Modul Peka Science Year 5

NAME

: ……………………………………………………………

CLASS

: ……………….

SCHOOL : …………………………………………………………….

1

Activity Code Learning Area Learning Objective Learning Outcomes

Method Apparatus

: 5/1/1/1.1/3 : 1. Microorganism : 1.1Understanding that microorganism is a living thing. : 1.1.1 State that yeast is an example of microorganism. 1.1.2 State that microorganism breathes. 1.1.3 State that microorganism grows. : Experimenting : A cup of flour, ½ cup of warm water, 1 teaspoon of dried yeast, 1 teaspoon of sugar.

Steps 1. Mix all the ingredients. 2. Cover the mixture with a damp cloth. 3. Leave it for 20 minutes. 4. Record your observation.

2

1. Observation : ______________________________________________________

(SPS1-C1,C2,C3)

______________________________________________________ 2.

Discussion : (a) The picture below shows a dough. Draw the size of the dough after 20 minute to support your observation. (b) Why does the dough rise? __________________________________________________ __________________________________________________

3. Conclusion ___________________________________________________ ___________________________________________________

3

(SPS1-C1,C2,C3) (SMS1C1,C2,C3.C4)

Activity Code Learning Area

: 5/1/2/2.2/1&7 : 2. Survival of the species

Learning Objective Learning Outcomes

: 2.2 Understanding that different plants have their own ways to ensure the survival of their species. : 2.2.1 State various ways plants disperse their seeds and fruits. 2.2.7 Relate characteristics of seeds and fruits to the ways they are dispersed.

Method Apparatus

: Discussion : Coconut, rambutan, lady’s finger, shorea

Steps 1. Study the characteristics of the coconut, lady’s finger, rambutan and shorea. 2. Identify ways of dispersal of each fruit or seed given. 3. Record your observation.

Okra

4

1. Observation : Type of fruit or seed

Characteristics

Ways of dispersal

1. Shorea

2. Rambutan

3. Lady’s finger

4. Coconut

(SPS4-C1,C2) 2. Discussion : (a) Give an example of fruit or seed that has the same way of dispersal as i) Shorea

: _________________________

ii) Coconut

: _________________________

iii) Rambutan

: _________________________

iv) Coconut

: _________________________

(SPS4-C3)

3. Conclusion : _________________________________________________________ ___________________________________________________________

5

(SPS4-C4) (SMS2-C1,C3) (SMS3-C1,C3)

Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 5/3/2/2.2/6 : 2. Electricity : 2.2 Understanding a series circuit and a parallel circuit. : 2.2.6 Compare the brightness of the bulbs in a series and a paralleled circuit. : Experimenting : A battery, two bulb, wires and switch

Steps 1. Make a complete circuit to form a series circuit as shown in the electric circuit diagram below.

2. Turn on the switch and observe the brightness of the bulb. 3. Change the series circuit to parallel circuit. The picture below shows a parallel circuit.

4. Turn on the switch and observe the brightness of the bulb. 5. Record your observation.

6

1. Observation : Type of circuit

Brightness of bulb

Series Parallel

2. Discussion : (a) What to change : _________________________________ (b) What to observe : _________________________________ (c)

State a reason why the bulb in series circuit is dimmer. ________________________________________________ ________________________________________________

3. Conclusion : ____________________________________________________ ____________________________________________________

7

(SPS6CI,C2,C3,C4) (SMS1C1.C2.C3.C4)

Activity Code Learning Area Learning Objective Learning Outcomes

Method Apparatus

: 5/2/3/3.1/4,5 : 3. Light : 3.1 Understanding that light travels in a straight line. : 3.1.4 Design a fair test to find out what cause the size of a shadow to change by deciding what to keep the same,what to change and what to observe. 3.1.5 Design a fair test to find out what factors cause the shape of a shadow to change by deciding what to keep the same, what to change and what to observe. : Experimenting : Torch, white screen and wooden block.

Steps 1. Place the wooden block between the torch and the white screen. 2. Switch on the torch and look at the shadow on the white screen. 3. Move the wooden block nearer to the light. Observe the size of the shadow and record. 4. Move the wooden block further away from the light. 5. Record the size of the shadow.

8

1. Using torch light, wooden block and white screen, draw the size of the shadow that you have observe. (a)

Distance of wooden block from the light source

50 cm

100 cm

Size of shadow

(b) What can you observe? __________________________________________________ __________________________________________________ 2. Discussion : (a) State i. What to change

: _________________________

ii What to observe : _________________________ (b) State a relationship between what to change and what to Observe. __________________________________________________ __________________________________________________

9

(SPS5C1,C2,C3,C4) (SPS7-C1,C2, C3,C4,C5,C6) (SMS1C1,C2,C3,C4) (SMS2-C2,C4) (SMS3C1,C2,C3,C4) (SMS5-C2,C4)

Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 5/2/4/4.1/3 : 4. Heat : 4.1 Understanding that temperature is an indicator of degree of hotness : 4.1.3 Measure temperature using the correct technique. : Experiment : 250 ml of water, beaker, thermometer, bunsen burner.

Steps : 1. Pour 250ml of water into a beaker. 2. Place a thermometer in the water. Make sure the end of the thermometer does not touch the bottom of the beaker. 3. Heat the water in the beaker. 4. Read the temperature every two minutes and record the result in the table below. 5. Turn off the Bunsen burner and read the temperature every two minutes while the water cools. Record the result in the table below. The result : Time (minute)

Water being heated 0

2

4

6

Water left to cool 8

10

12

(SPS3C1,C2,C3)

14

Water temperature (◦C)

1. Discussion : (a) State … i) what is kept the same : _______________________ ii) what is changed : _______________________ iii) what is observed : _______________________ 2. The conclusion : (a) When water being heated : ___________________________ (b) When water is cooled

: ___________________________

10

(SPS6-C3)

(SPS3-C4) (SMS1C1,C2,C3,C4) (SMS4C1,C2,C3)

Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 5/3/4/4.1/3 : 1. State of Matter : 1.1 Understanding that matter exist in the form of solid, liquid or gas : 1.1.1 Classify objects and materials into three states of matter. : Field Study : Inflated balloon, deflated balloon, stone, cooking oil, milk and paper.

Steps : 1. Observe the materials given. 2. Identify which object are solids, which are liquids and which are gases. 3. Put a tick ( √ ) in the correct column to show the state of matter. 4. Classify these objects into solid, liquids and gases. State of matter Object / Material

Solid

Liquid

Gas

1. Inflated balloon 2. Deflated balloon 3. Stone 4. Cooking Oil 5. Paper 6. Milk

The result :

Solid

Matter

(SPS2-C1,C2,C3)

Liquid

Gas

(SMS2-C2,C4)

Conclusion : Matter exists in the form of ____________, __________ or _________. (SPS4-C3)

11

Activity Code Learning Area Learning Objective Learning Outcomes

: 5/4/2.3/3 : The Earth, The Moon And The Sun. : 2.3 Understanding The Phases Of The Moon. : 2.3.3 Describe The Phases Of The Moon . : Field Study. : Ball and Torch.

Method Apparatus Steps : 1. Simulation activity: (a) Hold a ball high up. (b) Ask a friend to switch on a torch and shine it on the ball. (c) Draw your findings of the shape ball every time the ball that you hold goes around another friend.

The result : Draw the shape of the ball from the beginning until the end of your Observation. (SPS5C1,C2,C3,C4) (SMS3-C1,C3) 1

2

3

4

5

6

Conclusion : The phases of the Moon are caused by __________________________ __________________________________________________________

12

Activity Code Learning Area Learning Objective Learning Outcomes Method Apparatus

: 5/5/1.2/4 : Strength And Stability. : Understanding The Strength And Stability Of A Structure : Explain how height affects stability. : Experimenting. : 6 plastic cups, masking tapes, scissors and newspaper

Steps : 1. Use masking tape to hold two cups together and four cups together. 2. Place the two structures near each other on a table. 3. Use newspapers to fan the structures. 4. Continue fanning until one of them falls. 5. Record your observation . Observation. 1.

Which structure falls first ? _____________________________________________.

2.

What to : (a) change : ____________________________________ (b) measure : ___________________________________

3.

What is the relationship between the height and the stability of the structure ? _____________________________________________________ _____________________________________________________

Conclusion. The stability of an object depends on its ___________________ and ___________________________.

13

(SPS6C1,C2,C3,C4) (SMS4-C2) (SMS5-C1)

Activity Code Learning Area Learning Objective Learning Outcomes

Method Apparatus

: 5/3/2/2.1/1& 2 : 2. Acid and Alkali. : 2.1 Understanding the properties of acidic, alkaline and neutral substances. : 2.1.1 Identify acidic, alkaline and neutral substances using litmus paper. 2.1.2 Identify the taste of acidic and alkaline food. : Experimenting. : Blue litmus paper, red litmus paper, orange, cooking oil, sugar solution, Coffee, bitter gourd juice, tamarind juice

Steps : 1. Cut an orange. Put a litmus paper on the cut of the surface of the orange and observe the colour changed. Then use blue litmus paper and observe colour change. 2. Record your finding in the table below. 3. Repeat the above activity using other substances. 4. Then taste all the substances . Record your observation . Type of substances

Observation

Taste

a) Orange b) Cooking oil

(SPS 4(C1,)

c) Sugar solution d) Coffee e) Bitter gourd juice f) Tamarind juice

Observation. 2. Complete the substances acidic, alkaline or neutral substances based on your observation Substances Acidic

Neutral

Alkaline

3. Conclusion: ______________________________________________________ 14

SPS 2 (C 1, C2, C3, C4) (SMS4-C1,C2) (SMS5-C1, C2)