SCIENCE YEAR 5 DLP (REVISED 2017)

STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL (REVISED 2017)
DUAL LANGUAGE PROGRAMME

Writers Translators
Siti Roha binti Abd Karim Rugayah binti Tambi
Mohd Ramadhan bin Anwar Nor Ruzaini binti Jailani
Suwaibatullaslamiah binti Jalaludin Sharifah Rohaiza binti Syed Omar

Editors Graphic Designers
Magdaline Carol Anak Eteng@Ating Dalila binti Kamarudin
Marliana binti Shamsir Norhesam bin Hashim
Siti Mariam binti Othman
Ana Suhana binti Zainuddin Illustrator
Nurul Adilah binti Hamdan Muhamad Firdaus bin Haji Omar
Mohamad Arshad bin Sulaiman

Dewan Bahasa dan Pustaka
Kuala Lumpur
2020

Serial No.: 0022 ACKNOWLEDGEMENTS

KK 507-221-0102021-49-2952-20101 The publication of this textbook involved various
ISBN 978-983-49-2952-7 parties. Sincerest appreciation and gratitude
particularly to the following:
First Printing 2020
© Ministry of Education Malaysia • The Panel of Evaluators, Educational
Resources and Technology Division,
All Rights Reserved. No part of this publication Ministry of Education Malaysia.
may be reproduced or transmitted in any form by
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photocopying, recording or any information storage and Technology Division and
and retrieval system without permission in writing Curriculum Development Division,
from the Director General of Education Malaysia, Ministry of Education Malaysia.
Ministry of Education Malaysia. Negotiation is subject
to the calculation of royalty or honorarium. • The Panel of Evaluators,
Dewan Bahasa dan Pustaka.
Published for the Ministry of Education Malaysia by:
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Jalan Dewan Bahasa, Dewan Bahasa dan Pustaka.
50460 Kuala Lumpur.
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CONTENTS

INTRODUCTION v

ICON DESCRIPTIONS vi

Unit 1 SCIENTIFIC SKILLS 2 Fun Science 1
Unit 2 Mind Reflection
Science Process Skills 14
Unit 3 8 Mind Test 15
Unit 4 Science Process Skills in 15
Unit 5 Solving Problems
Relationship between the Systems 19
HUMANS 20 in the Human Body
22 The Importance of Taking Care of 34
The Human Skeletal System 23 All Systems in the Human Body
and Its Functions 38
Protecting the Systems in the
Positions of Joints 25 Human Body 40
Functions of Joints 28 Fun Science 43
The Importance of Human 30 Mind Reflection 45
Skeletal System 46
Human Blood Circulatory System Mind Test
Human Blood Circulatory Pathway 33
The Importance of Blood
Circulatory System 49

ANIMALS 50 Producer and Consumer 77

Survival of Animal Species 51 Food Relationship and Photosynthesis 79
Protection from Enemies
Protection from Extreme Weather 58 Food Web 82
Animals Protect Their Eggs
Animals Ensure the Survival 64 Effects of Population Change 87

of Their Young Fun Science 89
Imaginary Animal
Food Chain 67 Mind Reflection 89

PLANTS 70 Mind Test 91

Protection from Enemies 74
Adapting to Climate and
Seasonal Changes 93
Dispersal of Seeds or Fruits
The Importance of Survival 94 Fun Science 111
Mind Reflection 112
for Animal and Plant Species 113
98 Mind Test
104

109

ELECTRICIT Y 115

Sources of Electrical Energy 116 Mishandling of Electrical Appliances 135
Handling Electrical Appliances Safely 137
Series Circuit and Parallel Circuit 118 Fun Science 140
Mind Reflection 141
Sketching Using Symbols 120 Mind Test 142

The Brightness of Bulbs 123 iii

Factors Affecting the Brightness of Bulbs 125

Closed Switch, Open Switch 129

Factors Affecting the Usage of

Electrical Energy 132

Unit 6 HEAT 145

Unit 8 Heat and Temperature 146 The Importance of Expansion and
Unit 9 Contraction Principle of Materials
Unit 10 Thermometer 147 158
Fun Science 160
Changes in the Water Temperature 150 Mind Reflection 161
Mind Test 162
Water at Room Temperature 152

Expansion and Contraction

of Materials 154

RUSTING 163

Characteristics of Rusty Objects 164 Ways to Prevent Rusting 170
Rusty Objects 166
Factors that Cause Rusting 168 The Importance of Preventing Rusting 171

Fun Science 174

Mind Reflection 175

Mind Test 175

MAT TER 178 Clouds and Rain 177
180 Fun Science
Solid, Liquid, and Gas 184 Mind Reflection 192
Properties of Matter 195
Three States of Matter of Water Mind Test 196
Changes in the State of Matter 186 197

of Water

PHASES OF THE MOON AND CONSTELLATIONS 199

The Moonlight 200 The Uses of the Constellations 211
Fun Science 214
The Moon Rotates, Mind Reflection 215
Mind Test 216
the Moon Revolves 201

Phases of the Moon 204

The Lunar Calendar 206

Constellations 208

MACHINES 217

Machines and Life 218 The Importance of Inventing Tools

Combination of Functions with Sustainable Characteristics 223

in Simple Machines 220 Fun Science 227

The Importance of Combination Mind Reflection 229

of Simple Machines 222 Mind Test 229

ANSWERS AND REFERENCES 231

iv

INTRODUCTION

The contents of this Science Year 5 Textbook are written and interpreted based on the
Standard Curriculum and Assessment Document (DSKP) Science Year 5 of the Science
Standard-based Curriculum for Primary School (Revised 2017). The publication of this
book is aimed at fulfilling the new policy under the Malaysia Education Blueprint (PPPM)
2013–2025 that integrates knowledge, values, 21st Century Learning Skills, and Higher
Order Thinking Skills (HOTS) through Science, Technology, Engineering and Mathematics
(STEM) approach explicitly. This curriculum is also aimed at providing education that
is comparable to international standards. Thus, this book is expected to contribute
towards positive outcomes of pupils.

This textbook consists of 10 units that cover six themes: Inquiry in Science, Life
Science, Physical Science, Material Science, Earth and Universe as well as Technology
and Sustainability of Life. The contents of this book are designed to stimulate and capture
pupils’ interest in learning either in the classroom or independently. Each unit in this
textbook begins with a stimulus page, concluding activities, evaluation and enrichment
activities. To facilitate teaching and learning, answer pages are provided at the end of
the book. Science Info contains additional information as added values to the contents
of the topics discussed.

To ensure the goals and objectives of the Science Standard-based Curriculum for
Primary School (Revised 2017) are achieved, the contents of this textbook emphasise
aspects of HOTS that focus on inquiry and project-based learning approaches. In addition,
existing elements of learning across the curriculum are added with elements of creativity,
innovation, entrepreneurship, and Information and Communication Technology (ICT).
Moral values, positive attributes, and good working cultures are also incorporated in this
textbook.

Furthermore, the teaching and learning strategies in the DSKP for the science subject
prioritise thoughtful learning, acquisition and mastery skills as well as emphasising pupils’
knowledge to the optimum level. The STEM approach is integrated in a contextual and
authentic manner in order to inculcate a harmonious learning environment among pupils
through investigative activities. Fun and enjoyable learning experiences are stimulated
through weaving edutainment with the subject content.

Therefore, the panel of writers hopes that this book will generate new ideas for
teachers to enhance their teaching and learning effectiveness. It is also hoped that
pupils will find this book interesting and will utilise it in their learning.

The panel of writers

v

ICON DESCRIPTIONS

LET’S TEST FUN ACTIVITY

Investigative science Activities that help the pupils to
activities that help the master the learning standards
pupils to master the through innovative and creative
learning standards. methods either individually, in pairs
or in groups.

FUFNUNSCSICEINECNECE MIND REFLECTION

Interesting and challenging Brief notes on the contents
enrichment activities that encourage at the end of each unit.
fun learning and appreciation of the
contents of each unit. MIND TEST

SCIENCE INFO Questions aimed at assessing
the pupils’ understanding at the
Additional information to increase end of each unit.
the pupils’ knowledge.

Questions to help the pupils to better 1.1.5 Numbers referring to
understand the concepts in order to the learning standards
achieve the learning standards.
as stipulated in the Standard Curriculum and
Assessment Document (DSKP).

HIGHER ORDER THINKING Safety aspects that the pupils
SKILLS (HOTS) need to be aware of while
conducting the activities.
Questions that can test the pupils’
thinking skills on the content QR CODE
learned. Additional information of
learning activities that can be
TNEOATCEHER'S Information to guide and scanned and accessed using
supplement teachers during a smartphone or a tablet.
teaching and learning activities.

AR CODE

Additional information which is presented using animation or interactive forms that
can be scanned using a smartphone or tablet. The pupils are required to download
the AR DBP Science Year 5 SK from Play Store (Android) or App Store (iOS 11 and
vi above) before scanning the AR codes.

Unit SCIENTIFIC SKILLS

Ana, Melia, Chan, and Ravi are playing tarik upih
in the front yard.

This is heavy! It’s
difficult to pull faster.
The palm sheath is
about to break!

Hurry up, Chan!
We are leading!

State two science process skills that you can observe in the
situation above. Suggest easier ways for Ana to pull Melia.

1

SCIENCE PROCESS SKILLS

The pupils of 5 Zamrud are having a competition on designing paper
planes. Each pupil receives a coloured paper from the teacher. Let us look
at what they did a day before the competition.

Look at my paper plane, Melia.
Its nose cone is long and pointed.

Yes, Ana. Why did you design your paper
ANA plane that way?

This shape can reduce the wind resistance.

Ana, it seems like our paper planes have different sizes.
The wings of my paper plane are bigger. Can you guess
why I made such a design?

Then, they discussed how their paper planes were folded.

Steps on how Ana folded her paper plane: 1 cm

C

A 2D 3 GH Legend:
F • folding direction
1 C GH
E • flip over
B D FoGld pHart G to part H. • folding lines
A 2 C 3

1 2FTohleEdnFDFp, aforltdCptaorpt EarttoDp.art F. 3
FlipE the folded paper over.
1 Fold part AAB to part B 5 NM 6
and unfolBd them.
5 NM 6
I 5 NM 6

4J
L

4 KI J
IL

4J
KL

FKold parPt I to part J. Fold paQrt M to part N. Flip it over. S

7 Then, fold part K to par8t L. 9 T
OR S
TS
P Q 9 T
9
7 8
7 OP 8 RQ
OR

Fold part O to Fold part Q to Flip it over and then fold part S
part P. part R. to part T.

The completed paper plane.

2 1.1.1, 1.1.2, 1.1.3

1.1.4, 1.1.5, 1.1.6

Wow! The nose cone of your
paper plane is so attractive, Ravi.
Why did you design it that way?

This shape increases the mass of
the front part of the paper plane.
It will be more stable and can fly
farther. This is how I fold it.

Steps on how Ravi folded his paper plane:

C

A 2D 3
CF
1
22FTohleEECdnp,FDFD aforltdCptaortpEarttoDp.art F.
1 AB 3 Flip the folded Legend:
1 3 paper over. • folding direction
Fold partABA to part B
and unIfoBld them. E KL • flip over
• folding lines
J KL
KL
4 IH 5 6

4 GJ 5 6
I 5 6
H

J

4 G
H

Fold paGrt G toN part H. Unfold the bottom Fold part K to part L.
7 Then, fold part I to part8J. part. O The completed paper plane.

MN P
O
78
MN P
O
78
M P 2 cm

Fold part M to Fold part O to part P. Repeat
part N. this step on the other side.

Look! My paper Great! I predict that your
plane is ready. paper plane will fly far
because of the large size
of its wings.

3

The pupils have successfully made their paper planes.
I observe that there
are various designs
of paper planes
here.

Yes, Melia. Although there are
various designs, these paper planes
have something in common, a sharp
nose cone. The difference is in the
size of the wings.
The following day, Mr Zaki asks the pupils of 5 Zamrud to bring along
their paper planes and gather in the school indoor hall. They are going to
launch the paper planes they have made.

I hope all of you are ready.
Please make sure that you only
use the paper I gave.

Mr Zaki, why do we have
to use the same paper?

Each sheet of paper given to you is of the same
type. Hence, the size and thickness are the same.
The type, size, and thickness of the paper are the
constant variables that can ensure a fair test.

4

Mr Zaki, how do we launch these
paper planes to fly farther?

That is a good question, Ana. After this
competition, we will investigate other
ways of launching paper planes.

How do the size and thickness of the
paper affect the distance travelled by
the paper plane? Test and discuss.

How do science process skills help the pupils of 5 Zamrud in
solving the problem? Let us follow how they investigate the
factors affecting the distance travelled by their paper planes.

Pupils, only use the paper given to you.
Use Ana’s method of folding the paper plane
so that all of the paper planes have the same
design. For this activity, we will make some
modifications to the paper planes.

All right, Mr Zaki.

5

LET’S TEST D I S T A N C E T R A V E L L E D B Y
A PAPER PLANE

AIM To investigate the relationship between the
length of the stretched rubber band and the
distance travelled by a paper plane.

MATERIALS Measuring tape, stapler, paper plane, paper clip,
wooden pencil, and rubber band.

STEPS

1. Prepare a paper clip 2. Place the paper clip 3. Staple the paper clip
as shown above. at the front part of so that it does not fall
the paper plane. off.

4. Fasten the rubber 5. Stand at the starting 6. Release the

band to the paper clip point and stretch the paper plane and

and pencil. rubber band for 10 cm. observe its movement.

6 1.1.1, 1.1.2, 1.1.3

1.1.4, 1.1.5, 1.1.6

7. Measure the distance travelled by the paper plane.
8. Repeat steps 4 to 7 by stretching the rubber band for 20 cm
and 30 cm.
9. Record your observations in the table as shown below.

Length of stretched Distance travelled by the
rubber band (cm) paper plane (cm)
10

20

30

(a) State your observation when the rubber band was stretched for 30 cm.
(b) Give your inference.
(c) Based on this investigation, identify the following variables:
(i) manipulated.
(ii) responding.
(iii) constant.
(d) What is the relationship between the manipulated variable and the

responding variable in this investigation?
(e) Give the operational definition for the distance travelled by the paper plane.
(f) State your conclusion for the experiment conducted.

How were the science process skills
used in this situation? Explain.

1.1.1, 1.1.2, 1.1.3 7
1.1.4, 1.1.5, 1.1.6

SCIENCE PROCESS SKILLS IN SOLVING PROBLEMS

Science process skills is one of the scientific skills that are used to solve
problems. Let us observe the situation below. Ana, Ravi, Chan, and Melia
are playing giant soap bubbles at a park.

Friends, it seems that our soap That’s right, Melia. It’ll
bubbles burst faster than the be more fun to play
soap bubbles of other people. if our soap bubbles
are not easily burst.
How can we produce
bubbles that are not
easily burst?

In my opinion, they used a certain mixture.
I read on the internet that adding glycerine
or tapioca flour into the soap solution can
produce bubbles that are not easily burst.

Then, let’s make our soap solution again. We’ll
add glycerine into the solution later. We need
to conduct an experiment to decide the suitable
amount for the glycerine.

8 1.1.3, 1.1.7, 1.1.8, 1.1.9,

1.1.10, 1.1.11, 1.1.12

In my opinion, the more I agree with you, Ana.
quantity of glycerine is Your opinion can be used
used, the longer the time as the hypothesis of our
it takes for the bubbles experiment. I suggest that
to burst. we only use dishwashing
liquid to make our soap
solution.

We should not waste time.
Let's conduct this experiment.

1. Aim
To investigate the relationship between the quantity of glycerine
and the time taken for the soap bubbles to burst.

2. Problem statement
Does different quantity of glycerine affect the time taken for
the soap bubbles to burst?

3. Hypothesis
The more quantity of glycerine is used, the longer the time taken for the
soap bubbles to burst.

4. Determining the variables

• manipulated: quantity of glycerine.

• responding: time taken for the soap bubbles to burst.

• constant: type of dishwashing liquid, volume of water, size of the

bubbles produced, and the speed of surrounding wind.

1.1.3, 1.1.7, 1.1.8, 1.1.9, 9
1.1.10, 1.1.11, 1.1.12

5. Apparatus and materials
Safety goggles, measuring cylinder, stopwatch, plastic
container with a lid, drinking straw, tablespoon, water,
dishwashing liquid, and glycerine.

6. Steps
(a) Conduct this experiment at a less windy area.
(b) Wear safety goggles to protect your eyes.

(c) Prepare a soap solution using (d) Add one tablespoon of
200 ml of water and 50 ml glycerine into the soap
of dishwashing liquid. Then, solution. Stir well without
producing any bubbles.
stir the solution well without

producing any bubbles.

(e) Then, leave the solution (f) Dip a drinking straw into the
for four hours at room solution and place the end of
temperature. the straw on the plastic lid.

10 NTEOATCEHER'S Glycerine is used to make the bubbles last longer.
It can be bought at baking supply stores or pharmacies.

Quantity of Time taken for the
glycerine soap bubble to burst

(tablespoon) (seconds)

1

(g) Keep blowing until a bubble (h) Record the time taken for the
appears and covers the soap bubble to burst in the
surface of the plastic lid. table as shown above.
Then, start the stopwatch
immediately.

(i) Repeat steps (c) to (h) by using three and five tablespoons
of glycerine into every soap solution.

7. Data

Quantity of glycerine Time taken for the soap bubble to burst
(tablespoon) (seconds)

1
3
5

8. Analysing the data
(a) Based on the quantity of glycerine used in this experiment, _______
tablespoons of glycerine are needed to produce a soap bubble that
can burst the latest.

(b) The time taken for the soap bubble to burst is _______ seconds.

11

9. Conclusion
(a) The hypothesis is (accepted/not accepted).
(b) The ___________ the quantity of the glycerine, the __________
the time taken for the soap bubble to burst.

Space-time relationship

How do we relate the
relationship of time and
space in this activity?

In this situation, the bigger the
size of the soap bubble, the longer
the time taken for the soap bubble
to burst.

Operational definition

How do we make an
operational definition for the
durability of the soap bubbles?

The durability of the soap bubbles can
be defined operationally as the time
taken for the soap bubbles to burst.

12

6. Steps
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1.


2.


3.


4.

• responding: time taken for the soap bubbles to burst

• constant: twyapteero,fsdizisehowf athsehisnpgeleiqduoidf,saumQrruooauu(nntntadittbyiolnefogs fpgoloy nc)erine Time taken for the soap
(seconds)

1 bubble to burst

5. Apparatus and materials

Safety goggles, measuring cylinder, stopwatch, plastic 3container 4455

with a lid, drinking straw, table spoon, water, dishwashing liquid, 112200
and glycerine. 5
8.
CBoAoafnnsgacellylduycsseoiironninngtehteahrqeeudnaeanettiadtyedoftoglypcroedriunceeussoeadpinbtuhbisbleexsp1t1e4h45r5aimt ceannt,

9. (a) tTTimhheeehhtaiygkpheoentrhftoehrseitshqieusasaoncatcitpeypboteuf dbth.belegtloycbeurrinste. used, the longer bfiuversttathbeleslaptoeostn. s
(b) the




Friends, our experiment was a success. We
should produce more of the soap solution
to be sold during the Entrepreneur Week.

That’s a good idea, Ana. The profit
obtained can be used to decorate
the Science Garden in our school.

(a) What is the aim of the experiment?
(b) What is your observation when a soap bubble made using

one tablespoon of glycerine is blown and being left for a moment?
(c) Give an inference to your observation.
(d) State the manipulated and responding variables in this experiment.
(e) What is the relationship between the quantity of glycerine with

the time taken for the soap bubbles to burst?

Plan and conduct a new experiment using 13
different types of dishwashing liquid such as
body wash and hand wash. Use different items
such as cornflour or potato starch to make the
soap bubbles last longer.

FUN SCIENCE I C E C R E A M S T I C K B O A T

Build an ice cream stick boat using a ruler, pencil, knife, hot glue gun,
sandpaper, small saw, rubber band, and ice cream sticks.

STEPS

Ice cream stick boat

1. Prepare all the 2. Measure and cut the 3. Arrange the ice
materials. ice cream sticks. cream sticks that
have been cut.

4. Attach the ice cream 5. Smooth the edges 6. Build the paddle of
sticks as shown in using sandpaper. the ice cream stick
the picture. boat using a knife or
small saw.

7. Attach the rubber band. 8. Insert the paddle to 9. Rotate the paddle
the ice cream stick and launch it on
boat. water.

Be careful when using hot glue gun and sharp tools
such as a knife or small saw.
14

MIND REFLECTION

We can understand and solve a problem scientifically using the science process

skills as follows: • communicating.

• observing. • using space-time relationship.

• classifying. • interpreting data.

• measuring and • defining operationally.

using numbers. • controlling variables.

• making inferences. • making hypothesis.

• predicting. • experimenting.

MIND TEST

Answer all questions in the Science exercise book.
1. Provide a suitable inference for each of the following situation:

(a) (b)

Large logs float on water. Rate of breathing is higher
after exercising.

2. The following figures show how two pupils of Year 5 Zamrud travel to
school. The distances between their houses and the school are the same,
which is 1 km.

Pupil A Pupil B

(a) Predict the time taken for both pupils to travel to school.

(b) If Pupil B takes 15 minutes to reach the school, how long will Pupil A take?

15

3. The figure below shows the number of turtles that landed on the beach of
State M for a duration of six years.

Number of turtles Legend:
represents 100 turtles

4

3

2

1 Year
2013 2014 2015 2016 2017 2018

(a) Based on the figure above, what is your observation?
(b) Give an inference on the number of turtles that landed in 2015 and 2016.
(c) What is the total number of turtles that landed from 2016 until 2018?

4. Classify the following objects based on an identified characteristic.

16

5. An investigation was carried out to identify the chemical properties of
substances J, K, L and M by using red and blue litmus papers. The results
of the investigation are as follows:

Substance Colour change on litmus paper
J Blue Red
K
L
M

(a) Predict the chemical properties of substances K and M.
(b) Classify substances J, K, L and M according to the correct
chemical properties.
(c) What is the operational definition of an alkali?
(d) Which following pair of substance is alkaline?
Tick [ ✔ ] the correct box.

Lime juice and vinegar Lime water and soap

6.

after after after after
2 days
2 days 2 days 2 days

What is the space-time relationship for the situation above?

17

7. The figure below shows the positions of planets from the Sun in the Solar
System. The position of a planet determines the time it takes to make one
complete revolution around the Sun.

(a) What is Planet R?

(b) Based on the investigation above, state the variable that is:
(i) manipulated.
(ii) responding.

(c) Make a hypothesis from the information identified based on the
observation in this investigation.

(d) Predict the time taken by planet R to make one complete revolution around
the Sun as compared to the Earth. Give your inference.

Planet R
Earth
Sun

18

Un it HUMANS

Chan and his friends are playing Haha, you can’t
in their neighbourhood. get away from me.

Suddenly … Chan tripped over a large
tree root.
KRAK!
Ouch! That hurts!

Don’t worry, madam. The
X-ray scan of your son’s leg
does not show any injury.

What can you observe from the X-ray scan? State its importance to humans.

19

THE HUMAN SKELETAL SYSTEM AND ITS FUNCTIONS

Do you know why worms are not able to stand up like humans? This is
because worms do not have bones like humans.

Bones in the human body make up a system called the human
skeletal system.

Without a skeletal system, you skull
may just have to writhe and
wriggle to move like me.

The human skeletal system
is made up of bones in the
body. How does the main
skeletal system function?

HAWA rib

brain backbone
hand bone

skull leg bone
human skeletal system
The skull
protects our
brain from
injury.

20

2.1.1

backbone The backbone provides support
for the body.

lungs supports the body
heart

liver
stomach

ribs hand bone and allows the body
leg bone to move
The ribs protect the
internal organs such as The bones of the hands and
the lungs and heart. legs provide support and
movement.
Explain the functions of the
main human skeleton. HAWA

21

POSITIONS OF JOINTS HAWA

Ravi observes a human skeleton model.

Miss Hawa, how do
the skeletal bones
connect to each other?

Our bones connect or meet
at the joints. For example,
the two bones of the knee
meet at the knee joint.

A joint is a place where two or more bones are joined together. Let
us observe the positions of the joints that are found in the figure of a human
skeleton below.

Positions of joints in human body

HAWA

Based on the figure of the human
skeleton, name and show positions
of joints in your body.

22

2.1.2 positions of joints in human body

FUNCTIONS OF JOINTS

The joints that are found in the human body
have specific functions. Why do we need joints
to connect two bones together? Understand the
following situation.

Take a look at Ravi’s arm that Erm, why can’t I bend
is covered with bandage. my arm?
Is Ravi able to bend his arm?

HAWA

Ravi cannot bend his arm that is covered with
bandage because his bones are prevented from
moving. Ravi’s arm that cannot be bent is an
example of a situation if humans have no joints.

Observe the athlete, dancer, and skateboarder below. How do they move
their parts of the body easily to make specific movements?

Joints allow movement and flexibility of the body.

2.1.3 23

Bone movement at the joints allows the body to move.
Different joints enable different bone movements.

HAWA

The joint at the neck makes turning and rotation of the head possible.

The joints at the shoulders, hands, and backbone make movements of
the upper body possible.

The joints at the shoulders allow the arms to move back and forth, to the
sides or to make rotations.

24

The joints at the knees and hips allow the legs to bend and straighten.

Based on the movement of the bones at the
joints shown, state the functions of joints.

HAWA

Press and identify the bones in your
hand. In your opinion, why are there
many bones in your fingers and hand?

THE IMPORTANCE OF HUMAN SKELETAL SYSTEM
The skeletal system is very important to our body. Observe the
following situations.

Situation 1

Stand up, class. Good
morning,
teacher.

What would happen to our bodies if there were no skeletal system? 25

2.1.4

Situation 2

What would happen if humans did not
have skeletal system?

Situation 3

What would happen if the brain were not protected by skeletal system?

Situation 4

What would happen to the internal Based on these situations, why HAWA
organs if humans did not have is skeletal system important to
skeletal system? the human body?

26

FUN ACTIVITY HUMAN SKELETON
MODEL

APPARATUS AND Computer, internet access, printer,
MATERIALS scissors, modelling clay, manila card,
adhesive tape, and adhesive notepads.
STEPS
The main human
skeletal system

1. Find pictures of the main human 2. Take turns to connect each
skeletal system on the internet. bone using modelling clay to
Print and cut them out. represent the joints.

Skull Rib cage Hand and Skull tRoibpriconatoteegrcrgentaathnles
to protect to protect leg bones frotmhtoeipnbSrjrkouautrieynllct
the brain the internal for support
from injury organs Bttohaescukbpbopodonyret
and
Btaotchskeubpboponoderyt movement anfdloHermagsonubvdpoepnamoenerstdnt

3. Paste the pictures of the main 4. The group leader will present
human skeleton on the manila the work. The group members
card. Then, label the function will move to see the work of
of each main skeleton with the other groups.
adhesive notepads.

(a) Explain the functions of all the main human skeleton.
(b) State the functions of joints in the human skeletal system.

NTEOATCEHER'S As an alternative, teachers can scan the QR code to download the
picture of the main human skeletal system to be used for this activity.

2.1.1, 2.1.2, 2.1.3, 2.1.5 27

HUMAN BLOOD CIRCULATORY SYSTEM

Are you ill, dad? Donating blood is
a noble act to help
those who are in need.
Observe this blood bag.

Oh, I’m not! I’m
just donating blood.

The blood circulatory system plays an important role in our body.
This system transports oxygen, nutrients, water, and waste products
such as carbon dioxide.

The main parts involved in the human blood circulatory system are
the heart, blood vessels, blood, and the lungs.

Let’s look at the function of
each main part involved in the
HAWA blood circulatory system.

The heart is an organ that pumps blood to the lungs left side
and the whole body. Every time the heart beats, blood
is pumped in and out of the heart. The heart has two right side
sides. The left side of the heart pumps blood that is rich
in oxygen to the whole body. Meanwhile, the right side cross section
of the heart pumps blood that is rich in carbon dioxide to of the heart
the lungs.

TNEOATCEHER'S Blood rich in oxygen is shown in red. Blood rich in
carbon dioxide is shown in blue.

28

2.2.1

The lungs are the organs A blood vessel is a tube that
where the exchange allows blood to flow. Blood
of oxygen and carbon vessels transport blood to
dioxide occurs. the whole body.

lungs

blood vessel

Blood flows through a network
of blood vessels to every part of
the body. Blood carries oxygen,
nutrients, water, and waste
products. Waste products such as

carbon dioxide
are removed from
the lungs.

blood HAWA

Describe the functions of the heart, blood 29
vessels, blood, and the lungs involved in the
human blood circulatory system.

HUMAN BLOOD CIRCULATORY PATHWAY
There are blood vessels that carry blood from the heart to the whole body.
There are blood vessels that carry blood from the body to the heart. How
does blood circulate in our body?

Look at this diagram. This is
the blood circulatory pathway.

HAWA

lungs

HAWA heart Legend:
human body
Our blood blood rich
circulatory system in oxygen
is closely related
to the respiratory blood rich in
system. carbon dioxide

30

2.2.2

1 When we inhale, the air air enters the trachea
that enters the lungs is rich air

in oxygen and is absorbed

into the blood vessels.

2 Here, the blood is known as
blood rich in oxygen. The heart
pumps the blood that is rich in
oxygen to the whole body.

3 When the body uses up the oxygen,
carbon dioxide is produced and
absorbed into the blood.

4 Here, the blood is known as
blood rich in carbon dioxide.
Blood rich in carbon dioxide is
transported to the heart.

5 From the heart, the blood rich in carbon dioxide
will be pumped to the lungs. When we exhale,
carbon dioxide is removed from the lungs.

The blood circulation process
is repeated each time we breathe.

HAWA

31

FUN ACTIVITY S K E T C H I N G T H E B L O O D
CIRCULATORY PATHWAY

APPARATUS AND Computer, internet access, printer,
MATERIALS scissors, glue, red and blue drinking
straws, manila card, and coloured paper.

STEPS

1. Find printable pictures of the 2. Paste the pictures on the manila
lungs, the heart, and the human card. Take turns to paste the red
body on the internet. Print and drinking straws to represent the
cut the pictures. pathway of the blood rich in oxygen
from the lungs to the heart and from
the heart to the whole body.

3. Then, paste the blue drinking straws 4. Draw arrows on the coloured
to represent the pathway of the paper and cut them up. Paste the
blood rich in carbon dioxide that is arrows on the drinking straws to
produced by the body to the heart represent the blood flow.
and the pathway of the blood rich in
carbon dioxide pumped by the heart
to the lungs.

5. Present your work Based on the activity above, explain:
in front of the class. (a) the pathway of the blood rich in oxygen.
(b) the pathway of the blood rich in carbon dioxide.
32

2.2.2, 2.2.4

THE IMPORTANCE OF BLOOD CIRCULATORY SYSTEM

The blood circulatory system plays an important role in our
body. Without it, we will not be able to perform life processes.

What is the importance of the blood HAWA
circulatory system in the human body?

Transports oxygen, nutrients, and water to the whole body.

I bring oxygen,
nutrients, and water
for you.

oxygen

Thank you.

Blood transports oxygen from the lungs throughout the body. The blood
containing nutrients absorbed from the intestines is brought to the heart
before being pumped to the whole body.

Transports carbon dioxide and other waste
products to be removed from the body.

Let’s remove all these
waste products.

Blood transports carbon dioxide from the whole body to the lungs. Blood

also transports waste products from the body to the excretory organs such

as kidneys where they are removed. 33

2.2.3

RELATIONSHIP BETWEEN THE SYSTEMS IN THE HUMAN BODY

The human body is made up of several systems. Each system has its own
function. Each system is related to one another to ensure that our bodies
function efficiently.

Do you remember the systems in the human
body that you have learned before?

HAWA

skeletal system respiratory system digestive system

Let’s review the human blood circulatory
blood circulatory system
system. This system
has a close relationship
with other systems in
the body.

HAWA

34

2.3.1

Respiratory System
The respiratory system tranports
oxygen. It depends on the blood
circulatory system to transport
oxygen to the whole body.

The respiratory system
also depends on the
blood circulatory system
to remove carbon
dioxide from the body.

Skeletal System
The blood circulatory
system tranports oxygen
and nutrients to the
skeletal system to help
the growth of bones.

The skeletal system, in turn,
protects the body and the organs
involved in respiration and blood
circulation such as the lungs and
heart.

Digestive blood circulatory system
System
Can the blood circulatory
The blood circulatory system system function on its own?
tranports oxygen to the
digestive system. HAWA

The digestive system 35
supplies nutrients to organs
such as the heart so that it can
continue to function well.

The systems in the body cannot function independently. If one of the
systems fails to function, other systems will also be affected. Let us look at
the following situations.

WohnefnSoicothduoaktiinogn 1 What’s wrong? He’s choking on a
piece of food. We
need to get help!

CHAN

ROMAN RAVI

HAWA

Choking can disrupt several
systems in the human body.

food Digestive system and
oesophagus respiratory system
trachea
When food gets stuck in a person’s
36 throat, his/her digestive system is
disrupted at the oesophagus.

Food trapped in the oesophagus
will block air from entering the
trachea. This will cause a disruption
in the respiratory system because
breathing becomes difficult.

is fWrhaecntSiutaruebadotineon 2

HAWA

Fractured bones can also
disrupt several systems in
the human body.

Skeletal system and
blood circulatory system
A fractured hand bone affects
the skeletal system.

At the same time, the arm
becomes swollen because
the blood flow in the blood
circulatory system is disrupted.

37

THE IMPORTANCE OF TAKING CARE OF
ALL SYSTEMS IN THE HUMAN BODY

We need to take care of all the systems HAWA
in the human body to make sure they
function effectively.

What will happen if the systems in the
body are not properly taken care of?

The heart is an essential organ in the blood cholesterol plaque
circulatory system. The blood vessels in the heart
can become narrow due to the formation of
plaque. This is caused by the presence of excess
cholesterol in the body.

Situation1

How does healthy eating habits protect our blood circulatory system?

SCIENCE INFO

Cholesterol is a fat-like substance that can be found in the blood. The liver
produces cholesterol for the body. Cholesterol is also found in food. We need
cholesterol so that the brain, skin, and other organs can function properly.
Eating foods containing too much cholesterol is harmful to the body.

38

2.3.2

Situation 2
According to this X-ray scan,
there is a problem with
your lungs. That’s why you
have persistent cough and
shortness of breath.

We need to avoid bad habits such as smoking to protect our respiratory
system. Why?

Situation 3

XYZ123

KPRAKK!

Why does wearing protective gear such as the helmet important
in this situation?

I’m having constipation again!
Situation 4

How does drinking enough water protect our digestive system? HAWA

Why is it important to protect all 39
the systems in the human body?

PROTECTING THE SYSTEMS IN THE HUMAN BODY

All the systems in the human body need to be taken care of so that they
can function efficiently. How do we protect the systems in our body to
maintain a healthy life?

Skeletal system

Consume foods that Do physical activities
are rich in calcium
Physical activities such
We need to take as running, jumping, and
calcium to build dancing can strengthen bones.
strong bones. Milk
and dairy products
contain calcium that can
strengthen bones.

Wear protective gear and seat belts

Use helmets when riding motorcycles or when
cycling. Use knee guards, elbow guards, and
wrist supports when necessary. Wear seat
belts in vehicles.

Respiratory system

Avoid cigarettes
Smoking causes respiratory diseases such as
asthma, bronchitis, and lung cancer.
Live in a clean environment
A clean environment without air pollution reduces
the risk of respiratory diseases.

40

2.3.3

Wash hands frequently

Make it a habit to clean your hands often
with soap and water or hand sanitising
liquid. Avoid touching your mouth or nose
before washing your hands because
bacteria or virus on your hands may
enter your respiratory system and cause
diseases such as COVID-1 .

Blood circulatory system

cholesterol plaque Reduce the consumption of foods that
blood cells are high in fat and sugar

Consuming foods containing excessive fats
can cause cholesterol to build up in the
blood vessels and form plaques. Plaques
narrow the blood vessels and the heart has
to work harder to pump blood to the whole
body.

Exercise

We should have proper and regular
exercise to ensure a strong heart.

Digestive system

Eat foods that are rich in fibre l HAWA
Eat foods that are rich in fibre such as
vegetables, fruits, and whole grains to Explain ways that can be 41
ease defecation. practised to protect the
systems in the body if a
Drink enough water person has obesity.
Drink enough water to keep our
digestive system running smoothly.

FUN ACTIVITY CHECKLIST OF SYSTEMS
IN THE HUMAN BODY

APPARATUS AND Manila card and marker pen.
MATERIALS

STEPS

SENCAHREACIKLSIESMTAK

SySsitsetmems indi
thdeahluammatnubbuodhy

SituSaistui ation

1. Based on the checklist provided, 2. Discuss with your group members
choose one system in the human a situation when the chosen
body. system is disrupted and its effect
on another system in the body.

SENACRHAEICSKELMIASTK

SENACRHAEICSKELMIASTK

SySsitsetmems indi SySsitsetmems indi
thdeahlaummatnubbuohdy thdeahluammatnubbuohdy

SituSaistui ation SituSaistui ation XX
Lungs failure
XX Lungs failure

BoweKl feagiluarge alan
peparu berfungsi

Fractured leg

3. Label “X” on the systems that are 4. Paste your completed work on
affected in the situation discussed the wall. A group representative
earlier. For example, for a situation will present the outcome to the
where the lungs fail to function, the other groups.
affected systems in the body

will be labelled with “X”.

Based on the title discussed, how can we protect the systems in the
human body to ensure a healthy life?

SENACRHAEICSKELMIASTK

TEACHER'S Teachers provide a checklist on the systems in the human body for thedSahylusSamtimesamtentsumbbinouddhiy
SituSaistui ation

NOTE each group.

42

2.3.1, 2.3.4

FUN SCIENCE BLOOD CIRCULATORY
SYSTEM MODEL

Produce a blood circulatory system model using a screwdriver, Blood circulatory
scissors, hot glue gun, plastic cups, binder clips, plastic bottles, system model
plastic tubes, blue-coloured and red-coloured water.

STEPS

1. Make two holes on the bottle 2. Prepare two plastic tubes of
cap. Enlarge the holes using a different lengths. Insert the tubes
screwdriver. into the holes of the bottle cap.

Right Left
side of side of
heart heart

3. Screw the bottle cap back to the 4. Repeat steps 1 to 3 to produce the
bottle. Make sure the end of the second bottle. Label the bottles as
longer tube reaches the bottom shown above.
of the bottle. The shorter tube is
inserted just below the bottle cap.

Rigsihdteheoaf rt

Be careful when making holes on 5. Seal gaps on the bottle cap to
the bottle caps and using the hot glue gun. prevent air from entering the bottle
using the hot glue gun.

43

hseiadreLteofft

human lungs
body

human lungs
body

6. Pour blue-coloured water into the 7. For the left side of the heart, attach
first plastic cup and label it “human the end of the shorter tube to the
body”. Then, pour red-coloured mouth of the cup labelled “human
water into the second plastic cup body”. Then, attach the longer
and label it “lungs”. Fasten two tube to the base of the cup labelled
binder clips to each cup. “lungs”.

Rsiigdhheet aorft hsiedaLeretfotf

human lungs
body
human lungs
body

8. For the right side of the heart, attach 9. Alternately, squeeze and release the
the end of the shorter tube to the bottles. Observe the movement of
mouth of the cup labelled “lungs”. the red-coloured water (blood rich in
Then, attach the longer tube to the oxygen) and the blue-coloured water
base of the cup labelled “human (blood rich in carbon dioxide).
body”.

44