DLP SCIENCE YR 5

KSSR SCIENCE YEAR 5

Inculcation of SPS should be repeated throughout the year to THEME SCOPE
provide opportunities for pupils to improve and enhance mastery Physical Science
of the intended skills. The scope of knowledge for Level II is Properties of light, sound, sources and
shown in Table 13. forms of energy, renewable and non-
renewable energy, sources of electrical
Table 13: Content of KSSR Science Level II energy, series and parallel circuit,
safety precautions in handling electrical
THEME SCOPE appliances and conservation of
electricity, heat and temperature, force
and its effects, frictional force, air
pressure and speed of objects.

Inquiry in Science Science process skills

Life Science Human: breathing, excretion and Materials Science Basic sources of materials, properties
defecation, respond to stimuli, skeletal of materials, rusting, states of matter,
system, blood circulatory system, changes in states of matter, natural
relationship between body systems, water cycle, food spoilage, food
reproductive system and nervous preservation and waste management.
system.

Animals: breathing organs, vertebrates,
survival of the species and interaction
among animals.

Plants: respond to stimuli,
photosynthesis, survival of the species,
seeds dispersal, interaction among
plants, preservation and conservation.

Microorganisms.

39

KSSR SAINS TAHUN 5

Table 13: Content of KSSR Science Level II

THEME SCOPE

Earth and Space Gravity of Earth, rotation and revolution
of the Earth, phases of the Moon,
constellations, phenomena of eclipses
and the Milky Way galaxy.

Technology and Lever, simple machines and complex
Sustainability of Life machines, uses of tools in life, stability
and strength of objects and structures,
the advantages and disadvantages of
technology.

40

THEME

INQUIRY IN SCIENCE

TOPIC

1.0 SCIENTIFIC SKILLS

41

1.0 SCIENTIFIC SKILLS KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD REMARKS
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR Suggested activities:
1.1 Science Pupils are able to : LEVEL
Process Skills Carry out an investigation to
acquire science process skills
1.1.1 Observe by using all the senses such as:
(i) Measure temperature
involved and tools if necessary
using a standard tool and
to make qualitative observations unit with the correct
techniques.
to explain phenomenon or 1 Recall the science (ii) Carry out experiments to
changes that occur. process skills. determine the factors that
cause rusting.
1.1.2 Classify by comparing or (iii) Carry out experiments to
identifying similarities and determine the factors that
differences based on common affect the brightness of
characteristics. bulbs in series or parallel
circuit.
1.1.3 Measure and use numbers by
using appropriate tools and
standard units with correct
techniques.

1.1.4 Make inferences by stating the
initial conclusion or by giving
reasonable explanations for the 2 Describe the science
observation made using the process skills.
information gathered.

42

CONTENT PERFORMANCE STANDARD KSSR SCIENCE YEAR 5
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL
DESCRIPTOR

1.1.5 Predict by making reasonable
assumptions of an event or
phenomenon based on
observations, prior
experiences or data.

1.1.6 Communicate by recording 3 Apply the science process
information or ideas in skills to perform a task.

suitable forms and presenting

them systematically.

1.1.7 Use space-time relationship
by arranging occurrences of
phenomenon or event in a
chronological order based on
time.

1.1.8 Interpret data by selecting
relevant ideas about an
object, an event or the trend Analyse the science
of the data to make an
explanation. 4 process skills to solve
problems or to perform a

task.

43

CONTENT PERFORMANCE STANDARD KSSR SCIENCE YEAR 5
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL
DESCRIPTOR

1.1.9 Define operationally by

describing an interpretation of a

task carried out and observed in

a situation according to Evaluate the science
determined aspects. 5 process skills to solve a

1.1.10 Control variables by determining problem or to perform a
the responding and constant task.

variables after the manipulated

variables in an investigation

have been determined.

1.1.11 Make a hypothesis by making a
general statement that can be
tested based on the relationship Design an experiment to
between the variables in an solve a problem
investigation. systematically and be
6 responsible to oneself,
1.1.12 Carry out experiments by using peers and environment.
the basic science process skills
to collect and interpret data,
summarise to prove the
hypothesis and write a report.

44

KSSR SCIENCE YEAR 5

THEME

LIFE SCIENCE

TOPIC

2.0 HUMAN
3.0 ANIMAL
4.0 PLANT

45

KSSR SCIENCE YEAR 5

2.0 HUMAN PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
STANDARD Pupils are able to: LEVEL Notes:

2.1 Human 2.1.1 Describe the function of the Function of the main human
Skeletal main human skeletal system. skeleton:
System

2.1.2 Identify the bones and position Main Function
of joints in human skeletal
system. Skeleton

1 Label the main human Backbone supports the

skeleton. body

2.1.3 State the function of joints in Skull protects the
human skeletal system. Rib brain
protects internal

2.1.4 Provide reasoning on the organs
importance of skeletal system to Hand and support and
human body. leg bones movement

2.1.5 Explain the observations of Suggested activity:
human skeletal system through
written or verbal forms, Observe human skeletal model/
sketches, ICT in a creative way.
diagram to identify bones and

Describe the function position of joints.

2 of each main part
involved in blood

circulatory system.

46

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
2.2 Human Blood Pupils are able to: LEVEL Notes:
Circulatory
System 2.2.1 Describe the function of the Function of the main parts in
main parts involved in human blood circulatory system:
blood circulatory system.
Part Function

2.2.2 Sketch the pathways of blood 3 Sketch the pathways of Heart pumps blood to
the lungs and
circulation; rich in oxygen and human blood circulation.
whole body
rich in carbon dioxide in
human body. Lungs place for
exchanging

2.2.3 Summarise the importance of carbon dioxide
blood circulatory system in with oxygen.
human body. Blood transport blood
Vessels to the whole

2.2.4 Explain the observations of body

human blood circulatory Block diagram of blood
system through written or circulation pathways in human
verbal forms, sketches, ICT body:
in a creative way.

Provide reasoning on the Lungs

importance of skeletal

4 system and blood

circulatory system in Blood Blood
human body. rich in rich in
carbon oxygen
Heart

dioxide

Human
body

47

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
2.3 Relationship Pupils are able to: LEVEL Notes:
between the
Systems in 2.3.1 Explain through examples the Examples of the relationship
Human Body relationship between the between the systems in human
systems in human body. body:
Generate ideas on the

importance of taking

2.3.2 Provide reasoning on the 5 care of all the systems in (i) When a person is choked
importance of taking care of
all the systems in human human body. by food (digestive system),
body to function efficiently.
the respiratory tract will be

blocked (respiratory

system).

2.3.3 Generate ideas ways to (ii) When a hand’s bone is
protect the systems in human broken (skeletal system),
body to ensure a healthy life. the hand will be swollen

2.3.4 Explain the observations on due to blood flow
the relationship between distruption (blood
systems in human body circulatory system).

through written or verbal Systems in human body that
forms, sketches, ICT in a Communicate creatively can be related such as
creative way. and innovatively on the digestive system, blood

6 relationship between the circulatory system, respiratory
systems in the human system, and human skeletal
body.
system.

48

KSSR SCIENCE YEAR 5

3.0 ANIMAL PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
STANDARD Pupils are able to: LEVEL
Notes:
3.1 Survival of 3.1.1 State the meaning of survival
Animal of the species. Survival of the species is
Species the ability for animals and
plants to maintain their
State the characteristics species to avoid extinction.

3.1.2 Explain with examples the 1 and specific behaviours Characteristics and
characteristics and specific of animals to ensure the specific behaviours of
behaviours of animals to animals to protect
protect themselves from survival of their species. themselves from enemies
enemies. such as:
(i) Detach body part.
3.1.3 Explain with examples the (ii) Spurt out black ink.
specific behaviours of (iii) Have fake eyes.
animals to protect Describe the
themselves from extreme characteristics and Encourage the use of ICT to
weather. 2 specific behaviours of make observations on
animals to ensure the various characteristics and
survival of their species. specific behaviours of
animals to protect
3.1.4 Identify ways animals protect themselves.
their eggs.

3.1.5 Identify ways animals ensure
the survival of their youngs.

Explain with examples
the characteristics and
3 specific behaviours of
animals to ensure the
survival of their species.

49

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL
DESCRIPTOR Notes:
Specific characteristics of
3.1.6 Explain the observations on the Build a graphic animals to protect
survival of animal species through organiser on the themselves from extreme
written or verbal forms, sketches, 4 characteristics and weather such as:
ICT in a creative way. specific behaviours of (i) Wallow in mud: buffalo.
(ii) Migrate: stork, whale.
animals to ensure the (iii)Hibernate: ground

survival of species. squirrel.

3.2 Create Animal Pupils are able to: Ways animals protect their
Model eggs such as:
(i) Hide the eggs: crocodile,
3.2.1 Create an imaginary animal model Predict the ways
that can protect itself from enemies lizard, butterfly.
and extreme weather. other animals protect (ii) Lay slimy eggs: frog.
(iii) Incubate the eggs:
5 themselves based on
knowledge about penguin.
3.2.2 Provide reasoning on how specific
characteristics of the created characteristics or Ways animals ensure the
imaginary animal model can survival of their young such
protect itself from enemies and specific behaviours. as:
extreme weather. (i) Carry the young in their

3.2.3 Communicate on the specific Design an imaginary pouch: kangaroo
model of animal by (ii) Carry the young in their
characteristics of an animal to applying the
appreciate God’s creation for knowledge of specific mouth: crocodile,
6 characteristics and arowana fish.
ensuring the balance of nature. behaviours and (iii) Attack when its young is
provide reasoning disturbed: chicken, cat.
3.2.4 Explain the observations of the about the
imaginary animal model through characteristics.
written or verbal forms, sketches,
ICT in a creative way.

50

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
3.3 Food Relationship LEVEL
among living Pupils are able to: Notes:
things State the main source of
3.3.1 State the meaning of food chain. 1 energy in the food Food chain shows
3.3.2 Identify producer and how energy is
relationship. absorbed from the
consumers in a food chain. Sun by green plants
to carry out
3.3.3 Summarise food relationship 2 Identify producer and photosynthesis and
among living things and the consumers in a food chain. transferred from
photosynthesis process in term producer to
of energy transfer in a food consumers.
chain.

3.3.4 State the meaning of food web. 3 Build a food web in a
habitat.
3.3.5 Build food webs in various
habitats.

Provide reasoning on the
importance of food
4 relationship among living
things in terms of energy
transfer.

51

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL
DESCRIPTOR

3.3.6 Predict the effect on other living
things if there are population
changes in the food web of a Predict the effect on
habitat. 5 population changes of

living things in a food
web.

3.3.7 Explain the observations on food
relationship among living things
through written or verbal forms,
sketches, ICT in a creative way.

Communicate creatively
and innovatively on energy
6 transfer in food relationship
among living things and
present their findings.

52

4.0 PLANTS PERFORMANCE STANDARD KSSR SCIENCE YEAR 5

CONTENT LEARNING STANDARD PERFORMANCE REMARKS
STANDARD LEVEL
DESCRIPTOR
4.1 Survival of Plant
Species Pupils are able to:

4.1.1 Explain with examples the
specific characteristics of
plants to protect themselves State ways plants disperse
from enemies. 1 their seeds or fruits.

4.1.2 Explain with examples the
specific characteristics of
plants to adapt themselves
during climate and seasonal
changes.

4.1.3 Explain the observations Describe the specific
about survival of plant
species through written or 2 characteristics of plants to
verbal forms, sketches, ICT ensure the survival of their
in a creative way.
species.

Explain with examples the

3 specific characteristics of
plants to ensure the survival

of their species.

53

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
4.2 Dispersal of LEVEL Notes:
Seeds DESCRIPTOR

Pupils are able to:

4.2.1 State ways plants disperse Build a graphic organiser Ways plants disperse their
their seeds or fruits. to show the relationship on seeds and fruits such as:

4 the characteristics of (i) By water.

4.2.2 Relate the ways of dispersal seeds with the ways of (ii) By wind.
with the characteristics of
seeds or fruits. dispersal. (iii) By human and

animals.

(iv) By explosive

4.2.3 Predict the way of a seed mechanism.
dispersal based on its
characteristics. Support the predictions The importance of the

about the way other plants survival of animal and

4.2.4 Explain the observations on protect and adapt plant species such as:
dispersal of seeds through
written or verbal forms, 5 themselves based on the (i) Continuity of food
sketches, ICT in a creative
way. knowledge of specific sources for living

characteristics of plants. things.

(ii) Avoid extinction.

(iii) Interdependence

among various living

things to maintain the

balance of nature.

Communicate creatively

and innovatively on the Pupils predict ways of

6 importance of the survival dispersal learnt for other

of animal and plant seeds.

species to ensure the

balance of nature.

54

KSSR SCIENCE YEAR 5

THEME

PHYSICAL SCIENCE

TOPIC

5.0 ELECTRIC
6.0 HEAT

55

5.0 ELECTRIC KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD REMARKS
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
5.1 Sources of LEVEL
Electrical Energy Pupils are able to:

5.1.1 Explain with examples the 1 Give examples sources of
sources of electrical energy. electrical energy.

5.2 Series circuit and Pupils are able to:
parallel circuit
5.2.1 Identify the arrangement of
bulbs in series and parallel in a
complete circuit.

5.2.2 Sketch the series and parallel Identify series and parallel
circuit diagrams using 2 circuit based on the circuit
symbols.
diagram given.
5.2.3 Compare and contrast the
brightness of the bulbs in
series and parallel circuits.

56

CONTENT PERFORMANCE STANDARD KSSR SCIENCE YEAR 5
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL
DESCRIPTOR

5.2.4 Carry out experiments to
compare the brightness of
bulbs in series or parallel
circuit by changing the number
of bulbs.

5.2.5 Carry out experiments to Build series and parallel
compare the brightness of 3 circuits and sketch the
bulbs in series or parallel
circuit by changing the number diagrams using symbols.
of dry cells.

5.2.6 State the condition of bulbs
when a few switches are
opened or closed in a
series and parallel circuit
by carrying out activities.

5.2.7 Explain the observations on

series and parallel circuits

through written or verbal forms, Generate ideas on the
effects of mishandling
sketches, ICT in a creative 4
way.
electrical appliances.

57

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL Suggested activity:
DESCRIPTOR

5.3 Safety Pupils are able to:

precautions in

handling electrical 5.3.1 Generate ideas on the factors Carry out an activity to
Conclude factors that affect analyse the usage of
appliances and that affect the usage of the brightness of the bulbs in electrical energy in
series and parallel circuits house or school
the conservation electrical energy by carrying 5
of electricity out activities.
based on the number of based on monthly
bulbs and dry cells.
5.3.2 Explain with examples the electricity bill.
effects of mishandling
electrical appliances.

5.3.3 Describe the safety
precautions in handling
electrical appliances

5.3.4 Explain the observations on Communicate creatively and

safety precautions in handling innovatively on the safety

electrical appliances and the precautions in handling the

conservation of electricity 6 electrical appliances and

through written or verbal forms, the conservation of electricity

sketches, ICT in a creative towards sustainability of life.

way.

58

KSSR SCIENCE YEAR 5

6.0 HEAT

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
6.1 Heat and LEVEL
Temperature DESCRIPTOR Notes:

Pupils are able to: Safety precautions
should be taken when
6.1.1 State the meaning of heat and State the meaning of heat carrying out water
temperature. and temperature. heating activities.

1 Effects of heat on
materials when they gain
6.1.2 Measure temperature using the and lose heat such as:
standard tool and unit with the (i) Materials become
correct techniques.
warmer or cooler.
6.1.3 Use space-time relationship to (ii) Temperature of
observe the changes of temperature
when ice is heated and determine 2 Measure the boiling point materials increase or
the freezing point and boiling point and freezing point of decrease.
of water by carrying out activities. (iii) Materials expand or
contract.
6.1.4 Describe the changes of water water.
temperature when hot water is Suggested activity:
cooled down to room temperature.
Pupils measure the
6.1.5 Conclude effects on materials when temperature of water
they gain and lose heat by carrying from ice to the boiling
out activities. point.

Make generalisation that
materials become warmer
3 when they gain heat and
become cooler when they
lose heat.

59

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL Notes:
DESCRIPTOR

6.1.6 Provide reasoning on the
importance of application of
expansion and contraction When the hot water is left to
principle of materials in daily Explain through examples the cool down, the water
life. expansion and contraction of temperature will decrease
4 materials in terms of gaining to the surrounding
and losing heat.
temperature and will remain

6.1.7 Explain the observations about unchanged.
heat and water temperature
through written or verbal forms, Suggested activities:
sketches, ICT in a creative way.

Pupils carry out activities to

show the effects of

Interpret data from water expansion and contraction

temperature against time of materials such as:

5 graph to determine the (i) Heating the iron ball or

freezing point and boiling ring.

point. (ii) Heating and cooling of

coloured water in a

conical flask fixed with

glass tube.

(iii) Immersing a bottle with

balloon attached on its

Communicate creatively and mouth into hot water and
innovatively to solve problem ice .

6 by applying knowledge on the
effects of gaining and losing

heat.

60

KSSR SCIENCE YEAR 5

THEME

MATERIAL SCIENCE

TOPIC

7.0 RUSTING
8.0 MATTER

61

KSSR SCIENCE YEAR 5

7.0 RUSTING PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
STANDARD LEVEL
Pupils are able to: Notes:
7.1 Rusting 1 Identify rusty and non-rusty
Material 7.1.1 State the characteristics of objects. Characteristics of rusty
rusty object. object such as:
2 Describe rusty objects. (i) Has a reddish-brown
7.1.2 Make generalisation that
objects made from iron can layer.
rust. (ii) Rough surface.
(iii) Brittle.

7.1.3 Carry out experiments to Make generalisation that Suggested activities:
determine the factors that
cause rusting. 3 objects made from iron can

rust. Carry out projects to

prevent rusting in school

7.1.4 Describe ways to prevent 4 Conclude the factors that such as:
rusting. cause rusting. (i) Paint the tools that can

7.1.5 Provide reasoning on the rust.
importance to prevent rusting.
(ii) Repair rusty windows by

applying oil.

7.1.6 Explain the observations on 5 Justify the suitable ways to
prevent rusting on objects.

rusting material through written

or verbal forms, sketches, ICT

in a creative way.

Carry out projects to

prevent rusting of objects in

6 the surrounding and provide
reasoning on the method

used.

62

KSSR SCIENCE YEAR 5

8.0 MATTER PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
STANDARD Pupils are able to: LEVEL Note:

8.1 States of
Matter

8.1.1 State that matter exists in the Properties of solid, liquid
form of solid, liquid and gas.
1 State that matter exists in and gas based on mass,
the form of solid, liquid and space occupancy, volume

8.1.2 Classify materials or objects gas. and shape.
based on the states of matter.

Suggested activity:

8.1.3 Characterise properties of Make an analogy on the
solid, liquid and gas by
carrying out activities. arrangements of particles in

solid, liquid and gas by

8.1.4 Make generalisation that water 2 List the process of changes carrying out simulation.
can exist in three states of in states of matter for water.
matter by carrying out
activities.

8.1.5 Explain the observations on
states of matter through written
or verbal forms, sketches, ICT
in a creative way.

3 Classify materials or
objects based on the states

of matter.

63

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR REMARKS
8.2 Changes in Pupils are able to: LEVEL Notes:
States of
Matter for 8.2.1 Describe the changes in states Water can change its
Water of matter for water by carrying Conclude the changes in states states through
out activities. of matter for water in terms of
4 gaining or losing heat. processes of freezing,
melting, boiling,

8.2.2 Explain with examples the evaporation and
changes in states of matter
when it gains or loses heat by condensation.
carrying out activities.

8.2.3 Relate the changes in states of Summarise the relationship
matter for water in the formation
of cloud and rain. between the changes in states
of matter in the formation of
5

8.2.4 Explain the observations on cloud and rain.
changes in states of matter for
water through written or verbal
forms, sketches, ICT in a
creative way.

Communicate creatively and

innovatively by making an

6 analogy to explain the
arrangements of particles in

solid, liquid and gas when

gaining or losing heat.

64

KSSR SCIENCE YEAR 5

THEME

EARTH AND UNIVERSE

TOPIC

9.0 PHASES OF THE MOON AND
CONSTELLATION

65

KSSR SCIENCE YEAR 5

9.0 PHASES OF THE MOON AND CONSTELLATION

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
9.1 Phases of the LEVEL
Moon DESCRIPTOR Notes:

Pupils are able to: Phases of the moon such
as new moon, crescent,
9.1.1 State that the Moon does not emit 1 State that the Moon half moon and full moon.
light but reflects light from the Sun. does not emit light.
Examples of
9.1.2 Describe the rotation of the Moon on Identify the patterns and constellations such as
its axis and at the same time it 2 the uses of the Orion, Big Dipper,
revolves around the Earth in terms of Southern Cross and
direction and duration by carrying out constellations. Scorpion.
a simulation.
Explain the movement of
9.1.3 Use space- time relationship to 3 the Moon in terms of
describe phases of the Moon in a
complete cycle according to the direction and duration.
Lunar calendar.

9.2 Constellation 9.1.4 Explain the observations on phases of 4 Sequence the phases of
the Moon through written or verbal 5 the Moon correctly by
forms, sketches, ICT in a creative sketching.
way.
Summarise the relation
Pupils are able to: of phases of the Moon
with events of life.
9.2.1 Identify the constellations and their
shapes.

9.2.2 State the uses of the constellations. Communicate creatively
and innovatively on the
9.2.3 Explain the observations of the existence of other
constellations through written or constellations by seeking
verbal forms, sketches, ICT in a 6 information from various
creative way. media.

66

KSSR SCIENCE YEAR 5

THEME

TECHNOLOGY AND SUSTAINABILITY
OF LIFE

TOPIC

10.0 MACHINE

67

KSSR SCIENCE YEAR 5

10.0 MACHINE

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE REMARKS
LEVEL
DESCRIPTOR Notes:

10.1 Uses of Tools Pupils are able to: Identify simple machines in a Features of inventing
tool. sustainable tool in
in Life 10.1.1 State the uses of a tool in 1 terms of:
(i) Material suitability;
surrounding. (ii) Life span;
(iii) Maintenance;
10.1.2 Explain the simple 2 Describe the uses of a tool in (iv) Cost;
machines’ functions that daily life. (v) Environment
combine, which enables a
Make generalisation on the friendly;
tool to function through 3 importance of combination of (vi) Safety.
observations on an actual
simple machines found in a tool.
tool.

10.1.3 Provide reasoning on the
importance of combination
of simple machines to Explain with examples the Suggested activities:
ensure the tool functions
well. simple machines’ functions that (i) Choose tools in the

4 combine to ensure the tool surrounding such as

functions well. mechanical pencil

10.1.4 Generate ideas on the sharpener, toy car
importance of features in
inventing sustainable tools. and mechanical

Provide reasoning on the pencil.

10.1.5 Explain the observations on 5 importance of features in (ii) Assemble the
the uses of tools in daily life
through written or verbal inventing a sustainable tool. tools to understand
forms, sketches, ICT in a
creative way. how they function.

Communicate creatively and

6 innovatively on modifications of
a tool to make it more

sustainable.

68

1. Dr. Rusilawati binti Othman KSSR SCIENCE YEAR 5
2. Hajah Zainon binti Abd Majid
3. Kamarul Azlan bin Ahmad PANEL OF WRITERS
4. Kumutha a/p Krishnamoorthy
5. Nuraini binti Abu Bakar Bahagian Pembangunan Kurikulum
6. Makrof bin Md Daud Bahagian Pembangunan Kurikulum
7. Asah binti Tambol Bahagian Pembangunan Kurikulum
8. Aszoura binti Muhamed Salleh Bahagian Pembangunan Kurikulum
9. Balachandran a/l Kandasamy Bahagian Pembangunan Kurikulum
10. Devi a/p Govindasamy IPG Kampus Perempuan Melayu, Melaka
11. Fatul Muin bin Azizan SK Kantan Permai, Selangor
12. Fazlinah binti Ali SK Dato Abu Bakar Baginda, Selangor
13. Helmehusnarita binti Hussin SK Bandar Sunway, Petaling Jaya, Selangor
14. Irmayati binti Ismail SK Taman Selayang (2), Selangor
15. Mazlaily binti Zakaria SK Kuala Ketil, Kedah
16. Mohd Azizi bin Alias SK Sungai Sumun, Perak
17. Moorni binti Mohamad SK Andek Mori, Johor
18. Noor Laily binti Mohamad SK Parit Jawa, Johor
19. Noorul Aisyah binti Abdul Ghafar SK Seri Kelana, Negeri Sembilan
20. Noraini binti Ibrahim SK Sungai Kantan, Selangor
21. Puspa a/p Ramiah SK Sultan Ismail 1, Kelantan
22. Puteri Hanizah binti Megat Amaddin SK Sungai Tukang Sidin, Perak
SK Kajang, Selangor
PPD Besut, Terengganu
SK Bukit Maluri, WP Kuala Lumpur
SK Melekek, Melaka

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23. Ruzinar binti Ibrahim SK Tok Raja, Terengganu
24. Siti Aminah binti Ahmad SK Batu Belah, Selangor
25. Siti Hawa binti Yaacob SK Kemuning, Melaka
26. Siti Roha binti Abd Karim SK Kayu Ara Pasong, Johor
27. Teh Malihah binti Hussain SK Simpang Empat, Perak
28. Thiayagarajan a/l Packirisamy SK Kota Kemuning, Selangor

CONTRIBUTORS

1. Prof. Madya Dr.Rohaida binti Mohd Saat Universiti Malaya
2. Prof. Madya Dr.Tajulariffin bin Sulaiman Universiti Putra Malaysia
3. Mohd Munir bin Baharom Jabatan Pendidikan Negeri Johor
4. Aza Abeha binti Adam SK Taman Damansara Aliff, Johor
5. Chandralegah a/p Kuppusamy SK Bandar Uda 2, Johor
6. Hamka bin Abu Bakar SK Gong Pasir, Terengganu
7. Logeswary a/p Arumugam SJKT Rawang, Selangor
8. Maimunah binti Mohamad SK Ismail Petra 2, Kelantan
9. Masliza binti Harun SK Taman Midah, WP Kuala Lumpur
10. Mohd Freezailah Arkmey bin Mohd Din SK Kemumin, Kelantan
11. Musa bin Atan SK Sri Tebrau, Johor
12. Norhayati binti Abd Wahab SK Nuri, Negeri Sembilan
13. Nur Azyyati binti Ibrahim SK Taman Universiti, Selangor
13. Rubiah binti Kemad SK Sungai Tiram, Johor

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14. Sinasuria binti Mohd Sikon KSSR SCIENCE YEAR 5
15. Tan Sing Sing
16. Thenmoly a/p Rajan SK Taman Molek, Johor
17. Wan Md Azami binti Wan Razak SJKC Serdang Baru 1, Selangor
SJKT Vivekananda, WP Kuala Lumpur
SK Seri Kg Laut, Kelantan

PANEL OF TRANSLATORS

1. Anon Sham binti Che Din Bahagian Pembangunan Kurikulum
2. Nor Izni binti Mohd Hassan English Language Teaching Centre, Negeri Sembilan
3. Ros Amisha binti Shabudin IPG Kampus Ilmu Khas, WP Kuala Lumpur
4. Arni binti Mansor SK Batang, Melaka
5. Balachandran a/l Kandasamy SK Bandar Sunway, Selangor
6. Kamalakannan a/l Letchumanan SK Puchong Jaya 2, Selangor
7. Kavitha a/p Maslamany SK Taman Dato’ Harun (2), Selangor
8. Mohd Azizi bin Alias SK Sungai Kantan, Selangor
9. Mohd Firdaus bin Hj Dasuki SK Sungai Buloh, Selangor
10. Nalini a/p Murugaiyah SK Taman Universiti, Selangor
11. Norhaslinda binti Abd Arif SK Convent (2) Bukit Nanas, WP Kuala Lumpur
12. Rose Adeline binti Aman SK Seri Laksamana, Melaka
13. Sangeetha a/p Paramasivan SK Seksyen 17, Selangor
14. Siti Jamilah binti Hashim SK Bandar Tasek Kesuma, Selangor
15. Thiayagarajan a/l Packirisamy SK Kota Kemuning, Selangor
16. Wan Mohd Akmal bin Wan Mansor SK Putrajaya Presint 18(1), WP Putrajaya

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ACKNOWLEDGEMENT

Dr. Mohamed bin Abu Bakar Advisors
Datin Dr. Ng Soo Boon - Pengarah

- Timbalan Pengarah
(Dasar dan Sains & Teknologi)

Editorial Advisors

Mohamed Zaki bin Abd. Ghani - Ketua Sektor

Haji Naza Idris bin Saadon - Ketua Sektor

Mahyudin bin Ahmad - Ketua Sektor

Dr. Rusilawati binti Othman - Ketua Sektor

Mohd Faudzan bin Hamzah - Ketua Sektor

Fazlinah binti Said - Ketua Sektor

Mohamed Salim bin Taufix Rashidi - Ketua Sektor

Haji Sofian Azmi bin TajulArus - Ketua Sektor

Paizah binti Zakaria - Ketua Sektor

Hajah Norashikin binti Hashim - Ketua Sektor

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Publication Technical and Specification Coordinator
Saripah Faridah binti Syed Khalid
Nur Fadia binti Mohamed Radzuan
Mohamad Zaiful bin Zainal Abidin

Graphic Designer
Siti Zulikha binti Zelkepli

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KSSR SCIENCE YEAR 5

This curriculum document is published in Bahasa Melayu and English language. If there is any conflict or inconsistency between the Bahasa
Melayu version and the English version, the Bahasa Melayu version shall, to the extent of the conflict or inconsistency, prevail.

KSSR SCIENCE YEAR 5