fish goat deer butterfly dragonfly frog duck fin scale webbed feet antenna wing horn fine hair 4242 4343
6 red paper plates 6 blue paper plates marker pen white paper scissors glue 15 ice cream sticks double-sided tape pictures of string animals Cut and paste the picture of a bird on a paper plate. Paste a piece of paper and write a body part of the bird. Creating Know Parts of Animals CAUTION! Steps GROUP ACT IVIT Y 1 2 4444 4545 Teacher’s Info 44 45 5.1.1 5.1.3 5.1.5 • Prepare pictures of animals before the activity. • Guide the pupils to stick three ice cream sticks together using double-sided tape.
Compare the differences between the parts of body of a deer and a bird. QUEST ION Turn the plate model over. Repeat steps 1 to 4 with a picture of a deer. Paste it at the back of the plate. Make a hole on the paper plate and tie it up using a string. Explain your mobile to the class. Glue the ice cream sticks at the back of the plate (bird picture). Paste the plates with the labels of parts of the bird’s body onto the ice cream sticks. Front Back Hang the mobile. 3 5 4 6 7 8 s Teacher’s Info 4444 4545 • A mobile is a decoration made from wire, etc. that is hung from the ceiling and that has small objects hanging from it which move when the air around them moves.
Every part of an animal has its function. Body parts are important to the animals. hard skin webbed feet tail scales fin The tail is for steering. The fins and webbed feet are for swimming. tail The Importance of Parts of the Body crocodile frog fish The hard skin is for self-protection. 4646 4747 Activity Book Pages: 46 47 5.1.2 5.1.3 30-31, 34
horn horn The horns help the animals to protect themselves. The wings help the animals to fly. Let’s Answer Name parts of the body of the following animals. State the functions of the parts. wing buffalo rhinoceros butterfly bird 4646 4747
Hafiz collects several different pictures of animals from magazines. Hafiz identifies that the cow, cat, hamster and rabbit have fine hair. Can you explain about parts of the body of the animals above? Find other similarities in the animals above. There are different animals with similar parts of the body. We Are Similar 4848 4949 Teacher’s Info Activity Book Pages: 48 49 • To generalise is to make a common statement about a subject. 5.1.4 32-33
1. Name the parts of this animal. 2. State the importance of these parts to the animals. Let’s Revise a b c d a c b 4848 4949
beak shell wing horn horn fin feather scales fine hair head body tail webbed feet antenna hard skin • Parts of animals: Recall 1. Get a piece of hard paper and paste animal pictures on it. 2. Label the pictures. • Every part of the animals has its importance. • There are different animals with similar parts. Science Recreation Postcard Do you know the parts of the body of this animal? 5050 PBPB
Wow! The plants in this Agricultural Expo are beautiful. This plant has many leaves, but where is the flower? Can you identify the differences among the plants in this exposition? 66 UNIT PLANTS PBPB 5151
21 hibiscus plant flower leaf stem root State the parts of the plant. 6.1.1 6.1.3 Name the parts of this plant. balsam plant Know Parts of Plants Activity Book Pages: 5252 5353 6.1.1 35-37
Every plant has parts with different characteristics. Flower This is a lotus plant. It is a flowering plant. Fern plant is a non-flowering plant. Stem A durian tree has a woody stem. A papaya plant has a non-woody stem. Characteristics of Different Parts of Plants Activity Book Pages: 5252 5353 6.1.1 35-37
Type of root A rose plant has taproot. A pandanus plant has fibrous root. This is the leaf of a rose plant. This leaf has netted veins. The leaf of a pandanus plant has parallel veins. Type of leaf vein Type of root Type of leaf vein 5454 5555
magnifying glass balsam plant lemon grass plant QUEST ION Similarity Plant part Difference Characteristics of plants Lemon grass plant Balsam plant What are the parts found in almost all plants? Choose two commonly found plants. For example, lemon grass plant and balsam plant. Using a magnifying glass, observe the similarities and differences between the plants. Record your observation in a table as shown below. Let’s Test Compare and Contrast GROUP ACT IVIT Y Steps 1 2 3 Teacher’s Info 5454 5555 • The pupils can choose two plants that can be easily found around them. 6.1.1
Hi, I’m a flower. I’m the reproductive structure of a plant. I will change to fruit and seed. mangosteen seed I’m the stem. I transport food produced by the leaves to all parts of the plant. I transport water and nutrients from the roots to the leaves as well. The Importance of Parts of Plants Why are the leaf, flower, stem and roots important to plants? 5656 5757 Activity Book Pages: 56 57 6.1.2 38 Page:
I support the plant as well. Food produced by the leaves is used by other parts of the plant. I’m the root. I absorb water and nutrients from the soil. I’m the leaf. I make food for the plant. HOTS Without the roots, the tree will fall over. Why? 5656 5757
6.1.4 Observe and identify similar parts of the following plants. The hibiscus is a flowering plant. The rose is also a flowering plant. What are other similar parts of these plants? hibiscus plant aubergine plant tomato plant rose plant The leaves of the rose plant and the hibiscus plant have netted veins. The rose plant and the hibiscus plant have woody stems. The rose plant and the hibiscus plant have taproots. Different Yet Similar There are different plants that have similar parts. Identify the characteristics of the same parts in these plants. 5858 5959 Activity Book Pages: 58 59 6.1.3 39 Page:
6.1.4 QUEST ION • lalang plant • love grass plant Cut, paste and label the parts of lalang and love grass on a manila card. Decorate and talk about your work in front of the class. 1. State the similarities and differences between the following plants. chrysanthemum plant maize plant Let’s Revise CAUTION! • adhesive tape • manila card • scissors Let’s Test Love Grass and Lalang GROUP ACT IVIT Y Steps 1 2 Flowers Flowers The lalang The love grass What are the similar characteristics between love grass and lalang? Teacher’s Info 5858 5959 6.1.3 6.1.4 • The pupils can choose small plants available around them for this activity.
• Cut the stem of the carnation diagonally. • Soak the stem in coloured water overnight. 2. Talk about the importance of the following parts of plants to the class. flower leaf stem root • Parts of plants are the flower, leaf, stem and root. • There are flowering plants or non-flowering plants. • There are plants with netted leaf veins or parallel leaf veins. • There are plants with woody stem or non-woody stem. • There are plants with taproot or fibrous root. • Flower – changes to fruit and seed • Leaf – the part of plant used to make food • Stem – transports the food made by the leaves – transports water and nutrients from the root • Root – supports the plant – absorbs water and nutrients from the soil Changing the colour of a white carnation Recall Science Recreation 6060 PBPB
Open your mouth. I almost caught a fish. Wow! I caught one again. Have you ever tried this game? How do you catch the fish? N 77 S UNIT MAGNETS PBPB 6161
Mom, how does this refrigerator door close tightly? The refrigerator door has a magnet, dear. How can the teacher’s name tag be secured without using a pin? Oh! The name tag has a magnet. Let us learn about magnets. A magnet is useful in our daily life. Uses of Magnets 6262 6363 Activity Book Pages: 62 63 41 7.1.1 Page:
What are other examples of the use of magnets around you? Look. There’s a magnet in the pencil case. Use a magnetic screwdriver. Its magnet can hold the screw. How does your pencil case close tightly? Oh! The screw dropped again. Teacher’s Info 6262 6363 • Magnets are also used on handbags, chessboards, darts and notice board buttons.
HOTS cylinder magnet horseshoe magnet button magnet bar magnet U-shaped magnet ring magnet What are the shapes of magnets? Let’s look at the magnets below. Magnets come in various shapes. Why are magnets formed in various shapes? Shapes of Magnets Teacher’s Info Activity Book Pages: 6464 6565 7.1.2 • Magnets are named based on their shapes. • The poles of horseshoe magnets are closer compared to U-shaped magnets. 42 Page:
Some objects are attracted to magnets. Let us try the activity below. ice cream sticks plastic ruler marble plastic button screw safety pin rubber bar magnet metal bottle caps Magnets can attract nails. Let’s try with other objects. Magnets cannot attract pencils. Let’s Test Magnet Attracts Objects Magnets are Great CAUTION! CAUTION! CAUTION! Teacher’s Info Activity Book Pages: 6464 6565 7.1.3 7.1.6 • Provide other suitable objects. 43 Page:
1. What are the objects attracted to the magnet? 2. What are the objects not attracted to the magnet? In a game, paper clips are mixed with talcum powder in a plate. Think of a simple way to separate the paper clips from the talcum powder. QUEST IONS The magnet can attract objects but not all objects can be attracted to the magnet. Object Magnet reaction (✓) Attract Does not attract Ice cream stick Safety pin Marble Observe the magnet’s reaction towards the object. Record your observation in the table as shown below. Repeat the above steps using other objects. Put an object on the table. Put a magnet near the object. HOTS Explain the possible reaction of the object towards the magnet. GROUP ACT IVIT Y Steps 1 2 3 4 5 6 6666 6767
Let’s put these two magnets closer. Both magnets attract when put closer! What happens when the same poles are put closer? When two magnets are put close together they can attract or repel. Every magnet has two opposite poles, the North and South poles. Let’s Test Attract and Repel two bar magnets Attraction and Repulsion of Magnets Let’s investigate. north pole south pole Observe the situation below. 6666 6767 Activity Book Pages: Teacher’s Info 66 67 7.1.4 • Teachers may use magnets of other shapes for the investigation. 44-45, 47-48
1. What happens when two same poles of magnets are brought closer together? 2. What happens when two opposite poles of magnets are brought closer together? QUEST IONS Magnets with opposite poles will attract when brought close together. Magnets with the same poles will repel when brought close together. Only a few paper clips are attracted. Ha! My magnet attracts more paper clips. Does each magnet have different strength? Let us investigate. Put two bar magnets close to each other as above. Repeat the step by reversing the pole of one magnet. Observe what happens. Strengths of a Magnet GROUP ACT IVIT Y Steps 1 2 3 6868 6969 Activity Book Pages: 68 69 7.1.5 46-48
1. Name the shape of the following magnets. 2. Which of the following objects contain a magnet? Let’s Test My Magnet is Stronger Let’s Revise a a b b c c • ruler • ring magnet • 4 paper clips • U-shaped magnet • button magnet • bar magnet GROUP ACT IVIT Y Put the paper clips at the side of the ruler. Arrange them in one row. Place the magnets at the same distance in front of the paper clips. Move the magnets closer to the paper clips. Stop moving the magnets once the paper clips are attracted. QUEST ION Which magnet is the strongest? Why? Steps 1 2 3 Teacher’s Info 6868 6969 7.1.5 • A stronger magnet can attract paper clips from a longer distance. • Other shapes of magnets can be used for further investigation.
Recall • Magnets are useful in our daily life. • Magnet shapes: - bar - cylinder - U-shaped - horseshoe - button - ring • A magnet can attract objects but not all objects are attracted to the magnet. • Opposite poles of magnets will attract when brought closer together. Same poles of magnets will repel when brought closer together. • Every magnet has different strength. 3. State two objects that can be attracted to magnets. 4. What happens when these two magnets are put close together? 5. A stronger magnet can attract more paper clips. True or false? Science Recreation a b One Malaysia Pin • Produce an attractive pin using the 1Malaysia logo. • Use two button magnets to produce the pin. 7070 PBPB
88 UNIT ABSORPTION Why are Hafiz’s shirt and the chicks’ feathers not wet? Chirp! Chirp! Chirp! PBPB 7171
coins cotton balls plastic toy tissue paper rubber handkerchief paper clip Some syrup spilled onto a glass table. Then, Alia wiped off the spill. coloured water dropper notepad Water Absorbent Objects, Non-Water Absorbent Objects Let’s Test Water Absorbent or Not Where has the water gone? Why is the glass table not wet? Let’s investigate. 7272 7373 Teacher’s Info Activity Book Pages: 72 73 8.1.1 • Dropper can be replaced by a drinking straw. 49-50
Put drops of coloured water onto the objects. Observe what happens to the coloured water. Record your observation in a table as shown below. Object Drops of water Yes No Coin ✓ Handkerchief 1. Which objects still have the water droplets on them? Why? 2. Which objects have no water droplets on them? Why? QUEST IONS Let’s classify objects kitchen paper door mat mop hand towel glass metal spoons plastic plates There are various objects in the kitchen area. The glass table does not absorb water. The hand towel absorbs water. There are water absorbent objects and non-water absorbent objects. straw GROUP ACT IVIT Y Steps 1 2 3 Activity Book Pages: 7272 7373 8.1.2 51 Page:
Water absorbent Non-water absorbent Object The ability of materials to absorb water 1. Kitchen paper 2. Mop 3. Door mat 4. __________ 1. Glass 2. Metal spoons 3. Plastic plates 4. _____________ Paper absorbs water. Cloth absorbs water too. But, which object absorbs more water? cloth, newspaper and a stick glue coloured water kitchen paper Alia has identified that kitchen paper is an object that can absorb water. A glass is an object that cannot absorb water. Let us help Alia to classify the objects into two groups. Let’s Test More Absorbent Material 7474 7575 Activity Book Pages: 74 75 8.1.3 52-53
Cut the newspaper, kitchen paper and cloth into strips of the same size. Dip the ends of the strips into a beaker containing coloured water. Leave for 1 minute. Glue the strips onto a stick. Observe the water level absorbed by the three objects. QUEST IONS 1. The object that absorbed water the most is the kitchen paper. 2. The object that absorbed water the least is the newspaper. 1. Which object absorbed water the most? Why? 2. Which object absorbed water the least? Why? 3. Arrange the objects according to their ability to absorb water, in an ascending order. GROUP ACT IVIT Y Steps 1 2 3 4 Teacher’s Info 7474 7575 • The ability to absorb water means the capacity to absorb water. • Keep the thickness and size of the objects the same. • Use food colouring for the water.
Little brother’s body is wet after bathing. Father is wiping him with a towel. What is the importance of water absorbent objects? Observe the examples in this situation. Why is cotton ball used to clean a wound? State the importance of water absorbent objects in each of this situation. The Importance of Water Absorbent and Non-Water Absorbent Objects 7676 7777 Activity Book Pages: 76 77 8.1.4 54-55
How does mother dry a jug? How does Imran wipe his sweat? State the importance of water absorbent objects in your life. 7676 7777
An iron barrel can collect and store rain water. What is the importance of non-water absorbent objects? Discuss. Rubber boots can protect the feet from getting wet. The glass windscreen of a car can prevent us from getting wet due to rain. A plastic umbrella can protect us against the rain. Objects that can absorb water and objects that cannot absorb water are important in our lives. rubber bands scissors string pen Creating Mini Mop CAUTION! 7878 7979 Teacher’s Info Activity Book Pages: 78 79 8.1.5 8.1.6 • Assist the pupils to cut the string into the required length. 56 Page:
QUEST IONS Cut the string into 5 pieces. Tie up the middle of the strings using a piece of thread. 1. Why is string used to make the mini mop? 2. What other materials can be used to replace the string? Pull off the back of a pen and remove its content. Insert one end of the thread and take it out from the nozzle. Tie a string to the nozzle of the pen using a rubber band and cover it with the pen cover. Separate the strings. 12 cm thread 20 cm 1. Classify the following objects according to their ability to absorb water. kitchen paper newspaper hand towel manila card coin paper bag paper clip 2. Arrange the following objects based on their ability to absorb water in an ascending order. Let’s Revise Explain the mini mop you have made to the class. GROUP ACT IVIT Y Steps 1 2 3 5 4 Teacher’s Info 7878 7979 • Use a pen that has run out of ink. • Use a pen with the back end that can be dismantled.
Recall 3. State the importance of the following objects. • There are water absorbent objects and there are non-water absorbent objects. Non-water absorbent objects Water absorbent objects ABSORPTION handkerchief, tissue paper, newspaper, hand towel paper clip, rubber, plastic toy, drinking straw Importance Importance Science Recreation • Make a flower using paper. • Fold the petals inward and put it on the water surface. • Observe what happens. Absorb and Expand 8080 PBPB
99 UNIT THE EARTH What a beautiful Earth! What can you observe in the picture above? PBPB 8181
sea beach pond Landforms What landforms can you see in this picture? 8282 8383 Teacher’s Info Activity Book Pages: 82 83 9.1.1 57-58 • The valley is a low land at the sides of a river, foot of a mountain or base of a hill.
mountain lake valley river hill Landforms consist of mountains, beaches, hills, valleys, rivers, ponds, lakes and seas. 8282 8383
Explain your landforms to the class. Explain the landforms found in your model. QUEST ION paper plate white paper marker pen clay (blue, green, yellow and brown) paper clip pencil Sketch the position of landforms on a paper plate. Make patterns of the landforms using a paper clip. Construct the landforms using clay. Label every landform. Creating Landforms Model GROUP ACT IVIT Y Steps 1 2 3 5 4 8484 8585 Teacher’s Info 84 85 • The pupils can use other materials such as watercolour, stones, sand and small plants to decorate their landforms model. 9.1.1 9.2.3
There are several types of soil found on the surface of the Earth that are important for life. State the types of soil. Where can these types of soil be commonly found? garden soil clay sand HOTS Soil Teacher’s Info Activity Book Pages: 8484 8585 • The soil samples used can be obtained from a vegetable farm, paddy field and seaside areas. 9.2.1 59-62
Linda and Hafiz are investigating the contents of three types of soil. Let us investigate the contents of garden soil and sand. garden soil sand white paper spoon magnifying glass What are the contents of garden soil and sand? This clay is very fine. This clay contains very fine soil particles. forceps Soil Content Let’s Test Contents of Garden Soil and Sand 8686 8787 Activity Book Pages: 86 87 9.2.2 60-61
Line a table with paper. Observe the garden soil using a magnifying glass. Put two spoonfuls of garden soil on the paper. Separate the garden soil according to its content using a pair of forceps. Repeat steps 1 to 4 for the sand. Record your observation in a table as shown below. What is the difference between the contents of the garden soil and the sand? Type of soil Soil content (✓) Twig Dry leaf Stone Sand particle Small animal Garden soil Sand QUEST ION The garden soil contains sand particles, small stones, decaying plants and animals. The sand contains sand particles and small stones. GROUP ACT IVIT Y Steps 1 2 3 5 6 4 Teacher’s Info 8686 8787 • Encourage the pupils to use gloves during this activity. • Remind the pupils to wash their hands.
1. What are the landforms shown in the following pictures? 2. State three types of soil found on the earth’s surface. 3. This soil contains only very fine soil particles. What type of soil is this? Recall • There are eight landforms: • There are three types of soil: • Garden soil contains twigs, dry leaves, stones, sand particles and small animals. • Clay contains very fine soil particles. • Sand contains sand particles and small stones. Let’s Revise Science Recreation a b c - mountain - garden soil - clay - sand - river - beach - hill - pond - lake - valley - sea Simple Water Filter • Produce a simple water filter using small stones and sand as shown. • Test the water filter using cloudy water. cloth stones fine sand sand small stones 8888 PBPB
I use wooden blocks to build a palace. I use this basic shape to form a fish tail. 1010 UNIT BASICS OF BUILDING How are the above basic shapes used to build a palace model and a fish model? PBPB 8989
Observe the greeting cards made by the pupils of 1 Blue. How many basic shapes can you identify? Observe the objects around you. What are the basic shapes used? What are the names of these basic shapes? triangle square rectangle circle Wow! This card is beautiful. The shape is a circle. I like this triangle-shaped card. Basic Shapes VISUAL ARTS EDUCATION The Work of Pupils of 1 Blue: Teacher’s Day Greeting Cards 9090 9191 Activity Book Pages: 90 91 10.1.1 63-65
I like this triangle-shaped card. QUEST IONS • pictures of objects • white paper • scissors • marker pen • glue 1. Divide the white paper into four sections. Write the names of basic shapes. Collect and cut pictures of objects. Paste the pictures of objects according to their shapes. 5. Compare your work with other groups. 6. Explain your work to the class. 1. How many objects can you gather from each basic shape? 2. What are the differences in the objects you gathered in comparison to other groups? CAUTION! GROUP ACT IVIT Y Steps 1 2 3 5 6 4 Let’s Test Separate the Shapes of Objects Teacher’s Info 9090 9191 10.1.1 10.1.5 • Pictures of objects can be obtained from printed materials such as newspapers, magazines, flyers, etc.
Various basic shape blocks are used around us. What are the basic shape blocks found in the picture below? pyramid cube cuboid HOTS How many squares are needed to form a cube? Basic Shape Blocks 9292 9393 Activity Book Pages: 92 93 10.1.2 66 Page: