Dewan Bahasa dan Pustaka Kuala Lumpur 2020 STANDARD-BASED CURRICULUM FOR PRIMARY SCHOOL (REVISED 2017) DUAL LANGUAGE PROGRAMME Writers Siti Roha binti Abd Karim Mohd Ramadhan bin Anwar Suwaibatullaslamiah binti Jalaludin Editors Magdaline Carol Anak Eteng@Ating Marliana binti Shamsir Siti Mariam binti Othman Ana Suhana binti Zainuddin Nurul Adilah binti Hamdan Mohamad Arshad bin Sulaiman Translators Rugayah binti Tambi Nor Ruzaini binti Jailani Sharifah Rohaiza binti Syed Omar Graphic Designers Dalila binti Kamarudin Norhesam bin Hashim Illustrator Muhamad Firdaus bin Haji Omar
Serial No.: 0022 KK 507-221-0102021-49-2952-20101 ISBN 978-983-49-2952-7 First Printing 2020 © Ministry of Education Malaysia All Rights Reserved. No part of this publication may be reproduced or transmitted in any form by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system without permission in writing from the Director General of Education Malaysia, Ministry of Education Malaysia. Negotiation is subject to the calculation of royalty or honorarium. Published for the Ministry of Education Malaysia by: Dewan Bahasa dan Pustaka, Jalan Dewan Bahasa, 50460 Kuala Lumpur. Telephone: 03-21479000 (8 hunting lines) Facsimile: 03-21479643 Website: http://www.dbp.gov.my Design and Typeset: Attin Press Sdn. Bhd. Text Typeface: Azim Text Typeface size: 14 point Printed by: Aslita Sdn. Bhd., Lot 20, Jalan 4/10B, Springcrest Industrial Park, Batu Caves, 68100 Kuala Lumpur. ACKNOWLEDGEMENTS The publication of this textbook involved various parties. Sincerest appreciation and gratitude particularly to the following: • The Panel of Evaluators, Educational Resources and Technology Division, Ministry of Education Malaysia. • Officers of the Educational Resources and Technology Division and Curriculum Development Division, Ministry of Education Malaysia. • The Panel of Evaluators, Dewan Bahasa dan Pustaka. • The Panel of Readers, Dewan Bahasa dan Pustaka. • Officers of the English Language Teaching Centre (ELTC), Ministry of Education Malaysia. • Department of Wildlife and National Parks Peninsular Malaysia (DWNP). • SK Tengku Mahmood Iskandar 2, Pontian, Johor. • SK Sendayan, Seremban, Negeri Sembilan. • SK Bandar Bukit Mahkota, Kajang, Selangor. • All parties involved in the process of publishing this book.
iii CONTENTS SCIENTIFIC SKILLS 1 19 49 93 115 HUMANS INTRODUCTION v ICON DESCRIPTIONS vi The Human Skeletal System and Its Functions 20 Positions of Joints 22 Functions of Joints 23 The Importance of Human Skeletal System 25 Human Blood Circulatory System 28 Human Blood Circulatory Pathway 30 The Importance of Blood Circulatory System 33 Science Process Skills 2 Science Process Skills in Solving Problems 8 Survival of Animal Species 50 Protection from Enemies 51 Protection from Extreme Weather 58 Animals Protect Their Eggs 64 Animals Ensure the Survival of Their Young 67 Imaginary Animal 70 Food Chain 74 Unit 1 ANIMALS Unit 3 Unit 2 Relationship between the Systems in the Human Body 34 The Importance of Taking Care of All Systems in the Human Body 38 Protecting the Systems in the Human Body 40 Fun Science 43 Mind Reflection 45 Mind Test 46 Producer and Consumer 77 Food Relationship and Photosynthesis 79 Food Web 82 Effects of Population Change 87 Fun Science 89 Mind Reflection 89 Mind Test 91 PLANTS Unit 4 Protection from Enemies 94 Adapting to Climate and Seasonal Changes 98 Dispersal of Seeds or Fruits 104 The Importance of Survival for Animal and Plant Species 109 Fun Science 111 Mind Reflection 112 Mind Test 113 ELECTRICITY Unit 5 Sources of Electrical Energy 116 Series Circuit and Parallel Circuit 118 Sketching Using Symbols 120 The Brightness of Bulbs 123 Factors Affecting the Brightness of Bulbs 125 Closed Switch, Open Switch 129 Factors Affecting the Usage of Electrical Energy 132 Mishandling of Electrical Appliances 135 Handling Electrical Appliances Safely 137 Fun Science 140 Mind Reflection 141 Mind Test 142 Fun Science 14 Mind Reflection 15 Mind Test 15
iv RUSTING MAT TER PHASES OF THE MOON AND CONSTELLATIONS MACHINES ANSWERS AND REFERENCES HEAT Unit 6 Unit 8 Unit 10 Heat and Temperature 146 Thermometer 147 Changes in the Water Temperature 150 Water at Room Temperature 152 Expansion and Contraction of Materials 154 Solid, Liquid, and Gas 178 Properties of Matter 180 Three States of Matter of Water 184 Changes in the State of Matter of Water 186 The Moonlight 200 The Moon Rotates, the Moon Revolves 201 Phases of the Moon 204 The Lunar Calendar 206 Constellations 208 Machines and Life 218 Combination of Functions in Simple Machines 220 The Importance of Combination of Simple Machines 222 Characteristics of Rusty Objects 164 Rusty Objects 166 Factors that Cause Rusting 168 The Importance of Expansion and Contraction Principle of Materials 158 Fun Science 160 Mind Reflection 161 Mind Test 162 Clouds and Rain 192 Fun Science 195 Mind Reflection 196 Mind Test 197 The Uses of the Constellations 211 Fun Science 214 Mind Reflection 215 Mind Test 216 Ways to Prevent Rusting 170 The Importance of Preventing Rusting 171 Fun Science 174 Mind Reflection 175 Mind Test 175 The Importance of Inventing Tools with Sustainable Characteristics 223 Fun Science 227 Mind Reflection 229 Mind Test 229 145 163 177 199 217 231 Unit 9
v 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
vi 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 above) before scanning the AR codes. ICON DESCRIPTIONS Investigative science activities that help the pupils to master the learning standards. Activities that help the pupils to master the learning standards through innovative and creative methods either individually, in pairs or in groups. Interesting and challenging enrichment activities that encourage fun learning and appreciation of the contents of each unit. Brief notes on the contents at the end of each unit. Questions aimed at assessing the pupils’ understanding at the end of each unit. HIGHER ORDER THINKING SKILLS (HOTS) Questions that can test the pupils’ thinking skills on the content learned. Safety aspects that the pupils need to be aware of while conducting the activities. QR CODE Additional information of learning activities that can be scanned and accessed using a smartphone or a tablet. Information to guide and supplement teachers during teaching and learning activities. LET’’S TEST FUN ACTIVITY FUN ACTIVITY MIND REFLECTION MIND REFLECTION MIND TEST TEACHER'S NOTE Numbers referring to the learning standards as stipulated in the Standard Curriculum and Assessment Document (DSKP). Questions to help the pupils to better understand the concepts in order to achieve the learning standards. Additional information to increase the pupils’ knowledge. 1.1.5 SCIENCE INFO FUN SCIENCE FUN SCIENCE FUN SCIENCE FUN SCIENCE
1 Unit SCIENTIFIC SKILLS This is heavy! It’s difficult to pull faster. The palm sheath is about to break! Hurry up, Chan! We are leading! Ana, Melia, Chan, and Ravi are playing tarik upih in the front yard. 1 State two science process skills that you can observe in the situation above. Suggest easier ways for Ana to pull Melia.
2 Then, they discussed how their paper planes were folded. 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. 1.1.1, 1.1.2, 1.1.3 1.1.4, 1.1.5, 1.1.6 Fold part A to part B and unfold them. Fold part G to part H. Flip it over and then fold part S to part T. Fold part I to part J. Flip it over. Then, fold part K to part L. Fold part M to part N. Fold part O to part P. Fold part Q to part R. Fold part C to part D. Then, fold part E to part F. Flip the folded paper over. 1 cm Legend: • folding direction • flip over • folding lines The completed paper plane. Steps on how Ana folded her paper plane: Yes, Ana. Why did you design your paper plane that way? Look at my paper plane, Melia. Its nose cone is long and pointed. 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? This shape can reduce the wind resistance. 2 ANA 1 2 3 4 5 6 7 8 9 A C G H E D F B I J K L N M O Q R S T P 1 2 3 4 5 6 7 8 9 A C G H E D F B I J K L N M O Q R S T P 1 2 3 4 5 6 7 8 9 A C G H E D F B I J K L N M O Q R S T P
3 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. Fold part A to part B and unfold them. Flip the folded paper over. Fold part G to part H. Fold part K to part L. Then, fold part I to part J. Unfold the bottom part. Fold part M to part N. Fold part O to part P. Repeat this step on the other side. Fold part C to part D. Then, fold part E to part F. Legend: • folding direction • flip over • folding lines The completed paper plane. 2 cm Steps on how Ravi folded his paper plane: Look! My paper plane is ready. Great! I predict that your paper plane will fly far because of the large size of its wings. A C E D F B G I H J K L M N O P 1 2 3 4 5 6 7 8 A C E D F B G I H J K L M N O P 1 2 3 4 5 6 7 8 A C E D F B G I H J K L M N O P 1 2 3 4 5 6 7 8
4 The pupils have successfully made their paper planes. 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. 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.
5 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. How do the size and thickness of the paper affect the distance travelled by the paper plane? Test and discuss. That is a good question, Ana. After this competition, we will investigate other ways of launching paper planes. Mr Zaki, how do we launch these paper planes to fly farther? 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.
6 1.1.1, 1.1.2, 1.1.3 1.1.4, 1.1.5, 1.1.6 To investigate the relationship between the length of the stretched rubber band and the distance travelled by a paper plane. Measuring tape, stapler, paper plane, paper clip, wooden pencil, and rubber band. LET’’S TEST DISTANCE TRAVELLED BY A PAPER PLANE DISTANCE TRAVELLED BY A PAPER PLANE 1. Prepare a paper clip as shown above. 2. Place the paper clip at the front part of the paper plane. 3. Staple the paper clip so that it does not fall off. 4. Fasten the rubber band to the paper clip and pencil. 5. Stand at the starting point and stretch the rubber band for 10 cm. 6. Release the paper plane and observe its movement. AIM MATERIALS STEPS
7 1.1.1, 1.1.2, 1.1.3 1.1.4, 1.1.5, 1.1.6 (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. Length of stretched rubber band (cm) Distance travelled by the paper plane (cm) 10 20 30 How were the science process skills used in this situation? Explain. 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.
8 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. 1.1.3, 1.1.7, 1.1.8, 1.1.9, 1.1.10, 1.1.11, 1.1.12 Friends, it seems that our soap bubbles burst faster than the soap bubbles of other people. That’s right, Melia. It’ll be more fun to play if our soap bubbles are not easily burst. How can we 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. 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.
9 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 In my opinion, the more quantity of glycerine is used, the longer the time it takes for the bubbles to burst. I agree with you, Ana. Your opinion can be used as the hypothesis of our experiment. I suggest that we only use dishwashing liquid to make our soap solution. We should not waste time. Let's conduct this experiment.
10 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 200 ml of water and 50 ml of dishwashing liquid. Then, stir the solution well without producing any bubbles. (d) Add one tablespoon of glycerine into the soap solution. Stir well without producing any bubbles. (e) Then, leave the solution for four hours at room temperature. (f) Dip a drinking straw into the solution and place the end of the straw on the plastic lid. Glycerine is used to make the bubbles last longer. It can be bought at baking supply stores or pharmacies. TEACHER'S NOTE
11 (g) Keep blowing until a bubble appears and covers the surface of the plastic lid. Then, start the stopwatch immediately. (h) Record the time taken for the soap bubble to burst in the table as shown above. (i) Repeat steps (c) to (h) by using three and five tablespoons of glycerine into every soap solution. 7. Data 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. 1 3 5 Quantity of glycerine (tablespoon) Time taken for the soap bubble to burst (seconds) Quantity of glycerine (tablespoon) 1 Time taken for the soap bubble to burst (seconds)
12 Space-time relationship 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. The durability of the soap bubbles can be defined operationally as the time taken for the soap bubbles to burst. Operational definition How do we make an operational definition for the durability of the soap bubbles? In this situation, the bigger the size of the soap bubble, the longer the time taken for the soap bubble to burst. How do we relate the relationship of time and space in this activity?
13 That’s a good idea, Ana. The profit obtained can be used to decorate the Science Garden in our school. Plan and conduct a new experiment using 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. Friends, our experiment was a success. We should produce more of the soap solution to be sold during the Entrepreneur Week. (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? Experiment Report 1. Aim To investigate the relationship between amount 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, amount of water, size of the speed of surrounding 5. Apparatus and materials Safety goggles, measuring cylinder, stopwatch, plastic container with a lid, drinking straw, table spoon, water, dishwashing liquid, and glycerine. 6. Steps (a) This experiment is conducted at a less windy area. (b) Safety goggles are worn to protect the eyes. (c) Soap solution is prepared using 200 ml of water and 50 ml of dishwashing liquid. Then, the solution is stirred without producing any bubble. (d) One tablespoon of glycerine is added into the soap solution. The solution is stirred without producing any bubble. (e) The soap solution and glycerine is left for four hours at room temperature. (f) A drinking straw is dipped into the solution and the end of the straw is placed on the plastic lid. (g) The soap solution is blown until a bubble appears and has covered the surface of the plastic lid. Then, the stopwatch is started immediately. (h) The time taken for the soap bubble to burst is recorded in a table as shown below. (i) Steps (c) to (h) are repeated by adding three and five tablespoons of glycerine into every soap solution. 7. Data 8. Analysing the data Based on the quantity of glycerine used in this experiment, five tablespoons of glycerine are needed to produce soap bubbles that can burst the latest. 9. Conclusion (a) The hypothesis is accepted. (b) The higher the quantity of the glycerine used, the longer the time taken for the soap bubble to burst. 45 120 145 1 3 5 45 120 145 Quantity of glycerine (tablespoon) Time taken for the soap bubble to burst (seconds)
14 Build an ice cream stick boat using a ruler, pencil, knife, hot glue gun, sandpaper, small saw, rubber band, and ice cream sticks. FUN SCIENCE FUN SCIENCE Be careful when using hot glue gun and sharp tools such as a knife or small saw. ICE CREAM STICK BOAT STEPS 2. Measure and cut the ice cream sticks. 1. Prepare all the materials. 7. Attach the rubber band. 3. Arrange the ice cream sticks that have been cut. 5. Smooth the edges using sandpaper. 8. Insert the paddle to the ice cream stick boat. 4. Attach the ice cream sticks as shown in the picture. 9. Rotate the paddle and launch it on water. 6. Build the paddle of the ice cream stick boat using a knife or small saw. Ice cream stick boat
15 MIND REFLECTION MIND REFLECTION We can understand and solve a problem scientifically using the science process skills as follows: • observing. • classifying. • measuring and using numbers. • making inferences. • predicting. 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. • communicating. • using space-time relationship. • interpreting data. • defining operationally. • controlling variables. • making hypothesis. • experimenting. 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?
16 1 2 3 4 Number of turtles Year 3. The figure below shows the number of turtles that landed on the beach of State M for a duration of six years. 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. Legend: represents 100 turtles
17 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: (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 Substance J K L M Colour change on litmus paper Blue Red 6. What is the space-time relationship for the situation above? after 2 days after 2 days after 2 days after 2 days
18 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
19 Unit HUMANS Chan and his friends are playing in their neighbourhood. 19 Haha, you can’t get away from me. Suddenly … Chan tripped over a large tree root. KRAK! Don’t worry, madam. The X-ray scan of your son’s leg does not show any injury. Ouch! That hurts! What can you observe from the X-ray scan? State its importance to humans.
20 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. 20 HAWA The human skeletal system is made up of bones in the body. How does the main skeletal system function? skull backbone hand bone leg bone rib Without a skeletal system, you may just have to writhe and wriggle to move like me. brain human skeletal system skull The skull protects our brain from injury. 2.1.1
21 The backbone provides support for the body. The ribs protect the internal organs such as the lungs and heart. The bones of the hands and legs provide support and movement. supports the body allows the body to move 21 Explain the functions of the main human skeleton. HAWA lungs heart liver stomach backbone hand bone and leg bone ribs
22 HAWA POSITIONS OF JOINTS Ravi observes a human skeleton model. 2.1.2 HAWA 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 Positions of joints in human body Based on the figure of the human skeleton, name and show positions of joints in your body.
23 FUNCTIONS OF JOINTS Observe the athlete, dancer, and skateboarder below. How do they move their parts of the body easily to make specific movements? 2.1.3 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. Erm, why can’t I bend my arm? Take a look at Ravi’s arm that is covered with bandage. Is Ravi able to bend his arm? HAWA 23 Joints allow movement and flexibility of the body. 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.
24 The joint at the neck makes turning and rotation of the head possible. The joints at the shoulders allow the arms to move back and forth, to the sides or to make rotations. The joints at the shoulders, hands, and backbone make movements of the upper body possible. HAWA Bone movement at the joints allows the body to move. Different joints enable different bone movements.
25 Situation 1 Stand up, class. Good morning, teacher. 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. THE IMPORTANCE OF HUMAN SKELETAL SYSTEM 2.1.4 The skeletal system is very important to our body. Observe the following situations. What would happen to our bodies if there were no skeletal system? HAWA Press and identify the bones in your hand. In your opinion, why are there many bones in your fingers and hand?
26 Situation 4 Situation 3 What would happen to the internal organs if humans did not have skeletal system? What would happen if the brain were not protected by skeletal system? HAWA Based on these situations, why is skeletal system important to the human body? What would happen if humans did not have skeletal system? Situation 2
27 FUN ACTIVITY FUN ACTIVITY HUMAN SKELETON MODEL HUMAN SKELETON MODEL Computer, internet access, printer, scissors, modelling clay, manila card, adhesive tape, and adhesive notepads. (a) Explain the functions of all the main human skeleton. (b) State the functions of joints in the human skeletal system. 2.1.1, 2.1.2, 2.1.3, 2.1.5 The main human skeletal system 1. Find pictures of the main human skeletal system on the internet. Print and cut them out. 3. Paste the pictures of the main human skeleton on the manila card. Then, label the function of each main skeleton with the adhesive notepads. 2. Take turns to connect each bone using modelling clay to represent the joints. 4. The group leader will present the work. The group members will move to see the work of other groups. APPARATUS AND MATERIALS STEPS 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. Rib cage to protect the internal organs Skull to protect the brain from injury Skull Backbone to support the body Hand and leg bones for support and movement Hand and leg bones for support and movement Rib cage to protect the internal organs Backbone to support the body Skull to protect the brain from injury TEACHER'S NOTE
28 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 blood circulatory system. cross section of the heart 28 2.2.1 HUMAN BLOOD CIRCULATORY SYSTEM HAWA Blood rich in oxygen is shown in red. Blood rich in carbon dioxide is shown in blue. TEACHER'S NOTE The heart is an organ that pumps blood to the lungs and the whole body. Every time the heart beats, blood is pumped in and out of the heart. The heart has two sides. The left side of the heart pumps blood that is rich in oxygen to the whole body. Meanwhile, the right side of the heart pumps blood that is rich in carbon dioxide to the lungs. Oh, I’m not! I’m just donating blood. Are you ill, dad? Donating blood is a noble act to help those who are in need. Observe this blood bag. left side right side
29 A blood vessel is a tube that allows blood to flow. Blood vessels transport blood to the whole body. 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. 29 Describe the functions of the heart, blood vessels, blood, and the lungs involved in the human blood circulatory system. blood vessel blood HAWA The lungs are the organs where the exchange of oxygen and carbon dioxide occurs. lungs
30 HAWA 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? 2.2.2 Our blood circulatory system is closely related to the respiratory system. Legend: blood rich in oxygen blood rich in carbon dioxide 30 HAWA Look at this diagram. This is the blood circulatory pathway. HUMAN BLOOD CIRCULATORY PATHWAY lungs heart human body
31 HAWA The blood circulation process is repeated each time we breathe. air When we inhale, the air that enters the lungs is rich in oxygen and is absorbed into the blood vessels. 1 3 When the body uses up the oxygen, carbon dioxide is produced and absorbed into the blood. 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. 5 air enters the trachea Here, the blood is known as blood rich in carbon dioxide. Blood rich in carbon dioxide is transported to the heart. 4 Here, the blood is known as blood rich in oxygen. The heart pumps the blood that is rich in oxygen to the whole body. 2
32 FUN ACTIVITY FUN ACTIVITY SKETCHING THE BLOOD CIRCULATORY PATHWAY SKETCHING THE BLOOD CIRCULATORY PATHWAY Computer, internet access, printer, scissors, glue, red and blue drinking straws, manila card, and coloured paper. 2.2.2, 2.2.4 1. Find printable pictures of the lungs, the heart, and the human body on the internet. Print and cut the pictures. 3. Then, paste the blue drinking straws to represent the pathway of the blood rich in carbon dioxide that is produced by the body to the heart and the pathway of the blood rich in carbon dioxide pumped by the heart to the lungs. 2. Paste the pictures on the manila card. Take turns to paste the red drinking straws to represent the pathway of the blood rich in oxygen from the lungs to the heart and from the heart to the whole body. 4. Draw arrows on the coloured paper and cut them up. Paste the arrows on the drinking straws to represent the blood flow. APPARATUS AND MATERIALS STEPS Based on the activity above, explain: (a) the pathway of the blood rich in oxygen. (b) the pathway of the blood rich in carbon dioxide. 5. Present your work in front of the class.
33 HAWA 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 circulatory system in the human body? Transports oxygen, nutrients, and water to the whole body. Transports carbon dioxide and other waste products to be removed from the body. 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. 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. 2.2.3 I bring oxygen, nutrients, and water for you. Thank you. Let’s remove all these waste products. oxygen
34 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. skeletal system blood circulatory system respiratory system 34 2.3.1 digestive system HAWA Do you remember the systems in the human body that you have learned before? Let’s review the human blood circulatory system. This system has a close relationship with other systems in the body. HAWA
35 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 System The blood circulatory system tranports oxygen to the digestive system. The digestive system supplies nutrients to organs such as the heart so that it can continue to function well. HAWA blood circulatory system Can the blood circulatory system function on its own?
36 Digestive system and respiratory system When food gets stuck in a person’s 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. 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. 36 food CHAN ROMAN RAVI What’s wrong? When choking on food Situation 1 He’s choking on a piece of food. We need to get help! HAWA Choking can disrupt several systems in the human body. trachea oesophagus
37 HAWA 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. When a bone is fractured Situation 2 Fractured bones can also disrupt several systems in the human body.
38 Situation1 THE IMPORTANCE OF TAKING CARE OF ALL SYSTEMS IN THE HUMAN BODY We need to take care of all the systems in the human body to make sure they function effectively. The heart is an essential organ in the blood 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. 2.3.2 How does healthy eating habits protect our blood circulatory system? HAWA What will happen if the systems in the body are not properly taken care of? 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. cholesterol plaque
39 KPRAKK! Situation 2 Situation 3 Situation 4 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? Why does wearing protective gear such as the helmet important in this situation? How does drinking enough water protect our digestive system? I’m having constipation again! HAWA Why is it important to protect all the systems in the human body? XYZ123
40 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 Respiratory system Consume foods that are rich in calcium We need to take calcium to build 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. 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. Do physical activities Physical activities such as running, jumping, and dancing can strengthen bones. 2.3.3
41 HAWA Digestive system Reduce the consumption of foods that 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. 41 Blood circulatory system Eat foods that are rich in fibre l Eat foods that are rich in fibre such as vegetables, fruits, and whole grains to ease defecation. Drink enough water Drink enough water to keep our digestive system running smoothly. Explain ways that can be practised to protect the systems in the body if a person has obesity. cholesterol plaque blood cells 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 .
42 FUN ACTIVITY FUN ACTIVITY CHECKLIST OF SYSTEMS IN THE HUMAN BODY CHECKLIST OF SYSTEMS IN THE HUMAN BODY Manila card and marker pen. Based on the title discussed, how can we protect the systems in the human body to ensure a healthy life? 2.3.1, 2.3.4 1. Based on the checklist provided, choose one system in the human body. 3. Label “X” on the systems that are affected in the situation discussed earlier. For example, for a situation where the lungs fail to function, the affected systems in the body will be labelled with “X”. 2. Discuss with your group members a situation when the chosen system is disrupted and its effect on another system in the body. 4. Paste your completed work on the wall. A group representative will present the outcome to the other groups. APPARATUS AND MATERIALS STEPS TEACHER'S NOTE Teachers provide a checklist on the systems in the human body for each group. SENARAI SEMAK Sistem di dalam tubuh Situasi CHECKLIST Systems in the human body Situation SENARAI SEMAK Sistem di dalam tubuh Situasi X X CHECKLIST Systems in the human body Situation Lungs failure Kegagalan peparu berfungsi SENARAI SEMAK Sistem di dalam tubuh Situasi X X CHECKLIST Systems in the human body Situation Lungs failure Bowel failure Fractured leg SENARAI SEMAK Sistem di dalam tubuh Situasi CHECKLIST Systems in the human body Situation
43 FUN SCIENCE FUN SCIENCE Produce a blood circulatory system model using a screwdriver, scissors, hot glue gun, plastic cups, binder clips, plastic bottles, plastic tubes, blue-coloured and red-coloured water. STEPS BLOOD CIRCULATORY SYSTEM MODEL BLOOD CIRCULATORY SYSTEM MODEL Be careful when making holes on the bottle caps and using the hot glue gun. 1. Make two holes on the bottle cap. Enlarge the holes using a screwdriver. 3. Screw the bottle cap back to the bottle. Make sure the end of the longer tube reaches the bottom of the bottle. The shorter tube is inserted just below the bottle cap. 2. Prepare two plastic tubes of different lengths. Insert the tubes into the holes of the bottle cap. 4. Repeat steps 1 to 3 to produce the second bottle. Label the bottles as shown above. 5. Seal gaps on the bottle cap to prevent air from entering the bottle using the hot glue gun. Right side of heart Left side of heart Blood circulatory system model Right side of heart