
structures which float on water.
Mangrove tree seeds: Mangrove trees often have
seeds with a thick, buoyant outer coating that helps
them float and disperse through water.
Animal Hooked Bur marigold (Bidens pilosa): This plant produces

Fur structures seeds with small, hook-like structures that can cling
to the fur of animals, facilitating dispersal.
Love grass (Chrysopogon aciculatus): This plant’s head
seeds have sharp, spiky burrs that can easily attach to
animal fur
Explosive Capsules Balsam (Impatiens balsamina) seeds: Impatiens plants

that burst produce seed capsules that explode when touched,
open sending seeds scattering in various directions.
Rubber tree (Hevea brasiliensis): The capsule or fruit
containing the seed explodes when ripe and can send
the seed shooting out a long distance.

4.0 Plants
Activity 4: Wind Seed Dispersal Model Challenge

CONTENT STANDARD 4.2 Dispersal of Seeds
LEARNING STANDARD 4.2.2 Relate the ways of dispersal with the characteristics of seeds or fruits. 4.2.4 Explain
the observations on the dispersal of seeds through written or verbal forms, sketches,
ICT in a creative way.
Materials
Use with
Craft materials (paper, scissors, glue, markers, etc.), rulers or textbook
(pp. 104-110)
measuring tape, fan or a designated "wind source", tape measure
or marked distance for measuring seed dispersal, stopwatch or
timer.
1. Explain to the class that they will be participating in a Wind

Seed Dispersal Model Challenge.
2. Emphasise the importance of understanding how seeds
disperse and how seed characteristics relate to dispersal
methods.
1. Each group's task is to design seed replicas with winged

features that mimic real seeds adapted for wind dispersal.
2. Encourage creativity in designing the seeds while keeping in
mind the goal of maximising wind dispersal distance.
3. Discuss seed characteristics that would make them effective
for wind dispersal, such as lightweight materials and
aerodynamic shapes.
4. Here are some seed characteristics to consider:
▪ Lightweight Materials: Think about using lightweight
materials such as paper or thin plastic for your seed
replicas. These materials will allow your seeds to be easily
lifted by the wind.
PERFORMANCE LEVEL
PL4 Build a graphic organiser to show the relationship between the characteristics of seeds with the ways of dispersal.

4.0 Plants
▪ Aerodynamic Shapes: Aerodynamics is the study of how

objects move through the air. To make your seeds
effective for wind dispersal, consider the following
aerodynamic shapes:
‣ Parachute Shape: This shape resembles a parachute with
a broad, flat top and a tapered bottom. The broad top
catches the wind, and the tapered bottom allows for
stability. It's like a mini-parachute for your seed.
‣ Helicopter Shape: Imagine the seeds with a spinning,
helicopter-like blade. This shape can catch the wind and
spin as it travels, enhancing its dispersal distance.
‣ Spiral or Winged Shape: Seeds with spiral or winged
structures can twist and turn in the wind, helping them
travel longer distances. Think of how maple seeds or
dandelion seeds have wing-like structures.
▪ Streamlined Design: Try to create a streamlined design
with minimal resistance to the wind. Avoid irregular
shapes that might hinder wind flow.
▪ Size: Consider the size of your seed replicas. Smaller
seeds may catch less wind, while larger ones might be
harder to lift. Strike a balance.
▪ Weight Distribution: Think about how you can distribute
weight within your seed replicas. A balanced weight
distribution can help them stay level during flight.
▪ Surface Texture: Experiment with the surface texture of
your seeds. Some seeds have tiny hairs or ridges that help
them catch more air. You can simulate these features with
your materials.
PERFORMANCE LEVEL

4.0 Plants
1. Set up a designated "wind source" (e.g., a fan) at a specific

distance from where seeds will be launched.
2. Each group will take turns launching their seed replicas into
the wind source and measure how far they travel.
3. Use a tape measure or marked distance to record the
dispersal distance for each group's seeds.
4. Use a stopwatch or timer to measure the time it takes for
seeds to travel the designated distance.
1. After all groups have tested their seed replicas, hold a

competition to determine which group's seeds would be
dispersed the farthest.
2. Facilitate a class discussion where each group shares their
observations, strategies, and what they learned about the
relationship between seed characteristics and wind dispersal.
3. Guide pupils in discussing the relationship between seed
characteristics (e.g., shape, materials) and their impact on
wind dispersal.
1. Remind pupils about the other methods of seed dispersals

that they have learnt.
2. Tell them that they are to create a graphic organiser that
visually shows the relationship between seed characteristics
and dispersal methods.
3. Distribute blank sheets of paper or graphic organiser
templates to pupils.
4. They can use circles or boxes for characteristics and connect
them to the corresponding dispersal methods using lines or
arrows.
PERFORMANCE LEVEL

4.0 Plants
Closure
1. Summarise the overall findings of the activity. Reinforce the

importance of understanding seed characteristics for
effective seed dispersal. Relate seed characteristics to
dispersal methods.
2. Guide pupils to conclude that seeds have remarkable
adaptations that enable them to travel distances with the
help of the wind. Characteristics such as lightweight materials
and aerodynamic shapes play a crucial role in determining
how far seeds can be dispersed.
PERFORMANCE LEVEL

4.0 Plants

USEFUL LINKS
 Observing, predicting and experimenting. code to view the
video:
Mathematics
 Measuring the distance their seed replicas
travel, providing a practical application of
measurement skills.
 Designing and creating seed replicas. Seed Dispersal:
Wind Dispersed
Seeds by NParksSG
 Critically analysing seed characteristics and

their impact on dispersal methods.

 Patience
 C1 Critical thinking: Critically evaluating the

effectiveness of their designs.
 C3 Communication: Sharing ideas and
collaborating on designs.
or small groups.
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.4: Wind Seed Dispersal Model Challenge

Complete the tasks.
1. Seed Replica Design: Describe the design of your seed replicas. Include
details about materials used, shapes, and any special features. Draw a
sketch.
a. Design Description Sketch

Our seed replica design consisted of [describe your
design here] ______________________________
_______________. We used [mention materials
used, e.g., paper and lightweight plastic] _________
_______________________________________
because they are lightweight and can catch the
wind effectively.
b. Design Description Sketch

We chose the [describe the shape, e.g., parachute
shape] _________________________________
because it mimics real seeds that are known for
effective wind dispersal. This shape allows the
seed to catch the wind and glide through the air.
2. Seed Characteristics: Explain how your seed replicas mimic real seeds
adapted for wind dispersal. Mention specific characteristics you
incorporated.
PERFORMANCE LEVEL

4.0 Plants
Activity Sheet 4.4: Wind Seed Dispersal Model Challenge

Complete the tasks.
3. Seed Dispersal Test: Record the results of your seed dispersal test.
Include the distance your seeds travelled and the time it took for them
to reach that distance. You may make 3 attempts.
Attempt Distance travelled (meters) Time taken (seconds)
1
2
3
4. Graphic organiser: Reflect on the relationship between your seed

design and its performance. Create a graphic organiser to show the
relationship between the characteristics of your seed design and its
dispersal performance.
5. What did you learn about the importance of seed characteristics to

wind dispersal?

Date:
PERFORMANCE LEVEL

5.0 ELECTRICITY
Activity 1: Exploring Series Circuits
Activity 2: Exploring Parallel Circuits
Activity 3: Power Savers: Energy Audit and
Conservation Campaign
Activity 4: Exploring Electrical Appliance
Safety
5.0 Electricity
Activity 1: Exploring Series Circuits

CONTENT STANDARDS 5.1 Sources of Electrical Energy
5.2 Series circuit and parallel circuit
LEARNING STANDARDS 5.1.1 Explain with examples the sources of electrical energy.
5.2.1 Identify the arrangement of bulbs in series and parallel in a complete circuit.
5.2.2 Sketch the series and parallel circuit diagrams using symbols.
5.2.3 Compare and contrast the brightness of the bulbs in series and parallel circuits.
5.2.4 Carry out experiments to compare the brightness of bulbs in series or parallel circuits
by changing the number of bulbs.
Materials
Use with
All groups: battery (1 per group), switch (1 per group) and wires textbook
(pp. 115-131)
(enough for connecting the circuit)
Tier 1 Group: bulb (1 per group)
Tier 2 Group: bulbs (2 per group), burnt-out or spoiled bulbs
(1 per group)
Tier 3 Group: bulbs (3 per group), burnt-out or spoiled bulbs
(1 per group)
Teachers’ info
The focus is on the series circuit only for this activity.
 Tier 1 Group, the task is to explore the series circuit. They are to set up a
simple series circuit and make observations about how the bulbs behave.
 Tier 2 Group is to investigate the series circuit with one additional bulb, and
compare the behaviours of bulbs in the set-up. The effect of one spoiled
bulb added is also studied.
 Tier 3 Group is to design and construct a series circuit and then after that,
observe how the bulbs behave if two or three more bulbs are added and
make comparisons. The effect of one spoiled bulb added is also studied.
PERFORMANCE LEVELS
PL1 Give examples of sources of electrical energy.
PL2 Identify series and parallel circuits based on the circuit diagram given.
PL3 Build series and parallel circuits and sketch the diagrams using symbols.
Activity 1: Exploring Series Circuits | Page 200

5.0 Electricity
Scripted Talking Points based on the pages of the

textbook (pp116-117) and stimulus page 115.
I'll show you some pictures, and I want you to identify the
sources of electrical energy depicted in each picture.
(Show pictures of various sources of electrical energy,
such as power plants, solar panels, dry cells, dynamo,
accumulator and generator.)
Let's start with this first picture. Take a look and tell me,
what source of electrical energy do you see?
(Pupil1 may say: That looks like a power plant. So, it's
electricity generated from burning fossil fuels).
Excellent! You're right. Power plants generate electricity
by burning fossil fuels like coal or natural gas. Now, let's
move on to the next picture.
(Continue showing pictures on pages 116 and 117 and
engaging in a brief discussion for each source of
electrical energy)
Great job, You've identified some common sources of
electrical energy. Now, let's take a moment to reflect on
what we've discussed. Can someone summarise some of
the sources of electrical energy we identified?
(Pupil 2 may say: We mentioned power plants, solar
panels, wind turbines, batteries, and even hydroelectric
dams as sources of electrical energy).
PERFORMANCE LEVELS

5.0 Electricity
Excellent summary! We explored a variety of sources,

from traditional power plants to renewable energy
options like solar and wind. Understanding these sources
will help us comprehend the different ways electricity is
generated.
Next, turn pupils' attention to the stimulus page on
115:
Now that we have a better understanding of various
sources of electrical energy, let's move on to the
situations shown on textbook page 115 (stimulus page).
What do you think happened in the first picture of the
man trying to switch on his television? Have you had this
experience before? When do you face a similar situation?
(This may lead to a discussion of power outage when
the electricity supply is cut and we cannot continue to
watch the television as there is no current).
Next, why are the Hari Raya lights still working when one
of the bulbs is not?
Tell the pupils that in the lesson of the day, they will
have the opportunity to explore circuits, and be able to
know the answer to the above question.

PERFORMANCE LEVELS

5.0 Electricity
1. Instruct the pupils to connect the switch, battery

and bulb with a single wire, creating a simple circuit.
2. Guide them to observe the bulb lighting up and
explain that the battery is the source of electrical
energy in this circuit.
3. Ask pupils to draw a series circuit diagram,
representing the components using symbols (e.g.,
battery, bulb, and wire) in Activity Sheet 5.1a.
1. Instruct the pupils to create a series circuit using

the provided materials by sequentially connecting
the bulbs. Guide them to experiment and observe
what happens:
a. if one more bulb is added.
b. if one spoiled bulb is added.
2. Get pupils to draw the series circuit using Activity
Sheet 5.1b and answer the questions on the sheet.
1. Instruct pupils to first set up a series circuit using

the provided materials as in Tier 2.
2. But unlike Tier 2, pupils are to observe what
happens to the brightness of the bulbs if more
bulbs are added, i.e. when one bulb is added, then
two bulbs, and then three bulbs. Each time, pupils
are to compare the brightness of the bulbs.
PERFORMANCE LEVELS

5.0 Electricity
3. After that, observe the effect of adding one spoiled

bulb.
4. Once they have successfully set up the series
circuit, have them sketch the circuit diagram using
symbols and labels.
1. Bring all the groups together for a presentation and

discussion session.
2. Allow them to present their series circuit activities
and share their observations and circuit diagrams.
3. Facilitate a discussion with pupils to explain the
behaviour of bulbs in a series circuit and engage the
entire class in a discussion where they compare the
set-up of the series circuits with single bulbs versus
multiple bulbs.
Closure
Reflect on what has been learned and how it relates to

the sources of electrical energy discussed. How do
these circuits and their behaviour connect to the ways
we generate and use electricity?
PERFORMANCE LEVELS

5.0 Electricity

Science
 Observing the bulb lighting up in the series
circuit.
 Experimenting with setting up the circuits to
understand their behaviour with multiple
bulbs.
Mathematics USEFUL LINK
 Measuring and cutting wires to appropriate code to view the
lengths during the circuit setup. video:
“Series and Parallel
Engineering / Technology Circuits by Patrick
 Using batteries, bulbs, and wires to Haney”.
construct circuits;
 Using symbols to represent components in
circuit diagrams.
 Analysing and comparing the behaviour of

bulbs in series circuits using single bulbs and
multiple bulbs.

 Being safe  Teamwork and
Respect
 C1 Critical Thinking: Analysing and comparing

different circuit arrangements
 C3 Communication: Explaining their circuit
configurations, and engaging in discussions to
make comparisons.
 C4 Collaboration: Working together in small
groups.
PERFORMANCE LEVELS

5.0 Electricity
Activity Sheet 5.1a

Complete the tasks.
1. Write down your observations and answer the following questions:
a. Give the name of this circuit and identify its components.
b. What happens to the bulb when the circuit is completed?
c. What happens when the wire connection is broken?
d. What do you think is the role of the battery in this circuit?
e. Can you infer what will happen if I add another bulb to the circuit?
2. Series Circuit Diagram: Draw a series circuit diagram using symbols to

represent the components. Label each component in your diagram.
Battery symbol: Wire symbol:
Bulb symbol: Switch symbol:

Date:
PERFORMANCE LEVELS

5.0 Electricity
Activity Sheet 5.1b

Complete the tasks.
c. Can you explain why that happens?
d. How is the brightness of the bulbs when an additional bulb is added?
e. What happens when a spoiled bulb is added?
f. Can you explain why that happens (e, above)?
g. What do you think is the role of the battery in this circuit?
h. Can you infer what will happen if I add more bulbs to the circuit?
PERFORMANCE LEVELS

5.0 Electricity

Complete the tasks.

Date:
PERFORMANCE LEVELS

5.0 Electricity
Activity Sheet 5.1c

Complete the tasks.
e. How is the brightness of the bulbs when two additional bulbs are
added?
f. How is the brightness of the bulbs when three additional bulbs are
added?
g . What happens when a spoiled bulb is added?
h. Can you explain why that happens (g, above)?
PERFORMANCE LEVELS

5.0 Electricity

Complete the tasks.
i. What do you think is the role of the battery in this circuit?
j. What can you conclude about the circuit with single bulbs and
multiple bulbs?


Date:
PERFORMANCE LEVELS

5.0 Electricity
Activity 2: Exploring Parallel Circuits

CONTENT STANDARD 5.2 Series circuit and parallel circuit
LEARNING STANDARDS 5.2.3 Compare and contrast the brightness of the bulbs in series and parallel circuits.
by changing the number of bulbs.
by changing the number of batteries.
5.2.6 State the condition of bulbs when a few switches are opened or closed in a series and
parallel circuit by carrying out activities.
5.2.7 Explain the observations on series and parallel circuits through written or verbal forms,
Materials
Use with
All groups: battery (1 per group), switch (1 per group) and wires textbook
(pp. 119-131)
(enough for connecting the circuit)
Tier 1 Group: bulb (1 per group)
Tier 2 Group: bulbs (2 per group), burnt-out or spoiled bulbs (1 per group)
Tier 3 Group: bulbs (3 per group), burnt-out or spoiled bulbs (1 per group)
Teachers’ info
Pupils are to build parallel circuits (Remind them that the previous activity was
about series circuits)
1. Instruct the pupils to connect the switches, battery

and bulb with a single wire, creating a simple parallel
circuit.
2. Guide them to observe the bulb lighting up and ask
them what they think is the source of electrical
energy in this circuit.
3. Ask pupils to draw a parallel circuit diagram,
representing the components using symbols (e.g.,
battery, bulb, and wire) in Activity Sheet 5.2a.
PERFORMANCE LEVELS
PL4 Generate ideas on the effects of mishandling electrical appliances.
PL5 Conclude factors that affect the brightness of the bulbs in series and parallel circuits based on the number of bulbs
and dry calls.
Activity 2: Exploring Parallel Circuits | Page 211

5.0 Electricity
1. Instruct the pupils to create a parallel circuit using

the provided materials by connecting the battery,
bulb and switches. Guide them to experiment and
observe what happens:
• if one more bulb is added.
• if one spoiled bulb is added.
2. Get pupils to draw the parallel circuit using Activity
Sheet 5.2b and answer the questions on the sheet.
1. Instruct pupils to first set up a parallel circuit using

the provided materials as in Tier 2.
2. But unlike Tier 2, pupils are to observe what
happens to the brightness of the bulbs if more
bulbs are added, i.e. when one bulb is added, then
two bulbs, and then three bulbs. Each time, pupils
are to compare the brightness of the bulbs.
3. After that, observe the effect of adding one spoiled
bulb.
4. Once they have successfully set up the parallel
circuit, have them sketch the circuit diagram using
symbols and labels.
PERFORMANCE LEVELS
and dry calls.

5.0 Electricity
1. Bring all the groups together for a presentation and

discussion session.
2. Allow them to present their parallel circuit activities
and share their observations and circuit diagrams.
3. Facilitate a discussion with pupils to explain the
behaviour of bulbs in a parallel circuit and engage
the entire class in a discussion where they compare
the set-up of the parallel circuits and the series
circuit of the previous lesson. Ask them this
question:
What is the difference in the brightness of the bulbs
between the series and parallel circuits?
Answer: the bulbs arranged in the parallel circuit are
brighter than the bulbs arranged in the series circuits.
Closure
1. Guide the pupils to conclude that circuits can be in

series or parallel arrangement, the current that
flows in the parallel circuit has more than one path
compared to the series circuit so one spoiled bulb
does not affect the rest of the bulbs.
2. Remind the pupils that in the parallel circuit, the
brightness of the bulbs is the same even though the
number of bulbs increases, unlike the series circuit.
PERFORMANCE LEVELS
and dry calls.

5.0 Electricity

Science
 Observing the bulb lighting up in the parallel
circuit.
 Experimenting with setting up the circuits to
understand their behaviour with multiple
bulbs.
 Measuring and cutting wires to appropriate code to view the
lengths during the circuit setup. video:
“Parallel and
Engineering / Technology Parallel Circuits by
 Using batteries, bulbs, and wires to Patrick Haney”.
construct circuits;
 Using symbols to represent components in
circuit diagrams
 Analysing and comparing the behaviour of

bulbs in parallel circuits compared to the
series circuit

 Safe practices  Teamwork
 Respect
 C1 Critical Thinking: Analysing and

comparing different circuit arrangements
 C3 Communication: Explaining the circuit
configurations,
 C4 Collaboration: Working together in small
groups
PERFORMANCE LEVELS
and dry calls.

5.0 Electricity
Activity Sheet 5.2a

Complete the tasks.
c. What happens when the wire connection is broken?
d. What do you think is the role of the battery in this circuit?
e. Can you infer what will happen if I add another bulb to the circuit?
2. Parallel Circuit Diagram: Draw a parallel circuit diagram using symbols

to represent the components. Label each component in your diagram.

Date:
PERFORMANCE LEVELS

5.0 Electricity
Activity Sheet 5.2b

Complete the tasks.
e. What happens when a spoiled bulb is added?
f. Can you explain why that happens (e, above)?
g. What do you think is the role of the battery in this circuit?
h. Can you infer what will happen if I add more bulbs to the circuit?
PERFORMANCE LEVELS

5.0 Electricity

Complete the tasks.

Date:
PERFORMANCE LEVELS

5.0 Electricity
Activity Sheet 5.2c

Complete the tasks.
e. How is the brightness of the bulbs when two additional bulbs are
added?
f. How is the brightness of the bulbs when three additional bulbs are
added?
g . What happens when a spoiled bulb is added?
h. Can you explain why that happens (g, above)?
PERFORMANCE LEVELS

5.0 Electricity

Complete the tasks.
i. What do you think is the role of the battery in this circuit?
j. What can you conclude about the circuit with single bulbs and
multiple bulbs?


Date:
PERFORMANCE LEVELS

5.0 Electricity
Activity 3: Power Savers: Energy Audit and

Conservation Campaign
CONTENT STANDARD 5.3 Safety precautions in handling electrical appliances and the conservation of electricity.
LEARNING STANDARDS 5.3.1 Generate ideas on the factors that affect electrical energy usage by carrying out
activities.
5.3.2 Explain with examples the effects of mishandling electrical appliances.
Materials
Use with
Energy Audit Worksheet, pen/pencil textbook
(pp. 132-139)
Teachers’ info
To estimate the energy consumed by each appliance or device in kilowatt-
hours (kWh) per day, pupils can follow these steps:
1. Research or gather information: Pupils can refer to user manuals, product
labels, or online resources that provide energy consumption data.
2. Identify the power rating: Each electrical appliance or device has a power
rating specified in watts (W) or kilowatts (kW) which indicates the rate at
which the appliance consumes electricity.
3. Determine the daily usage duration: Pupils should estimate the average
number of hours the appliance is used per day.
4. Calculate the energy consumption: The formula to calculate energy
consumption is as follows: Energy Consumption (kWh) = Power Rating
(kW) x Usage Duration (hours). Pupils multiply the power rating of the
appliance by the number of hours it is used per day to obtain the energy
consumption in kilowatt-hours.
5. Record the estimated energy consumption: In the Energy Audit
Worksheet, pupils can list each appliance or device and write down the
estimated energy consumption in kilowatt-hours per day
PERFORMANCE LEVEL
PL6 Communicate creatively and innovatively on the safety precautions in handling electrical appliances and the
conservation of electricity towards the sustainability of life.
Activity 3:
| Page 220
Power Savers: Energy Audit and Conservation Campaign
5.0 Electricity
Start the lesson by showing the pupils a short video on

the importance of conserving electricity and the factors
that contribute to energy usage. Engage them in a class
discussion about their own experiences with electricity
usage and conservation. Ask open-ended questions to
gauge their prior knowledge and generate interest in
the topic.
Whole Class Activity

2. Explain to the pupils that they will be conducting an
"Energy Audit" to assess their energy usage at home
or school.
3. Provide each group with an "Energy Audit
Worksheet" (or Activity Sheet 5.3) that includes the
following sections:
a. Energy Usage Inventory: Pupils record all
electrical appliances and devices they use
regularly.
b. Safety precautions in handling electrical
appliances: Pupils to list out safety precautions
in using the electrical appliances involved in the
audit.
c. Energy Consumption Assessment: Pupils
estimate the energy consumed by each
appliance in kilowatt-hours (kWh) per day.
d. Factors Affecting Energy Usage: Pupils identify
and discuss the factors that contribute to high
energy consumption for each appliance.
PERFORMANCE LEVEL
Activity 3:
| Page 221
5.0 Electricity
e. Conservation Strategies: Pupils list practical

ways to conserve energy for each appliance.
4. Instruct pupils to gather data by conducting surveys
at home or within the school premises. They should
record their findings and observations on the
activity sheet.
5. After completing the Energy Audit, guide the pupils
to analyse their data and observations. Discuss the
factors that affect electrical energy usage based on
their findings.
6. In their groups, pupils develop a "Conservation
Campaign" to promote energy-saving practices.
They can create posters, videos, or presentations to
communicate creatively about the importance of
conserving electricity and the strategies identified
during the Energy Audit.
7. Bring the groups together for presentations and
discussion. Each group shares their Conservation
Campaign with the class, explaining their creative
approach and the key messages they want to
convey.
8. Facilitate a class discussion by asking thought-
provoking questions such as:
a. How can we promote energy conservation within
our community?
b. What are the potential benefits of reducing
energy consumption?
c. How can small changes in our daily routines
contribute to energy conservation?
PERFORMANCE LEVEL
Activity 3:
| Page 222
5.0 Electricity
Notes to Teacher:
Possible answers for questions during the class discussion:
a. Promoting energy conservation within the community:
▪ Organise community workshops or seminars on energy
conservation, where experts can provide tips and guidance.
▪ Create awareness campaigns through posters, flyers, or social
media to educate community members about the importance of
energy conservation.
b. Potential benefits of reducing energy consumption:
▪ Lower electricity bills for individuals and households, resulting in
cost savings.
▪ Decreased carbon emissions and environmental impact.
▪ Conservation of natural resources, such as fossil fuels, which are
used to generate electricity.
c. Small changes in our daily routines in contributing to energy
conservation:
▪ Turning off lights when leaving a room or utilising natural
lighting.
▪ Unplugging electronic devices and appliances when not in use.
▪ Adjusting thermostat settings to optimise energy usage.
▪ Using energy-efficient light bulbs and appliances.
▪ Practising water conservation techniques, such as taking shorter
showers or fixing leaky faucets.
▪ Utilising energy-saving modes on electronics and appliances.
▪ Being mindful of energy usage when using high-consumption
appliances, such as refrigerators or air conditioners.
PERFORMANCE LEVEL
Activity 3:
| Page 223
5.0 Electricity
Closure
Summarise the key points discussed during the

presentations and the class discussion. Here are some
key points that can be highlighted:
1. Emphasise why energy conservation is crucial for
us. Highlight the environmental, economic, and
social benefits of reducing energy consumption.
2. Recap the factors that contribute to high energy
consumption, such as inefficient appliances,
wasteful habits, and lack of awareness about
energy-saving practices.
Tell them to work on enrichment activities in the SAB
Book 5 (Topic 5: Electricity) – Do a home electrical
energy consumption audit.
PERFORMANCE LEVEL
Activity 3:
| Page 224
5.0 Electricity

Science
 Understanding of principles of energy usage,
consumption, and conservation.
Mathematics
 Estimating energy consumption.
USEFUL LINK
 Using technology tools such as calculators, video:
“Energy Use In
and electronic devices to estimate energy Electrical
consumption. Appliances by
FuseSchool -
Global Education”.
 Analysing data from the Energy Audit.

 Applying problem-solving skills to conserve
energy.

 Rational  Thriftiness
 Objective  Responsibility
 C1 Critical Thinking: Analysing data, and

identifying patterns on energy consumption.
 C2 Creativity: Developing Conservation
Campaign.
 C3 Communication: Presenting findings
 C4 Collaboration: Working in groups.
PERFORMANCE LEVEL
Activity 3:
| Page 225
5.0 Electricity
Activity Sheet 5.3

Energy Audit Worksheet
1. Energy Usage Inventory: List all electrical appliances and devices
you use regularly and for each appliance, write out the safety
precautions to handle and the effects of mishandling them.
Effects of mishandling
Appliance Safety Precautions
the appliance
2. Energy Consumption Assessment: Estimate the energy consumed by

each appliance or device in kilowatt-hours (kWh) per day.
Appliance Estimated Energy Consumption (kWh/day)
PERFORMANCE LEVEL
Activity 3:
| Page 226
5.0 Electricity
Activity Sheet 5.3

Energy Audit Worksheet
3. Factors Affecting Energy Usage: Identify factors that contribute to
high energy consumption for each appliance or device.
Appliance Factors Affecting Energy Usage
4. Conservation Strategies:

Date:
PERFORMANCE LEVEL
Activity 3:
| Page 227
5.0 Electricity
Activity 4: Exploring Electrical Appliance Safety

CONTENT STANDARD 5.3 Safety precautions in handling electrical appliances and the conservation of electricity
LEARNING STANDARDS 5.3.3 Describe the safety precautions in handling electrical appliances.
5.3.4 Explain the observations on safety precautions in handling electrical appliances and the
conservation of electricity through written or verbal forms, sketches, and ICT in a
creative way.
Materials
Use with
Tier 1 group: textbook
Pictures or flashcards of ten different electrical appliances (pp. 135-138)
(television, hair dryer, electric kettle, microwave oven, electric fan,

toaster, refrigerator, washing machine, electric iron, electric mixer
or any other suitable household electrical appliances), poster paper
or presentation materials, markers, coloured pencils, or crayons.
Tier 2 and Tier 3 groups:

Scenarios involving the use of electrical appliances (printed or written),
multimedia presentation tools (e.g., PowerPoint, video editing software), ICT
devices (e.g., computers, tablets), sketching materials, Internet access (for
research if needed), presentation materials (e.g., written reports, visual aids)
Teachers’ info
 The teacher to prepare pictures of electrical appliances.
 The teacher also prepares scenarios involving the use of electrical appliances.

To begin the lesson, engage pupils by showing them a
short video or a series of images depicting various
electrical appliances commonly used in daily life. Initiate
a class discussion by asking questions like, “What
electrical appliances do you use at home?”, “What are
some safety precautions you follow while using them?”,
Electrical appliances by
and “Why is it important to handle electrical appliances Minimal English.
safely?”. Tell pupils that these are the questions they will
seek to answer in this lesson.
PERFORMANCE LEVEL
Activity 4: Exploring Electrical Appliance Safety | Page 228

5.0 Electricity

• For the Tier 1 group, explain that they will be working with pictures or
flashcards of electrical appliances to identify safety precautions. Use Activity
Sheet 5.4a.
• For the Tier 2 group, explain that they will be analysing scenarios related to
electrical appliance usage to identify safety risks and precautions. Use Activity
Sheet 5.4b.
• For the Tier 3 group, they will do the same as the Tier 2 group but they are to
add two more outdoor scenarios of their own. Use Activity Sheet 5.4c.
1. Provide pupils with pictures or flashcards of

different electrical appliances.
2. Instruct pupils to discuss and identify the safety
precautions associated with each appliance.
3. Guide them to create a poster or a simple
presentation showcasing their findings.
1. Provide pupils with scenarios involving the use of

electrical appliances.
Scenario 1: Imagine a scenario where a person is
cooking in the kitchen using various electrical
appliances.
using electronic devices such as a laptop,
smartphone, and charger.
Scenario 3: A family is using a microwave oven to
heat food for dinner. They are in a rush and decide
to cut corners, neglecting some safety precautions.

PERFORMANCE LEVEL

5.0 Electricity
Scenario 4: A student is ironing their clothes before

going to school. They are in a rush and do not pay
close attention to the safety guidelines for using an
electric iron.
using power tools, such as a drill or a circular saw,
for DIY projects in their garage or workshop.
2. Instruct pupils to analyse each of the scenarios and
identify potential safety risks and precautions.
3. Guide them to create a multimedia presentation
(e.g., PowerPoint, video) explaining their
observations and recommendations for safe usage.
4. Encourage them to incorporate sketches, diagrams,
and ICT tools to enhance their presentation.

2. Provide them with scenarios involving the use of
electrical appliances. (These scenarios are the same
as those used in the Tier 2 group).
3. Instruct pupils to analyse each of the scenarios and
identify potential safety risks and precautions.
4. Add two more scenarios that involved outdoor
situations such as electrical maintenance work
outdoors.
PERFORMANCE LEVEL

5.0 Electricity
5. Guide them to create a multimedia presentation

(e.g., PowerPoint, video) explaining their
observations and recommendations for safe usage.
6. Encourage them to incorporate sketches, diagrams,
and ICT tools to enhance their presentation.
1. Gather all the groups together and invite each

group to take turns presenting their findings and
observations from their respective activities.
2. Remind them to include key points related to the
safe handling of electrical appliances and the
conservation of electricity.
3. Open the floor for a discussion on the safe handling
of electrical appliances and the importance of
conserving electricity for sustainability.
4. Guide the discussion by asking questions such as:
▪ Why is it important to handle electrical appliances
safely?
▪ What are some potential dangers or risks
associated with mishandling electrical appliances?
▪ How can we conserve electricity in our daily lives?
▪ What are the benefits of conserving electricity for
the environment and future generations?
PERFORMANCE LEVEL

5.0 Electricity
• Summarise the key takeaways from the group

presentations and the discussion.
• Highlight the importance of practising safety
measures when using electrical appliances and the
role of individuals in conserving electricity for a
sustainable future.
Closure
To conclude the lesson, emphasise the significance of

following safety precautions while handling electrical
appliances. Encourage pupils to creatively express their
understanding of electrical appliance safety. Reinforce
the idea that by practising safe habits and conserving
electricity, we contribute to a sustainable future.
PERFORMANCE LEVEL

5.0 Electricity

Science
 Understanding the principles of electricity,
and electrical appliance safety.
communicating.
Mathematics
 Analysing data related to electrical appliance USEFUL LINK
safety. code to view the
“Electrical Safety In
 Using flashcards or pictures to represent The Home by Rock
different electrical appliances. Energy
Cooperative”.
 Designing a poster or simple presentation to
communicate safety precautions effectively.
 Use of multimedia tools for presentations.
 Analysing and identifying safety precautions

associated with each electrical appliance.
 Designing a poster or presentation to
showcase safety precautions.

 Safety awareness  Coorperation
 Responsibility
 C1 Critical thinking: Analyzing scenarios and

identifying potential safety risks.
 C3 Communication: Presenting safety
precautions multimedia tools to enhance
presentations.
 C4 Collaboration: Working in groups
PERFORMANCE LEVEL

5.0 Electricity
Activity Sheet 5.4a: Safety Precautions for Electrical Appliances

Examine the pictures or flashcards of different electrical appliances
provided. Discuss with your group and identify the safety
precautions associated with each appliance.
Appliance Safety Precautions

Date:
PERFORMANCE LEVEL

5.0 Electricity
Activity Sheet 5.4b: Analysing Scenarios and Safety Precautions

For each of the 5 scenarios given, identify the potential risk
involved, and list out safety precautions that should be taken to
ensure safe usage of the electrical appliances in the scenarios.
Scenario Potential Risks Safety Precautions

1
Based on your observations, create a multimedia presentation (e.g.,

PowerPoint, video) to explain the potential safety risks and precautions
for the given scenario. Use sketches, diagrams, and ICT tools to enhance
your presentation.

Date:
PERFORMANCE LEVEL

5.0 Electricity
Activity Sheet 5.4c: Analysing Scenarios and Safety Precautions

ensure safe usage of the electrical appliances in the scenarios. Add
another 2 scenarios of your own.
Scenario Potential Risks Safety Precautions

1
PERFORMANCE LEVEL

5.0 Electricity
Activity Sheet 5.4c: Analysing Scenarios and Safety Precautions

ensure safe usage of the electrical appliances in the scenarios. Add
another 2 scenarios of your own.
Based on your observations, create a multimedia presentation (e.g.,

PowerPoint, video) to explain the potential safety risks and precautions
for the given scenario. Use sketches, diagrams, and ICT tools to enhance
your presentation.
Why is it important to consider safety precautions when handling electrical

appliances in outdoor situations?
PERFORMANCE LEVEL

6.0 HEAT
Activity 1: Investigating Heat and
Temperature
Activity 2: Exploring Heat and Temperature
Activity 3: Hot and Cold Aluminium-Paper
strip
Activity 4: Exploring the Effects of Heat on
Materials
6.0 Heat
Activity 1: Investigating Heat and Temperature

CONTENT STANDARD 6.1 Heat and Temperature
LEARNING STANDARDS 6.1.1 State the meaning of heat and temperature.
6.1.2 Measure temperature using the standard tool and unit with the correct techniques.
Materials
Use with
2 beakers, thermometer, hot water, cold water, ice cubes, heat textbook
(pp. 145-152)
source (e.g., hot plate or stove), timer, notebook, pencil, stainless
steel pot*, ceramic pot*, glass pot*,1 litre of water*
* for Tier 3 group
1. Draw pupils’ attention to the textbook (Textbook p.

145)
2. Ask them what they think is going on in the
situation shown on page 145, “Look at the picture
closely – can you tell me what is happening?”.
3. Turn it into a role-play among the pupils or you
pretend to be the one saying, “It’s so hot today. I’m
thirsty, mother”
4. Ask them, “What was the mother’s reply?”
5. Discuss with them what they would do if they were
feeling hot and thirsty – “When you are feeling hot
and thirsty, what would you do?”
6. Explain to pupils, “When it is hot, we may feel thirsty
and we may go to get some drink. What causes us to
feel hot is the heat”.
7. “What are the other effects of the heat that you can
see in the pictures?”
PERFORMANCE LEVELS
PL1 State the meaning of heat and temperature.
PL2 Measure the boiling point and freezing point of water.
Activity 1: Investigating Heat and Temperature | Page 239

6.0 Heat
8. Draw pupils’ attention to the sagging electrical

cables and the stuck door. “Heat can also cause
cables to sag and doors to be stuck”.
9. Tell pupils that the lesson of the day will be to study
the effects of heat and temperature.
10. Ask them, “Can someone explain what heat and
temperature mean?”
11. Pupil 1: Heat is...
12. “Great explanation! Heat is indeed the transfer of
energy from one object to another due to a
temperature difference. And what about
temperature?”
13. Pupil 2: Temperature is...
14. “Excellent! Temperature is a measure of the average
kinetic energy of the particles in an object. Now, let's
move on to the activity. We're going to investigate
heat and temperature using various materials and
tools. To ensure that everyone can participate and
learn at their own pace, we will have three groups”.

PERFORMANCE LEVELS

6.0 Heat
1. Fill one beaker with hot water and the other with
cold water. Ask pupils to touch each beaker and
describe how they feel.
2. Demonstrate how to measure temperature using
the thermometer and record the readings for hot
and cold water.
3. Discuss with pupils what they observed and explain
that the hot water is at a higher temperature than
the cold water.
4. Explain that water boils when it reaches a certain
temperature and ask pupils to guess what that
temperature might be.
5. Get them to boil water by placing a beaker of water
over the stove and measuring the temperature.
Record the boiling point temperature.
6. Show them a beaker of ice and ask them to
measure the temperature. Record the freezing point
of water.
1. Fill one beaker with hot water and the other with
cold water. Instruct pupils to measure and record
the initial temperatures using the thermometer.
2. Ask pupils to add one ice cube to the beaker with
cold water and wait for a minute. Then, measure
and record the temperature again.
3. Discuss the results with the pupils, prompting them
to explain how the temperature changed after
adding the ice cube.

PERFORMANCE LEVELS

6.0 Heat
4. Demonstrate how to measure the boiling point of

water and ask pupils to predict the temperature at
which water boils.
5. Place the beaker with hot water on the heat source
and heat it until it boils. Measure and record the
boiling point temperature.
6. Show them a beaker of ice and ask them to
measure the temperature with a thermometer and
ask pupils to guess the temperature. Record the
freezing point of water.
1. Divide the pupils into smaller groups and assign

each group a specific type of pot to study (e.g.,
stainless steel, ceramic, glass).
2. Instruct each group to fill their assigned pot with 1
litre of water.
3. Have the groups place their pots on the hot plate or
stove and start the timer. Let them predict what is
the temperature of boiling water.
4. Instruct the groups to monitor the temperature of
the water using a thermometer and record the time
it takes for the water to reach boiling point (100°C).
5. Repeat the process with the other pots, ensuring
that the same amount of water and similar heat
settings are used for consistency.
PERFORMANCE LEVELS

6.0 Heat
6. After collecting the data, guide the groups in

analysing their findings. Encourage them to
compare and discuss the differences in the time
taken to boil water among the various types of pots.
1. After the three groups have completed their

activities, the teacher should ask the groups to
present their findings.
2. Engage the entire class in a discussion about the
boiling point and freezing point of water and how to
measure temperature with thermometers. Also,
discuss the findings of the third group (Tier 3) and
the observed differences in boiling times and
explore the factors that contribute to the variations
in heat transfer efficiency among different pot
materials.
Closure
1. Summarise the key findings and observations from

the activity, highlighting the temperature of boiling
water and freezing water, and the differences in the
time taken to boil water in various pots.
2. Relate the implications of these findings to real-life
scenarios, such as selecting appropriate pots for
efficient cooking or considering insulation materials
for heat retention.
PERFORMANCE LEVELS

6.0 Heat

Science
 Observing and analysing the differences in
boiling times.
 Investigating the factors contributing to
variations among different pot materials

 Recording temperature readings and code to view the
comparing temperatures. video:
“Determination of
melting point of ice
Engineering / Technology and boiling point of
water by BIOTECH
 Using a thermometer to measure REGIME”.
temperature.
 Using the heat source to heat the water.
 Analysing the observed differences in boiling

times.
 Predicting the temperature at which water
boils.

 Objective  Responsibility
 Being precise  Patience
 C1:Critical Thinking: Making observations

and concluding.
 C3:Communication: Discussing and
recording findings.
 C4: Collaboration: Working collaboratively in
groups
PERFORMANCE LEVELS

6.0 Heat
Activity Sheet 6.1a

Record your observations. Write in the spaces below:
1. Exploring Hot and Cold (Step 1).
Write how it feels in the space provided.
Hot water:
Cold Water:
2. Measuring Temperature (Step 2)

Record the readings in the table below.
Beaker Temperature °C
Hot Water
Cold Water
3. Discussion: What did you observe about the hot and cold water?
Discuss with your group and write your observations in the space
provided.
Observations:
1.
2.
PERFORMANCE LEVELS

6.0 Heat

4. Boiling Water: Water boils when it reaches a certain temperature.
Guess what that temperature might be. Write your guess in the space
provided.
Guess:

Water
5. Iced water: Water becomes ice at a certain temperature.

Record the temperature of ice cubes in the beaker.
Ice cubes

Date:
PERFORMANCE LEVELS

6.0 Heat
Activity Sheet 6.1b

1. Investigation Setup (Step 1):
Record the initial temperatures in the table below.
Beaker Initial Temperature °C
Hot Water
Cold Water
2. Temperature Change (Step 2):

Record the temperatures in the table.
Beaker Initial Temperature °C Final Temperature °C
Hot Water
Cold Water
3. How did the temperature change after adding the ice cube? Write your
explanation in the space provided.
4. Boiling Point (Step 4):
Your prediction of the boiling point: ______°C
PERFORMANCE LEVELS

6.0 Heat

5. Boiling Water (Step 5):

Record the boiling point temperature in the table.
Beaker Initial Temperature °C Final Temperature °C
Hot Water
Cold Water
6. Iced water (Step 6):
Your guess of ice temperature: ______°C

Ice cubes

Date:
PERFORMANCE LEVELS

6.0 Heat
Activity Sheet 6.1c

The boiling point of water: Steps 3-5.
Pot/Container
Prediction of boiling point °C Boiling Time (min.)
Material
Stainless steel
Ceramic
Glass
Answer the following questions:

1. Which pot heated the water to boiling point the fastest? Which one
took the longest?
2. What do you think caused the differences in the time taken to boil the
water in the different pots?

Date:
PERFORMANCE LEVELS

6.0 Heat
Activity 2: Exploring Heat and Temperature

LEARNING STANDARDS 6.1.3 Use space-time relationship to observe the temperature changes when ice is heated
and determine the freezing point and boiling point of water by carrying out activities.
6.1.4 Describe the changes in water temperature when hot water is cooled down to room
temperature.
Materials
Use with
For Tier 1 Group: hot water, thermometer. textbook
(pp. 145-152)
For Tier 2 and Tier 3 Groups: ice cubes, heat source (e.g., stove,
Bunsen burner), beaker, thermometer, stopwatch
Teachers’ info
Tier 1 activities involve basic data recording and observations, Tier 2 activities
introduce more complex data analysis and graphing, while Tier 3 activities
further elevate the complexity by incorporating precise measurements,
detailed graphing, and deeper analysis.
1. Begin by displaying a picture or actual items

representing different states of matter (solid, liquid,
gas) such as a block of ice, a glass of hot water, and
steam.
2. Ask the pupils to observe the items and discuss
with their peers what they notice about them.
3. Guide the class discussion by asking questions like:
What do you observe about these items?
How are they similar or different?
What do you think causes these differences?
4. Introduce the concept of temperature and explain
that it plays a crucial role in the changes of state.
PERFORMANCE LEVELS
PL3 Make a generalisation that materials become warmer when they gain heat and become cooler when they lose heat.
PL5 Interpret data from water temperature against a time graph to determine the freezing point and boiling point.
Activity 2: Exploring Heat and Temperature | Page 250

6.0 Heat
5. Pose the following question to the class: “What

happens to the temperature when a solid (like ice) is
heated or a liquid (like hot water) is cooled?”
6. Emphasise that the activities they will be doing will
help them explore these questions and understand
the effects of heat on substances.

1. Introduce the activity by explaining to the Tier 1

group that they will be observing and recording
temperature changes as hot water cools down to
room temperature.
2. Instruct the pupils to carefully observe and record
the temperature changes in the hot water as it
cools down over time.
3. Show the pupils how to use the thermometer to
measure the temperature of the hot water
accurately.
4. Guide the pupils to record the temperature at
regular intervals (e.g., every minute) until the hot
water reaches room temperature.
PERFORMANCE LEVELS

6.0 Heat
1. Tell the pupils that they will be heating ice until it

reaches the boiling point and recording their
observations.
2. Instruct the pupils to place the ice cubes in the
beaker and heat them using the heat source until
the ice melts completely and reaches the boiling
point.
3. As the ice is heating, ask the pupils to record their
observations of the temperature changes at regular
intervals (e.g., every minute).
4. Once the ice reaches the boiling point, guide the
pupils to stop heating and record the final
temperature.
5. Instruct the pupils to transfer their recorded data to
the table on the Activity Sheet and draw a graph of
temperature changes over time.
6. Next, ask the pupils to let the hot water cool down
to room temperature and record their observations
of temperature change as the water cools down.
7. Once the water has reached room temperature,
guide the pupils to record the final temperature,
transfer their recorded data to the table on the
Activity Sheet and draw a graph of temperature
changes over time.
PERFORMANCE LEVELS

6.0 Heat
1. Instruct the pupils to follow the same procedure as

the Tier 2 group, heating the ice until it reaches the
boiling point and recording their observations.
2. Challenge the Tier 3 group to be more precise in
their temperature measurements, recording at
shorter time intervals (e.g., every 30 seconds) to
capture more detailed changes.
3. Once the ice reaches the boiling point, guide the
pupils to stop heating and record the final
temperature.
4. Instruct the pupils to transfer their recorded data to
the table on Activity Sheet 6.2c and draw a graph of
temperature changes over time.
5. Encourage the Tier 3 group to focus on accurately
plotting the data points on the graph and drawing
smooth curves to represent the temperature
changes
1. Gather all the pupils together and provide each

group with an opportunity to present their findings.
2. Facilitate a class discussion by asking open-ended
questions:
What patterns or trends did you observe in the
temperature changes?
How did the temperature-time graphs help in
understanding the temperature changes?
What did you learn about heat transfer and
temperature changes during the activities?
PERFORMANCE LEVELS

6.0 Heat
Closure
1. Summarise the key points learned during the

activities, focusing on temperature changes, heat
transfer, and the effects of heat on different states
of matter.
2. Connect the concepts learned to real-life
applications, emphasising that temperature changes
and heat transfer are relevant to daily experiences,
such as cooking and climate control.
PERFORMANCE LEVELS

6.0 Heat

Science
 Conducting experiments on heat and
temperature.
 Investigating the effects of temperature on
water, making predictions, and analysing
data.
USEFUL LINK
Mathematics code to view the
 Recording and interpreting temperature video:
“The boiling point
measurements. of water and
 Graphing temperature changes over time. melting point of ice
by LabinApp”.
 Using a thermometer and stopwatch for
measurement.
 Analysing and interpreting temperature

changes over time.
 Drawing conclusions based on observations
and data.

 Precise  Patience
 Objective
 C1:Critical Thinking: Analysing complex data.

recording findings.
 C4:Collaboration: Working with peers.
PERFORMANCE LEVELS

6.0 Heat
Activity Sheet 6.2a

Observe and record the temperature changes of hot water as it
cools down to room temperature.
Use the provided table to record your observations.
Time (mins.) Temperature (°C)
0
1
2
3
Answer the questions based on your observations.

1. What do you observe happening to the temperature of the hot water
as it cools down?
2. Does the temperature of the hot water increase or decrease as it cools

down?
3. At what temperature does the hot water reach room temperature?

Date:
PERFORMANCE LEVELS

6.0 Heat
Activity Sheet 6.2b

Observe and record the temperature changes.
Temperature when Temperature when
Time (mins.)
heating ice (°C) cooling hot water (°C)
0
1
2
3
Graphs for Drawing Temperature Changes:
PERFORMANCE LEVELS

6.0 Heat

1. Describe the temperature changes when heating ice to boiling point.
2. Describe the temperature changes when cooling hot water.
3. Analyse the graphs and explain any patterns or trends you observe.
4. Based on your observations and graphs, determine the freezing point

and boiling point of water.

Date:
PERFORMANCE LEVELS

6.0 Heat
Activity Sheet 6.2c

Temperature when Temperature when
Time (mins.)
heating ice (°C) cooling hot water (°C)
0
30
60
90
Graphs for Drawing Temperature Changes:
PERFORMANCE LEVELS

6.0 Heat

1. Describe the temperature changes when heating ice to boiling point.
2. Describe the temperature changes when cooling hot water.
3. Analyse the graphs and explain any patterns or trends you observe.
4. Based on your observations and graphs, determine the freezing point

and boiling point of water.

Date:
PERFORMANCE LEVELS

6.0 Heat
Activity 3: Hot and Cold Aluminium-Paper strip

LEARNING STANDARDS 6.1.6 Provide reasoning on the importance of the application of the expansion and
contraction principle of materials in daily life.
6.1.7 Explain the observations about heat and water temperature through written or verbal
Materials
Use with
Aluminium foil, paper strip, candle, ruler, stand for securing the textbook
(pp. 145-152)
strip
1. Begin by engaging pupils in a discussion about the

concepts of expansion and contraction and their
relevance in daily life. Ask pupils to share examples
of objects or materials they have observed
expanding or contracting due to temperature
changes.
2. Emphasise the importance of understanding these
phenomena in various applications, such as
construction, engineering, and weather forecasting. code to view the video:
3. Show a captivating video or image related to

thermal expansion, such as a time-lapse video of a
metal object expanding (Thermal expansion and
contraction of ball & ring at
https://www.youtube.com/watch?v=CSzDJ_uYrvU)
4. Ask the pupils to share their initial thoughts and
questions about what they observed in the video or
image. Encourage them to think about how this
concept might relate to objects they encounter
daily.
5. Tell them that they are to investigate the expansion
and contraction of materials in this lesson.
PERFORMANCE LEVELS
PL4 Explain through examples the expansion and contraction of materials in terms of gaining and losing heat.
PL6 Communicate creatively and innovatively to solve problems by applying knowledge on the effects of gaining and losing
heat
Activity 3: Hot and Cold Aluminium-Paper strip | Page 261

6.0 Heat
Preparing strip and heating

1. Cut a strip of aluminium foil and a strip of paper of
equal length and width.
2. Glue or tape the aluminium foil and paper together

along one edge, creating a bimetallic strip.
3. Place the prepared bimetallic strip on a stand or
hold it.
4. Light the candle and position it near the bottom end
of the strip, without touching it.
Photo Source: Gipson Lim

5. Observe and record any changes in the strip as it
heats up.
PERFORMANCE LEVELS
heat

6.0 Heat
6. Measure and record the changes in the length of

the strip using a ruler. (Pupils can also draw or take
a photo of the strip after heating.)
Cooling the strip after heating

1. Once pupils have observed and recorded the
changes in the bimetallic strip during heating, allow
the strip to cool down.
2. Remove the heat source from the strip.
3. Observe and record any changes that occur as the
strip cools down (Pupils can draw or take a photo of
the strip that is cooled down).
4. Measure and record the changes in the length of
the strip using a ruler.
Discussion
1. Begin by asking pupils to share their observations
and experiences during the heating and cooling
activities with the bimetallic strip.
2. Encourage pupils to explain what they observed
and any changes they noticed in the strip's length
or shape.
PERFORMANCE LEVELS
heat

6.0 Heat
3. Ask thought-provoking questions to prompt pupils

to think deeper such as:
▪ What happened to the strip when it was heated?
What changes did you observe?
▪ How did the strip behave during the cooling
process? Did it return to its original shape?
▪ Can you explain why the strip expands when
heated and contracts when cooled?
▪ Can you think of any real-life examples where the
expansion and contraction of materials are
important?
4. Provide opportunities for pupils to express their
explanations and reasoning through both written
and verbal forms. Encourage them to use sketches,
diagrams, or even digital tools if available, to support
their explanations.
5. Facilitate a discussion among the pupils, allowing
them to interact and share their insights.
Possible answers (based on questions for discussion):
Student 1: When the strip was heated, we noticed that it
started to bend or curve.
Student 2: During the cooling process, the strip returned to
its original shape.
Student 3: The strip expands when heated because the
different metals in the bimetallic strip have different rates
of expansion. Teacher: Excellent explanation! The strip is
made of two different materials, and when heated, they
expand at different rates, causing the strip to bend.
PERFORMANCE LEVELS
heat

6.0 Heat
Student 4: One real-life example of expansion and

contraction is the use of expansion joints in bridges to
accommodate changes in length due to temperature
variations.
Student 5: We discussed how metal lids on glass jars can
become stuck due to expansion when heated. Running
them under cold water makes them contract and easier to
open.
Closure
Summarise the key points discussed and highlight the

observations made by pupils and the explanations
provided for the expansion and contraction of the
bimetallic strip - heating the bimetallic strip caused it to
bend or curve while cooling it made it return to its
original shape.
Help pupils to connect their observations to practical
applications, such as in construction, engineering, or
even household items. Consider situations like bridges,
railway tracks, or even the lids of jars.
The concepts of expansion and contraction have
applications in various fields, such as construction,
engineering, and even everyday objects like jars and
bridges. Understanding these principles helps us design
structures and materials that can withstand
temperature changes without damage.
PERFORMANCE LEVELS
heat

6.0 Heat

USEFUL LINKS
 Conducting experiments to investigate the codes to view the
videos.
principles of thermal expansion and
contraction.
Mathematics
 Measuring and recording the changes in the
length of the bimetallic strip
Engineering / Technology Homemade

bimetallic strips by
 Analysing the behaviour of materials in Bruce Yeany
response to temperature changes.
 Observing and analysing the changes in the

bimetallic strip during heating and cooling.
 Assessing the significance of the expansion
and contraction principles in daily life
How does a
applications. bimetallic strip
bend? by Seok
Hwee Koh

 Rational  Perseverance
 Objective  Patience
 Open-minded
 C1:Critical Thinking: Analyzing observations,

making connections between the activity
and real-life applications.
recording findings.
 C4:Collaboration: Working in groups.
PERFORMANCE LEVELS
heat

6.0 Heat
Activity Sheet 6.3

Record your observations as you conduct the experiment.
Write in the spaces below.
Observation record:
Observation Before Heating After Heating
Length of the strip
The shape of the strip
Any bending or curving
Other observations
Discussion Questions:
1. What changes did you observe in the bimetallic strip after heating?
2. Did the length of the strip change? If so, did it increase or decrease?
3. Did the shape of the strip change? Did it bend or curve?
PERFORMANCE LEVELS
heat

6.0 Heat

Record your observations as you conduct the experiment.
Write in the spaces below.
4. What can you infer from these observations?
5. Can you explain why the bimetallic strip behaves the way it does when
heated?

Date:
PERFORMANCE LEVELS
heat

6.0 Heat
Activity 4: Exploring the Effects of Heat on Materials

LEARNING STANDARD 6.1.5 Conclude effects on materials when they gain and lose heat by carrying out activities.
Materials
Use with
Metal spoon, a glass of hot water, ice cube textbook
(pp. 145-159)
1. Begin the lesson by engaging pupils in a discussion

about heat and its effects on materials.
2. Show them various examples of objects or materials
that change when heated or cooled (e.g., ice
melting, butter melting, metal expanding).
3. Ask pupils to share their observations and
experiences with heat and temperature changes.
4. Emphasise the importance of understanding how
materials respond to heat in our daily lives.
1. Ask pupils to feel the temperature of a spoon. Ask

how it feels at room temperature.
2. Tell pupils to observe what happens when the
spoon is put into hot water.
3. Fill the glass with hot water. Be careful!
4. Carefully place the metal spoon into the glass of hot
water.
PERFORMANCE LEVEL
Activity 4: Exploring the Effects of Heat on Materials | Page 269

6.0 Heat
5. Observe and discuss the changes that occur in the

spoon as it gains heat.
6. Ask pupils to record their observations in the
provided activity sheet.
7. Repeat the process, but this time, place the metal
spoon in contact with an ice cube.
8. Observe and discuss the changes that occur in the
spoon as it loses heat.
Discussion
1. After the activity, bring the pupils together for a
whole class discussion.
2. Ask thought-provoking questions such as:
▪ What changes did you observe when the spoon
was placed in hot water? How did it feel?
▪ What changes did you observe when the spoon
was placed in contact with an ice cube? How did
it feel?
▪ What can you conclude about the effects of heat
on materials based on these observations?
3. Discuss the generalisations that can be made about
the effects of heat on materials based on their
observations.
4. Encourage pupils to provide explanations for why
the spoon became warmer or cooler when gaining
or losing heat.
PERFORMANCE LEVEL

6.0 Heat
5. Discuss how materials respond to heat by becoming

warmer or cooler and how this knowledge can be
applied in daily life.
6. Show them the video.
USEFUL LINK
Closure code to view the
Highlights on STEM, HOTS, PAK 21, VALUES Whole Class Closure video:
“What is the effect
of heat on different
1. Conclude the lesson by summarising the key points materials by Eva
Fuertes”.
discussed during the activity and the whole class
discussion.
2. Reinforce the concept that materials generally
become warmer when they gain heat and cooler
when they lose heat.
3. Emphasise the importance of understanding these
effects for practical applications in daily life.
Encourage pupils to continue exploring and
observing the effects of heat on different materials.
PERFORMANCE LEVEL

6.0 Heat

Science
 Investigating the effects of heat on
materials, and observing changes in physical
properties.
 Analysing the expansion and contraction of USEFUL LINK
materials in response to temperature code to view the
changes. video:
“What is the effect
of heat on different
materials by Eva
Fuertes”.
 Observing and analysing the changes in
materials due to heat/cold.

 Rational  Responsibility
 Objective  Perseverance
 Open-minded
 C1:Critical Thinking: Analysing observations.

 C3:Communication: Discussing
observations.
 C4:Collaboration: Working in groups.
PERFORMANCE LEVEL

6.0 Heat
Activity Sheet 6.4

Record your observations in the spaces below.
Gaining and Losing Heat:

Spoon is in contact with Your prediction Your observation
Hot water
Ice cube
Answer the following questions by writing in the space provided:

1. How did your observations compare to your initial predictions?
2. Can you explain why the spoon became warmer when it gained heat
and cooler when it lost heat?
3. Can you think of any other examples in daily life where materials
change when they gain or lose heat?

Date:
PERFORMANCE LEVELS
heat

7.0 RUSTING
Activity 1: Rusty Scavenger Hunt
Activity 2: Journey of Iron to Rust
Activity 3: My body is protected from
rusting
Activity 4: Rust Prevention Project
7.0 Rusting
Activity 1: Rusty Scavenger Hunt

CONTENT STANDARD 7.1 Rusting materials.
LEARNING STANDARDS 7.1.1 State the characteristics of rusty objects.
7.1.2 Make generalisation that objects made from iron can rust.
Materials
Use with
Rusty nails, rusty screws, rusty food cans, rusty key, copper wire, textbook
(pp. 163-167)
aluminium foil, stainless steel spoon, door knob – put each one in
a small transparent plastic bag, mahjong paper, marker pens.
1. Draw pupils' attention to the textbook page 163.

2. Divide the class into two groups.
3. Ask each group to take the role of father and son
respectively.
4. Ask both to narrate the conversation in the picture on page
164.
5. Instruct them to read when their role is being called.
6. Tell the pupils that they are going to learn a new topic about
rusting.
Today, we will start a new topic. You will explore the
fascinating topic of rusting and how it affects the objects
around us. Get ready to discover why some objects rust and
others don't, and how rust can impact the functionality of
everyday items.
PERFORMANCE LEVELS
PL1 Identify rusty and non-rusty objects.
PL2 Describe rusty objects.
PL3 Make generalisation that objects made from iron can rust.
Activity 1: Rusty Scavenger Hunt | Page 275

7.0 Rusting
1. Ask pupils to refer to page 163 again, then ask the following
questions:
"Whose toy car does it belong to? Chan.
"Who are the two persons in the picture? Chan and his father.
"Why do you think they are talking about the toy car?" The
toy car cannot move although new batteries are used.
"What does Chan's father observe about the toy car?” The dry
cell holder seemed to be rusty.
"How did Chan's father come out with that prediction?"
Because he observed that the dry cell holder has changed its
colour.
"How does Chan's father fix the toy car?" By spraying rust
removal solution into the dry cell holder.
"What happens to the toy car?" It can move.
"What is used to control the movement of the toy car?"
Remote control.
"Are all the parts of the toy car rusty?" No.
"Why are some parts of the toy car not rusty?" They are not
made up of iron.
2. Give praise to pupils that answer the questions well.
Great job everyone! Your answers are marvellous. You have
learnt some important facts about rust and how it can affect
the function of a device. But this is just the beginning, there is
still so much more you can explore and discover about rust.
3. Tell the pupils to look at the pictures on page 164.
PERFORMANCE LEVELS

7.0 Rusting
4. Ask the pupils,

What are the three rusty objects? Window handle, hinge,
screw.
What are the characteristics of all these rusty objects?
Reddish brown colour, rough and brittle.
5. In the next activity, tell the pupils that you are going to take
them to explore rusty objects in the school environment.
6. Ask the pupils to read the fun activity on page 165.
Tell them that they are doing the activity in a group of four.
Allow them to read the steps of the activity before they start
the activity.
7. Remind the pupils to bring their notebooks and pencils to
record their findings.
8. Instruct the pupils with some safety guidelines for outdoor
activities such as staying in a group, not touching any
unfamiliar objects, staying in designated areas, and adhering
to school rules or guidelines.
9. Bring the pupils to different designated areas. At the
designated area, instruct the pupils to observe any rusty
objects.
10. Encourage them to look closely at the objects and document
their observations in their notebooks. They should write
down the location of the designated areas, the name of the
rusty objects, and their observations on the rusty objects
such as the colour of the rust, the texture of the metal or any
patterns or shapes that the rust has formed.
11. After 15 minutes, bring the pupils back to the classroom.
PERFORMANCE LEVELS

7.0 Rusting
12. Provide the pupils with mahjong paper and marker pens. Ask
the pupils to write their findings in table form on the
mahjong paper. Give them 10 minutes to do it.
Characteristics of the rusty
Location Rusty objects
objects
13. Ask the pupils to present their findings in class and

encourage them to ask questions about what they have
learnt about rusty objects.
14. Draw pupils' attention to the picture on page 166.
15. Ask the pupils to read aloud the first paragraph.
16. Ask the pupils the following questions based on the picture:
"What is the difference between the two benches in the
park?" They are made up of different materials. One is made
of iron and another one is made of wood.
"Which of the benches can rust?" Iron bench
"Which of the benches cannot rust?" Wooden bench
"What material is Ravi's mailbox made of?" Plastic
"What material is Chan’s mailbox made of?" Iron
"What can you conclude about rusty and non-rusty objects?"
Object that is made from iron can rust whereas object that is
not made of iron cannot rust.

PERFORMANCE LEVELS

7.0 Rusting
17. Tell the pupils to carry out the activity on page 167 at home
and write a report on the findings. Ask them to submit it on
the fifth day.
18. Provide pupils with some rusty objects (rusty nails, rusty
screws, rusty food cans, rusty keys, etc) and some non-rusty
objects (copper wire, aluminium foil, stainless steel spoon,
door knob). Display them in transparent colourless plastic
bags and hang them at every corner of the classroom.
19. Ask pupils to identify rusty objects and non-rusty objects and
write their answers on Activity Sheet 7.1
20. Distribute Activity Sheet 7.1 to pupils.
21. Organise a gallery walk and ask the pupils to walk around
every corner of the class to observe different objects.
22. Ask pupils to write down observations on Activity Sheet 7.1.
23. Discuss with the pupils to help them to identify which
objects are rusty and which are non-rusty, and what
characteristics they observed on the objects.
Closure
1. Review with pupils the main points of the lesson by

explaining why some objects are likely to rust and some are
not likely to rust.
2. Tell the pupils that they can do the activity in Student
Activity Book (SAB, Topic 7, Activity 1), for reinforcement
and enrichment or homework.
PERFORMANCE LEVELS

7.0 Rusting

USEFUL LINKS
 Identifying objects as rusty and non-rusty by codes to view the
videos:
observing reddish-brown flaky substances
formed on the surface of the iron objects.
 Observing the characteristics of a rusty
object on its change of colour, texture,
appearance and strength from the non-rusty
version of the same object.
Mathematics
 Planning the number of rows and columns Rusting of Iron -
of a table to record observations. Elementary Science
by ElearnIn
Engineering:
 Fixing the toy car
 Using rust remover spray
 Applying
 Reasoning
 Generalising
Rusting of Iron by
Aum Sum Time

PERFORMANCE LEVELS

7.0 Rusting
Activity Sheet 7.1

Answer the following questions based on the activities in class.
1. Which objects are rusty?
2. Which objects are non-rusty?
3. Using graphic organiser, classify the objects into two groups: rusty
and non-rusty.
4. Fill in the blanks with the correct answers on the characteristics of a

rusty object and a non-rusty version of the object.
A rusty object looks different from a non-rusty version of the same
object in several ways. Here are some possible differences:
a. Colour: Rusty objects have ________________________ colour,
while non-rusty objects may be a different colour entirely.
b. Texture: Rusty objects may feel _____________ to the touch,
while non-rusty objects may be _____________.
c. Strength: Rusty objects may be _____________ or more
_____________ than non-rusty objects.
d. Appearance: Rusty objects may appear _____________, while
non-rusty objects may look _____________.
PERFORMANCE LEVELS

7.0 Rusting

Answer the following questions based on the activities in class.
5. What is the material of objects that can rust?
6. If rusting takes place on the iron pipe, explain why this will cause a
problem.
7. List three common everyday items in your kitchen that can rust.
8. What would happen to tools and technology if iron objects were

never discovered or used?

Date:
PERFORMANCE LEVELS

7.0 Rusting
Activity 2: Journey of Iron to Rust

LEARNING STANDARDS 7.1.3 Carry out experiments to determine the factors that cause rusting.
7.1.6 Explain the observations on rusting material through written or verbal forms,
sketches, ICT in a creative way.
Materials
Use with
For Tier 1: Iron wool (20g each packet) – 4 packets, 4 test tubes textbook
(pp. 168-169)
with stoppers, boiled tap water, cooking oil,
anhydrous calcium chloride, tap water, test tube rack,
magnifying lens
For Tier 2: Iron wool (20g each packet) – 5 packets, 4 test tubes with
stoppers, boiled tap water, cooking oil, anhydrous calcium
chloride, tap water, salt water, test tube rack, magnifying lens
For Tier 3: Iron wool (20g each packet) – 6 packets, 4 test tubes with
stoppers, boiled tap water, cooking oil, anhydrous calcium
chloride, tap water, salt water, vinegar, test tube rack, magnifying
lens.
Teachers’ info
This lesson focuses on teaching pupils about rusting. Rust is formed on the
surface of an iron object or structure. The process of formation of rust is a
redox reaction between iron and oxygen in the presence of moisture (water).
There will be 3 activities for the 3 groups based on the difficulty and
complexity of the activities:
 Tier 1 - Simple: Activity: Conducting an experiment with iron wool in water.
Complexity: This activity is straightforward and aims to introduce pupils to
the concept of observing changes in iron wool under specific conditions.
The experiment involves basic materials and apparatus, and pupils are
required to complete a table and answer questions based on their
observations. It focuses on foundational understanding and observation
skills.
 Tier 2 - Moderately Difficult: Activity: Extending the experiment with iron
wool in salt water. Complexity: This activity builds upon the Tier 1
experiment by introducing an additional setup using salt water. Pupils are
asked to predict the differences between iron wool in regular water and salt
water, which requires them to apply their knowledge and critical thinking
skills. The experiment remains relatively simple, but the introduction of salt
water adds a layer of complexity to the observations and comparisons.

PERFORMANCE LEVEL
PL4 Conclude the factors that cause rusting.
Activity 2: Journey of Iron to Rust | Page 283

7.0 Rusting
 Tier 3 - Difficult: Activity: Extending the experiment with iron wool in

salt water and vinegar. Complexity: This activity is the most challenging
among the three tiers. It involves an extended experiment with two
additional setups: one using salt water and the other using vinegar.
Pupils are prompted to predict the purpose of using vinegar, which
requires a deeper level of understanding and critical analysis. The
complexity lies in the multiple variables and comparisons involved, as
well as the need to understand the potential effects of vinegar on the
iron wool. Pupils are also expected to record their observations in a
table, further enhancing their scientific skills.
Overall, the activities are designed to cater to different levels of pupils'
abilities and knowledge. As pupils progress through the tiers, they are
exposed to increasingly complex concepts and tasks, fostering growth in
their scientific inquiry and problem-solving skills. The tiered approach
allows for differentiation, ensuring that each student is appropriately
challenged and engaged in the learning process.
1. Draw pupils’ attention by bringing a packet of rusty iron nails.

2. Tell pupils to be cautious when handling sharp objects.
3. Provide pupils with sticky notes.
4. Ask pupils to write one question respectively based on their
observations of the rusty iron nails on the sticky note.
5. Ask pupils to raise their hands if their questions are on the
factors that cause the rusting of iron nails.
6. Tell pupils to paste their sticky notes with questions on the
board.
7. Tell pupils that they are going to learn about factors that
affect rusting of iron.
8. Tell pupils the learning outcomes for this lesson.
PERFORMANCE LEVEL

7.0 Rusting
1. Ask pupils to explore their understanding on rusting of iron

What happens if an iron nail is placed in water for a long
time? It will become rusty.
What happens if an iron nail is kept in a closed dry container
compared to an iron nail that is left in an atmosphere?
Both iron nails will rust but at different rates.
What do you think might cause objects to rust? water,
oxygen
How to carry out an experiment to determine factors that
affect rusting?
2. Tell pupils to refer to textbook pages 168 – 169.
3. Tell pupils the aim of the experiment, i.e. to carry out an
experiment to investigate the factors that cause rusting.
4. Guide pupils to list out the science process skills that can be
identified in this experiment such as observing, predicting,
making inferences, making hypotheses, controlling variables,
experimenting, etc.
5. Ask pupils to make as many inferences as possible on the
factors that cause rusting.
What happens if the iron wool is exposed to the air as in test
tube A? The iron wool becomes rusty.
What is the purpose of using anhydrous calcium chloride as in
test tube B? Absorb moisture from the air.
What is the purpose of cooking oil as in test tube C? The layer of
oil prevents air from entering the boiled tap water.
Why do you need to use boiled tap water as in test tube C?
Boiling the water removes the oxygen.
Compare and contrast iron wool which is immersed in water as
in test tube D and not immersed in water as in test tube A. Both
will rust but at different rates.

PERFORMANCE LEVEL

7.0 Rusting
6. Before starting the experiment, ask pupils to predict which

iron wool will rust and the conditions for the iron wool in
each test tube.
Which iron wool will rust?
What conditions are there in each of the test tubes?
7. Divide the class into 3-tiered groups.

1. Ask pupils to complete the table and answer the questions in

Activity Sheet 7.2a Section A.
2. Tell pupils that their groups are going to carry out the
experiment according to the set-up in the textbook.
3. Provide the pupils with the materials and apparatus as
mentioned on page 168.
4. Ask pupils to carry out the experiment and leave it at a place
in the science room or science laboratory.
5. Ask pupils to observe the conditions of the iron wool every
day until the fourth day. Remind pupils to use a magnifying
lens to observe more clearly.
6. Ask pupils to record their observations and answer the
questions in Activity Sheet 7.2a Section B.
PERFORMANCE LEVEL

7.0 Rusting

Activity Sheet 7.2b Section A.
2. Tell pupils that their groups are going to carry out the
experiment according to the set-up in the textbook but with
additional set up i.e., test tube E using salt water.
2. Ask pupils to predict what is the difference between iron
wool in water and salt water.
mentioned on page 168 and include salt water.
6. Ask pupils to draw a table to record their observations on
Activity Sheet 7.2b Section B.

Activity Sheet 7.2c Section A.
2. Tell pupils that their group are going to carry out the
experiment according to the set-up in the textbook but with
additional set up i.e. test tube E and F respectively using salt
water and vinegar.
3. Ask pupils to predict what is the difference between iron
wool in water and salt water.
4. Ask pupils: What is the purpose of using vinegar?
PERFORMANCE LEVEL

7.0 Rusting

mentioned on page 168 and include salt water and vinegar.
8. Ask pupils to draw a table to record their observations on
Activity Sheet 7.2c Section B.
1. Ask pupils to answer the questions in Section B of their

Activity Sheets respectively.
2. Ask pupils to present their observations in the next lesson.
3. Discuss the observations on rusting of iron wool in different
conditions.
4. Explain that rusting of iron wool occurs in the presence of
water and oxygen. Explain air surrounding us is composed of
oxygen which is needed for a chemical reaction to form rust.
Rust is a kind of metal oxide. If it happens in iron or iron-
based material, rust is called iron oxide.
Closure

explaining how the factors affect the quality of our life.
2. Tell them to work on enrichment activities in the SAB Book 5
(Topic 7: Rusting)
PERFORMANCE LEVEL

7.0 Rusting
1. Ask pupils to answer the questions in Section B of their

Activity Sheets respectively.
2. Ask pupils to present their observations in the next lesson.
3. Discuss the observations on rusting of iron wool in different
conditions.
4. Explain that rusting of iron wool occurs in the presence of
water and oxygen. Explain air surrounding us is composed of
oxygen which is needed for a chemical reaction to form rust.
Rust is a kind of metal oxide. If it happens in iron or iron-
based material, rust is called iron oxide.
Closure

explaining how the factors affect the quality of our life.
(Topic 7: Rusting)
PERFORMANCE LEVEL

7.0 Rusting

USEFUL LINKS
 inferring the phenomena of rusting. codes to view the
videos:
 formulating the hypothesis that rusting of
iron occurs in the presence of water and air.
 stating the manipulated variable as the
presence of water and air; the responding
variable as the condition of iron wool and
the constant variable as the quantity of iron
wool in experimenting with the factors that
affect rusting of iron wool. The rusting of iron
 making a conclusion based on the results of under various
conditions
the experiment
Mathematics
 Observing the amount of rust that is formed
on the iron nails.
Engineering:
 Using tools such as magnifying lens to
observe the formation of rust.
Rusting of Iron
 Analysing
 Reasoning
 Interpreting data

 C2 Creativity
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.2a

Complete the tasks.
Section A: Complete the table and answer the questions before

carrying out the experiment.
1. Give a tick (✓) if oxygen and water are present and (×) if absent in
each of the test tubes and predict whether the iron wool will rust or
not.
Test tube Oxygen present? Water present? Will iron wool rust?
A
B
C
D
2. Answer the questions:

a. Which test tube is the control set of the experiment?
b. How to fix the variable in this experiment?
PERFORMANCE LEVEL

7.0 Rusting
Section B: Record your observations on the rusting of iron wool in each

test tube every day until the fourth day and answer the following
questions.
1. Complete the table below with observations on the iron wool. You
may use the provided words to describe your observations: “slightly
rust”, “a lot of rust”, or “no rust”.
Time
Test Tube A Test Tube B Test Tube C Test Tube D
(in days)
Day 1
Day 2
Day 3
Day 4
2. Determine whether the following statements are true or false: Circle

your answers.
a. Rusting occurs when iron comes into contact with ( True / False )
oxygen only.
b. Iron objects are less likely to rust in a dry ( True / False )
environment.
c. Moisture is not necessary for rusting to occur. ( True / False )
d. Rusting will not occur when the iron nail is ( True / False )
immersed in cooking oil.
3. What is the conclusion of this experiment?

Date:
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.2b

Complete the tasks.

not.
A
B
C
D

c. What will happen if salt water is used as in test tube E?
PERFORMANCE LEVEL

7.0 Rusting

questions.
1. Complete the table below with observations on the iron wool. You
Time
Test Tube A Test Tube B Test Tube C Test Tube D Test Tube E
(in days)
Day 1
Day 2
Day 3
Day 4
2. Fill in the blanks with the words provided:

damp, brittle, iron, water, unsafe
a. Rusting is a process that happens when ______________ and
oxygen comes into contact with moisture or _____________
b. Iron nails can get rusty when they are left in ____________ places.
c. Rusting makes the iron nails become ____________
d. Rusting can weaken the nails and make them difficult and
_____________ to use.
3. What is the conclusion of this experiment?

Date:
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.2c

Complete the tasks.

not.
A
B
C
D
E
F

c. What will happen if salt water is used as in test tube E?
d. What will happen if vinegar is used in test tube F?
PERFORMANCE LEVEL

7.0 Rusting

questions.
1. Draw a table to record your observations on the iron wool. You

a. What happens to the iron wool if test tube D is put at higher
temperature?
b. What happens if test tube A is not stopped? Explain your answer.
c. The mass of iron wool increases after it rusts. Explain this

observation.
d. What is the conclusion of this experiment?

Date:
PERFORMANCE LEVEL

7.0 Rusting
Activity 3: My Body Is Protected from Rusting

LEARNING STANDARDS 7.1.4 Describe ways to prevent rusting
Materials
Use with
Iron or steel objects (e.g., iron nails, screws), rust prevention textbook
materials (e.g., paint, lubricants), desiccant packets, sandpaper, (p. 170)
containers for saltwater solutions, portable mini weighing

scale, and stopwatch.
Teachers’ info
 Tier 1 (Simple) focuses on introducing the basic concept of rust
prevention using painting as the method. It is suitable for younger or less
experienced pupils who are new to the topic. The activities in this tier are
straightforward and have a limited scope. Pupils primarily observe the
effects of a single rust prevention method and record their findings. The
primary goal is to understand the basic concept of rust prevention and its
application using a controlled experiment.
 Tier 2 (Moderately difficult) adds complexity by introducing the choice of
two rust prevention methods and having pupils prepare objects
accordingly. It encourages pupils to think critically about the selection of
methods and their reasons for choosing them. The activities involve more
planning and decision-making, as pupils create a rust-inducing
environment based on their chosen methods. The analysis and comparison
of different rust prevention methods require a deeper understanding of
the topic. This tier is suitable for pupils with some prior knowledge of rust
prevention.
 Tier 3 (Difficult) is the most challenging and comprehensive level. It
requires pupils to design and create their own rust prevention solutions
from sketches, fostering creativity and problem-solving skills. Pupils must
document their design process thoroughly and conduct long-term
observations, which demand strong organisational and analytical skills.
Additionally, pupils must compare their solutions to traditional methods,
which involve a high level of critical thinking and application of knowledge.
The self-evaluation component adds an element of reflection and self-
assessment. This tier is designed for advanced pupils who have a deep
understanding of rust prevention concepts and are ready for a more
complex, independent project.
PERFORMANCE LEVEL
PL5 Justify the suitable ways to prevent rusting on objects.
Activity 3: My Body Is Protected from Rusting | Page 297

7.0 Rusting
1. Begin by displaying the two photos of rust prevention

methods (Painting an iron gate and Putting oil in a padlock)
on a screen or using printed visuals.
Photo 1 Photo 2
2. Draw pupils' attention to the photos and ask open-ended
questions to encourage their observations and thoughts
"What do you notice in Photo 1 and Photo 2?"
“What do you think the people in the photos are doing?"
"Why do you think they are taking these actions?"
3. Give pupils a few moments to share their ideas and discuss
their responses with a partner or in small groups.
4. After the discussion, bring the class back together and
explain that the actions shown in the photos are related to
the prevention of rusting on objects.
5. Introduce the success criteria for the lesson and have pupils
read them aloud together:
"Today, we will learn about ways to prevent rusting on objects."
"Our success criteria for this lesson are:
- I can describe four suitable ways to prevent rusting on objects.
- I can give reasons for the different ways to prevent rusting on
objects."
PERFORMANCE LEVEL

7.0 Rusting
6. Provide pupils with the following materials and apparatus:

Iron or steel objects (e.g., iron nails, screws), rust prevention
materials (e.g., paint, lubricants), desiccant packets,
sandpaper, containers for saltwater solutions, portable mini
weighing scale, and stopwatch.
7. Tell pupils that they are going to carry out activities to
investigate rust prevention methods and they need to leave
their samples at one corner of their classroom over a week
to observe any changes.

1. Instruct the group to use painting as a rust prevention

method.
2. Guide them to do the painting on an iron nail.
3. Ask pupils to put the painted iron nail into a rust-inducing
environment by immersing the iron nail in saltwater solutions
in a container.
PERFORMANCE LEVEL

7.0 Rusting
4. Ask pupils to put another iron nail but without being painted
as a control set in the same condition.
5. Ask pupils to record its initial appearance of both iron nails in
Activity Sheet 7.3a. Note their colour, texture and any visible
details.
6. Ask pupils to observe the changes every day over a week
and describe what they have observed on the appearance of
the rust. Ask them to use a magnifying lens if necessary.
7. Tell pupils to record observations regularly over several days
in Activity Sheet 7.3a and present their findings and
conclusions to the class in the following week.
1. Instruct the group to choose two rust prevention methods

(e.g., painting, lubrication, desiccants, etc) on iron nails.
2. Have pupils prepare the objects according to their chosen
methods (e.g., paint the object, apply lubricant, place
desiccant nearby).
3. Ask pupils to create a rust-inducing environment based on
their rust prevention methods and discuss the reason for the
selected method.
or weeks.
5. Tell pupils to analyse the data to determine the effectiveness
of different rust prevention methods and present their
findings and conclusions to the class in the following week.
PERFORMANCE LEVEL

7.0 Rusting
1. Ask pupils to design and create their own rust prevention

solutions using the provided materials.
2. Have pupils document their design process, including
sketches, materials used, and the intended purpose of their
solutions.
or weeks.
4. Ask pupils to analyze the effectiveness of each student's
solution and compare it to traditional rust prevention
methods.
5. Tell pupils that they will present their designs, testing
procedures, and results to the class in the following week
and ask pupils to do self-evaluation using a given rubric.
1. Get the pupils to present their group activities.

2. Facilitate pupils to discuss the engineering principles behind
rust prevention and the real-world applications of their
solutions in their presentation as well:
What specific properties of the rust prevention materials or
coatings make them effective in preventing rust?
Did you consider any uniqueness in your design to prevent
rusting in a longer period?
Can you provide examples of objects or structures where your
rust prevention method could be applied?
PERFORMANCE LEVEL

7.0 Rusting
3. Discuss the summary of their activities. Go through the

notes on page 170.
4. Discuss how each way prevents the rusting of iron based on
the following teaching notes:
a. Painting or Coating:
• Applying rust-resistant paint or clear varnish creates a
protective layer on the surface of the iron, preventing
direct contact between the iron and the surrounding air or
moisture. The paint or coating acts as a physical barrier
that hinders the rusting process by blocking the iron from
exposure to the elements.
b. Lubrication:
• Applying oil, grease, or petroleum jelly forms a protective
layer on the iron surface, preventing the formation of rust.
• The lubricant acts as a barrier that seals out moisture and
oxygen, reducing the likelihood of rusting.
c. Barrier Methods:
• Using plastic wrap, wax, rubber coating, or other materials
to cover the iron surface creates a physical barrier that
shields it from moisture and oxygen.
• These barrier methods prevent direct contact between the
iron and the surrounding environment, inhibiting rust
formation.
d. Desiccants:
• Placing silica gel packets or moisture-absorbing materials
near the iron objects helps to absorb moisture from the
surrounding environment.
• By reducing the humidity levels around the iron,
desiccants minimise the conditions necessary for rusting to
occur.
PERFORMANCE LEVEL

7.0 Rusting
Closure
1. Summarise the key points covered during the explanation

phase and emphasise the importance of rust prevention in
preserving the quality and longevity of iron objects.
2. Ask pupils: Why is it important to prevent objects from
rusting?
• Objects will last longer and will not break easily.
• Objects do not need to be replaced frequently and can
save costs.
• Objects are safe to use.
• Objects look better.
(Topic 7: Rusting).

Science
 Reasoning on different methods to prevent
rusting of iron such as surface,
electrochemical and sacrificial protections
such as
i. Surface protection: coating iron with
barriers as it prevents the iron from coming USEFUL LINK
Scan or click the
into contact with water and oxygen. QR code to view
However, if the coatings are washed away the video:
Preventing the
or scratched, the iron is once again exposed rusting of iron by
to water and oxygen and it will rust. SPM Malaysia
IPTV
ii. Electrochemical protection: galvanising the
iron by electroplating iron with zinc or
alloying with chromium or nickel.

PERFORMANCE LEVEL

7.0 Rusting
iii. Sacrificial protection: use more

electropositive metal as sacrificial metal.
For example, when iron is in contact with
zinc and exposed to an electrolyte, zinc will
corrode first instead of iron.

 Using certain quantities of desiccant to Scan or click the
QR code to view
reduce the amount of humidity. the video:
7 Ways to Prevent
Rust on Your
Engineering / Technology Tools
 Applying the right types of paint to protect
iron surfaces.
 Electroplating iron with zinc or alloying with
chromium or nickel
 Applying the correct methods to prevent

rusting of iron
 Reasoning the effectiveness of methods
used to prevent rusting of iron in context.

 Appreciating the  Cooperation
contribution of  Responsibility
science and
technology
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.3a

Instructions: Record your observations in the following table.
Observations on appearance of the iron nail

Number of
days Painted iron nail Iron nail without being
painted
Day 1
Day 2
Day 3
Day 4
Day 5
What can you conclude from this activity?

Date:
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.3b

Instructions: Describe your choice of rust prevention method and
record your observations on the iron nails in the table provided.
a. Describe your choice of rust prevention method.
b. Record your observations:

Observations
Number of Method 1 Method 2

days
Iron nail without Iron nail without
Painted iron nail Painted iron nail
being painted being painted
Day 1
Date:
Day 2
Date:
Day 3
Date:
Day 4
Date:
Day 5
Date:
What can you conclude in this activity?

Date:
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.3c

Write a report on your activity based on the design and solution
details:
▪ Design Description: Briefly describe the rust prevention

solution you designed.
▪ Materials Used: List the materials used in your solution.
▪ Intended Purpose: Explain the intended purpose of your rust
prevention solution.
A. Title of the experiment: Rust Prevention
B. Design description:
C. Materials used:
D. Intended purpose:
PERFORMANCE LEVEL

7.0 Rusting
D. Observation:
Day 1 [Date: ]
Object (Control/painted) Rust formation (if any) Additional Observations
[Continue this format for each day of observation, up to the

specified observation period.]

Date:
PERFORMANCE LEVEL

7.0 Rusting
Activity 4: Rust Prevention Project

LEARNING STANDARDS 7.1.5 Provide reasoning on the importance to prevent rusting
Materials
Use with
Various small iron or steel objects (e.g., nails, screws) textbook
(pp. 171-173)
• Rust prevention materials (e.g., paint, petroleum jelly, wax)
• Plastic containers or trays
• Water source (e.g., a hose or buckets of water)
• Outdoor space (e.g., schoolyard, garden)
• Brushes or applicators
• Observation sheets (prepared in advance)
1. Draw pupils’ attention to 4 situations in the textbook, page

171 – 172 and choose 8 pupils to read the dialogues in the 4
situations.
2. Ask 2 pupils to take each role in each situation.
3. Ask pupils:
In situation 1, what is the issue? Food that is exposed to rust is
unsafe to eat.
In situation 2, why is it important to prevent rust on the metal
objects like fences? Rust can make objects look old and cannot
last longer.
In situation 3, what is the disadvantage of rust as mentioned?
Not safe to use.
In situation 4, why did uncle say he needed to buy a new axe?
The axe is rusty.
PERFORMANCE LEVEL
PL6 Carry out projects to prevent rusting of objects in the surrounding and provide reasoning on the method used.
Activity 4: Rust Prevention Project | Page 309

7.0 Rusting
4. Explain to pupils:
Preventing rusting in objects made of iron is crucial because it
not only maintains their appearance but also ensures their
safety, longevity, and functionality. It reduces costs, minimises
environmental impact and enhances the quality of our daily
lives.
5. Introduce the goal of the lesson which is to prevent rusting
and provide reasons for the chosen method and the
following success criteria:
▪ Identify common rust prevention methods.
▪ Choose and apply a rust prevention method to an object.
▪ Explain their reasoning for selecting a particular method.
▪ Explain the importance of preventing rust
1. Get pupils to form a group of 5 or less.

2. Provide a variety of iron or steel objects and rust prevention
materials.
3. Instruct each group to select one object and choose a rust
prevention method.
4. Ask pupils to explain their reasoning for choosing a particular
rust prevention method over others in the introduction part
of the project report on Activity Sheet 7.4.
5. Encourage them to consider factors such as the objects’ use,
environment, and material characteristics.
6. Ask pupils to discuss and present their findings and
conclusions as in the project report on Activity Sheet 7.4.

PERFORMANCE LEVEL

7.0 Rusting
7. In the next activity, tell pupils that they are going to carry out
a project to prevent the rusting of iron objects around the
school compound.
8. Remind pupils to adhere to safety rules when they are doing
outdoor activity.
9. Ask pupils to refer to the instructions in the textbook page
173 Fun Activity: A project on Preventing Rusting.
10. Provide pupils with those materials and apparatus as
mentioned in the activity.
11. Ask the whole class to read aloud the steps of the activity.
12. Take the class outside or to an area where there are iron
objects (e.g. playground equipment, fences).
13. Instruct pupils to observe those iron objects and note any
signs of rust.
14. Ask pupils to follow steps in the textbook page 173.
15. After pupils return to the classroom, ask pupils to describe
how they carry out rust prevention methods.
16. Ask pupils to observe any sign of rust after 1 week and
record the changes if any.
17. In the following week, guide the discussion to justify their
choice of method in Activity Sheet 7.4.
18. Ask pupils to include two examples of real-world applications
on the prevention methods they have chosen in Activity
Sheet 7.4.
19. Ask pupils to present their discussions in groups and tell
them that there is a classroom assessment for this activity.
PERFORMANCE LEVEL

7.0 Rusting
Closure

explaining the importance of preventing rusting.
(Topic 7: Rusting).
3. Guide pupils to make conclusions:
Rusting of objects made of iron brings many disadvantages in
our daily lives.

Science
 Justifying the choice of a particular rust
prevention method over others.
 Rationalising the importance of preventing
rusting of iron.
Mathematics
 Estimating the quantities of materials that
need to bring for the project.
 Selecting the correct type of rust prevention
materials.
 Applying the rust prevention materials
correctly and consistently to ensure the
longevity of the protected objects.
PERFORMANCE LEVEL
PL6 Carry out projects to prevent rusting of objects in the surrounding and provide reasoning on the method used..

7.0 Rusting
 Reasoning on the importance of preventing

rusting of iron
 Analysing the rusty objects to select the
correct rust prevent method
USEFUL LINK
Scientific values Moral values Scan or click the
 Good in time  Being cooperative, QR code to view
the video:
management, being responsible Exploring the
appreciating the about the safety of Science of
Stainless Steel:
contribution of themselves, The Secret to Rust
science and others and the Prevention! By
technoworks.
technology environment.
 C2 Creativity
PERFORMANCE LEVEL

7.0 Rusting
Activity Sheet 7.4

Write a project report based on your project titled ‘Rust
Prevention in Our School’s Compound’. Fill in the blanks for
appropriate words in the introduction part and answer the
questions based on the guidelines given for other parts. The
observations and discussion parts can be done after 1 week of
observation on the objects/structures parts.
Project Title: Rust Prevention in Our School Compound.
1. Introduction
In our everyday lives, we rely on countless objects and structures that are
made from iron and steel. These materials, though strong, face a problem in
the form of rust when exposed to (a)………………….. and (b) …………………. . To
safeguard their longevity, functionality, and (c) ……………………………………, it is
important that we protect them from being (d) ……………………….. Our
project, "Rust Prevention in Our School’s Compound," starts on a journey
to understand and to give us awareness on the importance of rust
prevention.
In our school, we are equipped with facilities for our learning such as the
signboard that provides information, the fences that provide (e)
………………………………………….., and even the structures that shape our
learning environment. These facilities are subjected to rust. Rust can (f)
…………………………………….. these objects, compromise their functionality and
even jeopardise safety.
The importance of rust (g) ………………………………… extends far beyond

simply extending the lifespan of objects. It is about protecting the very
fabric of our daily lives. Consider the bridges and highways that form the
integral parts of our transport system. Rust-induced damage to these vital
infrastructures could lead to catastrophic collapses, posing serious threats
to (h) …………………………. and the overall safety of our communities.
Moreover, rust-related maintenance, repair, and replacement costs add up
significantly, resulting in economic losses that affect us all.

PERFORMANCE LEVEL
7.1.5 Provide reasoning on the importance to prevent rusting
7.1.6 Explain the observations on rusting material through written or verbal forms, sketches, ICT in a creative way.

7.0 Rusting
Within our school compound, there exist many types of iron-based objects
and structures that are necessary to our learning environment. From the
gates that welcome us each day to the benches where we gather, these
objects contribute to our safety and well-being. Ensuring their longevity
and functionality is not just a matter of convenience; it is our responsibility
to maintain a safe and conducive place for learning.
Lastly, we explored various rust prevention methods that are suitable for
our school compound. We understood that we can apply various rust
prevention methods such as
(i)………………………………………..………………………………….. and more, with the
main goal of safeguarding our school's infrastructure. By doing so, we not
only extend the life of our iron-based objects but also contribute to the
safety, sustainability, and economic well-being of our learning environment.
2. Objectives
a. List the 2 objectives of the project.
3. Methodology
a. Describe the materials and apparatus used in the project.

(based on the materials and apparatus used in the project as
in textbook page 173)
PERFORMANCE LEVEL

7.0 Rusting
b. Explain the rust prevention method selected for testing.
c. Provide a step-by-step of how the project was conducted (refer

to textbook page 173.
4. Observations and Results

a. Present the observations made during the project (include
location, description of objects/items/structures that rust)
Name of Location:
Description of the objects/items/structures that

Day
show signs of rusting
Day 1
Day 7
PERFORMANCE LEVEL

7.0 Rusting
5. Discussion
Points to discuss:
▪ Interpret the results and observations.
▪ Discuss the effectiveness of the rust prevention methods used.
▪ Explain any challenges or unexpected findings encountered
during the project.
▪ Provide two or more examples of real-world applications where
the rust prevention methods tested in your project could be
used.
PERFORMANCE LEVEL

7.0 Rusting
Conclusion
▪ Summarise the key findings of the project.

Date:
PERFORMANCE LEVEL

8.0 MATTER
Activity 1: Exploring States of Matter
Activity 2: Exploring Properties of Solids,
Liquids, and Gases
Activity 3: Exploring the Three States of
Matter - Water
Activity 4: Ice Cube Meltdown
8.0 Matter
Activity 1: Exploring States of Matter

CONTENT STANDARD 8.1 States of Matter
LEARNING STANDARDS 8.1.1 State that matter exists in the form of solid, liquid and gas.
8.1.2 Classify materials or objects based on the states of matter.
Materials
Use with
For Tier 1: Ice cubes, Water, Steam, Balloons (gas when inflated), textbook
(p. 177)
Modeling clay or Play-Doh, Pencils or any other solid objects
For Tier 2: Blank chart paper or mahjong paper with columns for
solid, liquid, and gas, Markers or coloured pens, Worksheets with
the chart template, Photographs or printouts of images
representing examples of solids, liquids, and gases.
For Tier 3: Magazines and newspapers, Scissors, Glue or tape,
Mahjong paper, Markers or coloured pencils.
Teacher: Good morning/afternoon, class! Today, we are going to

learn about an exciting topic called “States of Matter.” Can anyone
tell me what matter is?
(Pupils’ responses)
Teacher: Great! Matter is everything around us. It's what
everything is made of—objects, substances, and even ourselves.
Now, let's dive deeper into the different states of matter. Can
anyone name the three states of matter?
Teacher: That's correct! The three states of matter are solid, liquid,
and gas. Today, we are going to explore an interesting skill called
"classifying." Can anyone tell me what it means to classify
something?
PERFORMANCE LEVELS
PL1 State that matter exists in the form of solid, liquid and gas.
PL3 Classify materials or objects based on the states of matter.
Activity 1: Exploring States of Matter | Page 320

8.0 Matter
Teacher: Fantastic! Classifying means grouping or categorising
things based on their similarities and differences. Today, we will
focus on classifying materials or objects based on their states of
matter. In our next activity, we will have hands-on experience
sorting and classifying objects. Get ready for some fun!

1. Gather the pupils in a group and explain that they will be

sorting and classifying objects based on their states of
matter. Remind them that matter can exist in three different
states: solid, liquid, and gas.
2. Display the collection of objects in front of the pupils or
distribute them among small groups. Make sure to include
objects that clearly represent each state of matter, such as
ice (solid), water (liquid), and a balloon filled with air (gas).
3. Instruct the pupils to examine the objects and sort them into
groups based on their states of matter. Provide them with
labels or signs for solid, liquid, and gas.
PERFORMANCE LEVELS

8.0 Matter
4. Encourage pupils to discuss and collaborate with their peers

while sorting the objects.
5. Ask the pupils with questions such as,
"Why did you categorise this object as a solid?" or "What
characteristics made you classify this object as a liquid?"
6. Once the pupils have completed the sorting activity, gather
them together for a group discussion. Ask pupils to share
their reasoning behind their classifications.
7. Encourage them to explain the properties of each object that
led them to categorise it as a solid, liquid, or gas.
8. Address any misconceptions that may have emerged during
the activity. Reinforce the characteristics of each state of
matter, such as solids having a fixed shape and volume,
liquids taking the shape of their container, and gases filling
the entire space available.
9. Engage the pupils in a reflection on the sorting activity.
10. Ask questions such as,
"Did you find any objects challenging to categorise? Why?" or
"What did you learn about the different states of matter
through this activity?"
11. Get the pupils in the group to see and record their
observations using Activity Sheet 8.1a.
PERFORMANCE LEVELS

8.0 Matter
1. Begin by explaining to the pupils that they will be creating a

chart to categorise examples of different states of matter.
Emphasise that they should think of as many examples as
possible for solids, liquids, and gases.
2. Distribute the blank chart with three columns labelled "Solid,"
"Liquid," and "Gas" to each pupil (worksheet 8.1b). Also,
ensure that they have access to writing materials, such as
pencils or markers, along with magazines, newspapers, or
other sources for illustrations or photographs.
3. Instruct the pupils to brainstorm and list as many examples as
they can think of for each state of matter. Encourage them
to think about everyday objects, substances, and
phenomena. Offer some examples to get them started, such
as ice, water, and steam.
4. Ask the pupils to write or draw their examples in the
appropriate columns on the chart. For instance, a picture of a
rock can be placed in the "Solid" column, a drawing of a glass
of milk can go in the "Liquid" column, and an illustration of air
or a balloon can be placed in the "Gas" column. Remind them
to be creative and diverse in their examples.
5. Once the pupils have filled in their charts, invite them to
share their examples with the class. Encourage them to
explain why they categorised each example as a solid, liquid,
or gas. Facilitate a class discussion to highlight common
examples and clarify any misconceptions.
6. Ask the pupils to display the completed charts around the
classroom for everyone to see. This will reinforce the
concepts learned and provide visual references for future
discussions and activities.
7. Engage pupils in a reflection on the process of creating the
states of matter chart.

PERFORMANCE LEVELS

8.0 Matter
8. Ask questions such as,

"Did you encounter any challenges in categorising certain
examples?" or "What did you learn about the properties of
solids, liquids, and gases through this activity?"
1. Explain to the pupils that they will be creating a collage or

poster to visually represent the different states of matter—
solids, liquids, and gases. Emphasise that they will be using
images from magazines, newspapers, or other materials to
depict examples of each state.
2. Set up a variety of magazines, newspapers, and other visual
resources that contain pictures and images representing
different objects and substances. Make sure there is a good
range of images that can be associated with solids, liquids,
and gases.
3. Instruct the pupils to search through the provided materials
and cut out images that they believe represent solids, liquids,
and gases. Remind them to select a diverse range of
examples and to consider the properties and characteristics
of each state of matter.
4. Provide pupils with a mahjong paper, cardboard, or poster
board where they can arrange and glue their cut-out images.
Encourage them to be creative and arrange the images in a
visually appealing manner. They can also add labels or
captions to identify the state of matter represented by each
image.
PERFORMANCE LEVELS

8.0 Matter
5. Once the collages or posters are completed, allow pupils to

share and present their work to the class. Encourage them to
explain their choices and describe why they believe each
image represents a specific state of matter. Facilitate a class
discussion to identify common examples and reinforce
understanding
collage or poster. Ask questions such as,
"What did you learn about the properties of solids, liquids,
and gases through this activity?" or "How did creating this
visual representation enhance your understanding of the
states of matter?"

2. Invite them to share their examples with the class. Encourage
them to explain why they categorised each example as a
solid, liquid, or gas. Facilitate a class discussion to highlight
common examples and clarify any misconceptions.
3. Ask the pupils to display the completed charts around the
classroom for everyone to see. This will reinforce the
concepts learned and provide visual references for future
discussions and activities.
states of matter chart/collage/poster. Ask questions such as,
"Did you encounter any challenges in categorising certain
examples?" or "What did you learn about the properties of
solids, liquids, and gases through this activity?"
PERFORMANCE LEVELS

8.0 Matter
Closure
1. Guide them to conclude that matter can be found around us.

Matter is any substance that has mass and occupies space.
All living and non-living things consist of matter and matter
can exist as solids, liquids, and gases.
(Topic 8: Matter)

Science
 Observing: Pupils observe different objects
and their physical properties to determine
their states of matter.
 Classifying: Pupils classify objects into the
categories of solid, liquid, or gas based on
their states of matter. USEFUL LINK
 Communicating: Pupils communicate their code to view the
understanding of the states of matter by video:
What's Matter?
creating a visual representation in the form
of a collage.
Mathematics
 Categorising and classifying objects into the
appropriate states of matter
Engineering:
 Arranging and designing the collage or
poster layout.
 Technology: Using magazines, newspapers,
and other materials to find and cut out
images for the collage.
PERFORMANCE LEVELS

8.0 Matter
 Analysing : Pupils analyse the characteristics

and properties of objects to determine their
states of matter.
 Evaluating : Pupils evaluate and justify their
choices of images for the collage based on
their understanding of the states of matter.
 Creativity: Pupils demonstrate creativity in
arranging and designing the collage to
visually represent the different states of
matter.

 C2 Creativity
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.1a

Instructions: Sort the objects below into groups based on their
states of matter. Use the labels "Solid," "Liquid," and "Gas" to
classify each object. Write the name of the object under the
appropriate category.
Solid
Ice
Water
Steam
Balloon Liquid
Clay
Pencil
Gas
State your conclusion:

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.1b

Instructions: Complete the chart by brainstorming and listing as
many examples as you can think of for each state of matter: solid,
liquid, and gas. Use illustrations or photographs to represent each
example.
Solid Liquid Gas
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.1c

Instructions: Create a collage or poster to represent the different
states of matter—solids, liquids, and gases. Cut out images from
magazines, newspapers, or other materials and glue them onto the
collage to visually depict examples of each state of matter. Feel
free to add labels or captions to identify the state of matter
represented by each image.
Solid Liquid Gas

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
Note to teacher :
Encourage pupils to be creative in their collage by selecting a variety of
images that accurately represent each state of matter. They can cut out
images and glue them onto the corresponding sections of the worksheet.
Adding labels or captions enhances their understanding and reinforces the
connection between the images and the states of matter.

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity 2: Exploring Properties of Solids, Liquids,

and Gases
LEARNING STANDARDS 8.1.3 Characterise properties of solid, liquid and gas by carrying out activities.
8.1.5 Explain the observations on states of matter through written or verbal forms,
Materials
Use with
For Tier 1 Group: 3 flashcards labelled with “milk”, “air” and textbook
(p. 180)
“eraser”, transparent plastic container with lid, measuring scale, 2
measuring cylinders, glass and plates, inflated air pump, long
balloons, food colourings, round balloons, hanger, needle, 6
packets of milk, big transparent bowl or glass bowl, empty
mineral water.
For Tier 2 Group: Same as Tier 1. with additional flashcards
labelled with vinegar, sugar cubes, ice, water vapour, methane
gas and ground nuts.
For Tier 3 Group: Same as Tier 2 with additional objects in
different states of matter (e.g., ice, oil), and additional containers.

Teacher: Good morning, pupils! Today, we're going to explore the
properties of solids. liquid and gas. Can anyone tell me
what a solid, liquid, or gas is?
Pupil: Solid is something that is hard and doesn't easily change
shape. (Pupil’s answer)
Pupil: Liquid and gas is something that flows. (Pupil’s answer)
Teacher: That's right! Do you know that solids, liquids and
gases can have different properties? Today, we'll learn
how to characterise these properties. Let's get started!
PERFORMANCE LEVELS
Activity 2: Exploring Properties of Solids, Liquids, and Gases | Page 331

8.0 Matter
Teacher: First, we're going to talk about mass. Mass is the amount
of matter in an object. It tells us how heavy or light
something is. For example, to measure the mass of a solid,
we use a balance or scale. Who can give me an example
of a solid object?
Pupil: A book!
Teacher: Great example! Now, imagine we have a book. We can
place it on the scale and measure its mass. This will help
us understand the first property of solids. We'll record
the mass in grams.
Teacher: Next, let's talk about space occupancy. Can anyone think
of an object that occupies space?
Pupil : A basketball!
Teacher: Excellent! A basketball occupies space. We'll compare
different solids and observe their space occupancy. We
can describe this as occupying space or not occupying
space.
Teacher: Another property we'll explore is volume. Volume is the
amount of space an object occupies in three dimensions.
To measure volume, we can use different methods
depending on the shape of the object. For regular-shaped
objects like cubes, we can measure the length, width, and
height and calculate the volume using the appropriate
formula. Who can give me an example of an irregular-
shaped object?
Pupil: A toy car!
PERFORMANCE LEVELS

8.0 Matter
Teacher: Perfect! With an irregular-shaped object like a toy car,

we can use a different method. We'll place the object in a
container filled with water and measure the volume of
water displaced. This will help us understand the volume
of the object.
Teacher: Lastly, we'll talk about the shape of solids, liquids and
gases. For example, solids can have different shapes,
such as round, square, or irregular.
Teacher: Now, let's get ready for some hands-on activities to
explore these properties. I'm excited to see your scientific
skills in action!

1. Provide pupils with 3 flashcards written with examples of

things such as eraser, air and milk respectively.
2. Ask the pupils to classify those things into solid, liquid and
gas in a tree map.
PERFORMANCE LEVELS

8.0 Matter
3. Provide the pupils with an empty covered transparent plastic

container.
4. Instruct the pupils to place the eraser inside it and shake the
container.
5. Guide the pupils to record their observations by asking the
following questions:
Does the eraser look the same in the container after shaking?
Is the shape fixed?
6. Ask the pupils to measure the mass of the eraser on a
measuring scale and record the mass of the eraser.
7. Ask the pupils: “Does the eraser have a fixed mass?”
8. Provide the pupils with two measuring cylinders filled with
40 cm3 and 30 cm3 of water respectively.
9. Record the initial reading of the water in both measuring
cylinders.
10. Tie the eraser with a thread and slowly place it into one of
the measuring cylinders. Record the final reading of the
water in the measuring cylinder.
11. Repeat the procedure in another measuring cylinder.
12. Ask the pupils, “Does the eraser have the same volume in both
measuring cylinders?”
PERFORMANCE LEVELS

8.0 Matter
13. Provide the pupils with a glass fully-filled with water and
place it on a plate.
14. Ask the pupils before placing the eraser inside the glass.
“What happened to the water in the glass?”
15. Ask one of the pupils to place the eraser inside the glass and
record their observations.
16. Next, tell the pupils that they are going to investigate the
properties of liquid.
17. Provide pupils with milk in small packets.
18. Ask the pupils to pour the whole packet of milk into the
three different shapes and sizes of glasses respectively.
19. Ask the pupils to record their observations by guiding them
with the following questions.
Do you observe any changes in the shape of the milk in the
three glasses?
20. In the next activity, repeat the same procedures by replacing
the eraser with 50 cm3 of milk.
21. In the next activity, tell the pupils that they are going to
investigate the properties of gas.
PERFORMANCE LEVELS

8.0 Matter
22. Provide the pupils with long balloons and an inflated air
pump.
23. Ask the pupils to inflate one of the balloons.

24. Ask the pupils to twist the balloons to different shapes and
ask the pupils, “What do you observe about the shape of the air
in the balloons?”
25. Ask the pupils about the mass of gas, ‘Do you think gas has
mass?” “If yes, how to measure it?”
26. Tell the pupils that gas is very light. Therefore, the mass of
gas will be measured using different methods.
27. Provide the pupils with a hanger and two balloons. Set up as
below:
PERFORMANCE LEVELS

8.0 Matter
28. Pierce one of the balloons and ask the pupils to record any
change in the level of the hanger. Ask the pupils, “Why does
it happen?”
29. Provide the pupils with 2 empty 250 mL and 1000 mL
mineral bottles with caps. Ask the pupils, “What is the
substance in the bottle?” “Do the air inside both the bottles
have the same volumes?” “What do you expect to happen if you
were to measure the volume of air inside both the bottles?”
30. For the space occupancy investigation, fill a bowl with water.
Add a few drops of food colouring to the water to make it
easier to see. Turn an empty plastic bottle upside down and
place it in the bowl filled with coloured water until it reaches
almost the bottom of the bowl.
31. Ask the pupils to record their observations.

32. Ask each group to share their findings and observations.
33. Facilitate a class discussion to compare the properties of
solids, liquids, and gases based on mass, space occupancy,
volume, and shape.
34. Get the pupils in the group to see and record their
predictions and observations using Activity Sheet 8.2a.
PERFORMANCE LEVELS

8.0 Matter
1. Repeat the steps as in Tier 1 (above) but in the classify the

materials/objects activity, provide the pupils with more
examples such as vinegar, sugar cubes, ice, water vapour,
methane gas, and ground nuts.
2. In addition to the activity, ask the pupils to predict their
observations before they carry out the investigation, for
example, “What do you think will happen if we…… or
when…….?
3. Get ready for a Mahjong paper. Ask the pupils, “What would
you like to know?” and ask the pupils to write their questions
on sticky notes and paste them on the Mahjong paper.
4. Repeat the steps as in Tier 1 to investigate the properties of
liquid such as mass, volume, shape, and space occupancy.
5. Ask the pupils to record all the observations in Activity Sheet
8.2b.
6. Discuss their findings and compare them to their
observations.
7. Facilitate a class discussion to compare the properties of
solids, liquids, and gases based on mass, space occupancy,
volume, and shape.
8. Ask them to answer the questions using Activity Sheet 8.2b.
9. Discuss their observations and compare them to their
predictions.

materials/objects activity, ask the pupils to include examples
on their own.

PERFORMANCE LEVELS

8.0 Matter

materials/objects activity, ask the pupils to include examples
on their own.
2. Like Tier 2 groups, ask the pupils to predict before they carry
out the activities and write questions on sticky notes.
3. However, in each of the activities, extra materials are
provided in solid and liquid investigation, for example, chalk
and eraser are provided in solid investigation, milk and tea
solution will be provided in liquid investigation.
4. Get the pupils in the group to record their predictions and
observations using Activity Sheet 8.2c.
5. Discuss their findings and compare them to their predictions.
6. Engage the pupils in a class discussion where they can share
their observations and discuss the similarities and differences
in the properties of solids, liquids, and gases based on mass,
space occupancy, volume, and shape.

2. Discuss with pupils that matter exists in the form of
solid, liquid and gas.
3. Discuss with pupils that matter is any substance
that has mass and occupies space.
4. Explain the arrangement of particles in solid, liquid
and gaseous states by using video via the YouTube
links. USEFUL LINKS
codes to view the
videos.
PERFORMANCE LEVELS

8.0 Matter
Closure
1. Get the pupils to reflect on their observations and discuss

real-world examples that demonstrate the properties of
solids, liquids, and gases. Ask them to think about how these
properties affect everyday experiences or phenomena.
2. Guide them to conclude that matter exists in the form of
solid, liquid, and gas and matter is any substance that has
mass and occupies space.
(Topic 8: Matter).

Science
 Classifying objects/materials into solid, liquid
and gas.
 Making observations on the properties of
solid, liquid and gas.
 Making conclusions on the properties of
solid, liquid and gas
Mathematics
 Measuring and recording mass and volume.
 Making comparisons between the properties
of different states of matter.
 Using measuring tools and instruments for
data collection.
 Conducting research using online resources
to find real-world examples.
 Designing experiments to investigate the
properties of different states of matter.
PERFORMANCE LEVELS

8.0 Matter

 Analysing: Examining the data collected and

drawing conclusions.
 Comparing: Identifying similarities and
differences between the properties of solids,
liquids, and gases.
 Evaluating: Assessing the validity and USEFUL LINK
accuracy of predictions and observations. States of matter for
kids - What are the
 Applying: Relating the properties of matter states of matter?
to real-world examples. Solid, liquid and gas.

 Critical thinking: Analysing and interpreting

data, making connections, and drawing
conclusions.
 Collaboration: Working in groups to conduct
experiments and discuss observations.
 Communication: Sharing observations and
findings with peers through discussions and
presentations.
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.2a

Instructions:
1. Record your observations and answers to the questions
during the activities.
2. Make predictions where applicable.
3. Compare your predictions to what you observed.
Observations
1. Classify the objects into solid, liquid, or gas.

Object 1:
Object 2:
Object 3:
For Solids:
2. Describe what happened to the eraser after you shook it in the
container. Did its shape change?
Observation:
3. What is the mass of the eraser? Did it have a fixed mass?

Mass of the Eraser: grams
4. Did the eraser have the same volume in both measuring cylinders?
Observation:
5. What happened to the water level in the glass when you placed the
eraser inside?
Observation:
PERFORMANCE LEVELS

8.0 Matter
Observations
For Liquids:
6. Describe what happened to the milk in the different glasses. Did

their shapes change?
Observation:
7. Did the milk have the same volume in both measuring cylinders?
Observation:
8. What happened to the water in the fully-filled glass when you

poured the milk inside? Explain your observations.
Observation:
Reason:
For Gases:
9. What do you observe about the shape of the air in the inflated
balloon?
Observation:
10. Do you think gas has mass? How can it be measured?
Observation:
11. What happened to the hanger when one of the balloons was
pierced? Why did this happen?
Observation:
PERFORMANCE LEVELS

8.0 Matter
Observations
12. What did you observe when the inverted plastic bottle was pushed
down to the bottom of the bowl with colored water?
Observation:
13. What did you learn from this activity about the properties of solids,
liquids, and gases?
Observation:

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.2b

Instructions:
Observations

Object 1:
Object 2:
Object 3:
For Solids:
Observation:

Observation:
eraser inside? Explain your observations.
Observation:
Reason:
PERFORMANCE LEVELS

8.0 Matter
Observations
For Liquids:

Observation:
Observation:

poured the milk inside? Explain your observations.
Observation:
Reason:
For Gases:
balloon?
Observation:
10. Do you think gas has mass? How can it be measured?
Observation:
pierced? Why did this happen?
Observation:
PERFORMANCE LEVELS

8.0 Matter
Observations
Observation:
liquids, and gases?
Observation:

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.2c

Instructions:
Observations

Object 1:
Object 2:
Object 3:
For Solids:
Observation:

Observation:
eraser inside? Explain your observations.
Observation:
Reason:
PERFORMANCE LEVELS

8.0 Matter
Observations
For Liquids:

Observation:
Observation:

poured the milk inside?
Observation:
For Gases:
balloon?
Observation:
10. Do you think gas has mass?
Observation:
pierced?
Observation:
Reason:
PERFORMANCE LEVELS

8.0 Matter
Observations
Observation:
Predictions and Comparisons
13. If you were to investigate different objects, what predictions would

you make about their properties (mass, shape, volume, and space
occupancy)?
Predictions:
14. Were your predictions accurate based on what you observed?

Explain.
Comparisons:
15. Discuss the similarities and differences in the properties of solids,

liquids, and gases.
Discussion:
liquids, and gases?
Conclusion:

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity 3: Exploring the Three States of Matter -

Water
LEARNING STANDARDS 8.1.4 Make generalisation that water can exist in three states of matter by carrying
out activities.
8.1.5 Explain the observations on states of matter through written or verbal forms,
Materials
Use with
Water, Heat source (stove, hot plate, or kettle), Transparent textbook
(pp. 184)
containers (glass or plastic), Thermometer, Ice cube tray,
Popsicle sticks or toothpicks, Pencil
Teacher: Good morning/afternoon, class! Today, we are

going to explore the different states of matter
using water. Can anyone tell me what matter is?
Pupil Response: [Allow for pupil responses]
Teacher: That's right! Matter is anything that takes up

space and has mass. Matter can exist in different
forms called states. Can you name some states of
matter?
Pupil Response: [Allow for pupil responses]
Teacher: Great! We have solids, liquids, and gases. Today,

we're going to focus on water and see how it can
exist in all three states. Let's get started!
PERFORMANCE LEVELS
PL2 List the process of changes in states of matter for water.
Activity 3: Exploring the Three States of Matter - Water | Page 351

8.0 Matter

2. Give out tiered activity sheets to pupils
1. Distribute ice cube trays filled with ice to each pupil or

group.
2. Instruct the pupils to remove them from the tray and observe
them. Scan or click
the QR code.
3. Encourage the pupils to touch the ice cubes and describe
their properties (cold, hard). Explain the arrangement of
particles in solid state by watching the YouTube video and
pause the clip at 0.08 seconds.
4. Then, provide each pupil or group with a popsicle stick or
toothpick.
5. Instruct them to hold the ice cube with the stick and observe
what happens as it melts and name the process that occurs.
6. Next, ask the pupils to heat water in a pot or kettle until it
boils. (Be careful when handling the hot water).
7. Instruct the pupils to measure the temperature of the water
using a thermometer and describe what they see happening
to the water.
8. Ask the pupils if they have ever seen water boil or if they are
familiar with the concept of boiling.
9. Teaching note: Boiling water is a process where liquid water
changes into a gas (water vapour).
10. Ask the pupils, “What happens to water when we heat it?”.
This can help introduce the idea that heating water causes it
to change state.

PERFORMANCE LEVELS

8.0 Matter

Scan or click
the QR code.
10. Discuss the concept of the boiling point. Ask, “Do you know
at what temperature water boils?” (It’s 100°C at room
conditions). Explain that when the temperature of water
reaches its boiling point, it begins to turn into water vapour.
Explain the arrangement of particles in liquid water and water
vapour by watching the YouTube video and pause the clip at
0.08 seconds.
11. Ask the pupils, “What do you think steam looks like?”.
Encourage them to share their ideas.
12. Discuss the temperature of steam, Ask, “Is steam hot or cold?”
Pupils should understand that steam is hot because it’s
formed by boiling water, which is at a high temperature.
13. Guide the pupils to discuss the steam that is produced and its
properties (invisible, hot).
14. After the water has been boiled, ask the pupils to pour some
of it into a transparent container. (Be careful, it is hot).
15. Then, ask the pupils to cover the container with a lid or place
a cold surface (e.g., a metal spoon) on top.
16. Ask the pupils to observe and describe what happens to the
container.
17. Guide the pupils to explain that when steam is in contact
with the cold surface or lid, it changes back into a liquid,
which is called condensation.
18. Guide the pupils to discuss the formation of droplets on the
inside of the container.
19. Get the pupils to record their observations using Activity
Sheet 8.3a.
PERFORMANCE LEVELS

8.0 Matter
1. Repeat the steps as in Tier 2 (above).

2. In addition to observing the ice, ask pupils to predict and
record how long they think it will take for the ice to melt
completely.
3. Have them discuss and compare their predictions as the ice
cubes melt.
4. Get the pupils in the group to see and answer all the
questions using Activity Sheet 8.3b.
observations and discussions.
their observations and discuss that water can exist in three
states of matter.
7. During the discussion, ask open-ended questions like, “Why
do you think ice melts when it’s held in your hand?” or “ What
might happen if you leave a glass of ice water on a warm day?”.
8. Ask them to answer the questions using Activity Sheet 8.3b.
1. Repeat the steps as in Tier 1 (above).

2. In addition to observing the ice, ask pupils to measure the
time it takes for different sizes of ice cubes to melt
completely and have them discuss their findings. The rate of
melting is affected by the surface area and the temperature
difference.

PERFORMANCE LEVELS

8.0 Matter
3. Get the pupils in the group to see and answer all the
questions using Activity Sheet 8.3c.
observations and discussions.
5. Discuss with pupils, “Why does water turn into steam when it
is boiled?”, “What’s the difference between liquid water and
water vapour?”, “Can you think of other examples where a
substance changes from a liquid to a gas when heated?”, “ Why
is steam used in various applications, such as in power plants
and for cooking?”.
6. Discuss practical applications of boiling water, such as in
cooking, steam engines, and sterilising equipment in
hospitals.
their observations and discuss that water can exist in three
states of matter.
Closure
1. Get the pupils to reflect on their observations and discuss

real-world examples that water can exist in three states of
matter.
2. Ask them to think about how these properties affect
everyday experiences or phenomena.
3. Guide them to conclude that water can exist in three states
of matter.
4. Tell them to work on enrichment activities in SAB Book 5
(Topic 8: Matter).
PERFORMANCE LEVELS

8.0 Matter

Science
 Observing the different states of water and
changes occurring during the activities.
 Classifying water into solid, liquid, and gas
states based on their observations.
Mathematics
 Measuring the temperature of the water
during the boiling activities. USEFUL LINK
States of Water -
Engineering / Technology Science for Kids!
 Using a thermometer to measure the
temperature changes during the boiling
activities.
 Designing and conducting the activities,
making decisions on how to melt ice, boil
water, and create condensation.
 Analysing the properties and behaviour of

water in each state and explain the changes
observed during the activities.
 Evaluating the effectiveness of the activities
in helping them understand the three states
of matter.

 Critical Thinking: Pupils apply their

knowledge and observations to make
generalisations about the states of matter.
 Collaboration: Pupils work together in
groups to conduct the activities and discuss
their findings.
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.3a

Answer all questions.
1. Draw the arrangement of particles for the three states of matter:

solid, liquid, and gas.
Solid Liquid Gas
2. Write one example of each state of matter using water.
Solid:
Liquid:
Gas:
3. Circle the correct statements about each state of matter:
a. Ice is a solid / liquid / gas.
b. Water in a glass is a solid / liquid / gas.
c. Steam from boiling water is a solid / liquid / gas.
PERFORMANCE LEVELS

8.0 Matter

4. Match the pictures with the correct states of matter by drawing a line.
Solid Liquid Gas
State your conclusions:

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.3b

1. Define each state of matter: solid, liquid, and gas based on

arrangement of particles.
Solid:
Liquid:
Gas:
2. Explain the properties of each state using water as an example.
Solid:
Liquid:
Gas:
3. Fill in the blanks to complete the sentences:
a. When ice melts, it changes from a to a .
b. Boiling water changes from a to a .
c. When steam cools down, it changes from a to a .

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity Sheet 8.3c

1. Define each state of matter: solid, liquid, and gas.
Solid:
Liquid:
Gas:
2. Explain the properties of each state using water as an example.
Solid:
Liquid:
Gas:
3. Fill in the blanks to complete the sentences:
a. When ice melts, it changes from a to a .
b. Boiling water changes from a to a .
c. When steam cools down, it changes from a to a .
PERFORMANCE LEVELS

8.0 Matter

4. Compare and contrast the properties of each state of matter.
State of Shape Arrangement Volume

matter of particles
Ice cube
Water
Steam

Date:
PERFORMANCE LEVELS

8.0 Matter
Activity 4: Ice Cube Meltdown

CONTENT STANDARD 8.2 Changes in States of Matter for Water
LEARNING STANDARDS 8.2.1 Describe the changes in states of matter for water by carrying out activities.
8.2.2 Explain with examples the changes in states of matter when it gains or loses heat
by carrying out activities.
.
Materials
Use with
Ice cubes, Two transparent cups or containers, Water, Heat textbook
(pp. 186)
source (e.g., hot plate, stove, kettle), Thermometer, Timer or
stopwatch, Marker or pen.
Teacher: Good morning, class! Today, we're going to embark on an

exciting exploration of the incredible changes that occur in the
states of matter when heat is gained or lost. I want you to put on
your curious hats because we're about to dive into a world full of
surprises!
Teacher: Imagine you're holding an ice cube in your hand. What
happens when you hold it for a while? Take a moment to think
about it.
Pupil 1 (example of response): It starts to melt!
Pupil 2 (example of response): It gets smaller and turns into water!
Teacher: Absolutely right! When we hold an ice cube in our hand,
something fascinating happens. The ice cube begins to melt and
turns into liquid water. But have you ever wondered why that
happens? Why does the ice change its state?
Teacher: Now, buckle up and prepare for a thrilling journey into the
world of states of matter and the amazing power of heat! Are you
ready to explore, discover, and unleash your curiosity?
Pupils: Yes!
PERFORMANCE LEVEL
PL4 Conclude the changes in states of matter for water in terms of gaining or losing heat.
Activity 4: The Ice Cube Meltdown | Page 362

8.0 Matter
Activity 1
1. Ask the pupils to label one cup as "Water" and the
other cup as "Ice."
2. Get them to fill the "Water" cup with room
temperature water and leave the "Ice" cup empty.
3. Ask the pupils to observe and describe the cup of
water.
4. Next, ask the pupils to place a few ice cubes into
the "Ice" cup and observe and describe the ice
cubes.
5. Ask the pupils, “Predict what will happen when we
add heat to the “Water” cup and “Ice” cup. How do
you think they will change?”
6. Get the pupils to place the "Water" cup on the heat
source (with adult supervision) and start the timer.
7. Remind them to observe the cup of water as it
heats up. You may notice tiny bubbles forming at
the bottom.
8. Suggest the pupils to use the thermometer to
measure the temperature of the water at regular
intervals (e.g., every 30 seconds) and record the
readings.
9. As the water gets hotter, ask them to observe and
describe any changes they see. (The water may
start to steam or produce vapour.)
10. Tell them to continue heating the water until it
reaches its boiling point.
11. Ask the pupils to observe and describe the steam
rising from the water.
PERFORMANCE LEVEL

8.0 Matter
12. Tell the pupils to allow the cups to cool down. Then
ask them to observe and describe any changes that
occur as the water cools and present their
observations in the class.
13. Ask them to discuss how the ice cubes can be
turned into water by adding heat.
14. Ask pupils, “What is heat?”, “How do you think it
affects the state of matter from changing solid into
liquid?”
15. Guide the pupils to discuss the reversible process of
condensation, where the steam turns back into
liquid water.
16. Get the pupils to answer all the questions in
worksheet 8.4a1.
Activity 2
1. Ask the pupils to place a few ice cubes in the
transparent cup.
2. Tell them to observe and describe the ice cubes.
Discuss what will happen to the ice cubes when
heat is applied.
3. Then, ask them to place the cup on the heat source
(with adult supervision) and start the timer.
4. Remind the pupils to observe and describe any
changes they see as the ice cubes are heated.
5. Ask them to use the thermometer to measure the
temperature of the ice cubes at regular intervals
(e.g., every 30 seconds) and record the readings.
PERFORMANCE LEVEL

8.0 Matter
6. As the ice cubes gain heat, they will start to melt and turn
into liquid water. Ask the pupils to observe and describe this
change.
7. Tell the pupils to continue heating the cup until all the ice
cubes have completely melted and turned into liquid water.
8. Ask the pupils to allow the cup to cool down and observe
any changes that occur as the water loses heat.
9. Get them to discuss how the liquid water gradually loses heat
and turns back into solid ice as it cools down.
10. Provide pupils with some plasticines and ask them to make a
few small round-shaped particles.
11. Ask pupils to label three pieces of paper with “Ice”, “Water”
and “Water vapour” respectively and ask them to paste the
plasticine particles based on the correct arrangement onto
the three papers.
12. Discuss how these changes are reversible. Ask the pupils to
return their “gas” back to a “liquid” and then back to a “solid”
state using their plasticine models.
13. Get the pupils to answer all the questions in worksheet
8.4a2.
Closure
1. Wrap up the activity by summarising the changes in states of

matter that were observed during the activity.
2. Guide them to conclude that the changes in states of matter
for water in terms of gaining or losing heat.
(Topic 8: Matter)
PERFORMANCE LEVEL

8.0 Matter

Science
 Stating the states of matter: Solid (ice),
Liquid (Water); and Gas (Steam)
 Demonstrating the concepts of melting,
boiling and condensations and the reversible
changes among the three states of matter.
 Understanding the temperature changes USEFUL LINK
associated with each phase change. Heating Matter and
Mathematics Changes in State
 Recording and analysing temperature data.

 Technology: Using a thermometer to
measure temperature.
 Observing and analysing the changes in

states of matter.
 Relating the observed changes to the
concepts of heat and temperature.
 Making predictions and drawing conclusions
based on their observations.

 Critical Thinking: Pupils critically analyse the

changes in states of matter.
 Collaboration: Pupils can work in groups to
carry out the activity and discuss their
observations.
 Communication: Pupils can present their
findings and explanations to the class.
PERFORMANCE LEVEL

8.0 Matter
Activity Sheet 8.4a1

Record your observations in the table below:
Time (second) Temperature (ºC)

30
60
90
120
150
180
210
240
270
300
Read the instructions and questions carefully. Answer the questions

based on your observations and understanding of states of matter.
1. What state of matter is the water in the cup before any changes
occur?
2. What happened to the ice cubes when they were placed in the
water?
PERFORMANCE LEVEL

8.0 Matter
Activity Sheet 8.4a1 (continued)

3. What changes did you observe in the cup as the water was heated?
4. What happened to the water when it reached its boiling point?

Date:
PERFORMANCE LEVEL

8.0 Matter

Time (second) Temperature (ºC)

30
60
90
120
150
180
210
240
270
300
Read the instructions carefully and answer the questions based on

the activity you conducted.
1. What is the initial state of matter of the ice cubes?
2. Describe the changes you observed as the ice cubes gained heat.
3. What state of matter did the ice cubes change into as they gained
heat?
PERFORMANCE LEVEL

8.0 Matter
Activity Sheet 8.4a2 (continued)

4. What is the final state of matter after the ice cubes have completely
melted?
5. Describe the changes you observed as the water lost heat.
6. What state of matter did the water change into as it lost heat?
7. Explain in your own words, what happens to the state of matter

when water gains or loses heat.

Date:
PERFORMANCE LEVEL

9.0 MOON PHASES AND
CONSTELLATIONS
Activity 1: Moonlight Shadows
Activity 2: I Rotate, I Revolve
Activity 3: My Moon Phases in a Lunar Cycle
Activity 4: The Wonders of Constellations
9.0 Moon Phases and Constellations
Activity 1: Moonlight Shadows

CONTENT STANDARD 9.1 Moon Phase
LEARNING STANDARD 9.1.1 State that The Moon does not emit its light but reflects the light from the Sun.
Materials
Use with
Photos as below by Chiam, S. M (2023). textbook
(p. 200)
Teachers’ info
Any photos /video clips of the Moon that shines brightly at night will be
useful.
Photo 1 by Chiam, S.M. (2023) Photo 2 by Chiam, S.M. (2023)
Photo 3 by Chiam, S.M. (2023) Photo 4 by Chiam, S.M. (2023)
PERFORMANCE LEVEL
PL1 To state that the Moon does not emit light.
Activity 2: I Rotate, I Revolve | Page 372


2. Get two pupils to represent Ana and Melia, respectively.
Facilitate them to converse the conversation of the people
on this page. “Let’s read the conversation between people on
this page.”
3. Ask pupils, “What are they talking about?”
4. Facilitate pupils to explain that they are talking about the
moon. “Can you tell the teacher what they are talking about?”
5. Tell pupils that we are going to study the moonlight today.
“We are going to study the moonlight today.”
1. Show photo 1 by Chiam, S. M. to the pupils and ask them –

“Do you like this photo?”
2. Ask pupils - “What do you see in this photo?”,
3. Ask pupils - “Do you think it is a bright night? Why is it so
bright at night?”
4. Discuss with pupils - “Where does the light come from?”
5. Facilitate pupils to discuss - “Why do you say so?”
6. Facilitate pupils to conclude – “The Moon does not emit its
light but reflects the light from the Sun.”
1. Tell pupils they will do an “Eyeballing the Moon” activity from

photos.
PERFORMANCE LEVEL

2. Show photos 2, 3, and 4 to pupils.

3. Facilitate the pupils to discover the white and grey areas of
the moon in the photos.
4. Facilitate the pupils to describe the white and grey areas of
the moon in the photos.
5. Ask the pupils to imagine that the moon is a mirror and
remind them of the previously learnt experiment about light
and the mirror. What happens to the light?
6. Discuss with pupils that the moon is like a mirror reflecting
the light.
7. Encourage pupils to do further observations on the Moon
from their home with a handphone.
Closure
1. Repeat the explanation to the pupils that the moon does not
have a light source like the Sun.
2. Explain to the pupils that the Moon reflects the light from the
Sun that falls on its surface.
3. Clarify misconceptions (if there are any): Emphasise that the
Moon's brightness is due to the sunlight reflecting on the
Moon’s surface; the amount of reflected light will determine
the appearance of the Moon.
(Unit 9: Moon Phases and Constellations).
PERFORMANCE LEVEL


Science
 Investigating the Moon
 Observing the Moon
 Interpreting photos of the moon
Mathematics
 Measuring and recording moon phase data
over time USEFUL LINK
 Using tools such as a camera video:
How Does the
Moon Shine? How
Moon Shines? by T-
Series Kids Hut.
 Analysing the data collected from the moon

phase photos
 Observing the characteristics of the moon
phase from photos
 Visualising the moon phase
 Describing the moon phase

 Open-minded  Appreciation
 Creativity in the description of the moon

phase
 Communication presenting findings to peers
PERFORMANCE LEVEL

Activity Sheet 9.1

Read the instructions and answer the questions.
Photo A Photo B
Photo C Photo D
1. Observe all the photos.
2. What do you notice about the moon's appearance in the photos?
3. Can you describe the phases of the moon and how they change
over time?
4. Have you ever noticed any patterns or similarities between the
moon's phases and the position of the sun?
5. Have you ever observed the moon during the day? What does it
look like, and how does this relate to the moon's source of light?
PERFORMANCE LEVEL


Read the instructions and answer the questions.
Explain what you see.

Date:
PERFORMANCE LEVEL

Activity 2: I Rotate, I Revolve

LEARNING STANDARDS 9.1.2 Explain that the Moon rotates on its axis and circulates Earth in terms of direction
and period through running a simulation.
9.1.4 Explain the observations about the phases of the Moon using creative methods
such as drawing, mind mapping, writing, or oral presentation.
Materials
Use with
globe, tennis ball, sticker textbook
(p. 200)

2. Ask them about the conversation between the people on this
page. Ask them what their opinions on the conversation are.
3. Ask them if they can answer the questions from this page.
4. Tell them we will study how the moon rotates on its axis and
revolves around the Earth.
1. Facilitate the pupils to discuss the phases of the Moon and

how they relate to the Moon's orbit around Earth.
2. Show the pupils some videos of the Moon's phases.
3. Tell pupils we are going to do a hands-on activity.
1. Tell the pupils to put the globe on the table. Facilitate them
by asking them to refer to textbook page 203.
PERFORMANCE LEVELS
PL3 Explain the movement of the Moon in terms of direction and duration of the movement.
PL4 Create the correct sequence of the phases of the Moon through sketches.

2. Ask them to attach a sticker to one side of the tennis ball.

Tell pupils that the tennis ball represents the Moon, and the
sticker represents the part of the Moon that is facing the
Earth. The globe represents the Earth.
3. Hold the tennis ball with both hands and simulate the
Moon's rotation on its axis and its global revolution. During
the simulation, ensure that the sticker attached to one side
of the tennis ball is always facing the globe, as shown in the
picture on textbook page 203.
4. Ask the pupils to simulate the Moon rotating on its axis.
Facilitate them to talk about their experience performing the
simulation as on page 203.
i. Imagine that the tennis ball represents the Moon, and the
globe represents the Earth.
ii. observe and discuss the following instructions while
performing the simulation:
a. Hold the tennis ball with both hands, using your
fingers to grip it gently.
b. Begin rotating the tennis ball slowly around its axis
(like spinning a top). Notice how the tennis ball turns
or spins.
c. Pay attention to the sticker attached to one side of
the tennis ball. Describe what you observe happening
to the sticker as the ball rotates on its axis.
d. Think about whether the sticker always faces the
same direction or if it changes as the ball spins. Share
their observations.
PERFORMANCE LEVELS

5. Ask the pupils to simulate the Moon revolving around the

Earth. Facilitate them to talk about their experience
performing the simulation as on page 203.
i. The tennis ball represents the Moon, and the globe
represents the Earth.
ii. Hold the tennis ball with one hand and the globe with
the other hand.
iii. Positioning the tennis ball at a distance from the globe,
representing the Moon's initial position.
iv. Move the tennis ball in a circular motion around the
globe, keeping it at a constant distance. This represents
the Moon's revolution around the Earth.
v. Observe what happens to the tennis ball as it revolves
around the globe. Prompt them to describe any changes
they notice in the position or orientation of the tennis
ball.
vi. Pay attention to the relationship between the tennis ball
and the globe. Ask them whether the tennis ball always
faces the same direction relative to the globe or changes
as it revolves.
6. Ask the pupils to share their experiences and observations
with the whole class. Use their own words and explain what
they noticed about the position and orientation of the tennis
ball during the simulation.
7. Ask the pupils
a. What are the two different types of motion that the
Moon exhibits?
b. Can you describe the direction and duration of each
Moon’s movement?

PERFORMANCE LEVELS

8. Facilitate the pupils to sketch the rotation of the Moon on

its axis.
9. Facilitate the pupils to sketch the revolution of the Moon
around the Earth.
Closure
1. Remind the pupils of the learning objectives for the lesson,

the difference between rotation and revolution, and how
they apply to the Moon.
2. Ask the pupils to share some key takeaways from the
simulation activity. What did they learn about the Moon's
rotation and revolution? How did the simulation help them
understand these concepts better?
3. Address any misconceptions that pupils may have had about
the Moon's rotation and revolution such as "rotation" and
"revolution.”
4. Discuss how the concepts of rotation and revolution apply to
other objects in space, such as planets and satellites. Ask the
pupils to consider how these concepts are important for
exploring space and understanding our universe.
5. Emphasise how the lesson incorporated STEM skills such as
observation, data collection, and critical thinking. Ask the
pupils to reflect on how they used these skills during the
simulation activity.
6. Ask the pupils to evaluate their learning from the lesson. Did
they achieve their learning objectives? What did they learn
about the rotation and revolution of the Moon?
(Topic 9: Moon Phases and Constellations)
PERFORMANCE LEVELS


Science USEFUL LINKS
 Observing changes as the Moon Rotates on codes to view the
its axis and revolve around the Earth. videos:
 Comparing and contrasting the differences

during the simulation
 Classifying types of movement.
 Inferring the chances as Moon Rotates on
its axis and revolves. around the Earth.
 Predicting the chances as Moon Rotates on
its axis and revolves around the Earth Moon Phase
Mathematics Animation by Phil
Hart
 Estimating the distance of the Moon to the
Earth.
 Using different materials to design and build
a model.
 Analysing the patterns and geometry

involved in the positions of the Moon. Does the moon
 Evaluating the accuracy of their Moon rotate on its axis?
By MooMooMath
simulation and Science
 Synthesising, understanding of the Moon's
phases to develop a deeper understanding
of how rotation and revolution are related

 Objective  Honesty Why do we see
 Open-minded  Responsibility only one side of the
moon always? By
Locking
 C2 Creativity
PERFORMANCE LEVELS

Activity Sheet 9.2

Answer the following questions.
1. Can you explain why we can’t see the moon rotate?
2. Discuss the phases of the Moon and how they relate to the Moon's
orbit around Earth.
3. Can you talk about their experience performing the simulation on

the Moon rotation as on page 203 of the textbook?
4. Can you talk about your experience performing the simulation on

the Moon revolution around the Earth as on page 203 of the
textbook?
PERFORMANCE LEVELS

Activity Sheet 9.2

Answer the following questions.
5. What are the two different types of motion that the Moon exhibits?
6. Can you describe the direction and duration of each Moon’s

movement?
7. Sketch the rotation of the Moon on its axis.
8. Sketch the revolution of the Moon around the Earth.

Date:
PERFORMANCE LEVELS

Activity 3: My Moon Phases in a Lunar Cycle

LEARNING STANDARDS 9.1.3 Using the concepts of space and time to describe the phases of the moon in a
complete lunar cycle according to the Qamari calendar.
9.1.4 Explaining the movement of the moon in terms of direction and duration of
motion and creating the correct sequence of moon phases through illustrations.
Materials
Use with
Moon Phase template (pre-printed), glue textbook
(pp. 204-207)
Teachers’ info
 Moon facts sheet
1. Draw pupils’ attention by asking them to refer to

pages 204-207. Ask them if they have ever
wondered why the Moon sometimes looks like a
Gibbous and other times like a full circle.
2. Explain to pupils that this is about moon phases.
Tell them the moon appears to go through different
shapes or phases during a lunar cycle, which is
about a month long.
3. Ask them if they would like to learn more about it.
4. Provide them with the Moon Facts Sheet.
5. Tell them we will use this material to learn about
the Moon phase together.
6. Ask the pupils if they remember that the moon is
our closest neighbour in space.
7. Facilitate them to recall that it is about 1/4th the
size of Earth and is made of rock and dust.
PERFORMANCE LEVEL
PL4 Creating the correct sequence of moon phases through illustrations.
Activity 3: My Moon Phases in a Lunar Cycle | Page 385

8. Explain to the pupils that the moon appears to change shape

because of the sunlight falling on different parts of it. We
have different names for these shapes or phases, such as the
new moon, Gibbous, half-moon, and full moon. They all look
different in the sky.
9. Ask pupils if they know the moon takes about 29.5 days to
go through a complete cycle of phases. Facilitate them to
conclude that it is almost a month.
10. Explain to the pupils that the Moon's gravity pulls on Earth's
oceans, creating tides. That's why we have high and low
tides at different times. The moon also helps stabilise Earth's
tilt, which affects our seasons.
11. Tell pupils we will explore the Moon Facts Sheet and see
what other interesting facts we can discover together.
1. Hand out the Moon Phase template to each pupil.

2. Guide the pupils to cut out the individual moon phase shapes
along the blue lines.
3. Help them assemble the Moon phase shapes by arranging
them in the correct order and glueing them together.
4. Assist the pupils in putting the moon phase shapes to
represent the different phases into the right boxes as in the
template.
5. Encourage them to write the name of each phase
underneath the corresponding shape.
6. Once the pupils complete the task, ask them to share their
work with others.
PERFORMANCE LEVEL

1. Draw the pupils’ attention to the learning objectives for the

lesson, different shapes or phases, such as the Crescent
Moon, new Moon, Gibbous, and Half and Full Moon, which
look different in the sky.
2. Ask the pupils to share some key takeaways from the activity.
What did they learn about the Moon phase? How did the
hands-on activity help them to understand these concepts
better?
3. Address any misconceptions that pupils may have had about
the Moon phase.
4. Ask them what they notice about the moon’s shape in each
phase.
5. Facilitate them to explain that the appearance of the shape
of the moon changes as it goes through different phases.
Sometimes, we cannot see the moon, which is called a new
moon. Then, it gradually becomes a thin Gibbous, gets bigger
and rounder until it becomes a full circle, and then it gets
smaller and becomes a thin Gibbous again.
6. Ask them if they can identify the direction in which the moon
seems to be moving based on the order of the phases in the
worksheet.
7. Facilitate them to explain that we would notice that the
moon is moving from right to left.
8. Ask them how long they think how much time it will take for
the moon to go through a complete lunar cycle.
9. Facilitate them to answer that the moon takes about 29.5
days to go through a complete cycle of all its phases. This is
called a lunar cycle or a month. It is less than a month on our
calendar.
PERFORMANCE LEVEL

Closure
1. Ask the pupils to evaluate their learning from the lesson. Did
they achieve their learning objectives? What did they learn
about the Moon phase ?
2. Guide them to conclude the different phases of the Moon,
i.e., new moon, crescent moon, half-moon, gibbous moon,
and Full Moon.
(Topic 9: Moon Phases and Constellations)
PERFORMANCE LEVEL


USEFUL LINKS
 Observing the different phases of the Moon codes to view the
videos:
 Understanding the different phases of the
Moon
Mathematics
 Estimating the time for each Moon phase
 Studying the pattern of the cycle of the
Moon phase
Why Do We See
Different Phases of
the Moon? by
Science with Mr.
 Analysing the Moon Phase Harris
 Reasoning why the Moon phase happens

 Generalising the observation from the Moon
phase

What Are The
 Rational  Cooperation Moon Phases? by
 Objective  Honesty Insane Curiosity
 C2 Creativity
PERFORMANCE LEVEL

Activity Sheet 9.3a

Observe the Moon phase template below. It records the Moon
phase for May 2023.
1. Identify the Crescent Moon, new Moon, Gibbous, Half, and Full Moon
from the Moon phase template.
2. Cut out the individual moon phase shapes along the blue lines.
3. Assemble them by putting the Moon phase shapes in the correct
spaces provided on the table and glue them together.
4. Write down the dates of each Moon phase shape in the blank provided
in the table.
Moon Phase Template
PERFORMANCE LEVEL


phase for May 2023.
Moon Phase Moon Phase Shape Date
New moon
Crescent
moon
Gibbous
Half
Full moon

Date:
PERFORMANCE LEVEL

Activity Sheet 9.3b

phase for May 2023.
Moon Phase Name of Moon Phase
ii
iii
iv

Date:
PERFORMANCE LEVEL

MOON FACT SHEET

Basic Facts:
1. The Moon is Earth's closest neighbour in space.
2. It is about 1/4th the size of Earth and is made of rock and dust.
3. The Moon is approximately 384,400 kilometres away from us.
Phases of the Moon:

1. The Moon goes through different phases, like its different shapes in the
sky.
2. The main phases are the Crescent Moon, new Moon, Gibbous, Half,
and Full Moon.
3. These phases happen because sunlight falls on different parts of the
Moon.
Lunar Cycle:
1. The Moon takes about 29.5 days to go through a complete cycle of
phases.
2. During this time, we see the moon's shape changing from a thin
Gibbous to a full circle and then back again.
Moon's Influence:
1. The Moon's gravity pulls on Earth's oceans, creating ocean tides.
2. Tides are the rising and falling of ocean water levels.
3. The Moon also helps stabilise Earth's tilt, which affects our seasons.
Lunar Exploration:
1. People have sent missions to the moon to study it up close.
2. The first human landing on the moon was in 1969 during the Apollo 11
mission.
3. Astronauts collected rocks and conducted experiments to learn more
about the Moon.
Cultural Significance:
1. The Moon has been part of many different cultures' myths, legends,
and stories.
2. Some cultures see the Moon as a symbol of beauty, while others
associate it with changes and cycles.

Activity 4: The Wonders of Constellations

CONTENT STANDARD 9.2. Constellations
LEARNING STANDARDS 9.2.1 Identify constellations and patterns of constellations.
9.2.2 State the use of constellations.
9.2.3 Explain observations about constellations through sketch, TMK, written or oral in
creative ways.
Materials
Use with
Tier 1: Pictures of constellations, constellation templates (Big textbook
(pp. 208-213)
Dipper, Orion, Southern Cross and Scorpion), glue sticks, safety
scissors, and markers for labelling.
Tier 2: Storyboard template, pencils, erasers, colouring pencils,
reference images of constellations, access to tablets for research
(optional)
Tier 3: Props, costumes, or materials for visual aids.

2. Ask them what the conversation is about on this page. “Read
the conversation; what are they talking about?
3. Ask the pupils – “Can you tell why they are looking at the
constellations?”
4. Ask them, “Can you suggest the importance of constellations to
them?”
5. Discuss with them “Imagine you are one of the people in the
conversation. How might knowing the constellations help you
catch fish?”
6. Ask pupils, “Do you think the knowledge of constellations was
important for people in the olden days?”
7. Assist pupils to discuss “How might this knowledge have
helped them in other aspects of their lives?”

PERFORMANCE LEVELS
PL5 Summarising the relationship between the phases of the Moon with events that occur in life.
PL6 Communicate creatively and innovatively about the existence of other constellations by finding information from
various media.
Activity 4: The Wonders of Constellations | Page 394

8. Ask pupils for suggestions. “What else can we use

constellations to assist us?”
9. From the situation of the stimulus page, it can be concluded
that there are many usages of constellations depending on
who and what is in the environment and what activities they
are doing.
10. Refer to the next page, pages 209 - 211, to the pupils – the
picture shows constellations.
11. Explain to pupils, “A constellation is a group of stars which
appears to form a certain pattern in the sky that can be seen at
night.”
12. Draw pupils’ attention to the constellations visible between
the northern and southern hemispheres.
13. Ask them, “Which constellations can be observed in the
northern and southern hemispheres?”.
14. Continue to page 210, “What can Big Dipper tell us?”.
15. Let’s read page 211. “Why constellations are useful to
humans?”.
16. Finally, on page 211, ask the pupils, “How do constellations
help the farmers?”.
17. Draw pupils’ attention to the fact that constellations assist
humans in our daily life by helping us to find direction and
indicate seasons.
PERFORMANCE LEVELS
various media.


1. Introduce the concept of constellations briefly, showing

images of a few well-known ones from the textbook. (pp.
209 – 210).
2. Tell them they will have their activity using Activity Sheet
9.4a.
3. Provide constellation pictures and the constellation templates
to each pupil.
4. Instruct pupils to cut out pictures of the constellations.
5. Assist pupils in glueing these pictures on the constellations
template.
6. Help them to name the constellations.
7. Discuss the constellations and the stories behind them as
they work.
1. Tell pupils the concept of constellations and their cultural

significance. A constellation is a recognised pattern or
grouping of stars in the night sky as seen from Earth. These
star patterns are often associated with mythological or
cultural stories and provide a way for people to navigate the
night sky and identify specific regions.
2. Provide a list of constellations and their stories to the pupils.
Have the pupils choose a constellation and facilitate the
pupils to understand the story.

PERFORMANCE LEVELS
various media.

3. Instruct pupils to create a storyboard with images and

captions depicting the constellation's story on activity sheet
9.4b.
4. Tell pupils Template 1 and Template 2 are examples of
storyboard templates. They may use these templates or
create the template themselves, to create their storyboard.
5. Show them Picture 1 is an example of a storyboard. (Freepik.
com)
1. Provide a list of constellations and their stories, or let pupils

choose their own.
2. Assign or allow pupils to form groups for collaboration.
3. Instruct pupils to choose a constellation's story and plan a
creative presentation.
4. Pupils should create a script and prepare any necessary props
or costumes.
5. Guide them through the preparation, script, necessary props
or costumes, captions, or effects if desired.
6. Organise a 10-minute presentation session where each
group presents their presentations.
7. Ask them to evaluate their friends with the evaluation form
provided in activity sheet 9.4c.
PERFORMANCE LEVELS
various media.

1. Get the pupils to talk about their group activities.

2. Discuss with pupils that constellations are a recognised
pattern or grouping of stars in the night sky as seen from
Earth. These star patterns are often associated with
mythological or cultural stories, and they provide a way for
people to navigate the night sky and identify specific regions.
3. Facilitate the pupils to address the importance of noting that
constellations are not physical groupings of stars in space.
They are apparent groupings as observed from Earth due to
the line of sight. The stars within a constellation can be
located at vastly different distances from us, and they might
not have any physical connection or relationship in space.
4. Tell pupils that there are apps which can be used to study
constellations, such as Star Walk 2 Free - Sky Map, Stars &
Constellations. Encourage them to explore the apps on their
own.
5. Help pupils conclude that throughout history, different
cultures worldwide have identified and named constellations
based on their own stories, beliefs, and observations.
Constellations often helped people navigate, track seasons,
and understand the passage of time.
Closure
1. Discuss the moral of the story from the Constellation Stories

given for their activities.
PERFORMANCE LEVELS
various media.


USEFUL LINKS
 Observing the night sky to identify and codes to view the
videos:
locate constellations.
 Recognising the pattern of stars to
determine the constellation.
 Understanding the three-dimensional
arrangement of stars in the sky
Mathematics
 Determining angles between stars or
predicting the appearance of constellations Constellations:
at different times of the year Connect the Dots
in the Sky!, by
Engineering / Technology SciShow Kid
 Using apps to study constellation
 Analysing
 Recognising
 Generalising
 Creating What are stars and
constellations?
Why questions for
kids. Educational
cartoon, by
Mizyaka Dizyaka
Scientific values Moral values ENG
 Rational  Responsibility
 Objective  Appreciation
 Open-minded
 C2 Creativity
PERFORMANCE LEVELS
various media.

APPENDIX - THE CONSTELLATIONS STORIES
1. Orion (Greek)
Once upon a time, in the vast and starry sky, there lived a mighty hunter
named Orion. He was like a superhero of the night, always brave and
ready to protect the world from all sorts of creatures.
Orion had strong legs that could run faster than the wind and carried a
shiny bow and arrow. His job was to keep the forests safe and make sure
everyone, from animals to humans, could sleep soundly without any
worries.
Orion was famous for his hunting skills and loved exploring the woods for
big and small creatures. He had a friend named Artemis, a fantastic
goddess who loved nature and animals just as much as he did. She was the
guardian of the wild things and the moon.
One day, Artemis said, "Orion, you're so great at protecting, but you must
never hurt the lovely animals I watch over."
Orion nodded, promising he would always be careful.
But even brave heroes can make mistakes. One day, while chasing a
speedy deer, Orion's arrow went astray and hit a creature he didn't intend
to harm. It was a beautiful, gentle creature named Callisto.
Artemis was sad and angry. She turned Callisto into a bear, hoping Orion
would learn a lesson about being kind to all creatures.
Orion felt bad when he found out what had happened. He tried his best to
find Callisto, but she was nowhere to be seen.
In the end, Orion faced a tough challenge. He encountered a scorpion, a

creature sent by the tricky goddess Gaia. Orion fought bravely, but the
scorpion stung him, and he fell.

The gods looked down from the sky and saw what was happening. Zeus,
the king of the gods, turned Orion into a constellation, a group of stars
that looked just like him holding his shield and club so he could be
remembered forever.
And up in the sky, you can still see Orion, the great hunter, with his belt of
three stars and two faithful hunting dogs.
From this story, we learn that even heroes can make mistakes, but they
can also learn and be remembered for their bravery and kindness. Every
time we look up at the night sky and spot the stars of Orion, we know the
story of the great hunter who reminds us to protect and be kind to all
creatures, big and small.
2. Cassiopeia (Greek)
Once upon a time, a queen named Cassiopeia lived in a faraway land
beyond the clouds. there lived a queen named Cassiopeia. She was as
lovely as a blooming flower and ruled over a beautiful kingdom with her
husband, King Cepheus.
Queen Cassiopeia was known for her beauty, and she was proud. She
would often boast to everyone that she and her daughter, Princess
Andromeda, were the most beautiful in the world. This upset the other sea
nymphs and even the sea god Poseidon.
One day, Poseidon decided he had had enough of Cassiopeia's boasting.

He sent word to the mighty sea monster, a creature of the deep ocean, to
teach the queen a lesson.
The sea monster started causing chaos along the coast. The waves roared,
and the winds howled. The kingdom was in trouble!
King Cepheus and Queen Cassiopeia were worried. They didn't know how
to stop the sea monster. Desperate for a solution, they turned to the wise
oracle, who told them they needed to offer up something precious to save
their kingdom.

The oracle explained that to calm Poseidon's anger, Princess Andromeda

needed to be sacrificed to the sea monster. The princess was heartbroken,
and the entire kingdom felt sad.
Just when things seemed hopeless, a brave hero named Perseus came to
the rescue. He had faced many challenges and even defeated the
fearsome Medusa with her snake hair! Perseus was determined to help
Andromeda and save the kingdom.
He swooped down from the sky on his trusty winged horse, Pegasus, and
defeated the sea monster with his shiny shield. Andromeda was safe, and
the kingdom was saved!
As a reward, Perseus was allowed to marry Andromeda, and they lived

happily ever after. But what happened to Cassiopeia? The gods decided to
remind her that pride can lead to trouble. They placed her in the sky as a
constellation, where she can be seen sitting on her majestic throne,
circling the North Star.
And so, every time we look up at the night sky and spot Cassiopeia, we
remember the story of a proud queen who learned the importance of
humility and how even in the vast sky, the stars have stories to tell.

3. Ursa Major and Ursa Minor (Various)

Once upon a time, two special groups of stars looked like giant teddy
bears and a little spoon in the twinkling night sky. These stars were known
as Ursa Major and Ursa Minor.
The Ursa Major is also called the Great Bear. Imagine a giant bear
stretching across the sky, made of sparkling stars. People long ago saw
these stars and imagined a brave hunter chasing a bear. The hunter's name
was Arcas, and the bear was his mom, Callisto. A long time ago, the gods
turned Callisto into a bear, but her story didn't end there. When Arcas
grew up, he nearly shot his bear mom while hunting! The gods put them in
the sky as Ursa Major and Ursa Minor. Can you see the bear's tail and the
saucepan-shaped stars that make up the Big Dipper? It's like a celestial
bear hunt to keep them safe!
Let’s see the Ursa Minor, the Little Bear. Imagine a little bear with a special
star at its tail. That star is Polaris, the North Star. Polaris helps travellers
find their way, just like a compass. Sailors and adventurers have looked up
to Ursa Minor to know which direction to go. In a land called the Northern
Hemisphere, where the North Star shines brightly, it is like having a friend
to guide you.
These starry stories are not just tales; they are like secret messages from
the past. People from different lands told stories about these stars, and
used them to find their way across oceans and predict weather changes.
Can you imagine telling time with stars?
If you look up at the night sky and see those twinkling teddy bears and a
special spoon, remember that we are gazing at stories that have travelled
through time and have guided people for ages. The stars are like our oldest
friends, telling us stories that make the night sky a magical place to
explore.

4. The Pleiades (Greek)

The Pleiades, also known as the Seven Sisters. Long ago, there lived a
giant named Atlas and his wife, a sea nymph named Pleione in a magical
world. Together, they had seven lovely daughters. These sisters were so
close they were always together, giggling and playing in the heavens.
One day, a brave and handsome hunter named Orion spotted the beautiful
Pleiades sisters. He was so captivated by their sparkle that he decided to
catch them and keep them by his side forever. But the sisters didn't want
to be caught. They were scared and didn't know what to do.
When it seemed like Orion might catch them, something amazing

happened. Zeus, the king of the gods, saw what was going on. He decided
to help the sisters. He turned them into doves and whisked them away to
a safe spot in the sky. As they flew higher and higher, their feathers
transformed into stars, and there they became the Pleiades.
Now, looking up at the night sky, especially during the cosy winter
evenings, you will see these seven little stars twinkling together. They are
still as close as ever, just like the sisters they once were.
People believe the Pleiades help sailors find their way across the seas in
some parts of the world. When the Pleiades appear, it's like a friendly
guiding light in the sky.
So, the next time we look up at the stars and see the Pleiades, remember
that they remind us of the strong bond between sisters, a magical escape
from a brave hunter, and a sign that the night sky is full of wonderful
stories waiting to be discovered.

5. The Milky Way (Various)

Once upon a time, in the wide-open sky that twinkled with stars, there
was a river of light called the Milky Way. It was like a sparkling pathway
that stretched across the heavens, connecting all the stars like a grand
cosmic highway.
There was Vega and Altair who lived on the opposite sides of the Milky
Way. Vega was a bright star in the sky and Altair was another twinkling
star. Every night, they looked at each other from across the Milky Way,
feeling a little bit sad because they love each other but they could not be
together
The stars heard their wishes and decided to help. They called upon some
feathered friends, magpies and crows, to help to build a bridge across the
Milky Way just for Vega and Altair. So every year on a special night, the
magpies and crows would form a bridge with their wings, allowing Vega
and Altair to meet.
This magical night was called the "Qi Xi" or "Chinese Valentine's Day."
People from many places celebrated this day by making wishes, looking up
at the sky, and hoping for true love.
When we look up at the sky and see the Milky Way, remember that it is
not just a bunch of stars. It is a magical river of stories, connecting people
across time and space, and reminding us that dreams, love, and
imagination know no boundaries.

6. The Southern Cross (Various)

Once upon a time, a group of stars sparkled like diamonds in a faraway
land where the stars painted stories in the night sky. They formed a special
shape that people called the Southern Cross.
Let’s explore the story of a brave adventurer named Crux, who lived in a
land where the night sky was magical. Crux was known for his daring spirit
and love for exploring new places. He always carried his trusty telescope
to gaze at the stars and planets.
One clear night, as Crux looked up at the sky, he spotted a constellation

that stood out from the rest. The Southern Cross came alive, telling Crux a
great adventure tale. Crux was fascinated by its beauty and wondered
what stories these stars held.
As he closed his eyes to rest, a gentle breeze seemed to carry a whisper

from the stars. The Southern Cross came alive, telling Crux a tale of a
great adventure.
In the story, a little bird named Acrux wishes to see the world beyond the
sky. Acrux was a tiny star that shone with determination. With a flutter of
its wings, it began a journey to explore the far reaches of the universe.
On its journey, Acrux met three other stars: Becrux, Gacrux, and Dacrux.
Together, they formed the Southern Cross, a team of cosmic explorers.
Each star had its unique gift: Becrux could light up the darkest corners,
Gacrux could guide travellers, and Dacrux could make wishes come true.
As Acrux and its starry friends travelled across the night sky, they
encountered magical creatures and visited distant planets. They spread
light and hope wherever they went, inspiring dreamers on Earth to look up
and imagine their adventures among the stars. Their story reminds us that
the stars are not just dots in the sky; they are storytellers sharing their
tales with anyone who dares to look up and dream.

7. Draco (Greek)
Once upon a time, a dragon named Draco lived in the enchanting world of
the night sky.
Draco was a friendly and kind dragon who only wanted to bring a bit of
magic to the stars. It was no ordinary dragon; he was a guardian of the sky,
watching over the stars and helping them shine their brightest. His scales
shimmered like diamonds, and his eyes twinkled like stars.
There was a young stargazer named Lily also. Lily loved to lie on her back
in the meadow, gazing up at the stars. One night, she saw a constellation
that looked like a long, winding dragon. It was Draco!
As Lily looked at Draco, something magical happened. The stars in Draco's

body started to come to life, and they began to tell her a story.
In the story, Draco is a brave and gentle dragon who helps the other
constellations find their place in the night sky. He guided them with his
glowing eyes and ensured they never got lost.
One day, a mischievous star named Twinkle got a little too playful and
started zigzagging across the sky, causing a cosmic commotion. The other
stars were confused and started bumping into each other.
Draco knew he had to help. With a flick of his tail, he gently guided
Twinkle back to its proper place. And from that day on, Twinkle learned to
shine in its special spot, making the sky even more beautiful.
As Draco's story unfolded, Lily felt like she was part of the magical world
above. She realised that the stars were not just distant lights; they were
friends with their stories to share. Whenever Lily looked up at the night
sky and saw Draco, she remembered the story of the friendly dragon who
helped stars find their way. Draco taught her that even the smallest act of
kindness can make the universe brighter. What do you think of this story?

8. Taurus (Various)
Once upon a time, in the vast canvas of the night sky, there was a
constellation that looked like a powerful bull. Its name was Taurus, and its
story was as grand as the stars that formed its shape.
Let's journey into a tale about a young shepherd named Leo. Leo spent his
days watching over his flock of sheep, dreaming of the stars above. One
clear night, as Leo lay on the soft grass, he noticed a group of stars that
resembled a bull with big, strong horns. It was Taurus!
As Leo gazed up at Taurus, he felt a warm breeze that carried a whisper

from the stars. Taurus came to life, telling Leo a story of courage and
friendship.
In the story, a brave bull named Toro roamed the ancient lands. Toro was
strong and mighty, but he had a gentle heart. One day, Toro noticed a
group of little birds who were in trouble. A cunning hunter trapped them,
and their tiny wings couldn't carry them to safety.
Toro knew he had to help., He charged at the hunter with a confident

snort, using his strong horns to rescue the birds. The little birds were
grateful and sang songs of joy, their melodies echoing in the air.
Toro's act of bravery caught the attention of the gods, who were touched
by his kindness. They decided to honour him by placing his image among
the stars. And that's how Taurus, the bull with the mighty horns, found its
place in the night sky.
As Taurus's story unfolded, Leo felt like he was a part of the cosmic tale.
He realised that the stars were not just distant lights; they were
storytellers sharing their adventures with anyone who dared to look up.
So, every time Leo spotted Taurus in the night sky, he remembered the
story of Toro, the bull who showed that strength could be gentle and that
even the mightiest creatures could have the kindest hearts. Do you like
this story?

Activity Sheet 9.4a

Complete the tasks.
1. Cut out pictures of the constellations.

2. Glue these pictures onto the table below.
3. Name the constellations.
4. Read or listen to the Constellation stories.
Constellation Name
PERFORMANCE LEVELS
various media.


Complete the tasks.
Pictures of Constellation
What is the use of constellations in our daily life?

Date:
PERFORMANCE LEVELS
various media.

Activity Sheet 9.4b

Complete the tasks.
1. Pick ONE of the stories from the REFERENCE: THE

CONSTELLATIONS STORIES.
2. Create a storyboard with a sequence of images and captions depicting
the constellation's story on activity sheet 9.4b. Template 1 and
Template 2 are examples of storyboard templates. You may use these
templates to create your storyboard.
3. The picture below is an example of a storyboard. (Source: Freepik. com)

Date:
PERFORMANCE LEVELS
various media.


Template 1
PERFORMANCE LEVELS
various media.


Template 2
PERFORMANCE LEVELS
various media.

Activity Sheet 9.4c

Complete the tasks.
1. Tick (✓) your answers in the spaces provided.

Description Yes No
The presentation is interesting.
The presentation is entertaining.
The presentation helps me to understand constellations
better.
I can tell the use of constellations in daily life.
The probe used in the presentation is suitable.
I like my friend’s presentation.
2. What is the use of constellations in our daily life?

Date:
PERFORMANCE LEVELS
various media.

10.0 MACHINES
Activity 1: Who Can Make My Life Easier?
Activity 2: Exploring Mechanical Advantage
Activity 3: Sustainable Simple Tools
Activity 4: Sustainable Tool Redesign
Challenge
10.0 Machines
Activity 1: Who Can Make My Life Easier?

CONTENT STANDARD 10.1 The Usage of Machines in Real-life
LEARNING STANDARDS 10.1.1 State the use of tools found around the pupils.
10.1.5 Explain the observation on the use of tools in life through sketching, ICT, writing,
or creative verbal.
Materials
Use with
Photo 1 (Source: Chiam S.M. textbook
(p. 217)
generated with Open Studio)

2. Ask them what they see on page 217. Ask them if they help
their mother to clean up their home. “See the pictures on page
217, what are the people in the picture doing? Do you help your
mother to clean up your home?”
3. Facilitate the pupils to talk more – “Is there any other work
that you help your mother with besides what you see in the
pictures?”
4. Ask them, “Can you name all the tools in the pictures that will
help make the work easier?”
5. Facilitate the pupils to name each tool in the picture. “The
tools in the pictures are a broom, vacuum cleaner, pipe wrench,
and washing machine.”
6. Discuss with the pupils the functions of the tools in the
pictures. “Do you know how the tools work?”
7. From the situation of the stimulus page, facilitate the pupils
to conclude that there are many different types of tools that
serve as machines to help us in our daily life. “There are many
types of tools in our household that help us in our lives, such as
broom, vacuum cleaner, pipe wrench, and washing machine.”

PERFORMANCE LEVELS
PL1 Identify simple machines in a tool.
PL5 Communicate creatively and innovative about modifications to a tool to make it more sustainable.
Activity 1: Who Can Make My Life Easier? | Page 416

10.0 Machines
8. Help the pupils to focus on the discussion on the broom.

“Let’s look at the broom.”
9. Facilitate the pupils to discuss. “How does the broom help us?”
10. Help the pupils to identify the parts of the broom. “The
broom has a few parts; can you count how many parts are
there?”
11. Help the pupils to name each part of the broom. “The broom
is made up of the broom head, the bristle, the coil, and a
handle.”
12. Facilitate the pupils to conclude that the broom helps us in
our daily life. “We use the broom to clean the floor of our
home.”
13. Facilitate the pupils to conclude that simple machines are
tools with few or no moving parts that make work easier.
“The broom consists of a few parts which are the broom head,
the bristle, the coil, and a handle. It helps us to sweep the floor
easier.”
1. Tell pupils they are going to look at some of the tools in the
classroom.
2. Tell pupils they are going to record the discussion on Activity
Sheet 10.1a.
3. Show pupils a hole punch.
4. Ask the pupils to sketch the hole punch in the space
provided in the Activity Sheet.
PERFORMANCE LEVELS

10.0 Machines
5. Ask pupils if the hole punch is a tool.

6. Facilitate the pupils to give their answers correctly and write
in the space provided in the Activity Sheet.
7. Facilitate the pupils to describe the hole punch and write
their description in the space provided in the Activity Sheet.
8. Facilitate the pupils to name the machines of the hole punch
and write their answers in the space provided in the Activity
Sheet.
9. Facilitate the pupils to suggest if there is any improvement
that can be made to the hole punch to make it a more
effective tool.
1. Get the pupils to present their work on their Activity Sheet.

2. Facilitate the pupils to discuss their friends’ work.
3. Facilitate the pupils to rate their friends’ sketches in Activity
Sheet 10.1b.
Closure
1. Guide the pupils to conclude that tools help to make our life
easier.
2. Guide the pupils to conclude that there are a few parts of the
tool we named, and this makes the tool a machine.
(Topic 10: Machine).
PERFORMANCE LEVELS

10.0 Machines

USEFUL LINKS
 Investigating, observing, examining and codes to view the
videos:
identifying simple machines present in
different tools
Mathematics
 Measuring the performance of different
tools with simple machines such as the
speed in getting tasks complete
 Checking different tools to identify their Machine Tool
parts Technology by
Central Lakes
 Predicting the performance of modified College
tools with simple machines
 Analysing
 Reasoning
 Generalising
Home Industry of
plastic broom by
Scientific values Moral values Ban bekas &
kerajinan
 Creativity to image and to modify tools with

simple machines Communication: Pupils can
communicate their learning and modified DIY Broomstick
tools effectively using various digital tools From Plastic Bottles
| Recycling Soda
 Collaboration with their peers to design, Bottles by
modify, and test tools with simple machines TheIdeaBox
 Critical thinking skills to analyse the

performance of different tools with simple
machines
PERFORMANCE LEVELS

10.0 Machines
Activity Sheet 10.1a

Record your answers in the space provided.
1. Sketch the hole punch in the space provided.
2. Is the hole punch a tool?
3. Why does a hole punch a machine?
4. Sketch the modified hole punch with improvement in the space

provided.

Date:
PERFORMANCE LEVELS

10.0 Machines
Activity Sheet 10.1b

Rate their friends’ work. Tick ✓ at the box provided.
Statement Yes No
My friend’s sketch is correct.
My friend can sketch very well.
My friend’s sketch is beautiful.
I like my friend’s sketch.
My friend’s modification of the hole punch is effective.

Date:
PERFORMANCE LEVEL

10.0 Machines
Activity 2: Exploring Mechanical Advantage

LEARNING STANDARDS 10.1.2 Explain the simple machines’ functions that combine, which enables a tool to
function through observations on an actual tool.
10.1.3 Provide reasoning on the importance of a combination of simple machines to
ensure the tool functions well.
Materials
Video clip, various tools and objects that incorporate
compound machines present in the classroom such as the
stapler, reading material (magazine, newspaper, or catalogue)
containing images of compound machines in different
settings, glue or adhesive tape.
Engage
1. The teacher shows the video clip to the pupils.
2. Pupils watch the video attentively, focusing on the
movements and functioning of the simple machine in each
part of the Rube Goldberg Machine.
3. Pupils individually write down the names and descriptions of
the simple machines they observe in the video, using clear
descriptions. (Activity Sheet 10.2a)
4. The teacher guides pupils to discuss the functions of each
observed simple machine.
5. Encourage pupils to recall the six simple machines that they
have learned before such as levers, pulleys, inclined planes,
screws, wedges, and gears.
“Watch the video closely as it shows a Rube Goldberg
Machine in action.”
“Pay attention to the different parts and movements of the
machine.”

PERFORMANCE LEVELS
PL2 Describe the uses of a tool in daily life.
PL3 Make generalisation on the importance of the combination of simple machines found in a tool.
Activity 2: Exploring Mechanical Advantage | Page 422

10.0 Machines
“After watching the video, write down the names of any simple
machines you noticed and describe what they do.”
“Take a moment to recall and discuss the six simple machines
that we have learnt before.”
Explore
1. Divide the class into groups of 3 to 4 pupils.
2. Distribute the observation sheets to each group. (Activity
Sheet 10.2b)
3. Pupils observe and examine the tools available in the
classroom, and identify compound machines, such as the
stapler and scissors. Every group chooses one tool and
focuses on the tool. The group records their findings in the
observation sheet.
4. Pupils should closely observe the selected tool and identify
the simple machines applied and discuss their functions
within their groups.
5. Pupils should record the name of the tool, the simple
machines applied, and the functions of each simple machine
in the observation sheet.
6. Encourage pupils to be thorough and detailed in their
observations.
7. After completing the observation and recording, the teacher
facilitates each group to discuss their findings and ensure the
accuracy of the recorded information.
PERFORMANCE LEVELS

10.0 Machines
Explain
1. Get the groups to share their observations and findings with
the whole class.
2. Facilitate a class discussion on the importance of compound
machines.
Elaborate
1. Distribute the reading materials (magazine, newspaper, or
catalogue) to each group.
2. Pupils research and explore the materials to find additional
compound machines used in different settings. (e.g., kitchen
appliances, vehicles, playground equipment).
3. Pupils look for clear images of compound machines.
4. Pupils observe and identify the related simple machines
within the compound machines they find.
5. Provide each group with Activity Sheet 10.2c.
6. Pupils cut the photos of compound machines from the
reading materials and paste them onto the activity sheet and
label the related simple machines that are part of the
compound machine.
7. Discuss in the group how these compound machines
contribute to making tasks easier or more efficient in daily
life.
8. Encourage pupils to share personal experiences or examples
where they have used or encountered compound machines.
9. Facilitate the pupils to state that compound machines are all
around us and play a significant role in various settings.
PERFORMANCE LEVELS

10.0 Machines
Closure
Guide the pupils to summarise the lesson by emphasising the

importance of compound machines and their role in daily life,
such as combining different simple machines in a tool is very
important. It makes work easier, helps us do many things, makes
us work faster, helps us be careful, and keeps us safe. By using
tools with different simple machines, we can do all kinds of jobs
better, from building things to doing chores at home.

Science
 Observing the compound machines present
in different tools
 Examining the compound machines present
in different tools
 Identifying the simple machines present in
different tools USEFUL LINK
 Making generalisation on the importance of code to view the
the combination of simple machines found video:
Machines for Kids -
in a tool Simple and
Complex Machines
by Smile and Learn.
Mathematics
 Data recording
 Analysing the design and functionality of
compound machines in various tools.
PERFORMANCE LEVELS

10.0 Machines

 Analysing the functions of each simple

machine within the compound tools.
 Evaluating the effectiveness and importance
of compound machines in daily life.
 Synthesising their observations and findings
to make generalisations about the use of
compound machines.
 Generalising the use of the tools given
Mathematical values Moral values

 Collaboration: Pupils work in groups to

observe and discuss the compound
machines in the tools.
 Critical Thinking: Pupils apply critical thinking
skills to identify and describe the functions
of simple machines in the observed tools.
 Problem-Solving: Pupils analyse how
compound machines solve specific problems
or make tasks more efficient.
PERFORMANCE LEVELS

10.0 Machines

Simple Machines in the Rube Goldberg Machine
As you watch the video, observe, and identify the different simple
machines being used. Write down the name of each simple machine and
briefly describe how it is being used in the video.
Simple Machine Description

1.
2.
3.
4.
5.
6.
Remember to pay close attention to the actions and mechanisms in the

video to identify the simple machines accurately.

Date:
PERFORMANCE LEVELS

10.0 Machines

Complete the task.
Choose one tool from the classroom and observe it closely. Identify the
compound machines incorporated in the selected tool. Fill in the table with
the name of the tool, the simple machine applied, and the function of each
simple machine based on your observations.
Simple Machines
Tool The Function of Simple Machines
Applied

Date:
PERFORMANCE LEVELS

10.0 Machines
Activity Sheet 10.2c

Analysing compound machines
1. Cut a photo of compound machines from the reading materials.
2. Paste the photo onto the provided space on the activity sheet.
3. Label the parts of the tool that represent simple machines.
Paste Compound Machine Photo here
PERFORMANCE LEVELS

10.0 Machines

Complete the task.
4. Write a brief description of how the simple machines work together
within each tool to make tasks easier or more efficient.
5. Reflect on the importance of combining simple machines with tools.

Date:
PERFORMANCE LEVELS

10.0 Machines
Activity 3: Sustainable Simple Tools

LEARNING STANDARDS 10.1.2 Explain the simple machines’ functions that combine, which enables a tool to
function through observations on an actual tool.
10.1.3 Provide reasoning on the importance of a combination of simple machines to
ensure the tool functions well.
10.1.4 Provide reasoning on the importance of features in inventing a sustainable tool.
Materials
Use with
Simple tools (can opener, measuring cups, measuring spoons, textbook
(p. 225)
vegetable peeler, scissors, tape dispenser, etc.), recyclable
materials (cardboard, plastic bottles, etc.), craft supplies (scissors,
glue, markers, etc.), sustainable characteristic principles
diagramme (explaining resource efficiency, durability, energy
efficiency, etc.).
1. Ask pupils if they have ever used a water dispenser machine.

2. Tell them that today, they will watch a video about a
particular water dispenser machine and explore how it works.
3. The teacher shows the video clip about a Simple Water
Dispenser Machine.
4. During the video, encourage pupils to observe how the
machine works and how water is dispensed.
5. Ask them to pay attention to interesting features or things
they like about the machine.
6. After the video, initiate a class discussion.
7. Ask pupils to share their observations and thoughts about
the water dispenser machine.
8. Guide them to discuss the machine’s functions and any
positive aspects they noticed.
PERFORMANCE LEVELS
PL5 Provide reasoning on the importance of features in inventing a sustainable tool.
Activity 3: Sustainable Simple Tools | Page 431

10.0 Machines
9. Ask questions like: “What do you think makes this machine

helpful to people?”, “Can you think of any ways this machine
might be good for the environment?”, “Why do you think it's
important for tools to last a long time?”.
Explore
1. Divide the class into groups of 3 to 4 pupils.
2. Explain to the pupils that as they learn more about machines
and tools, they will discover unique ways to improve while
being good for the world around them.
3. Distribute a simple tool and the Activity sheet to each group.
(Activity Sheet 10.3).
4. Encourage pupils to think about the tools given to them and
consider how they can be improved to help people and the
environment.
5. Pupils draw and label the design of the tool that they have
incorporated with features that they think are good for
people and the environment.
6. The teacher facilitates each group to discuss their findings
and ensures the accuracy of the information.
Explain
1. Get the groups to share their drawings and thoughts with the
whole class.
2. Facilitate a class discussion on the characteristics of
sustainable tools refer to Textbook Page 225.
PERFORMANCE LEVELS

10.0 Machines

1. Provide simplified information about sustainable tool

concepts on a worksheet. (Activity Sheet 10.3a)
2. Pupils draw and colour their favourite simple tools (Hand fan,
Can Opener, Measuring Cups, Measuring Spoons, Vegetable
Peeler, Scissors, tape dispenser etc.) and label features that
could make it more sustainable.
3. Encourage creativity and colourfulness in their work.
1. Pupils draw and colour their favourite simple tools. (Activity

Sheet 10.3b)
2. Pupils redesign the tools to make them more sustainable.
3. They should create a visual representation or a written
description highlighting the sustainable features they added.
1. Pupils discuss the concept of sustainability and its

importance in groups.
PERFORMANCE LEVELS

10.0 Machines
2. Provide each group with a type of tool (Hand fan, Can

Opener, Measuring Cups, Measuring Spoons, Vegetable
Peeler, Scissors, tape dispenser, etc.).
3. Instruct pupils to brainstorm sustainable features that could
be incorporated into their assigned tool.
4. Instruct groups to design and sketch a prototype of their
sustainable tool, integrating the features they brainstormed.
5. Distribute recyclable materials and craft supplies to each
group.
6. Instruct pupils to build their prototype.
7. Answer questions on the activity sheet.
Evaluate
1. Each group presents their work to the class.
2. Pupils explain the features they incorporated and how these
features make their tool more sustainable.
3. The teacher connects pupils' ideas to real-world examples of
sustainable tools.
Closure
The teacher guides the pupils to summarise the lesson by

emphasising the features of inventing a sustainable tool and
discussing the importance of sustainable tools towards concepts
of efficiency, durability, and positive environmental impact.
PERFORMANCE LEVELS

10.0 Machines

Science
 Observing the sustainable features of
different tools.
 Identifying the sustainable features present
in other tools.
 Making generalisations on the importance of
the sustainable features found in a tool. USEFUL LINK
Mathematics code to view the
 Data recording video:
Machines Year 5
Engineering / Technology by CikguDila
 Analysing the design and sustainable Juhanat.
features of various tools.
 Designing tools with specific features for
sustainability.
 Synthesising their observations and findings

to make generalisations about the
importance of sustainable features in various
tools.
 Generalising the importance of sustainable
tools.
Mathematical values Moral values

 Creativity: Designing innovative and unique

tool prototypes
 Collaboration: Working in groups to
brainstorm ideas and create prototypes
 Communication: Presenting ideas and
prototypes to the class.
PERFORMANCE LEVELS

10.0 Machines
Activity Sheet 10.3

Complete the task.
Observe closely the tools given to you and consider how they can be
improved to help people and the environment.
Draw and label the tool you have incorporated with features you think
are good for people and the environment.
Fill in the table below with “Sustainable Feature” and describe its
importance to people and the environment.
Sustainable Feature Description
1.
2.
3.

Date:
PERFORMANCE LEVELS

10.0 Machines

Complete the task.
1. Read and understand sustainable tool concepts in the diagram below.
Suitability
of the
materials
Safe to Longer
use life span
CHARACTERISTICS
OF SUSTAINABLE
TOOLS
Environme
ntally
Easy to
friendly maintain
Low cost
and save
money
2. Choose a tool prepared by your teacher that you like the most and
observe it closely.
3. Draw and colour the tools you have selected in the space provided.
4. Identify and label the part that incorporates a sustainable feature, and
state the sustainable features involved.

Date:
PERFORMANCE LEVELS

10.0 Machines

Complete the task.
1. Choose a tool prepared by your teacher that you like the most and
observe it closely.
2. Redesign the tool to make it more sustainable.
3. Draw and label the tool you have redesigned
Draw the tool you have redesigned.
4. Write a brief description of how the features you have added to make
the tools more sustainable.

Date:
PERFORMANCE LEVELS

10.0 Machines

Complete the task.
1. Discuss the concept of sustainability and its importance in groups.
2. Select a tool and brainstorm sustainable features that could be
incorporated into the tool. Emphasise how different features contribute
to sustainability.
3. Sketch and label the design of your sustainable tool in the activity
sheet, integrating the features you brainstormed.
4. Build your prototype with the material provided.
Sketch your design here.
5. Write a brief description of how the features you have added to make
the tools more sustainable.
PERFORMANCE LEVELS

10.0 Machines

Complete the task.
6. How might tools change in the future to help protect our planet?
7. What new and cool features could sustainable tools have in the next
20 years?

Date:
PERFORMANCE LEVELS

10.0 Machines
Activity 4: Sustainable Tool Redesign Challenge

LEARNING STANDARDS 10.1.4 Provide reasoning on the importance of features in inventing a sustainable tool.
10.1.5 Explain the observations on the uses of tools in daily life through written or verbal
Materials
Common tools. (e.g. scissors, flashlight, ruler, stapler, pencil case, calculator,
etc.), duster, whiteboard, pen, scissors, tape dispenser etc.), recyclable materials
(cardboard, plastic bottles, etc.), craft supplies (scissors, glue, markers, etc.),
access to the internet for research (ICT integration) (optional)
Engage
1. Ask pupils to recall and share characteristics or features of
sustainable tools they have learned before.
2. Write the characteristics on the whiteboard.
3. Play a short video showcasing various common tools used in
everyday life. Ensure that the video highlights the tools'
functions and features. (Title: 11 Products That Make
Cleaning So Much Easier by Insider Tech)
4. After watching the video, instruct pupils to quickly jot down
the names of two tools they observed. Based on
observations, ask pupils to write down next to the tool
observed any sustainable features they think are
incorporated into that tool. Encourage pupils to share their
observations and interesting features with the class.
5. Discuss the importance of sustainable features in making
tools more environmentally friendly and energy efficient.
PERFORMANCE LEVELS
PL6 Communicate creatively and innovatively on modifications of a tool to make it more sustainable.
Activity 4: Sustainable Tool Redesign Challenge | Page 441

10.0 Machines
Explore
1. Divide the pupils into groups of 3 to 4 pupils.
2. Provide a selection of common tools for each group to
choose from (e.g., scissors, flashlight, ruler, stapler, pencil
case).
3. Ask pupils to examine their chosen tool and list its features.
What does it do, and how does it work?
4. Have pupils brainstorm and sketch a redesigned version of
their tool. Encourage them to incorporate at least two
sustainable features into their design. (Activity Sheet 10.4)
5. Use online research tools to explore sustainability ideas
related to the tool. Pupils can browse the internet for
information on sustainable materials, technologies, or
innovations that could be applied to their tool redesign.
(Optional)
6. Pupils construct tools or prototypes based on the redesign
diagram they have created.
Explain
1. Each group prepares a brief presentation about their tool.
They should explain what the tool is, its original function, and
the sustainable features they added.
2. The teacher guides each group to conclude the sustainable
features suitable to incorporate into daily-use tools.
PERFORMANCE LEVELS

10.0 Machines
Elaborate
1. Conduct a friendly voting session for the "Most Innovative
Sustainable Tool".
2. Provide each group with a “Presentation Evaluation
Checklist”. Pupils evaluate and provide feedback on their
classmates' presentations, considering factors like creativity
and the practicality of sustainability features .
3. After each presentation, allow the class to ask questions and
share thoughts about the presented tool and its sustainability
features.
4. Pupils provide constructive feedback and explain their ratings
on the checklist.
Evaluation
1. Collect the checklists after the presentations to assess how
well the pupils evaluated their peers.
2. Have each group reflect on what they learned from the
activity and what they might do differently to make tools
even more sustainable in the future.
Closure
1. Have each group reflect on what they learned from the

activity and what they might do differently to make tools
even more sustainable in the future.
2. Summarise the key points discussed during the activity and
emphasise the significance of sustainability in tool design.
PERFORMANCE LEVELS

10.0 Machines

USEFUL LINKS
 Observing the sustainable features of other codes to view the
videos:
tools
 Identifying the sustainable features present
in different tools
 Generalising the importance of the
sustainable features found in a tool
 Understanding the functionality of tools and
the environmental impact of different
materials. Sustainable Design:
Life-Cycle Thinking
by VentureWell by
Mathematics Venture Well
 Measuring and calculating related to the
tool's redesign.
 Using ICT for research on sustainable
features.
 Analysing the design and sustainable
features of various tools. Design for Impact
by Nonfiction
 Designing tools with specific features for Design by
sustainability Nonfiction Design
 Experiencing the process of redesigning the

tool
 Evaluating the original tool's features.

 Creating a new tool design. Why Companies
 Assessing the importance of the sustainable Can't Design
feature. Sustainable, Eco-
Friendly Products
by Design Theory
PERFORMANCE LEVELS

10.0 Machines


 Creativity: Designing innovative and unique

tool prototypes.
 Critical Thinking: Evaluating the
environmental impact of tools.
 Collaboration: Working in groups to
brainstorm ideas and create prototypes.
 Communication: Presenting ideas and
prototypes to the class.
PERFORMANCE LEVELS

10.0 Machines
Activity Sheet 10.4

Tool Redesign and Sustainability
Group Name: _______________________
Tool Name: _______________________

Step 1: Examining the Tool
List down the features of the tool. What does it do, and how does it work?
Feature Descriptions
Step 2: Brainstorming Sustainability Ideas

Brainstorm together on how to make your tool more sustainable. Think
about at least two ways to do this.
Sustainable Idea 1: __________________________________________
Sustainable Idea 2: __________________________________________
Step 3: Sketch Your Redesigned Tool

Use this space to draw a picture of your redesigned tool with the
sustainable features you discussed.
PERFORMANCE LEVELS

10.0 Machines

Tool Redesign and Sustainability
Step 4: Creating a Prototype
Use materials provided by your teacher to create a prototype of your
redesigned tool.
Materials Used: _____________________________________________
Describe how you made your prototype:

__________________________________________________________
__________________________________________________________
Step 5: Preparing for the Presentation

Prepare to present your work to the class. Think about what you will say.
Explain what your tool is:

__________________________________________________________
What does it originally do?

__________________________________________________________
Describe the sustainable features you added:

__________________________________________________________

Date:
PERFORMANCE LEVELS

10.0 Machines
PRESENTATION EVALUATION CHECKLIST:

Criteria Yes No Comments
Creativity
▪ The presentation was engaging.
▪ Visuals (like drawings or models) were
used.
▪ Sustainable features were unique and
inventive.
Clarity
▪ The original function of the tool was
explained clearly.
▪ Sustainable features were described in a
way that I could understand.
▪ The presentation was easy to follow.
Practicality of Sustainability Features
▪ Sustainable features would benefit the
environment or make the tool more
efficient.
▪ I could see how the sustainable features
could be used in real life.
Presentation Skills
▪ The presenter spoke clearly and
confidently.
▪ Eye contact and gestures were used
effectively.
▪ The presentation was within the time
limit (not too short or too long).
Overall Impressions
▪ I found the presentation interesting and
informative.
▪ The tool modification or invention was
well thought out.

ANSWERS
1.0 Scientific Skills ANSWERS
Activity Sheet 1.1

Answers will depend on the objects. For example, if the object is a hibiscus leaf,
the expected answers are:
1. Pupils’ observations of a hibiscus leaf:
▪ "I see a green leaf with a pointed tip and a serrated edge."
▪ "The leaf feels smooth and a bit waxy to touch."
▪ "I notice that it has a prominent midrib running through the centre."
2. Expected answers from pupils for science process skills used:

▪ "We used the skill of observation to carefully look at the hibiscus leaf and
note its characteristics."
▪ "We used our senses of sight and touch to gather information about the
leaf's colour, texture, and shape."
▪ "We also used the skill of comparison to notice that the leaf has a pointed
tip and a serrated edge, which makes it different from other leaves we've
observed."
▪ "Recording our observations in the Activity Sheet helped us organise the
information systematically."
▪ "We used the skill of inference to suggest that the waxy texture of the
leaf might be an adaptation to reduce water loss."
Activity Sheet 1.2a

1. cat-mammal, hornbill-bird, snake-reptile, frog-amphibian, butterfly-insect,
crocodile-reptile, tiger-mammal and shark-fish.
Activity Sheet 1.2b

▪ Cat and rabbit: Both are mammals with four legs.
▪ Butterfly and dragonfly: Both are insects with wings and six legs.
▪ Swan and duck: Both are birds with feathers and wings.
▪ Dog and wolf: Both are mammals with four legs and sharp teeth.
▪ Elephant and Giraffe: Both are large land mammals with four legs.
▪ Snake and Crocodile: Both are reptiles and have scales.
▪ Tiger and Lion: Both are large mammal cats with sharp teeth and claws.
Answers | Page 450

Activity Sheet 1.2c

▪ Frog and Toad: Amphibians-Differences in skin texture, habitat, and
vocalisation.
▪ Butterfly and Moth: Insects-Differences in wing structure, antennae shape,
and resting positions.
▪ Goose and duck: Birds- Goose is bigger.
▪ Dog and wolf: Mammals – Differences in body size – wolves are bigger, have
longer legs and howls, and dog barks.
▪ Crocodile and Alligator: Reptiles-Differences in snout shape, tooth
arrangement, and habitat preference.
▪ Salamander and Newt: Reptiles-Differences in body shape, skin texture, and
habitat preference.
▪ Tiger and lion: Mammals-Tigers are longer, while lions are taller. The male
lion has a mane while the male tiger has none. Tigers have stripes while lions
do not.
Activity Sheet 1.3a
1. The tennis ball bounced the highest. (Answer may vary)
2. The rubber ball bounced the lowest. (Answer may vary)
3. Predictions may vary. Some balls may have unexpected properties that
affect their bouncing heights.
4. The size, material, and elasticity of the balls can impact their bounce heights.
For example, a larger and more elastic ball may bounce higher.
5. Sample answer: I learned that different balls can bounce to different heights
and that their properties, like size and material, can affect how high they
bounce.
Activity Sheet 1.3b
1. The tennis ball bounced the highest. (Answer may vary)
2. The ping pong ball bounced the lowest.(Answer may vary)
3. Predictions may vary based on observations and prior experiences. Some
balls may have unexpected properties that affect their bouncing heights.
4. The size, material, and elasticity of the balls can impact their bounce heights.
For example, a smaller and more elastic ball may bounce higher.
5. Sample answer: I would use the same type of ball and drop it from different
heights, such as 30 cm, 50 cm, and 70 cm. After each drop, I would measure
and record the bounce height to see if there is a relationship between the
drop height and the bounce height.
Answers | Page 451
Activity Sheet 1.3c

1. The tennis ball bounced the highest, followed by the rubber ball, and then
the ping pong ball. (Answers may vary)
2. Factors such as material, size, elasticity, and mass can influence bounce
heights. For example, a more elastic ball may store and release more energy,
resulting in a higher bounce.
3. Sample hypothesis: As the mass of a ball increases, its bounce height
decreases. To test this, I would use different balls of the same size but
varying masses. I would measure and record their bounce heights to analyze
the relationship between mass and bounce height.
4. Sample answer: The limitations of this investigation include potential
measurement errors and variations in the dropping technique. To improve
future experiments, we could use more precise measurement tools, conduct
multiple trials, and standardise the dropping procedure.
5. Sample challenge: Predict and measure the bounce heights of a tennis ball, a
golf ball, and a plastic ball. Procedure: Step 1: Predict the order of the
bounce heights. Step 2: Drop each ball from the same height and measure
their bounce heights. Step 3: Compare the actual bounce heights with your
predictions and analyse the results.
Activity Sheet 1.4

1. The length of the shadow at 9:00 AM was longer. It was longer compared to
the shadow at 10:00 AM because the sun was lower in the sky at 9:00 AM.
2. [Pupils should draw a line graph showing the increase or decrease in shadow
length over time.]
3. The length of the shadow changes as the day progresses. The shadow was
longest in the morning and decreased as the day progressed to the
afternoon. Then the shadow became longer again as the day progressed to
late afternoon and evening. This occurred because the angle of the sun's
rays changed as it moved across the sky.
4. The shadow would be the longest around [mid-morning] because the sun is
positioned lower in the sky during those times.
5. The position of the sun affects the length of the shadow. When the sun is
higher in the sky, the shadow is shorter, and when the sun is lower in the
sky, the shadow becomes longer.
Answers | Page 452

Activity Sheet 1.5

1. For the pandan leaves, the pupils used the boiling method with water as the
solvent and observed a green colour.
2. For the beet root, the pupils used the crushing method with ethanol as the
solvent and observed a pink colour.
3. For the pea flower, the pupils used the soaking method with vinegar as the
solvent and observed a blue colour.
Answers | Page 453

2.0 Humans ANSWERS
Activity Sheet 2.1a

1. skull 2. shoulder bone and blade 3. rib cage 4. backbone 5. pelvic bone
Activity Sheet 2.1b
1. ▪ Skull: The skull protects the brain and safeguards the sensory organs,
such as the eyes, ears, and nose.
▪ Backbone: The backbone, provides structural support to the body and
allows us to stand upright. It also protects the delicate spinal cord, a
crucial part of the nervous system.
▪ Rib cage: The ribcage encases and protects the lungs and heart, organs
necessary for breathing and circulation. It also provides support to the
chest cavity and contributes to the expansion and contraction of the
lungs during breathing.
▪ Hand bone: The hand bones give our hands their shape and structure,
enabling us to grasp objects, manipulate tools, and perform intricate tasks.
▪ Leg bone The leg bone supports the body's weight during standing,
walking, and running. It also connects the hip to the knee joint, facilitating
movement and providing stability to the lower body.
▪ Pelvic bone: The pelvic bone provides support and stability to the spine
and upper body while also protecting vital organs within the pelvic cavity.
It plays a crucial role in weight distribution, locomotion, and childbirth.
2. ▪ Hand bones: The hand bones enable us to perform intricate tasks. The
opposable thumb allows us to grasp objects with precision, while the
joints between hand bones provide the flexibility needed for delicate
movements.
▪ Leg bones: While leg bones primarily support movement and balance,
they aid in intricate tasks by providing stability and weight distribution.
Proper leg bone alignment contributes to overall posture and offers a
stable base for maintaining balance during tasks that demand controlled
movements.
Activity Sheet 2.1c
1. We cut out bone templates and stuck them on satay sticks. We arranged
bones in the order they appear in the skeleton.
2. Function and importance of the bones: Refer to the answers for Tier 2
above.
3. Challenges: Finding detailed information on some bones. Overcame by using
reliable sources and collaborating.
Answers | Page 454
2.0 Humans ANSWERS
Activity Sheet 2.2a, 2.2b, 2.2c

neck
joint shoulder
joint
elbow
joint wrist
joint
knee
joint
ankle
joint
Activity Sheet 2.2b, 2.2c

The joint at the neck:
a. Allows us to move our head up, down, and side to side.
b. Enables us to see in different directions, ensuring awareness of our
surroundings.
c. Use ergonomic chairs, avoid prolonged screen time, and do neck stretches
to maintain flexibility.
The joint at the elbow:
a. Enables bending and straightening of the arm.
b. Crucial for actions like picking up objects and eating with utensils.
c. Avoid overextending the joint during sports, practice proper lifting
techniques, and perform exercises to strengthen forearm muscles.
The joint at the wrist:
a. Facilitates movement of the hand, like bending and twisting.
b. Essential for activities involving hand motions, such as writing and using
tools.
c. Maintain proper wrist position during activities, take breaks from repetitive
motions, and perform wrist stretches.
The joint at the knee:
a. Supports body weight and enables walking, running, and jumping.
b. Crucial for mobility and maintaining an upright posture.
c. Maintain a healthy weight, engage in regular low-impact exercises, and avoid
sudden, high-impact movements.
Answers | Page 455
2.0 Humans ANSWERS
The joint at the ankle:

a. Enables foot movement and supports body weight.
b. Essential for walking, running, and maintaining balance.
c. Choose appropriate footwear, avoid uneven surfaces, and perform ankle-
strengthening exercises.
Activity Sheet 2.3a
1. i. a. heart, b. body, c. blood vessels, d. blood.
ii. a. Pumps blood to the lungs and the whole body.
b. Allows blood to flow and be transported to the whole body.
c. Carry oxygen, nutrients and water to the body and also carry waste
products to be removed.
d. Allows the exchange of oxygen and carbon dioxide to take place.
2. i. heart, lungs, blood vessels, blood rich in oxygen, blood rich in carbon
dioxide.
ii. a. oxygen, nutrients, water
b. carbon dioxide
c. waste products
Activity Sheet 2.3b
ii. a. Pumps blood to the lungs and the whole body.
b. Allows blood to flow and be transported to the whole body.
c. Carry oxygen, nutrients and water to the body and also carry waste
products to be removed.
d. Allows the exchange of oxygen and carbon dioxide to take place.
2. i. heart, lungs, blood vessels, blood rich in oxygen, blood rich in carbon
dioxide.
ii. The system:
▪ Supplies oxygen, nutrients, and water to the body.
▪ Transports carbon dioxide from the body to the lungs.
▪ Removes waste products from the body to the excretory organs.
Answers | Page 456

2.0 Humans ANSWERS
Activity Sheet 2.3c

2. Infographics: Key Elements of the Infographic:
▪ Title: "Journey of Life: The Human Circulatory System"
▪ Visual Representation: A stylised representation of the heart, lungs, and
blood vessels, interconnected in a dynamic flow.
▪ Pathway Highlights:
➢ Arteries branch out from the heart, carrying oxygen-rich blood.
➢ Veins return to the heart, carrying carbon dioxide-rich blood.
▪ Colour Coding:
➢ Arteries: Bright red, symbolizing oxygen-rich blood.
➢ Veins: Blue, representing carbon dioxide-rich blood.
▪ Labels and Captions:
➢ Clear labels for the heart, lungs, and major blood vessels.
➢ Captions explaining the role of each organ in the circulatory process.
▪ Arrows and Flow Lines:
➢ Arrows indicate the direction of blood flow.
➢ Flow lines show the journey of blood from heart to body and back.
▪ Brief Descriptions:
➢ Concise descriptions of oxygenation in the lungs and the heart's pumping
action.
▪ Icons:
➢ Iconic representation of red blood cells carrying oxygen molecules.
➢ Iconic representation of blue blood cells carrying carbon dioxide.
▪ Flowchart Elements:
➢ Flowchart-style connectors to show the sequential process of circulation.
▪ Summary Box:
➢ A summary box highlighting the importance of the circulatory system in
maintaining overall health and vitality.
Answers | Page 457

2.0 Humans ANSWERS
Activity Sheet 2.3c

This infographic visually presents the complex journey of blood through the
human circulatory system, conveying the interplay of oxygen-rich and carbon
dioxide-rich blood in an engaging and informative manner.
blood
blood lungs vessel
vessel
blood rich in oxygen rich

carbon dioxide blood
bvessel
heart
body
Human circulatory pathway
Answers | Page 458

2.0 Humans ANSWERS
Activity Sheet 2.4

Part 1:
VIOLATION CAUSE and BODY SYSTEMS TREATMENT and
AFFECTED PROTECTION
1. Shortness of C - Reduced oxygen intake due 3 - Clearing the
breath during to a blocked airway. airway, managing lung
physical activity. Affected respiratory and conditions, and
circulatory systems. improving fitness.
2. Difficulty A - Arthritis and joint 1 - Physical therapy
walking due to inflammation.Affected skeletal and joint exercises.
joint pain. and muscular systems.
3. Fatigue and E - Poor diet and 5 - Balanced diet,
weakness due to malabsorption.Affected nutritional
nutrient digestive and circulatory supplements, treating
deficiencies. systems. digestive issues.
4. Involuntary B - Nerve irritation and 6 - Rest, stress
muscle spasms or stress.Affected nervous and reduction, maintaining
twitches. muscular systems. electrolyte balance.
5. Irregular D - Hormonal imbalances and 4 - Hormone therapy,
menstrual cycles in thyroid issues.Affected lifestyle adjustments,
females. reproductive and endocrine and medical
systems. evaluation.
6. Rapid heartbeat F - Anxiety and overactive 6 - Rest, stress
and dizziness. sympathetic nervous system. reduction, maintaining
Affected circulatory and electrolyte balance.
nervous systems.
7. Difficulty G - Muscular or nerve disorders 7 - Speech therapy,
swallowing affecting the oesophagus. dietary modifications,
(dysphagia). Affected digestive and medical intervention
muscular systems.
8. Frequent H - Weakened immune 8 - Medical evaluation,
infections and response due to immune-boosting
slow wound immunodeficiency. Affected therapies, infection
healing. immune and circulatory prevention.
systems
Answers | Page 459

2.0 Humans ANSWERS
Activity Sheet 2.4

Part 2:
1. Understanding system interactions helps us realise that our body is a
complex network where one system's health affects the others.
Example: Disruption in the digestive system leads to nutrient deficiencies
affecting the circulatory system.
2. In our activity, the connection between the respiratory and circulatory
systems is a prime example. If the airway is blocked (violation), it restricts
oxygen intake (cause), leading to a higher heart rate as the body
compensates for the reduced oxygen supply (treatment). This illustrates how
a disruption in the respiratory system directly affects the circulatory
system's response.
Answers | Page 460

3.0 Animals ANSWERS
Activity Sheet 3.1a
Activity Sheet 3.1b

Characteristics / Behaviours Other Example
The moth has patterns that resemble fake eyes on Butterfly / Reptiles /
their wings to deceive the enemies. Fish / Bird
The cat has sharp claws and teeth Tiger / Lion / Leopard
to protect itself from the enemy.
The scorpion has a sting that can release venom to Bee / wasp /
hurt or kill enemies. centipede
The octopus will spurt out black ink Squid
towards their enemies so they will run away quickly
to save themselves.
The elephants live in groups to protect themselves Chimpanzees/otters /
and reduce the risk of being attacked by enemies. Dolphins / Zebras
The lizards will detach certain parts of their bodies Octopus
when they are attacked. This will distract their
enemies while they escape.
Answers | Page 461
3.0 Animals ANSWERS
Activity Sheet 3.2a

Polar bears have thick fur that traps They also hibernate to reduce
their body heat. movements and prevent losing energy
Penguins have short and dense These dense feathers also serve as
feathers that make them thermal insulators to maintain their body
waterproof. temperature.
Walrus have small ear lobes that It also has a thick layer of fat under its
can reduce the heat loss from their skin to maintain the temperature.
body.
The whales have a thick layer of fat They will migrate to warmer regions to
that provides insulation from cold find food and shelter during the winter.
ocean temperatures.
The buffalo has black skin, which is They wallow in mud to reduce their
rich in blood vessels to help them body temperature.
lose heat when they are wallowing.
Activity Sheet 3.2b

Hibernate They sleep through the winter.
The animals will search for food to build their fat reserve before
winter.
Migrate They travel to warmer climates where they can find food.
Adapt Their fur becomes thick and white to help them blend in while
hunting and protect themselves from enemies.
Adapt They have a thick feather and layer of fat that can prevent heat
loss from their body. They have fur coats on their legs, so their
ankles don’t get too chilly.
Activity Sheet 3.2c

The elephant wallows in mud to cool its Wallowing is to protect
body. themselves from the heat and
regulate their body temperature.
The elephant flaps its ears to cool down By flapping their ears, elephants
its body. can cool this blood.
Answers | Page 462

3.0 Animals ANSWERS
The penguins huddle together to shield Huddling together helps penguins

themselves against cold, windy, and harsh share warmth and conserve
conditions. energy during winter.
The camel has a food storage hump to The camel also drinks large
store food and water to survive for a quantities of water to avoid
longer time. It can survive many days rehydration. The camel also has an
without food and water. insulated coat to protect itself
from hot and cold weather.
The elephant wallows in mud to cool its Wallowing is to protect

body. themselves from the heat and
regulate their body temperature.
Activity Sheet 3.2d

b. The answer varies depending on the model.

▪ Crocodile: I hide and incubate my eggs in a bushy nest filled with dried leaves
to keep them warm.
▪ Tortoise: I will dig and lay my eggs in the hole. That is how I protect my eggs
from being eaten by my enemies.
▪ Grasshopper: I lay and hide my eggs in the soil. The enemies cannot see my
eggs.
▪ Rabbit: I care for and suckle my young until they are able to find their food.
▪ Kangaroo: The joey suckles and grows in my pouch. I ensure their safety there.
▪ Fish: I protect my young by placing them in my mouth while moving and
looking for food.

The similarities between crocodiles and Tilapia are that they share the ability to
protect their young by placing them in their mouths while moving and searching
for food. The difference is that the crocodile lays eggs in bushy nests to hide from
predators, whereas the tilapia lays eggs in the water.
Answers | Page 463

3.0 Animals ANSWERS
Activity Sheet 3.3d

a. Example: I make the bird nests out of dried leaves and grass. The nests are
built in such a way that predators cannot find the small birds.
b. The reason is to protect them from danger. By carrying them in this way, the
mother cat can quickly move her kittens to safety if she senses danger is near.
Activity Sheet 3.4a
a. Pond snail
b. i. Example: Pond plants → Larva of mosquito → Pond Skater
ii. Example: Pond plants → Ramshorn Snail → Northern Crested newt
c. i. Producer: Pond plants, Consumer: Larva of mosquito, Consumer: Pond
Skater
ii. Example: Pond plants → Ramshorn Snail → Northern Crested newt
d. The food chain is the food relationship among living things.
e. Food relationships are important for the flow of energy in ecosystems. Energy
enters an ecosystem from the sun through sunlight, which plants capture
during photosynthesis. This energy is then transferred through the food chain
as herbivores consume plants, which are subsequently eaten by carnivores.
f. Yellow Waterlily: Sunlight
Pond Snail: Feed on plants
Perch: Feed on animals
g. The dragonflies, mosquitoes and pond skaters will increase.
Answers | Page 464

4.0 Plants ANSWERS
Activity Sheet 4.1a

Tier 1;
1. bamboo -fine hairs
2. allamanda – latex
3. dieffenbachia – latex
4. mimosa -thorns
5. lantana – smell
6. papaya -latex
Tier 2:
1. Plants with thorns: mimosa, rose, bougainvillea, durian, rattan, bamboo
2. Plants with strong smells: lantana, citronella, serai, ketumbar (Coriandrum
sativum), petai (Parkia speciosa), bunga kenanga (Cananga odorata), rafflesia
3. Plants with latex: allamanda, adenium, dieffenbachia, rubber tree, jackfruit
4. Plants with hairs: bamboo, rambutan, lalang (Impreta cylindrical), serai ,
pumpkin plant
Tier 3:
1. Plants need protection to defend themselves against herbivores, pests, and
environmental challenges. Protection mechanisms help them deter predators,
prevent damage, and ensure their survival for reproduction.
2. Protection mechanisms in plants function in various ways. Thorns and spines

physically deter herbivores, while poisonous latex or sap can harm or deter
animals when ingested. Strong smells may repel herbivores or attract
predators, and itchy fine hairs can irritate and discourage feeding. These
mechanisms collectively help plants survive and reproduce in their ecosystems.
Activity Sheet 4.2

Matching Plant Cards with Climate Cards:
1. Casuarina Tree (Needle-shaped leaves): Windy and dry
2. Cactus Plant (Modified spikes): Desert
3. Rubber Tree (Shedding leaves): Tropical Rainforest
4. Yam Plant (Waxy leaves): Tropical Rainforest
5. Maple Tree (Thick bark against cold): Temperate Forest
6. Pine Tree (Needle-shaped leaves): Temperate Forest
Answers | Page 465

4.0 Plants ANSWERS
Activity Sheet 4.4

2. The lightweight materials and aerodynamic shape of our seed design
contributed to its effective wind dispersal. These features minimized air
resistance and allowed it to travel a significant distance.
4. The graphic organiser uses circles to represent seed characteristics and

rectangles to represent dispersal methods. Lines connect each seed
characteristic to the dispersal methods it is suited for.
5. We learned that seed characteristics play a crucial role in determining how far
seeds can be dispersed by the wind. Lightweight materials and aerodynamic
shapes are essential for effective wind dispersal.
Answers | Page 466

5.0 Electricity ANSWERS
Activity Sheet 5.1a

1. a. Series circuit consisting of the components, switch, battery, bulb and wire.
b. The bulb lights up when the circuit is completed.
c. If the wire connection is broken, the bulb does not light up.
d. The battery acts as the source of electrical energy, providing the necessary
power to light up the bulb.
e. The bulbs will become dimmer.
2. Battery symbol:
Bulb symbol:
Wire symbol: ➖
Switch symbol:
Activity Sheet 5.1b

c. The circuit allows the flow of electricity that lights up the bulb.
d. The bulbs become dimmer.
e. The bulbs do not light up.
f. The circuit breaks down and the flow of electricity is disrupted.
g. The battery acts as the source of electrical energy, providing the necessary
h. The bulbs will become dimmer.
2. Series circuit diagram: Same as Activity Sheet 5.1a.
Activity Sheet 5.1c
1. For a, b, c, d, the answers are the same as 5.1b.
e. The bulbs become even dimmer.
f. The bulbs become even more dimmer.
g. The bulbs do not light up.
h. The circuit breaks down and the flow of electricity is disrupted.
i. The battery acts as the source of electrical energy, providing the necessary
j. The series circuit with single bulbs is brighter than the circuit with multiple
bulbs.
Answers | Page 467

Activity Sheet 5.1a

e. The bulbs will become dimmer.
2. Battery symbol:
Bulb symbol:
Wire symbol: ➖
Switch symbol:
Activity Sheet 5.1b

d. The bulbs become dimmer.
e. The bulbs do not light up.
f. The circuit breaks down and the flow of electricity is disrupted.
h. The bulbs will become dimmer.
Activity Sheet 5.1c
1. For a, b, c, d, the answers are the same as 5.1b.
e. The bulbs become even dimmer.
f. The bulbs become even more dimmer.
g. The bulbs do not light up.
h. The circuit breaks down and the flow of electricity is disrupted.
j. The series circuit with single bulbs is brighter than the circuit with multiple
bulbs.
Answers | Page 468

Activity Sheet 5.2a

1. a. Parallel circuit consisting of the components, switch, battery, bulb and wire.
e. The brightness of the bulbs remains the same.
2. Battery symbol:
Bulb symbol:
Wire symbol: ➖
Switch symbol:
Activity Sheet 5.2b
1. a. Parallel circuit consisting of the components, switch, battery, bulb and wire.
d. The brightness is the same.
e. The bulbs will continue to light up.
f. In a parallel circuit, each component (bulb) has its branch connected to the
power source. If one bulb goes out, it doesn't interrupt the flow of current
in the other branches, and the other bulbs remain lit. The current is divided
between the branches.
h. The brightness remains the same.
Activity Sheet 5.2c
1. For a, b, c, d, e and f, the answers are the same as 5.2b.
g. The bulbs continue to light up.
h. In a parallel circuit, each component (bulb) has its branch connected to the
power source. If one bulb goes out, it doesn't interrupt the flow of current
in the other branches, and the other bulbs remain lit. The current is divided
between the branches.
j. The brightness remains the same.
2. Parallel circuit diagram: Same as Activity Sheet 5.2a.
Answers | Page 469
Activity Sheet 5.3

3. a. Power rating: Appliances with higher power ratings consume more energy.
b. Usage duration: The longer an appliance is used, the more energy it
consumes.
c. Frequency of use: Appliances that are used more frequently throughout the
day will consume more energy.
d. Standby power consumption: Many appliances continue to consume energy
even when they are in standby mode or turned off but still plugged in.
e. Energy efficiency: Appliances with higher energy efficiency ratings tend to
consume less energy.
f. Temperature settings: Appliances such as air conditioners, refrigerators, and
water heaters have temperature settings that can significantly impact
energy consumption.
g. Maintenance and upkeep: Proper maintenance, such as cleaning filters or
coils, can help appliances operate more efficiently and consume less energy.
h. Extra features and functionalities: Appliances with additional features or
functionalities, such as built-in timers or special modes, may consume more
energy when those features are utilised.
4. a. Turn off lights when not in use.
b. Unplug unused appliances.
c. Use energy-efficient appliances: Encourage pupils to choose energy-
efficient appliances with high energy star ratings.
d. Adjust thermostat settings: Heating and cooling systems can consume a
significant amount of energy.
e. Use natural lighting: Make use of natural lighting as much as possible during
the day by opening curtains or blinds.
f. Limit shower time: Heating water requires energy, so pupils should be
encouraged to limit their shower time to conserve electricity.
g. Use power strips with on/off switches: Power strips with on/off switches
make it easy to turn off multiple appliances or electronic devices with a
single switch.
h. Properly maintain appliances: Regular maintenance of appliances, such as
cleaning filters or coils, ensures they operate efficiently and consume less
energy.
i. Use energy-saving settings: Many appliances have energy-saving settings or
modes to reduce energy consumption without compromising functionality.
Answers | Page 470
j. Educate others: Pupils can share knowledge about electricity conservation

with family, friends, and the community. By raising awareness, they can
inspire others to adopt energy-saving habits.
Activity Sheet 5.4a
1. Television:
▪ Do not touch the TV with wet hands.
▪ Keep liquids away from the TV to prevent electrical shock.
2. Hair Dryer:
▪ Avoid using the hair dryer near water or in a wet environment.
▪ Unplug the hair dryer after each use and store it properly.
3. Electric Kettle:
▪ Use the kettle on a stable surface to prevent tipping over.
▪ Do not touch the kettle's hot surfaces while it is in use.
4. Microwave Oven:
▪ Use microwave-safe containers and avoid metal objects inside the
microwave.
▪ Be cautious when removing hot food or beverages from the microwave.
5. Electric Fan:
▪ Keep fingers, hair, and loose clothing away from the fan's blades.
▪ Do not insert any objects into the fan while it is operating.
6. Toaster:
▪ Clean the toaster's crumb tray regularly to prevent fire hazards.
▪ Unplug the toaster when not in use and store it in a safe place.
7. Refrigerator:
▪ Keep the refrigerator's vents clean and unblocked for proper ventilation.
▪ Do not place hot items directly inside the refrigerator.
8. Washing Machine:
▪ Do not overload the washing machine with excessive laundry.
▪ Keep the washing machine's electrical cord away from the water.
9. Electric Iron:
▪ Unplug the iron when not in use and allow it to cool before storing.
▪ Avoid using the iron near flammable materials or objects.
10. Electric Mixer:
▪ Ensure the mixer is turned off and unplugged before inserting or removing
attachments.
▪ Keep hands and utensils away from the mixer's moving parts.
Answers | Page 471
For the poster content, the following sections can be included::

▪ Title: "Safety Precautions for Electrical Appliances"
▪ Introduction: Briefly explain the importance of safety when using electrical
appliances.
▪ List of Appliances: Display the pictures or flashcards of the ten appliances.
▪ Safety Precautions: Under each appliance, write the associated safety
precautions in clear, concise language.
▪ Illustrations: Include simple illustrations or symbols to depict the safety
precautions visually.
▪ Conclusion: Summarise the key safety tips and remind users to always
prioritise safety when using electrical appliances.
Activity Sheet 5.4b

For each scenario, pupils can analyse the potential safety risks and precautions as
follows:
Scenario 1: Cooking in the Kitchen Potential Safety Risks:
1. Risk of burns or scalds from hot stoves, ovens, or pots.
2. Risk of electrical shock from faulty or wet appliances.
Precautions:
1. Use oven mitts or gloves to handle hot surfaces and utensils.
2. Ensure all electrical appliances are dry and in good working condition.
Scenario 2: Using Electronic Devices Potential Safety Risks:
1. Risk of electrical shock from damaged cords or plugs.
2. Risk of eye strain or discomfort from prolonged screen time.
Precautions:
1. Regularly inspect cords and plugs for damage and replace them if necessary.
2. Take breaks and practice proper ergonomics to reduce eye strain.
Scenario 3: Using a Microwave Oven Potential Safety Risks:
1. Risk of burns from hot surfaces, containers, or steam.
2. Risk of electrical shock from faulty wiring or tampering with the microwave.
Precautions:
1. Use oven mitts or towels when handling hot containers or food.
2. Do not tamper with the microwave's internal components or wiring.
Answers | Page 472

Scenario 4: Ironing Clothes Potential Safety Risks:

1. Risk of burns from direct contact with the hot iron.
2. Risk of electrical shock from faulty cords or improper handling.
Precautions:
1. Use ironing gloves or handle the iron with caution to avoid burns.
2. Always turn off the iron when not in use and place it on a heat-resistant
surface.
Scenario 5: Using power tools, such as a drill or a circular saw, for DIY projects in
their garage or workshop.
Potential Safety Risks:
1. Risk of cuts, lacerations, or amputations from the sharp edges or rotating
blades of power tools.
2. Risk of flying debris or projectiles from the operation of power tools.
Precautions:
1. Always wear appropriate personal protective equipment (PPE) such as safety
goggles, gloves, and ear protection.
2. Follow the manufacturer's instructions and guidelines for the proper use and
handling of each power tool.
Activity Sheet 5.4c
Same answers as Group B plus two more outdoor scenarios as follows:
Scenario 6: Outdoor Electrical Maintenance Description: Imagine a scenario
where a maintenance crew is performing electrical maintenance work outdoors,
such as repairing streetlights or electrical wiring.
Scenario 7: Outdoor Event Setup Description: Imagine a scenario where a team is
setting up electrical equipment for an outdoor event, such as a music concert or a
community fair.
Potential Safety Risks:
1. Risk of electrical overload if multiple electrical devices are connected to a
single power source.
2. Risk of trip hazards due to cables running across walkways or improperly
secured.
Precautions:
1. Conduct a thorough site inspection to identify potential hazards and plan the
layout of electrical equipment accordingly.
2. Use properly rated and grounded electrical cables, connectors, and extension
cords.
Answers | Page 473
Questions:
1. It is important to consider safety precautions when handling electrical
appliances in outdoor situations to prevent accidents, protect against electrical
hazards, and ensure the well-being of individuals. Outdoor environments
present additional risks and challenges that need to be addressed for the safe
usage of electrical appliances.
2. Incorporating sketches, diagrams, and ICT tools can visually represent the
safety precautions, making them easier to understand and remember. Visual
aids can effectively communicate complex information and engage the
audience.
Answers | Page 474

6.0 Heat ANSWERS
Activity Sheet 6.1a

1. Exploring Hot and Cold: Hot water: Description: It feels warm/hot to the
touch. Cold water: Description: It feels cool/cold to the touch.
2. (Pupil’s answers)
3. Discussion: Observations:
▪ The hot water has a higher temperature than the cold water.
▪ The hot water feels warmer than the cold water.
▪ The cold water feels cooler than the hot water.
4. Boiling Point: 100°C
Activity Sheet 6.1b
3. Discussion: Explanation: The temperature of the cold water decreased after
adding the ice cube. This is because the ice cube absorbed heat from the
water, causing it to cool down.
4. Boiling Point Prediction: 100°C
6. Freezing Point guess: 0°C
Activity Sheet 6.1c

1. The stainless-steel pot might have heated the water to boiling point the
fastest. The ceramic or glass pot may have taken longer to heat the water to
the boiling point.
2. The differences in the time taken to boil the water can be attributed to the
varying thermal conductivity of the pot materials. Materials with higher
thermal conductivity, such as stainless steel, may transfer heat more
efficiently and therefore boil the water faster.
Activity Sheet 6.2a
1. The temperature of the hot water decreases as it cools down. The hot water
becomes cooler when it loses heat.
2. The temperature of the hot water decreases.
3. The hot water will reach room temperature, which is the temperature of the
surrounding environment.
1. The temperature of the ice gradually increases until it reaches the boiling
point. The water gets warmer as it gains heat.
Answers | Page 475

6.0 Heat ANSWERS
2. The temperature of the hot water gradually decreases until it reaches room
temperature. The water gets cooler as it loses heat.
3. Graphs should show a gradual increase in temperature for heating ice and a
gradual decrease in temperature for cooling hot water. Patterns may include
linear temperature changes or plateaus during phase changes.
4. The freezing point of water should be around 0°C, and the boiling point
should be around 100°C.
Activity Sheet 6.3

1. Possible answers:
▪ The strip may be bent or curved.
▪ The strip may have changed shape or configuration.
▪ The strip may have exhibited a difference in appearance or texture.
▪ Yes, the length of the strip may have changed.
▪ It may have increased or decreased depending on the specific properties
of the bimetallic strip used.
▪ Yes, the shape of the strip may have changed.
▪ It may have bent or curved due to the differential expansion and
contraction of the two metals.
▪ The bimetallic strip consists of two different materials bonded together,
each with its own expansion and contraction characteristics.
▪ When the strip is heated, the metal with the higher coefficient of thermal
expansion expands more, causing the strip to bend or curve.
▪ The strip's behaviour is a result of the differential expansion and
contraction of the metals.
▪ The two materials in the strip have different coefficients of thermal
expansion, meaning they expand and contract at different rates when
subjected to temperature changes.
▪ As the strip is heated, the metal with the higher coefficient of thermal
expansion expands more, causing the strip to bend or curve.
▪ This behaviour is due to the principle of differential expansion and
contraction, which is a result of the unique properties of the metals used
in the strip.
Answers | Page 476
6.0 Heat ANSWERS
Activity Sheet 6.4

1. Some pupils may have predicted that the spoon would become hotter when
placed in hot water and colder when placed in contact with ice, which
aligned with the observations.
2. The spoon became warmer in hot water because heat was transferred from
the hot water to the spoon. It became cooler when placed in contact with
ice because heat from the spoon transferred to the colder ice, balancing the
temperatures.
3. Examples may include melting ice cream, heating a metal pot on a stove, or
cooling down a hot cup of coffee by adding ice cubes.
Answers | Page 477

7.0 Rusting ANSWERS
Activity Sheet 7.1

1. Depends on the objects that are provided by the teacher.
2. Depends on the objects that are provided by the teacher.
3.
Object
Rusty Non-rusty
4. (a) reddish brown

(b) rough/ flaky, smoother.
(c) weaker, brittle
(d) aged/ weathered/ worn, newer.
5. Iron metal
6. The surface of the iron pipe becomes more brittle and thinner, and this can
weaken the surface of the iron pipe which leads to the leaking of the pipe.
7. Food can, metal spoon, metal fork, iron wool, etc
8. Without iron objects, the advancement of technology may have been
slower, and alternative materials would have been explored for creating
tools and machinery.
Activity Sheet 7.2a

Section A:
2. a. Iron wool in test tube A.
b. By using 20g of iron wool for each test tube/type of iron wool.
Section B:
2. a. False
b. True
c. False
d. True.
3. Rusting of iron nails occurs when they are exposed to water, while exposure
to air alone does not lead to rust formation.
Answers | Page 478

7.0 Rusting ANSWERS
Activity Sheet 7.2b

Section A:
2. a. Iron wool in test tube A;
b. By using 20g of iron wool for each test tube/Type of iron wool
c. Rust will be formed faster.
Section B:
2. a. iron, water;
b. damp;
c. brittle;
d. unsafe
3. Rusting of iron nails occurs when they are exposed to water, while
exposure to air alone does not lead to rust formation. The presence of salt
can speed up the rate of rusting.
Activity Sheet 7.2c

Section A
2. a. Iron wool in test tube A;
b. By using 20g of iron wool for each test tube/type of iron wool.
c. Rust will be formed faster;
d. Rust will be formed faster.
Section B
2. a. The iron wool will rust faster.
b. Rust will be formed fast. This is because the amount of moisture in
the surrounding air will be higher
c. Rusting of iron will form iron oxide which increases its original
mass.
d. Rusting of iron nails occurs when they are exposed to water, while
exposure to air alone does not lead to rust formation. The presence
of salt and vinegar can speed up the rate of rusting.

Child’s own answers.
Answers | Page 479

7.0 Rusting ANSWERS
Activity Sheet 7.4

1. (a) oxygen (b) water (c) safety (d) rust (e) security (f) weaken/damage (g)
prevention (h) road users/public (i) painting, plastic wrapping, applying
grease/oil.
2. a. To assess and address rust-related issues in our school compound by
identifying possible areas and implementing effective rust prevention
methods on selected objects and structures.
b. To raise awareness about the importance of rust prevention in our daily
lives.
3. a. Camera: to take photos of the affected objects or structures.
Gloves: to protect our hands while doing the rust prevention
Paint containers: To contain paint
Paintbrush: To apply paint onto the selected objects or structures.
Paint/oil/Grease: Material to prevent rusting on the selected objects or
structures
b. Painting was used to prevent those selected iron-based objects such as
(state those objects/structures that you have identified at your school
compounds) from rusting. Painting creates a protective barrier between
the iron surface and the external surroundings. When paint is applied
to an iron-based surface, it forms a physical barrier that separates the
iron from moisture, oxygen and other corrosive elements present in the
environment. Rust requires oxygen and moisture to form.
c. Refer to textbook pg 173
4. Child’s answers
5. Painting proved to be the most effective rust prevention method in our
project. It provides a durable and long-lasting protective layer that
effectively shields iron surfaces from moisture and oxygen that is required
for rusting. We discovered that not all rust prevention methods were
equally compatible with all objects. The choice of method often depends
on the size, shape and material of the object being treated.
Our rust prevention project has shown that the choice of method of rust
prevention method should be based on the specific characteristics of the
object, the environmental conditions, and the desired duration of
protection. Each method has its advantages and limitations, and
understanding their suitability for different situations is essential for
effective rust prevention.
Answers | Page 480

7.0 Rusting ANSWERS
Activity Sheet 7.4

The automotive industry extensively utilises iron-based components,
including engine parts, and exhaust systems. Rust prevention methods
such as painting and oil/grease coatings can be applied to protect these
components from corrosion. Applying rust prevention methods can
significantly extend the lifespan of automotive components, reducing the
frequency of replacements and associated costs.
6. The construction of industry uses iron and steel extensively in buildings,
bridges, and infrastructure. Rust prevention methods, especially painting
and alloying, are crucial for ensuring the longevity and safety of these
structures. Applying rust prevention methods reduces the need for
frequent maintenance and repairs, saving construction time and cost.
In our project, we learned how to keep our school's things safe and lasting a
long time. We talked about different ways to stop things made of iron from
getting rusty. This is important because it helps keep our school safe and
makes sure our things work properly. To sum up, our project taught us that
we need to take care of our school's things and make sure they don't get
rusty. This is not just about making them look nice; it's also about keeping
everyone safe, saving money, and helping our school stay a good place to
learn and play. We now know more about how to do this, so we're ready to
stop rust and protect the things we use every day.
Answers | Page 481

8.0 Matter ANSWERS
Activity Sheet 8.1a

1. Ice - Solid Solid: Ice, Clay, Pencil
2. Water - Liquid Liquid: Water
3. Steam - Gas Gas: Steam, Balloon
4. Balloon - Gas
5. Clay - Solid
6. Pencil – Solid
Activity Sheet 8.1b

Solid Liquid Gas
1. rock 1. water 1. oxygen
2. wood 2. milk 2. helium
3. plastic chair 3. juice 3. steam
4. book 4. honey 4. air
Activity Sheet 8.1b

**Collage example**
Solid Liquid Gas

Image of a rock Image of a glass of Image of a hot air
water balloon
Image of a brick Image of a bottle of Image of steam
soda rising from a kettle
Image of wooden Image of a cup of Image of air bubbles
block coffee underwater
Image of a book Image of ice cream Image of smoke
melting on a cone coming out of a
chimney
Activity Sheet 8.2a, 8.2b, and 8.2c

1. - Object 1: Eraser (Solid)
- Object 2: Milk (Liquid)
- Object 3: Inflated Balloon (Gas) with gas.
Answers | Page 482

8.0 Matter ANSWERS

2. Observation: The eraser's shape remained the same. (No significant
change)
3. Mass of the Eraser: [Record actual mass] grams
Observation: The eraser had a fixed mass, and it did not change.
4. Observation: Yes, the eraser had the same volume in both measuring
cylinders.
5. Observation: The water level in the glass increased when the eraser was
placed inside.
Reason: The eraser displaced an amount of water equal to its volume,
causing the water level to rise. Eraser occupies space.
6. Observation: The milk took the shape of the glasses, but its volume
remained the same.
7. Observation: Yes, the milk had the same volume in both measuring
cylinders.
8. Observation: The milk displaced an equal volume of water when poured
into the glass. The water spilled out.
Reason: The milk and water could not occupy the same space, so the
water level was pushed upwards resulting in spillage as the glass was
not large enough to contain the additional milk.
9. Observation: The air in the inflated balloon took the shape of the
balloon and expanded to fill it.
10. Observation: Yes, gas has mass. It can be measured using various
methods, such as the water displacement method or by measuring the
weight of a container before and after filling it with gas.
11. Observation: The hanger's level dropped when the balloon was pierced
because the gas inside escaped.
Reason: The gas inside the balloon was under pressure, and when it
escaped, it caused a change in the hanger's position.
12. Observation: The water did not enter the bottle, and the air inside the
bottle maintained its volume.
13. (For 8.2a and 8.2b)
Conclusion: Solid has fixed shape, volume and mass. Liquid takes the
shape of its container but has fixed volume and mass. Gas expands to fill
the space available to them. Gas does not have fixed shape and volume
but has fixed mass. All the three states occupy space.
(For 8.2c)
Predictions: Predictions may vary depending on the objects investigated.
Answers | Page 483

8.0 Matter ANSWERS

14. Comparison: Comparisons may vary based on specific predictions and
observations.
15. Discussion: Solids have fixed shapes and volumes, liquids take the shape
of their containers but maintain their volume, and gases expand to fill
the space available to them. Gases also have mass, and the volume of air
in a container remains constant.
16. Conclusion: Solid has fixed shape, volume and mass. Liquid takes the
shape of its container but has fixed volume and mass. Gas expands to fill
the space available to them. Gas does not have fixed shape and volume
but has fixed mass. All the three states occupy space.
Activity Sheet 8.3a

1. [Drawing of three empty boxes with labels: Solid, Liquid, Gas]
2. Solid: Ice, Liquid: Water, Gas: Steam
3. a. Ice is a solid/liquid/gas. [Solid]
b. Water in a glass is a solid/liquid/gas. [Liquid]
c. Steam from boiling water is a solid/liquid/gas. [Gas]
4. [Drawing of three pictures: ice cube, glass of water, steam/cloud]
Solid (ice cube) - [Draw a line to the word "Solid"]
Liquid (glass of water) - [Draw a line to the word "Liquid"]
Gas (steam) - [Draw a line to the word "Gas"]
Activity Sheet 8.3b

1. Solid: A state of matter in which particles are closely packed together
and have a fixed shape and volume.
Liquid: A state of matter in which particles are close together but can
move and flow past one another, taking the shape of their container.
Gas: A state of matter in which particles are spread out and move freely,
filling the entire space available to them.
2. a. Solid: Ice is an example of a solid state. It has a fixed shape and
volume, and its particles are tightly packed together.
b. Liquid: Water is an example of a liquid state. It takes the shape of
its container and can flow and be poured, and its particles can move
past one another.
c. Gas: Steam is an example of the gas state. It has no fixed shape or
volume and can spread out to fill the space available, and its particles
move rapidly and independently.
Answers | Page 484
8.0 Matter ANSWERS
Activity Sheet 8.3b

3. a. When ice melts, it changes from a solid to a liquid.
b. Boiling water changes from a liquid to a gas.
c. When steam cools down, it changes from a gas to a liquid.
Activity Sheet 8.3c
1. Solid: A state of matter in which particles are closely packed together
and have a fixed shape and volume.
Liquid: A state of matter in which particles are close together but can
move and flow past one another, taking the shape of their container.
Gas: A state of matter in which particles are spread out and move freely,
filling the entire space available to them.
2. a. Solid: Ice is an example of the solid state. It has a fixed shape and
volume, and its particles are tightly packed together.
b. Liquid: Water is an example of the liquid state. It takes the shape of
its container and can flow and be poured, and its particles can
move past one another.
c. Gas: Steam is an example of the gas state. It has no fixed shape or
volume and can spread out to fill the space available, and its
particles move rapidly and independently.
3. a. When ice melts, it changes from a solid to a liquid.
b. Boiling water changes from a liquid to a gas.
c. When steam cools down, it changes from a gas to a liquid.
4.
State of Shape Arrangement Volume
matter of particles
Ice cube Solid Definite Particles Definite
shape tightly packed volume
together
Water Liquid Takes the Particles close Definite

shape of its together, can volume
container move past
one another
Steam Gas No definite Particles No definite
shape widely volume
spaced, move
freely
Answers | Page 485

8.0 Matter ANSWERS

1. The water in the cup is in the liquid state before any changes occur.
2. The ice cubes started to melt and turned into liquid water when they
were placed in the water.
3. As the water was heated, it gradually became hotter. Bubbles started to
form and rise to the surface. The water might have started to steam and
give off vapour.
4. When the water reached its boiling point, it started to boil vigorously.
More steam and bubbles were formed, and the water was converted
into water vapour.
1. The initial state of matter of the ice cubes is solid.
2. As the ice cubes gained heat, they started melting and turning into liquid
water. The ice cubes became smaller and eventually disappeared.
3. The ice cubes changed into the liquid state of matter as they gained
heat.
4. The final state of matter after the ice cubes have completely melted is
liquid.
5. As the water lost heat, it started to cool down and become colder. It
eventually formed ice and turned back into solid.
6. The water changed into a solid state of matter as it lost heat.
7. When water gains heat, it changes from a solid (ice) to a liquid. When
water loses heat, it changes from a liquid to a solid (ice). The state of
matter of water can change depending on the amount of heat it gains or
loses.
Answers | Page 486

9.0 Moon Phases and Constellations ANSWERS
Activity Sheet 9.1

When we look at the Moon, we see different shapes or phases because of how
the Moon, Earth, and the sun are positioned. The Sun's light shines on the
Moon from different angles, which makes it look different to us.
During a lunar eclipse, the Earth comes between the sun and the Moon, and the
Moon goes into a shadow. This tells us that the Moon doesn't make its light but
instead reflects the light from the Sun.
Have you ever noticed that sometimes you can see the Moon during the
daytime? Even though it may not be as bright, it is still there. This is because the
Moon reflects the sunlight, even when we can't see it as clearly.
The Moon changes its shape because of how the Sun's light hits it from
different angles. During a lunar eclipse, we see that the Moon goes into a
shadow, showing us that it doesn't have its light. And even during the day, the
Moon is still visible because it reflects sunlight.
Activity Sheet 9.2

1. The Moon is a special place because it always shows us the same face. We
can't see it spinning like we see the Earth spinning because it spins at the
same speed as it moves around the Earth. This is called synchronous
rotation or tidal locking. Since we always see the same side of the Moon, we
don't have a day-and-night cycle like we do on Earth. The side of the Moon
facing us is called the near side, and the other side is called the far side.
Even though we can't see the Moon spinning, we can see different shapes
of the Moon. This happens because the amount of sunlight reflecting off the
Moon changes as it moves around the Earth. We call these different shapes
"phases" of the Moon.
2. The phases of the Moon refer to the different appearances of the Moon as
seen from Earth during its orbit around our planet. These phases are caused
by the relative positions of the Moon, Earth, and Sun, and they repeat in a
regular cycle that takes about 29.5 days to complete.
Answers | Page 487


3. Suggestions of assessment for teachers: Pupils will have observed how the
position of the sticker attached to the tennis ball changes as the tennis ball
is rotated. The hands-on activity simulates the different phases of the Moon
as it orbits the globe (Earth). They may have noticed that the rotation of the
Moon takes the same amount of time as its revolution around the Earth,
which is why we always see the same side of the Moon facing us from Earth.
By actively participating in the simulation, pupils will engage in hands-on
learning and have a more concrete understanding of the lunar phases.
4. Suggestions of assessment for teachers: By performing a simulation of the
Moon revolving around the Earth, pupils will have better understood the
Moon's orbit and the changes in its position as it moves around the Earth.
They will have observed how the Moon's position changes relative to the
Earth and the Sun, which causes the different phases of the Moon. Through
this hands-on activity, pupils will engage in scientific inquiry and critical
thinking and develop a deeper understanding of astronomical phenomena.
5. Rotation refers to the Moon spinning on its axis, which takes approximately
27.3 Earth days to complete. This motion causes the Moon to have a day
and night cycle, although we can't observe it from Earth because the Moon
is tidally locked with the Earth and always shows the same face.
6. Revolution refers to the Moon's orbit around the Earth, which takes
approximately 29.5 Earth days to complete. The Moon's orbit is not
perfectly circular, so its distance from the Earth varies over time. The
direction of the Moon's revolution is counterclockwise when viewed from
above the Earth's North Pole.
7. Refer to textbook page 203.
8. Refer to textbook page 203.
Answers | Page 488

Activity Sheet 9.3a

Moon Phase Moon Phase Shape Date
New moon 28 Apr and 28 May 2023
Crescent 1 - 3 May 2023

moon 24- 26 May 2023
Gibbous 8 -11 May 2023
Half 19 -20 May 2023
Full moon 13 May 2023
Activity Sheet 9.3b

i. New Moon
ii. Crescent Moon
iii. Half-Moon
iv. Full Moon
v. Gibbous Moon
Answers | Page 489

Activity Sheet 9.4a
Big Dipper Southern Cross
Orion Scorpion
Stories of constellations refer to THE CONSTELLATIONS STORIES.
2. What is the use of constellations in our daily life?

Constellations can help us locate important locations where we can catch many
fishes.
It shows directions where Travelers and sailors used the constellations as a
compass to determine their directions. It also indicates seasons and helps us to
plan the time for planting and harvesting crops.
Answers | Page 490

10.0 Machines ANSWERS

1. Yes, a hole punch is a small handheld or desktop tool used to create holes in
paper, cardboard, or other thin materials. It typically consists of two flat metal
plates with sharpened edges, connected by a spring or hinge mechanism. One
plate is stationary, while the other is movable and can be pressed down to
punch a hole through the material placed between the two plates. The holes
created by a hole punch are typically circular and can vary in diameter
depending on the size of the punch. Hole punches are commonly used for
organising documents in binders, creating tags, or for crafts and DIY projects.
2. Yes, a hole punch is a tool. A tool is something we use to do a specific job.
Just like a hammer is a tool for pounding nails, a hole punch is a tool for
making holes in things like paper. When we want to make a hole in the paper,
we can use a hole punch. It's a simple tool that we hold in our hand and press
down, and it makes a hole in the paper. This makes it easier for us to organise
our papers or put them in binders. So, a hole punch is a tool that helps us
make holes in paper or other materials.
3. A hole punch is a special tool that helps us make holes in paper or other
materials. It is called a machine because it is made to do a specific job. The
purpose of a hole punch is to make holes neatly and easily. When we use a
hole punch, we press down on a handle or lever, and it uses some special
tricks to push a sharp metal part through the paper. This creates a round hole
in the paper. The hole punch is designed to make it easier for us to make lots
of holes quickly and with less effort. It is a simple machine because it has a
simple and easy-to-understand mechanism that helps us get our work done
faster and more efficiently.

Simple Machine Description
1. Inclined Plane Handphone rolls down a ramp.
2. Pulley The pulley system is activated.
3. Pulley Pulley raises a small bucket.
4. Lever Bucket tips over.
5. Lever The weight of the toy car pulls a lever.
6. Lever The lever triggers a release mechanism.
Answers | Page 491


Tool Simple The Function of Simple Machines
Machines
Applied
Stapler Lever, Lever: Allows for easy pressing of the stapler.
Spring, Spring: Provides tension to hold the stapler
Wedge together.
Wedge: Holds the staples in place.
Pencil Lever, Lever: Allows for easy turning of the sharpener.
Sharpener Wheel and Wheel and Axle: Transfers motion from the lever to
Axle, the blades.
Inclined Inclined Plane: Guides the pencil for sharpening.
Plane
Fan Motor, Motor: Powers the rotation of the fan.
Gears, Gears: Transmit motion and control the speed.
Blade Blade: Generates airflow when rotated.
Paper Lever, Lever: Applies force to the blade for cutting.
Cutter Blade, Blade: Cuts through the paper
Base Base: Provides support and stability.
Trolley Wheel and Wheel and Axle: Reduces friction and allows for
Bag Axle, easy movement.
Handle Handle: Provides a grip for pulling and pushing the
bag.
Mechanical Gears, Gears: Allows the lead to advance or retract when
Pencil Spring turning the end.
Spring: Provides tension to push the lead forward.
Activity Sheet 10.2C

4. Kitchen Mixer
▪ A kitchen mixer combines different simple machines to make mixing
ingredients easier and more efficient.
▪ It consists of an electric motor, gears, and rotating beaters.
▪ The electric motor provides the power to rotate the gears, which then
transfer the motion to the beaters.
▪ The gears help amplify the motor's power, allowing the beaters to rotate
quickly and mix ingredients thoroughly.
Answers | Page 492

Airport Conveyor Belt
▪ An airport conveyor belt combines a motor, gears, and a belt system to
transport luggage efficiently.
▪ The motor powers the rotation of the gears, which, in turn, moves the
conveyor belt.
▪ The belt moves in a continuous loop, allowing luggage to be easily
transported from one place to another.
Restaurant Meat Slicer
▪ A restaurant meat slicer combines a rotating blade, a sliding carriage, and a
motor to slice meat or other food items.
▪ The motor powers the rotation of the blade, while the sliding carriage holds
the food and moves it across the blade, slicing it evenly.
▪ The rotating blade, powered by the motor, provides the cutting force, while
the sliding carriage ensures controlled and consistent slicing.
▪ This combination helps chefs and kitchen staff in restaurants to prepare food
efficiently and achieve consistent results.
Construction Crane
▪ A construction crane combines various simple machines to lift and move
heavy objects on construction sites. It typically includes pulleys, gears, and
hydraulic systems.
▪ The pulleys and gears provide a mechanical advantage, allowing the crane to
lift heavy loads, while the hydraulic systems control the movement and
positioning of the crane's arm.
▪ Combining simple machines in a construction crane is crucial for handling
heavy materials and equipment efficiently.
▪ The pulleys and gears reduce the amount of force required to lift heavy loads,
while the hydraulic systems provide precise control over the crane's
movements.
▪ This combination enables construction workers to perform tasks safely and
effectively.
Vehicle Transmission System
▪ A vehicle's transmission system combines gears, shafts, and clutches to
transfer power from the engine to the wheels.
▪ The gears help regulate the speed and torque output of the engine, while the
clutch allows for smooth engagement and disengagement of the transmission.
Answers | Page 493

5. When we put these simple machines together in a tool, it becomes even more
powerful and can do more complicated tasks. For example:
▪ When we combine different simple machines, it becomes even easier to do
tasks like lifting heavy objects.
▪ Combining different simple machines in a tool makes it able to do many
different tasks. For example, a wrench combines a lever and a wheel to help
us tighten or loosen bolts and nuts of different sizes. This means we don't
need lots of different tools, which saves time and makes our work more
efficient.
▪ When we combine simple machines, we can work faster. The tool works
smoothly and quickly, so we can finish our tasks more quickly.
▪ Some combinations of simple machines help us be more careful when doing
work. For example, a tool with many pulleys can help us lift heavy things
without dropping them.
▪ The tools are designed to protect us and make sure we don't get hurt. They
also help us avoid getting tired or making mistakes.
Activity Sheet 10.3

Sustainable Feature Description
1. Suitability of the Materials. ▪ Making sure the tool can do its job
correctly.
▪ Making it less likely for the tool to break or
not work well, so it lasts longer and doesn't
get thrown away.
▪ Keeping the tool safe and trustworthy.
2. Longer Life Span ▪ When things don't have to be replaced
often, it means we use up fewer materials
and make less garbage.
▪ Things that last long can save people
money because they don't have to keep
buying new ones.
Answers | Page 494

Activity Sheet 10.3

3. Easy to Maintain ▪ Remember to take care of things and fix
them when needed so they keep working
for a long time.
▪ Fixing small problems early helps us avoid
big problems later, which saves time and
money.
▪ When we take good care of stuff, we don't
have to keep getting new ones all the time.
4. Low Cost and Save Money ▪ Something that can be used by lots of
different people.
▪ Costs less money to buy, and it helps save
money in the long run because it uses less
energy, needs less fixing, and doesn't have
to be replaced often. This is good for
people and the Earth.
5. Environmentally Friendly ▪ Help keep the Earth healthy by not hurting
it too much.
▪ Make less dirty stuff that goes into the air
or water.
▪ Make the world cleaner and reduce the
bad stuff that makes the Earth sick.
6. Safe to Use ▪ Keep people safe from accidents and
getting hurt.
▪ Stop things from harming nature.
▪ Make sure accidents don't happen that
could make the environment dirty or
broken.

4. ▪ Choose materials like durable scissors, such as Stainless Steel or High Carbon
Steel for scissor blades. Stainless steel blades are durable and can withstand
repeated use without easily breaking or rusting.
▪ Design the scissors with reinforced blades and ergonomic handles for
comfortable and extended use.
Answers | Page 495

▪ Creating scissors that are simple to take apart for cleaning and sharpening for
regular maintenance so that they remain sharp, reducing the need for frequent
replacements.
▪ Include safety features such as rounded blade tips and a protective case.

5. Sustainable tools are important because they help us do things while taking
care of the Earth. They use fewer resources and energy, so we don't harm
nature as much. They can also last a long time, so we don't have to throw
them away often, reducing waste.
6. In the future, tools might become even smarter and more Earth-friendly. For
example, cars could run on cleaner energy like electricity or sunlight. Home
appliances might be super-efficient, using less electricity and water. Tools
might also be designed to be easy to repair and upgrade so we don't have to
throw them away when they break.
7. They might have features like self-repair, where they can fix small problems
by themselves. They could be super energy-efficient, using solar power or
other green energy sources. Some tools might even be made from special
materials that don't harm the environment when they are thrown away. Plus,
we might control them with our voices or gestures, making them even easier
to use.
Activity Sheet 10.4
Feature Descriptions
mark and numbers Measures length accurately
made of plastic lightweight and easy to carry, durable and long-lasting
has a straight edge drawing straight lines.
Answers | Page 496

Writing Team
Writing Team
Dr. Chiam Sun May is currently a C Special Grade Excellent Lecturer at

STEM Department, Teacher Training Institute Kent Campus. She has
presented and written many journal articles and books on the teaching of
STEM/science and mathematics Education at national and international
level. She is actively involved in innovation and research on
STEM/science and mathematics education.
Ms. Lau Sai Ping is a School Improvement Specialist Coach of Training,

Vocational Education and Technology (TVET) at Samarahan District
Education Office, Sarawak. She is currently a coach for school middle
leader teams and teachers as to provide the instruction strategies to the
teachers in Samarahan district. Besides, she has been appointed as STEM
Coordinator and Pembimbing Program Duta Guru (PPDG) by Pusat STEM
Negara to strengthen the STEM interest among teachers and students.
She received her Bachelor of Science (Hons) in Education from Universiti
Sains Malaysia and Diploma in Education with major Mathematics and
English Language. She also serves as a certified coach for robotics
programme in Samarahan District.
Mr. Lim Keat Heng has been a lecturer in several teacher education
institutes and has written books in Preschool Education for Institut
Pendidikan Guru Kampus Tun Abdul Razak (IPGKTAR) and also for
Wawasan Open University (WOU). He is one of the panelists for the
Kementerian Pendidikan’s revised National Preschool curriculum, as well
as a panelist for MQA (Malaysia Qualification Agency) for Early
Childhood Education programme accreditation and has contributed in
training preschool teachers not only in the Teacher Education institutes
but for Jabatan Kemajuan Masyarakat (KEMAS), Jabatan Perpaduan
Negara dan Integrasi Nasional (JPNIN), and SeDidik Sdn. Bhd. Sarawak
(now under the Sarawak Ministry of Welfare, Community Wellbeing,
Women, Family and Childhood Development) and other private
preschools as well.
Writing Team | Page 497

Writing Team
Writing Team
Ms. Low Kee Sun is currently a lecturer at the Kent Teacher Training
Institution. She holds a master's degree in science education. She has 30
years of teaching experience in science and physics. She is actively
involved in educational innovation. She has made many contributions to
the promotion of IBSE and DLP internationally.
Dr. Tay Soon Hiang is a science lecturer in the Institute of Teacher

Education Tun Abdul Razak Campus. She received her Bachelor Degree
(Hons) and Diploma of Education from University of Malaya. Her
Master’s degree and PhD were obtained from National University of
Malaysia and University Malaysia Sarawak respectively. Her area of
specialisation and research is in chemistry subject and primary science
education. She has published several articles in indexed journals such as
Carbohydrate Polymers and Starch‐Stärke. She was involved in the
development of several modules related to science education. She has
served as programme coordinator for science outreach programme.
Ms. Tchong Fui Mui is an experienced teacher teaching primary and

secondary school Science subject for more than 18 years. She is
appointed as STEM technical officer by Sarawak State Education
Department for STEM activities in state and national level. She also
contributes actively in STEM innovation competitions and she has won
several awards for the school in Petrosains Science Show Competition
and robotics competition.
Writing Team | Page 498

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SCIENCE

TEACHER GUIDEBOOK YEAR 5

Science (Teacher Guidebook, Year 5)

All rights reserved. No part of this publication may be reproduced, stored in a

It is also acknowledged that some images used are designed by Freepik

© SPARKS EDUCATION PLT

It is with great pleasure to present to you a meaningful piece of work by SPARKS

“SPARKS EDUCATION – Igniting passion for learning!”

Dr. Angie Anak Garet

This book is about:

Together, let us ignite the passion of learning among our pupils!

Lim Keat Heng

TABLE OF CONTENTS iii

TOPIC 1: SCIENTIFIC SKILLS 1

TOPIC 3: ANIMALS 106

TOPIC 4: PLANTS 165

TOPIC 5: ELECTRICITY 199

TOPIC 6: HEAT 238

TOPIC 7: RUSTING 274

TOPIC 8: MATTER 319

TOPIC 9: PHASES OF THE MOON AND CONSTELLATIONS 371

TOPIC 10: MACHINES 415

WRITING TEAM 497

Activity 1: Exploring Material Properties

Activity 1: Exploring Material Properties | Page 2

Set Induction Whole Class Activity

1. Start the lesson by presenting a mystery box to the

Continue to the next page.

Activity 1: Exploring Material Properties | Page 3

Continued from the previous page.

6. Respond to pupils’ answers and then tell them,

Continue to the next page.

Activity 1: Exploring Material Properties | Page 4

Continued from the previous page.

12. Help recall the science process skills involved in

Suggested Tiered Activities For Differentiated Learning:

Development of Lesson Tier 1 (simple)

1. Provide each student with the materials and instruct

Using senses of touch and feel to aid observation

Continue to the next page.

Activity 1: Exploring Material Properties | Page 5

Continued from the previous page.

3. Prompt pupils to touch and feel the object's surface

Development of Lesson Tier 2 (moderately difficult)

1. Introduce the selected objects to Tier 2 Group

Using appropriate tool to aid observation

Continue to the next page.

Activity 1: Exploring Material Properties | Page 6

Continued from the previous page.

3. Encourage pupils to observe the object's colour and

Development of Lesson Tier 3 (difficult)

1. Introduce the selected objects to Tier 3 Group

Observing closely with magnifying glass.

Continue to the next page.

Activity 1: Exploring Material Properties | Page 7

Continued from the previous page.

2. Instruct pupils to pick one object at a time and

Activity 1: Exploring Material Properties | Page 8