DSKP SAINS DLP TAHUN 5

KSSR Science Year 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR

LEVEL

1 Identify the variables that affect an

1.1.10 Control variables investigation.

2 Describe the variables that affect an
investigation

3 Determine the manipulated variable in an
investigation.

4 Determine the responding and constant
variables after determining the
manipulated variable in an investigation

5 Explain the relationship between the
manipulated and responding variable in an

investigation.

6 Change the constant variable in an
investigation to manipulated variable and

state the new responding variable

41

KSSR Science Year 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

1.1.11 Make hypothesis 1 State the variables involved in an

investigation.

2 Describe the variables involved in an
investigation.

3 Describe the relationship between the
variables in an investigation.

4 Make a general statement about the
relationship between variables that can be

tested in an investigation.

5 Relate the manipulated and responding
variable in making a hypothesis to be
tested.

6 Plan an investigation to test the
hypothesis.

42

KSSR Science Year 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

1.1.12 Carry out experiment. 1 State the aim of the identified problem.

2 Make a hypothesis based on identified
problem.

3 Specify the appropriate method and
apparatus in planning the experiment.

4 Carry out the experiment to test the
hypothesis.

5 Carry out the experiment, collect data,
interpret the data and make a conclusion

to prove the hypothesis and write a report.

6 Identify a new problem and design an
experiment to test the hypothesis.

43

KSSR Science Year 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
1.2 Science Pupils are able to:
manipulative Use and handle science apparatus LEVEL
skills. and substances correctly.
1 List science apparatus, substances and
Handle specimens correctly and
1.2.1 carefully. specimens required for an activity.

1.2.2 2 Describe the use of science apparatus,
substances and specimens required for
an activity with the correct method.

1.2.3 Sketch specimens, apparatus and 3 Handling science apparatus, substances
science substances correctly. and specimens required for an activity
1.2.4 with the correct method.
1.2.5 Clean science apparatus correctly.
4 Using, handling, sketching, cleaning and
Store science apparatus and storing the science apparatus,
substances correctly and safely. substances and specimens used in an
activity with the correct method.

44

KSSR Science Year 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR

LEVEL

5 Using, handling, sketching, cleaning and

storing the science apparatus,

substances and specimens used in an

activity with the correct methods,

systematically and sparingly.

6 Using, handling, sketching, cleaning and
storing the science apparatus,
substances and specimens used in an
activity with the correct methods,
systematically, sparingly and be an
example to others.

45

KSSR Science Year 5

2.0 SCIENCE ROOM RULES

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
2.1 Science room Pupils are able to : LEVEL
rules. Adhere to science room rules.
1 State one of the science room rules.
2.1.1

2 State more than one of the science
room rules.

3 Apply one of the science room rules.

4 Apply more than one of the science
room rules.

5 Give reasons the needs to adhere the
science room rules.

6 Be an example to peer in adhering to
science room rules.

46

KSSR Science Year 5

47

KSSR SCIENCE YEAR 5

LIFE SCIENCE

3. LIFE PROCESSES IN ANIMALS

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
3.1 Specific LEVEL
characteristics Pupils are able to:
and behavior of 1 State specific characteristics and
animals to 3.1.1 Explain with example the specific behaviour of animals to protect
protect themselves from enemies and
themselves characteristics and behavior of animals to extreme weather.

protect themselves from enemies through 2 Describe specific characteristics
and behaviour of animals to
observation by using various media, such protect themselves from enemies
and extreme weather.
as:
3 Explain with examples specific
 sharp spines e.g. porcupine, pufferfish; characteristics and behaviour of
 hard shell e.g. tortoise, turtle; the animals to protect
 hard scales e.g. pangolin, crocodile; themselves from enemies and
 horns e.g. buffalo, deer; extreme weather.
 poisonous sting e.g. scorpion,

centipede;
 curl up body e.g. millipede, pangolin;
 camouflage e.g. chameleon, praying

mantis;
 break off part of body e.g. lizard,

octopus;

48

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
 hide its body into the shell e.g. LEVEL

snail, turtle; 4 Build a graphic organiser of

 live in groups e.g. elephant, specific characteristic and
anchovies. behaviour of animals on how

they protect themselves from

enemies and extreme weather.

3.1.2 Explain with examples the specific 5 Support predictions about how
other animals protect themselves
characteristics and behavior of animals based on the knowledge of the
specific characteristics or
to protect themselves from extreme behaviour of the animals

weather through observation by using 6 Design an imaginary model of an
animal by applying the
various media, such as: knowledge of specific
characteristics and behaviour
 thick fur e.g. polar bear, arctic wolf; and provide reasoning about the,
 thick layer of fat e.g. sea lion, whale, characteristics of the model
designed.
peguin;
 hump e.g. camel, bison;
 wallow in mud e.g. buffalo,

rhinoceros;
 migrate e.g. stork, whale;
 hibernate e.g. bear, fox.

49

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
Explain observations using sketches,
3.1.3 ICT, writing or verbally.

3.2 Create an Pupils are able to:

animal model

3.2.1 Create an imaginary animal model that
can protect themselves from enemies
and extreme weather.

3.2.2 Provide reasoning on how specific
characteristic of the created animal
model can protect itself from enemies
and extreme weather.

50

KSSR SCIENCE YEAR 5
51

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
3.3 Survival of LEVEL
animal species Pupils are able to:
3.3.1 State that survival of animal species is 1 State the ways of animal
the ability of the animal to preserve its reproduce.
species to avoid extinction.

2 Describe the ways of animal

3.3.2 Identify the way of the animal lay eggs to ensure their species does not
ensure the survival of its species through extinct.

observation by using various media, such

as:

 hide the eggs e.g. crocodile, 3 Explain the meaning of survival

grasshopper, lizard; of the species.
 lay many eggs e.g. flies,

mosquito, turtle;

 slimy eggs e.g. frog;

 incubate the eggs e.g. chicken, 4 Provide reasoning the ways of
penguin;
 protect the eggs e.g. snake,bird. the animal to ensure the survival

of their species.

52

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

3.3.3 Identify the way of the animal takes care of 5 Generate the ideas about
importance of the survival of the
their young to ensure the survival of its animal species to other living
things.
species through observation by using
6 Support the predictions the ways
various media, such as: of other animal to ensure the
survival of their species based on
 nursing their young e.g. cat, tiger, the knowledge of the
cow; characteristics or behavior of that
animal.
 feed their young e.g. bird, lion;
 carry their young in the pouch e.g.

kangaroo;
 move in groups e.g. elephant,

swallow;
 carry their young in the mouth e.g.

crocodile, arowana fish;
 attack when its young is disturbed

e.g. chicken, cat.

3.3.4 Make generalization the importance of
the survival of the animal species.

3.3.5 Explain observations using sketches,
ICT, writing or verbally

53

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
3.4 Food Pupils are able to LEVEL
relationship
among living 1 State examples of food chains.
things
3.4.1 State the meaning of food chain is the
3.4.2
food relationship among living things. 2 State the meaning of a food

chain and a food web.

Build food chain in various habitats such

as pond, forest, field, paddy field and 3 Build food chains and food webs

plantation. by identifying the producer and

consumer.

3.4.3 State the Sun is the main source of 4 Make generalization the Sun is

energy in a food chain. the main source of energy in a

food chain.

3.4.4 Identify the producer and consumers in

the food chain.

3.4.5 State the meaning of a food web is the
combination of food chains in a habitat.

54

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

3.4.6 Build a food web in various habitats such 5 Support the opinion of the impact

as pond, forest, field, paddy field and on other living things if there is

plantation. any change in the population.

3.4.7 Predict the impact on other living things if 6 Conclude the food relationships

there is any change in the population of between living things and the

a food web in a habitat. process of photosynthesis in

terms of energy transfer.

3.4.8 Make generalization the importance of

food web to ensure the survival of the

species.

3.4.9 Explain observations using sketches,
ICT, writing or verbally

55

KSSR SCIENCE YEAR 5

4.0 LIFE PROCESSES IN PLANTS

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
4.1 The specific Pupils are able to: LEVEL
characteristic of
plants to protect 1 State the specific characteristics of
itself
4.1.1 Explain with examples the specific plants to protect itself, and adapt to

characteristic of plants to protect seasonal changes and climate.

themselves from enemies through

observation of real plants or using

various media i.e.: 2 Describe the ways of the specific

 thorns e.g. mimosa, cactus; characteristics of plants protect

 latex e.g. jackfruit, yam; itself, and adapt to seasonal

 fine hairs e.g.bamboo, sugar cane, changes and climate
lallang;

 poison e.g. mushrooms, pong-pong;

 bad smell e.g. Rafflesia, tobacco

leaves. 3 Explain with examples the specific

characteristics of plants to protect

themselves, and adapt to the

seasonal changes and climate.

56

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

4.1.2 Explain with examples the specific 4 Build a graphic organiser of the

characteristic of plants to adapt specific characteristics of plants to

themselves during seasonal changes protect themselves, and adapt to

and climate, through observation of real the seasonal changes and climate

plants or using various media i.e:

 long roots e.g. cactus; 5 Support predictions on how

 stem that store water e.g.cactus, different plants protect and adapt

banana trees; themselves based on knowledge

 fold its leaf e.g. turmeric leaf, of the specific characteristics of
 shed leaves e.g. rubber tree leaves; plants.
 needle-shaped leaves e.g. rhu plant

, cactus; 6 Generate ideas about the
 pinnate leaves e.g. coconut trees.

importance of specific

characteristic of plants to other

living things

4.1.3 Explain observations using sketches,
ICT, writing or verbally.

57

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
4.2 Survival of plant LEVEL
species Pupils are able to:
1 State the ways of plant disperse
4.2.1 State the ways of plant disperse its their seed or fruit
seed or fruit through observation of
real plants or using various media, i.e: 2 Give examples of seeds or fruits
 by water e.g. lily and coconut; based on their way of dispersal.
 by wind e.g. lallang, angsana;
 by human and animals e.g. love 3 Explain through examples the
grass, papaya;
 by explosivemechanisms e.g. relationship between the
rubber seeds, saga fruit, balsam
plant. characteristics of seeds or fruits to

the way they are dispersed.

4 Provide reasoning on the
4.2.2 Relate the characteristics of seeds or

importance of dispersal to the
fruits to the ways they are dispersed

survival of plant species.
through observation of real specimens
or using various media.

58

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

4.2.3 Provide reasoning on the importance of 5 Generate ideas on the importance of

seeds and fruits dispersal to the survival of plant species to other

survival of the plants species. living things.

4.2.4 Explain observations using sketches, 6 Support the predictions on the ways

ICT, writing or verbally of seeds or fruits dispersal of other

plants in order to ensure the survival

of their species based on knowledge

of the characteristics of the plant.

4.3 The importance Pupils are able to:

of survival of the

plant species 4.3.1 Provide reasoning on the importance
of survival of the plant species to

other living things.

59

KSSR SCIENCE YEAR 5

PHYSICAL SCIENCE

5.0 ENERGY

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
5.1 Sources and LEVEL
forms of energy. Pupils are able to
5.1.1 Describe the various sources of energy 1 State the sources of energy.

such as sun, wind, water, wave, food, 2 Describe the sources of energy
batteries, biomass, nuclear and fossil and the forms of energy
fuels through observation by using produced.
various media.

5.1.2 Explain with examples various forms of 3 Explain with examples the
energy such as solar energy, heat 4 transformation of energy.
energy, chemical energy, electrical
energy, kinetic energy, sound energy, Make generalisation that energy
potential energy, light energy and can be transformed from one
nuclear energy through observation of form to another.
various situations around us.

60

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

5.1.3 State that energy can be transformed 5 Provide reasoning on the
from one form to another through importance of transformation of
observation of various situations energy in everyday life.
around us.

5.1.4 Explain through examples the 6 Design creatively and innovatively
transformation of energy in appliances a model and describe the
such as radio, cellphone, flash light, transformation of the energy
television, candle, bicycle. involved.

5.1.5 Explain observations using sketches,
ICT, writing or verbally

61

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
5.2 Renewable and LEVEL
non-renewable Pupils are able to:
energy 1 State the meaning of renewable
5.2.1 State that renewable energy is the and non-renewable energy
energy that can be replenished when
used up through observation by using 2 Give examples of the sources of
various media. renewable and non-renewable
energy.
5.2.2 State that non-renewable energy is the
energy that cannot be replenished 3 Build a graphic organizer on the
when used up through observation by sources of energy that are
using various media. renewable and non-renewable

5.2.3 List the sources of renewable energy 4 Provide reasoning on the
such as wind, sun, water, biomass, importance of using sources of
food and wave. energy wisely.

62

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
5.2.4 List the sources of non-renewable
energy such as petroleum, coal, and 5 Generate ideas on the usage of
nuclear materials.
non-renewable energy to

renewable energy resources in

everyday life.

5.2.5 Provide reasoning on the importance of 6

using sources of non-renewable energy Generate ideas about the

wisely. consequences if the source of

renewable energy decreases.

5.2.6 Explain observations using sketches,
ICT, writing or verbally

63

KSSR SCIENCE YEAR 5

6.0 PROPERTIES OF LIGHT

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
6.1 Light travels in LEVEL
a straight line
Pupils are able to: State that light travels in a
straight line.
1

6.1.1 State that light travels in a straight

line by carrying out activities

6.1.2 Carry out experiments to determine 2 Give examples of activities which
the factors that affect the size of the 3 show that light travels in a
shadow straight line.

Make inferences about the
formation of shadows.

6.1.3 Carry out experiments to determine
the factors that affect the shape of
the shadow. 4 Predict the factors that affect the
size and shape of the shadow.

64

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

5 Test the factors that affect the
size and the shape of the
shadow.

6 Draw conclusions about the
factors that affect the size and
the shape of the shadow

65

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
6.2. Light can be LEVEL
reflected Pupils are able to:
6.2.1 State that light can be reflected by 1 State that light can be reflected
carrying out activities. and refracted.

6.2.2 Describe the uses of reflection of 2 State examples of phenomenon
light in everyday life such as: 3 that shows light can be refracted
• side mirrors of car; 4 and examples of tools that use
• periscope; the properties of light reflection.
• mirror.
Sketch a ray diagram to show the
6.3 Light can be 6.2.3 Draw a ray diagram to show the properties of light reflected from
refracted reflection of light from the surface of the surface of a mirror.
a mirror.
Explain through examples the
Pupils are able to: tools that use the properties of
6.3.1 State that light can be refracted by light reflection by drawing a ray
carrying out activities. diagram.

66

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
6.3.2 Create a tool or a model that
Describe an event or phenomenon LEVEL
that shows light can be refracted 5
such as:
uses the properties of light.
 position of coin in the water;
 shape of a pencil in a glass of 6 Provide reasoning on the
properties of light used in the
water; tool or model created.
 size of an alphabet when viewed

through a glass;
 size of fish in an aquarium.

6.3.3 Create a tool or a model that uses
the properties of light.

6.3.4 Provide reasoning the properties of
light used in the tool or model
created.

6.3.5 Explain observations using
sketches, ICT, writing or verball

67

KSSR SCIENCE YEAR 5

7.0 ELECTRICITY PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD LEVEL
Pupils are able to
7.1 Sources of 7.1.1 Explain with examples the sources 1 State the safety precautions
electrical when handling electrical
energy. that produce electricity such as a dry
cell, solar cell, dynamo, power plant, appliances.
accumulators and generators.
2 Give examples of the sources
that produce electricity.

7.2 A complete Pupils are able to:

electric circuit 3 Build a complete electric circuit
and sketch the diagram using
7.2.1 Build a complete electric circuit using

dry cell, bulb, switch and wires. symbols.

7.2.2 State the function of a switch in an 4 Conclude on the brightness of
electric circuit. bulbs in a series and parallel
circuit by carrying out
7.2.3 Identify the symbols of electrical experiments.
components in a complete electric
circuit.

68

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

7.2.4 Sketch a circuit diagram using the 5 Provide reasoning on the
symbol of electrical components. 6 usage of parallel circuits of
daily electricity consumption.
7.2.5 Carry out an experiment to compare
the brightness of the bulbs if the Generate ideas on the
number of bulbs or the number of dry advantages and disadvantages
cells are changed. of series circuit and parallel
circuit.
7.2.6 Identify the arrangement of bulbs in
series circuit and parallel circuit
through observation by using various
media.

7.2.7 Sketch the series circuit and parallel
circuit by using the symbol of electrical
components.

7.2.8 Compare and contrast the brightness
of the bulbs in series circuit and
parallel circuit.

69

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

7.2.9 State the effect on the light up of
bulbs when a few of switches in a
series circuit and a parallel circuit are
switched on or off.

7.3 Safety 7.2.10 Explain observations using
precautions sketches, ICT, writing or verbally.
when handling
electrical Pupils are able to:
appliances
7.3.1 Generate ideas about the effect of
mishandling electrical appliances
through observation by using
various media.

7.3.2 Describe the safety precautions
when handling electrical appliances.

7.3.3 Explain observations using
sketches, ICT, writing or verbally

70

KSSR SCIENCE YEAR 5
71

KSSR SCIENCE YEAR 5

8.0 HEAT PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD LEVEL

8.1 Temperature Pupils are able to: a State the meaning of temperature
and Heat 8.1.1 State that temperature is 1

measurement degree of hotness. and its unit.

8.1.2 State the standard unit of temperature 2 Measure temperature using
appropriate tools and correct
. techniques.

8.1.3 Measure temperature using

appropriate tools and correct 3 Make generalisation that the
material becomes warmer when it
techniques. gains heat and becomes cooler
when it loses heat.
8.1.4 Make generalisation that material
becomes warmer when it gains heat 4 Explain through examples the
and becomes cooler when it loses heat expansion and contraction of
by carrying out activities. materials in terms of gaining and
losing heat.
8.1.5 Conclude that temperature increases
when heat is gained and decreases
when heat is lost by carrying out
activities such as heating and cooling
of water.

72

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
8.1.6 State that material expands when it
gains heat and contracts when it loses 5 Communicate the advantages and
heat by carrying out activities such as:
 heating ring and the iron ball; disadvantages on the application
 heating and cooling of coloured water
in glass tube; of the principle of expansion and
 immersing a bottle with a balloon on its
mouth into hot water and ice. contraction of materials

8.1.7 Provide reasoning the importance of 6 Generate ideas about the tools
the application in the principle of that apply the principle of
expansion and contraction in everyday expansion and contraction of
life such as: materials and the way it functions.
 gap between the railway tracks;
 installed electric cable slack or loose;
 liquid in the thermometer bulb.

8.1.8 Explain observations using sketches,
ICT, writing or verbally

73

KSSR SCIENCE YEAR 5

MATERIAL SCIENCE

9.0 MATTER PERFORMANCE STANDARD

CONTENT LEARNING STANDARD PERFORMANCE DESCRIPTOR
STANDARD Pupils are able to: LEVEL
9.1 States of matter
1 Give examples of solid, liquid and gas.

9.1.1 State that matter can exist as solid,

liquid and gas. 2 Describe the properties of solid,

liquid and gas

9.1.2 Classify the examples of materials/

objects into solid, liquid and gas 3 Classify the examples of materials/
9.1.3 Characterizing the properties of solid, objects based on the states of matter.

liquid and gas by carrying out

activities to show it; 4 Make generalization that water can
exist in three state of matter
• has mass;
• occupy space; 5 Communicate to explain the
• has fixed volume; arrangement of particles of water in
• has fixed shape.

three states of matter.

9.1.4 Make generalization that water can

exist in three states of matter by 6 Make an analogy on the arrangement
carrying out activities. of particles of solids, liquids and gases
with the situations in everyday life.

74

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

9.2 Changes in 9.1.5 Explain observations using sketches,
states of matter ICT, writing or verbally

Pupils are able to:

9.2.1 Describe that water can change its
state through processes of freezing,
melting, boiling, evaporation and 1 List the processes in the change of
condensation by carrying out states of water
activities.
2 Describe the processes in the
9.2.2 Explain with examples the changes of change of states of water when it
state of matter occurs when it gain or gains or loses heat.
lost heat by carrying out activities.

9.2.3 Explain observations using sketches, 3 Relate changes in states of water
ICT, writing or verbally with the formation of clouds and
the phenomena of rain.

75

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
9.3 The natural LEARNING STANDARD PERFORMANCE DESCRIPTOR
water cycle Pupils are able to: LEVEL

9.4 The importance 9.3.1 Relate the changes in states of water 4 Provide reasoning on the
of water with the formation of clouds and the importance of natural water cycle to
resources phenomena of rain maintain water resources

9.3.2 Generate ideas on the importance 5
of natural water cycle. Generate ideas on factors that
causes contamination of water
resources and ways to maintain its
cleanliness.

9.3.3 Explain observations using sketches, 6 Communicate about the factors that
ICT, writing or verbally disrupt the natural water cycle and
its impact on living things

Pupils are able to:

9.4.1 State natural water resources such as
river, lake, well and spring.

9.4.2 Explain the importance of maintaining
the cleanliness of water resources.

76

KSSR SCIENCE YEAR 5
77

KSSR SCIENCE YEAR 5

MATERIAL SCIENCE

10. ACID AND ALKALI

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

10.1 Chemical 1 Give examples of acidic,
properties of
substances. alkaline and neutral substances.

10.1.1 Define operationally the acidic, alkaline

and neutral substances based on the 2 Classify substances based on

changes of the colour of litmus paper. the color changes of the litmus

paper.

10.1.2 Make generalisation, on the properties

of acidic, alkaline and neutral 3 Define operationally the acidic,

substances based on the colour change alkaline and neutral substances

of the litmus paper, taste, and touch by by using litmus paper.

testing a few substances.

4 Make generalization on the

10.1.3 Giving examples of acidic, alkaline and properties of acidic, alkaline and

neutral substances. neutral substances based on the

colour changes of the litmus

paper, taste, and touch.

78

KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

10.1.4 Explain observations using sketches, 5 Communicate about the
ICT, writing or verbally importance of the properties of
acidic, alkaline and neutral
substances in every day life.

6 Generate ideas about the ability
of acidic and alkaline
substances to change the
property of a substance.

79

KSSR SCIENCE YEAR 5

EARTH AND SPACESCIENCE

11.0 EARTH, MOON AND SUN

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
11.1 The movement LEVEL
of the Earth Pupils are able to:
1 State that Earth rotates and
11.1.1 State that the Earth rotates on its axis moves.
and at the same time moves around the
Sun on its orbit. 2 Simulate the occurrence of day
and night.
11.1.2 Describe the direction and duration of
rotation and movement of Earth around 3 Explain the direction and duration
the Sun through simulation. of rotation and movement of Earth
around the Sun.
11.1.3 Demonstrate the occurrence of day and
night through simulation. 4 Describe the Earth rotates on its
axis and at the same time moves
around the Sun on its orbit.

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KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

11.1.4 Describe the effects of the rotation of 5 Explain through examples the

Earth on its axis i.e: effects of the rotation of Earth

• occurrence of day and night; on its axis.

• the position of the Sun appears to

vary;
• changes in the length and the direction 6 Generate ideas about other

of shadow. effects caused by the rotation

and movement of Earth, the

Moon and the Sun.

11.1.5 Explain observations using sketches,

ICT, writing or verbally

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KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
11.2 Phases of the LEVEL
Moon Pupils are able to:
11.2.1 Describe the Moon does not emit light 1 State the Moon does not emit
light
but reflects the light from the Sun.

11.2.2 Describe the rotation of the Moon on its 2 Explain the Moon reflects light
from the Sun to the Earth.
axis and at the same time orbits the

Earth in the aspect of direction and 3 Explain the movement of the

duration through simulation. Moon and the Earth.

11.2.3 Using space and time relationship to 4 Using space and time

describe the phases of the Moon such relationship to describe the

as new moon, crescent, half-moon and phases of the Moon.

full moon in a complete cycle according Generate ideas about the phases

to the Lunar calendar 5 of the Moon relating to the events

11.2.4 Explain observations using sketches, of life.

ICT, writing or verbally

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KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

Communicate to state the same
6

part of the Moon always faces
the Earth and describe the
phenomena.

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KSSR SCIENCE YEAR 5

TECHNOLOGY AND SUSTAINABILITY OF LIFE

12.0 TECHNOLOGY

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL

12.1 The stability Pupils are able to:

and strength 12.1.1 Give examples of a strong and stable 1 State examples of a strong and

of an object structure by observing various media. stable structure.

and structure

12.1.2 Carry out experiments to determine the 2 Determine the factors that

factors that affect the stability of an affect the stability and

object such as the base area and strength of a structure

height.

12.1.3 Carry out experiments to determine the 3 Generate ideas on the

factors that affect the strength of a importance of a strong and

structure i.e the type of materials and its stable building structural for a

shape sustainable life

12.1.4 Generate ideas on the importance of a 4 Create a strong and stable

strong and stable building structure for structural models.

the well being of human life.

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KSSR SCIENCE YEAR 5

CONTENT PERFORMANCE STANDARD
STANDARD
LEARNING STANDARD PERFORMANCE DESCRIPTOR
LEVEL
Create a strong and stable structure
12.1.5 models using recycle materials. 5 Provide reasoning on a strong
12.1.6 and stable structural models
Provide reasoning on the selected built/created
12.1.7 materials used to build a strong and
stable model to improve the quality of 6 Improve the structural models
sustainable life. built based on the findings of
an investigation.
Explain observations using sketches,
ICT, writing or verbally

12.2 Civilizing of Pupils are able to:
sustainable 12.2.1 Practicing usage of sustainability
living.
materials.

12.2.2 Explain observations using sketches,
ICT, writing or verbally

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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.

BAHAGIAN PEMBANGUNAN KURIKULUM
KEMENTERIAN PENDIDIKAN MALAYSIA

Aras 4-8, Blok E9
Presint 1

Pusat Pentadbiran Kerajaan Persekutuan
62604 PUTRAJAYA

Tel: 03-8884 2000 Faks: 03-8888 9917
http://www.moe.gov.my/bpk