SK Year 5 Science DLP

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

ACKNOWLEDGEMENTS
Serial No.: 0022
The publication of this textbook involved various
KK 507-221-0102021-49-2952-20101 parties. Sincerest appreciation and gratitude
ISBN 978-983-49-2952-7 particularly to the following:
• The Panel of Evaluators, Educational
First Printing 2020 Resources and Technology Division,
© Ministry of Education Malaysia Ministry of Education Malaysia.

All Rights Reserved. No part of this publication • Officers of the Educational Resources
may be reproduced or transmitted in any form by and Technology Division and
any means, electronic or mechanical, including Curriculum Development Division,
photocopying, recording or any information storage Ministry of Education Malaysia.
and retrieval system without permission in writing
from the Director General of Education Malaysia, • The Panel of Evaluators,
Ministry of Education Malaysia. Negotiation is subject Dewan Bahasa dan Pustaka.
to the calculation of royalty or honorarium.
• The Panel of Readers,
Dewan Bahasa dan Pustaka.
Published for the Ministry of Education Malaysia by:
Dewan Bahasa dan Pustaka, • Officers of the English Language
Jalan Dewan Bahasa, Teaching Centre (ELTC),
50460 Kuala Lumpur. Ministry of Education Malaysia.
Telephone: 03-21479000 (8 hunting lines)
Facsimile: 03-21479643 • Department of Wildlife and National Parks
Website: http://www.dbp.gov.my Peninsular Malaysia (DWNP).

Design and Typeset: • SK Tengku Mahmood Iskandar 2,
Attin Press Sdn. Bhd. Pontian, Johor.

• SK Sendayan, Seremban,
Text Typeface: Azim
Text Typeface size: 14 point Negeri Sembilan.
• SK Bandar Bukit Mahkota,
Printed by: Kajang, Selangor.
Aslita Sdn. Bhd.,
Lot 20, Jalan 4/10B, • All parties involved in the process of
Springcrest Industrial Park, publishing this book.
Batu Caves,
68100 Kuala Lumpur.

CONTENTS




INTRODUCTION v
ICON DESCRIPTIONS vi
Unit 1 SCIENTIFIC SKILLS 1

Science Process Skills 2 Fun Science 14
Science Process Skills in Mind Reflection 15
Solving Problems 8 Mind Test 15

Unit 2 HUMANS Relationship between the Systems 19
The Human Skeletal System
and Its Functions 20 in the Human Body 34
Positions of Joints 22 The Importance of Taking Care of
Functions of Joints 23 All Systems in the Human Body 38
The Importance of Human Protecting the Systems in the
Skeletal System 25 Human Body 40
Human Blood Circulatory System 28 Fun Science 43
Human Blood Circulatory Pathway 30 Mind Reflection 45
The Importance of Blood Mind Test 46
Circulatory System 33
Unit 3 ANIMALS 49

Survival of Animal Species 50 Producer and Consumer 77
Protection from Enemies 51 Food Relationship and Photosynthesis 79
Protection from Extreme Weather 58 Food Web 82
Animals Protect Their Eggs 64 Effects of Population Change 87
Animals Ensure the Survival Fun Science 89
of Their Young 67 Mind Reflection 89
Imaginary Animal 70 Mind Test 91
Food Chain 74
Unit 4 PLANTS 93


Protection from Enemies 94 Fun Science 111
Adapting to Climate and Mind Reflection 112
Seasonal Changes 98 Mind Test 113
Dispersal of Seeds or Fruits 104
The Importance of Survival
for Animal and Plant Species 109

Unit 5 ELECTRICITY 115
Sources of Electrical Energy 116 Mishandling of Electrical Appliances 135
Series Circuit and Parallel Circuit 118 Handling Electrical Appliances Safely 137
Sketching Using Symbols 120 Fun Science 140
The Brightness of Bulbs 123 Mind Reflection 141
Factors Affecting the Brightness of Bulbs 125 Mind Test 142
Closed Switch, Open Switch 129
Factors Affecting the Usage of
Electrical Energy 132
iii

Unit 6 HEAT 145

Heat and Temperature 146 The Importance of Expansion and
Thermometer 147 Contraction Principle of Materials 158
Changes in the Water Temperature 150 Fun Science 160
Water at Room Temperature 152 Mind Reflection 161
Expansion and Contraction Mind Test 162
of Materials 154
RUSTING 163

Characteristics of Rusty Objects 164 Ways to Prevent Rusting 170
Rusty Objects 166 The Importance of Preventing Rusting 171
Factors that Cause Rusting 168 Fun Science 174
Mind Reflection 175
Mind Test 175

Unit 8 MATTER 177

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

Unit 9 PHASES OF THE MOON AND CONSTELLATIONS 199


The Moonlight 200 The Uses of the Constellations 211
The Moon Rotates, Fun Science 214
the Moon Revolves 201 Mind Reflection 215
Phases of the Moon 204 Mind Test 216
The Lunar Calendar 206
Constellations 208
Unit 10 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
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.

I
C
N S
F
FUN SCIENCENCE
U
E
N S
U
I
E
C
F
FUN SCIENCENCE MIND REFLECTION
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
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
Questions that can test the pupils’ conducting the activities.
thinking skills on the content
learned.
QR CODE
TEACHER'S Information to guide and Additional information of
NOTE
supplement teachers during learning activities that can be
teaching and learning activities. scanned and accessed using
a smartphone or a tablet.

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.
vi

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 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
plane that way?
ANA
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 D
1 2 3 G H Legend:
B C F
A E D
1 A 2 C 3 G H • folding direction
F D
B
1 Fold part A to part B 2 Fold part C to part D. 3 Fold part G to part H.
G
H
E
and unfold them. Then, fold part E to part F.
F
B
E
I Flip the folded paper over.
4 J 5 N M 6
L • flip over
I K
4 I J L 5 N M 6
4 J 5 N M 6 • folding lines
K L
K
Fold part I to part J. Fold part M to part N. Flip it over. S
Q
P
7 Then, fold part K to part L. 9
8
O R T
P Q S
7 8 9
P R Q T S
7 O 8 9
O R T
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 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 D
1 2 3
B C F
A E D
1 2 3 Legend:
C
F
B A
Fold part A to part B Fold part C to part D. Flip the folded
D
1 2 E 3
and unfold them. Then, fold part E to part F. paper over.
F
I B • folding direction
E
J
4 I H 5 6 K L
• flip over
G J
4 I H 5 6 K L
J • folding lines
4 G H 5 6 K L
G
Fold part G to part H. Unfold the bottom Fold part K to part L.
N
7 Then, fold part I to part J. part. O
8
M N P
O
7 8
M N P The completed paper plane.
O
7 8
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
plane is ready. Great! I predict that your
paper plane will fly far
because of the large size
of its wings.






3 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 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 DISTANCE TRAVELLED BY
DISTANCE TRAVELLED BY
LET’S TEST
A PAPER PLANE
A PAPER PLANE
To investigate the relationship between the
AIM length of the stretched rubber band and the
distance travelled by a paper plane.

Measuring tape, stapler, paper plane, paper clip,
MATERIALS
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 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 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.





That’s right, Melia. It’ll
be more fun to play
Friends, it seems that our soap
bubbles burst faster than the if our soap bubbles
soap bubbles of other people. 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

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





9 9
1.1.3, 1.1.7, 1.1.8, 1.1.9,
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
stir the solution well without producing any bubbles.
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.


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

Time taken for the
Quantity of soap bubble to burst
glycerine
(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 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
12

6. Steps

(a) This experiment is conducted at a less windy area.
(b) Safety goggles are worn to protect the eyes.

1. Aim any bubble.
Experiment Report (c) Soap solution is prepared using 200 ml of water and 50 ml of

To investigate the relationship between amount of glycerine and the
dishwashing liquid. Then, the solution is stirred without producing

time taken for the soap bubbles to burst. (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
2. Problem statement room temperature.
Does different quantity of glycerine affect the time taken for the soap
bubbles to burst? (f) A drinking straw is dipped into the solution and the end of the straw is
placed on the plastic lid.
3. Hypothesis (g) The soap solution is blown until a bubble appears and has covered the
The more quantity of glycerine is used, the longer the time taken for
surface of the plastic lid. Then, the stopwatch is started immediately.
the soap bubbles to burst. as shown below.
(h) The time taken for the soap bubble to burst is recorded in a table
4. Determining the variables (i) Steps (c) to (h) are repeated by adding three and five tablespoons
of glycerine into every soap solution.
7.
• manipulated: quantity of glycerine Data
• responding: time taken for the soap bubbles to burst
• constant: type of dishwashing liquid, amount of

Quantity of glycerine
water, size of the speed of surrounding Time taken for the soap bubble to burst
(tablespoon)
5. Apparatus and materials 1 (seconds)
Safety goggles, measuring cylinder, stopwatch, plastic container 45 45
3
with a lid, drinking straw, table spoon, water, dishwashing liquid,
120
5 120
and glycerine.
145
8. Analysing the data 145
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.
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
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.
13 13

FUN SCIENCE
FUN SCIENCE ICE CREAM STICK BOAT
ICE CREAM STICK BOAT

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
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
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:


Colour change on litmus paper
Substance
Blue Red
J


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

Unit HUMANS








Chan and his friends are playing
in their neighbourhood. Haha, you can’t
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
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
may just have to writhe and
wriggle to move like me. skull



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

rib


backbone


hand bone
brain













skull






leg bone
The skull
protects our
brain from
injury.


20
20
2.1.1 human skeletal system

The backbone provides support

for the body.
backbone











lungs



heart

supports the body

liver



stomach



ribs


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

Explain the functions of the
HAWA
main human skeleton.
21
21

POSITIONS OF JOINTS


Ravi observes a human skeleton model.


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



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.

23
23
2.1.3

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
organs if humans did not have is skeletal system important to
skeletal system?
the human body? HAWA
26

HUMAN SKELETON
FUN ACTIVITY HUMAN SKELETON
FUN ACTIVITY
MODEL
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
Skull
Skull to protect
to protect from injury
the brain
the brain Rib cage
from injury to protect
the internal Hand and Backbone
to support
organs leg bones the body Rib cage
Backbone for support to protect the internal organs
and
to support movement Hand and
the body and movement
leg bones
for support
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.


TEACHER'S As an alternative, teachers can scan the QR code to download the
NOTE picture of the main human skeletal system to be used for this activity.
27
2.1.1, 2.1.2, 2.1.3, 2.1.5

HUMAN BLOOD CIRCULATORY SYSTEM


Donating blood is
Are you ill, dad? 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
blood circulatory system.
HAWA




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
sides. The left side of the heart pumps blood that is rich right side
in oxygen to the whole body. Meanwhile, the right side
of the heart pumps blood that is rich in carbon dioxide to
the lungs. cross section
of the heart






TEACHER'S Blood rich in oxygen is shown in red. Blood rich in
NOTE carbon dioxide is shown in blue.
28
28
2.2.1

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






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


29
29

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

Legend:

blood rich
heart in oxygen
Our blood
circulatory system blood rich in
is closely related carbon dioxide
to the respiratory
system.





30 human body
30
2.2.2

air enters the trachea
1 When we inhale, the air
that enters the lungs is rich
in oxygen and is absorbed
air
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 31

SKETCHING THE BLOOD
FUN ACTIVITY SKETCHING THE BLOOD
FUN ACTIVITY
CIRCULATORY PATHWAY
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
in front of the class. Based on the activity above, explain:
(a) the pathway of the blood rich in oxygen.
32
2.2.2, 2.2.4 (b) the pathway of the blood rich in carbon dioxide.

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.


HAWA
What is the importance of the blood
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
system. This system
has a close relationship
with other systems in
the body.



HAWA


blood circulatory
system
34
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
System

The blood circulatory system
tranports oxygen to the blood circulatory system
digestive system.

The digestive system Can the blood circulatory
supplies nutrients to organs system function on its own?
such as the heart so that it can
continue to function well. HAWA
35
35

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.

When choking
Situation 1 What’s wrong? He’s choking on a


on food
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
respiratory system

oesophagus When food gets stuck in a person’s
trachea 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.




36
36

Situation 2
When a bone
is fractured






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
in the human body to make sure they
function effectively. HAWA


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


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. cholesterol plaque


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?

Situation 4 I’m having constipation again!















How does drinking enough water protect our digestive system?


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

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
are rich in calcium

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


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

CHECKLIST OF SYSTEMS
CHECKLIST OF SYSTEMS
FUN ACTIVITY
FUN ACTIVITY
IN THE HUMAN BODY
IN THE HUMAN BODY
APPARATUS AND
MATERIALS Manila card and marker pen.


STEPS


CHECKLIST
SENARAI SEMAK
Systems in
Sistem di
the human body
dalam tubuh
Situasi
Situation






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.




CHECKLIST
SENARAI SEMAK
SENARAI SEMAK
CHECKLIST
Systems in Systems in
Sistem di
Sistem di
the human body the human body
dalam tubuh
dalam tubuh
Situasi Situation
Lungs failure X X
Situation
Situasi
Kegagalan
Bowel failure
peparu berfungsi
X X
Lungs failure 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?

SENARAI SEMAK
CHECKLIST
Systems in
Sistem di
dalam tubuh
the human body
TEACHER'S Teachers provide a checklist on the systems in the human body for Situasi Situation
NOTE each group.
42
2.3.1, 2.3.4