KURIKULUM STANDARD SEKOLAH RENDAH SAINS TAHUN 4 Modul Pengajaran dan Pembelajaran (Edisi Bahasa Inggeris) Bahagian Pembangunan Kurikulum 2017
CONTENT LIFE SCIENCE Human……………………………………………………………………………… 1 Human……………………………………………………………………………… 8 Human……………………………………………………………………………… 13 Plant………………………………………………………………………………… 19 Photosynthesis…………………………………………………………………… 25 Animal………………………………………………………………………………. 10 PHYSICAL SCIENCE Measurement ……………………………………………………………………. 33 MATERIALS SCIENCE Properties of Material …………………………………………………………… 42 Rusting……………… …………………………………………………………… 50 EARTH AND SPACE SCIENCE Solar System ….………………………….………………………………………………... 56
THEME: LIFE SCIENCE 1 Subject Science / Year 4 Mars Class Year 4 Theme/Topic Life Science / Human Time 10.00 – 11.00 am (60 minutes) Learning Standard 3.1.1, 3.1.2, 3.1.3 and 3.1.5 Learning Objectives At the end of the teaching and learning process, pupils are able to: 1. State that human breathe through nose trachea and lungs to via observations various media. 2. Label the respiratory organs. 3. Draw the air passage during the inhalation and exhalation process. SPS Observation, making inference, define operationally, communication T & L Activities Activity 1: 1. Pupils inhale and exhale. Questions and answers session. a) Teacher : Have you done this activity before? b) Pupil : Yes, I have. During Physical Education lesson. c) Teacher : Yes, do you know how we breathe? (teacher accepts any answers from the pupils based on their experiences) 2. Teacher shows a picture of the respiratory track that consists nose, trachea and lungs (using MS PowerPoint /chart). {Pupils state the respiratory organs shown by the teacher. (the answers will appear when the teacher clicks on the organ)
THEME: LIFE SCIENCE 2 Questions and answers session a) Teacher : What is this organ? (teacher points to the nose diagram) b) Pupil : Nose. c) Teacher : Click on the picture and the word nose will appear. (Teacher points to the picture and questions the pupils.) 3. Pupils explain the airway passage during inhale and exhale using flash cards. (Inhale) Nose trachea lungs (Exhale) Lungs trachea nose 4. Teacher asks pupils to sing a song entitled “Inhale and Exhale’ (To the tune of ‘Boleh pandang-pandang,jangan pegangpegang) CCE/ EMK TMK, Language, Creativity Learning materials LCD, Computer, Charts, Flash cards, Worksheets, Attachment T & L Evaluation Reinforcement Teacher distributes worksheet 1 and 2 Recovery Teacher distributes worksheet 3 Enrichment Teacher distributes worksheet 4
THEME: LIFE SCIENCE 3 Attachment 1 Melody ‘Boleh Pandang-pandang Jangan Pegang-pegang’ Lyric Lets Inhale Lets exhale Start from nose , trachea to lungs During inhale During exhale Don’t forget Our respiratory Organs
THEME: LIFE SCIENCE 4 NAME:………………………………………………… CLASS…………………… Instruction: Label the diagram with the given words: nose, trachea, lungs WORKSHEET 1 DATE:
THEME: LIFE SCIENCE 5 NAME:……………………………………………………… CLASS…………………… Instruction : Label the airway passage in the below diagram: i. Use the blue arrow to show the inhalation process ii. Use the red arrow to show the exhalation process iii. Label the organs involved during inhaling and exhaling WORKSHEET 2 DATE:
THEME: LIFE SCIENCE 6 NAME:……………………………………………………… CLASS…………………… Lungs Instruction : Fill in the boxes with the correct answers i) Colour in blue the inhalation process. ii) Colour in red the exhalation process. Trachea Nose Skin Inhale Exhale 1. 2.. WORKSHEET 3 DATE:
THEME: LIFE SCIENCE 7 NAME:………………………………………………… CLASS…………………… Instruction : Find the hidden respiratory organs I T R P T H U K N I R G U U I K U N R A P R L D A O M A C L U N G S L S L H N G S E T I A E E E H N N A T E S A A G M G M A K Write the words in the space below. 1. …………………………………………………………… 2. …………………………………………………………… 3. ……………………………………………………………. WORKSHEET 4 DATE:
THEME: LIFE SCIENCE 8 Subject Science Class Year 4 Theme/Topic Life Science/ Human Time 9.45 – 10.45 am (60 minutes) Learning Standards 3.1.4 and 3.1.5 Learning Objectives At the end of the teaching and learning, pupils are able to: i. make generalisation that rate of breathing depends on the type of activities performed, via through observation on the movement of the chest. ii. calculate the rate of movement when performing activities iii. analyse the data of movement of the chest for various activities. SPS Observing, making inference and communicating T& L Activities Activity 1: 1. Pupils watch a video about Human Breathing (taken from Teaching Courseware Science Year 4-picture of a dead squirrel falls from the tree) 2. Teacher emphasizes if the squirrel is still alive, the movement of the chest will be more clearer because it is breathing. Activity 2: 1. Pupils are asked to perform a demonstration on the movement of the chest while lying on the floor by placing an empty shoe box on his chest to indicate the movement. 2. Pupils record the number of chest movement for 1 minute. 3. The same person walk in the classroom for 1 minute. 4. Repeat steps 1 and 2 to get the reading of chest movements for the second activity. 5. Pupils are asked to suggest other activities that shows different in chest movements.
THEME: LIFE SCIENCE 9 6. Repeat steps 1 and 2 to get the reading of the chest movements for the suggested activities. 7. Answer and questions session: Q: How do you feel after carrying out the activities? A: (hot, sweating, heart throbbing) Q:Name other activities that influence the chest movements A: (running, jogging, cycling, jumping) Activity 3 1. Pupils record the chest movements after carry out various activities and present it in a graph 2. Pupils compare their findings with their friends. 3. Question and answer session : i. What have you observed? ii. Describe the relationship between activities conducted and chest movements? The suggested answer: i. As the activities carry out more vigorous the number of chest movement increases. ii. The more vigorous the activities, the more number of chest movement. CCE / (EMK) Critical Thinking , cooperation, communicating Learning materials Charts, worksheets, shoe box ,stopwatch, cd T&L Valuation Complete the worksheets and do group presentation. Reinforcement Recovery Enrichment Reflection
THEME: LIFE SCIENCE 10 NAME:…………………………………………………… CLASS…………………… Name: ……………………………………………………………………………………… Activity 1: ………………………………………………………………………… Time: _________minute The number of movements of the chest ____________________________________ Activity 2: …………………………………………………………………………. Time: _________seconds The number of movements of the chest: ____________________________________ Activity 3: ………………………………………………………………………… Time: _________ The number of movements of the chest: ___________________________________________ WORKSHEET 1 DATE:
THEME: LIFE SCIENCE 11 NAME:…………………………………………………… CLASS…………………… Instruction: Shade the boxes below based on the number of chest movements. 20 15 10 5 Types of activities Conclusions:....................................................................................................... ............................................................................................................................. The number of chest movements. WORKSHEET 2 DATE:
THEME: LIFE SCIENCE 12 NAME:…………………………………………………… CLASS…………………… Instruction: Based on the statement above, answer the questions below 1. Name the process that occurs during the movement of the chest. ____________________________________________________________________ 2. When we shade the graph we can infer that the relationship between _________________________________________________________________ with _________________________________________________________________ the number of chest movements within one minute 3. When we are not active_________________________________ decrease, when we are active, the number of chest movement ________________________. 4. Why the movement of the chest increases after running or jumping? The movement of the chest increases because _____________ ______________________________________________________________________. My hypothesis, is it true: The more vigorous the activities, the more number of chest movement. WORKSHEET 3 DATE:
THEME: LIFE SCIENCE 13 Subject Science Class Year 4 Theme/Topic Life science / Human Time 8.05 – 9.05 am (60 minutes) Learning standards 3.3.1 and 3.3.2 Learning objectives At the end of the lesson, pupils are able to: i. state that human sensory organs respond to stimuli. ii. give examples of human responses to stimuli in everyday life. SPS Observing, making inferences, communicating , predicting T&L Activities Activity 1: 1. Teacher puts scented objects into two boxes. 2. Two pupils were asked to smell the boxes. 3. Other pupils observe the reactions of the two pupils and making inference. 5. Pupils state their observation. Pupils reactions: (first pupil shows no reaction while second pupil covers his nose / shows crinkle face) Teacher: Why the second pupils cover his nose/ shows crinkle face? Pupils answered: He/ She smells something stink. Teacher explain: He /She covers his nose/ shows crinkle face because of reactions to the stimuli which is unpleasant smell. Teacher: What is the sense involved? Pupils answered: Sense of smell
THEME: LIFE SCIENCE 14 Activity 2: 1. Teacher ask pupils to do the activity in pair. One of the pupil clap their hands in front of their partner’s eyes. 2. Pupils observe their partner’s reaction and state the sense/organ involved. Pupils reaction:(eyes blinking) Teacher: What is the organ used? Pupils answered: Eyes Sense involved: to see Activity 3: 1. Pupils do the activity in group of five. 2. Each group are given 2 different temperature of water. (tap water and hot water) 3. Each pupil needs to touch the water with fingertip. 4. Pupils make inferences based on their reactions. 5. Pupils name the organ and the sense involved. Teacher: What do you feel? Pupils answered: The water is hot. Teacher: Which organ do you use? Pupils answered: Hand/ skin Teacher: What is the sense involved? Pupils answered: sense of touch Activity 4 1. Based on three identified senses, pupils discuss and list a few examples of human responds towards stimuli in daily life. 2. Pupils were explained about respond and stimuli by teacher. i. Teacher: Human responds to stimuli. Based on your observation, list a few examples of human responds to stimuli. ii. Pupils explanation: He draws his hand when accidentally touch hot object. (hot iron, hot kettle). He draws his hand when accidentally touch sharp object. (ros thorn, durian thorn). He squints his eyes when dazzled by intense light. Cover his nose when accidentally smell stinks. ( rubbish, stinky socks, carcass)
THEME: LIFE SCIENCE 15 Activity 5: 1. Pupils conclude that human sensory organs respond to stimuli. 2. Teacher reminds pupils to be grateful and valued their sensory organs. Teacher: Why do we respond to stimuli? 3. Pupils were given worksheet to be completed. CCE / (EMK) Communication, creativity, value Learning materials 2 boxes, scented objects, tap water, warm water, beakers, worksheet Evaluation Reinforcement Worksheet 1 Remedial Worksheet 2 Enrichment Worksheet 3
THEME: LIFE SCIENCE 16 NAME:……………………………………………… CLASS…………………… State the sense involved and the stimuli. A. B. C. D. E. F. WORKSHEET 1 DATE:
THEME: LIFE SCIENCE 17 NAME:………………………………………………… CLASS…………………… Classify the objects into correct stimuli. thorn hot iron perfume bright sunlight rubbish sneeze ice rose flower camera light lightning carcass Sense of smell Sense of touch Sense of sight WORKSHEET 2 DATE:
THEME: LIFE SCIENCE 18 NAME:………………………………………………… CLASS…………………… (A) Match the stimuli to the correct sensory organ and state the organs. WORKSHEET 3 DATE:
THEME: LIFE SCIENCE 19 Subject Science Class 4 A Theme/Topic Life Science / Plants Time 8.40 – 9.40 (60 minutes) Learning Standard 5.1.1 and 5.1.2 Learning Objective At the end of teaching and learning pupils are able to: 1. identify parts of plant (leaves, flowers, stem) that respond to stimuli. 2. make conclusion that parts of plant that respond to stimuli. SPS Observing and communicating T & L Activities Activity 1: 1. Pupils are divided into five groups. Teacher set up five stations. 2. Teacher distributes worksheet 1 for each group to complete their investigation. 3. Pupils move in groups to each station. 4. Each group is given 5 minutes to investigate in their respective station. Pupils move to the next station when they hear the whistle. 5. Each member of the group investigates the parts of plant that response when it is touched using a pencil.
THEME: LIFE SCIENCE 20 6. Name the plants in each station. Station 1 (Balsam plant) Station 4 (Mimosa Pudica plant) Station 2 (Ferns) Station 5 (Rose Plant) Station 3 (Hibiscus plant) Activity 2: 1. Pupils present their findings. 2. Pupils discuss based on worksheet 1. 3. Teacher’s questions: a. What is the name of the plants in each station? b. Describe what will happen to the parts of plant such as leaves, stems and flowers when if touched by pencil. c. Which parts of the plant respond to the touch? Activity 3: 1. Pupils asked to complete worksheet 2. 2. Pupils make conclusion for today’s lesson CCE / (EMK) Language and entrepreneurship Learning materials Life Specimen (plant in pots) / school surrounding Worksheets T&L Evaluation & Reinforcement Reinforcement = Worksheet 1 Enrichment Enrichment = Worksheet 2 Remedial Remedial = Worksheet 3
THEME: LIFE SCIENCE 21 NAME:………………………………………………… CLASS……………… Station 1 Plant Which parts of the plant response to touch? Leaves Stems Flowers Shoots Station 2 Plant Which parts of the plant response to touch? Leaves Stems Flowers Shoots Station 3 Plant Which parts of the plant response to touch? Leaves Stems Flowers Shoots WORKSHEET 1 DATE:
THEME: LIFE SCIENCE 22 NAME:………………………………………………… CLASS……………… Station 4 Plant Which parts of the plant response to touch? Leaves Stems Flowers Shoots Station 5 Plant Which parts of the plant response to touch? Leaves Stems Flowers Shoots Conclusion : _________________________________________________________________________ _________________________________________________________________________ WORKSHEET 2 DATE:
THEME: LIFE SCIENCE 23 NAME:………………………………………….. CLASS:…………………… 1. The table shows the response of plants when it is touched. a) State the purpose of this investigation? ……………………………………………………………………………………… ………………………………………………………………………………………… b) Based on the investigation state the: i) Manipulated variable ____________________________________________________ ii) Responding variable __________________________________________________________ c) Type of plants Mimosa Pudica Plant Pitcher’s Plant Bougainville Plant Response Fold inward and droop The lid will close Unchanged My conclusion : ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ WORKSHEET 2 DATE:
THEME: LIFE SCIENCE 24 NAME:…………………………………… CLASS…………………… The diagram below shows a plant. 1. State the name of the plant. ___________________________________________________________________ 2. What will happen if we touch the P and Q parts of the plant? 6 P:_____________________________________________________________ Q:______________________________________________________________ 3. Sketch the leaf and shoot of mimosa pudica plant when touched. P Q WORKSHEET 3 DATE:
THEME: LIFE SCIENCE 25 Subject Science Class Year 4 Theme/Topic Life Science / Photosynthesis Time 8.45 – 9.45 am(60 minute ) Number of student 40 pupils Learning Standards 5.2.1 and 5.2.2 . Learning Objectives At the end of teaching and learning process, pupils are able to: 1. State that plants make their own food via photosynthesis process. 2. State photosynthesis process needs carbon dioxide, water, sun light, and chlorophyll. SPS Observe, making inference, communicating Activity T&L Activity 1; 1. Pupils observe the pictures of several animals eating. (card pictures/ PowerPoint examples of animals such as monkeys eating fruit on the tree, the grasshopper eat leaves, and birds suck honey from flowers) Questions and answers session: a) What does that animal do? b) How does animal eat? c) Do plants also eat like animals? 2. Pupils observe the pictures of several plants. Questions and answers session: a) Do plants have organs? b) How do trees stay alive?
THEME: LIFE SCIENCE 26 Pupils overview Teacher Explanation Plants do not eat like animals but it makes its own food. This process is called photosynthesis. Activity 2 1. Teacher shows the video clip about photosynthesis. For example; www.youtube.com/watch?v=1gLa5EWn90I/ www.youtube.com/watch?v=ZX8uZWCnjl8&feature=related www.youtube.com/watch?v=WHMLq3bqGwk&feature=related 2. Pupils make conclusion based on the videos. 3. Teacher has to paused at certain parts of the video to get feedback from pupils. Activity 3 1. Pupils answer the worksheet. 2. Pupils discuss the answers. CCE/ (EMK) ICT, creativity, language Learning materials Pictures of animal eating in power point/cards , plants in the pots and video Valuation of T&L Reinforcement Worksheet 1 Worksheet 2 Remedially Worksheet 3 Worksheet 4 Enrichment Worksheet 5 Worksheet 6
THEME: LIFE SCIENCE 27 NAME:…………………………………………… CLASS…………………….. Instructions Fill in the blank squares with the need to photosynthesis process a: c: d: b: WORKSHEET 1 DATE:
THEME: LIFE SCIENCE 28 Instructions : Choose ( / ) the correct answer. WORKSHEET 2 DATE: NAME:……………………………………………… CLASS…………………………… 1. Animals and plants eat food to obtain energy 2. Animals eat food but plants make their own food 3. Green plants need sunlight, water and carbon dioxide for photosynthesis 4. Plants undergo the photosynthesis process in the dark 5. Photosynthesis is a process of making food by plants 6. Plants need oxygen and water for photosynthesis.
THEME: LIFE SCIENCE 29 NAME:……………………………………………… CLASS………………………… Instructions : Select and mark (X) in the box provided to answer this question. What is required for plants to do photosynthesis Water Oxygen Carbon Dioxide Sunlight Air Chlorophyll WORKSHEET 3 DATE:
THEME: LIFE SCIENCE 30 NAME:……………………………………………… CLASS………………………… Instructions : Fill in the blank with the words given. What is photosynthesis ? Photosynthesis is one of the ......................... where plants make ....................................... in the presence of ....................................... , water , ....................................... and carbon dioxide. process food sunlight chlorophyll WORKSHEET 4 DATE:
THEME: LIFE SCIENCE 31 NAME:…………………………………………… CLASS…………………………………. Instructions: Fill in the blanks with the correct answer. 1. Photosynthesis is the process......................................................... 2. Green colour on leaves is known as………………………… 3. The plant needs chlorophyll, water, .............................................. , and……………………………………….. for photosynthesis. 4. The photosynthesis process produces …………………………….. , ………………………………….. and water. WORKSHEET 5 DATE:
THEME: LIFE SCIENCE 32 NAME:………………………………………………………… CLASS………………………………. Instructions : Complete the diagram Plant needs ……………………………… , .. ………………………………………………………………………………… , ...................................... and carbon dioxide to produce ..........................................., gas …………………….……………………….. and …………………….……………………….. . WORKSHEET 6 DATE:
THEME – PHYSICAL SCIENCE 33 Subject Science Class 4 Jaya Theme/Topic Physical Science / Measurement Time 7.40 – 8.40 am (60 minutes) Learning Standards 6.2.1 and 6.2.2 Learning Objectives At the end of lesson pupils are able to: 1) state area is the size of a surface. 2) measure area of a surface by using standard measuring tools such as square paper of 1 cm x 1 cm. SPS Observing, classifying, predicting, making inference, communicating T & L Activities Introduction phase 1. Three pupils are called to simulate an activity based on attachment A. 2. Teacher and pupils discuss about their difficulties in measuring a surface. Teacher: What are you discussing? Pupil: (could be any answers) Teacher: What are you investigating? Pupil: The size of a Science Textbook surface. Teacher: How do you solve the problem? Pupil: We use a ruler / a straw / a string / paper clips /an eraser or matches. (accept any answers) Imagination phase: 1. Pupils are given choices either to use 1 cm x 1 cm square cards or erasers. Suggested communication:
THEME – PHYSICAL SCIENCE 34 Teacher: Today, i have prepared some tools in this box. Choose a correct tool that will help to measure the surface area of textbook. Development phase: 1. Pupils are divided into 5 groups. 2. Teacher prepares 5 boxes contain a few 1 cm x 1 cm square cards. 3. Pupils discuss the method to measure a Science textbook. 4. Pupils record their investigation in the worksheet 1. Action phase: 1. Each group present their findings. Suggested communication: a. How many 1cm x 1cm square cards are needed to cover the length of Science textbook? b. What is the area of Science textbook? c. What is the definition of area? d. What is the standard unit of a 1cm x 1cm square card? f. What meant by 1cm2 ? CCE (EMK) Creativity & Innovation, language ,good values Learning Materials Picture cards, 1cm x1cm square cards, erasers, worksheet, attachment A1 and A2. T & L Evaluation Pupils complete their Worksheet 1 and Worksheet 2 . Reflection
THEME – PHYSICAL SCIENCE 35 ATTACHMENT A A conversion between two pupils. Siew : Yesterday I bought a Science encyclopedia at the book fair in MITC Melaka. I think it is bigger than our Science textbook. I haven’t got time to wrap it. I need to buy a plastic cover. Arif: How big is your encyclopedia? Siew: I’m not sure. The encyclopedia cannot fit in our current bookshelf. My parents decided to buy a bigger bookshelf. I hope it will fit perfectly. Arif : Have you measure its length and width? Siew: No I haven’t. Arif : Let us investigate together. I wonder how big it is. We have to measure it first before we buy the plastic cover. Later we can compare its surface area with our Science textbook.
THEME – PHYSICAL SCIENCE 36 WORKSHEET 1A SCIENCE TEXTBOOK
THEME – PHYSICAL SCIENCE 3 WORKSH ENCYC
7 HEET 2A CLOPEDIA
THEME – MATERIAL SCIENCE 40 NAME:…………………………………………..CLASS:……………………… 1. How many 1cm x 1cm square cards can fit the surface area of encyclopedia? ………………………………………….. 2. How many 1cm x 1cm square cards can fit the surface area of Science textbook? ………………………………………….. 3. What is the meaning of area? ……………………………………………………………………………………… ……………………………………………………………………………………… 4.Calculate the area of science text book and encyclopedia books? Science textbook = ________________cm2 Science encyclopedia= ________________cm2 5. Give the standard unit for a 1cm x 1cm square card. …………………………………………………… 6. What meant by 1cm2? ……………………………………………………………………………………… WORKSHEET 1 DATE:
THEME – MATERIAL SCIENCE 41 NAME:…………………………………………..CLASS:………………………… Estimate the area of each diagram using1cm x 1cm square cards 1. Estimate the area of the frame. _______________cm2 . 2. Estimate the area of these two coins. ________________cm2 . 3. Estimate the area of handphone? ________________cm2 . WORKSHEET 2 DATE:
THEME – MATERIAL SCIENCE 42 Subject Science Class 4 Ceria Theme/Topic Material Science / Properties of Materials Time 12.00 noon – 1.00 noon (60 minutes) Learning Standards 7.1.1, 7.1.2 & 7.1.3 Learning Objectives At the end of lesson, pupils are able to: i. State that materials are used to make objects ii. Match the material and its basic resources iii. Classify the objects based on their basic resources SPS Observing, Classifying, Communicating T&L Activities Activity 1: 1. A few objects such as a handbag, a desk, a ring and an umbrella were shown to the pupils. Pupils identify the objects. Teacher: What is this? Pupil: A handbag. (accordingly) 2. Teacher writes the pupil’s answers on the whiteboard. 3. Next, the pupils asked about the materials used to make the respective objects. Teacher: What kind of material the desk is made of? Pupil: Made of wood, teacher. (accordingly) 4. Teacher writes the answers given by the pupils next to the respective objects on the whiteboard. Example: Desk - wood Activity 2: 1. Pupils are guided to make hypothesis that the objects around us are made of different materials. Teacher: Are the objects made from the same material? Pupil: No Teacher: Why? Give me your reason. Murid: The handbag is made of leather while the desk is made of wood. (accordingly).
THEME – MATERIAL SCIENCE 43 2. Pupils are guided to identify the basic resources of each object through questioning. Teacher: Can you tell me, which animal skin (leather) used to make handbag’s? Pupil: Cow / Crocodile / Animal 3. The answers are written next to the object which was continued earlier. Example: Desk – Wood – Plant 4. The same questions are repeated for other objects and pupils write the answers on the whiteboard. 5. Pupils are introduced to the term “basic resources”. Teacher: The origins of materials are known as “basic resources”. Activity 3: 1. Each pupil is given a picture of an object. Each picture shows an object made of different material such as a belt, a sweater, a glass, a raincoat, an exercise book, a pot and etc. 2. Based on each card, pupils are asked to classify the objects which have the same materials. Example: (Pupil A: Belt) Group 1: Leather (Pupil B: Leather shoe) (Pupil D: Feather duster) (Pupil C: Sweater) Group 2: Wool
THEME – MATERIAL SCIENCE 44 3. Next, two different groups of pupils are identifying different objects which made of the same material. Subsequently, identify the same collective basic resources of the objects: 4. Pupils make a conclusion with guidance of the teacher. CCE/ EMK Language Learning materials Picture cards, concrete objects, worksheets T&L Evaluation Reinforcement Pupils are given a worksheet 1 and worksheet 5 as a reinforcement exercise. Remedial Pupils are given a worksheet 2 and worksheet 3 as a remedial exercise. Enrichment Pupils are given a worksheet 4 as an enrichment exercise. (Pupil A: Belt) Group 1: Leather (Pupil B: Leather shoe) (Pupil D: Feather duster) (Pupil C: Sweater) Group 2: Wool Animal
THEME – MATERIAL SCIENCE 45 OBJECT MATERIAL BASIC RESOURCE 1 2 3 4 5 6 7 8 INSTRUCTION: A. State the materials and the basic resources of each object: Name: …………………………………………….. Class: ………………...…… WORKSHEET 1 DATE:
THEME – MATERIAL SCIENCE 46 OBJECT MATERIAL leather wood plastic glass metal wool rubber rayon Name: …………………………………………….. Class: ………………………… INSTRUCTION: A. Match the object with the correct material. WORKSHEET 2 DATE: Markah: / 4
THEME – MATERIAL SCIENCE 47 MATERIAL Leather Wood Metal Glass Silk Cotton Rubber Wool Plant Soil Animal Petroleum Name: ……………………………………… Class:…………………… INSTRUCTION: Construct a classification form of materials with their basic resources . WORKSHEET 3 DATE: